Westview KindergartenKenton City Schools
Kenton, Ohio
Kindergarten Teacher Based Teams Collaborating for Student
SuccessJune 27, 2012
Kenton City Schools
Welcome to Wildcat Country! Kenton City Schools is a public school district in Kenton, Ohio USA. The district encompasses 112 square miles. Most of Kenton City Schools' students reside in Hardin County, a rural county in northwest Ohio. The school district has 1 high school, 1 middle school, and 4 elementary schools. The district's current enrollment is approximately 1952 students with an average attendance rate of 94.6%.
Subgroups: Student With Disabilities: 16.6% Economically Disadvantaged: 49.3%
Westview Kindergarten Center
120 Students6 Classrooms6 General Education Teachers1 Intervention Specialist1 Title 1 Educational Assistant
The Kindergarten Team
District/Building Leadership Teams
State Diagnostic Teams (SDTs) work with selected high support districts
State Support Teams (SSTs) work with districts and schools in need of improvement
Educational Service Centers (ESCs) work with other districts requesting assistance
is involved?
Teams use data tools to identify critical needs
do these teams work in districts and schools?
District/Building Leadership Teams Regional Service Providers External Vendors Higher Education
is involved?
District/Building Leadership Teams State Diagnostic Teams State Support Teams Educational Service Centers
is involved?
District/Building Leadership Teams
State Diagnostic Teams
State Support Teams
Educational Service Centers
Regional Managers
Single Point of Contact
is involved?
Review data Gather evidence of implementation and impact
Provide technical assistance and targeted professional development
Leverage resources
Work with leadership to develop research based strategies and action steps focused on critical needs identified in stage 1.
How
Who
How
Who
How
How
Who
do these teams work in districts and schools?
do these teams work in districts and schools?
do these teams work in districts and schools?
Who
STAGE 1
STAGE 3
STAGE 2
Implement and Monitor the Focused Plan
Evaluate the Improvement Process
Identify Critical Needs of Districts and Schools
Develop a Focused Plan
Ohio Improvement Process
STAGE 4
Revised November 2008
District/Building Leadership Teams
Teacher Based Teams
Regional Service Providers
External Vendors
Higher Education
2
3
4
5
1
5 Step Proce
ss
Stage 2
Stage 3
Stage 4
Stage 1
It’s All In The Planning……..
May 23, 2011Attending: Julie Bertling, Laurie Steinman, Angie Butterman, Katie Ketcham, Melissa Good, Valerie RobbTopic: How To Use DataMeeting Organizer/AGENDAPurpose/Concern:Why are we here?Know where we are:Resources: Rubric
Conditions Teacher input
What’s Missing?/Needs AssessmentReflects the Rubric and Condition inputReflects teacher inputWhat’s Next?/Next StepsAddress:•Team configuration•The 5 Step Process•PD needsCreate Timelines•For Assessments- per district?•For re-assessment - How often to ‘cycle’ the 5 Step Process•For developing/rolling out TBT
Needed PDMeeting schedulesData communication
2011 AIMSWeb DataThe Baseline
BLDG 1LNFFALL2011
BLDG 2 LNFFALL2011
Westview
LNFFALL2011
BASELINE FALL 2011
Planning Meeting with Angie Butterman Westview Kindergarten Sept. 15, 2011Re: TBT overview Sept. 21, 2011I Why TBT in support of ALL students
Prevention/interventionII Teacher Based Teams and The 5 Step Process
Watch Step 1-make notes on viewing guideTeachers set criterion for groupingsTeachers use their data to put students into groups
Watch Step 2- make notes on viewing guideTeachers complete Step 2
Watch Step 3 – make notes on viewing guideTeachers complete Step 3
III The Westview Kindergarten Data PlanExplain planQ & A
IV Supports for TBT*** If time: Working Agreement – Give examples and give time for
teachers to develop their own working agreements
Angie has Conditions and 5 step process surveys plus the 5 step rubric to use as needed on another day/date.
OHIO IMPROVEMENT PROCESSTEACHER BASED TEAM TRAINING
Westview Kindergarten
Sept. 21, 2011
STATE SUPPORT TEAM Region 6Julie Bertling, [email protected]
Valerie Robb, [email protected]
WESTVIEW KINDERGARTENDec. 14, 2011AGENDA5 Step Process: Review and Q/ATBT’s: What data determines Benchmark, Targeted, Intensive?
Who are you progress monitoring? What are Instructional strategies have you used that proved successful? What is latest data on LNF for targeted and intensive groups?
What determines proficiency on SCA?What #/% of your class is proficient?How are you going to address those not proficient in Math?January:AIMSWeb: PSF: Did you frontload? How or what strategies
haveyou used?Status on KPALS
Letter Naming Fluency
Letter Naming Fluency
January 18, 2012Westview Kindergarten
Teacher Based Teams Data Review I View/discuss AIMSWeb results.
Move students on Post It chart. (Step 1)
Data drives interventionWhere are learning challenges? (Step 2)
II Intervention – status on PALSUse Peer Assisted Learning Strategies for whole classUse Teacher Directed for intervention (Step 3)Yellow and red teams updates
III Progress Monitoring
LNF – do not monitorISF-maybe depending on student and how they are
doingPSF –yes, this is the starting placeNWF-if secure with PSF
Scoring can be done online (demo)
School 1: 60% to 85%
School 2: 63% to 72%
Westview: 65% to 83%
LNF ComparisonSept/Jan. 2012
BLDG 1Winter/Jan.
2012
BLDG 2Winter/Jan.
2012
WestviewWinter/Jan.
2012
STEP 5/STEP 1PSF
STEP 1
Reflections/Insights:
Based on analysis of scores and discussion of current successful strategies, (STEP 2), Teachers recommended these changes to CORE instruction to improve student learning (STEP 3):
Math:•Work more on transitions•Use number videos•Highlight math vocabulary and math word wall•Spiral review into daily instruction•Number recognition/counting on game Reading:•Implement PALS during intervention time.
Katie Park
March 21, 2012AGENDA
Transparent DataSTEP 1
How did we do? What are our strengths? What are our challenges?
STEP 2
STEP 1
Westview
STEP 1
Westview
What do we do well?
STEP 2
What are our areas of challenge?
STEP 2
LOOKING AHEAD
Reflections….. Melissa Good
Teacher Based Teams build the capacity of teachers to address learning needs of ALL students
WESTVIEW KINDERGARTENMAY 16, 2012
END OF YEAR DATA REFLECTION- EvaluationWHAT DID/DO THE ADULTS DO THAT MADE A DIFFERENCE IN STUDENT
ACHIEVEMENT?
STEP 1: COLLECT AND CHART DATABring SCA results already charted. (Could teachers enter results on a Google Doc?)Identify % proficient in reading and math for SCA’s. Identify % Benchmarked in AIMSWeb.Questions:Are common core standards in place?Is the rigor of our assessment questions aligned with the intended rigor of the standards?Is there a correlation between AIMSWeb data and SCA % proficient?What did you learn about your assessments? How did they change?
STEP 2: ANALYZE STUDENT WORK SPECIFIC TO THE DATAHow can we use this data to do strengthen our core instruction?
Did you establish what proficiency looks like? Do we use exemplars with our students?
STEP 3: ESTABLISH SHARED EXPECTATIONS FOR IMPLEMENTING SPECIFIC EFFECTIVE STRATEGIES/CHANGES
Based on results, what “preventative” instruction could we implement during the core?
What strategies/content/skills have been most successful? How can we plan instruction for a variety of student needs?How could we differentiate instruction to meet the need of our classroom?What strategies have we found that families can use at home to support their child’s ?learning outside of school?STEP 4: IMPLEMENT WITH FIDELITYWhat support are we providing our families to implement the home learningHow will we know if we are implementing the instructional strategies with fidelity?STEP 5: POST ASSESSMENT/EVALUATE EFFECTIVENESSWhat did the adults do that made a difference in student achievement?Did we close the achievement gap for our students?
•Teachers self assess using TEACHER BASED TEAMS RUBRIC
•Feedback from Teacher Based Team Strength and Challenge Fishbone
Strengths: • School-wide intervention plan in place• Use of intervention strategies• Job embedded professional development• Flexible groups based on assessment data• Systematic use of data to inform instruction• Planning with the end in mind• Responsive/ differentiated instruction
•Parents are not teaching/learning partners•Infrequent peer observation•Infrequent use of quality rubrics
Challenges
How Are We
Doing?
Angela Kimmel
Personal reflections….
END OF YEAR DATA!STEP 5
Angie Butterman, Principal
Did the adults make a difference in student
achievement?
Common Short Cycle AssessmentsThe results:
Teacher Created Quarterly Assessments
1 2 3 4 5 6 7
End of
Year
1 2 3 4 5 6 7
End of
Year
1 2 3 4 5 6 7
End of
Year
1 2 3 4 5 6 7
End of
Year
End of
Year
End of
Year
End of
Year
End of
Year
Westview KindergartenMay 2012 PSF
BLDG 1 PSF 2012
BLDG 2 PSF 2012
More Data…..
Looking at Subgroups-SWDDid we close the achievement gap
for our students?
Same rate
lower rate
Greater rate
NEXT STEPS FOR 2012-2013:
•Deeper implementation of 5 Step Process at working teams level •Consistent progress monitoring•Focus more on subgroup data•Implement peer observations•Develop rubrics and exemplars of student work•Focused common planning•Re-structure intervention time
Standards for HQPD High quality professional development is a purposeful, structured and continuous process that occurs over time HQPD is informed by multiple sources of data
HQPD is collaborative
HQPD includes varied learning experiences that accommodate individual educator’s knowledge and skills
HQPD is evaluated by its short- and long term impact on professional practice and achievement of all students
HQPD results in the acquisition, enhancement or refinement of skills and knowledge
Ohio Standards for Principals
Principals helps create a shared vision and clear goals for their schools and ensure continuous progress toward achieving the goals.
Principals support the implementation of high-quality standards based instruction that results in higher levels of achievement for all students.
Principals allocate resources and manage school operations in order to ensure a safe and productive learning environment
Principals establish and sustain collaborative learning and shared leadership to promote learning and achievement of all students
Principals engage parents and community members in the educational process and create an environment where community resources support students learning, achievement and well being.
Ohio Standards for the Teaching Profession Teachers understand student learning and development and respect
the diversity of the students they teach
Teachers know and understand the content area for which they have instructional responsibility
Teachers understand and use varied assessments to inform instruction, evaluate and ensure student learning
Teachers plan and deliver effective instruction that advances the learning of each individual students
Teachers create learning environments that promote high levels of learning and achievement for all students
Teachers collaborate and communicate with students, parents, other educators, administrators and the community to support student learning.
Teachers assume responsibility for professional growth, performance and involvement as an individual and as a member of a learning community.