teacher-based teams at work olac statewide leadership summit june 14, 2010 olmsted falls city...

Teacher-Based Teams at WorkOLAC Statewide Leadership Summit

June 14, 2010

http://bulldogcia.com

Olmsted Falls City Schools

PresentersSuzanne Gross 8th Grade Social Studies TeacherMark Kurz OFMS PrincipalDr. Jim Lloyd Assistant SuperintendentDiane Norris 8th Grade Social Studies TeacherChris Odon 8th Grade CBI TeacherLisa Williams Title I Instructional Coach at OFMS

Conference Focal PointsOLAC Focus Area 2—Focused Goal SettingOLAC Focus Area 3—Instruction & the Learning ProcessUsing collaborative structures and processes (TBTs)

Presentation ObjectivesLearn what the role of the central office administrator,

building administrator and teachers are in this process

Learn how collaborative teaming can be a powerful way to establish a common instructional language

Observe the application of our professional development

Understand how the district created a greater degree of focus and applies its common instructional language within a specific subject area

Greatness is not a function of circumstance. Greatness, it turns out, is largely a matter of conscious choice, and discipline.

-Jim Collins, Good to Great in the Social Sector   

OFCS Demographics20 miles southwest of Cleveland in Cuyahoga CountyTop LRC rating for 10 years in a row3,800 enrollment5 schools

O.F. Early Childhood Cntr (PreK-K)Falls-Lenox Primary (1-3)O.F. Intermediate School (4-5)O.F. Middle School (6-8)O.F. High School (9-12)

1 building in S.I Year 1 and another At-Risk

Establishing District Curriculum, Instruction & Assessment Coherence

Dr. Jim Lloyd, Assistant Superintendent

CIA Coherence

Curriculum High Quality Instruction

Balanced Assessment (formative & summative)

Our Job Embedded Professional Development

Programs

Establishing CoherenceProfessional Development Products

Considerable curriculum mappingIdentification of most important learning targetsIdentification of instructional anchors through Big

Ideas & Essential QuestionsCommon framework for instructional unit design

Professional Development ApplicationBuilding level commitments to make learning clarity

a reality (learning targets v. teacher activities)A district commitment to formative assessment as a

matter of instructional practice

Building Focused Capacity Through…

Job Embedded Professional Development Vision was established, planned and adhered to

across the system Purposeful, focused, systematic and on-going

Macro-educational strategies Clarity of learning targets Formative assessment of programs Student feedback

Formative Assessment Framework

Where am I going?1. Provide a clear statement of the learning target2. Use examples and modelsWhere am I now?3. Offer regular descriptive feedback4. Teach students to self-assess and set goalsHow can I close the gap?5. Design focused lessons6. Teach students focused revision7. Engage students in self-reflection; let them keep

track of and share their learning

Chappuis, J. (2009). Seven strategies of assessment for learning. Portland, OR: ETS.

Unit Design Framework

Served as our C.I. & A. planning tool

Brought cohesiveness and additional collaboration to:PD learning outcomes and products

It focuses on implementation

What is happening differently in our classrooms as a result of the work we do?

Olmsted Falls Middle School

Olmsted Falls Middle SchoolIt is the vision of all staff that

by the end of 8th grade all of our students will display characteristics of Bulldog P.R.I.D.E. by being:Persistent, positive,

powerful• Respectful, responsible,

resourceful• Innovative, intelligent,

independent• Dedicated, diligent,

diverse• Empathetic, enthusiastic,

extraordinary

Teacher-Based Team Structure Academic Grade Level Teams

Three 6th Grade Teams (1 team of 4 and 2 teams of 3) Two 7th Grade Teams (2 teams of 5) Two 8th Grade Teams (2 teams of 5)

Wheel Team Music (Band & Choir) Art Life Skills Technology Education Foreign Language Health

Physical Education Team Student Services Team

Principal Assistant Principal Counselors School Psychologist

Horizontal & Vertical Articulation StructuresSame Department & Cross Grade Department

MeetingsCurriculum & Assessment PlanningUnit Planning

Same Grade & Cross Department Team MeetingsDiscuss students’ strengths and areas of needIntervention planning

CollaborationRequires communication that is honest, direct, and

respectfulRequires trust between and among all stakeholdersRequires assistance that includes encouragement,

modeling, and recognition of implementation approximations

Requires support for taking implementation risks

Monitoring Implementation & FeedbackWe want our students to monitor their own learning

for the sake of knowing where they are, where they are going, and how they are going to get to where they need to be

We need to do the same and monitor our implementation and give each other feedback that feeds forward as a way to increase ownership for our learning

If it is worth doing, it is worth monitoring

Leadership ImplicationsMust have faith and believe that what you are doing

is the right stuffIf you are doing the right stuff then you must have

faith and believe that it mattersAllocation of resources (time, staffing, schedules)Affirm efforts and approximationsManagement of the storm Be willing to take two steps back and one step

forward

OFMS Unit Design Framework Grade Level Indicator

(H5) Explain major domestic problems faced by the leaders of the new republic under the Articles of Confederation

Student Friendly Language To explain major domestic problems (within the nation) the leaders

of the new republic faced under the Articles of Confederationa. I can explain how maintaining national security (keeping our country

safe) was a problem.b. I can explain how creating a stable economic system (trade and

currency) was a problem.c. I can explain how dealing with war debt ($27 million from American

Revolution) was a problem.d. I can explain how collecting revenue (taxation) was a problem.e. I can explain how defining the authority of the central (national)

government was a problem.

Grade Level Indicator(Gov 7) Explain how the Northwest Ordinance

established principles and procedures for the orderly expansion of the United States

Student Friendly LanguageTo explain how the Northwest Ordinance governed

the division of the land and established principles and procedures for orderly expansion of the United States

Identified Big Ideas and Essential Questions

Big IdeaThe weaknesses of the Articles of Confederation led

to the creation of the United States Constitution.

Essential QuestionWhy was the United Stated Constitution created?

Clear Learning TargetsStrategies to make learning targets clear before, during, and

after instruction:Student “I can” statements produced on a handout that is

given to students at the start of the unit (see example in packet).

Present the unit’s essential question at the beginning and throughout the instructional unit.

List of key terms and concepts given to students in the form of a study guide.

Ask students to state the learning targets and make predictions about the learning targets.

Post learning targets in the classroom.

Formative AssessmentsA formative assessment is utilized for each section of

the chapter (see example in packet)Linked to learning targetsIncludes self assessment – predict the score and explain why

Additional practice, instruction, and/or assignments are given to students who do not do well on formative assessments (see example in packet)

Minute-to-minute formative assessmentsProvide a factUse of white boards

Summative Assessments

Common unit test (see example student answer sheet in packet)All items are linked to learning targetsStudents analyze the results of their summative

assessments and make necessary corrections to review information and earn additional credit

Teacher use of data to guide instruction and analyze test items

Test Item Analysis

How did the Northwest Ordinance of 1787 affect the practice of slavery in the Northwest Territory? (GOV7)

A) It banned the use of slaves. (130)

B) It determined a fixed wage for slaves. (0)

C) It regulated the slave trade. (2)

D) It granted slaves access to public education. (1)

130 = Correct 3 = Incorrect

Test Item AnalysisWhich of the following indicates that there was an economic

depression in the United Sates after the Revolutionary War? (GOV3b)

A) Trade laws differed across states and each state followed its own interests. (7)B) Trade activity was minimal and unemployment

was on the rise. (72)C) The country went deeper into debt as it raised

taxes. (8)D) The price of goods was rising but the value of

money was decreasing. (46)

72 = Correct 61 = Incorrect

Instruction and Student ActivitiesLearning Target: (GOV 7) To explain how the

Northwest Ordinance governed the division of the land and established principles and procedures for orderly expansion of the United States.

Anticipation Guide Question

_____ 10) Ohio was part of the Northwest Territory

Pg._____Para._____Proof:_____________________

Map Activity with Questions

1) Why was the land sold to the public?

2) What two things were required in each township?

3) How many people were needed in each territory to write a constitution and ask to join the union?

4) Why do you think they banned slavery in the Northwest Territory?

5) Why was the Continental Congress so specific with the details of this territory?

The Northwest Ordinance, officially titled “An Ordinance for the Government of the Territory of the United States North West of the River Ohio,” was adopted by the Confederation Congress on July 13, 1787. Also known as the Ordinance of 1787, the Northwest Ordinance established a government for the Northwest Territory, outlined the process for admitting a new state to the Union, and guaranteed that newly created states would be equal to the original thirteen states…

Formative Progress Report Questions1) Slavery was allowed in the Northwest Territory. (GOV7)

True or FalseK_____ DK_____

2) What were two things required in the Northwest Territory within a 36 square mile radius? (GOV7)a._______________ b._________________K_____ DK_____

3) Name one thing that was valued in the Northwest Territory. (GOV7)________________________________________K_____ DK_____

Jeopardy Review Game Questions

Name one principle or law created in the Northwest

Territory.

Borrow moneyMake treaties w/ other countries and natives

Make coinsSettle conflicts among states

Could ask for money and soldiers

Summative Assessment QuestionShort Answer (2 points)

The Northwest Ordinance of 1787 established procedures and principals for the orderly expansion of the United States. Identify one principle or procedure that was required in the Northwest Territory and explain its lasting impact. (GOV7)

Questions?

http://bulldogCIA.com

jlloyd@ofcs.net

mkurz@ofcs.net

lwilliams@ofcs.net

sgross@ofcs.net

dnorris@ofcs.net

codon@ofcs.net