June 27, 10:15– 11:30am, Room: Champaign This session will share the Teacher-Based Team 5-Step Process of the Ohio Improvement Process through the journey kindergarten teachers took as they learned to be reflective of their practice and form a professional learning community. Their story will show how teachers adjusted their curriculum materials to match the learning needs of their students in their core instruction program; used data to inform the grouping of students; incorporated additional intervention time on a daily basis to scaffold and differentiate instruction; and made transparent data and effective instructional practices the focus of teacher-based team meetings. Main Presenter: Angela Butterman, Kenton City Schools Co-Presenter(s): Melissa Good, Kenton City Schools; Julie Bertling and Valerie Robb, Consultants, State Support Team Region 6; Angela Kimmel and Katie Park, Kenton City Schools

1. Teacher Based Teams build the capacity of teachers to address learning needs of ALL students.
“Students who need the most structure and consistent learning environment are not asked to leave
the classroom to attend a pullout program rather instruction is based on universal access through
heterogeneous flexible learning groups. The demographics of any room are proportional to the
demographics of the entire school.”
WESTVIEW KINDERGARTEN
MAY 16, 2012
END OF YEAR DATA REFLECTION
WHAT DID/DO THE ADULTS DO THAT MADE A DIFFERENCE IN STUDENT ACHIEVEMENT?
STEP 1: COLLECT AND CHART DATA
Bring 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 DATA
How 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?

2. 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 CHANGES CONSISTENTLY
Is there communication regarding implementation between teams and principal?
What kind of feedback do you (or the team) want from classroom observations?
STEP 5: COLLECT CHART AND ANALYZE POST-DATA
Did we close the achievement gap for our students? Subgroups? How do we know?
What do we need to do differently next time?
What successful strategies do we need to share with other buildings and our district?
NEXT STEPS FOR 2012-2013:
Teachers self assess using TEACHER BASED TEAMS RUBRIC
Feedback from Teacher Based Team Strength and Challenge Fishbone
PD and support of high functioning teacher based teams
Deeper implementation of 5 Step Process at working teams level
Consistent progress monitoring
Subgroup data
An example: View K TBT video