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BLT Meeting Agenda and MinutesOhio 5-Step Process

2019-2020Liberty Arts Magnet Facilitator: Angela HeffnerNovember 7, 2019 Time Keeper: Jamie3:40-4:40 Recorder/5 Step Process: SuzanneSST6: Task Master: LeaDistrict Support: Teresa Gantz Reflective Questioner: Stephanie

Team Members present:

Tyler Leatherman Stephanie Moran x Jamie Duncan x

Angie Heffner x Lea Werling x David Haberman x

Suzanne Lyons x Mary Moore x

Michelle VanBuskirk Teresa Gantz x

Smart Goal: 100% of TBT’s will bring student work samples to TBT as evidence of chosen strategies.Agenda:

1.) Norms- Stay on task, Keep what we discuss here, No side-bars, Allow for 1 speaker at a time, Be open to others’ ideas, Maintain positive intentions, Keep cell phones on vibrate, Be on time

2.) Role Selection ( 2 minutes)-3.) DLT highlights ( 4 minutes) – 4.) Key Data to be Discussed (Action Plan Check)

a. Share TBT observations (Mary and Michelle)b. Review TBT minutesc. Review TBT Rating Scale- new goalsd. Results TBT Rating Scale- Teresae. Jamie share TBT strategy (Underline, circle, number)

5.) Summarize Meeting (3 minutes) -

6.) Take backs to TBT’s- TBT minutes need to be documented accurately, team members need to model strategy for team, strategy needs to be explicitly defined so as to be replicated, make sure next steps are being documented 7.) Evaluate Meeting – Feedback from Internal Facilitator/SST6 Support Great discussion, especially revisiting of supports for TBT’s, modeling of strategy with BLT was very effective

TBT Goals/BLT supports

3RD/4TH 1st quarter

USING EFFECTIVE STRUCTURES (TIME, PROTOCOLS)1. Schedule was adjusted to allow for team to be on time done2. Coach will SWIVL K-2 TBT and will watch with 3rd/4th grade team by December 1st3. BLT members will observe their team and provide feedback- will observe again (Jamie)4. I.F. will help provide protocol5. Create a walk-thru for effective TBT’s done

2nd Quarter USING EFFECTIVE STRUCTURES (TIME, PROTOCOLS, ON TOPIC)

(Possible new schedule creating a 2/3 team and 4/5 team)

MS MONDAY 1st quarter

USE OF STUDENT THINKING1. Provide a list of possible formative assessments (Angie) done2. TBT form includes section to document formative assessments and results done3. I.F. will share Doubek assessment resources4. Coach will use Remind app- bring student work done

2nd Quarter USE OF STUDENT THINKING

ARTS1st quarter

EFFECTIVE USE OF FORMATIVE ASSESSMENTS1. Coach will SWIVL Arts teachers use of formative assessments and upload as evidence done2. BLT will observe during TBT- Leatherman and Haberman3. Coach will use Remind app- bring student work done4. Provide a list of possible formative assessments (Angie) done

2ND Quarter USE OF STUDENT THINKING AND NEXT STEPS

K-21st quarter

EFFECTIVE USE OF FORMATIVE ASSESSMENTS1. Coach will SWIVL teachers and watch during TBT to analyze implementation of strategy across the team2. Team will reflect on effectiveness of strategy after Step 5 is complete3. Coach will add to TBT process, share out of formative assessments weekly done4. Coach will use equity sticks to determine who is sharing so that all members are held accountable done

2nd Quarter EFFECTIVE/SHARED FACILITATION OF TBT PROCESS

MS THURSDAY1st quarter

UTILIZE FORMATIVE ASSESSMENTS WEEKLY1. Provide a list of possible formative assessments (Angie) done2. Team created a Google folder to upload evidence –not effective- no longer using

2nd Quarter UTILIZE STUDENT THINKING

TBT Observations Summary- 30 responses

25 talked about Learning 26 talked about Assessment 7 talked about Intervention 0 talked about Enrichment

Name:__________Mary Moore__________________________________

TBT Observed:______MS/Monday_____________ Date:_____10/7/19_______

Circle the item observed during TBT and make comments

1.Norms stated or reviewed2.Role selection reviewed No, time keeper was asked to let Suzanne know when 2 minutes were left in meeting other then that no roles were stated.3.BLT highlights discussed _nothing to report__________________4.Formative assessments shared ___________________yes____________________________ 5.What part of the OIP process is being worked on:

Standards identified Standards unwrapped Assessments being chosen and discussed with DOK level Assessment predictions made Strategy chosen and defined Detailed steps of strategy Team member to model the practice to the team Performance data collected and the DDD process is completed (go visual, observe,

infer/questions, action steps)

Compare findings, discuss differences, similarities with implementing the strategy that helped or did not help students learn.

Were the following questions discussed:o What were my challenges/struggles/successes?

o What were my interventions/extensions? Vertical alignment, practice all year, vocabulary, fact families, exit tickets with problem and they will have to justify their answer.

o What were my results- tied to strategy?

Strengths of the teamThey tried to help support each other even though they are not as familiar with the other teachers content.

Weaknesses of the teamThere is a lot of down time, not everyone has a voice (it is hard however with different subject areas)

Suggested action steps

Try and find a way to get to more than one subject area during the TBT.

What did you hear (be specific with quotes)

“ I had the object on the board”

“ 4 skills fraction; addition, subtraction, multiplication and division. They had to answer the equation and then state if they are confident solving or not confident solving. I am not taking this for a grade. Some of the students that were confident in solving the problem got them wrong.”

Predict “ ⅚ will get the addition correct, 4/6 will get the subtraction correct, ⅚ will get multiplication correct and 2/6 will get division correct.”“As they did this, it was a quick dip stick for me to know if they understood it.”MS Monday TBT Agenda 2019-2020

1. Norms- Stay on task, No side-bars, Allow for 1 speaker at a time, Be open to others’ ideas, Maintain positive intentions, Keep cell phones on vibrate, Come prepared, Be on time.

2. Role Selection: Time Keeper: Jolliff Reflective Questioner: Werling Facilitator: Knight Dialogue Monitor: Barnett Recorder: Lyons

3. BLT highlights 4. Formative Assessments (Share out) 5. Define/Review Chosen Strategy 6. Do the work- continue 5 Step Process____________________________________________________Start date: 8/19 End date:

Standards:

Jolliff- 7NS1- apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagramBarnett- Writing 8.1 I can write arguments to support claims with clear reasons and evidenceKnight- HSA-REI.1 – Solve, Explain, and JustifyExplain each step in solving a simple equation as following from the equality of numbers asserted at the previous step, starting from the assumption that the original equation has a solution. Construct a viable argument to justify a solution method.McCluer: Writing 6.1 I can write arguments to support claims with clear reasons and relevant evidence.

Unwrapped:Jolliff- add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number lineKnight-This standard asks students to justify each step in solving simple equations. Several other standards deal with the act of solving different equations -- rational, radical, linear, and quadratic in one variable. However, the target standard focuses on the justification of each step of the process. Additionally, it asks students to defend a given approach to a solution method.

Assessment chosenJolliff: 4 question, 1 DOK 1, 1 DOK 2, and 2 DOK 3 level questions. Goalbook assessments

Predict: Q1 10%, Q2 10%, Q3 5%, Q4 5%Barnett: 2 DOK 1, 2 DOK 2, 1 DOK 3. Goalbook assessments

Predict- Q1- 50%, Q2 75%, Q3 50%, Q4 50%, Q5 25% will be proficient

Knight: 4 DOK 3 questions. Goalbook AssessmentsPredict 100% of students will not be proficient yet due to justifying with properties

McCluer: 4 questions, 1st two questions, DOK 1, Q3 DOK 2, Q4 DOK3 Predict 70% will get first 2 correct, 20% will get all 3 in Q3, 20% on Q4

Steps in Process1. Choose an instructional practice to study (based on your need)

McCluer/Barnett Graphic organizers and Criteria for SuccessJolliff/Knight Criteria for Success/Goal setting

2. Create an agreed upon written description of strategy with detailed steps Amy- created criteria for success for Algebra; Goal setting will be around the completion of the criteria for success (see Googledoc). Jolliff- each station/ small group will have a criteria for success for small group work; roles will be assigned at each group; criteria for success created for extended responses; criteria for academic success will then be created following the successful completion of behavior criteria. Marcie- Began mini ap- success criteria; following assignment- looking at rubric for Goalbook and Ohio State test- argumentative writing includes… clear claims statement, 3 relevant support with explanation, precise references to sources, acknowledge and refute opposing claims, organized in a logical way and MUGSS (spelling). Graphic organizer to be used with pre-write. 9/30 The Writing Strategies Book page 100. Students will have a choice in the topic and the product for their argumentative essay Bonnie- Students will have the ability to choose their topic and end product (letter, essay, speech)

3. Implement (master) the practices in the classroom (practice with feedback) 10/7Jolliff- Success Criteria for small groups- What it looks like, what it sounds like, What T should be doing, What S should be doing. First had a task to see how they would work

together, not one person taking over, 4 quadrants. Try to find patterns. Objective: I can recognize good group work strategies.

4. Collect performance/ formative data on students (including DDD process- (go visual, observe, infer/ question, action steps)

Expressions Addition fractions

Subtraction fractions

Multiplication fractions

Division Fractions

Predict 5/6 4/6 5/6 2/6Student A

- - - -

Student B

- - + -

Student C

- - - -

Student D

+ + + -

Student E

+ + - -

Student F + + + +Observations: 1 out of 6 students got division correct3 out of 6 students got addition, subtraction, multiplicationStudent F got all 4 skills correct

Student A and Student C got zero skillsStudent F chose to divide by 1 for the two division problemsInferences:Student B got multiplication correct- was it a fluke?Teacher will tie fractions into story problems, etc.Fractions are a weakness, how do we address in the building?

5. Compare findings in your TBT, discuss differences, similarities with implementing the strategy that helped or did not help students learn.

6. Continue to use and perfect the strategy until all staff and students are successful

Questions to Consider…1. What were my challenges/struggles/successes?2. What were my interventions/extensions?

10/07 Vertical Alignment- fractions- 4th-8th Vocabulary, fact families, intermittent practices, cyclical, justify the steps with properties

3. What were my results- tied to strategy?

Pre Assessment

Benchmark Score

ADV/ACC Prof. Basic Limited

BlueGree

n Yellow Red

Marcie 0 4 9 29

Amy 0 0 1 20

Shayne 1 0 3 33

Bronnie 0 5 11 30

Pre Assessment Subgroups

Total # (this will add up itself)AA # B&G # Y # R

Marcie 6 0 1 5

Amy 0 0 1 5

Shayne 0 1 0 11

Bonnie 9 1 3 50

0

Total # (this will add up itself)Multi # B&G # Y # R

Marcie 8 1 1

61

Amy 0 0 0 2

Shayne 0 0 3 13

Bonnie 10 0 2 8

0

0

Total # (this will add up itself)

White # B&G # Y # R

Marcie 24 2 6 16

Amy 0 0 0 12

Shayne 0 0 0 9

Bonnie 22 4 2 160

0


SWD # B&G # Y # R

Marcie 0 2

Amy 0 0 0 0

Shayne 0 0 0 2

Bonnie 1 0 0 10

0

Post Assessment

Benchmark Score


BlueGree

n Yellow Red

Marcie

Amy 14 6

Shayne

Bronnie

Post Assessment Subgroups

Total # (this will add up itself)AA # B&G # Y # R

Marcie

Amy 6

Shayne

Bonnie


Marcie

Amy 2

Shayne

Bonnie


White # B&G # Y # R

Marcie

Amy 12

Shayne

Bonnie


SWD # B&G # Y # R

Marcie

Amy 0

Shayne

Bonnie

Knight Explicitly teach the Criteria for success for the first 3 days, across all the subjects (I do, we do, you do)

9-23-19: Formative- Lea- question answer; Shayne- non-fiction writing- write a letter to a fictional character to explain if the problem is correct or not and how they could fix their problem.

9-30-19: Formative assessments shared- Marcie- writing regarding AP project, Amy- goal setting in justification of homework; solve problem step by step and justify what they are doing in that step

10-07: Do the Math has lots of lessons for Fractions.

Knight- Goal setting, 1st and 2nd attempts. They are revisiting every Thursday to make adjustments to their goals.

Barnett/McCluer Graphic organizer for Argumentative Writing

Knight- Formative Assessment/Dipstick 10/07 Only 5 student didn’t get all 12 points- so now moving on at a quicker pace

because they did so well.

10/7

Barnett- Graphic organizer An issue, an audience, and how they will deliver. (A letter, a speech, an essay) Will set up the model and introduce the success criteria. T will conference during writer’s workshop.

Next week- Knight will bring Science extended response for us to collaboratively score

10/15 Discussed Chapter 2 in Collective EfficacyJolliff will try experimenting on students- presenting problems as hard or easy and seeing how they respondPossible presenting TBT/whole staff with vocab strategy from LETRS

10/21/19Shayne- post assessment will be done next weekAmy- Amy shared AI journal- vocab with non-linguistic representation (sketch for understanding). Post assessment was given; goal setting for algebra found- GA department of education- will be done as a goal- allow students to measure goals Bonnie- writing- mid cycle; dipsticks are done throughout the process- dipstick data will be put in post assessment (process will continue)Non-fiction/ dipstick writing shared- share what they know about latitude and longitude- using related terms (word bank). Still some confusion with N/S and L/L. Graded on general- directions lines go and what they measure; hemispheres, etc. Rubric that was Liberty created was posted in the room and had been reviewed with the class. Students were given 10 minutes to write. In Brake’s room- he had the word conservation; your students were able to pick apart the word using Morphology. The classrooms are competing- suckers are the prize.

Marcie- Mid-cycle; formative assessment given last Thurs, essay- school uniform questions. Students had to find hood, counter argument, thesis, etc. Results were lower than expected. MB went over the lesson and assessment. Examples will be given and practice will take place. “What in my instruction do I need to change.” :)Vocab discussion- Marcie is already instructing vocab- movement, non linguistic representation, journal and getting-- Abra vocabra. Students are using the words. Chant daily. 12 words per listMarcie and Bonnie- Will finish cycle in a couple weeks.

This cycle will be wrapped up this week. Bonnie and Marcie will continue instruction and the process. The next cycle will include vocabulary. 11/4BarnettShared multiple formative assessments/writing/abrovocabulary

Name: Michelle VanBuskirk

TBT Observed: MS Monday (Mitch, Brianna, Levi, Jamie, Alyssa, Bonnie)Date: 10/17/19

Circle the item observed during TBT and make comments

1.Norms stated or reviewed 2.Role selection reviewed 3.BLT highlights discussed No BLT since last week4.Formative assessments shared Looked at Google folder

5.What part of the OIP process is being worked on:

Standards identified Standards unwrapped Assessments being chosen and discussed with DOK level Assessment predictions made Strategy chosen and defined Detailed steps of strategy Team member to model the practice to the team Performance data collected and the DDD process is completed (go visual, observe,

infer/questions, action steps) Jamie- 1st quarter assessment- non-fiction and fiction reading- reviewed strategy. Question 1,5, 7- theme. Question 2, 4- character. Question 3,6- Setting. Question 8- perspective. Observations- just data- 0 students got evidence correct, starting to catch onto character. 3 out of 8 students only chose one answer instead of two. Discussion of using strategy.Inferences/Questions- Students struggle with evidence and don’t go back to story to support answers. Will use data from this to create small groups. Interventions needed for Student F across the board.

Compare findings, discuss differences, similarities with implementing the strategy that helped or did not help students learn.

Were the following questions discussed:o What were my challenges/struggles/successes?o What were my interventions/extensions?o What were my results- tied to strategy?

Strengths of the teamGreat discussion and questioning

Weaknesses of the teamSeemed all over the place- come to a consensus and stick with it.

Suggested action stepsInsert post data; remain on task.

What did you hear (be specific with quotes)“Can I finish my thought?”“Do we count that as mastery if they have 80%?”“How long did this dipstick take?” “A long time!”Great discussion regarding observations of data- need interventions for student F- missed all questions.Use data from this dipstick to create groups.All of the questions are DOK 2.Discussion of IEP student- read paragraph and discuss what happened- knows material but struggles with reading- can he get read-a-loud

MS Thursday Cycle 1 TBT/Minutes Agenda 2019-2020Please sign binder and check pacing when you arrive.

1. Norms- Stay on task, No side-bars, Allow for 1 speaker at a time, Be open to others’ ideas, Maintain positive intentions, Keep cell phones on vibrate, Come prepared, Be on time.

2. Role Selection: Time Keeper: Levi Facilitator: Jamie Dialogue Monitor: Mitch Recorder: Brianna

3. BLT highlights 4. Formative Assessments (Share out) 5. Define/Review Chosen Strategy 6. Do the work- continue 5 Step Process____________________________________________________Start date: 8/27 End date:

Standard: 5th ELA: RI.5.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. 5th Math: 5.NBT.5 Fluently multiply multi-digit whole numbers using a standard algorithm. 6th Math: 6.NS.B.3 Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation.7th ELA: RI7.3 Analyze interactions between individuals, events, and ideas.Unwrapped: 5th ELA: I can explain relationships between two or more ideas in a text using the text. 5th Math: I can use the area model to solve multi whole digit numbers.6th Math: I can use standard algorithms to add,subtract, multiply, and divide multi-digit decimals.7th ELA: Study interactions between individuals, events, and ideas.

Assessment chosen (predict):5th ELA: 5 questions from Goalbook- 2-DOK1; 2- DOK 2; 1- DOK 3 which is an extended response. 10 total points

Prediction: 10% will receive 7/10- proficiency 5th Math: 4 questions, 2- DOK1, 2- DOK3; from Goalbook worth 6 points

Prediction: 70% of students received a two or less6th Math: 2-DOK1 short answer, 1- DOK2, 2-DOK3 Prediction: 55% of students will receive a 2 or greater 7th ELA: A non-fiction reading passage, 5 questions, from Goalbook. 2 Q are DOK 1, 2 Q are DOK 2 (2 parts, MC and short answer), and 1 Q is DOK 3 (Extended Response.)

Prediction: 80% of students will score a 4 or lower.

Steps in Process1. Choose an instructional practice to study (based on your need)

a. Summarizing and note taking- for extended response questions 2. Create an agreed upon written description of strategy with detailed steps

a. Teacher models to whole class b. Underline or highlight key words; Circle and number questions c. Answers will include:

i. Math: numbered answers; depending upon questions there maybe an explanation of the answer

ii. ELA: questions will be restated; complete sentences with capitals and punctuation

3. A team member models the practice to the team (Instructional Coach/BLT member)a. Mitch to model: b. Jamie brought examples

4. Implement (master) the practices in the classroom (practice with feedback)Brake put Criteria created on student worksheet

Team worked on Criteria for Success for Problem SolvingRead, circle, and number the questionsNumber the answersRestate the questionsUnderline the important informationCheck if your answer is reasonable

5. Collect performance/ formative data on students (including DDD process- ( go visual, observe, infer/ question, action steps)Go Visual with Jamie’s data

Theme (1, 5, 7)

Characters (2,4,6)

Setting (3)

Perspective (8)

Predict 0 or 1/6 0 or 2/6 2/6 2/6Student A

(⅖) (⅔) - -

Student B

(5/5) (⅔) - -

Student C

(⅘) (⅓) - -

Student D

(⅕) (⅔) + -

Student E

(5/5) (⅓) + -

Student F (⅕) 0 - -Student G

-(2.5/5) (⅔) - -

Observations: 0 students got the extended response correct; the evidence was the issue. Characters- even though it is incorrect, they are beginning to catch on. ⅜ students didInference/ questions- Jamie noticed that the evidence does not match the reason. Student F struggled across the assessment; interventions are needed. Next steps: Data from the test will be used to guide small group instruction; student F will need specific interventions. One student with ADHD was able to complete the test successfully when read orally. Actual results for complete dipstick: 5 blue, 9 green, 8 yellow, 17 red. They continued to struggle on the part b because they can’t find evidence to support part a. The distractors were challenging. Specific strategies for red group: highlight supporting evidence in text, my favorite no’s, measure up standards based lessons, random

sentences and have them find evidence (poems, songs) Measure up is a gradual release model. Already blue kids- push to find several pieces of evidence. Find evidence that matches up with multiple claims/and give them evidence and students come up with claims that are appropriate.

6. Compare findings in your TBT, discuss differences, similarities with implementing the strategy that helped or did not help students learn.

7. Continue to use and perfect the strategy until all staff and students are successful

Questions to Consider…1. What were my challenges/struggles/successes?2. What were my interventions/extensions?3. What were my results- tied to strategy?

Upload unwrapping, standard, assessment, DDD

ALL Pre Assessment

Benchmark Score 90-100% 70-89% 60-69% <60%


Blue Green Yellow Red

Mitch 1 2 3 42

Brianna 0 0 0 50

Levi 0 0 7 40

Jamie 6 11 2 18

Pre Assess

ment Subgro

upsTotal # (this will add up itself)

AA

# B&G

# Y

# R

Mitch

0 1 221

Brianna

0 0 023

Levi

0 39

Jamie

0 7 05

0

0


Mitch 0 1 0 7

Brianna 0 0 0 8

Levi 0 0 10

Jamie 0 5 1 8

0

0


White # B&G # Y # R

Mitch 0 1 0 9

Brianna 0 0 0 11

Levi 0 3 19

Jamie 0 3 1 30

0

Pre Assessment Subgroups

Total # (this will add up itself)Hispanic

# B&G # Y # R

Mitch 0 0 1 5

Brianna 0 0 0 6

Levi 0 1 4

Jamie 0 2 0 20

0


SWD # B&G # Y # R

Mitch 0 0 0 3

Brianna 0 0 0 5

Levi 0

Jamie 0 0 0 3

0

0

____________________________________________________ALL Post Assessment

Benchmark Score 90-100% 70-89% 60-69% <60%


Blue Green Yellow Red

Mitch 1 2 3 42

Brianna 0 0 0 50

Levi 0 0 7 40

Jamie 6 11 2 18

Post Assess

ment Subgro

upsTotal # (this will add up itself)

AA

# B&G

# Y

# R

Mitch

0 1 221

Brianna

0 0 023

Levi

0 39

Jamie

0 7 05

0

0


Mitch 0 1 0 7

Brianna 0 0 0 8

Levi 0 0 10

Jamie 0 5 1 8

0

0


White # B&G # Y # R

Mitch 0 1 0 9

Brianna 0 0 0 11

Levi 0 3 19

Jamie 0 3 1 30

0

Post Assessment Subgroups

Total # (this will add up itself)Hispanic

# B&G # Y # R

Mitch 0 0 1 5

Brianna 0 0 0 6

Levi 0 1 4

Jamie 0 2 0 20

0


SWD # B&G # Y # R

Mitch 0 0 0 3

Brianna 0 0 0 5

Levi 0

Jamie 0 0 0 3

0

0

8/29 notes- Jamie shared formative assessment- 5 question exit ticket regarding Sparta or Athens- will use to see if she is able to move on or re-teach 9-12-19- formative assessment- journaling about preference of being Spartan or from Athens and why- used to create flexible grouping depending upon skill. Alyssa- pre-test, worked on underlining key info, circling important info, number questions and giving them info to cross out. Almost everyone needs assistance- will teach whole group. Three who did understand will get more challenging work. 9-19-19- Formative assessment/ writing: Brianna- using a sentence starter students were instructed to re-stating the question; using text evidence. In ELA- main idea; use of a Venn

diagram- in journal- assessment of their writing. Mitch- struggling with writing in Sc and Math- Lyons to come model writing within content areas.

10/3 Next week we will collaboratively score non-fiction writing using the rubric we created.

10/10 Missing data, formative assessments in google folder, Go visual with Jamie

10/17- next week: Mitch and Levi will add post data; Jamie, Brianna, Alysssa will continue in their cycle.

10/24 Exemplars in ODE for Writing (Vertical Meeting)Formative Assessment- Jamie- dependent clauses and the Roman Empire.Vocabulary workshop/Vocab notebooks/ Nest meeting- continue vocabulary discussion/picking standards for next cycle (Levi and Mitch)

10/31Monfort:Highlighting, sentence frames with a blank for answers, a word bank, a partner to check her answers. Will try List, Sort, Label and Concept attainment- Vocabulary Flaash card ChallengeBrake:Formative Assessment- Potential and Kinetic energyTBT strategy- definition in their own words and a picture to represent term

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