1. To use this PowerPoint you will need the following documents found in this module: OIP Stage 3 for the BLT
The BLT 5-Step Process Visual
The BLT 5-Step Meeting Agenda and Minutes Template

2. IMPORTANT!
Before receiving this training, BLT members should have completed one of the following: 1) Teacher Based Team 5-Step Process training OR 2) viewed the following PowerPoint: Teacher Based Teams to Support Student Learning: The Five-Step Process in the OIP Module: Stage 3 for TBTs.

3. USING THE OHIO 5-STEP PROCESS IN BUILDING LEADERSHIP TEAM (BLT) MEETINGS
This PowerPoint will walk the Building Leadership Team through using the Ohio 5-Step Process as a data-focused, decision-making protocol to use at all meetings.

4. Leadership practices that contribute to better instruction:
Focusing on goals and expectations for student achievement
Creating structures and opportunities for teacher collaboration
Attending to teachers’ professional development needs
Leadership and Learning Center from Wahlstrom K. L . et. al. 2010
In 2010, Kyla Wahlstrom provided research outlining (CLICK 1) leadership practices that contribute to better instruction. Districts which show improvement in student learning center their work around…
1. (CLICK 2) Directly focusing on student achievement
2. (CLICK 3) Creating systems that allow teachers to work collaboratively
3. (CLICK 4) and providing timely and differentiated professional growth opportunities for teachers

5. District Leadership Team
Building Leadership Team
Teacher Based Team
This visual is a reminder of how the District Leadership Team – Building Leadership Team – Teacher Based Team structures work in a district. The DLT and BLTs have to lead the work and provide the framework and parameters, so there is consistency of understanding across the district. This visual shows how this process allows all staff to be a part of a learning organization because everyone is involved in a collaborative structure.

6. DLT/CSLT BLT TBT Build Capacity to Train TBTs in Ohio 5-Step Process
Provide TBT Training in Ohio 5-Step Process
Collect Data on Quality of TBT Implementation
Set Benchmark Standards
Use BLT Student Performance and Adult Implementation Data to Provide Guidance and Support to BLTs
Determines district wide and/or building-to-building support needed from internal and external sources
DLT/CSLT
Monitor TBT Implementation and instructional practices
Use the data to make decisions around professional development and other supports needed by TBTs
Identify Strengths and Weaknesses of TBT Student Data
Provide timely flow of BLT Data to DLT Level (as defined by DLT)
Articulate roles and responsibilities of BLT to building staff
BLT
Give common assessment to students
Analyze results
Use assessment data to group students by needs or deficit skills
Provide intervention/enrichment- by differentiating instruction
Re-assess students, evaluate effectiveness of practices
Summarize student performance and instructional practice data and report to BLT
TBT
The backbone of the improvement process is the DLT and BLTs who support the work of the TBTs. Teacher Based Teams have to be established so that all students are represented in the team structure. Establishing TBTs has been a critical next step for districts to align their system and build the needed infrastructure, but often the adult systems have not been embedded deeply enough to impact the results of all students.

7. TBTs
BLTs
DLT
Only when all levels of the collaboration system within a district are working (CLICK 1) interchangeably will learner growth and achievement consistently progress for all students and subgroups.

8. Building Leadership Teams
Responsibilities
Develop, implement, and monitor the focused building improvement plans
Build a school culture that supports effective data-driven decision making
Establish priorities for instruction and achievement aligned with district goals
Ensure conditions for, support and monitor Teacher Based Teams
Monitor and provide effective feedback on adult implementation and student progress using the Ohio 5-Step Process
The (CLICK 1) responsibilities of the Building Leadership Team are as follows:
(CLICK 2) Develop, implement, and monitor the focused building improvement plans;
(CLICK 3) Build a school culture that supports effective data-driven decision making;
(CLICK 4) Establish priorities for instruction and achievement aligned with district goals;
(CLICK 5) Ensure conditions for, support and monitor Teacher Based Teams;
(CLICK 6) Monitor and provide effective feedback on adult implementation and student progress;
(CLICK 7) Report building-level adult and student results to DLT and TBTs
(CLICK 8) Make recommendations for the management of resources, including time, and personnel to meet district goals.
Report building-level adult and student results to DLT and TBTs
Make recommendations of resources, time, and personnel to meet district goals

9. Monitor and provide effective feedback on adult implementation and student progress using the Ohio 5-Step Process
This training will focus on the BLT responsibility of using the Ohio 5-Step Process as an agenda protocol in team meetings.

10. Ohio 5-Step Process
Recommended protocol for all shared leadership teams in the Ohio Improvement Process
District Leadership Team (DLT)
Building Leadership Teams (BLTs)
Teacher Based Teams (TBTs)
The Ohio 5-Step Process, a research-based, decision-making protocol, is (CLICK 1) state-designated for all levels of collaborative teams including (CLICK 2) the District Leadership Team, (CLICK 3) Building Leadership Teams, and (CLICK 4) Teacher Based Teams.

11. PROTOCOLS ARE CRITICAL for…
Identifying appropriate goals for student learning
Assessing student progress toward the goals
Accessing expertise of colleagues
Planning, preparing, and delivering lessons
Using evidence to evaluate instruction
Reflecting on process Gallimore et. al 2009
One of the ways a district can monitor the effectiveness of their collaborative teams is to provide and expect the use of protocols. Using the same protocol at all shared leadership levels will provide the entire district with a consistent decision-making framework that allows for:
1. (CLICK 1) Jointly and recursively identify appropriate and worthwhile goals for student learning,
2. (CLICK 2) Find or develop appropriate means to assess student progress towards the goals,
3. (CLICK 3) Bring to the table the expertise of colleagues,
4. (CLICK 4) Plan, prepare, and deliver lessons that are differentiated and based on student needs,
5. (CLICK 5) Use evidence from the classroom to evaluate instruction, and
6. (CLICK 6) Reflect on the effectiveness of the process to determine their next steps.
These are all elements that are embedded in Ohio’s 5 Step Process.

12. District Focused Action Plan:
Where Are We Going?
District Focused Action Plan:
Goals
Strategies
Projected Adult and Student Indicator Results
The work of every shared leadership team that uses data as a basis for decision making should be centered around three questions. The first of these questions is: (CLICK 1) “Where are we going?”
In Stage 2 of the Ohio Improvement Process, the DLT developed the (CLICK 2) district focused action plan based on K-12 student data, as well as information regarding adult processes and systems throughout the district. The district’s (CLICK 3) goals, (CLICK 4) strategies, and (CLICK 5) intended progress of both students and adults define where the district is going.

13. Building Focused Action Plan
Where Are We Going?
Building Focused Action Plan
Inherited from District Plan:
Goals
Strategies
Adult and Student Indicators
Developed by BLT:
Building Action Steps and Tasks
Additional Building Indicators, if needed
The work of every shared leadership team that uses data as a basis for decision making should be centered around three questions. The first of these questions is: (CLICK 1) “Where are we going?”
In Stage 2 of the Ohio Improvement Process, the BLT developed the (CLICK 2) Building Focused Action Plan. All building plans inherit the district (CLICK 3) goals, (CLICK 4) strategies, and (CLICK 5) student and adult indicators as the foundation of their building action plans.
Then each BLT uses its own student data, as well as information regarding building-level adult practices and systems to develop (CLICK 6) Building Action Steps and Tasks to support whole-district progress toward reaching the focused goals. Depending on the building plan’s details, (CLICK 7) additional adult and student indicators may need to be identified and monitored to ensure continued progress for all students and educators.

14. The Ohio BLT 5-Step Process: A Cycle of Inquiry
Step 1: Collect and chart adult implementation and student performance data
Step 2: Analyze adult implementation and student performance relative to the data
Step 3: Review and/or refine the district action steps relative to the district data and BLT needs
Step 4: Establish district-wide implementation and monitoring actions steps/tasks for Step 3
Step 5: Define adult implementation and student performance data for review at next meeting
The Ohio BLT
5-Step
Process:
A Cycle of Inquiry
The remaining slides will walk through the team through the five steps of the BLT Cycle of Inquiry. This visual can be found in the Documents section of the OIP Stage 3 Module for the BLT.

15. BLT 5-Step Process Meeting Agenda and Minutes Template
Another handout, the BLT 5-Step Process Meeting Agenda and Minutes Template, should be used as a guide for the remainder of this training. It can also be found in the Documents section of the module.

16. How Are We Doing? Steps 1 and 2
The second important question in the decision-making process is (CLICK 1) “How are we doing?” The BLT will answer this question by completing (CLICKs 2 and 3) Steps 1 and 2 of the 5-Step Process, in which they (CLICK 4) analyze the building’s charted student and adult data.

17. BLT Step 1: Collect and chart adult implementation and student performance data
Adult Implementation Data Source Examples:
Classroom walk-through results focused on specific “look fors” aligned to district and building strategies and indicators
Differentiated support needs reported by TBT representatives
TBT 5-Step Process Rubric responses
Data-driven professional development evaluations
Staff perception survey results
In Step 1, the BLT will (CLICK 1) collect and chart two types of data for the purpose of monitoring the strategies and action steps in the Building Focused Action Plan that were designed to achieve the district goals.
The first type of data the team will review is (CLICK 2) adult implementation results. These data may include (CLICK 3) information gained about specific instructional “look fors” during walk-throughs, instructional rounds, or classroom observations.
(CLICK 4) Team members will also report on differentiated, data-driven training needs of their TBTs.
(CLICK 5) The BLT will also review self-monitoring data by all TBTs on a regular basis.
(CLICK 6) Other examples of adult data may include feedback from data-driven professional growth opportunities, as well as (CLICK 7) Staff perception information.

18. BLT Step 1: Collect and chart adult implementation and student performance data
Example Student Data Sources for All Students and Any Identified Sub-groups:
Formative
Assessment
Data
Summative
Climate and
Conditions Data
Also in Step 1, the BLT will review (CLICK 1) aggregated data of all students, as well as disaggregated data of identified subgroups of students in the building.
Important student data to be monitored by the team each month should include
(CLICK 2 and 3 together) common formative assessment data provided by the TBTs
(CLICK 4 and 5 together) summative data provided by the TBTs, the building, or the district
(CLICK 6 and 7 together) and data that reflects the culture of the school, such as attendance, discipline, or graduation information

19. BLT Step 1: Collect and chart adult implementation and student performance data
Data is available from
all TBTs for all students and subgroups
the BLT and/or building personnel
DLT feedback
Data set analysis is done prior to the meeting with the results provided prior to BLT meeting
Data and analysis results provided prior to meeting
In order to keep the team meeting process moving efficiently as possible, (CLICK 1) all data – both adult and student – should be made available (CLICK 2) PRIOR to the meeting from TBTs, building leadership, or DLT feedback on earlier building data. In addition, (CLICK 3) the ANALYSIS of the data should be presented to the team, as well as the data itself.

20. BLT Step 2: Analyze adult implementation and student performance relative to the data
FOCUS!
Step 2 of the protocol leads the team through the (CLICK 1) analysis of both adult implementation and student performance data. It is important in this step to stay (CLICKS 2, 3 AND 4) focused on the ANALYSIS of the data and not drift into the solution phase, which comes in the next step. (CLICK 5) Summarizing talking points after each set of data is analyzed should be recorded for sharing with all TBTs, the DLT, and other stakeholders following the meeting.

21. Focusing on Adult Implementation…
Various data points around classroom instruction, team processing, etc. should be shared and (CLICK 1) analyzed first, as this information is considered “cause” data that has a direct impact on student growth and achievement.

22. BLT Step 2: Analyze adult implementation relative to the data
Determine overall adult performance strengths and areas of concern by grade levels, subject areas, etc.
Determine patterns, trends, and urgent needs
During Step 2 analysis of adult data, the BLT should focus on
(CLICK 1) highlighting areas of both strengths and concern in all grade level and subject area data
(CLICK 2) note patterns, trends, and, in particular, urgent needs to determine where best to put support and PD efforts
and (CLICK 3) identify best practices exhibited by high performing TBTs, as well as effective instructional strategies throughout the building, all of which should be replicated to ensure ongoing systematic success.
Identify points of possible replication (e.g., high performing TBTs, effective instructional strategies)

23. Focusing on Student Performance…
Next, the team will (CLICK 1) analyze the student performance or “effect” data.

24. BLT Step 2: Analyze student performance relative to the data
Determine overall student strengths and areas of concern by grade level and subject areas
Determine patterns, trends and urgent needs
Identify points of possible replication (high performing grade/subject areas, strong performance in skill/content areas, etc.)
ALL STUDENTS AND IDENTIFIED SUBGROUPS
As with the adult data analysis, the leadership team should be looking for
(CLICK 1) high achievement, as well as need areas, by grade and subject area;
(CLICK 2) urgent concerns, patterns and trends; and
(CLICK 3) areas of student growth or achievement that need to be used as points of replication building-wide, as well as shared with the DLT for possible district-wide sharing.
Most importantly, however, ALL analysis of student results should center around aggregated data of ALL STUDENTS, as well as disaggregated student subgroup gaps.

25. Step 2 Feedback to BLTs Relative to:
Growth and areas of concern in student performance
Growth and areas of concern in adult performance
Grade-levels, subject areas that may be worthy of replication
Expectations for improvement/changes
As John Hattie asserted in his groundbreaking meta-analysis, Visible Learning (2009), (CLICK 1) feedback the teacher receives about student learning from the student is the most critical point in the teaching and learning process. The same holds true in the OIP feedback system – (CLICK 2) BLTs need to receive ongoing feedback from the DLT or CSLT on important data analysis discussion points around both student and adult results, successes that need to be replicated, and expectations for improvement or changes in future data.

26. Steps 3 and 4 Where Are We Going Next?
The final question critical to the decision-making process is (CLICK 1) “Where are we going next?” (CLICKS 2, 3 and 4) Steps 3 and 4 in the 5-Step Process will guide the team in determining the answers to this question.

27. BLT Step 3: Review and/or refine the building action steps relative to the building data, TBT needs, and DLT feedback
ACADEMIC: Are your current building action steps meeting the needs of your adults as they work to improve student growth and achievement?
CLIMATE AND CONDITIONS: Are your current building action steps fully supporting your adults and students as they work to improve the overall culture of your building (attendance, discipline, graduation, perception, etc.)
In Step 3, (CLICK 1) the BLT will review and/or refine action steps in the building focused plan as indicated by the data and information gained from Steps 1 and 2.
This discussion should focus on the two goal areas determined in district and building plans:
(CLICK 2) Relative to the Academic Goal or Goals, the team needs to determine if the current action steps are meeting the needs of the adults in their instructional and processing efforts to improve student achievement and growth.
(CLICK 3) Then the team should determine if action steps supporting strategies around the Climate and Conditions Goal are fully supporting both the adults and students as they work to improve defined areas of the school culture.

28. What changes need to be made to the plan to ensure fidelity of implementation and gain desired results?
Student performance indicator(s) and/or assessments(s) used?
Adult implementation indicator(s) or ”look fors”?
Professional development or other support actions needed?
Other additional or refined changes?
During Step 3 discussion, the team should (CLICK 1) determine what plan changes may be necessary to continue working toward fidelity of the plan, as well as reach projected benchmarks of both adults and students.
The team may need to consider
(CLICK 2) if the student assessments provide the needed data points, or if the student performance indicators in the plan are realistic and relative;
(CLICK 3) if the “look fors” used in classroom observations, walk-throughs, or instructional rounds are directly linked to expected student data;
(CLICK 4) what changes or additions in differentiated professional development are needed;
And (CLICK 5) if other changes are needed to keep the plan timely and focused.

29. BLT Step 4: Establish building-wide implementation and monitoring action steps/tasks for Step 3
Best Practices
Classroom Look Fors
Academic Data
Climate and Conditions Data
Fidelity of Processes and Protocols
In Step 4, the what and how of implementing (CLICK 1) Best Practices will be determined by the team, by asking what needs done to ENSURE building-wide implementation in all classrooms and instructional settings?
Then components of the (CLICK 2,3,4,5,6,7,8, and 9) MONITORING system need to be refined to ensure the EFFECTIVE IMPLEMENTATION of the prescribed Best Practices occurs building-wide. The monitoring action steps and tasks should encompass both adult and student data points.

30. BLT Step 5: Define adult implementation and student performance data for review at next meeting
Data from and to all TBTs, as well as the DLT, should be shared on common forms and should include…
Pre- and post-data for all students and all identified subgroups
Data results on adult “look fors”
Best practices that had high student results on TBT/classroom data
Other pertinent data points
Step 5 (CLICK 1) addresses the reporting loop for all (CLICK 2) feed-up and feedback activities among the Building Leadership Team, all TBTs, and the District Leadership Team. (CLICKS 3, 4, 5 and 6) All data and information pertinent to the building focused action plan should be included in the monthly reporting system. The BLT should also collectively determine the building data analysis for quarterly reporting to the DLT.

31. Needed Supports for BLTs and TBTs
PD, Resources, Materials
What supports are needed based on TBT work? What supports are needed based on student/adult data results?
Support Provisions
How and by whom will these supports be provided?
Timeline
What is our timeline for providing these supports?
The next step in the meeting is to develop and or refine needed supports for implementing the building action steps with all TBTs. Consideration should be given to:
(CLICKS 1 and 2) What supports (professional development, resources, materials, etc.) are needed based on TBT work and/or student and adult data results?
(CLICKS 3 and 4) How and by whom will these supports be provided? and
(CLICKS 5 and 6) What is our timeline for providing these supports?

32. FEEDBACK AND COMMUNICATION LOOP
What are the important talking points?
Who needs to be informed?
What is the communication/feedback timeline?
What are implementation details, expectations and timeline?
When and how will the implementation be monitored?
(CLICK 1) One of the most critical components to a successful BLT meeting is that of addressing the Feedback and Communication Loop. Too many times feedback and communication details are overlooked, creating implementation and monitoring headaches throughout the building, and ultimately the district. (CLICK 2) Only with continuous and complete information can the TBTs carry out the building expectations, and the DLT be informed of building data and action plans.
(CLICKS 3, 4 and 5) Talking points around the meeting’s 5-Step Process should be defined, so every team member knows what is to be communicated, to whom, and by when.
In addition, (CLICK 6) implementation details, including expectations and timeline, should be outlined for dissemination building-wide.
And, finally, (CLICK 7) TBTs will need to be informed of any monitoring continuations and/or revisions around adult and student data.

33. Meeting Evaluation 5-Step Process Insight Gained Reflections
Did we implement the protocol full, partial, or not at all?
5-Step Process
What successes and obstacles did we encounter and learn from?
Insight Gained
What should we replicate, omit or refine at our future meetings?
Reflections
The final item on the agenda is the Meeting Evaluation, which involves:
(CLICKS 1 and 2) The team self-assessing how well they implemented the 5-Step Process;
(CLICKS 3 and 4) Discussing what insights the team gained while implementing the protocol; and lastly
(CLICKS 5 and 6) Reflecting on what from the meeting should be replicated, omitted or refined for future meetings.

34. The Ohio BLT 5-Step Process: A Cycle of Inquiry
Step 1: Collect and chart adult implementation and student performance data
Step 2: Analyze adult implementation and student performance relative to the data
Step 3: Review and/or refine the district action steps relative to the district data and BLT needs
Step 4: Establish district-wide implementation and monitoring actions steps/tasks for Step 3
Step 5: Define adult implementation and student performance data for review at next meeting
The Ohio BLT
5-Step
Process:
A Cycle of Inquiry
In using the Ohio 5-Step Process in their monthly meetings, the BLT will be able to implement the building plan and processes with fidelity, as well as monitor adult behaviors intended to increase student growth and achievement.