Ohio 5-Step Process Template
Ohio 5-Step Process Template
Ohio 5-Step Process Template
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<strong>Ohio</strong> 5-<strong>Step</strong> <strong>Process</strong> <strong>Template</strong><strong>Step</strong> 1: Collect and Chart DataChoose roles (facilitator, recorder, time keeper, reporter)As a team, look at each data point on the graph for your grade level. Without discussing why…Denote areas of high levels ofachievement/fitnessDenote areas of low levels ofachievement/fitnessOther results to note
<strong>Step</strong> 2: Analyze Work Specific to the DataAnalyze patterns in the results of achievement/fitness testingIdentify strengths from your results What may be the causes for the high-achieving areas noted in <strong>Step</strong> 1?Identify areas for improvement from your results What may be the causes for the low-achieving areas noted in <strong>Step</strong> 1?Based on the data, highlight and discuss points of emergingimportance for effective implementationConsistentimplementationInconsistentimplementationOther points ofimportance
<strong>Step</strong> 3: Establish Shared Expectations for Implementing Specific ChangesWith your team, brainstorm and discuss the following regarding specific implementation changes:How are we doing? How do weknow?What could we do differently toensure increased fitness levels orsuccess/proficiency?What may our timeline be forimplementing these changes?What supports do we need tomake those improvements?
<strong>Step</strong> 4: Implement Changes ConsistentlyAs a team, make a commitment, using the sufficient consensus model, to the components on which you will workto improve over the next self-assessment period.Consider the following job-embedded professional development opportunities in your discussion:‣ Modeling: Teachers who know and are currently using the changes model for the entire team.Workshop: If the TBT find that many teachers require the information, it might request building-based or grade-level based training.‣ Demonstration: Having another teacher model the change in another teacher’s classroom, with the teacher observing.‣ Co-teaching: Pairing a teacher who effectively uses the strategy pairs with another in a co-teaching situation.As a team, we will… (denote the strategies andfrequency of use)As a TBT, we will need support in…How will we know the changes worked?Record those commitments and return them to your BLT member for review.
<strong>Step</strong> 5: Collect, Chart and Analyze Post-DataList pieces of evidence you will bring to the next TBT meeting to show we are making effective progress regardingincreased levels of fitness/success.Possible pieces of evidence:
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