Transforming Tier 1 Instruction Through Data Analysis Practices

Outline

Ohio Teacher-Based Teams (TBT) Session Outline
Hour 1: Understanding the TBT Process (60 minutes)
Opening & Context Setting (10 minutes)
Content: Welcome, introductions, session objectives
Engagement: Quick pair-share on current data analysis challenges
Process: Participants introduce themselves to table partners and share one data challenge
Real-Life Scenario Deep Dive (25 minutes)
Content: Common data analysis scenario leading to multiple small-group interventions
Engagement: Small group analysis of provided case study
Process:

Table groups (4-5 people) receive scenario packets
15 minutes to analyze typical leader/teacher/student experiences
10 minutes for table reporting out key findings

TBT Process Introduction & Comparison (20 minutes)
Content: 5-step Ohio TBT process overview and comparison to typical approaches
Engagement: Interactive protocol walkthrough with scenario application
Process:

Presenter models each TBT step using same scenario
Participants use response cards to indicate differences they notice
Think-pair-share on impact observations

Protocol Deep Dive & Customization (5 minutes)
Content: Complete TBT protocol distribution and adaptation options
Engagement: Individual reflection on implementation context
Process: Participants receive full protocol packet and identify 2-3 relevant adaptations
Hour 2: Implementation & Facilitation (60 minutes)
Introduction Strategies (15 minutes)
Content: Best practices for introducing TBT to teams
Engagement: Role-play resistance scenarios
Process:

Pairs practice elevator pitch for TBT (5 minutes)
Fishbowl demonstration of handling common objections (10 minutes)

Meeting Facilitation Practice (30 minutes)
Content: Tips for initiating and facilitating effective TBT meetings
Engagement: Hands-on facilitation practice with feedback
Process:

Triads rotate roles: facilitator, teacher, observer
Each person facilitates 8-minute TBT meeting segment
2 minutes structured feedback after each round
Debrief on facilitation challenges and successes

Sustaining the Cycle (10 minutes)
Content: Maintaining TBT momentum across the school year
Engagement: Gallery walk of implementation timelines
Process:

Posted chart paper with different implementation scenarios
Participants add sticky note strategies for each scenario
3-minute individual reflection on next steps

Action Planning & Wrap-Up (5 minutes)
Content: Individual commitment to implementation
Engagement: Exit ticket with specific next step
Process: Participants write one concrete action they'll take within 30 days
Engagement Tactics Throughout:

Peer-to-peer interaction: 8 structured opportunities for collaboration
Movement: Gallery walks, table rotations, fishbowl activities
Hands-on practice: Role-plays, protocol application, facilitation practice
Reflection: Individual processing time is built into each segment
Visual engagement: Case study packets, protocol handouts, response cards

Outcomes

Reflect upon their own data analysis practices to determine the opportunities in using the Ohio Teacher-Based Team process to more explicitly connect student achievement data to trends in Tier 1 instruction.
Unpack a cyclical data analysis process that includes a framework to collect and analyze the right data, create a plan to address gaps in instructional practices and strategies, and apply a cycle for accountability of shared implementation of the plan.
Learn how to facilitate the TBT data analysis process and enact subsequent accountability measures to support improved Tier 1 instruction across the school.

Supporting research

Books and Articles

Murray-Darden, S. (2023). Serving Educational Equity. Corwin Press.

Expert resource on educational equity practices that align with collaborative teacher teams and data-driven approaches to address diverse student needs.

DuFour, R., DuFour, R., Eaker, R., Many, T. W., Mattos, M., & Muhammad, A. (2016). Learning by Doing: A Handbook for Professional Learning Communities at Work. Solution Tree Press.

Comprehensive handbook providing specific strategies and structures for implementing collaborative teacher teams and data-driven practices.

DuFour, R. (2004). What is a "Professional Learning Community"? Educational Leadership, 61(8), 6-11.

Foundational research on PLCs that directly supports the TBT model. Defines the core principles of collaborative learning communities focused on student learning outcomes.

DuFour, R., & Eaker, R. (1998). Professional Learning Communities at Work: Best Practices for Enhancing Student Achievement. Solution Tree Press.

Seminal work establishing the research base for collaborative teacher teams and data-driven instruction.

Mandinach, E. B. (2012). A perfect time for data use: Using data-driven decision making to inform practice. Educational Psychologist, 47(2), 71-85.

Research on "pedagogical data literacy" and transforming data into actionable knowledge for instruction.

Marsh, J. A., Pane, J. F., & Hamilton, L. S. (2006). Making Sense of Data-Driven Decision Making in Education: Evidence from Recent RAND Research. RAND Corporation.

Comprehensive analysis of how schools utilize test results and data to improve student success.

Vescio, V., Ross, D., & Adams, A. (2008). A review of research on the impact of professional learning communities on teaching practice and student learning. Teaching and Teacher Education, 24(1), 80-91.

Meta-analysis showing positive correlation between teacher collaboration in learning communities and student achievement.

Websites and Resources

Ohio Leadership Advisory Council (OLAC) - Teacher-Based Teams Module
https://ohioleadership.org/m/264

Official Ohio state resource providing research-based frameworks for TBT implementation and effectiveness.

Edutopia - How to Create an Effective Professional Learning Community
https://www.edutopia.org/article/creating-effective-professional-learning-communities/

Research-backed strategies for implementing collaborative teacher teams with focus on data-driven decision making.

CITE Journal - Data-Driven Decision Making: Facilitating Teacher Use of Student Data
https://citejournal.org/volume-14/issue-4-14/science/data-driven-decision-making-facilitating-teacher-use-of-student-data-to-inform-classroom-instruction/

Research on helping teachers use extensive data sets to inform classroom instruction.