A Systems Approach to Supporting Student Success Teacher

A Systems Approach to Supporting Student Success & Teacher Efficacy Powerless to Powerful: Leadership for School Improvement WASA/AWSP Preconference June 30, 2019 6/6/2021 | 1

A Systems Approach to Supporting Student Success & Teacher Efficacy Change Frameworks Into the Schools In Collaboration With Dixie Grunenfelder Office of System & School Improvement Chuck Salina: Professor Emeritus, Gonzaga Suzann Girtz: Chair Teacher Ed. , Gonzaga Sunnyside School District Ryan Maxwell: Principal Sunnyside HS Maria Hernandez: Principal Outlook Elementary Dave Martinez: Assistant Principal Sunnyside HS Miguel Puente: Assistant Principal Outlook Julie Perez: Principal Elementary Sierra Vista Middle School Tyler Rice: Principal Harrison Middle School Heidi Hellner-Gomez: Assistant Superintendent

Resources Read the Books K-12 Supports Page • Coaches Handbook Webinars • Conceptual Framework Survey • Action Framework Survey • 45 -Day Action Plan Resources 6/6/2021 | 3

Objectives Understand the alignment of system frameworks. Understand the use of a systems approach for sustained student success. Understand what a system approach looks like across a Washington State school district. Begin to contextualize a systems approach to your work. Learn about ways to continue learning about system improvement. 6/6/2021 | 4

Values-Driven System Improvement 6/6/2021 | 5

Equity Statement: Each student, family, and community possesses strengths and cultural knowledge that benefit their peers, educators, and schools. Ensuring educational equity: • Goes beyond equality; it requires education leaders to examine the ways current policies and practices result in disparate outcomes for our students of color, students living in poverty, students receiving special education and English Learner services, students who identify as LGBTQ+, and highly mobile student populations. • Requires education leaders to develop an understanding of historical contexts; engage students, families, and community representatives as partners in decision -making; and actively dismantle systemic barriers, replacing them with policies and practices that ensure all students have access to the instruction and support they need to succeed in our schools.

Office of System & School Improvement Study Data quality and use We believe we are more likely to see school improvement across multiple measures if we: Support Tiered system and tactical programming Serve System capacity for delivery of supports Elevate Policy and stakeholder engagement

Our Journey Creating Tools & Resources Identifying Performance Indicators & WSIF measures Developing Equity Analytics & Tableau for the Identification of Outliers Sharing Building & District Implementation Naming of Shared System Components 6/6/2021 | 8

Frameworks Comparison OSPI Essential Improvement Elements Integrated Student Support Protocol MTSS P 2 P Grad Equity Swift Schools Data Informed Need & asset assessment Universal screening Data Integrated educational framework Core Instruction Tiered System of Supports Leadership Commitment Data Driven Coordinated & integrated supports Community partnerships Progress monitoring Instruction / academic press MTSS System of support Administrative leadership Data-driven collaboration Tiered supports Infrastructure support Leadership / Trust Inclusive policy structure & practice Ci 3 T AIR Equity Instruction Data informed Supportive environment Graduated system of support Professional collaboration Strong school / community ties Collaboration Effective school leadership Trust

System & School Improvement Network Education Partners • SBE • WASA • WSSDA • AWSP • WEA • WSCA Education Partners OSPI OSSI ESDs CIPs Districts & Schools Continuous Improvement Partners • Math • English Language Arts • Students with Disabilities • English Learners • Multi-Tiered System of Support • Learning Alternatives • Change Management • Data

District Role in the Work Translate to Fit Best Practices into a System Transformation What’s Important to Us How We Do Business • Bridge knowledge between larger system and local system • Take out the guess work • Build framework to do the work • Example: New SIP requirements • OSPI does not dictate how, but gives requirements • Let us make sense • Academic press • Supports • Relational trust • Data • Collaborative Inquiry • System of Supports • Not list of activities 6/6/2021 | 11

A strong system foundation at the upper level allows the local system to accommodate anticipated changes and unexpected changes. We can make it through change without shattering the system. 6/6/2021 | 12

OSSI Focus What’s Important To Us How We Do Business • Academic Press • Supports • Relational Trust • Data • Collaborative Inquiry • System of Supports • Not a list of activities 6/6/2021 | 13

Assignment for the Day Listen for the key themes in the work through a system lens. At the end of the day, we will discuss and report out what you heard. 6/6/2021 | 14

Content Overview The Why Conceptual Framework The What Action Framework The How • Overview and Implications of the Research from Outlier Schools • Academic Press • Social Support • Relational Trust • Data • Collaborative Inquiry • Systems • Leadership Planning Putting It All Together • Ideas to Action 6/6/2021 | 15

Overview and Implications From Outlier Schools Part I Reaffirming our Why What Gives Your Professional Life Purpose and Meaning?

Washington State Research • Positive outliers: increasing achievement, decreasing opportunity gap – The WHY Turnaround Schools Cohort 1 outliers: Large districts Cohort 2 outliers: Small districts Case study materials reviewed • Common Language, simplicity, and other commonalities within context of successful schools in our state 6/6/2021 | 17

Culture for Learning Only the organizations that have a passion for learning will have enduring influence. Covey, 2000

A Culture for Learning Ensures Success for Everyone Connect to the School • Adults and students • understand how they fit • into the well-being of the • school, that provides a sense of self-worth Build Powerful Relationships • Adults and students at all • levels support each other • in achieving individual and • group goals that result in a • sense of belonging Envision Their Future • Adults and students have • A clear understanding and • a positive outlook for what • their future holds • that leads to a sense of • hopefulness 6/6/2021 | 19

Culture for Learning Establish an environment that demonstrates a clear belief that, through a collaborative process and systematic supports, each student and staff will be successful in doing the work. Trust is present at all levels organization: Each person will fulfill his/her responsibilities. You know those you serve and the “why” behind the work. All players have a voice. Embracing and owning all students; they belong to you. Leadership is accountable, and staff is responsible, for ultimate success 6/6/2021 | 20

Effective Schools and Developing a Culture for Learning Effects on Student Achievement of School and Teacher Effectiveness with Student Entering School at the 50 th Percentile School and Teacher Scenario Achievement Percentile After Two Years Average School and Average Teacher 50 th Least Effective School and Least Effective Teacher 3 rd Most Effective School and Least Effective Teacher 37 th Least Effective School and Most Effective Teacher 63 rd Most Effective School and Average Effective Teacher 78 th Most Effective School and Most Effective Teacher 96 th 6/6/2021 | 21

VIDEO Michael Jr: Know Your Why 6/6/2021 | 22

Learned Helplessness TPEP State Testing School Requirements IAB’s Federal Mandates Changing Demographics 6/6/2021 | 23

Organizational Trust & Teacher Efficacy A culture for learning requires an environment that demonstrates a clear belief that, through a collaborative process and systematic supports, each student and staff will be successful in doing the work. Teacher Efficacy Collective Efficacy • Are my students learning? • Am I able to manage my classroom? • Are the students in this school learning? • Are the students in this school well-behaved? 6/6/2021 | 24

A Conceptual Framework The “What” of School Change. . . the basis for the work of school change Part II

A Conceptual Framework - The WHAT Research informed the “what” we need to do to build a culture for learning • Academic Press • Supports • Relational Trust 6/6/2021 | 26

Conceptual Framework Survey: Academic Press • Before we discuss Academic Press, open your survey and JUST read the Academic Press section • If you’d like to engage with the survey, think of either your leadership team or who you supervise in order to respond to the prompts 6/6/2021 | 27

Academic Press Academic press is grounded in the belief and the related expectations that parents, staff, and students are capable and are involved in doing the work. Academic Press 6/6/2021 | 28

Academic Press is developed when… Adults expect and believe that each student is capable of reaching high expectations Students expect and believe that adults are there to help them in achieving high standards Adults believe in themselves and their colleagues Academic Press 6/6/2021 | 29

What People Have Said About Academic Press “It shows us that we can do it. ” "This year is better than last … is keeping everyone on their toes. Everyone wants to come to school. ” "Making folks earn it motivates them to come. ” "If you raise standards really high they can be met. I didn’t think that before. ” "AP chemistry is a month ahead of where it was last year. I get more finished in class; I have less homework. ” 6/6/2021 | 30

Gentle Reminder Regarding Academic Press • High Expectations in each other without Belief? • Belief in each other without High Expectations? 6/6/2021 | 31

VIDEO • Academic Press – Expect & Believe 6/6/2021 | 32

My Current Insight? Turn and Talk • Strengths • Growth • Planning 6/6/2021 | 33

Conceptual Framework Survey: Support • Before we discuss Support, open your survey and JUST read the Support section. • If you’d like to engage with the survey, think of either your leadership team or who you supervise in order to respond to the prompts 6/6/2021 | 34

Support is grounded in systems that care for people Including students, parents, staff, and their overall wellbeing. Support 6/6/2021 | 35

Support is developed when… You are known, cared for, and nurtured, and Each of us perceives opportunities to connect to the school Students and teachers support and care about each other’s successes. Social Support 6/6/2021 | 36

What People Have Said About Support “They (teachers) used to tell us we could do it but now they are putting in the time to help you. Now they are really doing it. ” "They take the time to show us that we are doing better. ” "We used to think that we couldn’t do it. Now we know we can. ” "I got caught up on work (during Griz time) my grade went from a D to a B. ” "We have more connections with teachers this year. They are like parents. I am not saying that they didn’t care before but now we are able to form bonds. ” "Last year we would take tests and not do well. (the teachers would provide) one example and move on now we can really learn it. ” 6/6/2021 | 37

Support VIDEO • Mystery Video! Video Title <link> 6/6/2021 | 38

My Current Support Insight? Turn and Talk • Strengths • Growth • Planning 6/6/2021 | 39

Conceptual Framework Survey: Relational Trust • Before we discuss Relational Trust, open your survey and JUST read the Relational Trust section. • If you’d like to engage with the survey, think of either your leadership team or who you supervise in order to respond to the prompts 6/6/2021 | 40

Relational trust Definition Relational Trust • Feeling Safe – not necessarily comfortable • Having Something to Offer • Putting in Time to Help 6/6/2021 | 41

Relational Trust is developed when… Feeling Safe • Knows my strengths and interests that supports the school vision • Encourages and challenges me to take risks in a safe manner • Respects and draws upon my expertise Having Something to Offer • Provides valuable insight that helps me grow • Intentionally supports the work through resource alignment Time • Is available to discuss difficult issues • Offers time and energy that supports my work 6/6/2021 | 42

Leadership/Organizational Trust Graduation Rates Sunnyside High School April 2010 May 2016 Trust: Integrity 49% 74% Trust: Openness 49% 78% Trust: Reliability 59% 80% Trust: Caring 57% 76% Trust: Competence 51% 80% Graduation Rate 64. 8% 90. 1% 6/6/2021 | 43

Teacher Efficacy & School Culture “I” versus “They” 2010 Gap 2016 Gap I welcome new and innovative ideas vs. My colleagues welcome new and innovative ideas 58% 5% I am willing to work at changing my school for the better vs. My colleagues are willing to work at changing this school for the better 33% 10% I am willing to be held accountable for student learning vs. My colleagues are willing to be held accountable for student learning 36% 10% 6/6/2021 | 44

Conceptual Framework THE WHAT Relational Trust Feeling Safe Having something to offer Providing time and expertise Academic Press: Provides specific direction embedded in high standards, goals, and belief of success for everyone L C e u a l f r t on u r i r n e g Supports: Provides assistance/ help in meeting expected standards/goals

Our Core Belief at P 2 P When leaders live the Conceptual Framework they are being their BEST When leaders Believe & Expect that people can do the work (academic press) Support people intentionally (support) Trust in one another that fosters growth in a safe environment (relational trust) A culture for learning will emerge where teachers will engage with their peers and students, leading to everyone’s success 6/6/2021 | 46

My Current Insight? Coaches Handbook Pages 11 -19 Turn and Talk • Strengths • Growth • Planning 6/6/2021 | 47

The Action Framework The “How” of School Change …to move forward in building a culture for learning Part III

The Action Framework: The How Leadership Planning and actions that reengage staff and students to their missions based on factors below Data Evidence-based processes that monitor and connect staff and students to systems of support Systems Culture Collaborative for Learning Integrated systems that focus on Inquiry behavioral Collaborative practices management, that engages staff in achievement, and action research to social-emotional improve teaching and needs of students learning supported by the K-12 guidance process

Coaches Handbook & Framework Structure Theme Factor Indicator 6/6/2021 | 50

Data Leadership Planning and actions that reengage staff and students to their missions based on factors below Data Evidence-based processes that monitor and connect staff and students to systems of support Systems Culture Collaborative for Learning Integrated systems that focus on Inquiry behavioral Collaborative practices management, that engages staff in achievement, and action research to social-emotional improve teaching and needs of students learning supported by the K-12 guidance process

Data Definition & Factors Continuously collect, analyze, and report evidence using an inquiry process to inform the work at all levels of the district in implementing change that aligns with the mission of helping each student in being successful. Data is collected through a thematic approach and seen as a whole rather than isolated parts. Employ principles of action research. Key players at all levels analyze data on a routine basis. 6/6/2021 | 52

Data Can be Seen as Punishing or a Form of Caring

Types of Data Keeping Score on What Is Important Demographic Perceptual Understanding Each Student Ethnicity/genders and special population Economic Language proficiency Contextual Achievement Understanding current reality Less is More Students Systems of support High Stakes testing Teachers Discipline Common Assessments Parents Attendance Colleagues Social-Emotional The Power of One-on-One Credits 6/6/2021 | 54

Success Triangle: Keeping Score on What is Important Behavior Attendance Social Emotional Student Success Achievement 6/6/2021 | 55

The Use of Data – Reflect • Take a moment think about the following: • What types of data do you collect that support the behavioral/attendance; social emotional and achievement needs of students? • How do you organize this data? Achievement Left blank intentionally Demographic Left blank intentionally Perceptual Left blank intentionally Contextual Left blank intentionally • How is the data used intentionally to CARE for students and teachers? 6/6/2021 | 56

Examples of Types of Data to Collect Achievement Weekly Common Formative Behavior/Attendance All Levels of Attendance Social Emotional School Psychologist/Counselors Unit Summative Assessments Credit Generation High Stakes Tests Teacher Perceptions Referrals Teachers & Peers Suspensions Teacher Perceptions Parents Community Mental Health Providers 6/6/2021 | 57

Organize Your Data By Theme Develop a color coding system for each leg of the success triangle Establish a criteria for levels of supports ØSetting students up for success ØEarly Interventions ØIntense supports • Trust your judgement 6/6/2021 | 58

Behavior Management Ideas To Consider Develop a color coding system Possible starting points – you are in control Office Discipline Referrals Building-wide, Grade level, Classroom • Types • Location • Number Office Discipline Referrals Individual • No referrals: Green • One referral in a month: Yellow • Two or more referrals in a month: Red • Detention or Suspension: Red • Teacher perception Staff perceptions or a serious incident may override specific number of referrals. Remember the dashboard is not for keeping score to administer consequences rather a call for action to support student success in developing appropriate behaviors. 6/6/2021 | 59

Achievement Data – Ideas To Consider Develop a color coding system Course success in Middle/High School On a weekly basis Basic Core: Elementary Level by Unit Passing all course (Green) At or above grade level (Green) Failing one course (Yellow) One year below grade level (Yellow) Failing two or more course (Red) Two years or more below grade level (Red) 6/6/2021 | 60

Attendance Data – Ideas To Consider Building-wide, Grade level, Content area Individual Excused or Unexcused Absences By period Attends all classes: Green AM versus PM Misses Two days in a two week period: Yellow Misses 4 days in a month: Red 6/6/2021 | 61

Social Emotional - Ideas To Consider Multi-Resource Team: Community Partnerships • Creating MOU’s • Establish how data will be reported and kept confidential Perceptual Data • • Self-reporting Peer Adult Reporting systems Behavior Management Data will shed a powerful light on the need for social emotional supports. Keep your radar open to students that are invisible. 6/6/2021 | 62

Integrate Each of Your Data Sets Themes & Patterns By Criteria Analyzing Data by: • School • Grade level • Content • Student Social Emotional Achievement Data Achievement & Attendance Achievement & Behavior All 3 Behavior Data Behavior & Attendance Data *Salina, Girtz, 2016

Integrated Dashboard: High School Achievement, Attendance, & Behavior 2018 -2019 Success Triangle Student Name Grade A 12 ID Current Reality Recent Supports F's Attend Behavior Note Info & Actions 5 T 3 - EL Meeting scheduled on 12/11 but no show. Rescheduling AP meeting being set. Has not been coming to school. FR Home visit 12/12. AP and I will pay a visit during P. E. (3 rd period). B 12 5 T 3 - EL C 12 5 T 3 - SPED D 12 5 T 3 - E 12 5 T 3 - F 12 5 T 3 - G 12 5 T 3 - H 12 4 T 3 - I 12 4 T 3 - Consistent Supports Garden A. H. O. D. Counsel. A. H. O. D. AHOD meeting being scheduled before break Left msg on moms phone 12/11 Out of district. A. H. O. D. Counsel. SPED EL Support Type A. H. O. D. AP Counsel. A. H. O. D. Support Staff

Understand How to Use the State Tools • Use your EDS account to access student level data in the state’s Tableau Server Application • Use OSPI’s Report Card for big picture measures • Compare and contrast your current reality with districts of similar size and demographics • Be relentless in comparing your data dashboard concerning: • • • Gender Ethnicity Socio-economic Special Education Graduation Rates 6/6/2021 | 65

Key to Success Using Data to Inform • Keep it simple • Less is more • Ongoing • Systems improvement • TRUST yourself and your colleagues • Move to action quickly • Over-communicate Trust Yourself 6/6/2021 | 66

Data: Declare our Preferred Future What Will it Take to Get There? Current Reality Describe your current reality for data. Which evidence can you use to support your thinking? *Adapted from Washington State OSPI 6/6/2021 | 67

Action Framework Survey: Data Action Framework Survey • Pages 2 -5 Coaches’ Handbook • Pages 20 -40 Break Out Sessions • Elementary • Middle School • High School 6/6/2021 | 68

Break Time! Bio Break Get some coffee Meet 2 New People! Hi, I’m ______ What’s your name? What did you think about that data? What are you still wondering about? When we return we’ll be getting into groups by grade span: • Elementary • Middle School • High School 6/6/2021 | 69

Systems Leadership Planning and actions that reengage staff and students to their missions based on factors below Data Evidence-based processes that monitor and connect staff and students to systems of support Systems Culture Collaborative for Learning Integrated systems that focus on Inquiry behavioral Collaborative practices management, that engages staff in achievement, and action research to social-emotional improve teaching and needs of students learning supported by the K-12 guidance process

Systems Video

From Program & Activity Driven to Integrated Systems *Academic Achievement Systems PROGRAM AND ACTIVITY DRIVEN *Behavior Management Systems *Social/Emotional Systems Our Ideal Current Reality Integrated Systems grounded in: Academic Press Social Support Relational Trust 6/6/2021 | 72

Culture For Learning & Systems Implementation From the Outside In Schoolwide Systems Department & Grade-level Systems Starting points in schoolwide change Classroom Systems *Salina, Girtz, Eppinga

Systems Definition Working Definition Provide supports to students and teachers by meeting the academic, social-emotional, and behavioral management needs in an integrated and leveled manner. Factors Systems of support are grounded in realtime needs rather than programs. The cycle of improvement through the development and implementation of systems is never done as long as your students are changing. Professional development is intentional and aligns with systems development. Accountability of systems resides in formal leadership. 6/6/2021 | 74

Keep it Simple & Align • Identify existing supports: • Behavior/ Attendance • Academic • Social Emotional Keep the Data Simple • Behavior/Attendance • Social Emotional • Achievement Data • various forms Aligning 6/6/2021 | 75

Example Dashboard Blank Social-Emotional Behavioral/Att. Academic blank Support/Program Intentionally blank Intentionally blank Intentionally blank Purpose Contact Outcome

Example Supports Dashboard Behavior Academic Social blank SUPPORT PURPOSE HOW DO WE CONNECT STUDENTS TO THE SUPPORT RMT Provide timely, functional, and appropriate access and support services for identified students Students identified and then grade level counselors take name to the resource management team. HOME VISITS To establish a connection between school and families. To empower parents and students by connection them to the appropriate community resources To increase graduation rates at SHS by ensuring that every student has an opportunity to build relational trust with an adult at the high school. Advisory serves as a place to gather information, discussion options and pursue post high school paths. Referrals come from staff members. RENAISSANCE LEADERSHIP Involve nontraditional leaders in a positive way by building activities and programs for them to contribute to SHS. They are tasked with recognizing students/groups/staff who are traditionally not recognized as well as serving the school in a meaningful way. Students can apply to be in the class during the spring of the previous year. Applications are given to students who would make good members of the group but might not think of themselves as leaders. Spots are purposely left open so that counselors can place students in the class they feel are deserving and then world of mouth ensures that all spots are filled LEADERSHIP The purpose of the leadership class at SHS high school is to create and execute programs and events that serve legitimate needs both at SHS and in the local community. Student can apply during spring for entry the following year. Depending on the applicant pool short interviews may be necessary. Students from varying social groups are encouraged to apply. LINK CREW The purpose of link crew is to utilize peer mentors in order to effectively transition incoming Incoming Juniors/Seniors can apply to become Link Crew leaders. They attend spring training, and then a number of summer trainings. freshmen into SHS. Freshmen will benefit from the efforts and intentionality of their Orientation is the main link crew event, but in order for a transition program to be effective, leaders need to be active throughout the year. upperclassmen link leaders. Link leaders need to understand the importance of their role and will be pushed in their contribution to school and leadership development SUCCESS TEAM MEETINGS Support academic success through the increased communication of counselors, students, teachers, and parents. Any staff member (Advisor) or parent concerned about a students progress. Grade level counselors will coordinate the success team meetings to allow for maximum stakeholder attendance ALL HANDS ON DECK To provide a support system to effectively monitor, case manage, and create a plan for students that are not on track to graduate and ensure those on track maintain academic momentum. 12 th grade advisories are divided up between the counseling staff. 11 th grade advisories are divided up between the Gear Up staff. GRIZZLY TIME To provide academic support to students Every Thursday students with below a C+ in any class and/or are credit deficient are required to stay in Grizzly Time until the following Wednesday. Students may have a GT Agreement Sign off if grades are above a C+ but are credit deficient APEX To provide an avenue for students to retrieve credits needed for graduation. Students are referred to the APEX teacher by their grade level counselor to ensure correct credit is retrieved. ON CAMPUS INTERVENTION To function as learning community that provides academic press and social support that reconnects students to Sunnyside High School in order to achieve graduation and post graduation goals ATTENDANCE RECOGONITION PROGRAM Recognizing students who have improved (10% better from last grading period), good (95%), or perfect attendance. BEHAVIOR-INSCHOOL SUSPNSION TEEN DEVELOPMENT GROUP (ATTENDANCE ROOM) To address behavior that does not warrant out-of-school suspension and provides respite for classroom issues with students until restoration can take place Placed by admin Provide social support for students with attendance issues to positively effect attendance. To assist and encourage students to attend school regularly and on-time, build relationships between students and staff, connect them to their school and community in a positive manner, and establish goals, developing a meaningful future. Students are selected every three weeks: scanned by number of unexcused absences during a given time frame (32 students per grade with largest number of absences) ADVISORY Advisories are created during student’s freshmen year by combining two link crew groups. They meet each week with their advisory, and stay with that same advisor their entire time at SHS until they graduate. Students who transfer to SHS are placed in a grade appropriate advisory, and finish their career with that group Referrals from staff and parents of students meeting criteria. Grade level counselors will staff potential students with the intended Team. Parent, student, counselor, and admin will sign program expectation form

Tier 1 Intervention & Supports Examples Benchmark Tier 1 Interventions & Supports: Available to All Tier 1: Students that are responding to interventions and supports Academic Achievement Behavior Management Social/Emotional Attendance Language Acquisition Strategies Positive Behavior Intervention Systems (PBIS) Individual Golden Tickets Cub Cash Tickets-cub store Students of the month Good News (postcard) Class Golden Spoon (lunchroom) Counselors Guidance Lessons October-Bully Prevention November-Safe/ Inappropriate touch January-Growth and Human Development 4 -5 th Caseload distribution Positive Behavior Intervention Systems (PBIS) Individual Perfect Attendance Recognition (monthly) Morning Greeting with attendance matters tickets Class Random Attendance Matters 100% (lunch) Spell out Read to the Principal (postcard) Time to Teach Refocus Teach To’s on common areas Recess mediation/conflict resolution schedule Attendance advocate (staff) Accelerated Reader Celebrations Playworks (recess) 2 nd Step Curriculum Attendance Data/Info. Wall PLC work Student of the Month Compliment Cards (specialist) Social Skills Review 360

Tier 2 Small Group Intervention Examples Tier 2 Interventions: Small Group Interventions for Students With Similar Needs Tier 2 Students: Students who need strategic support in addition to Tier 1 interventions & support based on number of referrals and staff perception. Academic Core Subject Interventions Behavior Management Social/Emotional Attendance Tuesday Academy Second Step Curriculum Truancy Parent Meeting (Plan of support) Recess Social Skills Playworks Leadership (Junior Coaches) 4 th & 5 th grade Truancy Contract/ goal setting Request for Student Support Time to Teach: re-teaching expectations Request for Student Support Truancy literature sent home within the first 10 days of school Student Support Team Specialist PLC Support Second Step w/support Google attendance Monolingual Small group support Attendance Postcard (Improvement/growth) Small groups Paws and Reflect Room H. O. P. E. Angels Attendance Rewards for improvement

Tier 3 Intensive Intervention Examples In Risk Students Tier 3 -Intensive, Individualized interventions for most at-risk students Tier 3 Students-After having access to tier 1 and 2 interventions and supports, student data indicates there is need for more intensive supports. Academic Achievement Behavior Management Social/Emotional Attendance Academic Interventions Behavior Plans Case Manager/Counselors School Truancy Order Special Ed Services District Behavior Specialist Individual Counseling Community Resources Small Group Counseling Functional Behavior Assessments (FBA)

Are the Systems Working? Keeping Score on What is Important 6/6/2021 | 81

Alignment of Systems with the Conceptual Framework Relational Trust Behavioral Management Systems Social. Emotional Systems Academic Success Systems Social Support Academic Press

Systems: Declare our Preferred Future What Will It Take to Get There? Describe your current reality for systems: Which evidence can you use to support your thinking? *Adapted from Washington State OSPI

Action Framework Survey: Systems Action Framework Survey • Pages 6 -9 Coaches’ Handbook • Pages 41 -55 Break Out Sessions • Elementary • Middle School • High School 6/6/2021 | 84

Lunch Time! Bio Break Eat Lunch Meet 2 New People! Hi, I’m ______ What’s your name? What did you think about systems? What are you still wondering about? 6/6/2021 | 85

Collaborative Inquiry Leadership Planning and actions that reengage staff and students to their missions based on factors below Data Evidence-based processes that monitor and connect staff and students to systems of support Systems Culture Collaborative for Learning Integrated systems that focus on Inquiry behavioral Collaborative practices management, that engages staff in achievement, and action research to social-emotional improve teaching and needs of students learning supported by the K-12 guidance process Salina, Girtz, Eppinga 2016

Collaborative Inquiry Definition & Factors Working Definition Engage in collaborative action research to improve teaching and learning through the inquiry process. Factors A cycle of inquiry supports improved learning and teaching Resources are provided to support instructional practices. 6/6/2021 | 87

Levels of Co. In: Clarity of Purpose Leadership Co. In Team Schoolwide Success Co. In Team PLC Co. In Team 6/6/2021 | 88

Levels of Co. In Driven by the roles and responsibilities of the specified group doing the work Leadership Co. In Team School-wide Systems Co. In Team Department/Grade Level Co. In Team • Leadership 45 Day Planning Process • Focus on Systemic Goals that align to school wide systems and the grade level or department Co. In Team • Schoolwide Success Team Process • Focus on aligning school wide supports through the use of data • Focus on: • Curriculum • Instruction • Assessment (CIA) Framework 6/6/2021 | 89

An Example of a Leadership Co. In Purpose As a leadership team, we are: intentional in our behaviors so that our work of initiating, monitoring, and evaluating schoolwide systems and the work of department PLC’s that will support teaching and learning to ensure higher student achievement as well as increased graduation rates. 6/6/2021 | 90

An Example of School Wide Co. In Team Purpose Team The purpose of our Success Team is: to work together to support students and teachers in order to help them meet their goals, specifically high school graduation and beyond plans, through effectively aligning and monitoring systems of support for students and teachers. 6/6/2021 | 91

Who Makes Sense of the Work? How is the Work Implemented & Monitored? Support 2 Classroom Teacher Support 3 Support 1 Student 6/6/2021 | 92

Constructing Meaning Support 1 Student Teacher Case Manager Support 2 Support 3 6/6/2021 | 93

Possible School Wide Success Team Co. In Counselor School Psychologist Behavior Interventionist Specialists Attendance Officer Learning Coaches • Be careful about how fast you expand • Small group –Bring in supports as the data dashboard grows • Breaking down the walls is KEY 6/6/2021 | 94

Co. In: Declare our Preferred Future What Will It Take to Get There? Ideal: Engage in collaborative action research to improve teaching and learning through inquiry. Current Reality Describe your current reality for Co. In. Which evidence can you use to support your thinking? *Adapted from Washington State OSPI 6/6/2021 | 95

Action Framework Survey: Co. In Action Framework Survey • Pages 10 -11 Coaches’ Handbook • Pages 56 -70 Break Out Sessions • Elementary • Middle School • High School 6/6/2021 | 96

Break Time! 2 Bio Break Get some coffee Meet 2 New People! Hi, I’m ______ What’s your name? What did you think about that data? What are you still wondering about? When we return we’ll be getting into groups by grade span: • Elementary • Middle School • High School 6/6/2021 | 97

Leadership Planning and actions that reengage staff and students to their missions based on factors below Data Evidence-based processes that monitor and connect staff and students to systems of support Systems Culture Collaborative for Learning Integrated systems that focus on Inquiry behavioral Collaborative practices management, that engages staff in achievement, and action research to social-emotional improve teaching and needs of students learning supported by the K-12 guidance process

A Bus With No Driver? 6/6/2021 | 99

Glickman Quote Teachers are in the forefront of successful instruction; Supervision (leadership) is the background, providing support, knowledge, and skills that enable teachers to succeed. When improved instruction and school success do not materialize, supervision (leadership) shoulder the responsibility for not permitting teachers to succeed. --Glickman Do we believe that each teacher is capable of being effective? Remember the conceptual framework. 6/6/2021 | 100

Leadership Action Planning What will I do differently as a leader to create a culture for learning through intentional planning? 6/6/2021 | 101

An Example of a Leadership Co. In Purpose As a leadership team, we are intentional in our behaviors so that: our work of initiating, monitoring, and evaluating schoolwide systems and the work of department PLC’s that will support teaching and learning, will ensure higher student achievement as well as increased graduation rates. 6/6/2021 | 102

Leadership Working Definition Implement a vision of success for staff and students by reengaging them to their missions through the use of data, collaboration, systems of supports, and resources. Factors Beliefs • Vertical efforts by the board, district office and building leadership level align to the belief that we own our all of our students and each of them can be successful. Top-Down/ Bottom-Up • With a growth mind set that focuses on the “why” of the work, efforts occur from both the topdown and bottom-up. Collaboration Data Teams • Collaboration occurs at all levels. • Leadership teams use data to continually monitor the change process and inform planning. 6/6/2021 | 103

What Are Systemic (or Timeless) Goals? Turn and Talk Systemic Goals Do Not • Cross content areas • Looks at multiple data sources simultaneously • Focus on culture versus outcome • Impact and engage all stakeholders • Help us understand the process within the context of a problem of practice • Connect to the Action Framework • Focus on CBE for adults and students • Connect to the school • Build powerful relationships • Envisioning one’s future • Define outcomes/results in terms of a single data point (ex. Graduation rate) • Focus narrowly on content area achievements (ex. Higher test scores) • Focus on singular behavioral outcomes (ex. Improved attendance)

Leadership Action Planning & Systemic Goals The art of leadership is not to fix the problem rather to put the spotlight on the right problem and engage the right people in the right work The beginning of developing a leadership plan for action – not viewed as a traditional SIP Helps clarify leadership and management behaviors Systemic Goals Not ‘fix the teacher’ mentality Done through the Collaborative Inquiry process within the leadership team Conducted over short periods of time (45 calendar days) Built on quick wins and grounded in evidence 6/6/2021 | 105

Examples of Systemic Goals Utilize data to implement systems support that meet the behavioral, attendance, social emotional and achievement needs of students. This goal describes intentional leadership behaviors in: implementing and fostering the work of School-wide Success Co. In that provides systems of supports for students and teachers. Develop a collaborative culture by focusing curriculum, instruction, and assessment practices to improve student learning. This goal focuses on leadership behaviors that support teachers in their Learning Teams (PLC) and the use of data that informs teaching and learning. Also embedded in this goal is developing and implementing systems of support within the grade level/content that aligns to the work. 6/6/2021 | 106

SMART Goals are not always WISE SMART When to use SMART goals: • Supports the work of PLC’s • Supports the work of individual goal setting. • May support the work of a specific activity of a 45 Day plan • Support the outcome of a specific system of support WISE Goals are: Written Indicators of Systemic Expectations 6/6/2021 | 107

Goal II: Use data to implement systems support that meet the behavioral, attendance, social emotional and achievement needs of students. Management Outcomes Discipline-Refer to 360 dashboard to see hotspots (grade, areas, students, teachers) use data to provide support proactively/align with academics/attendance o Provide staff with guidance of types of incidents/communication processes SST- discuss data Align support Revise and align based on discipline work Audit supports through social skills class and ensure communicated to staff o Providing time for Ben to observe counselors teaching lesson o Complete document of lessons taught o Google doc that SST can add students and focus Revise current discipline practices to align with new OSPI expectations o Communicate o Action team to establish guidelines for discipline (consequences) Making attendance visible with bulletin board displaying attendance % by grade levels with incentives 1 st para meeting planned for 11/6 TPEP o Pre-conferences for all staff by Oct. 1 o Complete cycle one of evaluations by Oct. 31 Attendance meetings/incentives are systemized and happening consistently Leadership Outcomes Behavioral Management action team o Problem of practice-where are we taking them What do well to set kids up for success? Teaching. . . How do we catch them doing things correctly? Clarifying systems Movement between levels when needed is happening based on teacher perceptions Counselors are freed from tier 1 interventions to provide more tier 3 supports and lead with expected outcomes vs curriculum driven Continuously update leveled documents Specialists connect to school through implementation and clarity of character ed in all classesseeing themselves as a system of support Alignment supports to school and specifically 5 th grade o Specialists to choose students at each grade level based on character trait o Specialists will do more academic integration KISS Leadership class creates a plan to connect to school through volunteering and leading their peers as a system of support-CONNECTING KIDS TO THE SCHOOL- CBE- CONNECT-BUILD-ENVISION o Goals with students-keep score-report at assembly o Student voice on plan o Peer mediators out at recess o Extend opportunity to all students Playworks implementation and planning next steps Walk with counselors to model walking with teachers for intentional support o Bring support for special needs and to help support behavior o Bring in SST to leadership meetings Work together with attendance assistant to create vision for further attendance actions needed o Letter for parents at conferences with meetings

Action Framework Survey: Leadership Action Framework Survey • Pages 12 -16 Coaches’ Handbook • Pages 67 -77 Break Out Sessions • Elementary • Middle School • High School 6/6/2021 | 109

A Culture for Learning for Everyone Part IV

Becoming A Learning Leadership Planning and actions that reengage staff and students to their missions based on factors below Data Evidence-based processes that monitor and connect staff and students to systems of support Systems Culture Collaborative for Learning Integrated systems that focus on Inquiry behavioral Collaborative practices management, that engages staff in achievement, and action research to social-emotional improve teaching and needs of students learning supported by the K-12 guidance process Salina, Girtz, Eppinga 2016

School Culture an environment that demonstrates a clear belief that, through a collaborative process and systematic supports, each student and staff will be successful in doing the work. Conceptual Framework • Academic Press • Social Support • Relational Trust Action Framework • Leadership • Data • Systems • Collaboration School Culture- Factors • There is trust at all levels of the organization • You know those you serve and the 'WHY behind the work. • We own all of our students • All players have a voice • Leadership is accountable and staff are responsible 6/6/2021 | 112

Instructional vs. Learning Leader Fostering a Culture for Learning Instructional Leader Learning Leader Observing. Engaging in in conversations with teachers one on one and together describing our current reality with regard to student learning. Advising teachers in the role of expert or consultant. Actively supporting teacher learning through school-wide systems. Prescribing. Describing the ideal as it pertains to student learning and systems of supports. Keeping score only on achievement data Collecting relevant data to inform the school’s thinking. ‘Fix’ the teacher mentality by focusing on instructional practice Championing success of students and teachers on short-term results 6/6/2021 | 113

Culture for Learning Matrix at ALL Levels of the School House Becoming Intentional in Your Work Left blank intentionally High Student Results Low Understanding High Understanding LUCKY LEADER High results but little understanding of the causes High results and systematic practices to support them Low probability of replicating success High probability of replication of success LEARNER LOSER Poor results and deep understanding of antecedents of excellence. High probability of failure Low probability of replication of failure Poor results and little understanding of causes 6/6/2021 | 114

• Change Begins From the Outside In and Systems Development. Principle 4 • The Conceptual Framework is Foundational for the Change Process. Principle 3 • Ensure Success for Everyone. • C-B-E: • Connect • Build • Envision Principle 2 Principle 1 Principles for Principals Culture for Learning • The Culture for Learning is sustained through the Action Framework • (the Interaction of Leadership, Data, Systems and Collaborative Inquiry). 6/6/2021 | 115

How it Affected Students We as an entire high school started to care about our attendance, grades, and graduation. Not only that, but we started to care about other people too. You could hear people say, “Come to class. ” “We WANT off-campus lunch. ” “Get your grades up. ” “You can graduate. ” These kinds of changes are what were really important this year. It is defined us from the rest of the classes that have graduated at SHS. We were the beginning of this amazing change, but we’re certainly not the end. Christine Kim Valedictorian: Class of 2011 6/6/2021 | 116

Resources

Reflecting on Our Day Together What did you hear? By School: • Discuss • What you heard • Next actions • Share out 6/6/2021 | 118

So What Now? Pilot in ESD 123 Resources • Potentially ESD 101 • Web-based Toolkit Professional Development • Webinar • OSSI Newsletter • ESD Sponsored Events • MTSS Fest Conference 6/6/2021 | 119

Print Resources Read the Books Webinars K-12 Supports Page - Conceptual Framework Survey - Action Framework Survey - Coaches Handbook - 45 -Day Action Plan Resources 6/6/2021 | 120

We Want to Contact You Name District We Want Supports For… Questions We Have Left blank intentionally Left blank intentionally Left blank intentionally 6/6/2021 | 121

Contact Us Sunnyside District Office Heidi Hellner heidi. hellner@sunnysideschools. org High School Ryan Maxwell ryan. maxwell@sunnysideschools. org Dave Martinez dave. martinez@sunnysideschools. org Middle School Julie Perez julie. perez@sunnysideschools. org Tyler Rice tyler. rice@sunnysideschools. org Elementary Maria Hernandez maria. hernandez@sunnysideschools. org Miguel Puente miguel. puente@sunnysideschools. org ESD Teri Kessey ESD 123 tkessie@esd 123. org Mick Miller ESD 101 mmiller@esd 101. net OSPI Chuck Salina salina@gonzaga. edu Suzann Girtz@gonzaga. edu Dixie Grunenfelder dixie. grunenfelder@k 12. wa. us Sunnyside ESD OSPI 6/6/2021 | 122