ESS Team Functions Responsibilities Agenda Welcome Session Outcomes

ESS Team Functions & Responsibilities

Agenda • Welcome • Session Outcomes • School Team Interconnectedness • ESS Team: Functions and Roles • ESS Team & RTI • Next Steps

The Two-Year Plan Year One: Year Two: • Inclusion Policy Overview • ESS Team - Roles • ESS Team - Functions & Resp. • ESS Team Problem Solving & Collaboration • Instructional Coaching • Policy 703 – • Positive Learning Environment • Dispute Resolution& Appeals • Formative Assessment • Differentiation • Personalized Learning Plans (PLP) • Complex Cases • Positive Behaviour Intervention Strategies (PBIS)/ Behaviour Support • Transition

The Parking Lot

Session Outcomes Participants will have an understanding of: • The purpose of the ESS Team • The role of the ESS Team in supporting RTI • The criteria for processes for the ESS Team? ? ? • How the ESS Team operates within an interconnected school network

Teamwork is: • the ability to direct individual accomplishments towards common goals • the fuel that allows common people to attain uncommon results

The Work of Interconnected School Teams Leadership Team Teacher PLC Team Learning: Manages RTI framework Results: Creates SIP, sets goals, assesses patterns and trends in school Collaboration: Solicits feedback from other teams Learning: Participates in RTI framework Results: Aligns with SIP goals, sets learning targets Collaboration: Partners with ESTs ESS Team Learning: Participates in and coordinates RTI framework Results: Aligns with SIP goals, assists with learning targets, assesses patterns and trends in teams Collaboration: Partners with teachers and the Leadership Team

Our School Teams Activity – Individually, or with your school team, map out your school’s teams and how they connect and interact. – Be creative in diagraming the connections.

Policy 322 6. 10 School-Based Education Support Services (school-based ESS) Team

Purpose of the ESS Team • Promotes student learning and success in schools, by providing systemic support to classroom teachers. • Coordinator of supports – EST-R, L, N, G and others. • Supports collaboration and problem solving with a focus on student learning • Creates an inventory of effective interventions, strategies, and supports to help classroom teachers make data-based decisions.

ESS TEAMS: Collaborative Integrated Support Exploring the document: • Refer to the Guideline document—Collaborative Teaming (pages 6, 7) Focus on the ideas around: Systemic Coordinated Supportive • Create a 2 -sentence summary statement of the purpose of ESS Teams

A Video to Explain RTI • http: //www. youtube. com/watch? v=nk. K 1 b. T 8 l s 0 M

Does your Educational Support Services team function in a way that can systemically support classroom teachers? “Do you ever get this feeling we are just going in circles? ”

Why Support Teachers With Classroom Instruction? • Effective teachers increase the academic achievement of all students: – Sanders (1998) found the effectiveness of individual teachers is the single largest factor affecting the academic growth of students. The effects of classroom instruction can outweigh the effects of individual instruction: - Individual instruction has a low impact on student achievement, suggesting that the social context of the classroom is an important contributor to learning. (Mitchell, 2010)

Sample Case Presenting Problem John is in a Grade 8 class and reading at an early - grade 4 level. Has similar difficulty with writing and is now refusing to write. There is psycho-ed testing indicating he has an LD. Intervention Strategies Person (s) Data / Responsib Student le Responses Dates/ Progress Monitoring

Sample Action Plan Presenting Problem Intervention Strategies Person (s) Responsible John is in a grade 8 class and reading at an early - grade 4 level. Has similar difficulty with writing and is now refusing to write. Small group reading EST-R intervention – next rotation. Buddy read – group Classroom with stronger teacher reader for modeling; provide choice in writing workshop Find high/low books, EST-R Data / Student Responses Dates/ Progress Monitoring More assessment 1 month

Important Considerations Data: Based on the data (or SIP goals), are there other students in the class /school needing similar supports? Practices: Does the classroom teacher feel that they have the capacity to deliver suggested supports? For example: flexible grouping § vary reading levels § writer’s workshop Systems: How can ESS members support instruction? ASK: Are there steps that could have been taken prior to this student being brought to team?

Case Study Activity 1. Tyler: Case Study #1 Tyler is a grade 3 student, diagnosed with autism and OCD. He has fairly frequent outbursts that are directed toward other students and staff members. The concern of the teacher is a significant disruption to the common learning environment. 2. Ms. White: Case Study #2 Ms. White has been teaching for 5 years at the middle school level. Up to this point in her career, she has taught a variety of subjects, but mainly math and science. In order to attempt to meet expectations and student outcomes, she has relied upon one teaching style which might be described as a ‘whole-class’ traditional style. 3. Mrs. Fletcher: Case Study #3 This Principal has been conducting walk-thru’s with a focus on the SIP goal (By Jan 75% will be successful on ELPA) Evidence to indicate meeting this goal has been identified as: use of flexible grouping, monitoring of student progress, students referring to strategy use, and amount of time focused on reading and writing workshop. She has witnessed whole class teaching, and students writing on same topic. Many students still have not been successful on the CFA, She notices 2 of these students have been named on referral forms for the next ESS team meeting.

Important Considerations Data: Based on the data, are there other students in the class needing similar supports? Practices: Does the classroom teacher feel that they have the capacity to deliver suggested supports? For example: § flexible grouping § vary reading levels § writer’s workshop Systems: How can ESS members support instruction?

Review: Session Outcomes Participants will have an understanding of: • The purpose of the ESS Team • The role of the ESS Team in supporting RTI • The criteria for processes for the ESS Team • How the ESS Team operates within an interconnected school network

Implementation - The Action Plan How does today’s session impact your: • Teams - What teams do we have? Are there gaps? • Templates – Agenda – align the time allocation of EST (60% building capacity) with the Tier 1 focus at the ESS team meetings – “Systems approach” How will your ESS team identify systemic supports that need to be addressed? – Referral Form – does it allow a referral for class-wide support from EST-R, EST-L, EST-N? Problem solving session? • How do teachers access support from EST, others? ie coordinate services? • How can teachers refer to the ESS Team for teacher support? • Norms – revisit / create with new members on the team

Next Steps

Next Session ESS Teams- Problem Solving & Collaboration Date, Time, Location of Next Module:

Thank You Please offer your feedback on the T-chart as you exit. Use sticky notes, one to indicate your next steps, and another to suggest next steps for us.