GCSD Leadership Academy Mission The Greece Leadership Academy

GCSD Leadership Academy Mission The Greece Leadership Academy seeks to provide a robust leadership development program customized to meet the needs of the district. This rigorous, experiential school leadership refinement program is designed to engage Greece leaders to be the change agents and transformative school leaders who measurably impact student achievement. One Vision ● One Team ● One Greece

Purpose Day 9 • To foster a collaborative culture to support educator development and student learning • To understand how multi-tiered supports school improvement • To build the relationship between school community members One Vision ● One Team ● One Greece

Questions & Answers • Self analyze • Self monitor • Self assess One Vision ● One Team ● One Greece

Identifying Work Priorities Leadership Academy One Vision One Team One Greece

Purpose • To foster collaboration across the school community and in school teams. One Vision ● One Team ● One Greece

Multi-Tiered Levels of Support Leadership Academy One Vision One Team One Greece

Purpose • Participants will identify their strengths and needs at school level and district level in implementing PBIS and Rt. I • Participants will understand how behavior systems and academic systems come together to support student learning One Vision ● One Team ● One Greece

Social & Emotional Learning and Development 1. Development of social and emotional competence is essential for our students. 2. Understanding the social and emotional development of students is critical to supporting their academic success, responsible behavior, and future aspirations. One Vision ● One Team ● One Greece

Social & Emotional Learning and Development 1. Development of social and emotional competence is essential for our students. 2. Understanding the social and emotional development of students is critical to supporting their academic success, responsible behavior, and future aspirations. One Vision ● One Team ● One Greece

Why a Multi-tiered Approach… “If all you have is a hammer, everything looks like a nail. ” Chinese Proverb Guiding Principle No more silos. Discipline and academic support cannot live in isolation. One Vision ● One Team ● One Greece

Guiding Principle 1. School Mission/ Vision Alignment 3. One Referral System of Consequences & Interventions within One Student Support Department 2. Code of Conduct & Character 4. Data One Vision ● One Team ● One Greece

Schoolwide Intervention “Utilize a school-wide intervention team to address complex issues such as severe motivation, attendance, and behavior issues as well as intense academic struggles” Simplifying Response to Intervention A. Buffum, M. Mattos, C. Weber One Vision ● One Team ● One Greece

Three Tiered Framework -In groups of four, use the tiered triangle template & cards -Place the supports and interventions in the tier What do you category that makes the most sense. notice? Tier 1 Tier 2 5 -8 min. Connections? Tier 3 One Vision ● One Team ● One Greece

Model of Implementation • At your table, count of by 4’s: • Everyone will read A-2 What does a three tiered model for instruction involve? • • 1’s read: Section B-1 pg. 4 -7, What are the core components…? 2’s read: Sections B-2 to B-5 pg. 7 -12, Additional Components of Tiers 3’s read: Section C (all) pg. 16 -18, Implementation Guidelines for Rt. IB 4’s read: Section D (all) pg. 18 -20, Data Collection and Documentation • Record the section you will be reading, you will have 10 minutes to read. 10 min. One Vision ● One Team ● One Greece

Three Levels of Text Protocol Purpose of this text protocol: • To deepen understanding of a text and explore implications for participants’ work. • Silent work: Take 3 minutes to identify your 3 levels of text. ü Each person can take up to 3 minutes to complete all of the following levels combined: LEVEL 1: Read aloud the passage she/he has selected LEVEL 2: Say what she/he thinks about the passage (interpretation, connection to past experiences, etc. ) LEVEL 3: Say what she/he sees as the implications for his/her work. The group responding (for a TOTAL of up to 1 minute) to what has been said. 20 min. One Vision ● One Team ● One Greece

Debrief A Happy Marriage Between Rt. I & PBIS One Vision ● One Team ● One Greece

Debrief – What some of your “take-aways”? – What are some district level supports identified to support the work of a multi-tiered support system? – Use of the protocol? One Vision ● One Team ● One Greece

Research Buffum, A. , Mattos, M. , Weber, C. (2012) Simplifying Response to Intervention: Four Essential Guiding Principles, Solution Tree Press. Eber, L. (2011) Wraparound as a Tier 3 Intervention within a School-wide System of Postive Behavior Interventions and Supports in Schools. Illinois PBIS Network. Lord, K. , Tissiere, M. (June 2013) Presentation at Harvard Graduate School of Education. Educators for Social Responsibility, www. esrnational. org. One Vision ● One Team ● One Greece

Simplifying Response to Intervention Austin Buffum, Mike Mattos, Chris Weber One Vision ● One Team ● One Greece

What are the central ideas from the text Simplifying Response to Intervention and how does RTI support school-wide improvement in student achievement? Simplifying Response to Intervention Essential Question: What are the central ideas from the text, Simplifying Response to Intervention, and how does RTI support school-wide improvement in student achievement? One Vision ● One Team ● One Greece

Simplifying Response to Intervention Objective: • summarize Simplifying Response to Intervention • outline what is and is not RTI • generate the role of RTI in supporting school-wide improvement • explore several tools available for successful implementation of RTI in schools One Vision ● One Team ● One Greece

Simplifying Response to Intervention “can successfully engage a school’s staff in a collective process to provide every child with the additional time and support needed to learn at high levels. ” ~pg 1 One Vision ● One Team ● One Greece

Simplifying Response to Intervention What RTI is… What RTI is NOT… • Collective responsibility-Why • are we here? • Concentrated instructionpriority standards; Where do • we need to go? • Convergent assessment. Common Formative • Assessments; Where are we now? • Certain access-How do we get every child there? One Vision ● Way to qualify at-risk students for AIS services or Special Education Way to increase test scores -only supporting the ‘cusp’ or ‘bubble’ students Focus on evaluating students (focusing failure on the learner instead of on the teaching) One Team ● One Greece

Simplifying Response to Intervention If instruction and time are the constants, LEARNING becomes the variable. Instruction Learning Time One Vision ● One Team ● One Greece

Simplifying Response to Intervention Targeted Instruction + Time = Learning must be the constant, while instruction and time must be varied to meet the needs of every student. ~ pg 9 One Vision ● One Team ● One Greece

Simplifying Response to Intervention “…for while technical changes are necessary to improve our schools, they produce few positive results when the people using them do not believe in the intended outcome of the change. ” ~pg 15 ~Anthony Muhammad, Transforming School Culture One Vision ● One Team ● One Greece

Simplifying Response to Intervention Restructure vs. Reculture Chapter 2 -Collective Responsibility: Why are We Here? One Vision ● One Team ● One Greece

Simplifying Response to Intervention “The honest conversation about educational culture begins when an organization asks itself, are we here to teach, or are we here to ensure that our students learn? ” ~pg 17 http: //go. solution-tree. com/rti/Reproducibles_SRTI. html Pg 25: School Leadership Team Pg 27: Creating Consensus One Vision ● One Team ● One Greece

Simplifying Response to Intervention District Office After Reading Tools to Use: Small Group Reading/ • Essential Elements of Discussion/Work Time RTI Chart Leading District Cultural Change 25 minutes • Designing a System Small Group Choice Any subtopics beginning on page 20: of Interventions In addition, or in place of, the subtopics beginning on page 20, page 23 -24: • Build an Effective School • Create a Doable Plan Leadership Team • Expect the Best • Learn Together • Confront the Worst • Provide the Why Before the What • Start! All Please Read vpage 16 - top of page 18: Taking Responsibility for Student Learning vbottom page 19 - top of page 20: Leading School Cultural Change One Vision ● One Team ● One Greece

Simplifying Response to Intervention http: //go. solution-tree. com/rti/Reproducibles_SRTI. html One Vision ● One Team ● One Greece

Share Best Pactices Leadership Academy One Vision One Team One Greece

Purpose • Exchange best practices ideas with the school community • Establish a date with someone from whom you would like to learn more One Vision ● One Team ● One Greece

Guiding Question How do IST, PBIS, Rt. I, PLCs, come together to support the monitoring of students “every three weeks by face and name? ” One Vision ● One Team ● One Greece

Put it all Together… In school teams, create a chart for each of the following: 15 -20 minutes IST, PBIS, Rt. I, PLC List the strategies that have been successful in your school for each. ü Don’t forget to include your school name ü On each chart list the “contact people” at the bottom: These 2 people would be able to provide more information if needed. You must select a teacher leader and an administrator to represent the topic for the school. ü DO: Ask clarifying questions as the team completes their posters, for example ask what evidence would you provide to prove the strategy is successful? One Vision ● One Team ● One Greece

15 minutes Gallery Walk Move around the room. üTake post-it notes & provide feedback, suggestions, etc. üDetermine which topic you individually would like to learn about and note the “contact person” One Vision ● One Team ● One Greece

10 -15 min. Supporting the Team At your tables, complete a quick whip around and share the topic you want to learn about: üAvoid duplications as much as possible üExplain the connections to implementing the Strategic Plan, SIP, and/or the Regents Reform Agenda One Vision ● One Team ● One Greece

Make a Date… Take an index card or post-it and locate one of the “contact people” of the topic you want to learn more about. üOn your card or post-it record the topic, school contact person’s name, the best way to connect with him/her, approximate date to communicate One Vision ● One Team ● One Greece

School Community Activity & SIP Work One Vision One Team One Greece

Reflections - Day 9 1. What kinds of systems do we have in place? 2. What do we need to put into place for this year (i. e. T-chart; current state, desired state, beginning with RTI, but not limited to)? 3. What is the desired state for 2013 -2014? Who should facilitate? Select someone other than the principal One Vision ● 1. 20 min. team systems reflections 2. 20 min. complete “T” chart 3. 20 min. create graphic organizer to communicate plan 4. 30 min. each group share 2 min. each One Team ● One Greece