Lisa Bates and Jenice Pizzuto Building a Strong Foundation Leadership, Teaming and Standards of Practice Lisa Bates and Jenice Pizzuto

Culture ORTIi 9 Essential Components Leadership SLD Decision Making Clear Vision of Learning for ALL BIT Meets Regularly Principal Attends RTI Meetings Core Review Interventio n Placement Interventio n Review Decision Rules Initial and Ongoing PD Ongoing Coaching Observe & Actionable Feedback Progress Monitoring Interventions Universal Screening Core Materials and Instruction Culture: High expectations for all student populations, belief that all student populations can learn, belief that the measurement of how well I teach is how well they learn Leadership: Teaming/DBDM: Disaggregate data, Professional Learning & Support: SIOP Core: Sheltered instruction, implicit, opportunities to respond, Leadership Teaming & DBDM Professional Learning Culture of Collaboration to Improve Outcomes Culture Growth Mindset & High Expectations For ALL Students

Building Your RTI Infrastructure Jenice’s house

Leadership is the key! “The chance of any reform improving student learning is remote unless district and school leaders agree with its purposes and appreciate what is required to make it work.” Learning from Leadership Project: Review of research How leadership influences student learning Set the vision and commitment Shared responsibility Development and support

Brooke- DDSD Initiatives Focus on MTSS

GAPS Five Pillars for a becoming a great public school system Schools that produce good citizens All students graduate and go on to successful post high school outcomes Equity Lens Continuous improvement principles are used system wide Efficient Operations Using these five principles, we are committed to making sure that kids in our school system always learn and grow. We believe we are here to serve our community and, through our actions, we can make Albany a great place for our children. Jim Golden Pillar One: Mentally and physically healthy kids. People who give back to their communities through service. Creating an inclusive community where all people are valued. Pillar 2: All students graduate and go on to successful post high school outcomes Employability skills; good attendance, work habits, and social skills. Lifelong learners (high school is not enough!) Degrees, certificates and personal improvement through more education. Pillar 3:  Equity Lens Schools are places that overcome individual circumstances purposefully. Resources are allocated in a manner that helps overcome issues of poverty and race.  Outcomes from all groups are similar. Continual reflection on operations. No shame, no blame, no excuses. Pillar 4:  Continuous improvement principles are used system wide The organization embraces a “Growth Mindset.” The organization utilizes continuous improvement principles and has a culture that has the technical training and believes in system thinking and improvement. Decisions are made using data and a culture of continuous improvement permeates the entire school system. Pillar 5: Efficient Operations Schools are system oriented and seek to continuously improve operations. Transparent operations with explicit measurements .Public and private partnerships are sought out in order to leverage more resources to improve student outcomes.

What is your district’s vision?

Leadership Actions School leadership is the process of enlisting and guiding the talents and energies of teachers, pupils, and parents toward achieving common educational aims. Set expectations (standards of practice) Professional Learning and support Monitoring Leaders set the vision and commitment and develop shared responsibility School improvement plans TTSD example

How do you get the work done? Develop Teaming Structures District Leadership Team (DLT) District Implementation Team (DIT) Building Implementation Team (BIT)

RTI Team Structures Teams Who Purpose Actions DLT Staff who have decision making authority (Typically district office administrators Lead and guide RTI implementation by prioritizing and funding the work Set vision and expectations Determine priorities Make decisions around resource allocation Remove barriers Guide DIT DIT Staff who are key stakeholders (C & I, principals, and teachers) Builds consensus, plans, supports, and monitors implementation Develop Implementation Plan Plan and conduct training and coaching Provide on going support of implementation Develop RTI Handbook BIT Principals, teacher leaders, and specialists Develop knowledge and skills to support RTI implementation in their school Communicate RTI expectations to staff Conduct training for staff members on RTI processes at their school

Skim and Scan Do you have these teams? Which team do you fit on?

3 Key Tasks for Teams Set expectations (Standards of Practice) Professional Learning and Support Monitoring If you focus on these three tasks then you could help minimize the implementation dip

3 Key Tasks for Teams Set expectations (Standards of Practice) Professional Learning and Support Monitoring If you focus on these three tasks then you could help minimize the implementation dip

Definition of Standards of Practice A set of expectations/standards that you set to ensure quality performance/care

Set Expectations “Standards of Practice”

Example Standards of Practice for Core Instruction

Example of Standards of Practice for Core Instruction

3 Key Tasks for Teams Set expectations (Standards of Practice) Professional Learning and Support Monitoring If you focus on these three tasks then you could help minimize the implementation dip

The largest struggle for teachers is not learning new approaches to teaching but implementing them. Traditional pd is not effective because it doesn’t support teachers during the stage with the steepest learning curve: implementation We often ask questions about how students learn, but not often about how teachers learn.

Professional Learning & Support % of Learners who will… Components of Training …know how to do it …be able to do it …do it consistently in daily practice Presentation/Lecture (theory) +Presenter Modeling +Participant Practice & Feedback +Ongoing Coaching & Admin Support 10% 5% 0% 30% 20% 0% 60% 60% 5% 95% 95% 95%

Example Professional Learning Schedule

Planning for Success! Goal tied to vision Competing initiatives Support Location Materials Funding Skilled presenters Give them treats Timing

Install, Implement, Refine Year 1 Year 2 Year 3 Why & How Culture Leadership, DBDM, PL TIER 1 Core Program Univ. Screen Core Rev Mtg TIER 2/3 Interventions X Int. Place Mtg Prog. Mon. Int. Rev. Mtg. SPED IPS/SLD

3 Key Tasks for Teams Set expectations (Standards of Practice) Professional Learning and Support Monitoring If you focus on these three tasks then you could help minimize the implementation dip

Monitoring

What RTI components get monitored? Assessments Core Interventions Meetings

Monitoring Systems Implementation Data Outcome Data Capacity to implement and sustain DIET DB Implementing RTI components DIET SB Staff survey Product evidence Interview Universal Screening SBAC Agreed upon core assessments

What is your current monitoring system? Talk Time What is your current monitoring system?

Monitoring Tools Assessment fidelity tool Core monitoring tools DIBELS Next Core monitoring tools Core agreements tool Core walkthroughs Intervention fidelity tools Meeting monitoring tools

Example of Monitoring Core Agreements Day of week- time etc.

Another example?

Resource

Team Time: Leadership

Team Time: Professional Learning