Leading Implementation Means More Than “I SAID SO!” Kent Smith Jill Koenitzer smithk@wisconsinpbisnetwork.org @kent1915 koenitzerj@wisconsinrticenter.org @jkoenitzer Dan Miller Sara Denure milleda@medford.k12.wi.us @twitterusername denurese@chipfalls.org @twitterusername

Assessments Connection The content of this session connects to SIR Leadership and Organizational Structures TFI Leadership team

Key Features Connection The content of this session connects to Data-based Decision-Making Systemic and Systematic Positive Culture Strong Shared Leadership

Outcomes Role of the principal Systems’ change Increased shared leadership Positive culture Strong systemic and systematic practices Solid data-based decision-making.

Where else in the conference they can attend to learn more about each outcome/key feature…

Role of the principal Schools with effective principals, are far more likely to positively impact student achievement. An effective principal: Recognizes that teaching and learning is central. Communicates the school vision clearly and consistently. Provides clear goals and monitors the progress of the goals. Spends time in classrooms coaching teachers to improve teaching. Nurtures and sustains a climate of trust. Lacks tolerance for ineffective teaching. https://files.eric.ed.gov/fulltext/ED538828.pdf

Systems’ Change Technical Adaptive Agreed upon problem Clearer path to solution Responds to traditional management approach Leader guides process Leader is ”in charge” Varied views of problem Different perspectives of solution Requires learning by all Often requires leadership at many levels Whenever an initiative is implemented, there are two types of change that are necessary - technical and adaptive: Technical change - Could be as simple as purchasing a resource like a new textbook. (read slide) Adaptive change - Using coaching as part of professional development. (read slide) Both are necessary, but technical change is traditionally the most closely planned for. We will encourage you to also plan for adaptive change. WI vision for RtI requires adaptive change, in addition to technical change. Optional: Mike Mattos quote: “…our current educational system is not designed for all students to learn.  It is designed to sort , select, and determine which students will be most successful.  All this, based upon the industrialized model. To implement RtI, your school needs to make an adaptive change of embracing the vision of higher levels of learning for all students. This is a pivotal change from the old vision of sorting and selecting to a new vision of learning for all.” Source: http://implementation.fpg.unc.edu/module-2/leadership-drivers

Increased Shared Leadership Representative teams with responsibility to lead and oversee implementation of an equitable multi-level system of supports at the school and district levels. All members advocate for equity Promote a vision of success for every learner Ensure the system is implemented with fidelity Provide support through resources, professional development, and coaching Use implementation and outcome data to action plan and monitor progress for continuous improvement Rely on internal and external coaches to provide valuable insight and feedback Ensure communication throughout the system

Positive Culture Leaders know meaningful change depends on the degree to which staff share a collective sense of purpose: an unwavering commitment to the success of every learner. the environment is predictable and safe: physically, socially, emotionally, intellectually, and culturally shared expectations among learners and adults foster a strong sense of community, identity, and belonging equity lens to ensure school structures benefit all learners, school policies promote every learner’s success

Strong Systemic and Systematic Practices Schools and districts can better meet the needs of every learner when policies, programs, practices, roles, and expertise are aligned and coordinated into an interdependent whole. Convey the importance and relationship of each staff member’s role and responsibilities toward the success of the system; Equip staff to skillfully fulfill their roles and responsibilities through strategic professional development, collaborative structures, and job-embedded coaching. Connect implementation with state and regional goals, mandates, and resources; Evaluate potential new initiatives in terms of alignment with, duplication of, and value added to existing initiatives

Solid Data-based Decision-making Teams, across the system, use both implementation data and outcome data in a continuous improvement problem-solving process to inform decisions and actions leading to college and career readiness for all. System Assessments (SIR, TFI, etc.) Outcome data (aggregated and disaggregated) Root cause analysis

Leading Implementation Means More Than “I SAID SO!” Dan Miller milleda@medford.k12.wi.us @twitterusername

Establishing a Strong System Three parts to our Systemic Approach Program (Instructional & Curricular) Data Viable/Reliable Curriculum (universal & intervention) Effective Staff Sufficient Resource Student Assessment Data Student Response Data - Child study team notes

Using the WISExplore process with our leadership teams to define our focus and to assure what we are doing is working.

The Leader’s Job Description Monitoring fidelity Provide staff training All while using student data to drive what to work on and when

How we plan for sufficient resources & staff development

Three parts to our Systemic Approach Program (Instructional & Curricular) Data Viable/Reliable Curriculum (universal & intervention) Effective Staff Sufficient Resource Student Assessment Data State Level data to see how we compare Universal data to guide what supports are needed Progress Monitoring data to determine what is working Student Response Data - Child study team notes

State / Universal data - tracked over multiple years

Progress Monitoring data: used for class placement / grouping

Behavioral Intervention Data

Three parts to our Systemic Approach Program (Instructional & Curricular) Data Viable/Reliable Curriculum (universal & intervention) Effective Staff Sufficient Resource Student Assessment Data State Level data to see how we compare Universal data to guide what supports are needed Progress Monitoring data to determine what is working Student Response Data - Decision Rules for the Process Child Study Team notes (recording the narrative) Keeping track of “who” we need to be talking about

Define the process for staff and parents

Child Study Team Notes A record of the narrative behind each student we support. Passes the “swivel test” Keeps everyone up to date Google’s Email collaborators Sample Save One Student Blank SOS Referral

Child Study Team Follow-up Dashboard To know who we need to talk about

Leading is more than, “I said so!” Developing a positive culture through shared leadership...

How do you get staff to see if a change is needed? Start with developing relationships - find out what is needed and support. Be the best helper you can be...give, give, and give some more. Then work with student data and ask staff to “define” what they are doing to meet the needs they have. (How are they being the best helper?) Don’t demand “some” curriculum change to fix a perceived issue...allow staff time to get there (understanding). Let the data do the talking! Provide information: Do a Report Card synopsis - to highlight different grading practice and point out our natural bias (not giving true scores because it will hurt kids/parent feelings) Ask staff, what are “you” doing to support fringe kids (Lowest / Highest) Let staff prove to themselves if what they are doing is truly working

3. Provide resources to allow staff to investigate their own practice time for conversation... Staff need: to be heard to feel they can defend their practice without getting defensive opportunities to push their thinking in a safe environment to feel legitimately empowered professional development in groups Groups create an environment where staff can defend, share, support, and celebrate their practice financial support Find a way...because this will remove the perceived barrier Be the “Yes” person!

Leading Implementation Means More Than “I SAID SO!” Sara Denure denurese@chipfalls.org @twitterusername

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