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 VisionOne TeamOne 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 VisionOne TeamOne Greece

Purpose Participants will identify their strengths and needs at school level and district level in implementing PBIS and RtI 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 One Vision ● One Team ● One Greece 4. Data 2. Code of Conduct & Character 1. School Mission/ Vision Alignment 3. One Referral System of Consequences & Interventions within One Student Support Department

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 category that makes the most sense. One Vision ● One Team ● One Greece Tier 1 Tier 2 Tier 3 What do you notice? Connections? 5-8 min.

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 , Implementation Guidelines for RtIB 4’s read: Section D (all) pg , Data Collection and Documentation Record the section you will be reading, you will have 10 minutes to read. One Vision ● One Team ● One Greece 10 min.

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. 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. One Vision ● One Team ● One Greece 20 min.

Debrief A Happy Marriage Between RtI & 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, One Vision ● One Team ● One Greece

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

Simplifying Response to Intervention One Vision ● One Team ● One Greece 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? 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 One Vision ● One Team ● One Greece 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

Simplifying Response to Intervention 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… One Vision ● One Team ● One Greece Collective responsibility-Why are we here? Way to qualify at-risk students for AIS services or Special Education Concentrated instruction- priority standards; Where do we need to go? Certain access-How do we get every child there? Convergent assessment- Common Formative Assessments; Where are we now? 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)

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

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

Simplifying Response to Intervention One Vision ● One Team ● One Greece “…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

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

Simplifying Response to Intervention One Vision ● One Team ● One Greece “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 Pg 25: School Leadership Team Pg 27: Creating Consensus

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

Simplifying Response to Intervention One Vision ● One Team ● One Greece

Share Best Pactices Leadership Academy One VisionOne TeamOne 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, RtI, 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: IST, PBIS, RtI, PLC List the strategies that have been successful in your school for each. Don’t forget to include your school name 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. 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 minutes

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

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

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. On 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 VisionOne TeamOne 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 ? One Vision ● One Team ● One Greece Select someone other than the principal min. team systems reflections Who should facilitate? min. create graphic organizer to communicate plan min. complete “T” chart min. each group share 2 min. each