1. 2.0 Effective School Leadership Teams District Cohort 1 www.miblsi.cenmi.org

2. Purpose of the Leadership Team To coordinate and manage the implementation of an MTSS/RtI model by: –Planning for implementation of a continuum of supports with fidelity (develop process/procedures and tools). –Developing and supporting school-based implementation capacity (professional development, technical assistance, coaching). –Using data for continuous improvement of student outcomes.

3. Purpose of the Leadership Team Develop the capacity of all staff members to perform the responsibilities required by a MTSS/RtI model –This capacity will be different for differing roles and responsibilities within the developing systems Create the organizational structures to support continuous improvement Customize implementation at the building level to meet specific building needs Use data to drive the work and planning

4. (Balas & Boren, 2000; Fixsen, Blase, Timbers, & Wolf, 2001) Implementation of Effective Practices with and without an Implementation Support Team Implementation Team No Implementation Team Percent of Implementation 80%14% Time3 Years17 years

5. MTSS/RtI Leadership Team Oath

6. “I swear to share the wealth of tasks, responsibilities, and information with all staff. I will not burn myself out by trying to do everything. Instead, I will agree to let others lead beside me.”

7. Setting Your Team Up For Success Administrative Support Set Your Meeting Schedule for the Entire Year Establish and Utilize Team Meeting Norms Define Roles & Responsibilities Use Action Plans to Define Next Steps and Document Progress

8. Administrative Support Operationally Defined: Attends training Plays an active role in the process Communicates his/her commitment Supports the decision making of the team Attends ALL team meetings (Kincaid, Childs, & George; 2010)

9. Setting Your Meeting Schedule Building Leadership Team should be meeting at least monthly Initially, there may be a need to meet more often to get the work done It is easier to schedule more meetings than you need and cancel them than it is to add additional meetings to your calendar as the year goes on.

10. Task: Establish your meeting schedule for the rest of the 2011-2012 school year and at least for the first quarter of the 2012-2013 school year. Make sure your coach is a part of your meetings. Intended Outcome: Every team member has meeting dates on his/her calendar through October 2012. Team Time

11. Team Meeting Norms “Norms can help clarify expectations, promote open dialogue, and serve as a powerful tool for holding members accountable.” (Lencioni, 2005) “Inattention to establishing specific team norms is one of the major reasons teams fail.” (Blanchard, 2007)

12. Team Meeting Norms Ground rules or expectations of how meetings will be run and how people will treat each other at a meeting. Focus on respecting all participants. Should be posted in the meeting space as a reminder.

13. Considerations When Developing Norms Time Listening Confidentiality Decision Making Participation Expectations

14. Roles Necessary Roles for Effective Behavior Teams: –Facilitator –Time Keeper –Note Taker / Action Plan Recorder –Norms Monitor –Data Analyst –Active Team Members Who will take on these roles? Will you rotate roles at each meeting?

15. Defining Responsibilities… Each role should have clearly defined responsibilities Responsibilities should include what needs to be completed before, during and after team meetings Each team member should fully understand his/her responsibilities and be willing and able to fulfill the responsibilities

17. Action Plans Record the discussion and decision-making process of the team meetings Assist in organizing the conversation during the team meetings Record the action items for follow-up at the next meeting

18. Sample Building Leadership Team Agenda There are multiple forms for this purpose.

19. Common Mistakes When the team leader is absent, the meeting structure is non-existent Too much or too little written documentation of the meeting Too many simultaneous conversations Tangents or off-topic conversations Lack of data at the meeting

20. The Role of the Coach… Communication Organization Technical Assistance Reinforcement

21. Assignment Establishing an Effective School Leadership Team Work with your Coach to: 1.Develop or Review your Meeting Norms using the “Considerations for Establishing Team Norms” worksheet. 2.Complete the “Roles & Responsibilities of School Leadership Team” worksheet. Must be Completed Prior to PBIS Day 3 Training

22. “Kisses of Death” for Implementation 1.There is a lack of active administrative support. 2.The team is not meeting regularly or is dysfunctional. 3.The school staff is not kept actively engaged in implementation. 4.No systematic planning is occurring to assure a smooth transition from year to year. 5.More Kisses of Death

23. Activity Jigsaw Reading “Kisses of Death” for Implementation 1’s Read “Kisses” 1 and 2. 2’s Read “Kisses 3, 4, and 5. Be prepared to summarize each “Kiss” for your group.

24. Is the Leadership Team “charging” in the right direction?

25. Practice Profile Critical Component Define how critical component contributes to student outcomes Ideal “Gold Standard” of the component Emerging Practice (Acceptable Variation) Unacceptable Variation

26. Practice Profile In order to gauge the levels of use for the practice, the critical components of the practice need to be identified along with acceptable and unacceptable variations so implementation and challenges can be supported. A Practice Profile provides this information.

27. Critical Components Planning and coordination of implementation efforts Communication of implementation efforts to building staff, school community, and district administration Providing for professional development and technical assistance for building staff Development of materials, tools, etc. for implementation purposes

28. You will be working with a partner.You will be working with a partner. Be prepared to summarize the differences between the “Gold Standard”, “Acceptable Variation” and “Unacceptable Variation”Be prepared to summarize the differences between the “Gold Standard”, “Acceptable Variation” and “Unacceptable Variation” Activity

29. 1’s: Review “Planning and Coordination of Implementation Efforts and “Communication of Implementation Efforts to Building Staff, School Community, and District Administration”1’s: Review “Planning and Coordination of Implementation Efforts and “Communication of Implementation Efforts to Building Staff, School Community, and District Administration” 2’s: Review “Providing for Professional Development and Technical Assistance for Building Staff” and “Development of Materials, Tools, etc. for Implementation Purposes”2’s: Review “Providing for Professional Development and Technical Assistance for Building Staff” and “Development of Materials, Tools, etc. for Implementation Purposes” Activity

30. Leadership Team Processing What standard will you strive for? Activity

31. Feeling Overwhelmed? Take A Deep Breath…

32. Remember…. Change is a process, not an event… This stuff will take time.

33. Where Can We Start? Consensus & Communication Establishing a Mission/Purpose Create Action Plans that Focus on, at a Minimum, Completing Assignments from Trainings Work with Your Coach

34. Obtain faculty/staff consensus It is important to develop a “critical mass” around staff support to get the initiative started. Obtaining consensus provides defense against those who are detractors around initiative. This helps to keep initiative moving forward during the fragile initial implementation phase.” “The effort to build consensus and the will to implement with fidelity is an ongoing process.” (VanDerHeyden and Tilly, 2010)

35. Have the results from the PBIS Self Assessment Survey (PBIS-SAS) been shared with the entire school staff?Have the results from the PBIS Self Assessment Survey (PBIS-SAS) been shared with the entire school staff? If not, when will the results be shared?If not, when will the results be shared? If it has been shared, what lingering questions/concerns may exist regarding the implementation of Schoolwide PBIS?If it has been shared, what lingering questions/concerns may exist regarding the implementation of Schoolwide PBIS? Activity

36. Communication… …can be measured by how well the receivers understanding matched the senders intended message.

38. Causes of Miscommunication Distortion/Deletion of some of the message Lack of Trust One-way Communication Climate Incorrect Choice of Medium Information Overload Message Complexity Distraction Lack of pre-knowledge Not Listening

39. Overcoming Miscommunication Listen to UNDERSTAND –Active Listening –Need to prompt this with all we are communicating with and engage in it ourselves Think Clearly About the Message Secure Feedback Use Feedback Well

40. Examples of Communication Leadership Team Newsletter –Highlights from Trainings –Data –Preview of Next Steps –Celebrations Updates at Monthly Staff Meetings Feedback/Suggestion Box Staff, Student, and Parent Surveys

41. Task: Discuss how communication will flow back and forth between the School Leadership Team and the rest of the staff, the students, and the families in your school around the MTSS/RtI work. Intended Outcome: Your team will have initial plans to address the communication flow that includes sharing information, training, and opportunities for input/feedback from the rest of the staff, students, and families. Team Time

42. Establishing a Mission/Purpose for your School Leadership Team Start with your school’s mission statement –Does it reflect your work in implementing and sustaining an integrated Multi-Tiered System of Supports (MTSS)? –If it does not yet reflect this work, how can you further define it to include the work of the School Leadership Team?

43. Example Mission Statements

44. The purpose of implementing Positive Behavior Supports and Interventions at Genoa-Kingston High School is to create a sense of community through a positive environment in which all members are actively contributing.

45. Example Mission Statements Millbrook PBIS Mission Statement: The PBIS team at Millbrook works to promote student achievement and responsibility by providing a safe and caring environment where students are a part of a family with teachers and staff serving as positive role models.

46. Communicate your Mission/Purpose Statement To your school staff To your school families To your district

47. Task: Review your school’s mission statement. Decide if it reflects the work of your School Leadership Team’s efforts to implement and sustain Multi-Tiered System of Supports (MTSS) or if you need to further define the mission/purpose of your School Leadership Team. Determine how the mission/purpose can be communicated to key stakeholders. Intended Outcome: Your team will have a clearly stated mission/purpose statement for the work of implementing and sustaining MTSS within your school. Team Time

48. Multi-Tiered System of Supports (MTSS)/ Response to Intervention (RtI) is a framework to provide all students with the best opportunities to succeed academically and behaviorally in school. MTSS/RtI focuses on providing high quality instruction and interventions matched to student need, monitoring progress frequently to make decision about changes to instruction or goals. Data are used to allocate resources to improve student learning and support staff implementation of effective practices.

49. Assessment Binder & Schedule Binder is set up to assist you and your team throughout the year in establishing the routine collection and review of data. The Assessment Schedule is outlined in the Binder, month by month. There is a an assessment at a glance schedule on the back cover of the binder.