1. 2.0 Creating Effective Systems http://miblsi.cenmi.org 6

3. Your Building Leadership Team

4. Creating Effective Systems Building Level

5. Critical Features of Effective School Leadership Teams: Strategies for Guiding implementation Establish a school leadership team with representative staff Obtain faculty/staff consensus Develop plan for implementation Communicate with staff on regular basis Develop Systems to support staff around implementation efforts Monitor implementation activities and use data for decision making Provide recognition to faculty for their work

6. Ensuring a STRONG Leadership Team The principal plays a crucial role in establishing a leadership team. The effectiveness of the team needs to be evaluated and adjusted as necessary 6

7. Leading the Leadership Team Establish meeting mechanics –Supporting tools: Clearly defined roles and responsibilities Delegate AND establish an accountability framework and communication loop so tasks are completed timely, efficiently, and communicated to all

8. Leading the Leadership Team Plan for team and principal turnover –Build capacity not only within the staff but even within the team (i.e. data guru should be intentional about teaching others how to understand data) –Institutionalize systems and practices

9. Leadership Team Roles Principal: Create and enhance system of support for staff activities related to MiBLSi through secure resources and acknowledge success MiBLSi Team Member: Create and implement activities at building level (such as creating plan/evaluating plan) with an emphasis on school-wide implementation Coach: Facilitate the process for school-wide implementation 7

10. Principal’s Tasks Provide feedback and openly acknowledge successes Make decisions that support the high priority of the behavior and reading support effort Actively participate in activities Increase project visibility and priority through agendas, newsletters and presentations Secure resources Arrange professional development opportunities 7

11. Coach’s Tasks Meet with team at least monthly Provide technical support Help team maintain momentum Assist team to document and celebrate successes Facilitate team coordination Provide intangible moral support 7

12. Team Members’ Tasks Represent school staff Participate in regularly scheduled meetings Assist in guiding and evaluating MiBLSi activities Communicate to others (e.g., staff, parents, community) 7

13. MiBLSi/RtI Leadership Team Oath

14. “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.”

15. 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 8

16. Effective meetings require work before and after the actual meeting time. BEFORE: Set agenda and send to team Collect data, review, and prepare summary statements BEFORE: Set agenda and send to team Collect data, review, and prepare summary statements DURING: Follow agenda & time frames Review data Make precision problem statements Develop solutions Take notes and set action items DURING: Follow agenda & time frames Review data Make precision problem statements Develop solutions Take notes and set action items AFTER: Complete action items Follow-up on action item status AFTER: Complete action items Follow-up on action item status 8

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

18. Functions/Responsibilities: Critical Piece in the Process Moderator – facilitates meeting content and flow according to agenda Norms monitor – ensures adherence to the agreed upon meeting commitments Time keeper – keeps meeting moving toward action plan Data keeper – organized individual who makes sure the appropriate data is available Scribe – takes notes during the meeting especially regarding action plan 8

19. Take a moment as a team to review the Functions/Responsibilities for the Leadership Team Meetings.Take a moment as a team to review the Functions/Responsibilities for the Leadership Team Meetings. Discuss who will take on each function/responsibility for the Leadership Team during trainings and meetings for the 2010-2011 school year.Discuss who will take on each function/responsibility for the Leadership Team during trainings and meetings for the 2010-2011 school year. Record the individuals names in your workbook.Record the individuals names in your workbook. Team Time 9

20. Accomplishing What Needs to Be Done Establishing a Good Communication and Integration Plan

21. Example Communication and Integration Flow Chart Beh. wk. Group District SIT Lit. wk. Group Math wk. Group School Improvement Leadership (incl. members from initiatives work group chairs, etc.) All Staff GRADE LEVELS/DEPARTMENTS SIT provides priorities for action Work Groups provide monthly data and action reports to SIT. SIT provide info, training, and reminds staff of priorities. Staff informs SIT of needs SIT identifies and passes along GL issues to appropriate GL. GL reports back on action taken, results, & needs. 9

22. Literacy RtI Team Behavior Work Group Content Literacy Work Group Bldg. Leadership Team/SIT/RtI Management Team Attends RtI trainings to learn how to use/implement practices, understand data sources relevant to PBS and literacy, and how to develop systems at multiple to support the implementation towards SIT literacy goals, objectives and behavior SIT strategies Meets 1 x per month to look at all schoolwide data, discuss status on action items, next steps Receives priorities from leadership team. Meets to develop a plan to implement schoolwide PBS strategies in both non- classroom and classroom settings Receives priorities from leadership team. Meets to develop a plan to carry- out those priorities. This group is also referred to as the “worker bees” Meets to support staff in using literacy intervention programs. Team analyzes intervention grouping progress monitoring data to problem-solve the lack of growth. Fidelity checks, on- going training and support, suggestions for alternatives to scheduling, intervention program, and system considerations occurs as well

23. Non-Examples

24. RtI Team Literacy Team Math Team Behavior Team

25. RtI Team Literacy Team Math Team Staff

26. Role of Workgroups The leadership team cannot do everything Workgroups allow the work to be equally distributed across staff The workgroup are in essence the “doers” or “worker bees” They carry-out the necessary tasks and report back to leadership team on needs and status of implementation

27. Discuss: How does communication flow within your building: School Improvement Team, grade level meetings, child assistance teams, department meetings, to all staff?How does communication flow within your building: School Improvement Team, grade level meetings, child assistance teams, department meetings, to all staff? What mechanisms are used? What are the time requirements?What mechanisms are used? What are the time requirements? How are decisions made and communicated?How are decisions made and communicated? Given that you will progress at the rate of your entire staff, how will you communicate, train, make decisions?Given that you will progress at the rate of your entire staff, how will you communicate, train, make decisions? Team Time 10

28. MI-SISEP However noble, sophisticated, or enlightened proposals for change and improvement might be, they come to nothing if teachers don’t adopt them in their own classrooms and if they don’t translate them into effective classroom practices. One Common Voice – One Plan 10

29. Successful Student Outcomes School Improvement MiBLSi No Child Left Behind Response to Intervention 10

30. How do we successfully accomplish this work and not become completely stressed-out? If we continue to add more to our already overburdened work load... WE CANNOT. We need to find ways to be more efficient and effective.

31. We CAN “work smarter”… Prioritize activities based on our School Improvement Plan. Eliminate activities not geared toward goals and objectives. Combine committees and tasks that have same goal/objective. Communicate with all key stakeholders. Use effective (evidence-based) practices. 10

32. Sample Committee/Group Review Matrix Committee/ Work Group Purpose Expected Outcome Target Group Membership Relation to School Mission & School Improvement Plan (1 = low, 5 = high) Priority (1 = low, 5 = high) Attendance Committee Increase attendance Increase % of students attending daily All studentsEric, Ellen, Marlee 1 2 3 4 5 Character Education Improve character All studentsMarlee, J.S., Ellen 1 2 3 4 5 Safety Committee Improve safety Predictable response to threat/crisis Dangerous students Has not met 1 2 3 4 5 School Spirit Committee Enhance school spirit Improve moraleAll studentsHas not met 1 2 3 4 5 Discipline Committee Improve behavior Decrease office referralsBullies, antisocial students, repeat offenders Ellen, Eric, Marlee, Otis 1 2 3 4 5 DARE Committee Prevent drug use High/at-risk drug users Don 1 2 3 4 5 MiBLSi TeamImplement 3-tier model Decrease office referrals, increase attendance, enhance academic engagement, improve grades All studentsEric, Ellen, Marlee, Otis, Emma 1 2 3 4 5 This Committee Audit should have been completed by your building principal and MiBLSi coach as part of the Leadership Launch Trainings

33. What will School Improvement Look Like in Our School? Braid existing initiatives and committees under School Improvement. Improving Student Outcomes is the focus of MiBLSi professional development over the next three years.

34. Using the completed Committee Audit and the “braid” worksheet, develop a graphic/visual display of how initiatives in your building are “braided together”.Using the completed Committee Audit and the “braid” worksheet, develop a graphic/visual display of how initiatives in your building are “braided together”. Are there any initiatives that are not a part of the braid?Are there any initiatives that are not a part of the braid? As a team, plan how you will use this graphic/visual display as part of the communication to the rest of the school staff/community.As a team, plan how you will use this graphic/visual display as part of the communication to the rest of the school staff/community. Team Time 11 & 12

35. Foundation Phase Grant Development/Set Up Schoolwide PBS/Reading Aug. ‘10…………Sept ’11 Implementation Phase Schoolwide PBS/Reading Targeted PBS/Reading Intensive PBS/Reading Oct ’11……………Sept ’12 Sustainability Phase On-Going Data Review Outcome-Based Decision Making Oct ’12…………Sept ’13 Moving in a New Direction! D

36. Ready! Fire! Aim! Behaviors change before beliefs The size and prettiness of the planning document is inversely related to the quantity of action and student learning Shared vision or ownership is more of an outcome of a process than it is a precondition (Fullan, 2008)

37. Challenges you will face Avoiding the rush to solutions. We are working to develop a process for solving all problems. Hurry! I’m overwhelmed! Bridging the gap between teams trained and the rest of the staff Supporting implementation on a daily basis Feeling like you’ve “been there, done that!”

38. Four Basic Recommendations: Never stop doing what is already working Always look for the smallest change that will produce the largest effect Avoid defining a large number of goals Do a small number of things well Do not add something new without also defining what you will stop doing to make the addition possible. Collect and use data for decision-making

39. Ongoing commitment of all staff A school-wide approach: a three tiered process improving student behavior and reading competencies for all students Universal screening and ongoing student progress monitoring Strong leadership and coaching support throughout the process No “One Size Fits All” school improvement process Relationships! Relationships! Relationships! (Fullan, 2001) Lessons Learned ….and use your data

40. MiBLSi Supports School Teams Use of Data by Pre-training Coaches and Principals in the data review content Providing worksheets to guide data review process Reviewing/Action Planning student outcome measures

41. Measures BehaviorReading Systems EBS Self-assessment Survey Schoolwide Evaluation Tool (SET) Benchmarks of Quality Benchmarks for Advanced Tiers (BAT) Planning and Evaluation Tool for Effective Schoolwide Reading Programs (PET) or Schoolwide Evaluation and Planning Tool for Middle School Literacy (SWEPT) Process EBS Team Implementation Checklist MiBLSi Reading Support Implementation Checklist Outcomes Discipline Referrals Suspensions DIBELS AIMSWeb MEAP 13

42. As a Leadership Team, discuss the following items: –Has the data from the Self- Assessment Survey been shared with the entire staff? –How will you ensure ongoing commitment from the staff? Team Time Please take a moment to complete the appropriate section of the Follow-Up Activity Worksheet to document the work yet to be done Please take a moment to complete the appropriate section of the Follow-Up Activity Worksheet to document the work yet to be done 13

43. Effective Behavior Support (EBS) Team Implementation Checklist (TIC) Completed quarterly as a team Takes approximately 10 minutes to complete Entered on-line from group completed paper copy Is used as a planning guide for successful School-Wide PBIS Implementation

44. What does the EBS-TIC tell us? Used as an indicator of implementation fidelity for Schoolwide PBIS We typically see changes in processes before changes in systems and student outcomes Having this process data can serve as an early reinforcement for staff behavior (implementation of Schoolwide PBIS) 14

45. Components of Team Implementation Checklist 1.Establish commitment 2.Establish and maintain team 3.Self-assessment (fidelity and outcomes) 4.School-wide expectations 5.Classroom Behavior Support Systems 6.Establish information system 7.Build capacity for function-based support This checklist provides a scope and sequence for implementing schoolwide behavior supports. Schools shouldn’t expect to see change in student behavior until at least 80% of items are achieved on the checklist.

46. How to Complete the PBIS Team Implementation Checklist (TIC).

47. Areas Examined by the PBIS TIC Establish commitment Establish and maintain team Conduct self assessment Establish school-wide expectations Classroom behavior support systems Establish information system Build capacity for function-based support

48. Places to find the Team Checklist Assessment Booklet (during the months it is due) PBIS Surveys website www.pbssurveys.org MiBLSi website http://miblsi.cenmi.org

49. Team Checklist Version 3

50. Using Team Implementation Checklist Results Team Implementation Checklist results are used to adapt action plans to school positive behavioral intervention & support needs by monitoring the implementation and maintenance of PBIS systems. Checklist results thus help determine the most effective allocation of faculty, financial, and other school resources. 17

51. Complete the EBS Team Implementation Checklist with your teamComplete the EBS Team Implementation Checklist with your team Have 1 person record your scores on the blank copy in your Assessment Booklet.Have 1 person record your scores on the blank copy in your Assessment Booklet. Team Time Please take a moment to complete the appropriate section of the Follow-Up Activity Worksheet to document the work yet to be done Please take a moment to complete the appropriate section of the Follow-Up Activity Worksheet to document the work yet to be done 14-16

52. How to Submit Scores Online from the PBIS Team Implementation Checklist (TIC)

53. www.pbssurveys.org Note: PBIS Surveys will be hosted under PBIS Assessment beginning in the Winter of 2011.

54. Enter 6-digit account number

56. Select your name and enter the date your team completed the Team Checklist

60. Reports are available immediately after you submit your scores online.

61. How to View Reports from the PBIS Team Implementation Checklist (TIC)

62. Enter 6-digit account number

69. # of items fully implemented (achieved) / 22 total items # of items partially implemented (In progress)/ 22 total items Total Points= Total Points Earned / Total Possible Points

70. If you have questions or need technical assistance, please contact: Your regional MiBLSi Technical Assistance Partner Nikki Matthews, MiBLSi Secretary –nmatthew@oaisd.org Jennifer Rollenhagen, MiBLSi TAP and Michigan’s PBIS Surveys Coordinator –jrollenhagen@mloisd.org

71. Submit and view your EBS-TIC results online now. Discuss a possible plan for sharing results (graphs) with your whole staff.Submit and view your EBS-TIC results online now. Discuss a possible plan for sharing results (graphs) with your whole staff.OR Discuss a plan for submitting your results online and sharing the results (graphs) with your team and possibly whole staff.Discuss a plan for submitting your results online and sharing the results (graphs) with your team and possibly whole staff. Team Time Please take a moment to complete the appropriate section of the Follow-Up Activity Worksheet to document the work yet to be done Please take a moment to complete the appropriate section of the Follow-Up Activity Worksheet to document the work yet to be done 17