2. Integrated Teaming Structures
Tonja Gallagher
Sara Summ
Ashley Bath
Tina Taylor
Sheree Garvey

3. Integrated Teaming Structures
Session Description: Improve the efficiency and effectiveness of a culturally responsive multi-level system of support by integrating academic and behavior teaming structures. In this session, explore the reasons why Wisconsin schools chose to integrate teaming structures, the strategies they used, and the impact it had on staff and students.

4. Wisconsin’s Framework for Equitable Multi-Level Systems of Supports

5. The Team Approach
“A team is a group that forms for a common purpose to achieve an outcome by working together. The purpose of teaming in education is to support staff members in their work to support students.” p. 161

6. Why Teaming? Streamline Workload Distributed Leadership
Systematic Processes
Sustainable Practices
Collaboration
Improved Outcomes
Why is a team approach so important? First, we want to streamline our workload from what is often dysfunctional to functional. One aspect of teaming is distributed workload or even distributed leadership, it is our goal to set up well functioning teams that operate in a systematic manner that will ultimately guide the system. The stronger the teaming structures, the less likely your teams will diminish with staff turnover, by strengthening teams you are ultimately strengthening your system. Strong teaming structures increases our ability to collaborate in a systematic manner, breaking down silos. Schools will strengthen their problem solving processes thus improving decisions to ultimately have better outcomes from the school.

7. Classroom / Grade Level
Teaming Structures
Handout
District Teams
School Teams
Classroom / Grade Level
Student
Continuity
Communication
Systemic
Systematic
There are no hard and fast rules on how many people or who should be at the table for teams. However, it is critical to determine the function of the teams that exist and how the function of each is aligned to your goals. It is important to consider the most efficient and effective methods for integrated teaming structures.
Teaming structures at the student level area really about each individual student – it is critical for educators to work with individual students and families to ensure success.
At the grade level / classroom level
P. 163

8. Strategic Integration of Teams
This is where we could give them the team audit worksheet as an example of how to make these decisions
When being intentional or strategic about the integration of teams first make sure that you find the right balance. Find the balance between effectiveness and efficiency – landing at eh the right number for each school so that you can accomplish what it is that you are intended to do. There are three methods to accomplish this task:
Adapt Existing Teams – Schools already have teams – determine which teams can take on the work of an Equitable MLSS. Caution that when repurposing teams to make sure staff know the responsibility of each team
Integrate Across Domains – integrate Academic Rti and PBIS teams into one Equitable MLSS. Be intentional about how to do this, some schools have had success with integration at the selected / intensive – T2/T3 levels of support first to see how their systems integrate.
Integrate Across Tiers – Consolidate the coordination of the levels of support or tiers with in a system.
Considerations:
Adapting Existing Teams
Integrating Across Domains
Integrating Across Tiers

9. Strategies for Effective Teaming
Clear Mission and Purpose Agreements and Norms Specified Meeting Roles Structured Agenda Annual Timetable for Agenda Items
Reflection: Which of these practices are systematically in place in your school / district?

10. Integrated Problem Solving and Decision Making Processes
Advantages:
Efficiency
Effectiveness
Communication
Fluency and accuracy in defining and solving problems
Student outcomes and implementation
When teams use a common standard problem solving and decision making process, they are more likely to be effective and efficient. Teams that use a problem solving process are able to devote their time and energy to identifying specific actions and following up on progress. The use of a standard process also supports communication internally as well as across team structures. Using a well defined problem solving process takes practice; through problem solving cycles, teams become more fluent and are more likely to accurately identify and solve problems. Through problem solving cycles, schools can address both student outcomes- behavior, social emotional and academic as well as implementation data.

11. Integrated Problem Solving and Decision Making Processes
Six- Step
Problem Identification
Problem Clarification
Solution Planning
Goal Setting
Intervention Implementation
Evaluation
Deming Institute
PDSA (plan, do, study, act), 4 step, 6 step, 8 step, Data Wise are common problem solving models. While each model has a different number of steps, they all include the same features. In the book, Integrated Multi-tiered Systems of Support, they outline the 6 step model.
It’s important to ensure that staff have training and practice through regular data cycles.

12. Blending Academics & Behavior
Crandon Middle/High School
I will focus on two main components today with Crandon’s RtI system: First, how the teams are structured and secondly how Crandon is now investigating what is truly happening in our district with both academics and behavior so action plans are personalized to our district.

13. Crandon is located in Northeast WI - 1,000 students K-12 - Two Native Am Tribes (Forest County Potawatomi and Sokaogon Chippewa). Seven Years at Universal/Tier I and five years at Selective/Tier II, just trained in FBA/BIP at the middle/high school and will attend Wrap training during the upcoming school year.

14. Journey of Team Structures
: Began building the RtI academic & behavior systems
Fall of 2011: Academic and behavior teams ran separately
Fall of 2014: Merge of behavior and academic teams
: SMART Academy training
built the structure and teams separately for academics and behavior
Fall of 2011-Spring of 2013 academic and behavior teams ran separately even though the teams were using same data points and talking about the same students. Superintendent forced the teams to merge in fall of 2014.
merged teams, but struggled. Yes, the same data and we were looking at the whole child, but due to time constraints, the teams were less productive - too much fell on one team to assess
District leadership team attended SMART academy training in Mequon to learn how to use our data wiser

15. What is working Weekly Data Meetings Weekly RtI Coordinator meetings
District Leadership Team
These three groups have been key in bringing the academic and behavior together. These groups meet frequently enough to be able to look at both academic and behaviors. It’s about having the right people at the table. What’s right for Crandon might not be right for another district. Having academic voices, behavior voices, SPED voices, and admin voices meeting on a regular basis has been key for us. This is where we are looking at both academic and behavior data.

16. What has been a struggle
Tier I & II teams working on both academics and behaviors
Building Tiers II/III while maintaining Tier I
For two years, we tried having both the Tier I and II teams focus on both behavior and academics...it didn’t work. Too much needed to be accomplished in one meeting for one team. We found the Tier I team focused heavy on the behavior and the Tier II focused heavy on the academics. After two years of struggling, we instead moved the academic Tier I work to the Building Leadership Team and started a separate Tier II/III team. However, by having the RtI Coordinators meetings twice a week, plus the DLT meeting monthly, the integration of both behavior and academics is still happening. Since Crandon is a small district, it is definitely challenging maintaining all three tiers well. Each year we are making modifications to improve the efficiency of our system. For example, this school year we are moving one of the RtI Coordinators to who has focused primary on Tier II academics to Tier II/III behavior and the academics is moving to the PLCs.

17. SMART Academy
Crandon’s District Leadership Team went the the SMART academy during the school year to improve our structure. The best summary I can give on the SMART Academy is it took all the components we were working on such as SMART goals, coaching, analyzing data and action planning and gave us an organized structure of working smarter. I’m sharing information from this training because after seven years of trying to find a system that works for us, we’ll finally found it or at least it’s working for us in the present. As we all know the work with RtI is constantly evolving and that why it’s challenging.

18. SMART Academy Focal Points
Reflect on how we operate as a school community
Complete a data analysis
Investigation
Explore coaching
Action Plan
1. Doing activities to make sure every voice is heard on a team (this has been lacking) - PAGE Team focus on equitable format
2. Determine greatest area of need when analyzing MAP and ACT data and write a SMART Goal- Reading district wide was great area
3. Investigation was the most critical part of all. It’s what I will put most focus on
4. Coaching - Crandon has two outside academic coaches through CESA 8. A team of staff was trained prior, but outside expertise has been better received.
5. Using a Plus/Delta framework to guide action Planning

19. Investigation Identified and Observed High Performing Staff
Up until this point, we’ve analyzed our data, but didn’t necessarily dig deeper. The administrative team went into two highly effective classrooms to observe. Highly effective was defined by the MAP data. One 3rd grade teacher and one 8th grade teacher. Admin observed in the two classrooms for 5 consecutive days during the literacy block and found key teaching strategies

20. Created an Effective Classroom Practice Checklist
Investigation
Created an Effective Classroom Practice Checklist
Common practices were found in both classrooms. The teaching strategies in the two classrooms are believed to increase the learning taking place. (Handout Effective Classroom Checklist)

21. Effective Classroom Practices
Clear expectations, routines and procedures
Positive acknowledgements and reinforcements
Opportunities for collaborative conversations/ Productive Engagement
Clear purpose for learning/ learning targets (including lesson activities)
Activating prior learning
Relate learning to real life experiences
High levels of questioning and/or scaffolding
Differentiated instruction
Formative assessment/ feedback related to learning target
Develop vocabulary (content area and academic)
I listed the first 10 out of 14 on this slide. Notice the first two effective practices are behavior focused. All the work Crandon had been doing up until this point was affirmed. Admin’s investigation found behavior practices are key effective teaching strategies in our district. Notice the intention owas initially to investigate reading. What the administrative team end with is a list of effective teaching practices relating to any subject area.

22. Completed Classroom Observations with Checklist
Investigation
Completed Classroom Observations with Checklist
Admin went into 20 classrooms in the district to observe for 15 minute at random times and had staff do a self-reflection on the effective strategies. These two pieces of information confirmed the strategies weren’t occurring in all rooms across the district.

23. New Action Planning Format
The new action planning format is making the DLT and PLCs dive deeper into what’s happening and what’s not happening so then the list can be prioritized and action steps are determined based on need. We have used this format to look at our literacy, math and social/emotional structures.

24. Plus (+) / Delta (Δ ) Analysis
Social Emotional Competencies
Plus (+)
Delta (Δ )
Need
Self-Management
Sensory items and alternative seating have been purchased for classrooms in elementary
Calming areas created in certain classrooms (elementary)
-Purchase sensory items
-Purchase alternative seating for middle/high school
-Educate staff on reasons for student use middle/high school
-Create calming areas within middle/high school classrooms X
Crandon has been creating action plans for years. The difference now is we are recognizing what we currently have in place and determining what’s lacking and then prioritizing

25. Priority Area of Work/Action Steps
Assignments
Timing
Resources
Needed
Outcome/
Measures
Status Notes
Lead
Participants
Planned Date
Date Complete
(1)Continue to support implementation of Social Emotional Learning programs.
1a. Ensure delivery/fidelity of Rachel’s Challenge during MS FLEX lessons on Fridays
Andy
MS FLEX staff, Tina
school year
A list of lessons created by Tina that is given to MS FLEX staff
MS FLEX Friday Lesson Plans & Observation notes
The action plan will be reviewed monthly at the DLT to make status notes and keep all of us accountable

26. Summary of What’s Working
Blending of Academics & Behavior efforts
Weekly RtI Coordinator meetings
Weekly Data Meetings
District Leadership Team
Data Analysis investigation
Plus/Delta to determine action planning

27. After seven years, this helps me keep things in perspective
After seven years, this helps me keep things in perspective. All of us would love to hit the button to the penthouse suite. The biggest thing is to being open to new approaches as your build your system and finding what works best for your district.

28. Tina Taylor Anne Conzemius School District of Crandon
Anne Conzemius
SMART Learning Systems

29. Appleton Area School District
Why do we exist?
Who are our students?
Where can we make a difference?
What are our collective actions?
What difference have we made?
Mission Statement:
As members of the Appleton Area School District, we believe that all students can learn at high levels when we:
provide the highest quality instruction;
maintain and communicate high expectations;
create supportive learning environments that foster a sense of belonging; and
develop and maintain strong community and home-school connections.
Vision Statement:
Preparing our students for their future;
Every child, every day.
Use the red pushpin to identify your location in the state

30. 14% Students with Disabilities
Why do we exist?
Who are our students?
Where can we make a difference?
What are our collective actions?
What difference have we made?
PreK – Grade 12
16,231 Students
73.5% White
91.25% English Proficient
40% Free & Reduced Lunch
14% Students with Disabilities

31. Where can we make a difference?
Why do we exist?
Who are our students?
Where can we make a difference?
What are our collective actions?
What difference have we made?
In many teams, the energies of individuals’ involved work at cross purposes. For example, according to Senge (1990), if we were to draw a picture of a team with a collection of individuals with different degrees of personal power, it may look like this: (first arrow)
The fundamental characteristic of a team that is not aligned and is wasted energy. However, when the individuals on a team develop a team vision that becomes an extension of their own personalities, values and needs (their personal vision), alignment occurs and it would look something like this: (second arrow)

32. Where can we make a difference? What are our collective actions?
Why do we exist?
Who are our students?
Where can we make a difference?
What are our collective actions?
What difference have we made?

33. Individual Strengths of Each Core Team
Why do we exist?
Who are our students?
Where can we make a difference?
What are our collective actions?
What difference have we made?
Individual Strengths of Each Core Team
PBIS
Coaching Structure
Evaluation Plan
Budget Authority
RtI
Coaching Structure for Literacy
Forms and Process
ACE
Community Connection

34. Critical Features essential for successful alignment
Why do we exist?
Who are our students?
Where can we make a difference?
What are our collective actions?
What difference have we made?
Critical Features essential for successful alignment
Members understand organizational leadership
Members have budget authority
Member have content knowledge

35. Considerations for Increasing Educator Engagement in Key Initiatives
Why do we exist?
Who are our students?
Where can we make a difference?
What are our collective actions?
What difference have we made?
Considerations for Increasing Educator Engagement in Key Initiatives
What evidence do we have….
that we have communicated clearly and regularly about the “why” of the initiative or practice?
that our principals and teachers are able to articulate the “why” of the initiative or practice?
that we evaluated the effectiveness of the initiative, made adjustments as needed and reported our progress clearly and regularly to key stakeholder groups?
that we have asked educators what resources /training they think they will need in order to implement this initiative or practice?

36. Where can we make a difference?
Why do we exist?
Who are our students?
Where can we make a difference?
What are our collective actions?
What difference have we made?
What evidence do we have…
that we have planned ahead and budgeted for providing resources to support the key district initiatives and/or practices?
that we have recognized educators for their contributions to support the key initiative and/or practice?

37. What evidence do we have…
Why do we exist?
Who are our students?
Where can we make a difference?
What are our collective actions?
What difference have we made?
What evidence do we have…
that we have provided meaningful opportunities for educators to give input on planning for the key initiatives or practice?
that the pace of the implementation is going to support a healthy work-life balance?

38. Where can we make a difference? What are our collective actions?
Why do we exist?
Who are our students?
Where can we make a difference?
What are our collective actions?
What difference have we made?
District Capacity Assessment

39. Where can we make a difference? What are our collective actions?
Why do we exist?
Who are our students?
Where can we make a difference?
What are our collective actions?
What difference have we made?
Relationship/ongoing system of support
Continuous School Improvement-
District to Site to PLC to Student

40. Where can we make a difference? What are our collective actions?
Why do we exist?
Who are our students?
Where can we make a difference?
What are our collective actions?
What difference have we made?
Why do we exist?
Who are our students?
Where can we make a difference?
What are our collective actions?
What difference have we made?

41. Vision and Mission continuously guide work
Why do we exist?
Who are our students?
Where can we make a difference?
What are our collective actions?
What difference have we made?
District CSIP Leadership Team
Site CSIP Leadership Team
Vision
Every school will have an actively engaged site CSIP leadership team that promotes and embraces collective responsibility to meet the needs of every child, every day through a culturally responsive multi-level system of support.
Every educator will be actively engaged in a PLC that promotes and embraces collective responsibility to meet the needs of every child, every day through a culturally responsive multi-level system of support.

42. Vision and Mission continuously guide our work
Why do we exist?
Who are our students?
Where can we make a difference?
What are our collective actions?
What difference have we made?
Vision and Mission continuously guide our work
District CSIP Leadership Team
Site CSIP Leadership Team
Mission
We believe we can responsively meet the needs of all students and raise overall achievement by working with site CSIP leadership teams to coordinate leadership training in building high functioning learning communities, to coach for academic/behavior/cultural expertise, and to effectively use assessment data to support the improvement of learning and teaching.
We believe we can responsively meet the needs of all students and raise overall achievement by working with PLCs to actively build capacity to work within high-functioning learning communities, to coach for academic/behavior/cultural expertise, and to effectively use assessment data to support the improvement of learning and teaching.

43. Evidence of Alignment Integration of Professional Development
Why do we exist?
Who are our students?
Where can we make a difference?
What are our collective actions?
What difference have we made?
Evidence of Alignment
Integration of Professional Development
Aligned forms and process to document academic and behavioral interventions
Integration of our coaching structure
Sharing resources
Elimination of duplicated efforts
Systemic communication from district level to site level to PLC level to classroom level
I can share examples of each

44. What difference have we made?
Why do we exist?
Who are our students?
Where can we make a difference?
What are our collective actions?
What difference have we made?

46. Why do we exist?
Who are our students?
Where can we make a difference?
What are our collective actions?
What difference have we made?
Contact Information
Sheree Garvey
Coordinator of School Improvement-PBISA and Family Partnerships & SCT Project Director
Ashley Bath
District RtI Coordinator and EduCLIMBER Facilitator

47. Where can we make a difference? What are our collective actions?
Your Task: Discussion
Why do we exist?
Who are our students?
Where can we make a difference?
What are our collective actions?
What difference have we made?
Getting Started
Do you have Team/ Practices/ Outcomes
Core Features Analysis
Do you have clearly defined core features
Training/ PD plan based on core features
Fidelity measures
Implementation
How will we assess if implementation is occurring and if we are achieving impact on students/families?

48. Questions/ Comments

49. Questions?

50. session-a.questionpro.com