1. Building Leadership Panel
Ivonne Dibblee, Keisha Gabriel, Sarah Neuman,
October 12, 2017

2. School Demographics

3. From Zero to Implementation

4. CHEETAH PRIDE
VISION

5. THE JOURNEY Curriculum and Playground Accountability and Common Areas
Classroom Management Plans at beginning of the year
CR-TFI scores mirrored FIA and FIT scores

6. Setting the Stage for MTSS in Academic Instruction
Our Red Thread
Setting the Stage for MTSS in Academic Instruction

8. Leadership Moves Touchstone grounds our work
Class Lists are considered with needs in mind not just gender
Consistency, predictability, and routines in practice
Plan/Design with Focal Student in mind

9. Ivonne Dibblee Atkinson Elementary School Portland Public Schools

10. John F. Kennedy High School
John F. Kennedy High School, Winston-Salem, NC
CTE Magnet High School (250 students)
4 Career Academies: Construction & Design (Masonry), Health Sciences (Pharmacy Tech), ProStart (Restaurant Management), Creative Enterprises (Business Management)
LEAP & Gateway Middle School Programs (100 students)
Title I school, 100% free lunch
65% Hispanic, 30% African-American
Principal, Keisha Gabriel
2nd year principal

11. Data Exceeded Growth 3 years in a row 87.2% Cohort Graduation Rate
97.6% CTE Completer Graduation Rate
Successful CTSO competitions
Decreased discipline referrals
34% EOG/EOC Grade level proficiency composite
Persistent Achievement Gap
Limited parental involvement
“Singleton” teachers limited like-subject collaboration
Initiative overload
High student, teacher, and administrative mobility
Unclear vision and belief system

12. Conduct the Assessment
MTSS Implementation
WS/FCS Cohort 1 – 1st year of implementation
MTSS leadership training
I-Ready as universal screener/diagnosis
Problem-solving model
Focus Areas from Self- Assessment (SAM)
ICEL
Define the Problem
Instruction
Curriculum
Environment
Learner
RIOT
Conduct the Assessment
Review
Interview
Observation
Test
65%
24%
11%

13. Tier 1 – Core Instruction = “Good First Teaching”
MTSS Focus Areas
Tier 1 – Core Instruction = “Good First Teaching”
Professional Learning Teams
PLT Recharge!
Attention to data analysis and standards- based instructional strategies
Restructured meetings
Lesson Planning
Revised planning template
System for providing monitoring and feedback
Classroom walkthroughs
District and school learning walks
Parental Involvement
Middle school student-led conferences
School-wide literacy events
Class Meetings
Building school identity/culture
Data Analysis
Celebrations and Goal setting

14. MTSS Focus Areas
Continued attention to Year 1 core instruction strategies
Staff Culture/Beliefs about Improving Student Achievement
Creative Scheduling to Maximize Academic Engaged Time
Summer Reading Program
Homeroom
Middle School Literacy Block
Flexible grouping
Individual and small group differentiated conferences
Math and Reading Study Skills classes
Minute-by-Minute Plans

15. MTSS Focus Areas
School-wide Professional Development Goal: Personalized Learning
Provide reteach/retake opportunities for students to demonstrate standards-based learning.
Analyze student data and use it to design plans that help students meet learning targets.
New sources: i-Ready for diagnosis & instruction, American Reading Company
Learn about and integrate cooperative learning structures in lesson plans.
Address students’ social and emotional learning needs by integrating Applied Control Theory and relationship-building strategies.
Professional Development for Instructional Coaching Team

16. Looking ahead to 2018-19 Preparation for AVID
Scheduling intervention period for high school
Early Warning System
Attendance, Behavior, Course Performance

17. Keisha Gabriel

18. Sarah Neumann, Parchment School District Kalamazoo, Michigan
Director of Curriculum/State & Federal Programs
Building Principal
11 years
Building a culture of collaborative support
Every child is our responsibility
Data-based decision making
Building capacity for data analysis
5 Years
Began with:
Comprehensive Needs Analysis at district level
Broad focus
Targeting Economic Disadvantaged Students
Now:
Much more detailed focus
Targeting Bottom 30 Percent

19. Where We’ve Been: The Continuum of Focus
District Focuses:
District Focuses:
Systems Development
Curriculum needs analysis
Professional Development Alignment
Systems Development
Beginning Stages of Curriculum Development
Alignment of:
Instructional Support
Curriculum
Professional Development

20. Guaranteed and Viable Curriculum Instructional Support via Coaching
District Focuses:
District Focuses:
Guaranteed and Viable Curriculum
Instructional Support via Coaching
Multi-tiered Systems of Support
Enhanced PLC implementation
Aligned with our “day to day” programming and interventions
Aligned with District Initiatives and District Improvement Plan
Guaranteed and Viable Curriculum
Common Assessments
Vertical Alignment
Instructional Support
Coaching
Science 6-8 (Expanding in )
Math K-12
ELA K-12
Multi-tiered Systems of Support
Enhancing structure at K-5
Adding systems and resources 6-12
Enhanced PLC implementation
Coaching for PLC leaders
Instructional Rounds
Learning Targets and Scales

21. 2017-18 District Focuses: Instruction: Curriculum : Assessment: Rigor
MTSS
Expanding the continuum of supports
MTSS across all contents and grade levels
Instructional support or MTSS delivery
Fidelity
Marzano
iObservation
Support
Coaching
LSI
PLC training
Growth
Rigor
Alignment
Standards
Vertically
Focused and intentional
Assessment:
Relevant
To standards, curriculum, instruction
Common Assessments

22. Specific Building Focuses:
MTSS:
RTI coaches
Extensions and interventions
Individualized support
Curriculum Development:
Maps in all content areas (guaranteed and viable curriculum)
Common assessments to be used in review of data
Supporting the whole family
Links to agencies and services
Literacy and Math Family Nights
Title One Parent meetings
Parent Compacts at Conferences
Unity and Positivity

23. Our Strategies:
Intensive MTSS for all students achieving below benchmark
Tier 2 support for most students
Tiers 3 (and 4!) for our students with the most intensive needs
Data Meetings 3-6 times per year in collaboration with instructional coaches
Informal data reviews via the PLC process
Grade Level and Building PLC meetings 3 times monthly
Teacher goals mirror School Improvement goals (which mirror district goals).
Teachers will incorporate strategies for active participation and student engagement into instructional practice.
Teachers will incorporate strategies identified through professional development into practice.
Learning Goals and Scales
Monitoring for Learning
Instructional Coaching for PBIS, Math, Science, ELA Learning Communities (PLC’s)
Focused on student data
Continuing with curriculum mapping and alignment
Goal-oriented, collaborative, no-excuses

24. Highlights From our MSTEP Data:
Our students out-performed the State of MI in all but two content areas/grade levels for the last 3 years.
Continuous growth in proficiency levels from 3rd to 5th grade.
Economically Disadvantaged/ Non ED gap is no longer significant.
We have been designated as a Reward School since 2014 for:
High Progress
Beating the Odds
What does this tell us?
Our interventions and supports are working!
Instructional Coaching produces results!
There is a strong correlation with a guaranteed and viable curriculum.
Dedication to instructional time for each content area produces results.

25. Grades 3-5 2016 MSTEP (ELA) vs. State

26. Sarah Neumann