1. Develop a Plan for Excellence
Climate matters:
Develop a Plan for Excellence
Pull Comprehensive Plan
Office of Student Support Services

2. Ice breaker – Blanket Balance
How to Play
Everyone must stand on the blanket:
One foot down and one foot raised
Hold for 3 seconds
Fold the blanket and do it again
We will tell you when to stop
Can we
stop now?
How to Play
Spread the blanket on the floor and tell your group that their task is to make sure that everyone can stand on the blanket. Everyone must have at least one foot on the blanket and the opposite foot must be held in the air for at least three seconds. Then repeat until facilitator tells you to stop.

3. How does this relate to MTSS?
Ice breaker Debrief
How did you feel?
What happened?
How does this relate to MTSS?
When blanket is widespread it easier for majority to feel stable
when the blanket becomes small more people fall off and effort gets bigger and bigger

4. Agenda Ice breaker Norms Scope and Sequence
What does the Triangle mean anyway?
Climate, Data and 4 Focus Areas
Intervention activity
Close Out and What’s Next
Scope and Sequence
During Exercise ask you to pull up comprehensive plans
Ice breaker- 10 min
Norms -
What does that Triangle mean anyway? 10 – 15 min
Climate, Data and 4 Focus Areas – 5 min
Exercise – 15 – 20 min
Share Out – 5 – 10 min
Process min
Close Out and What’s Next – 5 min

5. Norms
Technology only for session use

6. Scope and Sequence

7. Elementary Group 1a Climate Focus – Room B124
August 8 – 8:30 am – 3:30 pm 
Data: Where It Is and How to Use It
Developing Your Climate Plan
Lunch
Case Study Review: What Would You Do?
The Evidence-base and First Six Week Focus

8. Elementary Group 1b Climate Focus – Room B203
August 8 – 8:30 am – 3:30 pm
Developing Your Climate Plan
Data: Where It Is and How to Use It
Lunch
The Evidence-base and First Six Weeks
Case Study Review: What Would You Do?

9. Elementary Group 1c Climate Focus – Room B202
August 8 – 8:30 am – 3:30 pm
Case Study Review: What Would You Do?
The Evidence-base and First Six Weeks
Lunch
Data: Where It Is and How to Use It
Developing Your Climate Plan

10. Elementary Group 1d Climate Focus – Room B204
August 8 – 8:30 am – 3:30 pm
The Evidence-base and First Six Weeks
Case Study Review: What Would You Do?
Lunch
Developing Your Climate Plan
Data: Where It Is and How to Use It

11. Elementary Group 2a Climate Focus – B124 August 10 – 8:30 am – 3:30 pm
Data: Where It Is and How to Use It
Developing Your Climate Plan
Lunch
Case Study Review: What Would You Do?
The Evidence-base and First Six Week Focus  

12. Elementary Group 2b Climate Focus – B202 August 10 – 8:30 am – 3:30 pm
Developing Your Climate Plan
Data: Where It Is and How to Use It
Lunch
The Evidence-base and First Six Weeks
Case Study Review: What Would You Do?

13. Elementary Group 2c Climate Focus – B203 August 10 – 8:30 am – 3:30 pm
Case Study Review: What Would You Do?
The Evidence-base and First Six Weeks
Lunch
Data: Where It Is and How to Use It
Developing Your Climate Plan
The School District of Philadelphia
Principal/Assistant Principal Professional Development
Focus Sessions – August 8-9
K-8 Schools Group 1c
August 8 – Climate Focus
8:30 am – 3:30 pm
Case Study Review: What Would You Do?
The Evidence-base and First Six Weeks
Lunch
Data: Where It Is and How to Use It
Developing Your Climate Plan
August 9 – Early Literacy Focus
The Evidence-base and First Six Week Focus
Let's Talk: Moving Beyond Barriers to Success
Students Learning to Read: Measuring, Tracking, and Adapting
K-8 Schools Group 1b

14. Elementary Group 2d Climate Focus – B204 August 10 – 8:30 am – 3:30 pm
The Evidence-base and First Six Weeks
Case Study Review: What Would You Do?
Lunch
Developing Your Climate Plan
Data: Where It Is and How to Use It
The School District of Philadelphia
Principal/Assistant Principal Professional Development
Focus Sessions – August 8-9
K-8 Schools Group 1c
August 8 – Climate Focus
8:30 am – 3:30 pm
Case Study Review: What Would You Do?
The Evidence-base and First Six Weeks
Lunch
Data: Where It Is and How to Use It
Developing Your Climate Plan
August 9 – Early Literacy Focus
The Evidence-base and First Six Week Focus
Let's Talk: Moving Beyond Barriers to Success
Students Learning to Read: Measuring, Tracking, and Adapting
K-8 Schools Group 1b

15. High/Middle School Group 3a
Climate Focus – B208
August 9 – 8:30 am – 3:30 pm 
Data: Where It Is and How to Use It
Developing Your Climate Plan
Lunch
Case Study Review: What Would You Do?
The Evidence Base and First Six Week Focus

16. High/Middle School Group 3b
Climate Focus – B209
August 9 – 8:30 am – 3:30 pm
Developing Your Climate Plan
Data: Where It Is and How to Use It
Lunch
The Evidence-base and First Six Weeks
Case Study Review: What Would You Do?
The School District of Philadelphia
Principal/Assistant Principal Professional Development
Focus Sessions – August 8-9
K-8 Schools Group 1c
August 8 – Climate Focus
8:30 am – 3:30 pm
Case Study Review: What Would You Do?
The Evidence-base and First Six Weeks
Lunch
Data: Where It Is and How to Use It
Developing Your Climate Plan
August 9 – Early Literacy Focus
The Evidence-base and First Six Week Focus
Let's Talk: Moving Beyond Barriers to Success
Students Learning to Read: Measuring, Tracking, and Adapting
K-8 Schools Group 1b

17. High/Middle School Group 3c
Climate Focus – B218
August 9 – 8:30 am – 3:30 pm
Case Study Review: What Would You Do?
The Evidence-base and First Six Weeks
Lunch
Data: Where It Is and How to Use It
Developing Your Climate Plan
The School District of Philadelphia
Principal/Assistant Principal Professional Development
Focus Sessions – August 8-9
K-8 Schools Group 1c
August 8 – Climate Focus
8:30 am – 3:30 pm
Case Study Review: What Would You Do?
The Evidence-base and First Six Weeks
Lunch
Data: Where It Is and How to Use It
Developing Your Climate Plan
August 9 – Early Literacy Focus
The Evidence-base and First Six Week Focus
Let's Talk: Moving Beyond Barriers to Success
Students Learning to Read: Measuring, Tracking, and Adapting
K-8 Schools Group 1b

18. High/Middle School Group 3d
Climate Focus – B219
August 9 – 8:30 am – 3:30 pm
The Evidence-base and First Six Weeks
Case Study Review: What Would You Do?
Lunch
Developing Your Climate Plan
Data: Where It Is and How to Use It
The School District of Philadelphia
Principal/Assistant Principal Professional Development
Focus Sessions – August 8-9
K-8 Schools Group 1c
August 8 – Climate Focus
8:30 am – 3:30 pm
Case Study Review: What Would You Do?
The Evidence-base and First Six Weeks
Lunch
Data: Where It Is and How to Use It
Developing Your Climate Plan
August 9 – Early Literacy Focus
The Evidence-base and First Six Week Focus
Let's Talk: Moving Beyond Barriers to Success
Students Learning to Read: Measuring, Tracking, and Adapting
K-8 Schools Group 1b

19. Positive Reinforcement Restorative Discipline
DBH Continuum of Care
School-Based Behavioral Health Program
Trauma Focused Therapy
Improved Outcomes:
Disproportion
Suspension
Attendance
Behavior
Positive Impact on AG1, AG2
Wellness & Self-Regulation
Social Emotional Learning
Trauma Sensitivity
Dropout Prevention
Bullying Prevention
Check & Connect
Check-In Check Out
Social Skills Group
Behavior Plans
Positive Reinforcement
Restorative Discipline
Culturally Responsive, School-Wide, Social-Skills Instruction
Classroom Management
Trauma-Informed Practices
Idea here is to pick one or two things and do them well.
Interventions Need to be Evidence-Based
Bottom of triangle are tier 1 interventions Jody’s office supports
Importance of reaching the 80% for prevention

20. “Why aren’t you more like Data?”
Why climate matters?
“Why aren’t you more like Data?”
Data shows that climate interventions done with fidelity have a positive impact on AG1 and AG2 outcomes.
Data shows it is linked to academic outcomes. Studies show suspending one student has impact on academic achievement of all.
Climate impacts outcomes AG1 and AG2 – you can’t move the needle on AG1 and AG2 without addressing climate concerns
You’ll hear more In First 6 weeks course
Don’t say all of this unless they already had first 6 weeks – then remind them:
Students who had better attendance in 8th grade did better on the 9th grade math keystones; this is the same for those who had better attendance in 9th grade Students with even 1 OSS in 8th grade tend to perform worse on the Math keystones in 9th grade When ISS rates decrease, PSSA Math, Science, and English scores increase. The important thing when looking at the suspensions and achievement data is that this is controlling for other things like race, gender, ethnicity, attendance, and prior achievement. So while attendance and achievement do play a role, even after we account for those roles, there is still something about suspensions that is contributing to lower achievement.  People tend to think that if the students being disrupted are suspended, then the students who are still in class will become more engaged. However, with our District-wide survey data, we do not have any evidence to support this.

21. climate strategies improve:
The 4 Key Indicators:
Attendance
Suspension
Disproportionality
Behavior
What are our 4 areas of Focus – Ask Group and click
Evidence Based Intervention done with fidelity will move the needle on all of these.
Dispoprotionality in discipline could be race, ELL, SPED
Impact of climate Doing exercise
This is where we stress that focus on one area will move the others because interventions are the same

22. 100% of students will graduate ready for college and career
Anchor Goal 1 abbreviated logic model
Short-term Outcomes
Long-term Outcomes
Activities
Outputs
Goal
Evidence-based 9th grade/high school interventions or theoretical grounding
9th grade academy
Transition to high school
Appropriate rostering
Advanced coursework offerings
Engagement
Credit accumulation
On-track progression through high school
Sense of belonging
SPR
100% of students will graduate ready for college and career
Positive community & relationships
Clear and consistent expectations
Trauma-informed practices
Positive reinforcements
Targeted behavioral supports
Improved attendance
Reduced suspensions
Students feel welcome at school
Evidence-based climate and culture interventions or theoretical grounding
Evaluation
Research
Implementation
Planning
Accountability

23. Anchor Goal 2 abbreviated logic model
Short-term Outcomes
Long-term Outcomes
Activities
Outputs
Goal
Evidence-based early literacy interventions or theoretical grounding
120 minute literacy block
Teacher coaching
Common planning time
Common assessment data available
Stability in staffing
Reading at target
Making growth in reading
ELA proficiency
SPR
100% of students will read on grade level by age 8
Improved attendance
Reduced suspensions
Students feel welcome at school
Positive community & relationships
Clear and consistent expectations
Trauma-informed practices
Positive reinforcements
Targeted behavioral supports
Evidence-based climate and culture interventions or theoretical grounding
Evaluation
Research
Implementation
Planning
Accountability

24. Positive Reinforcement Restorative Discipline
Attendance
Suspension
Behavior
Disproportionality
Group Exercise
In Groups, Identify Interventions and Tier
Reference climate portion of your comprehensive plans
Tips:
Evidence- Based?
What are you reinforcing?
Does intervention reinforce what you want?
What does your data suggest?
Check & Connect
Check-In Check Out
Social Skills Group
Behavior Plan
Positive Reinforcement
Restorative Discipline
Culturally Responsive, S-W, Social-
Skills Instruction
Classroom Management
Trauma-Informed Practices
Idea here is to pick one or two things and do them well.
Interventions Need to be Evidence-Based
Bottom of triangle are tier 1 interventions Jody’s office supports
Importance of reaching the 80% for prevention
Implemented with Fidelity

25. Instructions for Whole Group Recording: One group at a time
Build the pyramid
Instructions for Whole Group Recording:
One group at a time
Write intervention and the initial of your focus area – A, B, D, S
If the intervention is already up there, just write your initial – A, B, D, S – next to the intervention
This is where we stress that focus on one area will move the others because interventions are the same

26. What question do you have? What would you want to change?
Share out
What question do you have?
What would you want to change?
What strikes you?
This is where we stress that focus on one area will move the others because interventions are the same

27. Closing and more to come
Implementation – Who, What, How, Communication
Progress Monitoring
And More!!!
Think of Implementation and progress monitoring now and reach out for help
PESO – Planning and Evidence Based Office will follow up with you to help you along with our offices