1. Granite School District’s Multi-Tiered System of Support Effective Teaming Structures and Practices
Teaching and Learning
Educator Support and Development Services
School Accountability Services

2. Performance Area: Working Together

3. Teams are most effective when they…
Work collaboratively with others and take collective responsibility for achieving shared goals for which they are mutually accountable
Provide clarity regarding the work to be done
Monitor and support others to help them succeed at what they are being asked to do
Sustain their focus on a limited number of goals and initiatives
Acknowledge and celebrate small wins
Focus on student learning, problem solving and intervention planning to address school, group, and individual student needs
Judy

4. Objectives Language Objectives
Content Objectives
Analyze team practices using TIPS checklist
Determine where your school is at in the implementation of PBIS
Learners will understand the purposes of various teaming structures that exist within the school.
Learners will evaluate current teaming practices of their leadership teams.
Language Objectives
Learners will identify and discuss the personnel, practices and functions of the teaming structures at their schools.
Use data to problem-solve as a team in developing action steps
Judy

5. The Work of Teams…Problem Solving, Looking at Data, Posing the Guiding Questions
What is it we expect students to learn?
What is the problem?
What should be done?
Why is it happening?
Did it work?
Describe the data
How will we know when they
have learned it?
How will we know when they have learned it?
Reflect on progress
Interpret the data
Judy
How will we respond when they don’t learn?
How will we respond when they already know it?
Design instruction

6. Teaming in Our Schools Leadership focus
Supports learning for ALL students
School-wide systems and structures
School-wide and subgroup data trends
Grade level, Core, or Department focus
Tier 1 Student learning, supports and differentiation focus
Student Support focus
Tier 2 Supplemental intervention focus
Specialized focus
Tier 3 Intensive intervention focus
Judy

7. Leadership Team Focus Practices:
What practices are essential during your leadership team?
Pre-meeting preparation (Data collection and aggregation, agenda, logistics, assignments)
Agenda, norms, roles, consensus
Post-meeting follow-up (Communicating decisions, sharing notes, completing assignments)
Topics for leadership focus:
What topics do you discuss in your leadership focus meetings?
5 non-negotiables
MTSS
STATIS goal interrelatedness
School-wide implications
Subgroup trends
Attendance data
Todd
Slide 2:
Practices involve adequate pre-meeting work, preparation, so that “together” time can be optimal and productive. It means that there is an in-place shared understanding of the types of data utilized and the inferences that can be logically made from the data. It means that there is an agreed, reasonable and logical starting point for your “conversation” with agreed parameters of the directionality of that conversation..
Topics for leadership focus are those items that define the “zeitgeist” that surrounds your conversations…

8. Agenda template Norms and roles at tables-scribe take notes for
Andrea, notetaker keep school notes
Celebrations
Add-review of action steps from previous meeting
Data we are using today is your school Attendance data. Put in folder for each school
Review of problem solving model

9. Leadership Team Focus Data Sources
Based on the topics your leadership team is focusing on,
what data sources do you analyze?
School-wide discipline data
School-wide attendance and graduation/dropout
School-wide grades
School-wide core proficiency data (summative, formative assessment data)
School-wide demographic data (stats on ELLs, SPED, Low-socioeconomic, etc.)
School-wide perception data (surveys, anecdotal)
Rosannes. What data you use depends on what issues are at hand. Or is it vice-versa? Does the data drive your meetings? Does the data inform your meetings? Or is the data peripheral to your conversations? Which is best and in which situations?

10. Agenda
Action steps

11. Rationale on attendance data and How to read the attendance data sample
Rosanne rationale and Jill how to read data

12. The Work of Teams…Problem Solving, Looking at Data, Posing the Guiding Questions
What is it we expect students to learn?
What is the problem?
What should be done?
Why is it happening?
Did it work?
Describe the data
How will we know when they
have learned it?
How will we know when they have learned it?
Reflect on progress
Interpret the data
Judy
How will we respond when they don’t learn?
How will we respond when they already know it?
Design instruction

13. Probability Equation
Table mat and chips

14. Other teaming structures
Hotlist-Using the problem solving model and attendance data--What would this look like at a grade level collaboration meeting? Talk with your team and then be prepared to get up and share your thoughts with another school’s team member.
What would it look like at a Student Support Meeting? Share out at their table.
Rosanne and Jill grade level look, Andrea Student Support look

15. Take Away Team Implementation Checklist
With your school leadership teams, conduct the self-assessment provided and determine:
Determine areas of strength and challenge
What areas might require you to reconsider current allocation of resources and any changes you may need to make
What areas might require consultation/coaching support
Complete and submit electronic Team Implementation Checklist to request consultation/coaching in the areas you identify
Noelle