putting it all together a responsive school approach

BRETT BRODEEN, PRINCIPALKELLY DUFFY, RTI LEAD TEACHERSCHOOL DISTRICT OF SUPERIOR

Putting It All TogetherA Responsive School Approach

Check In

Who do we have in the room?

What makes a good presentation to you?

What we will have today

Back channel – Todays meet http://todaysmeet.com/AllTogether

We will try to check throughout to meet your needs

Wikispaces http://putting-it-all-together.wikispaces.com/

So we can stay connected after this conference, share ideas, and support each other in implementation

Overview

Come learn about the structures, systems, and philosophies we used to guide us on our journey of putting together the “Responsive School” Puzzle (CCSS/RtI/PBIS/SLD/Literacy/TECH). Many schools struggle with the overwhelming number of different national, state, and district initiatives. These different initiatives do not have to be in competition with one another for our time and attention. With a comprehensive structure in place they all can work together in a cohesive system to ensure student success!

Initiatives

List them

Essential Question

How can you build a “Responsive School” system that is equipped to handle whatever the next mandate/initiative from the nation/state/district?

What from today’s session will I apply in my District/School/Class to have a positive impact on learning tomorrow?

*We will do a Write to Learn about this at the end of the session as a summarizer

District Snap ShotSchool District of Superior

5,000 Students350 certified staffSHS-1,400 / SMS 1,000 / 6 Elementary

schoolsDistrict Instructional coachesBuilding ½ time Tech. integration coaches

-Effective Instructional Strategies

-Literacy-Technology Integration-PBIS

School Snap ShotCooper Elementary

4k-5 School (417 Students / 85 Staff Members)

Home of 3 District Programs Autism Spectrum Disorder (ASD) Four year old Kindergarten (1/2 day) Early childhood Special Education (3-5 year olds)

2 years ago -16 new staff members (grade/school/district)

Learning and Leading Team (LLT)

Formation of the team

“Leadership isn't about rank its about responsibility”

(Dufour & Marzano, 2011)

Learning and Leading Team (LLT)

• Voluntary membership Teachers, specialists, assistants,

admin Lunch time meetings Hired people with similar

philosophy

Learning and Leading Team (LLT)

• Book Study (to build philosophical foundation): What Great Teachers Differently

(Whitaker, 2009) Leaders of Learning

(Dufour & Marzano, 2011)

What Great teachers DO Differently

What Great Teacher DO Differently

Why look at Great It’s people, Not programs Who is the variable Base all your decisions on your best

people

Leaders of Learning

Leaders of Learning

School improvement means…people improvement

Creating a collaborative culture Ensuring effective instruction Continuous monitoring of Student

learning Challenging students to move to the

next level, or responding when they don’t.

Learning and Leading Team (LLT)

• This Learning led to : Philosophy (non-negotiable) Action Steps

Meet need of whole child (academic, behavioral)

Planned school-wide RtI process

Philosophy: Educators as Leaders (LLT)

Setting of group norms “90/10 Rule” (90% solution & 10% problem)

Great leaders are Great Learners

Educators: “The quality of an education system cannot exceed the

quality of its teachers.” (Barber & Mourshed, 2007) Leadership available to all “Every great leader is clearly teaching and every

great teacher is leading.” (Gardner, 1993) “Great teaching is leadership.” (Farr, 2010)

Building Collective Capacity(Philosophy)

Collaboration & Collective Inquiry Drives Improvement Purposeful collaboration teams Shared experience

Mutually Accountable CultureBuilt Common vocabulary/vision

Clear on purpose and priorities of collaboration

Philosophy: Student Learning

Student Learning: The ability of students to learn is changeable rather

than fixed. (Hattie, 2009)

Factor…Well planned Responsive Instruction

Group Choice???(PBIS)

PBIS

PBIS is a systemic way to approach behavior, by intentionally and explicitly teaching expectations. Appropriate behaviors are relentlessly reaffirming through multiple layers of positive reinforcement. Data is examined in a comprehensive way to inform us of the areas of need that will be addressed through teaching and re-teaching.

RtI School wide Process

“BIG” RtI (system focus)

“little” RtI (Individual focus)

Learning and Leading Team (LLT) -Review

• Voluntary membership Teachers, specialists, assistants, admin Lunch time meetings Hired people with similar philosophy

• Book Study (to build philosophical foundation): What Great Teachers Differently (Whitaker) Leaders of Learning (Dufour & Marzano, 2011)

• Learning led to Philosophy (non-negotiable) Action Steps

Meet need of whole child (academic, behavioral) Planned school-wide RtI process

RtI School-wide Process

A system of “Multi Layered Supports”

Universal Curriculum (CCSS)“Cooper Time” -school wide enrichment teams

Flex Time: grade level response to student learning

SST individual students need

Intensive Interventionist SLD (new)

Universal Curriculum (CCSS)

Student area of need: *Students are able to use higher order thinking skills (Critical Thinking)*Students able to clearly communicate their thought/ problem solving explanation in writing Common Core State Standards -Grade Level Highlighter review (Do it – added rigor – new)

4th Grade example Latin/Greek rootsAddress it as…School-Grade level-Classroom

Latin/Greek Roots

Latin/Greek - Pre/Suffixes

“Cooper Time” -school wide enrichment teams

Cooper Time: “not letting great get in the way of good”

•Schedule time into Master Schedule•School wide “whole student enrichment”• In 2013-14 Moving to:

Enrichment teams & Increased Collaboration

Flex Time

Grade level response to student learning (AM-planning time)

• 30 minutes AM & PM (Literacy & Math)•Additional support during flex time•Group according to students needs across grade level

It looks different at each grade level based on needs

SST Student Support Team

RtI: Meeting individual student needs•Student exhausted universal curriculum, flex time, Cooper Time•Academic and/or emotional/behavioral• Team: Counselor, SLD, EBD, Intensive Interventionist School Psychologist, (Principal)• Parents

SLD (new)

RtI process (academic, emotional, behavioral,

physical…)•Exhaust building RtI processes (SST)•Move to more intensive assessment•Special Ed qualify?

RtI Read Aloud

Data/Assessment

Literacy AIMS, MAPs, Smarter Balance/WKCE curriculum

Math AIMS, MAPs, Smarter Balance/WKCE curriculum

Writing District created CCSS rubrics

Emotional/Behavioral PBIS (CICO, ODR)

Leading…

“Don’t ask it you are leading. You are.Don’t ask if you will make a difference.

You will.The question is…What kind of leader will you be, and what kind of difference will you make?”

(DuFour & Marzano p.208, 2011)

Essential Question

How can you build a “Responsive School” system that is equipped to handle whatever the next mandate/initiative from the nation/state/district?

What from today’s session will I apply in my District/School/Class to have a positive impact on learning tomorrow?

*We will do a Write to Learn about this at the end of the session as a summarizer

Resources

Dufour, R. & Marzano, R. (2011). Leaders of Learning. Indiana: Solution Tree Press.

Gardner, J. (1993). On Leadership. New York: Free Press.

Whitaker, T. (2009) What Great Teachers Differently

Results orientation

Evidence of student learning Aligned to CCSS Measurable Attainable Results oriented Time-bound