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GCSD Leadership Academy Mission

The Greece Leadership Academy provides a customized leadership development program for school leaders, aiming to measurably impact student achievement and foster a collaborative culture.

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GCSD Leadership Academy Mission

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  1. GCSDLeadership AcademyMission The Greece Leadership Academy seeks to provide a robust leadership development program customized to meet the needs of the district. This rigorous, experiential school leadership refinement program is designed to engage Greece leaders to be the change agents and transformative school leaders who measurably impact student achievement. One Vision ● One Team ●One Greece

  2. Purpose Day 9 • To foster a collaborative culture to support educator development and student learning • To understand how multi-tiered supports school improvement • To build the relationship between school community members One Vision ● One Team ●One Greece

  3. Questions & Answers • Self analyze • Self monitor • Self assess One Vision ● One Team ●One Greece

  4. Identifying Work PrioritiesLeadership Academy One Vision One Team One Greece

  5. Purpose • To foster collaboration across the school community and in school teams. One Vision ● One Team ●One Greece

  6. Multi-Tiered Levels of SupportLeadership Academy One Vision One Team One Greece

  7. Purpose • Participants will identify their strengths and needs at school level and district level in implementing PBIS and RtI • Participants will understand how behavior systems and academic systems come together to support student learning One Vision ● One Team ●One Greece

  8. Social & Emotional Learning and Development • Development of social and emotional competence is essential for our students. • Understanding the social and emotional development of students is critical to supporting their academic success, responsible behavior, and future aspirations. One Vision ● One Team ●One Greece

  9. Social & Emotional Learning and Development • Development of social and emotional competence is essential for our students. • Understanding the social and emotional development of students is critical to supporting their academic success, responsible behavior, and future aspirations. One Vision ● One Team ●One Greece

  10. Why a Multi-tiered Approach… “If all you have is a hammer, everything looks like a nail.” Chinese Proverb Guiding Principle No more silos. Discipline and academic support cannot live in isolation. One Vision ● One Team ●One Greece

  11. Guiding Principle One Vision ● One Team ●One Greece

  12. Schoolwide Intervention “Utilize a school-wide intervention team to address complex issues such as severe motivation, attendance, and behavior issues as well as intense academic struggles” Simplifying Response to Intervention A. Buffum, M. Mattos, C. Weber One Vision ● One Team ●One Greece

  13. Three Tiered Framework -In groups of four, use the tiered triangle template & cards -Place the supports and interventions in the tier category that makes the most sense. What do you notice? Connections? 5-8 min. One Vision ● One Team ●One Greece

  14. Model of Implementation • At your table, count of by 4’s: • Everyone will read A-2 What does a three tiered model for instruction involve? • 1’s read: Section B-1 pg. 4-7, What are the core components…? • 2’s read: Sections B-2 to B-5 pg. 7-12, Additional Components of Tiers • 3’s read: Section C (all) pg. 16-18, Implementation Guidelines for RtIB • 4’s read: Section D (all) pg. 18-20, Data Collection and Documentation • Record the section you will be reading, you will have 10 minutes to read. 10 min. One Vision ● One Team ●One Greece

  15. Three Levels of Text Protocol Purpose of this text protocol: • To deepen understanding of a text and explore implications for participants’ work. • Silent work: Take 3 minutes to identify your 3 levels of text. • Each person can take up to 3 minutesto complete all of the following levels combined: LEVEL 1: Read aloud the passage she/he has selected LEVEL 2: Say what she/he thinks about the passage (interpretation, connection to past experiences, etc.) LEVEL 3: Say what she/he sees as the implications for his/her work. The group responding (for a TOTAL of up to 1 minute) to what has been said. 20 min. One Vision ● One Team ●One Greece

  16. Debrief A Happy Marriage Between RtI & PBIS One Vision ● One Team ●One Greece

  17. Debrief • What some of your “take-aways”? • What are some district level supports identified to support the work of a multi-tiered support system? • Use of the protocol? One Vision ● One Team ●One Greece

  18. Research Buffum, A., Mattos, M., Weber, C. (2012) Simplifying Response to Intervention: Four Essential Guiding Principles, Solution Tree Press. Eber, L. (2011) Wraparound as a Tier 3 Intervention within a School-wide System of Postive Behavior Interventions and Supports in Schools. Illinois PBIS Network. Lord, K., Tissiere, M. (June 2013) Presentation at Harvard Graduate School of Education. Educators for Social Responsibility, www.esrnational.org. One Vision ● One Team ●One Greece

  19. Simplifying Response to InterventionAustin Buffum, Mike Mattos, Chris Weber One Vision ● One Team ●One Greece

  20. What are the central ideas from the text Simplifying Response to Intervention and how does RTI support school-wide improvement in student achievement? Simplifying Response to Intervention Essential Question: What are the central ideas from the text, Simplifying Response to Intervention, and how does RTI support school-wide improvement in student achievement? One Vision ● One Team ●One Greece

  21. Simplifying Response to Intervention • Objective: • summarize Simplifying Response to Intervention • outline what is and is not RTI • generate the role of RTI in supporting school-wide improvement • explore several tools available for successful implementation of RTI in schools One Vision ● One Team ●One Greece

  22. Simplifying Response to Intervention Response to Intervention “can successfully engage a school’s staff in a collective process to provide every child with the additional time and support needed to learn at high levels.” ~pg 1 One Vision ● One Team ●One Greece

  23. Simplifying Response to Intervention What RTI is… What RTI is NOT… • Collective responsibility-Why are we here? • Way to qualify at-risk students for AIS services or Special Education • Concentrated instruction-priority standards; Where do we need to go? • Way to increase test scores-only supporting the ‘cusp’ or ‘bubble’ students • Convergent assessment-Common Formative Assessments; Where are we now? • Focus on evaluating students (focusing failure on the learner instead of on the teaching) • Certain access-How do we • get every child there? One Vision ● One Team ●One Greece

  24. Simplifying Response to Intervention Instruction If instruction and time are the constants, LEARNING becomes the variable. Learning Time One Vision ● One Team ●One Greece

  25. Simplifying Response to Intervention Targeted Instruction + Time = Learning Learning must be the constant, while instruction and time must be varied to meet the needs of every student. ~ pg 9 One Vision ● One Team ●One Greece

  26. Simplifying Response to Intervention “…for while technical changes are necessary to improve our schools, they produce few positive results when the people using them do not believe in the intended outcome of the change.” ~pg 15 ~Anthony Muhammad, Transforming School Culture One Vision ● One Team ●One Greece

  27. Simplifying Response to Intervention Restructure vs. Reculture Chapter 2-Collective Responsibility: Why are We Here? One Vision ● One Team ●One Greece

  28. Simplifying Response to Intervention “The honest conversation about educational culture begins when an organization asks itself, are we here to teach, or are we here to ensure that our students learn?” ~pg 17 http://go.solution-tree.com/rti/Reproducibles_SRTI.html Pg 25: School Leadership Team Pg 27: Creating Consensus One Vision ● One Team ●One Greece

  29. Simplifying Response to Intervention District Office • After Reading • Tools to Use: • Essential Elements of RTI Chart • Designing a System of Interventions • In addition, or in place of, the subtopics beginning on page 20, page 23-24: Small Group Reading/ Discussion/Work Time 25 minutes Leading District Cultural Change Small Group Choice • Any subtopics beginning on page 20: • Build an Effective School Leadership Team • Learn Together • Provide the Why Before the What • Create a Doable Plan • Expect the Best • Confront the Worst • Start! All Please Read • page 16- top of page 18: • Taking Responsibility for Student Learning • bottom page 19- top of page 20: • Leading School Cultural Change One Vision ● One Team ●One Greece

  30. Simplifying Response to Intervention http://go.solution-tree.com/rti/Reproducibles_SRTI.html One Vision ● One Team ●One Greece

  31. Share Best PacticesLeadership Academy One Vision One Team One Greece

  32. Purpose • Exchange best practices ideas with the school community • Establish a date with someone from whom you would like to learn more One Vision ● One Team ●One Greece

  33. Guiding Question How do IST, PBIS, RtI, PLCs, come together to support the monitoring of students “every three weeks by face and name?” One Vision ● One Team ●One Greece

  34. Put it all Together… In school teams, create a chart for each of the following: IST, PBIS, RtI, PLC List the strategies that have been successful in your school for each. • Don’t forget to include your school name • On each chart list the “contact people” at the bottom: These 2 people would be able to provide more information if needed. You must select a teacher leader and an administrator to represent the topic for the school. • DO: Ask clarifying questions as the team completes their posters, for example ask what evidence would you provide to prove the strategy is successful? 15-20 minutes One Vision ● One Team ●One Greece

  35. Gallery Walk 15 minutes Move around the room. • Take post-it notes & provide feedback, suggestions, etc. • Determine which topic you individually would like to learn about and note the “contact person” One Vision ● One Team ●One Greece

  36. Supporting the Team 10-15 min. At your tables, complete a quick whip around and share the topic you want to learn about: • Avoid duplications as much as possible • Explain the connections to implementing the Strategic Plan, SIP, and/or the Regents Reform Agenda One Vision ● One Team ●One Greece

  37. Make a Date… Take an index card or post-it and locate one of the “contact people” of the topic you want to learn more about. • On your card or post-it record the topic, school contact person’s name, the best way to connect with him/her, approximate date to communicate One Vision ● One Team ●One Greece

  38. School Community Activity & SIP Work One Vision One Team One Greece

  39. Reflections - Day 9 • What kinds of systems do we have in place? • What do we need to put into place for this year (i.e. T-chart; current state, desired state, beginning with RTI, but not limited to)? • What is the desired state for 2013-2014? 1. 20 min. team systems reflections 2. 20 min. complete “T” chart Select someone other than the principal Who should facilitate? 4. 30 min. each group share 2 min. each 3. 20 min. create graphic organizer to communicate plan One Vision ● One Team ●One Greece

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