Instruction, Resiliency, and Support Single Day Workshop

1. Instruction, Resiliency, and SupportSingle Day Workshop Tom Butler Karen Jez

2. Content Overview Topic: Leadership for Teaching • Key Learnings: • 1. Global Perspectives: Why Standards Aligned System? 3. Data for Teaching & Learning • 2. Instruction, Resiliency, & Support 4. The Role of the Administrator *Skills needed by 21st Century learners *Dialogue & thought on SAS and America's educational status in the global community *Development & implementation of Comprehensive Management Plan *Effective leadership for plan development & implementation *Instructional leadership *Effective instructional strategies *Resiliency *Formative assessment *Review of various data analysis tools *Data-driven instruction for student learning • Essential Questions: • What are the key components to a Standards Aligned School System? • How do I lead my district to a Standards Aligned System and ensure student success for all? Concept 2: Instruction, Resiliency, & Support Concept 1: Global Perspectives Concept 3: Data for Teaching & Learning Concept 4: The Role of the Administrator

3. Content Overview * What skills will 21st Century learners need to achieve a competitive advantage in the global community? * What instructional strategies & learning materials will be required for 21st Century learners? * How has the world changed in recent years, & how has this impacted America's standing in the world from an educational standpoint? * What are the components of a standards aligned educational system used by nations that rank highest in academic achievement? * What have we learned about student effort & expectations, & their impact on success? * How can educational leaders use this information as a springboard for action? * How do you synthesize information from the first three modules and lead this process and thinking into your district? * What are the specific improvements that need to be addressed in your district? * What outside resources & members of your team do you need to empower in the implementation of the CMP? * How do you communicate this plan to your district stakeholders? * How do you budget & provide the necessary resources for implementation? * How do you monitor & evaluate the implementation of the CMP? * What is the role of the Superintendent as an Instructional Leader? * What is Resiliency? * What are effective instructional strategies? *What is formative assessment? * How are instruction and resiliency linked at the classroom level? * What is the intersection between resiliency, academics , & student achievement? * How can I build a district framework that integrates resiliency & effective instructional strategies? * What are the types of data analyses to initiate district, school, & teaching change? * How can teams use data to improve school/district & student outcomes? * How do you strategically plan to be successful? * How can you incorporate the Standards Aligned System to impact student achievement? * How does effective teaching relate to student achievement, and vice versa? * How do you identify good teaching? * What are the key indicators of student success ? School success? Concept 2: Instruction, Resiliency, & Support Concept 1: Global Perspectives Concept 3: Data for Teaching & Learning Concept 4: The Role of the Administrator

4. Globally Competitive

5. Big Ideas Effective instructional strategies and social and emotional learning strategies are the most important factors in producing strong results for students.

6. Essential Questions • What is the role of the Superintendent as an Instructional Leader? • What is Resiliency? • What are effective instructional strategies? • What is formative assessment? • How are instruction and resiliency linked at the classroom level? • What is the intersection between resiliency, academics, and student achievement? • How can I build a district framework that integrates resiliency and effective instructional strategies?

7. Initial Thinking Complete the Self-reflection Activity: Initial Thinking, in your Participant Guide. Introduction to Resiliency Videos.  Nan Henderson –The Resiliency Wheel video  Understanding Resiliency video

8. Fostering Resiliency in Our Schools Is Resilience Something We Do or Foster? Fostering resilience is a shift in our mindset to evaluating how our interactions and influence with young people ability to bounce back from life’s challenges while developing skills for life in addition to promoting and facilitating their academic achievement.

9. Fostering Resiliency in Our Schools According to Waxman (2003), the most widely used definitions of educational resilience is “the heightened likelihood of success in school and other life accomplishments despite environmental adversities brought about by early traits, conditions, and experiences.”

10. Fostering Resiliency in Our Schools What does it mean? “THE CAPACITY TO OVERCOME RISK FACTORS TO MOVE TOWARD POSITIVE DEVELOPMENT” - BONNIE BERNARD, 2004 “TO SPRING BACK REBOUND (AND) SUCCESSFULLY ADAPT IN THE FACE OF ADVERSITY” - HENDERSON & MILSTEIN, 2003

11. Looking at Systems When there’s improvement, it usually isn’t that the services per se were different, it’s about a change in the person who delivered the service, and the way they delivered it. It became clear systems change meant changing the interactions between people in all the systems…a very different and difficult agenda. Annie E. Casey Foundation, Don Crary. The Key Insight, The Eye of the Storm: Ten Years on the Front Lines of New Futures

12. Looking at Systems Moving to a resiliency approach requires a personal transformation of vision…the lens through which we see our world. To make systemic changes…depends on changing hearts and minds. -Bonnie Benard, 1993

13. Maslow's Hierarchy • The five needs • Physiological needs are to do with the maintenance of the human body. If we are unwell, then little else matters until we recover. • Safety needs are about putting a roof over our heads and keeping us from harm. If we are rich, strong and powerful, or have good friends, we can make ourselves safe. • Belonging needs introduce our tribal nature. If we are helpful and kind to others they will want us as friends. • Esteem needs are for a higher position within a group. If people respect us, we have greater power. • Self-actualization needs are to 'become what we are capable of becoming', which would our greatest achievement. • Three more needs • These are the needs that are most commonly discussed and used. In fact Maslow later added three more needs by splitting two of the above five needs. • Between esteem and self-actualization needs was added: • Need to know and understand, which explains the cognitive need of the academic. • The need for aesthetic beauty, which is the emotional need of the artist. • Self-actualization was divided into: • Self-actualization, which is realizing one's own potential, as above. • Transcendence, which is helping others to achieve their potential.

14. School-Wide Systems for Student SuccessA Response to Intervention Framework Academic Systems Behavioral Systems 1-5% 1-5% • Tertiary Interventions • Individual Students • Assessment-based • High Intensity • Tertiary Interventions • Individual Students • Assessment-based • Intense, durable procedures 5-10% 5-10% • Secondary Interventions • Some students (at-risk) • High efficiency • Rapid response • Small Group Interventions • Some Individualizing • Secondary Interventions • Some students (at-risk) • High efficiency • Rapid response • Small Group Interventions • Some Individualizing 80-90% 80-90% • Universal Interventions • All students • Preventive, proactive • Universal Interventions • All settings, all students • Preventive, proactive Eber, L. (2006). 11th Annual Conference on Advancing School-based Mental Health

15. Understanding Resiliency • View a video demonstrating the relationship of the Resiliency Wheel and the Standards Aligned System (SAS). • Listen to Resiliency expert Nan Henderson. • Discuss the information with a small group.

16. Relationship of SAS & Resiliency Standards Aligned System Resiliency Wheel

17. Leadership for Resilient Schools • Read Leadership Strategies that Promote Student Resiliency. • Complete the activities in the article. • Discuss your thoughts with a small group.

18. A Resiliency Building Approach • Reflect on a resiliency building approach in your district. • Brainstorm ideas for a common framework with a small group.

19. Assessing Resiliency • Consider data you have available to assess resiliency. • Discuss your ideas with a small group.

20. Teaching Matters! • Read Good Teaching Matters: How Well-Qualified Teachers Can Close the Gap. • In a small group, discuss why good teaching does matter.

21. Teaching Matters! • View the Teaching Matters DVD. • View Active Engagement video • http://www.pdesas.org/Main/Instruction • Discuss the Overview and Active Engagement videos.

22. UIDP & EIS • UIDP – Universal Instructional Design Principles • Scaffolded Instruction • Explicit Instruction • Metacognition • Active Engagement • Teacher Modeling • EIS– Effective Instructional Strategies • (Classroom Instruction that Works: Research-based Strategies for Increasing Student Achievement, Marzano, Pickering, and Pollock, October 2008)

23. UIDP & EIS

24. UIDP & EIS

25. UIDP & EIS

26. Attributes of Formative Assessment • Read Attributes of Effective Formative Assessment. • Complete the Block Party Protocol. • Discuss your ideas with a small group.

27. Teaching Matters! • View the Teaching Matters DVD: Formative Assessment. • Identify definitions and key concepts. • List examples of practices shown in the video.

28. Changing Classroom Practice • Review Changing Classroom Practice. • With a partner, discuss your what you know and want to know about formative assessment.

29. InstructionalLeadership Model Conceptual Knowledge • Top-Management • Mid-Management • Frontline Workers Re l a t ions Human Technical Knowledge

30. Making Schools Work • View the video, Making Schools Work with Hedrick Smith: NYC District #2. • Discuss the video with a small group.

31. Creating Look-fors • Look-for = observable classroom behaviors • Brainstorm look-fors that may be used in classroom walkthroughs.

32. Revised Thinking Complete the Self-reflection Activity: Revised Thinking, in your Participant Guide.

33. Resiliency Self-study Use the Resiliency Category Matrix to complete a self-study of district programs and services.

34. Post-Workshop Activities • Job-embedded Activities • Create a Professional Development Plan • Resilience Self-Study • Create a Resiliency Building Approach • Create a structure of conducting Classroom Walk-through Observations • Conduct Classroom Observations • Implementation Plan • Online Discussion

35. THANK YOU! Tom Butler: butlertom@ridgwayedu.com Karen Jez: kjez@gorockets.org Barry Tomasetti: btomasetti@kcsd.org