Putting It All Together A Responsive School Approach

1. Putting It All TogetherA Responsive School Approach Brett Brodeen, Principal Kelly Duffy, RTI lead teacher School District of Superior

2. Check In Who do we have in the room? What makes a good presentation to you?

3. 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

4. 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!

5. Initiatives List them

6. 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

7. District Snap ShotSchool District of Superior 5,000 Students 350 certified staff SHS-1,400 / SMS 1,000 / 6 Elementary schools District Instructional coaches Building ½ time Tech. integration coaches -Effective Instructional Strategies -Literacy -Technology Integration -PBIS

8. 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)

9. Learning and Leading Team (LLT) Formation of the team “Leadership isn't about rank its about responsibility” (Dufour & Marzano, 2011)

10. Learning and Leading Team (LLT) • Voluntary membership • Teachers, specialists, assistants, admin • Lunch time meetings • Hired people with similar philosophy

11. Learning and Leading Team (LLT) • Book Study (to build philosophical foundation): • What Great Teachers Differently (Whitaker, 2009) • Leaders of Learning (Dufour & Marzano, 2011)

12. What Great teachers DO Differently

13. 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

14. Leaders of Learning

15. 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.

16. 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

17. 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)

18. Building Collective Capacity(Philosophy) • Collaboration & Collective Inquiry Drives Improvement • Purposeful collaboration teams • Shared experience • Mutually Accountable Culture • Built Common vocabulary/vision • Clear on purpose and priorities of collaboration

19. 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)

20. 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.

21. RtI School wide Process “BIG”RtI (system focus) “little” RtI (Individual focus)

22. 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

23. 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)

24. 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 roots Address it as…School-Grade level-Classroom

25. Latin/Greek Roots

26. Latin/Greek - Pre/Suffixes

27. “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

28. 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

29. 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

30. SLD (new) RtI process (academic, emotional, behavioral, physical…) • Exhaust building RtI processes (SST) • Move to more intensive assessment • Special Ed qualify?

31. RtI Read Aloud

32. 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)

33. 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)

34. 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

35. 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

36. Results orientation • Evidence of student learning • Aligned to CCSS • Measurable • Attainable • Results oriented • Time-bound