Visioning for Student Support Network: Systemic Reconfiguration Blueprint

1. The MI Excel Statewide Field Teamat Calhoun Intermediate School District proudly recognizes our partners in this work: Eastern UP Intermediate School District Gogebic Ontonagon Intermediate School District Muskegon Area Intermediate School District We are grateful for their willingness to share their expertise with us and the entire state. Thank you!

2. Visioning for the Intense Student Support Network Patti McCalmont, MI Excel Statewide Field Team

3. Dramatic Improvement in Student, Teacher, and Leader Performance in a short amount of Time. The Blueprint: Systemic Reconfiguration

4. Session Description Research is compelling as to the number of students attending schools today with non-academic needs. Identifying and addressing the non-academic needs of students is essential as districts work to successfully educate each student. The district vision for the Intense Student Support Network is key to the development of the Intense Student Support district system. This session will provide participants with an opportunity to explore processes to create and/or revise their visions, connect visions to the entire system, and plan for how to take these visions to scale.

5. Session Outcomes Participants will: • Deepen understandings of the Intense Student Support Network; • Explore sample visions of Intense Student Support; • Learn protocols to support the work of visioning in your district

6. For Discussion Elbow Partner: What does it mean to Disrupt the Status Quo? What beliefs systems might need to be changed to disrupt the educational landscape for our students?

7. The Intense Student Support Network

8. Intense Student Support NetworkPurpose In districts where systemic reconfiguration disrupts current practice and creates a new structure of coherent and aligned district and building systems to ensure success for all students, this system is concerned with implementing and supporting a vision of high quality student support to effectively nurture and support all students who come to school with non-academic needs that create obstacles for high achievement.

10. Vision Intense Student Support Network

11. Intense Student Support NetworkVision of High-Quality Student Support How might you define VISION? An aspirational description of what an organization would like to achieve or accomplish in the mid-term or long-term future. It is intended to serve as a clear guide for choosing current and future courses of action. (BusinessDictionary.com, 2016)

12. Intense Student Support NetworkVision of High-Quality Student Support Installation Assessment Suite of Tools Begin with the end in mind . . . When Floor 1 is fully installed, what might you see, hear, and feel within the district?

13. Intense Student Support NetworkVision of High-Quality Student Support Connections to Research & Planning Tool Considerations: • Cultural Proficiency (Lindsey, Roberts, Campbell, Jones) • Pastoral Care (Murphy & Torre) • High-Poverty Schools (Parrett & Budge) • Collaborative for Academic, Social, & Emotional Learning (CASEL)

14. Intense Student Support NetworkVision of High-Quality Student Support ISSN Planning Tool Considerations: • In what ways do we value cultural sensitivity and the unique identity of each child we serve? In what ways do we fall short as a district?

15. Intense Student Support NetworkVision of High-Quality Student Support Eliminating Cultural-Deficit Thinking • Implicit or explicit bias • Holding lower expectations for students with demographics that do not fit the traditional context of the school system • Developing cultural competence • Open attitude • Self-awareness • Other – awareness • Cultural knowledge • Cross-cultural skills -- style switching Adapted from: Perez, Deborah, et al. “Responsive Renovation: Building a Culturally Responsive Classroom That Grows Diverse Voices.” ASCD, 16 Mar 2019. Chicago

16. Intense Student Support NetworkVision of High-Quality Student Support Cultural Proficiency As our district defines cultural diversity, what might we need to be mindful of? John Hopkins University, Diversity Leadership Council, Diversity Wheel

17. Intense Student Support NetworkVision of High-Quality Student Support ISSN Planning Tool Considerations: • What does it really mean when we say we care about our students? What is the difference between authentic caring and traditional schooling?

18. Intense Student Support NetworkVision of High-Quality Student Support Norms of Pastoral Care • Care • Support • Safety (physical & emotional) • Membership Murphy, J. & Torre, D. (2014). Creating productive cultures in schools. Thousand Oaks, CA: Corwin Press.

19. Intense Student Support NetworkVision of High-Quality Student Support Norms of Pastoral Care Care – Every adult supports every student and is unwilling to allow a student to flounder or to fail. • Working to the best of their ability • Challenging students • Sharing one’s self as a person • Knowing students well • Valuing students • Demonstrating interest and investment • Being accessible • Seeing through the eyes of students • Establishing trustworthiness • Respecting students • Treating students fairly • Providing recognition Murphy, J. & Torre, D. (2014). Creating productive cultures in schools. Thousand Oaks, CA: Corwin Press.

20. Intense Student Support NetworkVision of High-Quality Student Support Norms of Pastoral Care Support – If students are to build confidence and willingness to invest themselves, their participation in academic tasks must be accompanied by personal support from teachers • Providing assistance • Offering encouragement • Ensuring availability of safety nets • Monitoring • Mentoring • Advocating Murphy, J. & Torre, D. (2014). Creating productive cultures in schools. Thousand Oaks, CA: Corwin Press.

21. Intense Student Support NetworkVision of High-Quality Student Support Norms of Pastoral Care Safety (physical & emotional) – While expectations are clear, firm, and consistently enforced, action is centered on students as persons not simply as occupants of the institute of school. Students are seen as resources to be developed rather than as problems to be managed. • Personalization (non-institutional) focus • Preventative focus • Systematic focus • Positive (non-punitive) focus • Academic engagement • Shared development and ownership • Appealing physical space Murphy, J. & Torre, D. (2014). Creating productive cultures in schools. Thousand Oaks, CA: Corwin Press.

22. Intense Student Support NetworkVision of High-Quality Student Support Norms of Pastoral Care Membership – Engaging students in a variety of ways, so that they are not just physically present, but intellectually immersed, socially connected, and emotionally centered. Belonging could be the single most crucial factor in the motivation and engagement of certain categories of at-risk students. • Ownership • Involvement • Accomplishment Murphy, J. & Torre, D. (2014). Creating productive cultures in schools. Thousand Oaks, CA: Corwin Press.

23. Intense Student Support NetworkVision of High-Quality Student Support Based on Relationships The foundation of the vision for student support rests firmly on the relationships between student and teachers in the classroom. The ability to build a safety net of support for every child in the district is dependent upon the building of these relationships in order to identify and meet academic and non-academic needs thus enabling educators to exert academic influence.

24. Intense Student Support NetworkVision of High-Quality Student Support ISSN Planning Tool Consideration: • How do we define the non-academic needs of students? What are the social, emotional, health, nutritional, and behavioral needs of our students?

25. Identifying and Meeting the Social, Emotional, Health, and Nutritional Needs of All Students Intense Student Support Network

26. System of Network Delivery Intense Student Support Network

27. Intense Student Support Network Discuss with an elbow partner: What connections might you make between the Intense Student Support Network and other Blueprint components?

28. Protocols to Support the Work of Visioning and Sample Visions

29. Sample Protocol #1 (01) • Sample Protocol #2 & #3 (02) GRCDC & Romulus visions • NSF Harmony – Futures Protocol (04) • Visions: • MiExcel (07) • Houghton Lake Community Schools (06) • Mid Peninsula School (08) • Roscommon Area Public Schools (08) • Tahquamenon Area Schools (11) Vision-Creation Protocol & Sample Vision Dive Jigsaw (divvy up) and review the sample vision-creation protocols and sample visions As a table group, discuss What do you like about each process? How might one of these processes (or combination thereof) support your district in vision creation, ownership of the vision, and rolling out and building shared understanding of the vision?

30. Reflection: Mindfulness and Belief Systems Make eye contact with someone from across the room. • Share something that you want to be mindful of when installing and building shared understanding of your district’s vision for intense student support. • What beliefs might need to be changed to disrupt the educational landscape for our students? • Share something that you’re most excited about when the ISSN is at-scale in your district.

31. References Anchorage School District. (2005). Social and Emotional Learning Standards and Benchmarks for the Anchorage School District. Retrieved from http://smhp.psych.ucla.edu/pdfdocs/sel%20standards%20and%20benchmarks%20_anchorage%20school%20dist_.pdf. Collaborative for Academic, Social, and Emotional Learning. (2012). 2013 CASEL Guide: Effective Social and Emotional Learning Programs - Preschool and Elementary Edition. Retrieved from https://casel.org/preschool-and-elementary-edition-casel-guide/. CampbellJones, F. L., CampbellJones, B., and Lindsey, R. B. (2010). The culturally proficient journey. Thousand Oaks, CA: Corwin Press. "Diversity Wheel." Diversity Leadership Council, John Hopkins University & Medicine, web.jhu.edu/dlc/resources/diversity_wheel/index.html. Lindsey, R. B., Roberts, L. M., & CampbellJones, F. L. (2013). The culturally proficient school. Thousand Oaks, CA: Corwin Press.

32. References Murphy, J. & Torre, D. (2014). Creating productive cultures in schools. Thousand Oaks, CA: Corwin Press. Murphy, J. (2010). The educator’s handbook for understanding and closing the achievement gap. Thousand Oaks, CA: Corwin Press. Parrett, W H., & Budge, K. M. (2012). How high poverty schools become high performing schools. Alexandria, VA: ASCD. Perez, Deborah, et al. "Responsive Renovation: Building a Culturally Responsive Classroom That Grows Diverse Voices." ASCD, 16 Mar. 2019, Chicago.

33. Follow the MI Excel Statewide Field Team on Social Media Twitter - @Blueprint_SWFT Facebook - MI Excel Blueprint Professional Learning Instagram - @blueprint_swft

34. These materials were produced with Title I, Part A funds and are in the public domain.