DEVELOPING & SUPPORTING
LEADERSHIP TEAMS TO
ENGAGE IN ACADEMIC AND
BEHAVIORAL PROBLEMSOLVING
Heather Peshak George, Ph.D.
Clark Dorman, Ed. S.
Objectives
• To understand the evidence-based
characteristics of successful leadership teams
at the district and school levels
• Become familiar with the structured problemsolving process
• Learn how to utilize the structured problemsolving process across both behavior and
academic domains
• Become familiar with strategies to support the
development of leadership teams
Context:
Heather George, FLPBS
Clark Dorman, FL PS/RtI
Cycle of Academic and Behavioral Failure:
Aggressive Response
(McIntosh, 2008)
Teacher presents
student with grade
level academic task
So, which is it…
Academic problems
lead to behavior
Not sure…
problems?
Student engages
Student’s academic
Probably
a combination
of bothin problem
skills do not
improve
or
behavior
Behavior problems lead to academic
problems?
Student escapes
academic task
Teacher removes
academic task or
removes student
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Efficient Delivery of
Highly Effective Practices
• Statewide P/S Contact Survey:
– Integrate Practices to Reduce Duplication, Increase
Effective Use of Personnel and Provide Greater
Support for Instruction Less is More.
– Focus Resource Development and District
Resources On:
Evidence-based Coaching Strategies
Leadership Skills to Support MTSSS
Family and Community Engagement
Aligning PK-12 MTSS-Focus on Secondary
Evaluation Models to Demonstrate Outcomes
Common Language/Common Understanding Around an
Integrated Data-Based Problem-Solving Process
– Integrating Technology and Universal Design for Learning
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Context:
Workgroups
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Coaching
Program Evaluation
Data-Based Problem-Solving (DBPS)
Leadership/Teaming
PK-12 Alignment
Family and Community Engagement
Rationale for Leadership Workgroup
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•
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SAPSI Data
PS/RtI Contact Survey Data
Coach Interview Data
Self-Report from Workshop Participants
All confirming-
Importance of District Leadership
in Systems Change
Workgroup Goals:
• Evidence based definition of
Leadership empirically linked to
improved student outcomes
• Provision of support to districts to
realize the components of the
definition
Definition:
Effective district leadership is evidenced by teams or
individuals who:
• Establish and articulate a clear vision with a sense of urgency for change,
maintain focus and deliver a consistent message of implementation over
time
• Focus on schools (districts are successful when schools are successful)
• Create relationships with stakeholders based upon mutual respect and
shared responsibility
• Engage in expert problem solving
• Invest in professional development
(Leithwood, 2010; Barnhardt, 2009; Crawford & Torgeson, 2007)
Definition:
• Establish and articulate a clear vision with a
sense of urgency for change, maintain focus
and deliver a consistent message of
implementation over time
– Is it a living aspiration to work towards?
– Need guiding questions, checklist and/or module to
aid development/refinement of vision
– Need task analysis to communicate the sense of
urgency
– Conduct permanent product reviews and surveys
Definition:
• Focus on schools (districts are successful when
schools are successful)
– Help principals become stronger leaders, improve
classroom instruction, and access to data
management systems that facilitate effective,
timely data-based decision-making
– Are current data systems meaningful and
integrated?
– Need improved problem-solving skills for accurate
and efficient data-based decision making
– Need PD for improved instructional practices
Definition:
• Create relationships with stakeholders based
upon mutual respect and shared responsibility
– Engage parents and other community stakeholder
in the “turnaround efforts”
– Leadership depends on “collective capacity” so
these relationships are critical, not optional
– Need template/module to guide/build stakeholders
Definition:
• Engage in expert problem solving
– Identify the correct barriers and goals efficiently
and effectively
– Engage in good problem analysis with an
understanding that there are many typical barriers
to attaining school goals.
– Know that there are several identified strategies for
removing barriers and achieving the vision and
apply appropriate strategies based upon schoolspecific needs
– Evaluate the effectiveness of implemented
strategies
Definition:
• Invest in professional development
– Building a comprehensive system for delivering
meaningful PD of staff must be considered a major
priority for the great majority of district leaders
– Need training and technical assistance that is job
embedded, ongoing and sustained aimed at
building capacities directly related to turnaround
challenges
– Need District Needs Assessment with Action
Planning Template
– Need technical assistance provided to model skills
Crosswalk:
Florida’s Leadership Standards
FAC 6A-5.080
Evidence Based
Leadership Definition
Effective district leadership is evidenced
by teams or individuals who:
Establish and articulate a clear vision with a sense of
urgency for change, maintain focus and deliver a
consistent message of implementation over time
Focus on schools (districts are successful when
schools are successful)
Create relationships with stakeholders based upon
mutual respect and shared responsibility
Engage in expert problem solving
Invest in professional development
Crosswalk:
District Action Planning and
Problem-Solving Process
• Collaboration of PS/RtI, FLPBS and DA staff
– 2-4 person district support teams
• Protocol for DAPPS Process
– Organizing/preparing (application) for DAPPS
– Step 1: Needs Assessment
– Step 2: Action Planning – Structured problemsolving process used
– Step 3: Delivery of Training and TA
– Step 4: Evaluation
Step 1 – Needs Assessment
• MTSS Survey
• Data Review
• District Interview
Step 1 – Needs Assessment
• MTSS Survey
– Self Report Assessing MTSS Domains:
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Leadership
Communication & Collaboration
Building Capacity to Implement
Data-Based Problem Solving
Three Tiered Intervention Model
Data/Evaluation Systems
• Data Review
• District Interview
Step 1 – Needs Assessment
• MTSS Survey
• Data Review
– Existing Data Review of:
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District Mission Statement
Student Growth Data – Academic & Behavioral
District Leadership Organizational Structure
District MTSS Implementation Plan
• District Interview
Step 1 – Needs Assessment
• MTSS Survey
• Data Review
• District Interview
– Individual/Group Interview Addressing:
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District MTSS Implementation Team
Other District Level Teams
School Based Leadership Teams
District MTSS Implementation Plan
Capacity for District-Based PD and TA
District Level MTSS Knowledge/Understanding
District MTSS Professional Development Plan
Step 2 – Action Planning
• Small Group Planning & Problem Solving
1)
2)
3)
4)
5)
6)
7)
Statement of Desired Outcome/Measurement
Brainstorm Resources & Obstacles
Select One Obstacle and Operationally Define
Brainstorm Strategies to Reduce/Eliminate Obstacle
Develop Action Plans to Reduce/Eliminate Obstacle
Specify Follow-up Plan for each Action Plan
Evaluation Plan for Reduction/Elimination of
Obstacle
8) Evaluation Plan for Progress Toward Outcome
Specified in #1
Step 3 – Delivery of Training/TA
• Depending upon action plans developed:
– Resources are Brokered, Facilitated, or Provided
– Action Plans Dictate District Support Provided
Step 4 – Evaluation
• Inter-project Evaluation Plan
– Inputs – Processes – Outputs Model
– Outcomes of Interest Include:
• Sustained implementation of an integrated and
aligned MTSSS model with fidelity
• Achievement levels and rates of improvement
(Academic, SEL, & Behavioral)
• Reductions in: SPED, ODRs, ISS, OSS, Expulsions,
Retentions
• Increases in: Graduation rates, Attendance, Career
and/or college ready
School-wide Behavior & Reading Support
The integration/combination of the two:
• are critical for school success
• utilize the three tiered prevention model
• incorporate a team approach at school level,
grade level, and individual level
• share the critical feature of data-based decision
making
• produce larger gains in literacy skills than the
reading-only model
(Stewart, Benner, Martella, & Marchand-Martella, 2007)
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Big Idea!
• We need to model a collaborative, integrated
Multi-Tiered System of Supports (MTSS)
process at the state level so that we can
advocate for it at the district and school
level.
• We need a common language and common
understanding!
Questions?
Contact
Heather Peshak George, Ph.D.
• University of South Florida – FLPBS Project
• Email: hgeorge@usf.edu
• Website: http://flpbs.fmhi.usf.edu
Clark Dorman
• University of South Florida – PS/RtI Project
• Email: dorman@usf.edu
• Website: http://www.floridarti.usf.edu