GCSD
Leadership Academy Mission
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
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
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Questions
& Answers
• Self analyze
• Self monitor
• Self assess
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Identifying Work Priorities
Leadership Academy
One Vision
One Team
One Greece
Purpose
• To foster collaboration across the school
community and in school teams.
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Multi-Tiered Levels of Support
Leadership Academy
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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
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Social & Emotional Learning and Development
1. Development of social and emotional
competence is essential for our students.
2. 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
Social & Emotional Learning and Development
1. Development of social and emotional
competence is essential for our students.
2. 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
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 ●
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One Greece
Guiding Principle
1. School
Mission/
Vision
Alignment
3. One Referral
System of
Consequences
& Interventions
within One
Student
Support
Department
2. Code
of
Conduct
&
Character
4. Data
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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
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Three Tiered Framework
-In groups of four, use the tiered triangle template &
cards
-Place the supports and interventions in the tier
What do
category that makes the most sense.
you notice?
Tier 1
Tier 2
5-8 min.
Tier 3
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Connections?
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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.
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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 minutes to 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.
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Debrief
A Happy Marriage Between
RtI & PBIS
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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?
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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.
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Simplifying Response to Intervention
Austin Buffum, Mike Mattos, Chris Weber
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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?
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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
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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
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Simplifying Response to Intervention
What RTI is…
What RTI is NOT…
• Collective responsibility-Why •
are we here?
• Concentrated instructionpriority standards; Where do •
we need to go?
• Convergent assessmentCommon Formative
•
Assessments; Where are we
now?
• Certain access-How do we
get every child there?
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Way to qualify at-risk
students for AIS services or
Special Education
Way to increase test
scores-only supporting the
‘cusp’ or ‘bubble’ students
Focus on evaluating
students (focusing failure
on the learner instead of on
the teaching)
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Simplifying Response to Intervention
If instruction and time are the constants,
LEARNING becomes the variable.
Instruction
Learning
Time
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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
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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
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Simplifying Response to Intervention
Restructure
vs.
Reculture
Chapter 2-Collective Responsibility:
Why are We Here?
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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
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Simplifying Response to Intervention
District
Office
After Reading
Tools to Use:
Small Group Reading/
•Essential Elements
Discussion/Work Time
of RTI Chart
Leading District Cultural Change
25 minutes
•Designing a System
Small Group Choice
of Interventions
In addition, or in place of,
the subtopics beginning
on page 20, page 23-24:
Any subtopics beginning on page 20:
•Build an Effective School
•Create a Doable Plan
Leadership Team
•Expect the Best
•Learn Together
•Confront the Worst
•Provide the Why Before the What
•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
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Simplifying Response to Intervention
http://go.solution-tree.com/rti/Reproducibles_SRTI.html
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Share Best Pactices
Leadership Academy
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Purpose
• Exchange best practices ideas with the
school community
• Establish a date with someone from whom
you would like to learn more
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Guiding Question
How do IST, PBIS, RtI, PLCs, come
together to support the monitoring of
students “every three weeks by face
and name?”
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Put it all Together…
In school teams, create a chart for each of the
following:
15-20
minutes
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?
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15
minutes
Gallery Walk
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”
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10-15
min.
Supporting the Team
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
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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
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School Community Activity & SIP
Work
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Reflections - Day 9
1.What kinds of systems do we have in place?
2.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)?
3.What is the desired state for 2013-2014?
Who
should
facilitate?
Select someone
other than the
principal
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1. 20 min. team
systems
reflections
2. 20 min.
complete “T”
chart
3. 20 min. create
graphic organizer to
communicate plan
4. 30 min. each
group share 2
min. each
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