Intense Student Support Network: Beyond The Vision

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

2. 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!

3. Intense Student Support Network: Beyond The Vision Carrie Johnson, MI Excel Statewide Field Team

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

5. Session Description You have defined and rolled out your vision for the Intense Student Support Network in order to effectively intervene for students who come to school with non-academic needs that create obstacles for high achievement. The second floor of the Intense Student Support Network: Identifying and Meeting the Social, Emotional, Health, and Nutritional Needs, is now ready to be developed. Participants will use their vision to make decisions about which data needs to be collected and how it will be monitored in the 19-20 school year.

6. Session Outcomes Participants will: • Develop understandings of Floor 2 of the Intense Student Support Network; • Unpack your district’s vision of Intense Student Support and; • Determine which data should be collected and monitored in the coming year.

7. Grounding Activity As you watch the video, keep track of the social, emotional, and health needs of this student. What kind of system do we need to create in our schools so that we are aware of and responsive to students’ non-academic needs? https://www.cbsnews.com/video/middle-school-teacher-takes-in-student-battling-kidney-disease/

8. Outcome 1: Develop Understandings of Floor 2 of the Intense Student Support Network

9. ISSN Floor 2: Evidence of Practice • The district has a network that effectively supports the norms of pastoral care: care, support, safety and membership. • Social, emotional, health, and nutritional components are integrated within academic curriculum areas. • Ongoing professional learning is provided to staff around the social, emotional, health, and nutritional needs of the student body. • Social, emotional, health, and nutritional skills are explicitly taught to all students. • Staff model appropriate social, emotional, health, and nutritional practices. • District-wide policies and activities are aligned to the district’s vision of high-quality student support, are culturally sensitive, and respect the inherent value of the identity of each individual student in the district.

10. ISSN Floor 2: Evidence of Practice • Implementation and outcome of social, emotional, health, and nutritional teaching and learning is monitored and evaluated for effectiveness. • Data is used to develop a plan for implementation and to improve practice. • The district establishes and explicitly teaches behavioral expectations for each student. These expectations are aligned to the needs of each student, are culturally sensitive, and respect the inherent value of the identity of each individual student. • District-wide policies and activities are integrated that foster behavioral expectations for all students in a manner in which the district celebrates the inherent value each student brings to the school community as a result of his/her own unique identity.

11. Poster Activity

12. Outcome 2: Unpack your District’s Vision of Intense Student Support

13. ISSN Vision: Current Reality In district teams, revisit your ISSN vision. In comparison with the EoP Floor 2 components: • What is represented? • What might be missing? • What revisions might we suggest? • What might we need to do to continue to build shared understanding and collective responsibility around the vision?

14. Outcome 3: Determine which data should be collected and monitored in the coming year

15. How will we know if we are reaching our vision? • Individually, brainstorm a list of data that would need to be collected to monitor the extent to which the ISSN vision is being lived out in your district. • With a shoulder partner, share your lists and add new thinking. • Square your thinking with another pair.

16. Which Blueprint tools are available to support you with data collection and monitoring?

18. Using the Building Performance Tool (BPT) • What non-instructional indicators will we collect? • How will we collect data on the identification and support of students’ non-academic (social, emotional, health, nutritional, and behavioral) needs? • What ISSN goals might we track within our Arenas of Action? • What other tools might we need to utilize?

24. Using the Building Performance Tool (BPT) • What non-instructional indicators will we collect? • How will we collect data on the identification and support of students’ non-academic (social, emotional, health, nutritional, and behavioral) needs? • What ISSN goals might we track within our Arenas of Action? • What other tools might we need to utilize?

25. Action Plan

26. References Blueprint Tools and Resources in the MI Excel Online Warehouse (miexcelresourcecenter.org) Chandler, G.A. & Haun-Frank, J. (2015). The Blueprint for Systemic Reconfiguration.

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

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