Developing & Supporting Leadership Teams to Engage in Academic and Behavioral problem-solving

1. Developing & Supporting Leadership Teams to Engage in Academic and Behavioral problem-solving Heather Peshak George, Ph.D. Clark Dorman, Ed. S.

2. Objectives • To understand the evidence-based characteristics of successful leadership teams at the district and school levels • Become familiar with the structured problem-solving process • Learn how to utilize the structured problem-solving process across both behavior and academic domains • Become familiar with strategies to support the development of leadership teams

3. Context: Heather George, FLPBS Clark Dorman, FL PS/RtI

4. 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 problems? or Behavior problems lead to academic problems? Not sure… Probably a combination of both Student engages in problem behavior Student’s academic skills do not improve Student escapes academic task Teacher removes academic task or removes student

5. 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

6. Context: Workgroups • Coaching • Program Evaluation • Data-Based Problem-Solving (DBPS) • Leadership/Teaming • PK-12 Alignment • Family and Community Engagement

7. Rationale for Leadership Workgroup • SAPSI Data • PS/RtI Contact Survey Data • Coach Interview Data • Self-Report from Workshop Participants All confirming- Importance of District Leadership in Systems Change

8. 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

9. 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)

10. 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

11. 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

12. 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

13. 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 school-specific needs • Evaluate the effectiveness of implemented strategies

14. 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

15. 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

16. Crosswalk:

17. 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 problem-solving process used • Step 3: Delivery of Training and TA • Step 4: Evaluation

18. Step 1 – Needs Assessment • MTSS Survey • Data Review • District Interview

19. Step 1 – Needs Assessment • MTSS Survey • Self Report Assessing MTSS Domains: • Leadership • Communication & Collaboration • Building Capacity to Implement • Data-Based Problem Solving • Three Tiered Intervention Model • Data/Evaluation Systems • Data Review • District Interview

20. Step 1 – Needs Assessment • MTSS Survey • Data Review • Existing Data Review of: • District Mission Statement • Student Growth Data – Academic & Behavioral • District Leadership Organizational Structure • District MTSS Implementation Plan • District Interview

21. Step 1 – Needs Assessment • MTSS Survey • Data Review • District Interview • Individual/Group Interview Addressing: • 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

22. Step 2 – Action Planning • Small Group Planning & Problem Solving • 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 • Evaluation Plan for Progress Toward Outcome Specified in #1

23. Step 3 – Delivery of Training/TA • Depending upon action plans developed: • Resources are Brokered, Facilitated, or Provided • Action Plans Dictate District Support Provided

24. 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

25. 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)

26. 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!

27. Questions?

28. 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