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RtI Leadership Retreat. September 16-17 Fairmont Hot Springs. Ground Rules. Mini presentations Discussion periods Signal Come back together Technology consideration for others—put the people here first. Objectives for the Retreat. Create a network of support

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Rti leadership retreat

RtI Leadership Retreat

September 16-17

Fairmont Hot Springs


Ground rules
Ground Rules

  • Mini presentations

  • Discussion periods

  • Signal

  • Come back together

  • Technology consideration for others—put the people here first.


Objectives for the retreat
Objectives for the Retreat

  • Create a network of support

  • Increase you understanding of RtI as a school improvement initiative

  • Transforming the principalship

  • Recognize some of the leadership responsibilities necessary for implementation of RtI as a school improvement initiative



Leadership1
Leadership

Our results indicate that the manner in which elementary and high school principals govern the school, build strong school climate, and organize and monitor the school’s instructional program are important predictors of academic achievement.

Ronald Heck and George Marcoulides,

“Principal Leadership Behaviors and School Achievement” NASSP Bulletin


Leadership some responsibilities
Leadership; Some Responsibilities

Transformational leader/change agent

  • Instructional leader

  • Cheerleader

  • Team member

  • Coach

  • Follower

  • Team member

  • Manager

  • Financial planner

  • Motivator

  • Coordinator

  • Planner

  • Time Keeper

  • Custodian

  • Conductor

  • Home-school liaison

“Balancing a sense of urgency with a sense of nurturing.” Tricia McKale-Skyles


Instructional leadership lesson planning
Instructional Leadership:Lesson Planning

  • Value of a quality lesson plan

    • The quality of planning for an educational opportunity can directly affect the outcome for children

  • Objectives are key

  • Review and provide feedback

  • Alignment of instruction to objective and assessment

  • Agreed upon key elements

  • One possible resource; Madeline Hunter

Tier I


Instructional leadership programs
Instructional Leadership: Programs

  • Know what you have and why you have it

    -core programs

    -intervention programs

  • Know what it targets (intervention & supplemental)

  • Understand the structure of the program

  • Know what teaching it looks like

  • Teach with it

  • Listen to your teachers

  • Look for ways to make it better


Instructional leadership teaching
Instructional Leadership: Teaching

  • Good teaching is good teaching

  • Focus on a few areas each year for everyone

  • Define good teaching as a staff

  • Resources

    • Instructional plan

    • Observation forms (stay within the negotiated agreement)

    • Walk-through forms

  • Improved instruction = student achievement

  • Target the core program


Instructional leadership
Instructional Leadership

  • To discuss: How do you create a system where the educational offerings are maximized on a daily basis?



Instructional coaching1
Instructional Coaching

  • Jim Knight—Unmistakable Impact: A Partnership Approach to Dramatically Improving Instruction

  • Instructional Coaching: A Partnership Approach to Improving Instruction

    • The Big Four

    • Foundational Concepts

    • Partnership Principles


Principals as designers
Principals as Designers

One primary task for principals, perhaps the primary task, is to design opportunities for teachers to engage in professional learning that has an unmistakable impact on the way they teach and the way students learn.

Jim Knight, Unmistakable Impact


Instructional coaching2
Instructional Coaching

  • The Big Four

    • Content Planning

    • Formative Assessment

    • Instruction

    • Building Community

      Going on a trip


Foundational concepts
Foundational Concepts

  • We strive to achieve our personal best

  • Talking about it doesn’t equal action

  • We need to understand change

  • We heed to understand helping (Partnership Principles)

  • Coaching helps

  • Little things make a big difference


Instructional coaching3
Instructional Coaching

  • Partnership Principles

    • Equality

    • Choice

    • Voice

    • Reflection

    • Dialogue

    • Praxis

    • Reciprocity


Instructional coaching4
Instructional Coaching

  • The Target

    • Keep it simple

    • Not a school improvement plan

    • Simple, clear, easily understood, doable

    • Written to be completely understood without any additional explanation

    • Examples

      • Posts expectations and ensures they are followed by students

      • Creates and share unit questions with students

      • Utilizes choral responses for all whole group questions

      • Uses formative assessment results to drive day to day instruction

Working with

individuals


Instructional coaching5
Instructional Coaching

  • To discuss: Where are you now? What is one step you can take this year to enhance your professional development?

    http://instructionalcoach.org/




Rti core beliefs

Student performance is determined by the quality of the primary instruction and interventions we deliver – never by demographics

Schools and teachers must be held accountability for student learning

Instructional planning and delivery should be driven by student assessment data

Our expectations for student performance should be dependent on a student’s response to intervention using frequent data to graph performance

It is OK to provide differential service across students

RtI Core Beliefs

Beliefs vs. Behaviors


Facilitating change1
Facilitating Change primary instruction and interventions we deliver – never by demographics

  • Enlighten

  • Start small

  • Keep the goal in mind

  • Educate the staff

  • Lay out the steps

  • Stay positive/be supportive

  • Gently lead

  • Support everyone

  • Utilize your teacher leaders


Facilitating change2
Facilitating Change primary instruction and interventions we deliver – never by demographics

What needs to be in place for change to occur

  • Trust—Do I trust the change? The person?

  • Vision—Can I see where we are going?

  • Skills—Are you giving me the skills I need?

  • Resources—Do I have what I need?

  • Pay-off—What’s in it for me?

  • Action plan—the steps I need to take

    Michael Fullan


Managing change
Managing Change primary instruction and interventions we deliver – never by demographics

  • Do I know what is expected of me?

  • Do I have the materials I need?

  • Do I get to do what I do best everyday?

  • Have a received praise?

  • Is there someone who cares about me at work?

  • Is there someone who encourages my development?

    Mark Buckingham


Facilitating change3
Facilitating Change primary instruction and interventions we deliver – never by demographics

  • To discuss: How can you provide vision and support for your staff as you implement RtI?


Empowering leadership teams

Empowering Leadership Teams primary instruction and interventions we deliver – never by demographics


Empowering leadership teams1
Empowering Leadership Teams primary instruction and interventions we deliver – never by demographics

  • Establishing a team

    • Members

  • Shared leadership

    • Roles

  • Create a shared vision

  • Sit back, listen and watch


You and the leadership team
You and the Leadership Team primary instruction and interventions we deliver – never by demographics

  • Nurture your teacher leaders

  • Empower the team to make decisions

  • Build a trusting relationship

  • Create open communication

  • New members

  • Planning


You and the leadership team1
You and the Leadership Team primary instruction and interventions we deliver – never by demographics

The practical things a leadership team does

  • Creating the structure

  • Paperwork/forms

    • Examples


Empowering leadership teams2
Empowering Leadership Teams primary instruction and interventions we deliver – never by demographics

  • To discuss: Share your leadership team members roles and responsibilities. Are you happy with the form and function of the leadership team? Is your staff?


Dealing with difficult people

Dealing with Difficult People primary instruction and interventions we deliver – never by demographics


Gentle pressure applied relentlessly
Gentle Pressure Applied Relentlessly primary instruction and interventions we deliver – never by demographics

  • You are the change agent

  • Never give up

  • “How can I help you”

  • Change beliers/behaviors


Dealing with difficult people1
Dealing with Difficult People primary instruction and interventions we deliver – never by demographics

  • “I’ve been a teacher for 24 years and stuff like this comes and goes…”

  • “Its just another pendulum swing…”

  • Don’t want to try (passive aggressive)

  • “Resistance fighters” (openly defiant)

  • Afraid of change

  • Outside their comfort zone


Dealing with difficult people2
Dealing with Difficult People primary instruction and interventions we deliver – never by demographics

  • Recognizing the need for change—gently enlighten

  • Identity

  • Create a situation where staff members are motivated to change

  • Identity = defensive

  • Take your emotions out of the equation


Dealing with difficult people3
Dealing with Difficult People primary instruction and interventions we deliver – never by demographics

  • To discuss: Share strategies you have used or will plan on using when dealing with difficult/resistant staff members.


Making time

Making Time primary instruction and interventions we deliver – never by demographics


Making time1
Making Time primary instruction and interventions we deliver – never by demographics

  • Prioritize (with leadership team)

  • Scheduling

    • Intervention schedule

    • Meetings

    • Collaboration

  • Be flexible

  • Be creative

  • Something has to give

  • Protector of time

Time is the

biggest

barrier to

implementation


Making time2
Making Time primary instruction and interventions we deliver – never by demographics

  • Principal

    • Time for walk-throughs

    • Time to talk about teaching with teachers

    • Time to learn programming

    • Time for leadership and problem solving meetings

  • Teachers

    • Time to learn programs

    • Time to collaborate

    • Time for interventionist to collaborate with teachers

    • Time for special ed. Staff to collaborate with teachers


Making time3
Making Time primary instruction and interventions we deliver – never by demographics

  • To discuss: Share ways you have or could create time for collaboration, problem solving meetings, leadership team meetings, etc.


Switch table groups1

Switch Table Groups primary instruction and interventions we deliver – never by demographics


Building trust

Building Trust primary instruction and interventions we deliver – never by demographics


Building trust1
Building Trust primary instruction and interventions we deliver – never by demographics

Schools with chronically weak relational trust have virtually

no chance

for improvement in either reading or math.

Bryk and Schneider, 2004


Building trust2
Building Trust primary instruction and interventions we deliver – never by demographics

Demonstrate your commitment to the implementation of RtI

  • Trust Worthiness

    • Consistency

    • Integrity

    • Capability – interpersonal

  • Trust Willingness

    • Vulnerability

    • Willingness to risk

    • Willingness to question own assumptions


Building trust3
Building Trust primary instruction and interventions we deliver – never by demographics

  • To discuss: What will you do to build trust for the implementation of RtI in your building?


Dinner conversation
Dinner Conversation primary instruction and interventions we deliver – never by demographics

  • Resources that makes your life easier…


Breakfast conversation
Breakfast Conversation primary instruction and interventions we deliver – never by demographics

  • Technology that makes your life easier…


Montana common core standards

Montana Common Core Standards primary instruction and interventions we deliver – never by demographics


Montana common core standards1
Montana Common Core Standards primary instruction and interventions we deliver – never by demographics

  • Changes to the way we do business

  • Implementation in stages

  • Start NOW!

  • The OPI


Montana common core standards opi s resources
Montana Common Core Standards primary instruction and interventions we deliver – never by demographicsOPI’s Resources

Math

MCCS Domains at-a-glance

MCCS for Mathematical Practices at a Glance

MCCS Shifts in Mathematics

MCCS Mathematical Practices and Content


Montana common core standards opi s resources1
Montana Common Core Standards primary instruction and interventions we deliver – never by demographicsOPI’s Resources

English/Language Arts

  • All grades, individual grades, or grade bands

  • Anchor Standards (big picture)

  • Reading Foundational Standards K-5

  • Shifts in ELA/Literacy


Mccs vocabulary
MCCS Vocabulary primary instruction and interventions we deliver – never by demographics

  • The missing piece, but is coming

  • Glossary in the back of the MCCS

  • Example from Utah http://www.graniteschools.org/depart/teachinglearning/curriculuminstruction/math/Pages/MathematicsVocabulary.aspx


Ccs learning progressions
CCS Learning Progressions primary instruction and interventions we deliver – never by demographics

  • Built-up, research-based learning progressions

    • http://ime.math.arizona.edu/progressions/

    • University of Arizona Institute for Mathematics and Education


Rti leadership retreat
MCCS primary instruction and interventions we deliver – never by demographics

  • To discuss: What are some of the differences? Where are you with the adoption of MCCS? What do you need to get started with MCCS?


Rti leadership retreat

MTSS primary instruction and interventions we deliver – never by demographics


Mtss what is it
MTSS—What is it? primary instruction and interventions we deliver – never by demographics

  • Students who need instructional intervention beyond what is provided universally for positive behavior or academic content areas are provided with targeted, supplemental interventions delivered individually or in small groups at increasing levels of intensity.

  • The MTSS is characterized by a continuum of integrated academic and behavior supports reflecting the need for students to have fluid access to instruction and supports of varying intensity levels.

http://www.florida-rti.org/floridaMTSS/index.htm


Rti leadership retreat
MTSS primary instruction and interventions we deliver – never by demographics

  • OPI—where are they going?

  • Dealing with behavior—core program

  • Dealing with behavior—interventions

    • PBIS/MBI

  • Assessment

  • Utilizing what is in place

  • How do RtI and MTSS fit together?


Rti leadership retreat
MTSS primary instruction and interventions we deliver – never by demographics

  • To discuss: How is your school-wide behavior program? How much time do you spend dealing with behavior issues?


Effectively running meetings

Effectively Running Meetings primary instruction and interventions we deliver – never by demographics


Effectively running meetings1

Agenda—set a purpose primary instruction and interventions we deliver – never by demographics

Involve the team in the planning, preparation, and execution

Specific objective(s)

Making decision vs. informational

Consensus rules

Keep focused

Effectively Running Meetings


Effectively running meetings2
Effectively Running Meetings primary instruction and interventions we deliver – never by demographics

  • Focus within an RtI model

  • Involve everyone in some way

    • Give responsibilities during meetings

  • Never meet just because you are supposed to

  • Staff meetings & early release time

    • Teaching and student learning

    • Prioritize

    • Other forms to communicate “stuff”


Video
Video primary instruction and interventions we deliver – never by demographics

  • Example of problem solving meeting


Effectively running meetings3
Effectively Running Meetings primary instruction and interventions we deliver – never by demographics

  • To discuss: Consider your current meeting format, are meetings efficient and productive? What is one thing you can do differently?


Assessment

Assessment primary instruction and interventions we deliver – never by demographics


Formative vs summative

Progress monitoring primary instruction and interventions we deliver – never by demographics

Mastery-based program assessments

End of selection tests

Observations

CBM

Spelling tests

CRT

End-of-year assessments

End of unit tests

CBM

Semester tests

Formative vs. Summative

Drives instruction

Evaluates effectiveness of instruction


Benchmarking progress monitoring

Choosing the right product primary instruction and interventions we deliver – never by demographics

Aimsweb

DIBELS

What do you want to know?

What data will you get

Consider the assessments you currently have in place

Easy CBM

MBSP

EdCheckUp

Yearly Progress Pro

STEEP

MAP

Star Math/Star Reading

Path Driver for Math

Benchmarking/Progress Monitoring


Benchmarking
Benchmarking primary instruction and interventions we deliver – never by demographics

  • Developing your benchmarking “packet”

  • One product may not meet all of your needs

  • Additions or supplements


Assessment1
Assessment primary instruction and interventions we deliver – never by demographics

  • Diagnostic Assessments

    • Utilize the school psychologist

    • Organize your available assessments

    • Special education qualification tests


Assessments
Assessments primary instruction and interventions we deliver – never by demographics

  • To discuss: Does your system utilize formative assessment data to make programming decisions? How often does this happen? How do you evaluate effectiveness of instruction?


Switch table groups2

Switch Table Groups primary instruction and interventions we deliver – never by demographics


Special education and title i

Special Education and Title I primary instruction and interventions we deliver – never by demographics


Special education
Special Education primary instruction and interventions we deliver – never by demographics

  • Traditional model

    • Silos of support

    • Lack of collaboration

    • Wait to fail model

    • “Your” student

    • Gate keeper

  • RtI model

    • Integrated system of support

    • On-going collaboration

    • Proactive/preventative

    • “Our” student

    • Access to services


Title i
Title I primary instruction and interventions we deliver – never by demographics

  • Traditional Model

    • “band-aid” fix

    • Teacher identification

    • Silos of support

    • Life sentence

  • RtI Model

    • Targeted, measurable support

    • Data-led identification

    • On-going collaboration

    • Flexible grouping


Special education title i

Recognizing where you are now primary instruction and interventions we deliver – never by demographics

All students in your school are part of your RtI system

Why do we test?

Where you can go within an RtI model of school improvement?

Qualification system

Special Education/Title I

Critical pieces to implementation


Special education title i1
Special Education/Title I primary instruction and interventions we deliver – never by demographics

  • To discuss: Where are you now? What do you need to do to move forward? How can you actively involve the special education staff in your implementation of RtI?


All hands on deck

All Hands on Deck! primary instruction and interventions we deliver – never by demographics


Utilizing all staff members
Utilizing All Staff Members primary instruction and interventions we deliver – never by demographics

  • Schedule

  • Look at who is available

  • Training

  • Level of support = level of expertise

  • Supervised vs. unsupervised


Utilizing all staff members1
Utilizing All Staff Members primary instruction and interventions we deliver – never by demographics

  • Who’s available in your building?

    • Specialists

    • Secretary

    • Janitor

    • Lunch staff

    • Superintendent

  • Non-staff members

    • Parent volunteers

    • High school helpers

    • Older students

You!


Utilizing all staff members2
Utilizing All Staff Members primary instruction and interventions we deliver – never by demographics

  • To discuss:


Utilizing your facilitator

Utilizing Your Facilitator primary instruction and interventions we deliver – never by demographics


Utilizing your facilitator1
Utilizing Your Facilitator primary instruction and interventions we deliver – never by demographics

  • Establishing contact

  • Requirement of the project

  • Background knowledge of RtI implementation

    • Questions

  • Invite the facilitator

  • Trainings


Utilizing your facilitator2
Utilizing Your Facilitator primary instruction and interventions we deliver – never by demographics

  • Sight visits

  • Participation at problem solving

  • Meeting with leadership team

  • Observing

  • Providing feedback

    Take advantage of the opportunity!


Utilizing your facilitator3
Utilizing Your Facilitator primary instruction and interventions we deliver – never by demographics

  • To discuss: How do you plan on using your facilitator for the first sight visit? Subsequent visits?


Connections
Connections primary instruction and interventions we deliver – never by demographics

Chuck Gameon

csochuckg@yahoo.com

466-5364