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

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Developing & Supporting Leadership Teams to Engage in Academic and Behavioral problem-solving. 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 - PowerPoint PPT Presentation

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Integrating RtI A and B: Critical Elements and Resources

Developing & Supporting Leadership Teams to Engage in Academic and Behavioral problem-solvingHeather Peshak George, Ph.D.Clark Dorman, Ed. S.ObjectivesTo understand the evidence-based characteristics of successful leadership teams at the district and school levelsBecome familiar with the structured problem-solving processLearn how to utilize the structured problem-solving process across both behavior and academic domainsBecome familiar with strategies to support the development of leadership teamsContext:

Heather George, FLPBSClark Dorman, FL PS/RtI

Cycle of Academic and Behavioral Failure: Aggressive Response (McIntosh, 2008)Teacher presents student with grade level academic taskStudent engages in problem behaviorTeacher removes academic task or removes studentStudent escapes academic taskStudents academic skills do not improveSo, which is itAcademic problems lead to behavior problems?orBehavior problems lead to academic problems? Not sure Probably a combination of both

4McIntosh, K. (2008) Further analyses of relations between reading skills and problem behaviour. DIBELS Summit.

Many students struggle academically and exhibit problem behaviors.Some students will misbehave because they wont do it,Others will misbehavior because they try and cant do it.

Social behaviour deficit model Social skills problems may lead to academic problems (Dishion, French, & Patterson, 1995; Hinshaw, 1992; Reid and Patterson, 1991; Wehby, Lane, & Falk, 2003) Academic skill deficit modelAcademic problems may lead to behavior problems (Lee et al., 1999; Roberts et al.,2001)

4Efficient Delivery of Highly Effective PracticesStatewide 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 StrategiesLeadership Skills to Support MTSSSFamily and Community EngagementAligning PK-12 MTSS-Focus on SecondaryEvaluation Models to Demonstrate OutcomesCommon Language/Common Understanding Around an Integrated Data-Based Problem-Solving ProcessIntegrating Technology and Universal Design for LearningContext:Workgroups

CoachingProgram EvaluationData-Based Problem-Solving (DBPS)Leadership/TeamingPK-12 AlignmentFamily and Community Engagement

Rationale for Leadership WorkgroupSAPSI DataPS/RtI Contact Survey DataCoach Interview DataSelf-Report from Workshop Participants

All confirming-Importance of District Leadership in Systems ChangeWorkgroup Goals:Evidence based definition of Leadership empirically linked to improved student outcomes

Provision of support to districts to realize the components of the definitionDefinition: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 visionNeed task analysis to communicate the sense of urgencyConduct 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-makingAre current data systems meaningful and integrated?Need improved problem-solving skills for accurate and efficient data-based decision makingNeed 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 effortsLeadership depends on collective capacity so these relationships are critical, not optionalNeed template/module to guide/build stakeholders

Definition:Engage in expert problem solving Identify the correct barriers and goals efficiently and effectivelyEngage 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 needsEvaluate the effectiveness of implemented strategiesDefinition: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 leadersNeed training and technical assistance that is job embedded, ongoing and sustained aimed at building capacities directly related to turnaround challengesNeed District Needs Assessment with Action Planning TemplateNeed technical assistance provided to model skillsCrosswalk:

Floridas Leadership StandardsFAC 6A-5.080Evidence BasedLeadership DefinitionEffective 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 ProcessCollaboration of PS/RtI, FLPBS and DA staff2-4 person district support teamsProtocol for DAPPS ProcessOrganizing/preparing (application) for DAPPSStep 1: Needs AssessmentStep 2: Action Planning Structured problem-solving process usedStep 3: Delivery of Training and TAStep 4: EvaluationStep 1 Needs AssessmentMTSS SurveyData ReviewDistrict InterviewStep 1 Needs AssessmentMTSS SurveySelf Report Assessing MTSS Domains:LeadershipCommunication & CollaborationBuilding Capacity to ImplementData-Based Problem SolvingThree Tiered Intervention ModelData/Evaluation SystemsData ReviewDistrict Interview

Step 1 Needs AssessmentMTSS SurveyData ReviewExisting Data Review of:District Mission StatementStudent Growth Data Academic & BehavioralDistrict Leadership Organizational StructureDistrict MTSS Implementation PlanDistrict InterviewStep 1 Needs AssessmentMTSS SurveyData ReviewDistrict InterviewIndividual/Group Interview Addressing:District MTSS Implementation TeamOther District Level TeamsSchool Based Leadership TeamsDistrict MTSS Implementation PlanCapacity for District-Based PD and TADistrict Level MTSS Knowledge/UnderstandingDistrict MTSS Professional Development PlanStep 2 Action PlanningSmall Group Planning & Problem Solving

Statement of Desired Outcome/MeasurementBrainstorm Resources & ObstaclesSelect One Obstacle and Operationally DefineBrainstorm Strategies to Reduce/Eliminate ObstacleDevelop Action Plans to Reduce/Eliminate ObstacleSpecify Follow-up Plan for each Action PlanEvaluation Plan for Reduction/Elimination of ObstacleEvaluation Plan for Progress Toward Outcome Specified in #1Step 3 Delivery of Training/TADepending upon action plans developed:Resources are Brokered, Facilitated, or ProvidedAction Plans Dictate District Support ProvidedStep 4 EvaluationInter-project Evaluation PlanInputs Processes Outputs ModelOutcomes of Interest Include:Sustained implementation of an integrated and aligned MTSSS model with fidelityAchievement levels and rates of improvement (Academic, SEL, & Behavioral)Reductions in: SPED, ODRs, ISS, OSS, Expulsions, RetentionsIncreases in: Graduation rates, Attendance, Career and/or college readyThe integration/combination of the two:are critical for school successutilize the three tiered prevention modelincorporate a team approach at school level, grade level, and individual levelshare the critical feature of data-based decision makingproduce larger gains in literacy skills than the reading-only model (Stewart, Benner, Martella, & Marchand-Martella, 2007)

School-wide Behavior & Reading Support2525Effective programs do require an upfront investment of time and energy, but over time, they more than pay for themselves in terms of teaching time won back.

Relationship Between Behavior and Reading*If greater than 55% of major discipline referrals come from classroom, the probability of scoring below 75% proficiency on Reading MEAP is .78If less than 55% of major discipline referrals come from classroom, the probability of scoring above 75% proficiency on Reading MEAP is .75*Based on 29 elementary schoolsStewart, R. M., Benner, G. J., Martella, R. C., and Marchand-Martella, N. E. (2007). Three-tier models or reading and behavior: A research review. Journal of Positive Interventions, 9, 239-252.

Abstract: The purpose of this study was to analyze the research literature on three-tier models of reading and behavior and to provide a descriptive analysis and meta-analytic review of these models. An in-depth review of 17 articles was conducted on the similarities and differences between and among three-tier models of reading (n = 5), models of behavior (n = 7), and integrated models (combining reading and behavior; n = 5). Descriptive analyses were conducted across three areas: student populations, intervention level, and setting. Finally, a meta-analytic review was completed of 11 of the 17 investigations. Scientific evidence shows that one or more levels of these three-tier models leads to improved reading or behavior performance; however, there is a paucity of research detailing the integration of three-tier reading and behavior models. Limitations and directions for future research are discussed.

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?ContactHeather Peshak George, Ph.D. University of South Florida FLPBS ProjectEmail: hgeorge@usf.edu

Website: http://flpbs.fmhi.usf.edu

Clark DormanUniversity of South Florida PS/RtI ProjectEmail: dorman@usf.eduWebsite: http://www.floridarti.usf.edu

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