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

• 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

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

Student engages in problem behavior

Teacher removes academic task or removes student

Student escapes academic task

Student’s academic skills do not improve

So, which is it…Academic problems lead to behavior

problems?or

Behavior problems lead to academic problems?

Not sure…

Probably a combination of both

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

Context:Workgroups

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

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

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

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)

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

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

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

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

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

Crosswalk:

Florida’s Leadership StandardsFAC 6A-5.080

Evidence BasedLeadership 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

Crosswalk:

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

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

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

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

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

Step 2 – Action Planning• Small Group Planning & Problem Solving

1) Statement of Desired Outcome/Measurement2) Brainstorm Resources & Obstacles3) Select One Obstacle and Operationally Define4) Brainstorm Strategies to Reduce/Eliminate Obstacle5) Develop Action Plans to Reduce/Eliminate Obstacle6) Specify Follow-up Plan for each Action Plan7) Evaluation Plan for Reduction/Elimination of

Obstacle8) Evaluation Plan for Progress Toward Outcome

Specified in #1

Step 3 – Delivery of Training/TA

• Depending upon action plans developed:– Resources are Brokered, Facilitated, or

Provided– Action Plans Dictate District Support

Provided

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

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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)

School-wide Behavior & Reading Support

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 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