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Expanded Instructional Leadership:

Engaging Students and Teachers

Our Core Instructional Team…Patti O’Dell —TFSD Associate

Superintendent & Federal Programs Director

Kasey Teske —RSMS PrincipalAmy McBride —RSMS Associate

PrincipalDerek Riddle —RSMS Instructional

Coach

RSMS Meeting Expectations:Plan an effective agenda.Be on time and actively participate.Stick to the agenda.Speak openly and respectfully concerning conflict.Listen with intent to understand.Do not interrupt another while talking. Raise hand if necessary.No side conversations.Resolve conflict with consensus.Honor the consensus of the team unless it is changed by the teamNo cell phone use

RSMS Meeting Expectations:Plan an effective agenda.Be on time and actively participate.Stick to the agenda.Speak openly and respectfully concerning conflict.Listen with intent to understand.Do not interrupt another while talking. Raise hand if necessary.No side conversations.Resolve conflict with consensus.Honor the consensus of the team unless it is changed by the teamNo cell phone use

Participants will learn cross-content literacy strategies that teachers can use to actively engage all students

Participants will learn how to make the rigor of the CCSS accessible to disadvantaged students in the regular classroom.

Participants will learn how to support and inspire individual teachers in making second-order changes necessary to implement the CCSS.

Participants will learn how to develop a high-trust, collaborative culture of professional learning necessary to achieve systemic and deep implementation of the CCSS.

Content Objectives

Participants will write to reflect on quality teaching and challenging learning

Participants will read using comprehension strategies about the CCSS

Participants will speak and listen about the implementation of the CCSS.

Participants will listen, read and discuss text complexity

Participants will read and summarize collaborative conversations

Participants will discuss and evaluate high expectation strategies

Language Objectives

2007-2008 2008-2009 2009-2010 2010-2011 2011-201255

60

65

70

75

80

85

90

95

100

81.1682.3

85.32

91.8590.82

77.8

73.9871.65

80.94

77.89

61.0862.93

66.86

72.76

77.56

Robert Stuart Middle School - Logitudinal ISAT Data

Reading All StudentsMath All StudentsLanguage All Students

Teaching & Learning

5. Developing Teacher Effectiveness

4. Stimulating Instructional Innovation

2. Keeping the Focus on Teaching and Learning

Bottom Up

Teacher Learning Culture

Transformational-Instructional Leadership

Top Down

Student Learning Culture

Managerial-Instructional Leadership

1. Setting the Focus on Teaching and Learning

3. Modeling Cultural Values and Beliefs

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“The preponderance of evidence indicates that school principals contribute to school effectiveness and student achievement indirectly through actions they take to influence school and classroom conditions.” Hallinger, 2005

Culture-building…

The teacher-learning culture of the school significantly impacts the student-learning

culture of the classroom.

Culture Building…

Teaching & Learning




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Integrated School Leadership…

Improves student achievement

Requires principal to act as strong instructional leader

Strong focus on teaching and learning

Top-down, narrow approach not involving teachers

Effective at managing instructional program and learning environment to produce 1st order change

Limits principal’s influence

Improves student achievement

Doesn’t require principal to be strong instructional leader.

Lack of strong focus on teaching and learning

Bottom-up, broad approach involving teachers

Effective and creating 2nd order, innovative change.

Expands principal’s influence through shared leadership

Instructional Leadership Transformational Leadership

Collective teacher efficacy,Organizational learning, Instructional quality, Changes in teacher practice, Planning for changeTeacher satisfaction, Organizational commitment, andSchool culture

Transformational Leadership impacts…

Managerial-instructional leadership (top-down) is the foundation for change. Transformational-instructional leadership (bottom-up) is the catalyst for change. Leithwood et al., 2004

Integrated School Leadership…

Teaching & Learning




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Is where the pencil marks the paper!

(a new idiom)

Teaching & Learning…

Quality Teaching

“The quality of the education system cannot exceed the

quality of its teachers” (Barber

and Mourshed, 2007).

“The standards insist that

instruction in reading, writing,

speaking, listening, and language be a

shared responsibility.” (CCSS, 2010)

Teaching & Learning…Challenging

Learning

Higher! Higher! Higher!

Strategy: Write/Pair/SharePurpose: to give students an opportunity to

process content through writingCCSS Anchor Writing

10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

Cross-Content Literacy Strategy

What does quality teaching and challenging

learning look like?

Using the CCSS as a reference…

Leveraging Creative Tension…

Current RealityVisionary Future

Peter Senge

RSMS Teachers Actively Engage Students in the Right Learning!

The Right Learning

RSMS Teachers Actively Engage All Students in the Right Learning!

The Right Learning

Strategy: Reciprocal TeachingPurpose: To help students understanding the

content through high-impact comprehension strategies

CCSS Anchor Reading2. Determine central ideas or themes of a text and

analyze their development; summarize the key supporting details and ideas.

4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.


5 Points Article Reader/Summarizer Illustrator

Questioner Vocab-Expert

Directions for groups of four:

1. Decide on which group member will begin as the Reader. Assign roles clockwise from the Reader position

2. Read one section of text. On your paper, write down notes that relate to your assigned skill in the corresponding box. (3-5 minutes)

3. Share out briefly to your group (1 minute).

4. Assign new roles clockwise (Reader will become Illustrator, etc.). Repeat.

5 Points Article Reader/Summarizer Illustrator

Questioner Vocab-Expert

Directions for groups of four:

1. Decide on which group member will begin as the Reader. Assign roles clockwise from the Reader position

2. Read one section of text. On your paper, write down notes that relate to your assigned skill in the corresponding box. (3-5 minutes)

3. Share out briefly to your group (1 minute).

4. Assign new roles clockwise (Reader will become Illustrator, etc.). Repeat.

Instructional Commitments A Guide for Lesson Preparation

RSMS teachers deliver CCSS-driven, rigorous, relevant, literacy-rich, technology-integrated instruction for optimal learning. Our instructional commitments are to: Lesson Preparation

Use SIOP as our instructional model 97% Use CCSS standards to plan instruction 45% Use ISAT-tested standards to plan instruction 84%

Lesson Delivery Have students read higher level content with more informational text 64% Have students write more about content. Use an argumentative approach more

45% Have students speak more and listen about content 88% Teach academic vocabulary effectively and emphasize tier II words 81% Engage students more interactively (less sit and get) 85% Have students do more research and build media skills 40% Use more technology and have students use more technology 62% Raise rigor (fewer in-depth tasks are better than many simple repetitions) 75% Emphasize finding and explaining of answers and problem solving over the

memorizing of answers. 75% Have students always respond in complete sentences 69% Ask higher order questions and promote higher order thinking 82% Ask open-ended questions; never accept one-word answers 84% Do open-ended assignments; never assign worksheets with one-word answers

50% Do open-ended projects and real-world performance tasks 75%

Review & Assessment Review at the beginning and end of each period 75% Review content is systematic way over time 85% Assess the understanding of students frequently with whole-class responses

76% Assess students with selected response 38% Assess students with short constructed response 75% Assess student with extended constructed response 41% Assess students with real-world performance tasks 69%

Instructional Commitments A Guide for Lesson Preparation

RSMS teachers deliver CCSS-driven, rigorous, relevant, literacy-rich, technology-integrated instruction for optimal learning. Our instructional commitments are to: Lesson Preparation

Use SIOP as our instructional model 97%, 97% Use CCSS standards to plan instruction 45%, 50% Use ISAT-tested standards to plan instruction 84%, 89%

Lesson Delivery Have students read higher level content with more informational text 64%, 50% Have students write more about content. Use an argumentative approach more

45%, 35% Have students speak more and listen about content 88%, 90% Teach academic vocabulary effectively and emphasize tier II words 81%, 86% Engage students more interactively (less sit and get) 85%, 100% Have students do more research and build media skills 40%, 29% Use more technology and have students use more technology 62%, 47% Raise rigor (fewer in-depth tasks are better than many simple repetitions) 75%, 82% Emphasize finding and explaining of answers and problem solving over the

memorizing of answers. 75%, 93% Have students always respond in complete sentences 69%, 68% Ask higher order questions and promote higher order thinking 82%, 86% Ask open-ended questions; never accept one-word answers 84%, 89% Do open-ended assignments; never assign worksheets with one-word answers

50%, 71% Do open-ended projects and real-world performance tasks 75%, 67%

Review & Assessment Review at the beginning and end of each period 75%, 68% Review content is systematic way over time 85%, 82% Assess the understanding of students frequently with whole-class responses

76%, 90% Assess students with selected response 38%, 57% Assess students with short constructed response 75%, 64% Assess student with extended constructed response 41%, 39% Assess students with real-world performance tasks 69%, 68%

Teaching & Learning




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An extension of past knowledgeImplemented with existing knowledge and skills

Within existing paradigmsConsistent with prevailing values and norms

IncrementalMarzano, Waters, McNulty, 2005

First-Order Change

A break with the pastOutside of existing paradigmsConflicts with prevailing values and norms

ComplexRequires new knowledge and skills to implement

Marzano, Waters, McNulty, 2005

Second-Order Change

Strategy: Think/Pair/SharePurpose: to give students an opportunity to

process content through discussionCCSS Anchor Speaking and Listening

1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and their own clearly and persuasively.


Teaching & Learning…

Will implementing the CCSS be a

1st order change or a 2nd order change?

Teaching & Learning




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at the classroom level are called instructional innovations!

2nd Order Change…

Instructional innovations at the

classroom level have a .4 effect size.

Hattie 1999

2nd Order Change…

a collaborative teacher-learning culture of innovation and support.

2nd Order Change Takes…

Teaching & Learning




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Observation & Feedback

“The simplest prescription for improving education must be dollops of feedback.”Hattie, 1992

“Thus, a system that builds in collaboration, particularly if that collaboration demands reflection on practice, is more likely to yield genuine effort than one that does not.”

Danielson and McGreal, 2000


Training & Coaching

““The right work at both the school level and the district level is to do something that impacts the classroom.”Waters & Marzano (2006)


RSMS’s Instructional Leadership Commitments AT RSMS we believe that has the biggest impact on student learning is what happens at the classroom level. We know that to improve student achievement significantly we need improve instruction at the classroom level. To make the happen, we are committed to providing quality instructional supervision with frequent and effective feedback to our teachers.

Lesson Plan Checks will be done together by the principal and associate principal weekly. Teachers are required to submit their weekly lesson plans to both administrators electrically before first period on Monday.

Success sweeps will be done together by the principal and associate principal weekly. School-wide data will be collected on specific look-for’s. Successes in the classroom will be recognized with personal sticky notes given to the teachers.

Certified evaluations will be done for each teacher by the principal and associate principal. Teachers will complete a self-evaluation and an individual support plan for our school achievement goals at the beginning of the school year and submit it electronically. The principal and associate principal will collect data for each teacher using one Danielson’s domain monthly until completed. The principal and associate principal will aim to do one classroom visit daily.

Teacher Meetings will be done daily. The principal and the associate principal will meet with one individual teacher each day to build stronger relationships and give feedback on performance.

Peer observations will be organized by the instructional coach weekly. Teachers will observe other teachers during their prep period. The instructional coach, principal and associate principal will take three teachers at a time. Handhelds will be used by the admin. Forms will be used by the teachers. Each teacher is expected to participate in a peer observation or work with the coach in some other way quarterly. The priority of the coach will be working with new teachers and Language Arts teachers and Mathematics teachers to implement the CCSS.

Lesson Plan Checks Success sweeps Certified evaluations/Teacher Meetings

Peer observations

Observation and Feedback…

Date Lesson Plans

Objectives (Content & Language)

Active Engagement

Language Practice

Opportunities Period1st

Quarter 81% 85% 87% 48%Averag

e2nd


e

1/23/2013 90.24% 87.88% 88.24% 72.06% 1st

1/31/2013 87.80% 91.18% 96.97% 59.09% 2nd

2/20/2013 92.50% 94.12% 91.94% 61.29% 3rd

2/28/2013 92.50% 87.14% 82.86% 71.43% 4th

3/5/2013 95.12% 85.94% 94.29% 34.29% 5th

3/12/2013 92.86% 91.89% 93.33% 56.67% 6th

3/19/2013 87.80% 96.55% 74.14% 41.38% 7th3rd


e

Success Sweep

Teacher RmLesson Plans

Objectives (Content & Language) Engagement

Language Practice

OpportunitiesPeterson, A 101 1 1 1 1Williams, L 102 1 1 1 1Frank, R 103 n/a 1 1 1Julliard, J 104 1 Brown, M 105 1 1 Bosh, A 106 1 1 1 1Hamilton, S 107 1 1 1 0Lewis, C 108 0 1 1 0Archer, V 109 1 1 1 1

Huicochea, New

Comer 1 Drexler, T 201 1 1 1 1Breland, B 202 1 1 Bryan, J 204 1 Short, K 205 1 1 1 0Lippy, A 206 1 1 1 0Stewart, K 207 1 1 1 1Toland, J 208 1 1 Wade, C 210 n/a 1 1 1Perez, R 211 0 1 Van Leeuwen,V 212 1 1 1 0Newman, J 213 1 1 0.5 0Tackett, C 214 1 1 1 1Hildreth, A 215 0 0 1 0Palmer, K 216 1 1 1 1Slotten, D 217 n/a McBride, K 218 n/a Chisam, L 219 1 1 0 0Alexander, M 220 1N/a 1 0Losser, N 221 1 1 1 1Goodrich, K 222 1 Hadley, T 223 1 Howard, K 223 1 Siggaard, J 301 1 1 1 0Monteith, E 303 1 1 1 1Bailey, A 304 1 1 1 0Sommer, D 305 1 1 1 1Greene, S 306 1 1 0 0Barker, B 307 1 1 1 1Penn, R 308 1 1 1 1Harper, C 309 1 1 1 1Brown, K 310 1 Kaufman, K Gym 1 1 1 1Mietzner, K Gym 1 1 1 1Tackett, A Gym 1 1 1 1 92.50% 94.12% 91.94% 61.29%


Peer observations


Teacher's Name: Shannon Greene School: Robert Stuart Middle School

Observation Date: 9-17-12, 10-23-12 Interview Date: 10-23-12, 2-8-13

Other Approved Measure: Mrs. Greene had the highest avearge of growth on the Math ISAT compared to all full time math teachers at RSMS--8.88 points.

Twin Falls School District #411Teacher Evaluation Model

LEVELS FOR ASSESSING PERFORMANCE Distinguished - Proficient - Basic - Unsatisfactory

School Achievement Goals: To achieve higher than 93% proficiency in reading, 84% proficiency in language usage and 84% proficiency in mathematics.

Individual Support Plan:

1) I will rigorously and diligently enforce AR expectations in my SSC class.

2) I will require the use of complete sentences where appropriate in my math classes. For example, when students are responding to warm-up questions, or writing answers to a story problems.

3) I will employ the use of MTI style strategies as much as possible in my classroom. I will require students to think critically and justify their answers during class and on their homework.

Review Results of Pay for Performance (Local Measure): The middle school math department's average is 75%.

Review Results of Individual Performance: The Algebra EOC had an average score of 73%.

Individual Achievement Plan (to support grade level or department P4P goals): To improve student achievement on my EOC, I am focusing on improving instruction in general. I took the MTI course last summer and I have been implementing MTI strategies into my teaching when possible. I also use SIOP strategies to encourage vocabulary acquisition. I attended follow-up training for MTI recently and learned how to assist students in moving from the concrete to the symbolic stage more effectively. I will be adjusting my instruction immediately to accommodate.

General Observations:9/17/12 Mrs. Greene demonstrated in front of the class using tiles to add negative numbers. 10-23-12 When I came in the room the teacher was taking roll and the students were working on the warm-up assignment. The teacher reviewed the warm-up with the students and explained it by calling on students. She transitioned her students to learning how to use the exponent key on the calculator. She counted to three to recapture their attention. Students practiced with assistance from the teacher as she was on her feet monitoring.

T F S D


Peer observations


Observer: Teacher: Content: Grade:RSMS’s Peer Observation Protocol

Reflections: What take-away’s do you want to remember?

How were content and language objectives posted and used during the lesson?

What learning activities were used to achieve high engagement (90-100%) during the lesson?

What types of language practice opportunities (read/write, listen/speak) were observed during the lesson?

How did the lesson require thought-demanding rigor or how could it be extended to do such?













Hire an amazing full-time instructional coach.

Provide in-house professional development every staff meeting.

Training and Coaching…

Hire an amazing full-time instructional coach

Title II Money…

Instructional Coaching – the Research

Strategy: Say/Mean ChartPurpose: To help students understanding the

content using summarizing and inference-making

CCSS Anchor Reading1. Read closely to determine what the text

says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.


Read the poem individually, while summarizing in the first column as you read

Next, in small groups, indicate inferences made in the poem in the second column.

Poem – Text Complexity

Teaching & Learning




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Set instructional vision, goals and expectations.

Create collaborative structures for continuous professional learning.

Develop curriculum, instruction and assessment aligned to CCSS.

Empower teachers to make instructional innovations.


What is your vision, goals and expectations regarding the implementation of the CCSS?

Set instructional vision, goals and expectations…

Shared distribution of reading and writing anchor standards across contents (cross-content literacy)

Common Curriculum Guides of Unit Topics

Common End of Course Assessment (EOC’s)

Innovative Unit Assessments & Unit Plans

(Backwards Design)

Shared Vision of CCSS Implementation



What collaborative structures exist in your school already?

Create collaborative structures for continuous professional learning…

Staff Meetings - BimonthlyBuilding Leadership Meetings –

MonthlyFocus Team Meetings - MonthlyGrade-Level Team Meetings –

BimonthlyDepartment Meetings – BimonthlyCommon Planning Time – DailyRTI Meetings - Weekly

A RSMS Web of Teacher Collaboration…

What collaborative structures will you use to develop curriculum, instruction and assessment aligned to the CCSS?

Develop C.I.A. aligned to CCSS…

Shared distribution of reading and writing anchor standards across contents (cross-content literacy)

--Currently in progressCommon Curriculum Calendar of Unit Topics

--By end of this school yearCommon End of Course Assessments (EOC’s)

--Summer workInnovative Unit Assessments and Unit Plans

--Summer Work/Next school year with monthly half-day planning

--Get first semester unit assessments by end of 2013-14 school year; second semester by end of 2014-2-15

CCSS Implementation Timeline



Innovation is all about fostering a culture conducive

to innovation!

Empower teachers to make instructional innovations…

What type of culture promotes

and supports innovation?


Encourage teachers to innovate and extend trust to them do so. Empower them to be instructional leaders.

Empower teachers to challenge norms and take risks with innovation.

Build a culture of psychological safety, suspended judgment, and high trust

Build a culture with frequent feedback, reflection and instructional conversations.

Balance innovation with 90% consistency.Bass, 1984


Innovative Stimulation +Collaborative Structures Change Capacity

(Marks & Printy, 2003).

Innovative stimulation…

Strategy: Underline/Bumper StickerPurpose: To help students understanding the content

through high-impact comprehension strategiesCCSS Anchor Reading1. Read closely to determine what the text says

explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.


While you are reading, underline key ideas.

When finished, in groups, write a Bumper Sticker summary of the article. It must be one sentence, 20 word or less.

We will share out summaries when completed.

Collaborative Conversations

Teaching & Learning

5. Developing Teachers Effectiveness



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The behavior of the school reflects the leadership of

the school.

Culture Building

Model what you want your school

to become.

Culture Building

3. Model Cultural Values and BelievesModel cultural values of innovation.

Model cultural values of optimism.

Model teaching and learning beliefs.

Model instructional leadership expertise.













0%10%20%30%40%50%60%70%80%90%

Readiness To Benef it

Clear & Shared Focus

High Standards & Expectations

Ef fective School Leadership

Collaboration & Communication

Parent & Community Involvement

Supportive Learning Environment

Frequent Monitoring of Teaching & Learning

Focused Professional Development

Curriculum, Instruction, and Assessment:

Programs & Processes

Comparison with High Performing Idaho Schools(10% highest performing in Reading and Math)

Percent Positive Responses (futher from center is better)

Elems MS/JH HS

Copyright © 2006 Center for Educational Effectiveness. All Rights Reserved.

Your Site: Dark Black Line

Idaho Top Performing Schools (Top 10%) N=838 staff

0%10%20%30%40%50%60%70%80%90%

100%Readiness To Benefit

Clear & Shared Focus


Effective School Leadership

Collaboration, Communication &

Community




Focused Professional Development

Curriculum, Instruction, and Assessment

Comparison Perspective- 9 Characteristics of High Performing Schools

Percent Positive Responses

Feb 2012 Feb 2011

Note: Further f rom the center implies more positive responses

0%

10%

20%

30%

40%

50%

60%

70%

80%Integrity

Openness

ReliabilityBenevolence / Caring

Competence

TRUST Comparison with High Performing Idaho Schools

(10% highest performing in Reading and Math)

Elem MS / JH HS

`

Percent of Positive Responses (Further f rom Center is More Positive)


High Performing Idaho Schools


0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%Integrity

Openness

ReliabilityBenevolence /

Caring

Competence

Comparison Perspective- Organizational TrustPercent Positive Responses

Feb 2012 Feb 2011

Note: Further f rom the center implies more positive responses


0%10%20%30%40%50%60%70%80%90%

100%Clear & Shared Focus


Effective School Leadership

Collaboration & Communication




Comparison with High Performing IDAHO Schools(10% highest performing in Reading and Math)

Elems MS/JH HS


Idaho High Performing Schools (Top 10%) N=9,037 Students

“Culture eats strategy for lunch.”Center for Educational Effectiveness

“If culture changes, everything changes.”

Donahoe, 1997

“Schools must be ‘recultured’ not simply reformed or restructured.”

Hargreaves (1997)

a caring student-learning culture of high expectations and support

The Foundation for Change Takes…

Strategy: RankingPurpose: To encourage higher order thinking

while interacting with the contentCCSS Anchor Writing for Science and Social

Studies7. Conduct short as well as more sustained

research projects based on focused questions, demonstrating understanding of the subject under investigation.


Essential Question: What high expectation strategies yield the highest impact on students’ achievement?

Skim read the five high expectation strategies. (Read for main ideas, not details)

As a group rank the strategies, based on the highest to lowest impact on students’ achievement. Use textual evidence when discussing the possible impact.

High Expectations

Teaching & Learning




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1. Setting the Focus on Teaching & Learning…

Develop a school vision of quality teaching and challenging learning.

Establish specific school-wide student achievement goals

Communicate high-performance expectations.

RRSSMMSS SSTTAAFFFF’’ss CCOOMMMMIITTMMEENNTT ttoo GGRREEAATTNNEESSSS AAss aa RRSSMMSS ssttaaffff,, wwee ccoommmmiitt ttoo ddoo tthhee ffoolllloowwiinngg aass aa gguuiiddee ttoo ttaakkee aallll tthhee ggooooddnneessss wwee ppoosssseessss aanndd ppuusshh oouurr sscchhooooll ttoo hhiigghheerr lleevveellss ooff ggrreeaattnneessss..

“Greatness comes from consistently striving to do the right things better…no matter how simple or difficult those things may seem.”

Believe in all our students and act with efficacious confidence. Focus on and accomplish student achievement goals. Raise expectations throughout our school—nothing less than our

best. Supportively hold each other accountable for greatness. Simplify efforts to only include meaningful work. We must do more with less time and resources. Work hard at working smarter with each other. Hard teamwork is a must. Remember simple kindness; it makes life better. Smile and be tenaciously optimistic with any challenge. Sell success with all our best efforts of persuasion. Academic failure cannot be an option for our students.

RRSSMMSS’’ss MMiissssiioonn ooff GGrreeaattnneessss GGrreeaatt EExxppeeccttaattiioonnss IInnssppiirree GGrreeaatt AAcchhiieevveemmeennttss

Greatness is our mission! The greatness of our school primarily consists of great teachers doing great teaching every class period of every school day. The result of our mission is all students reaching high levels of learning. The reality of our mission is made possible by the collective commitment of each staff member, parent and student.

RRSSMMSS’’ss CCrreeeedd ooff GGrreeaattnneessss::

We are the Robert Stuart Bears and greatness is our mission! To be great, we live great. To live great, we follow life principles that make life better for us and everyone around us. Our core principles are: Personal Responsibility, Hard Work, Mutual Respect, School Pride and Simple Kindness. We will do great things in school and life, as we believe in ourselves, endeavor to do our best, and achieve our goals. We are the BEARS! We are the BEST!





WWee wwiillll bbee aa ffoouurr ssttaarr sscchhooooll!!

We know it and we’ll show it.

School Achievement Goals: ****We will be a four-star school or higher next year by achieving the following student achievement goals****

• 1) We will raise our proficiency in reading from 91% to 93% as measured by the ISAT

• 2) We will raise our proficiency in language from 79% to 84% as measured by the ISAT

• 3) We will raise our proficiency in math from 79% to 84% as measured by the ISAT





RSMS Teacher Expectations 1. Professional Responsibility

a. All teachers at RSMS are expected to maintain the highest level of professionalism. b. Teachers are expected to exercise sound judgment, exhibit ethical behavior and be tenaciously

optimistic when dealing with our students, parents, and co-workers. c. Arrive at school no later than 7:30 a.m. and depart from school no earlier than at 4:00 p.m. Notify the

principal and sign out in the office for earlier departures. This excludes lunch departures. d. Dress professionally according to dress code. School T-shirts and nice jeans are allowed on spirit days. e. Ensure that your communication among staff, students and parents is positive and professional. f. Attend to your assigned duties regularly and punctually. This includes dismissing students from your

doorway and monitoring the hallway and your room during passing time. g. Stay informed. Check e-mails, voicemails and your mailbox each morning, lunch period and after

school. Read the minutes of meetings that you did not attend. h. Be familiar with supervision expectations and school procedures and policies and adhere to them.

2. Hard Teamwork a. All teachers at RSMS are expected to work hard at working together in smarter ways. b. Systemic excellence takes collaboration and sharing pockets of excellence. c. We expect our teachers to become a strong professional learning community. Take advantage of opportunities for self-improvement and engage in collaboration regarding school improvement. "Strong learners make strong teachers!" i. Attend and participate positively in all meetings (faculty, team, parent conferences, etc.) regularly and

punctually. 3. Instructional Excellence

a. All teachers at RSMS are expected to pursue instructional excellence. b. Use District developed syllabus that includes classroom management plan and grading procedures. c. Maintain an aesthetically welcoming, neat, clean, tidy, safe, clutter-free learning environment. d. Establish and maintain an orderly and positive learning environment through effective classroom

management e. Firmly, fairly and consistently implement the RSMS levels of classroom discipline. f. Complete standards-driven lesson plans weekly using some SIOP components. They will be

submitted every Monday before first period. Assignments may be posted on the school website for each week.

g. Post standards-referenced content objectives and language objectives and use them to guide the learning of your students at the beginning and throughout the lesson.

h. Maintain high levels of engagement on your feet from bell to bell actively teaching and monitoring learning. Use bell ringers to begin and bell beaters to conclude.

i. Do not use full-length movies or videos without permission from the principal. Brief video segments related to posted objectives are permitted.

j. Conclude each lesson with a review of the lesson objectives and consistently practice the principle of judicious review (distributed practice) of important learning throughout the year.

k. Use informal assessment to check for understanding and guide instruction and formal assessment to determine mastery. Corrections should be completed before students are allowed to retest.

l. Update grades accurately on PowerTeacher by Monday morning for each new week. m. Develop a sound accountability system to care for and keep track of equipment, supplies, books, etc.

4. School Pride a. All teachers at RSMS are expected to take pride in their school and their teaching. b. Be proud to be a Robert Stuart Bear and show your school spirit. c. This is your school. Help make it the school you want to be—make it the best school.

5. Simple Kindness a. All teachers at RSMS are expected to be kind and positive in school-related interactions. b. Teachers are expected to develop a good rapport with students, parents, and co-workers. Open,

frequent, and friendly communication is the key. Greet students with the magic triad. c. Above all sell success in the classroom; prevent failure at all costs.

RSMS Student Expectations 1. Personal Responsibility

a. All students at RSMS are responsible to be successful in school. b. Success is a personal choice. Choose to be more than a mere student—be a scholar. c. Choose to be proud in class. Pride is a winning attitude. Full effort is full victory. d. Choose to be prompt to class. Prompt attendance is vital to success at school. e. Choose to be prepared for class. Proper preparation prevents poor performance. f. Choose to be proper in class. Proper behavior in school is essential because your behavior affects

yourself and everyone around you. In class, always follow directions and never speak or leave your seat without permission.

g. Choose to be productive in class. Your productivity will come from doing your best work. Productive students complete all class work and homework to the best of their abilities in a timely manner.

2. Hard Work a. All students at RSMS are expected to work hard to be successful in school. b. Success takes hard work! The harder you work in school the harder it is to fail in school.

3. Mutual Respect a. All students at RSMS are expected to be respectful. b. Respect all staff members and they will always give you respect in return. c. Listen to staff members and follow reasonable requests. They are in charge of enforcing the rules. d. Never interrupt or argue with staff members when in trouble. It will make matters worse. e. Respect the campus, building and its equipment. Keep it clean and neat. No littering or vandalism. f. Use an inside voice while in the building. No yelling. g. No running or throwing things in the building without permission. h. No horsing around, playing rough or play fighting on school grounds. i. Keep your hands and feet to yourself. j. Never be in the hallway without adult supervision or a hallway pass outside of passing time. k. Follow the Twin Falls School District dress code while at school. l. Electronic devices are not to be used or heard during school. m. Wheeled devices are not be used on school grounds. n. No spitting or chewing gum on school grounds. o. Respect all students. Everyone deserves respect. p. *Any blatant disrespect to a staff member will not be tolerated. q. *Disruptive behavior with a guest teacher will not be tolerated. r. *The use of profanity or filthy language will not be tolerated. s. *Bullying in any form will not be tolerated. t. *Zero Tolerance. Never bring dangerous objects or weapons to school (fireworks, knives, guns and etc.). u. *Gang behavior or contraband will not be tolerated. v. *No fighting--any aggressive hurting of other students will not be tolerated. w. *The use, possession or trafficking of illegal drugs will not be tolerated. x. Respect the property of others. Do not touch without permission.

4. School Pride a. All students are expected to take pride in their school and their learning. b. Be proud to be a Robert Stuart Bear and show your school spirit. c. This is your school. Help make it the school you want to be at—the best school.

5. Simple Kindness a. All students are expected to be kind and follow the eight expectations for great living below.

a. Value one another as unique and special individuals. b. Don’t laugh at or make fun of a person’s mistakes nor use sarcasm or putdowns. c. Use good manners, saying “please,” “thank you,” and “excuse me” and allow others to go first. d. Cheer each other to success. e. Help one another whenever possible. f. Recognize every effort and applaud it. g. Encourage each other to do our best. h. Practice great living, using Life Principles.

*The asterisk indicates more severe consequences will attend the noncompliance to the given expectation.

Teaching & Learning




Bottom Up



Top Down





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Monitor student progress and provide interventions as necessary

Maintain high visibility and frequent communication to stakeholders

Maximize instructional time and resourcesRecognize academic achievements and

growth of studentsRecognize contributions and instructional

successes of teachersAnticipate and prevent problems

Keeping the focus onTeaching & Learning…

RTI Decision-Making Guidelines Tier 1 Level of Instructional Support

Proficient students *Normal class size (27 or fewer) with mastery learning of same standards. Core Instruction in Language Arts, Core Instruction in Math Core Instruction in Science Core Instruction in Social Studies Core Instruction in Reading in Sixth Grade Advanced Students *Large class size (32 or fewer) with deeper learning of same standards. Honors classes for Language Arts Honors classes for Math Honors classes for Science Basic Students/Below Basic Students *Small class size (20 or fewer) with more support on same standards. Sheltered classes for Language Arts Sheltered classes for Math Sheltered classes for Science Sheltered class for Reading in Sixth Grade

Tier 2 Level of Instructional Support *Small class (15 of fewer) with different delivery focusing on deficient skills. Basic Students Math lab (Title Math) for students who are basic in math Language lab (Strategic Literacy) for students who are basic in language Reading lab (Read 180) for students who are basic in reading

Tier 3 Level of Instructional Support *Small group (1 to five ratio) with replacement-program delivery. Below Basic Students

Special Education Math General Ed Title Math ESL Imagine Learning Special Education Achieve 3000 General Ed Imagine Learning

Imagine Learning

Tier III Intervention

Strategy: Think/Pair/SharePurpose: to give students an opportunity to

process content through discussionCCSS Anchor Speaking and Listening

1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and their own clearly and persuasively.


What is the purpose of doing managerial tasks as a school leader?










Maximize instructional time and resourcesRecognize academic achievements and growth

of studentsRecognize contributions and instructional












growth of studentsRecognize contributions and

instructional successes of teachersAnticipate and prevent problems








Strategy: Exit TicketPurpose: to give students an opportunity to

process content through writingCCSS Anchor Writing

10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.


What will you take back to you school on Thursday, either a classroom practice or a leadership practice?

Exit Ticket