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c- Copyright, 2012All rights reserved
Project ACHIEVE Press 1
Fast-Tracking the School Improvement Process:
Strategic Planning, Administrati e LeadershipAdministrative Leadership,
Staff Collaboration, and Student Success
Howard M. Knoff, Ph.D.Director, Project ACHIEVE
Di t A k St t I t G tDirector, Arkansas State Improvement GrantLittle Rock, AR
www.projectachieve.info knoffprojectachieve@earthlink.net
Howard M. Knoff, Ph.D.Director, Project ACHIEVE
Director, AR State Improvement Grant
49 Woodberry RoadLittle Rock, AR 72212
E-mail: knoffprojectachieve@earthlink.netPh 501 312 1484Phone: 501-312-1484
Websites: www.projectachieve.infowww.arstudentsuccess.org
c- Copyright, 2012All rights reserved
Project ACHIEVE Press 2
“Begin with the End in Mind”. . .
Today’s Successful School Change Agents. . .
C ll ti l h ki k l d fCollectively have a working knowledge of :
• Effective school and schooling practices
• Strategic planning, problem-solving, and decision-making skills--at the system, school, staff, and student levelslevels–
Focused on effective and sustained academic and behavioral instruction, support, and services
“Begin with the End in Mind”. . .
Today’s Successful School Change Agents. . .
Also need to have:Also need to have:
• Consultation skills to facilitate organizational change, effective group processes, and school and classroom academic and behavioral success
• Strategic and intensive intervention skills to addressStrategic and intensive intervention skills to address academically and behaviorally challenging and/or nonresponsive students
• Formative and summative evaluation skills to monitor system, school, staff, and student progress
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Project ACHIEVE Press 3
In this Presentation. . . . . . We will discuss
An 18-Month Turn-Around Blueprint:An 18 Month Turn Around Blueprint:
Using Three Strategic “High Return” Approaches:
• Data-based Analysis and Planning
• Shared Leadership and Decision-making• Shared Leadership and Decision-making
• Staff Collaboration and Accountability
The Ultimate Educational Goal
TO:
Maximize ALL Students’ Academic Achievement and
S i l E ti l d B h i lSocial, Emotional, and Behavioral Progress and Proficiency
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Project ACHIEVE Press 4
BUT. . .To Reach the Goal. . .
* Organizational Success* Interprofessional Success
* Interpersonal Success
SchoolSuccess Interpersonal Success
System
School/Staff
Capacity & Resource Management
Instructional & Intervention
Students
Intervention Competence
Academic & Behavioral Success
Strategic Planning and Organizational Analysis and
Development
Organizational Model For Maximizing Student Achievement
Effective School, Schooling, and Professional Development
SPRINT/RtI2
Problem-Solving, Teaming, and Consultation Processes
Academic Instruction & Intervention (PASS)
Behavioral Instruction & Intervention (PBSS)
Parent and Community Training, Support, and
Outreach
Data Management, Evaluation, and Accountability
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Project ACHIEVE Press 5
Strategic Planning and Organizational Analysis and
Development
Organizational Model For Maximizing Student Achievement
Effective School, Schooling, and Professional Development
Academic Instruction & Intervention (PASS)
SPRINT/RtI2
Behavioral Instruction & Intervention (PBSS)
Problem-Solving, Teaming, and Consultation Processes
Parent and Community Training, Support, and
Outreach
Data Management, Evaluation, and Accountability
From a Student Perspective…
Academic Learning
Social, E ti lLearning,
Mastery, and Achievement
Emotional, and Behavioral Development
Our Goal is
Independent Learner
Self-Manager
Our Goal is to create…
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Project ACHIEVE Press 6
A Definition of “Independent Learning”
A Successful Independent Learner:
Is engaged, confident, motivated, and aware of when s/he knows and does not knowwhen s/he knows and does not know
Knows how to create and sustain positive and productive learning environments
Can learn and master—and has learned and mastered—specific facts, pieces of information, and skills; is able to organize, synthesize, and apply them to solve (real world) problems; and is able tothem to solve (real world) problems; and is able to communicate the information and/or solutions
Is able access, use, and learn from resources to enhance learning or to close knowledge, skill, or application gaps
Key Areas of Academic Instruction, Achievement, and Proficiency
College and Career Readiness withCollege and Career Readiness with Proficient Skills in:
Literacy Mathematics Science Oral Expression Written Expression The application of the above areas to other
curricular/academic and elective areas
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Project ACHIEVE Press 7
A Definition of: “Self-Competency/Self-Management”
Self-Competence/Self-Management involves:
A child or adolescent’s ability to:A child or adolescent’s ability to:
Be socially, emotionally, and behaviorally aware of themselves and others
Demonstrate successful interpersonal, social problem solving, conflict prevention p g, pand resolution, and social-emotional coping and behavioral skills
Effectively control their own emotions and behavior
Key Areas of Social, Emotional, and Behavioral Self-Management
Personal/Self-Management BehaviorsAttention Control Cognitions/SkillsgEmotional Control and Coping Cognitions/SkillsSelf-Concept/Self-Esteem Cognitions/Skills
Interpersonal BehaviorsEngagement/Response SkillsSocial Problem-Solving Skills Conflict Prevention and Resolution SkillsConflict Prevention and Resolution Skills
Environmental/Situational BehaviorsClassroom Routine SkillsAcademic Supporting BehaviorsBuilding Routine Skills
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Project ACHIEVE Press 8
The Primary Keys to Effective Organizational Execution
(Covey, 1989)
1 Know the Goal1. Know the Goal
2. Know what to do to ACHIEVE the Goal
3. Keep Score
4. Hold People in the Organization Accountable
What is Project ACHIEVE?
Project ACHIEVE (www.projectachieve.info) is:
A id b d di t i t id h lAn evidence-based district-wide school improvement/school success model focused on maximizing the academic and social, emotional, behavioral development anddevelopment and progress of all students
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Project ACHIEVE Press 9
• Data-Driven Leadership and Decision-
An 18-Month Turn-Around Blueprint
pMaking: The Data-based Problem Solving Process
• Teaming and Consultation Processes: Shared Leadership, Staff Collaboration, and Strategic Decision makingStrategic Decision-making
• Professional Development and Effective Practices: Capacity-Building, Supervision, Evaluation, and Accountability
• Data-Driven Leadership and
An 18-Month Turn-Around Blueprint
Data Driven Leadership and Decision-Making: The Data-based Problem Solving Process
• Teaming and Consultation Processes: Shared Leadership, Staff Collaboration, and Strategic Decision-making, g g
• Professional Development and Effective Practices: Capacity-Building, Supervision, Evaluation, and Accountability
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Project ACHIEVE Press 10
Analyzing a School’s Current Status
The SWOT Analysis:
S Strengths,
W Weaknesses
O Opportunities, and
T Threats
Analyzing a School’s Current Status
The SWOT Analysis:y
SWO
Strategic Planning and Organizational Analysis/Development
Professional Development, ClinicalSupervision, Staff Evaluation
Effective Classroom Instruction and
OT
Classroom Management
Multi-tiered Academic and Behavioral Services, Support, Strategies, Programs
Parent and Community Outreach andInvolvement
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Project ACHIEVE Press 11
At the School Level: Analyzing Status, Needs, Gaps, and Solutions
Conduct a:
Strategic Planning, Organizational Stability, and Data-Driven Decision-Making Audit
Academic and Health/Mental Health/ Wellness Curriculum, Curricular Alignment, and Curriculum Selection Audit
Technological Support Audit
Professional Development, Supervision, and Staff Evaluation Audit
At the School Level: The Data-based Problem Solving Process
Identify/Define the ProblemWhat is the problem?
Progress Monitor/Evaluate
Did our plan work?
p
Functionally Analyze the Problem
Why is it happening?
Develop/Implement PlanHow are we going to solve
the problem?
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Project ACHIEVE Press 12
At the Staff Level: Analyzing Status, Need, Gap, and Solutions
Conduct an:
Effective Classroom Instruction and Classroom Management Audit
Academic/Behavioral Mastery, Progress Monitoring, and Formative/Summative Assessment AuditAssessment Audit
Multi-tiered Problem Solving, Consultation, and Instructional/Intervention Services, Supports, Strategies, and Programs Service Delivery Audit
Identify/Define the ProblemWhat is the problem?
At the Staff Level: Data-based Problem Solving at the Staff Level
Progress Monitor/Evaluate
Did our plan work?
p
Functionally Analyze the Problem
Why is it happening?
Develop/Implement PlanHow are we going to solve
the problem?
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Project ACHIEVE Press 13
At the Student Level: Analyzing Status, Need, Gap, and Solutions
Conduct an:
Academic/Behavioral Mastery, Speed of Acquisition, and Application Audit
Multi-tiered Problem Solving, Consultation, and Instructional/ Intervention Services, Supports, Strategies and Programs Needs AssessmentStrategies, and Programs Needs Assessment Audit
High Stakes Proficiency and Non-Proficiency Analysis Audit
At the Student Level: Analyzing Status, Need, Gap, and Solutions
Conduct an:
Academic/Behavioral Mastery, Speed of Acquisition, and Application Audit
Multi-tiered Problem Solving, Consultation, and Instructional/ Intervention Services, Supports, Strategies and Programs Needs AssessmentStrategies, and Programs Needs Assessment Audit
High Stakes Proficiency and Non-Proficiency Analysis Audit
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Project ACHIEVE Press 14
From a Student Perspective…
Academic Learning
Social, E ti lLearning,
Mastery, and Achievement
Emotional, and Behavioral Development
Our Goal is
Independent Learner
Self-Manager
Our Goal is to create…
The Positive Academic Supports and Services (PASS) Model: A Service Delivery Continuum
Differentiation
Remediation
Accommodation
M difi ti
Assistive Supports
Modification
Strategic Intervention
Compensation
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Project ACHIEVE Press 15
The Scientific Components of the Positive Behavioral Support System
Teach: Social, Emotional, and Behavioral Skills
Motivation/Accountability: Need to Motivate AppropriateBehavior, and Hold StudentsAccountable for Inappropriate Behavior
M i t i C i t WithiMaintain Consistency: Withinand Across Students, Staff,Settings, and Situations
Attend to Special Situations:Common School Settings and Peer Interactions
At the Student Level: Analyzing Status, Need, Gap, and Solutions
Conduct an:
Academic/Behavioral Mastery, Speed of Acquisition, and Application Audit
Multi-tiered Problem Solving, Consultation, and Instructional/ Intervention Services, Supports Strategies and Programs NeedsSupports, Strategies, and Programs Needs Assessment Audit
High Stakes Proficiency and Non-Proficiency Analysis Audit
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Project ACHIEVE Press 16
Academic Behavioral
Teaching and Supporting ALL STUDENTS’ Academic and Social Competency Success
Instruction & Intervention
Behavioral Instruction & Intervention
SPRIN
RTI2
Tier II:Strategic Instructionand Intervention Servicesand Supports
Tier I:Prevention for All
Tier III:Intensive Need orCrisis InterventionServices and Supports
The RtI2 TiersWhat They Are and What They Are Not
They are: They do not represent:
An organizational system that reflects the intensity of instructional and/or intervention services, supports, programs, or strategies within a district or school
Predictions of the Percentage of Students needing Services
The Place where services are delivered
A lock-step universal intervention system
Fluid
Ways of thinking about how to best match instruction and intervention to student need
intervention system
A lock-step Tier 1 to Tier 2 to Tier 3 service-delivery process
A student categorical system
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Project ACHIEVE Press 17
Problem Identification
Problem Solving and RtI2
What is the Problem?
I
II
IIIProblem Analysis
Responseto
Intervention
Why is itoccurring?
Is it working?
Intervention Design
What are we going to do about it?
The Critical RtI2 Problem Solving Components
Accurately Clarify the Problem
Identify the Skill Gap
Functionally Analyze (Explain Why) the Skill Gap
Select Scientifically-based Interventionsy
Successfully Implement and Evaluate theIntervention
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Project ACHIEVE Press 18
At the Student Level: Analyzing Status, Need, Gap, and Solutions
Conduct an:
Academic/Behavioral Mastery, Speed of Acquisition, and Application Audit
Multi-tiered Problem Solving, Consultation, and Instructional/ Intervention Services, Supports, Strategies and Programs Needs AssessmentStrategies, and Programs Needs Assessment Audit
High Stakes Proficiency and Non-Proficiency Analysis Audit
At the Student Level: Status, Need, Gap, and Solutions
“High-Hit” Reasons for Student Non-Proficiency on
High Stakes Tests Students:High Stakes Tests. . . . Students:
Have not been exposed to the material
Have not been taught the material to mastery
Have not learned and mastered the material
- Have comprehensive skill gaps
- Have sub-strand skill gaps
- Have supporting skill skill gaps (reading that
impacts math, written expression that impacts math/reading)
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Project ACHIEVE Press 19
At the Student Level: Status, Need, Gap, and Solutions
“High-Hit” Reasons for Student Non-Proficiency on
High Stakes Tests Students:High Stakes Tests. . . . Students:
Are not transferring learned material to the test due to:- Not understanding the directions/expectations
- Format/Wording of the Questions
- Not understanding the scoring rubrics
Motivation: General or Situational (e.g., item failure shut-down)
Conditions of Emotionality (e.g., anxiety, fear of failure)
“Special Situations”-- (e.g., that day, week, month)
Identify/Define the ProblemWhat is the problem?
At the Student Level: Data-based Problem Solving at the Student Level
Progress Monitor/Evaluate
Did our plan work?
p
Functionally Analyze the Problem
Why is it happening?
Develop/Implement PlanHow are we going to solve
the problem?
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Project ACHIEVE Press 20
• Data-Driven Leadership and Decision-
An 18-Month Turn-Around Blueprint
pMaking: The Data-based Problem Solving Process
• Teaming and Consultation Processes: Shared Leadership, Staff Collaboration, and Strategic Decision makingand Strategic Decision-making
• Professional Development and Effective Practices: Capacity-Building, Supervision, Evaluation, and Accountability
School Leadership Teams… “need to carve out time so that the organization makes gtime to address its most important goals.”
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Project ACHIEVE Press 21
A Shared Leadership Model Using Effective Teams
A Team is: A highly communicative group ofA Team is: A highly communicative group of people with different backgrounds, skills, and abilities with a common purpose who are working together to achieve clearly defined goals.
Strategic Planning and Organizational Analysis and
Development
Organizational Model For Maximizing Student Achievement
Effective School, Schooling, and Professional Development
Academic Instruction & Intervention (PASS)
SPRINT/RtI2
Behavioral Instruction & Intervention (PBSS)
Problem-Solving, Teaming, and Consultation Processes
Parent and Community Training, Support, and
Outreach
Data Management, Evaluation, and Accountability
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Project ACHIEVE Press 22
Building-Level Committee Infrastructure
School Leadership TeamSchool Leadership Team
Curriculum andInstruction Committee
School Climate and Student P t I l t/
Grade/Building-LevelEarly Intervention/SPRINT
TeamSchool Climate and Student
Discipline Committee
Professional Development/Teacher Mentoring and Support Committee
Parent Involvement/Community Outreach Committee
Turn-Around Committees
Curriculum and Instruction
School Climate/ Discipline
School Leadership Team
LiteracyMathematics
Peer/Team/GroupInteractions
SPRINT
MathematicsWritten ExpressionTechnology
Cross-Disciplinary Applications
InteractionsAcademic Self-
ManagementPhysical/Behavioral/
Emotional Self-Management
Self-Motivation
At-Risk, Struggling, Underachieving, Unresponsive,
Unsuccessful Students
ELL Students, Students with Disabilities
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Project ACHIEVE Press 23
The School Leadership Team
• Responsibility: Oversees the planning and implementation of the school’s strategic planningimplementation of the school s strategic planning process and ACSIP plan
• Membership: Administration, the Committee Chairs from all of the other school-level committees, others (teachers, pupil personnel staff, support staff) )
• The School Leadership Team is the superordinate committee under which all other committees are organized and responsible
Who’s on Your Committee???
School Leadership Team
• Administrator• Chairpersons for each Priority/School-level Committee• School Improvement Consultant/Facilitators• Academic Instruction/Intervention
Coaches/Consultants• Special Education Representation• Related Services Personnel Representation• ELL, Migrant Education, Equity Representative/Leaderg q y p• Professional Development/Mentor Program
Coordinator• Non-Certified Staff• Strategic Others
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The Curriculum & Instruction Committee
• Responsibility: Guides and helps to evaluate the school, grade-level, and classroom instructional process and student outcomes in the primary academic areas of literacy, mathematics, and written/oral expression
• Oversees the implementation of new and existing di t i t d b ildi l l i l h th t thdistrict- and building-level curricula such that they are effectively taught to all students in all classrooms
• Helps to coordinate the Quarterly Student Achievement Review (Q-STAR) meetings
Who’s on Your Committee???
Curriculum and Instruction Committee
• Administrator• Academic Instruction/Intervention
Coaches/Consultants• Special Education Representation• Related Services Personnel Representation• ELL, Migrant Education Representative• Representative from every Grade (Elementary) or• Representative from every Grade- (Elementary) or
Instructional Team (Secondary) level• Selected others
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The School Climate/Discipline Committee
• Responsibility: Oversees the school’s positiveResponsibility: Oversees the school s positive behavioral support system (PBSS), school discipline, behavior management, and school safety processes and activities
• Plan and implement activities that facilitate positive interpersonal, social problem-solving, and conflict resolution skills and interactions across students and staffresolution skills and interactions across students and staff
• Help students feel connected to the school, engaged in classroom activities, and safe across the school’s common areas
The School Climate/Discipline Committee
• Oversees positive and prosocial school/classroom climate
• Oversees student and staff interpersonal, social problem-solving, conflict prevention and resolution, and emotional/coping interactions
• Addresses large-scale issues of teasing, taunting, bullying, harassment, and physical aggression—at the Prevention, and Strategic or Intensive Intervention levels
• Reaches out (in relevant areas) to parents, community agencies/partners, and other community leaders
Meets: On at least a monthly basis with goals and outcomes connected to the school’s SIP plan
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Project ACHIEVE Press 26
Who’s on Your Committee???
The School Climate/Discipline Committee:
Building Principal/Administratorg pTeacher from each Grade-level, Teaching Team,
and/or Teaching ClusterRepresentative of “Specials” Teachers (Music, Art, PE,
Media, Computers)Representative of Special Education TeachersRepresentative of “Specials” TeachersRepresentative to Paraprofessionals, Teacher Assistants,
C f t i /Pl d AidCafeteria/Playground AidesRepresentative of Secretaries, Custodians, Cafeteria
Workers, Bus DriversCounselorSchool Resource OfficerRepresentative to District Crisis TeamOthers as Determined/Needed
The School Prevention, Review, and Intervention Team (SPRINT)
• Responsibility: Guides the school’s use of data-b d f ti l t bl l i dbased functional assessment problem-solving and intervention processes when students are not responding, academically or behaviorally, to effective instruction and classroom-based interventions
• Coordinates the school’s early intervening services, and its strategic and intensive instruction andand its strategic and intensive instruction and intervention process for individual students who are underachieving or unsuccessful, or who are non-responders or negative responders
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Who’s on Your Committee???
The School Prevention, Review, and Intervention Team (SPRINT):
Building Principal/AdministratorCurriculum/Academic Intervention SpecialistsBehavioral/Behavior Management SpecialistsSpecial Education TeachersCounselorSchool PsychologistSocial WorkerSpeech PathologistSchool Nurse
Every School-Level Committee. . .. . . has
Annual Goals, Outcomes, and EvaluationAnnual Goals, Outcomes, and Evaluation Processes connected to the School ImprovementPlan, and Reporting Responsibilities to the School Leadership Team
Quarterly Formative Evaluations with Opportunities for Mid-Course Corrections
Annual Summative Evaluations with Strategic Transitioning to the next school year or School Improvement Plan focus
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Project ACHIEVE Press 28
As Part of the 18-Month Turn-Around the Core Committees . . .
Leadership, C & I, Discipline, and SPRINT
Identify—based on the data analysis– up to three strategicTurn-Around goals (at the Whole School, StrategicGroup, and Intensive Student levels
Outline the implementation process (including materials, resources, personnel), and organize theProfessional Development neededProfessional Development needed
Develop and implement the staff and student buy-in, motivation, accountability, and evaluation systems needed for start-up, early, and sustained implementation
• Data-Driven Leadership and Decision-
An 18-Month Turn-Around Blueprint
pMaking: The Data-based Problem Solving Process
• Teaming and Consultation Processes: Shared Leadership, Staff Collaboration, and Strategic Decision makingStrategic Decision-making
• Professional Development and Effective Practices: Capacity-Building, Supervision, Evaluation, and Accountability
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Project ACHIEVE Press 29
Facilitating Strategic Change
Based on the audits and assessments above, staff may need to add adapt or changestaff may need to add, adapt, or change positions, roles, responsibilities, and/or strategies
Staff Collaboration and Accountability
• Setting Norms and Expectations- School (School Improvement Plan)School (School Improvement Plan)- Team/Group (Group Process)- Individual (PDPs)
• Consultation, Supervision, Administration
• Establishing and Expecting Collegial Consultation
• Team Process: The Seven C’s
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Project ACHIEVE Press 30
Staff Collaboration and Accountability
• Setting Norms and Expectations
- School-wideSchool wide (School Improvement Plan)
- Team/Group Process (Meeting Norms, Interprofessional and
Interpersonal Collegial Interactions, Decision-Making processes)Decision-Making processes)
- Individual Professional Development PlansSupervision/Administrative PDPs
Staff Collaboration and Accountability
• Setting Norms and Expectations- School (School Improvement Plan)( p )- Team/Group (Group Process)- Individual (PDPs)
• Consultation, Supervision, Administration
• Establishing and Expecting Collegial Consultation
• Team Process: The Seven C’s
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Project ACHIEVE Press 31
Finding Consultants
Every staff person is aEvery staff person is a potential consultant for someone else
Schools need to systematically identify every staff person’s skillsp
Staff need to use the skills of every staff member
IDENTIFYING CLASSROOM-BASED AND SCHOOL-BASED CONSULTANTS:
THE PROFESSIONAL RESOURCE SURVEY
St ff 'Staff person's nameCurrent staff/grade level positionPrimary grade level of students seenEducational degree(s)Specialty area of degree(s)Special certifications held, special training or
workshops completedworkshops completedSpecial areas of educational expertise for
studentsFavorite learning or fun activities with students Special in/out-of-school talents, hobbies, or
activities
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IDENTIFYING CLASSROOM-BASED AND SCHOOL-BASED CONSULTANTS:
THE PROFESSIONAL RESOURCE SURVEY
Specialty Areas to Survey:Specialty Areas to Survey:Literacy—Phonemic Awareness, Sound-Symbol Association/Phonics,
Decoding/Fluency, Vocabulary, ComprehensionMathematics—Numeration, Calculation, ApplicationLanguage ArtsScience, Social Studies, Technology
Increasing or Establishing New BehaviorsDecreasing or Eliminating Inappropriate Behaviorsg g pp pTeaching Attention and Engagement SkillsTeaching Social, Self-Management, and Self-Control SkillsAddressing Externalizing Behavior (Anger, Acting Out, Aggression)Addressing Internalizing Behavior (Anxiety, Withdrawal, Depression)Increasing Student MotivationPeer Engagement and Management Skills
A Continuum of Individual StaffAccountability
C lt tiConsultation
Clinical
SupervisionAdministrative
Required Remediation (Skill)
AdministrationPossible Termination
(Motivation/Personal)
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Project ACHIEVE Press 33
THE SEVEN “C’s” of SUCCESS
Communication
Commitment
Consistency
ConsultationCaring
CelebrationCollaboration
An 18-Month Turn-Around Blueprint
* Audits, Assessments, and Planning: Month 1-2Two Months (Ideally, April to May)
* Preparation and Professional Development: Month 2-4Two Months (Ideally, June to July)
* Implementation Year I: Month 4-15Monthly Implementation and Evaluation:
August, September, October Quarterly Implementation and Evaluation
November to January/February to April
* Audits Assessments and Planning: Month 15-16 Audits, Assessments, and Planning: Month 15-16One Month (Ideally, May)
* Preparation and Professional Development: Month 16-18Two Months (Ideally, June to July)
* Implementation Year II: Month 18-19August, September
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Project ACHIEVE Press 34
In this Presentation. . . . . . We Discussed
An 18-Month Turn-Around Blueprint:An 18 Month Turn Around Blueprint:
Using Three Strategic “High Return” Approaches:
• Data-based Analysis and Planning
• Shared Leadership and Decision-making• Shared Leadership and Decision-making
• Staff Collaboration and Accountability
Thank you. . . from Sopris Learning and
Project ACHIEVE
For Future Webinars and Products, go to:
webinars@soprislearning.com
See the Project ACHIEVE website at
www.projectachieve.info
c- Copyright, 2012All rights reserved
Project ACHIEVE Press 35
Howard M. Knoff, Ph.D.Director, Project ACHIEVE
Director, AR State Improvement Grant
49 Woodberry RoadLittle Rock, AR 72212
E-mail: knoffprojectachieve@earthlink.netPh 501 312 1484Phone: 501-312-1484
Websites: www.projectachieve.infowww.arstudentsuccess.org
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