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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 [email protected]


Director, AR State Improvement Grant

49 Woodberry RoadLittle Rock, AR 72212

E-mail: [email protected] 501 312 1484Phone: 501-312-1484

Websites: www.projectachieve.infowww.arstudentsuccess.org



“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



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



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




Development




SPRINT/RtI2




Outreach


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…



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



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



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



• 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


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




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



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?



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


At the Staff Level: Data-based Problem Solving at the Staff Level


Did our plan work?

p




the problem?



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


Conduct an:






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



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


Conduct an:


Multi-tiered Problem Solving, Consultation, and Instructional/ Intervention Services, Supports Strategies and Programs NeedsSupports, Strategies, and Programs Needs Assessment Audit




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



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




Conduct an:




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)



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)


At the Student Level: Data-based Problem Solving at the Student Level


Did our plan work?

p




the problem?






• Teaming and Consultation Processes: Shared Leadership, Staff Collaboration, and Strategic Decision makingand Strategic Decision-making


School Leadership Teams… “need to carve out time so that the organization makes gtime to address its most important goals.”



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.


Development




SPRINT/RtI2




Outreach




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



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



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


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



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




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




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



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




• Teaming and Consultation Processes: Shared Leadership, Staff Collaboration, and Strategic Decision makingStrategic Decision-making




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




• 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


• 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



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



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)



THE SEVEN “C’s” of SUCCESS

Communication

Commitment

Consistency

ConsultationCaring

CelebrationCollaboration


* 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



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:

[email protected]

See the Project ACHIEVE website at

www.projectachieve.info




Director, AR State Improvement Grant

49 Woodberry RoadLittle Rock, AR 72212

E-mail: [email protected] 501 312 1484Phone: 501-312-1484

Websites: www.projectachieve.infowww.arstudentsuccess.org

Documents

Fast-Tracking the School Improvement Processsignetwork.org/content_page_assets/content_page_242/AR_Fast... · Classroom Routine Skills ... Effective Classroom Instruction and T Classroom