1. September 2012 A Principal’s Guide to Leading RtI Not THAT…. Do THIS…. Kim St. Martin, Ph.D. John Vail, Ed.S.

2. September 2012 Agenda Complexities of implementing RtI Considering the implementation research Introduction to the Building Administrator Practice Profile “Do This, Not That” suggestions (most of our day will be spent on these)

3. September 2012 Setting the Stage

4. September 2012 “Research and field implementation efforts tell us that RtI can work, but do not ensure that it will work in schools…RtI is vulnerable to the same misuse and subsequent abandonment that has plagued generations of educational innovations” (VanDerHeyden & Tilly, 2010)

5. September 2012 Effective RtI Implementation Five priorities necessary for effective RtI implementation (or implementation in general): –Leadership –Planning –Scheduling Batsche, 2011

6. September 2012 Implementation: The Missing Link Between Research and Practice “Once models and best practices are identified, practitioners are faced with the challenge of implementing programs properly. A poorly implemented program can lead to failure as easily as a poorly designed one.” (Mihalic, Irwin, Fagan, Ballard, & Elliot, 2004)

7. September 2012 Guiding Principles of RtI Universal screening Data-based decision making and problem solving Continuous progress monitoring Focus on successful student outcomes Sugai, 2008

8. September 2012 Guiding Principles of RtI (cont.) Continuum of evidence-based interventions –A core curriculum is provided for all students –A modification of this core is arranged for students who are identified as nonresponsive –A specialized and intensive curriculum for students with intensive needs Focus on fidelity of implementation Sugai, 2008

9. September 2012 RtI Distinctions Elementary Focus on prevention Data sources are different (more CBM) Small number of teachers (1-2) who work with students Scheduling lends it self to increasing instructional time and interventions Secondary Emphasis is on remediation / extension Historical data and existing data sources are used Many teachers working with students Scheduling Course credit and graduation requirements Content area specific Reed, Wexler, Vaughn (2012)

10. September 2012 RtI Framework Evidence Based Instructional Practices Explicit vocabulary instruction Research Based Core Program Prentice Hall Evidence Based Interventions REWARDS REWARDS Writing Read 180 Read to Achieve Behavioral Supports Schoolwide & Classroom PBIS Check-in Check-out PLC’s, problem solving process Assessments PLCs Student engagement strategies

11. September 2012 The NIRN Fixsen, D. L., Naoom, S. F., Blase, K. A., Friedman, R. M. & Wallace, F. (2005). Implementation Research: A Synthesis of the Literature. Tampa, FL: University of South Florida, Louis de la Parte Florida Mental Health Institute, The National Implementation Research Network (FMHI Publication #231). Implementation Research: A Synthesis of the Literature © Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2008

12. September 2012 Key Elements of Implementation Science Implementation Stages Implementation Drivers Improvement Cycles

13. September 2012 Stages of ImplementationFocusStageDescription Exploration/Ado ption Develop Commitment at ISD and LEA level InstallationEstablish ISD leadership team, implementation team and MTSS Coordinator, set up data systems. Audit of current resources and capacity, plan and prepare for work Implementation (Initial/Full) Try out the practices, work out details, learn from and provide significant support to implementers ElaborationExpand the program/practices to other locations, individuals, times- adjust from learning in initial implementation. Continuous Improvement/R egeneration Make it easier, more efficient. Embed within current practices. Work to do it right! Work to do it better! Should we do it!

14. September 2012 These stages are recursive Setbacks at one stage move us back to the previous stage 14 Apply for PBIS New District Initiative Today is a book study? “We already do that.” Violate Norms Vote coach off Be on time Go to a PLC Ignore e-mails Go to Book Study Dominate conversation Snow Day! Late for meeting Attend District PD Ignore Data File Grievance Change Practice Have a “AHA!” Prep for Meeting New State Initiative

15. September 2012 FALSE STARTS

16. September 2012 False StartFocusStageDescription Exploration/Ado ption Decision regarding commitment to adopting the program/practices and supporting successful implementation. InstallationSet up infrastructure so that successful implementation can take place and be supported. Establish team and data systems, conduct audit, develop plan. ImplementationTry out the practices, work out details, learn and improve before expanding to other contexts. ElaborationExpand the program/practices to other locations, individuals, times- adjust from learning in initial implementation. Continuous Improvement/R egeneration Make it easier, more efficient. Embed within current practices. Work to do it right! Work to do it better! Should we do it! 16

17. September 2012 Key Elements of Implementation Science Implementation Stages Implementation Drivers Improvement Cycles

18. September 2012 Adapted from Fixsen & Blase, 2008 Successful Student Outcomes Program/Initiative (set of practices that are implemented with Fidelity) Selection Training Coaching Decision Support Data System Incentives Facilitative Administration Vision Resources Information Management/ Coordination

19. September 2012 Key Elements of Implementation Science Implementation Stages Implementation Drivers Improvement Cycles

20. September 2012 Challenges of the Principalship So much to do…so little time!

21. September 2012 Describe a “typical” day in your life as a principal. Create a list of things that occupy your time and attention on a daily basis. We will ask you to share your top three things! Activity

22. September 2012 Our hope today is to share some critical features of the the principalship that warrant principals devoting time and attention

23. September 2012 Practice Profiles

24. September 2012 Defining Practice Profiles Identifies critical components of a particular practice, program, role, team function, etc. Clearly articulates the role or practice(s): –Ideal implementation –Acceptable variation –Unacceptable variation –Harmful variation

25. September 2012 Defining Practice Profiles Critical Component Ideal “Gold Standard” of the component Emerging Practice (Acceptable Variation) Unacceptable Variation Harmful Variation Anything to the left of the line (emerging practice/acceptable variation or ideal) is okay!

26. September 2012 Benefits to Using Practice Profiles Advantages Provides a clearer picture of what the practice, program, role, team function, etc. should look like along the implementation continuum Verbiage written within each category can serve as the basis for clear feedback to individuals to help further clarify roles, areas of strength and need Cautionary Note People are not used to practice profiles - Initial feelings of being overwhelmed may occur “Harmful Variation” may be misunderstood. The term implies the behaviors/actions written in that column are harmful to implementation efforts

27. September 2012 Benefits to Using Practice Profiles (cont.) Advantages Supports for implementers can be differentiated based on where their implementation falls along the continuum Specific needs related to developing competency can be easily identified based on the specificity of the critical components Cautionary Note People may sometimes view a practice profile as evaluative and in some cases punitive. Implementers can overlook the utility of practice profiles being used to identify training and coaching supports

28. September 2012 Reading Practice Profile At first, read the critical components in the columns all the way down BEFORE you begin reading across. There is not always another variation for some of the critical components listed in the “ideal” column.

29. September 2012 Why so much detail? Balance between clarity and trying to keep the document short Ambiguity around roles and expectations results in difficulty with implementation. Happy medium between enough detail to provide clarity and trying to keep the document to a reasonable length

30. September 2012 Building Principal Practice Profile

31. September 2012 Critical Components 1.Deepening personal knowledge 2.Establishing a vision 3.Developing a cadre of teacher leaders 4.Deepening staff knowledge 5.Supporting stakeholders through the change process 6.Guiding the problem-solving process through data- based decision making 7.Participate in leadership team activities 8.Effective communication 9.Accountability mechanisms

32. September 2012 Selecting the Critical Components Reviewed research on principal effectiveness Common themes continued to emerge The critical features identified emerged from the literature review –The critical features integrate and support the implementation of one another

33. September 2012 Leadership Research Resources

34. September 2012 Not THAT…. Do THIS…. Be knowledgeable about what you are leading Commit “assumicide” Jump on Bandwagons Wallow in the insignificant

35. September 2012 JOHN HATTIE VISIBLE LEARNING

36. September 2012 Using “Hattie’s Intervention List,” circle the items your school has spent time on in the past few years. Put an asterisk by those where significant training or implementation time was spent. Activity

37. September 2012 Visible Learning Basics An effect size of 0.5 = one grade level gain on evaluation The average effect size for all interventions attempted in education = 0.4

38. September 2012 Draw a line just above the items that have an effect size of 0.40. Assess how much time, energy, and resources have been spent on things above the line versus those below the line. Share you findings with a neighbor. Activity

39. September 2012 Knowing About versus Really Knowing

40. September 2012 What are the problems with just “knowing about?” Won’t understand the issues around implementation Won’t recognize the difference between effective and ineffective implementation Will not be able to provide descriptive feedback

41. September 2012 How does one get to the level of “really knowing?” Read and identify critical features –NEVER LOSE SITE OF THE CRITICAL FEATURES!! Watch and observe someone who does it well Pair up with a teacher and learn together Be the first in the barrel and let teachers critique

42. September 2012 My turn in the barrel Video Clip

43. September 2012 Read through the first critical feature of the Building Administrator Practice Profile, “Deepening Personal Knowledge of MTSS.”Read through the first critical feature of the Building Administrator Practice Profile, “Deepening Personal Knowledge of MTSS.” Begin with “ideal” and “Acceptable”Begin with “ideal” and “Acceptable” –What are the differences between the two categories? Read through “Unacceptable” and “Harmful”Read through “Unacceptable” and “Harmful” –What are the differences between the two categories What is one thing you can do this year to improve?What is one thing you can do this year to improve? Activity

44. September 2012 Not THAT…. Do THIS…. Lead people through the change process Give into the resistance to change

45. September 2012 Read through the critical feature “Support Key Stakeholders Through the Change Process” (p. 7)Read through the critical feature “Support Key Stakeholders Through the Change Process” (p. 7) Begin with “ideal” and “Acceptable”Begin with “ideal” and “Acceptable” –What are the differences between the two categories? Read through “Unacceptable” and “Harmful”Read through “Unacceptable” and “Harmful” –What are the differences between the two categories What is one thing you can do this year to improve?What is one thing you can do this year to improve? Activity

46. September 2012 Why do people resist change? Human nature Lacking the necessary skills to do what is being asked Lacking training in the materials to do what is being asked Not sure what will need to be given up to implement the change “I’m not sure how the change will impact me.” 46

47. September 2012 Order of Change First order change are changes that are perceived to be a continuation and refinement of existing beliefs and practices. They can be implemented with current knowledge Second order change are changes that are perceived to be a significant break from current practices and will require new knowledge, beliefs, and/or resources (McREL, 2006) 47

48. September 2012 Characteristics of First Order Change Extension of the past Aligns with paradigms Consistent with the values and norms of the district/school Implementation is possible with current knowledge and skills Resources that are currently available are used to implement the change Common agreement with the necessity of the innovation 48

49. September 2012 Characteristics of Second Order Change Departure from the normal way of doing business Challenges existing paradigms Conflicts with prevailing values and norms New knowledge and skills are needed Resources that do not currently exist will be necessary Resistance by others who do not have a broad perspective of the district/school 49

50. September 2012 Leading RtI Implementation Continuum of Supports: Leadership Perspective Leadership practices that are applicable for all staff regardless of what is being implemented Targeted leadership practices for staff who are “on the fence” with the adoption of practices associated with MiBLSi/RtI. Principal practices necessary for leading second order change are utilized with groups of staff members who are cautious or unclear about the implementation of RtI practices/programs Intensive support with individual staff who are resistant to what you are trying to lead. More of your time, energy, and resources will be used specific to the reasons why they are resistant and/or sabotaging the practice 50

51. September 2012 Tiered Leadership Intervention 51 The key is to anticipate how staff will perceive what you are trying to lead the implementation of…plan for the worst and expect the best!

52. September 2012 Discuss the frequency to which you systematically anticipate the level of intensity of leadership supports for staff?Discuss the frequency to which you systematically anticipate the level of intensity of leadership supports for staff? Activity

53. September 2012 Concerns Based Adoption Model (CBAM) 53

54. September 2012 People and the Change Process Concerns Based Adoption Model (CBAM) evolved in the 60’s and 70’s when best practices in education were often presented with discrete practices or programs CBAM research team believed that change first involved the individual 54

55. September 2012 People and the Change Process They wanted to find out what happens when individuals are asked to change their practices The CBAM model is intended to to help leaders, coaches, and facilitators identify the special needs of individuals involved in the change process and address those needs appropriately 55

56. September 2012 CBAM Series Stages of Concerns Level of Use Innovation Configuration Perfect marriage with the Implementation Science! 56

57. September 2012 Concerns Based Adoption Model Stages of Concern (SoC): people have personal concerns about implementing an innovation (program, practice, strategy) Stages are developmental –Concerns are about how the change will personally impact them –Concerns about the tasks associated with implementing the program –Concerns about the impact of the program 57

58. September 2012 Stages of Concern 0 6 3 1 2 4 5 Awareness Informational Personal Management Consequence Collaboration Refocusing 58

59. September 2012 Stages of Concern 0 = Awareness: I am not concerned. 1 = Informational: I would like to know more about it. 2 = Personal: How will using it affect me? 3 = Management: I seem to be spending all my time getting materials ready. 4 = Consequence: How is my use affecting learners? Can I refine it to have more impact? 5 = Collaboration: How can I relate what I am doing to what others are doing? 6 = Refocusing: I have some ideas about something that would work even better. 59

60. September 2012 Leading Change RtI Implementation requires systems change. Leaders need to focus on seven essential areas that will help move staff through the change process. Focus on these seven areas will particularly help leaders deal with staff members who view the change as second order change. Based on the work of Marzano, Waters, McNulty (2005) 60

61. September 2012 Seven Essential Areas 1.Knowledge of the practices associated with RtI/MTSS 1.Positive support for staff who engage in the practices they are expected to implement 3.Deepening the knowledge of staff in RtI/MTSS 4.Willingness to disrupt the status quo in the face of uncertain outcomes Based on the work of Marzano, Waters, McNulty (2005) 61

62. September 2012 Seven Essential Areas 5.Monitoring and evaluating the implementation efforts and the impact it is having on student outcomes 5.Directive and non-directive leadership as the situation warrants 5.Absolute belief in what staff are being asked to implement will positively impact the students Based on the work of Marzano, Waters, McNulty (2005) 62

63. September 2012 Areas Negatively Impacted by Second Order Change 1.Culture 2.Communication 3.Policies & Procedures (order) 4.Stakeholder Input 63

64. September 2012 Pitfalls of Second Order Change Culture: strongest negative relationship to second order change because common language, understanding, and team spirit have all been impacted by the innovation Communication: people resisting the change do not have the ears to hear Based on the work of Marzano, Waters, McNulty (2005) 64

65. September 2012 Pitfalls of Second Order Change Policies and Procedures: implementation caused changes in some of the policies and procedures staff have come to love Stakeholder Input: people resisting the change do not have the ears to hear. Often times when you ask for input, their suggestion is to revert to former practice Based on the work of Marzano, Waters, McNulty (2005) 65

66. September 2012 This does not mean the leader intentionally tries to undermine the four areas. It means the leader might pay a price in relationship to the four leadership areas when leading a second order change initiative Based on the work of Marzano, Waters, McNulty (2005) 66

67. September 2012 What you hear… what needs to be heard. 67

68. September 2012 What You Hear….What Needs to be Heard…. “this too shall pass” RtI/MTSS is aligned with our school mission and improvement plan Measurable goals are tied to school improvement and teacher evaluation District and School Leadership Teams are leading RtI/MTSS efforts RtI/MTSS is a collective responsibility and builds off collaboration RtI/MTSS won’t work here because _______ RtI/MTSS has shown positive results across a wide variety of schools, it does require changes in how schools work RtI/MTSS is about good instruction, collaboration, and student improvement RtI/MTSS is a process and “way of doing business” unique to each building but common in principles This is not a new initiative, but implementing what is known to work Superintendent (or other) saying, “you will do RtI/MTSS”. Successful implementation of RtI/MTSS requires a culture of support from all involved Structuring and implementation take time and need to meet the needs of each building 68

69. September 2012 What You Hear….What Needs to be Heard…. So, my experience doesn’t matter when it comes to the decisions now because it is all about hard data….. Your experience does matter. The data we collect does matter. It is our responsibility to create a solid understanding of both in order to know how to proceed. Our curriculum doesn’t teach _________, but that is what seems to matter – does that mean I change what I teach? With our screening and progress monitoring tools, the alignment is by the big idea, not individual questions or the format of the test. When do I have time to teach? The data we are collecting help us with our teaching. Revisit required assessments versus those we choose to do. 69

70. September 2012 What You Hear….What Needs to be Heard…. Those (DIBELS/AIMSweb…) scores just aren’t right – we haven’t even taught all those sounds yet….. Our screening measures aren’t mastery assessments. Our screening measures should help us identify who needs additional assistance – are the students who you are concerned about identified as needing help? So… if our oral reading fluency scores are low, we should all talk about how to improve student’s rate of reading – yes? With our screening and progress monitoring tools, the alignment is by the big idea, ORF is a tricky measure. Yes, we should be instructing on all components of fluency in our core – along with phonics, vocabulary, comprehension, and phonemic awareness. Don’t confuse how we assess with what it represents. What happened to just trusting our professional judgment? Our professional judgments vary. “Trusting one means not trusting another. We are positioned to make stronger decisions when we seek to understand our judgments and our data. 70

71. September 2012 Not THAT…. Do THIS…. Use data to drive decisions Allow teachers to use their “gut” rather than their data Spend too much time on bad data

72. September 2012 Read through the critical feature “Guide Problem Solving Through Data Based Decision Making” (p. 9)Read through the critical feature “Guide Problem Solving Through Data Based Decision Making” (p. 9) Begin with “ideal” and “Acceptable”Begin with “ideal” and “Acceptable” –What are the differences between the two categories? Read through “Unacceptable” and “Harmful”Read through “Unacceptable” and “Harmful” –What are the differences between the two categories What is one thing you can do this year to improve?What is one thing you can do this year to improve? Activity

73. September 2012 What Data? Not all data is good data Trusting the data can be hard for some Remember that you tend to treasure what you measure. Make sure your data is worthy of this!

74. September 2012 Table Talk Are you using any questionable data? Are you using any questionable data? Do you have people who don’t believe the data? Do you have people who don’t believe the data? Activity

75. September 2012 Not THAT…. Do THIS…. Use data to support the implementation process Use data to punish staff for not implementing well Lose the urgency that the data provides

76. September 2012 People can be fearful of data Trusting people in the process of reviewing data takes time.

77. September 2012 In groups review the data provided.In groups review the data provided. –How successful is this person in reaching their goals? –Determine what is working and what needs to be improved. Activity

78. September 2012 Once your data is set, stay focused Maintain sense of urgency Establish a set of indicators matched with actions to be taken.

79. September 2012 Not THAT…. Do THIS…. Stay focused on implementing evidence based practices and strategies well Allow shiny objects to change your implementation plan

80. September 2012

81. Stages of ImplementationFocusStageDescription Exploration/Ado ption Develop Commitment at ISD and LEA level InstallationEstablish ISD leadership team, implementation team and MTSS Coordinator, set up data systems. Audit of current resources and capacity, plan and prepare for work Implementation (Initial/Full) Try out the practices, work out details, learn from and provide significant support to implementers ElaborationExpand the program/practices to other locations, individuals, times- adjust from learning in initial implementation. Continuous Improvement/R egeneration Make it easier, more efficient. Embed within current practices. Work to do it right! Work to do it better! Should we do it!

82. September 2012 Exploration of a Program or Practice Key areas for consideration: –Need –Fit –Resource Availability –Evidence –Intervention Readiness for Replication –Capacity to Implement

83. September 2012 Each category will be assessed for need: high, medium, or low Record the evidence based practice “EBP.” Record the score for each category

84. September 2012

85. Examples and Non-Examples Fit K data for phonemic awareness (PA) is low – K-PALS is is designed to address PA and alphabetic principle (AP) (next step in the continuum of learning to read) – PA and AP are two of the five big ideas of reading – District goal is to have all students reading proficiently by third grade – Teachers can implement the program within the core reading block Not a Fit K data for letter identification is low – Letter ID intervention groups are suggested to teach students their letter names and sounds – Letter naming is not one of the five big ideas of reading – Emphasizing letter naming is not including in the district RtI implementation plan – The district & building SI objectives do not include letter ID

86. September 2012

87. Resource Availability Financial resources exist to purchase enough copies/materials If the program is technology based, sufficient I.T. support exists Full staffing necessary for implementation Training and re-training as necessary on all aspects of the program

88. September 2012 Resource Availability Data system to monitor the effectiveness of the program on student outcomes is fully functioning Coaching support is available to all implementers as needed Accountability mechanisms are determined

89. September 2012 Resource Availability Administrative support Systems necessary for implementation are in place or can easily put in place upon selection

90. September 2012 Resource Availability Examples All teachers have the necessary materials to implement the program Training from a person who has implemented the program for some time PD includes: theory, discussion, practice, modeling and re-training will occur after coaching and feedback are provided Non-Examples One copy per grade level can be purchased. Teachers can share Training is condensed to a two hour training to fit into an after school meeting The trainer is new to implementing the program There is nobody available to provide coaching No expectation to implement

91. September 2012

92. “K-12 education contains a vast array of educational interventions…that claim to be able to improve educational outcomes and, in many cases, to be supported by evidence…This evidence often consists of poorly-designed and/or advocacy-driven studies.” U.S. Department of Education IES National Center for Educational Evaluation and Regional Assistance (2003)

93. September 2012 Three Steps 1.Is the intervention backed by “strong” evidence of effectiveness? 2.If not, is the intervention backed by “possible” evidence of effectiveness? 3.If the answers to both questions are “no” then conclude the intervention is not supported by meaningful evidence.

94. September 2012 Cautionary Note about “Evidence” Be cautious about the following: –Studies that were conducted by the publisher of a program –Case studies –Pre/post studies –Studies where the the comparison group is not well matched to the group receiving the treatment (intervention program/practice)

95. September 2012

96. Intervention Readiness for Replication Qualified purveyor –Purveyor: “group of individuals representing a program or practice who actively work to implement that practice or program with fidelity and good effect” Expert technical assistance is available to support implementation efforts Fixsen, Blasé et. al., 2006

97. September 2012 Intervention Readiness for Replication Mature sites exist to observe the number of replications –Mature sites: schools, classrooms who have implemented the program for some time and have replicated implementation with success The program is fully operationalized so Practice Profiles can be developed Implementation Drivers are operationalized Fixsen, Blasé et. al., 2006

98. September 2012

99. Adapted from Fixsen & Blase, 2008 Successful Student Outcomes Program/Initiative (set of practices that are implemented with Fidelity) Selection Training Coaching Decision Support Data System Incentives Facilitative Administration Vision Resources Information Management/ Coordination

100. September 2012 Review the completed example provided.Review the completed example provided. –Discuss the benefits and risks to using this tool (or more importantly, the critical areas that make up the tool) in your building/district. Benefits Risks Benefits Risks Activity

101. September 2012 Not THAT…. Do THIS…. Be an “instructional leader” Function primarily like a manager

102. September 2012 Principal’s ∧ Job Description? Many principals report, much of the administrator’s job is spent engaged in important but fundamentally non- instructional activities Real

103. September 2012 Allocation of Time and Attention Research Findings: 17%- managing by walking about the school 14%- human resource related activities (i.e. teacher evaluation) 13%- discipline 20%- office related tasks 25%- meetings or schedule conferences with parents and/or students 11% for interruptions and working on the culture of the building Bledinger, Arirata, Jones (2000)

104. September 2012 The Principalship: A Historical Perspective

105. September 2012 Changing Role of the Principal: Historical Perspective Then…. Principals were primarily expected to be managers Maintain the status-quo by “keeping a lid on things” Buffer teachers from outside distractions (competing district priorities, behavior problems, angry parents) Now… Instructional leaders Create a culture of high expectations Establish clearly defined goals Create a safe and orderly environment Engage with staff in frequent professional development Increase parental involvement

106. September 2012 Leader or Manager…or Both? Principals experience a constant pull between wanting to be an instructional leader (to do what they thought they were hired to do) and finding the time to complete the necessary managerial tasks so the school can function smoothly

107. September 2012 So, what do we do?

108. September 2012 Possible Solutions Develop a cadre of teacher leaders to off-set some of the RtI activities you need to accomplish Prioritize efforts Speak to your supervisor (Assistant Supt or Supt) about identifying the priorities for focusing your time and attention Advocate for district level infrastructures to support your building implementation efforts

109. September 2012 District Infrastructures to Support Building-Level Implementation Efforts

110. September 2012 ISD/RESA Cabinet ISD/RESA Implementation Team Vision Priority Policy Providing for implementation supports (coaching, training, evaluation) Barrier busting Create materials Collect and summarize data Identify barriers to implementation Coordination Liaison MTSS Coordinator Implementation Supports Direction Training Coaching Content Expertise Materials Evaluation Implementation Supports Direction Training Coaching Content Expertise Materials Evaluation Districts 110

111. September 2012 Thank You! Kim St. Martin, Assistant Director, MiBLSi kimstmartin@me.com John Vail, Academic Administrator 3-8 & Principal Schoolcraft Middle School jvail@schoolcraftschools.org