1. Nancy Steele Kelly Vanderbosch The Power of Teams in RtI as a Multi-Tiered System of Support

2.  To continue to enhance and celebrate the leadership for RtI and PBIS across the NW BOCES  To learn from reflections on this year’s learning about how best to implement RtI and PBIS as a Multi-Tiered System of Supports (MTSS) in alignment with UIP, READ Act, Teacher Effectiveness,  To reinforce the power of teams in MTSS implementation Purpose of Today’s Meeting

3.  Know some leadership practices that build and support sustainable teams  Learn from the common trends of MTSS implementation from other schools and districts across the region  Begin to plan for next year Today’s Outcomes

4.  Gallery Walk- See questions on the following slides  The charts will circulate amongst the tables with key questions  We will share out and draw some summary statements/conclusions from this year  The Power of Reflection and Teams  Presentation by Nancy and Kelly  Exploring Team Draft Structure  Next Year AGENDA

5. What have you and your teams learned about MTSS implementation this year? 1 Reflection

6. What have you seen that has made effective school/distr ict problem solving teams? 2 Reflection

7. What have teams done this year that has been effective in providing, monitoring and adjusting supports for students? 3 Reflection

8. What teaming structures and protocols do you have in place to support MTSS Problem Solving across your school? 4 Reflection

9. What successes have you seen related to student academic growth? How is this related to teaming and support? 5 Reflection

10. What successes have you seen related to student behavioral growth? How is this related to teaming and support? 6 Reflection

11. What have you done to increase parent/fami ly engagement this year? 7 Reflection

12. Our Reflections

13.  Integrating academic behaviors into problem solving  Elements of MTSS- updates from CDE  Providing supports based on standards  Non cognitive report  Sharing great practices across the region Review of Information Covered Over the Past Year

14.  More cohesive conversations and collaboration across the region  Integration of behavior and academics!! RtI and PBIS  Systems thinking  Better use of data  Better use of protocols  Tying RtI and PBIS into bigger initiatives and systems What has Changed

15.  We see schools grasping universal and intensive and still struggling to effectively manage interventions  Get started!! Use existing team structures to begin to make changes.  Engage the whole staff in the process- planfully Reflections

16. The Power of Teams for MTSS

17.  “Members of a true team work interdependently to achieve common goals for which members are mutually accountable.”  Student learning outcomes  All team members take collectively responsibility to ensure each student succeeds  Team members gain a great deal from each other  They are better as a team than alone A Case for Healthy Teams

18.  One of the leadership team’s greatest leverage points is its ability to determine the structure, timing and content for staff conversations  All stakeholders need a voice  The discussion about MTSS is ongoing from a systems level, to classroom instruction, to interventions to individual students  Commitment comes when people see that the changes work  Teams have to be the point to start doing the work in order to get that level of commitment A Case for Healthy Teams

19.  Guiding, not directing  Collaborating, not competing  Guidelines, not rules  Activities, not lectures.  Diversity, not sameness  Openness, not secrecy  Active, not passive  Involved not isolated  From What Makes Effective Teams Tick Healthy Teams

20. Teaming Document

21.  Review and discuss Team Document  See what you think about the document…  What is missing?  What questions do you have?  How can it be used for schools to think about their teaming practices?  On blank one, list what you have in place for teams in your schools Review of Teaming Document

22.  Who is on it?  How often do they meet?  What data and information do they use?  What decisions do they make?  How do they communicate with school community?  How do they communicate and partner with families?  Is PBIS separate team or within this team? if separate, how do teams communicate? Describe your school leadership team(s)

23. Academic and Behavior Supports and Data for Leadership Team(s)

24.  New learning and the part that is so important for managing interventions effectively.  Ask how their schools/teams are doing these tasks.  Tier 2 Article- see website  Example from the article Intervention Team

25.  Articulating a purpose  Distinguishing interventions from Tier one Instruction  Evidence-based  Small group instruction  Clearly articulated intervention implemented with fidelity  Goal of targeted interventions is to remediate academic (and/or behavioral) so students can successfully participate in classroom instruction without extra support Overview of Article on Intervention Team

26.  Identifying needed components  Data management system  A process for collection, review and use  Clear decision points  Toolbox of interventions based on the needs identified through data analysis  A Team charged with oversight and management of the Tier 2 intervention system  Building leaders and teachers/staff working together Overview of Article on Intervention Team

27.  Key Areas for Implementation  Best approached as a systems issue  New process for most schools  Alignment of instruction to student need through  Personnel procedures  Procedures for interpreting data  Decision rules  Allotment of resources  Communication system-students, staff, families, community Overview of Article on Intervention Team

28.  Example: School interested in developing a Tier 2 system with a focus on reading 1. Reviewed benchmark data—found 85% meeting proficiency targets with Tier 1 instruction, but at-risk students not showing growth 2. Defined need—Tier 2 instructional program to meet needs of students at risk for poor reading outcomes 3. Developed a process for data collection and evaluation  Regular data-review meetings established  Movement within AND across tiers 4. Data used to inform decisions about instructional programming—direct instruction of letter-sound correspondences 5. Dedicated a school-level team to manage the process—looked at data across grade levels and within Tier 2 program Overview of Article on Intervention Team

29.  Tier 2 Team—meets on a regular basis to:  Review data  Problem-solve for students who are not making progress  Refine Tier 2 instruction so it’s highly effective for at- risk students *Tendency in schools is to provide intervention support immediately, without engaging in the systems planning approach described above Overview of Article on Intervention Team

30. Academic and Behavior Supports and Data for Intervention Team

31.  How are they structured (grade-level, dept., etc.)?  How often do they meet?  What data and information do they use?  What protocols are used?  How are decisions made?  How do they communicate with school community?  How do they partner with families? Collaborative Teacher Teams

32. Academic and Behavior Supports and Data for Collaborative Teacher Teams

33.  Who is on these teams?  How often do they meet?  What data do they collect?  How are decisions made?  How do they communicate with school community?  How do they partner with families? Individual Student Support Teams

34. Academic and Behavior Supports and Data for Individual Student Support Teams

35. Next Year Plans