presentation for principals and assistant principals .pdf

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  • Supporting our leaders during implementation

    MTSS IN RCSS NEXT STEPS

  • As principal, what criteria do you use to evaluate teaching and learning in your school?

    PRINCIPAL MTSS SURVEY RESULTS

  • What types of data did you use to answer the above question? (What does your data tell you about the students in your school?)

    PRINCIPAL MTSS SURVEY RESULTS

  • What kinds of issues/concerns/frustrations do you anticipate and/or currently experience with regard to MTSS implementation?

    PRINCIPAL MTSS SURVEY DATA

  • Please list, in priority order, fours ways our district MTSS team can support you and your teachers as our district begins implementation of the MTSS framework.

    PRINCIPAL MTSS SURVEY DATA

  • The North Carolina implementation team has identified SIX essential components of MTSS implementation both at the district level and the school level: 1. Leadership 2. Building Capacity/Infrastructure for Implementation 3. Communication and Collaboration 4. Data-Based Problem Solving 5. Three Tiered Instructional Intervention Model 6. Data Evaluation (North Carolinas critical components were adapted from collaboration with Floridas MTSS work)

    ESSENTIAL COMPONENTS OF MTSS

  • RCSS Six Critical Components: Leadership Instruction & Intervention Problem-Solving Data/Assessment Stakeholder Engagement Implementation of

    Evidence-Based Practices

    RANDOLPH COUNTY SCHOOL SYSTEM MTSS FRAMEWORK

  • ACTIVITY MTSS TIERS

  • Randolph County School System MTSS Non-Negotiables: Culture of collaboration is embraced,

    expected, and supported at the district and school level.

    District level standard protocols, in the areas of academic and behavior assessment, curriculum, intervention, instruction, and operations are established, implemented, and supported with fidelity.

    The focus of professional development is expecting and supporting the fidelity of implementation of MTSS.

    Results-driven leadership is expected and supported.

    Unti l your schools f ind ways to addr ess the soc ia l , emot ional , and heal th-r e lated chal l enges that your kids face e ver y day, academic exce l l ence i s just a pol i t i ca l ly cor r ec t but highly unl ikely goal (Jensen, 2009, p. 70).

    WHY MTSS?

  • Principals Role in Leading Implementation of MTSS: Models Problem-Solving Process Expectation for Data-Based

    Decision Making Scheduling Data Days Schedule driven by student needs Instructional/Intervention Support Intervention Sufficiency Communicating Student Outcomes Celebrating and Communicating

    Success

    You cant change whats in your students bank account, but you can change whats in their emotional account (Jensen, 2009, p. 21).

  • 2015-2016 MTSS District-Wide School Goal: By June 2016, al l schools in RCSS wil l complete exploration, consensus, and r eadiness assessments with their staf fs in order to determine their school s needs for the implementation of MTSS . All schools wil l be able to identi fy the ways in which they meet the unique and diverse lear ning needs of al l s tudents in their schools within the MTSS framework. Belief is shared Vision is agreed upon Implementation requirements are understood What are our beliefs around student capacities for learning? What are our beliefs around effective instruction? How do we feel about interventions for students? Learning Difficulty vs. Learning Disabil ity Work Ethic vs. Learning (what are we measuring?)

    WHAT DO WE BELIEVE?