GARDEN CITY DISTRICT LEADERSHIPSeptember 4, 2012

Let’s Review and Renew

• Review following:• Group Norms• Decision Making Method• DLT Responsibilities• DLT Core Beliefs• BLT Membership

DLT Norms

• Begin and end each meeting on time. • Be respectful of other’s opinions. • Everyone’s voice is important and should be heard. • Ensure confidentiality within the group. • Stick to the agenda. • Have student’s best interests in mind. • Disengage in sidebar discussions. • Guarantee that no decisions are made about a

program/level unless that group is represented.

DLT Decision Making Method

1. Majority rule: 80% is the decision point for majority.

2. When majority can’t be reached, the ruling will be Dr. Atha’s decision.

3. Any decision made will be supported by all members of the District Leadership Team.

DLT Responsibilities

• Create the rationale for implementing MTSS.• Ensure the rationale for MTSS is reflected in district and building

vision, core beliefs, mission, policies, procedures, and practices.• Ensure staff has support necessary to successfully achieve what

they’re being asked to accomplish.• Create a culture that allows staff to be actively involved in data-

driven decision making.• Ensure regular bi-directional communication with all stakeholders.• Monitor and provide checks and balances for district

expectations.• Support building and overall systemic changes.• Provide clarity to building and collaborative teams.• Hold high standards for the implementation of MTSS systemically.

DLT Core Beliefs

We believe… This means… This does not mean…1. Students will learn in a safe environment where everyone will be treated with dignity and respect.

Students, staff, and patrons will model and implement the school culture in which relationships are built upon trust and respect and every child makes a connection with at least one adult.

Culture and environment are determined by individual staff.  

DLT Core Beliefs

We believe… This means… This does not mean…2. Every child will learn and achieve at high standards. No excuses.

Based on data, all students will continually show growth and have skills for post-school success.

All students will reach the same benchmarks at the same time in the same way.  

DLT Core Beliefs

We believe… This means… This does not mean…3. Learning includes academic and social competencies through high quality instruction.

Curriculum is aligned with standards. Student learning is measured both in academics and behavior.

The focus is not only on AYP and discipline referrals.

DLT Core Beliefs

We believe… This means… This does not mean…4. Every member of the learning community will continue to grow, learn and reflect.

Requires commitment to professionalism (e.g., participating in continuing professional development) and using/sharing new learning to improve student learning.

This is not just about earning release time or attending workshops.

DLT Core Beliefs

We believe… This means… This does not mean…5. All building staff will be responsible for the learning of all students.

Certified and classified staff contributes to student learning. There is collaboration among staff. Learning is student centered and not subject centered.

Isolation One person’s role is better than another.  Student label/placement does not remove responsibility for student learning.

DLT Core Beliefs

We believe… This means… This does not mean…6. Effective change is intentional, coherent, and dynamic.

Change is based upon student needs and is communicated to and implemented by staff.

This is not based on adult desires.

DLT Core Beliefs

We believe… This means… This does not mean…7. Families have an important role in the education of children.

This means we create meaningful opportunities for families to be involved in their child’s learning.

This does not mean one way communication (i.e., newsletters, parent-teacher conferences)

DLT Core Beliefs

We believe… This means… This does not mean…8. Effective communication is essential with all stakeholders in the school community.

This means consistent ongoing two-way communication with all staff, students, and patrons.

This does not mean one way communication and not listening to students, staff, and patrons.

DLT Core Beliefs

We believe… This means… This does not mean…9. All decisions will be data-based.

This means data will drive instruction with consistent and frequent analysis.

This does not mead decisions are based on personal views or perceptions.

BLT Responsibilities

• Establishing bi-directional communication• Bringing staff to consensus• Fostering collaboration• Ensuring supportive schedule• Ensuring fidelity of MTSS• Establishing and protecting time for collaborative teams

Considerations for Your BLT

• Primary responsibilities of the BLT as a whole• Appropriate departments/groups represented

• Groups/people affected by the changes• Authority to make decisions at building level• Ability to allocate resources including time at

building level• Ability to manipulate and explain data• Ability to present/train peers• Direct link to all collaborative teams

Providing Communication

• Purpose• Consistent message• Information sharing• Bi-directional communication• Stakeholder input

Do We Need to Communicate Today?

Long Term Plan

WHEN

• 2012-13

• 2013-14

• 2014-15

• 2015-beyond

WHAT for WHO

• MTSS Reading Implementation for all buildings

• MTSS Math Structuring for all buildings; MTSS Reading Refinement and Sustainability for all buildings

• MTSS Math Implementation for all buildings; MTSS Reading Refinement and Sustainability for all buildings

• Ongoing MTSS Refinement and Sustainability district wide

Next Steps• On the following dates the DLT will meet with MTSS Core

Team Support• September 25, 2012• Discuss and finalize the district’s curriculum protocol and update

intervention plan

• October 23, 2012• Analyze Fall AIMSweb data and proceed through the MTSS

Reading grouping for intervention process

• November 6, 2012• Proceed through MTSS Reading progress monitoring process

• February 26, 2013• Analyze Winter AIMSweb data and proceed through the MTSS

Reading grouping for intervention process

Next Steps

• March 12, 2013• Proceed through MTSS Reading progress monitoring process

• May 7, 2013• General support through entire MTSS Reading process