Teamwork Makes the Dream Work: Equity Maximizing Roles and ...
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GATE Equity Webinar Series Teamwork Makes the Dream Work: Maximizing Roles and Relationships to Serve Students
Transcript of Teamwork Makes the Dream Work: Equity Maximizing Roles and ...
GATE Equity Webinar Series
Teamwork Makes the Dream Work:
Maximizing Roles and Relationships to Serve Students
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1/11/2021 | 4
Do You Need Clock Hours? 3 Free Clock Hours in pdEnrollerRegister
• Register for morning sessions: GATE Equity Webinar 101 – you only have to do this once for each school year.
• Register for afternoon sessions: GATE Equity Webinar 201 – you only have to do this once for each school year.
• Register monthly for your 3 Free Clock Hours on pdEnroller.
Attend Live• Attend both sessions live. This will be used for clock hour verifications.
Evaluation• Complete the PDEnroller Evaluation online. Clock hours will be awarded
when we have verified your attendance, usually within a few days.
Questions about this process? Contact Ronnie Larson
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We’re Planning to Group You: Introduce Yourself
1. Click on Participants in the
Zoom menu.
2. Find your name in the participants list.
Choose More.Click Rename.
3. First & last name.Role and Grade Band
Chris Reykdal – Teacher – MS/HS
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Vision All students prepared for post-secondary pathways, careers, and civic engagement.
Mission Transform K–12 education to a system that is centered on closing opportunity gaps and is characterized by high expectations for all students and educators. We achieve this by developing equity-based policies and supports that empower educators, families, and communities.
Values • Ensuring Equity• Collaboration and Service• Achieving Excellence through Continuous Improvement• Focus on the Whole Child
Equity Statement Each student, family, and community possesses strengths and cultural knowledge that benefits their peers, educators, and schools.Ensuring educational equity:• Goes beyond equality; it requires education leaders to examine
the ways current policies and practices result in disparate outcomes for our students of color, students living in poverty, students receiving special education and English Learner services, students who identify as LGBTQ+, and highly mobile student populations.
• Requires education leaders to develop an understanding of historical contexts; engage students, families, and community representatives as partners in decision-making; and actively dismantle systemic barriers, replacing them with policies and practices that ensure all students have access to the instruction and support they need to succeed in our schools.
Recognizing Traditional Lands
North Thurston Public Schools | 1/11/2021 | 9
School District & Nearest Federally Recognized Tribes
Washington Tribes Map
Overlapping Map
Text city and state to 907-312-5085
BLMAs we transition from honoring the people and lands Native to
America; we also want to acknowledge the pain and trauma resulting from 400 years of systemic racism within the United States against
people of the African diaspora.
We stand with our communities of color during these unprecedented times of civil unrest, especially those who identify as
and/or are categorized as Black and/or African American. We will continue to center our work in leading with racial equity.
We want to offer a moment of silence, and afterwards, honor the space for people from communities of color to respond to this
acknowledgement first. Then, we invite allies and others to communicate their comments after. Please use the chat box.
We invite accountability and partnership.
An abridged version of a statement adopted by PSESD 121 | 1/11/2021 | 10
Holocaust Remembrance
January 27th, 2021: International Holocaust Remembrance Day
Educating for Change: Ensuring Holocaust Remembrance in Washington StateApril 15: 11:00am-12:30pm•Teaching and Learning best practices from the Seattle Holocaust Center for Humanity.
Holocaust Center for Humanity | 1/11/2021 | 11
Objectives• Learn the value, structure, and
key function of teams and how to make them sustainable with the Interconnected Support Framework
• Get strategies for how you might use a team to support behavioral health at a school and district level.
• Participate in breakout rooms to apply big ideas to your work and plan next steps
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Presenters
Kefi AndersenGraduation Equity Program
Supervisor OSPI
Mandy ParadisePrevention-Intervention
Program SupervisorOSPI
Justyn PoulosDirector of MTSS
OSPI
Ashley BoydCoordinator for Prevention and
Intervention ServicesAuburn School District
Christine Clark-GustafsonTruancy Liaison
Auburn School District
Andrew CainPrincipal
Cedar Heights Middle School
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Questions & Polling 1
• Administrator • Counselor/
Counselor/Psych/Community Liaison/Attendance Liaison / Grad Specialist
• Teacher• Para-educator• Parent/Community
Member/Community Based Organization
• District Office/ESD Staff• Continuous Improvement Partner or
Teaching Coach• Other
Who’s here?
• Elementary • Secondary • Both • None/NA• Other
What grade band do you work with the most?
• Very• Somewhat• It’s new!
How familiar are you with our topic?
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Relationships & Students
Protective Factors: Relationship
Belonging & school connectedness
Strong family relationships
Caring, trusted non-family adults
Ability to make friends
Good peer relationships
Risk & Protective Factors | Youth.gov | 1/11/2021 | 16
Working Relationships & Teams
A Closer Look at Teams
MTSS Teams
District Example
School Example
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Teamwork as relationship
Together We Can Do So Much: A Systematic Review and Conceptual Framework of Collaboration in Schools
Research says...Strong-Teams-Strong-Schools by Learning Forward
Together We Can Do So Much: A Systematic Review and Conceptual Framework of Collaboration in Schools
Mutual Respect
Common Goals
Clear PurposeTrust
Solid Structure
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Why Focus on Teaming?Defining the Ideal Model
Multi-Tiered System of SupportsThe Washington MTSS Framework is an evidence-based organizational approach for districts and schools to create equitable, consistent, and flexible systems and supports that empower educators, students, families, and communities to ensure benefit for every student.
Learn More: https://www.k12.wa.us/mtss
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Why have teaming structures?
Cascading Supports
Sustainability Distribute workload among
multiple individuals
Expand perspective, make
more informed decisions
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Who is Supported?District
Leadership Team
School Leadership
Team
School Staff
Students
Schools in district
All staff in school
All students in school
Provides guidance, visibility, funding, and political support
Provides guidance, and manages implementation
Provides evidence-based practices to support students
Demonstrates improved outcomes
How is support provided?
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4 Steps to Sustaining PBIS Implementation
Keep a Strong Team
1Use your Fidelity of
Implementation Data to Improve
your Systems
2Use your School Discipline Data
3Implement PBIS in
the Classroom
4
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Function over Form
FunctionForm
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District Leadership Teams
Administration
Families
Community Providers
Teachers
Counselors & Psychs
District Leadership Team Tasks
Standardize the Process
Ensure capacity for schools to implement• Stakeholder Engagement• Funding and Alignment• Policy• Workforce Development
• Training• Coaching• Evaluation
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School Leadership Teams
Administration
Families
Students
Teachers
Community partners
School Leadership Team Tasks
Oversite and guidance for initial and sustained implementation
Contextualize the implementation• Team• Train• Support• Feedback
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Tier 2 & 3 Systems Teams
Counselor & Psychs
Teachers
Community partners
Tier 2 & 3 Systems Team Tasks
Monitor the health of the system
How are students identified for additional support?
How many students are receiving additional support?
How well are the additional supports working?
Make determination for student support teams
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Grade Level & Content Teams
Teachers from across a grade or content area
Administration
Staff who provide supplementary instruction
Grade Level & Content Team Tasks
Support the implementation of Tier 1 instruction• Instructional planning• Differentiated Supports• Progress monitoring
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Student Support Teams
Content Experts
Member of systems teams
Familiarity with student
Familiarity with school system
Student Support Team Tasks
Review needs/data for students who are not responding to existing supports.
Plan for modified supports.
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Individual Student Teams
Student and family
Community supports
Individuals identified by family/student
staff with familiarity of student
Staff with familiarity to school systems
(May be the IEP team)
Individual Student Team Tasks
Responsible for individual student’s academic growth
social-emotional-behavioral growth
career development
quality of life
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Questions & Polling 2Do you have a school level team that meets regularly? (once a week)
• Yes• No• Not Sure
What teams do you know of within your district?District leadership teamSchool leadership teamTier 2 & 3 systemsGrade Level & Content TeamsStudent support teamsIndividual student teams
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What Does it Look Like in Real Life?Foundations of Our Practices
Substance – Truancy – Advocacy – Response – Team(START)
Ashley BoydCoordinator of Prevention and
Intervention ServicesAuburn School District
Christine Clark-GustafsonTruancy Liaison
Auburn School District
How do relationships help you achieve your goals?Having a close working relationship with team members
Meaningful connection with students and families
Connecting students with supportive adults in the school building
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Multi-tiered Support Systems
The lower the tier, the larger the # of students
Partnering with non District
Support
Resourcesat school level and
Resources at District Level through our Family
Engagement Student Success team (START)
Teacher Intervention
Tier 3
Tier 2
Tier 1
The higher the tier, the more intense the frequency and interventions
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What We Knew
Teens who use or abuse
drugs
Higher rate of absences
Lower grades
Probability for dropping out
of school increases
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Auburn School District Data
Student who have at least 1 Alcohol Tobacco & other
Drug offenses25%
Fall into the threshold of
truancy
September 2019-January 2020
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Our Goal
Prevent chronic absentees &
decrease student use of Alcohol,
Tobacco, or Other Drug.
1 person of student’s
choice within the
schoolhouse
District’s Truancy liaison
Prevention and
Intervention Specialist
Student’s family
Other supports if
needed
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Our Plan
Individualized meeting schedule (bi-weekly, monthly, quarterly)
Meetings held after school-at student’s school
First 1-2 meetings 1 hour in length, all others ½ hour.
Incentive awarded to students who have made improvements
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Our Referral ProcessAttendance team, Prevention Intervention and Attendance and Truancy Liaison
Referral form must include grades, attendance, discipline
Must include tiered interventions used thus far with the student
Explain potential barriers the referring staff has observed
Explain the potential barriers the student has expressed
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Substance Truancy Advocacy Response Team Meeting Objectives
Identify goals and positives
Identify barriers to regular school
attendance
Identify ongoing reasons for
substance use
Develop actionable steps for the
student, the parent and the school
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What We Have Altered For COVID-19
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Alcohol, Tobacco, and Other Drug discipline criteria
Truancy Protocol
Referral Process Virtual meetings with Substance Truancy Advocacy Response team
What Advice Would You Give To People Starting This Work?
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Start Small Build Relationships
Student Voice
Which relationships in your work make the team possible?
Cross Department Relationships
District Level Support
Community Partner Relationships
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Q & A
Cedar Heights Middle School • A team Identifying & Meeting• Student Academic & Social Needs
What led to the creation of our team?
Guiding Beliefs
• Each Student Matters• Responsibility for ensuring students
have the support to overcome their academic & social challenges
• Collaborative effort is more effective than individual effort
• Systems drive culture
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How does it work?
Teacher Job Alike Team
Grade Level Team
Student Intervention
Team
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What is the function of the Student Intervention Team (SIT)?
Provide Intensive Whole Student Support • By Identifying student’s needs, • Problem solving & planning supports, • Monitoring implementation, • Revising efforts based upon results.
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How do we collaborate across roles & teams?
Collaborative meetings
Defined Leadership
Roles
Divided responsibilities
Tracking of Information
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How does relationship feature into their work with students and families?
Students are both blocked & teamed
Identified point person working with each student & their family
Multi-year connection with students & families
Connecting students with mentors
Students connected with and supporting other students
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What is the role of the Student Advocate?
Mental Health & Drug & Alcohol dependency focus
Informs SIT efforts to support students
struggling with these issues
Provides a cohort of our neediest students another
tier of mental health support by providing a
different type of therapeutic relationship as someone who works
with the school rather than within the school.
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What are our successes?Ashley is a young lady who lost both her parents at an early age.
Our Student Advocate has been able to build a relationship with her, provide social-emotional supports through this isolating time, and serve as an advocate between her and her teachers.
These efforts have resulted in the student attending classes, doing work, and reporting feeling cared for and valued during remote learning.
What Advice Would You Give To People Starting This Work?
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Shared “Why”Systems are key
Defining roles matterHave strong data
Q & A1/11/2021 | 57
About Breakout Rooms
Overall, this is how I feel about breakout rooms: • Love them! Please keep!• I prefer just presentation
Length of Time• Breakout rooms are too long• I want more time in breakout rooms
Breakout Rooms
Guiding Questions for Breakout Rooms
What great work are you doing
already?
What parts of this model can you take back to your work?
What are you still wondering about?
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Welcome Back – Let’s Share Your feedback, questions, and concerns will inform
OSPI’s next steps and guidance.
Raise Your Hand• We’ll call on You
Unmute • 1 minute share
Chat • We can’t get to
everyone but we want to hear your feedback
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Considerations
Discuss your ideas with leadership
Share ideas with your PLC
Lead a discussion with students
Do you have a next step? Tell us in the chat!
This presentation will change my practice in the
future.
This presentation was relevant to my work and
topics I want to know about right now.
The presenters were content
experts
The presentation met the stated
learning objectives.
I would recommend
participating to a colleague.
I had an opportunity to reflect on my
next steps.
GATE Evaluation
GATE Feedback Survey | 1/11/2021 | 63
Resources
Resources SW PBIS Tiered Fidelity Inventory
Interconnected Systems Framework Implementation Inventory
Reading Tiered Fidelity Inventory
District Systems Fidelity Inventory
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System & School Improvement Newsletter
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Read
Subscribe
Contact Us
Kefi AndersenGraduation Equity Program
Supervisor OSPI
Mandy ParadisePrevention-Intervention Program
SupervisorOSPI
Justyn PoulosDirector of MTSS
Ashley BoydCoordinator of Prevention and Intervention Services; Family
Engagement & Student SuccessAuburn School District
Christine Clark-GustafsonTruancy Liaison
Auburn School [email protected]
Andrew CainPrincipal
South Kitsap High [email protected]
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Next MonthFebruary 10, 2020
Social Emotional Learning 101:How Can
Hope-Centered EducationImprove Student Outcomes?
10 a.m. – 11:30 a.m.
Social Emotional Learning 201:Building Hope as a Pathway to the
Future3 p.m. – 4:30 p.m.
1/11/2021 | 68
More This Afternoon
3:00pmRelationships 201:
Building Hope Through Social
Emotional Learning and Motivational
Interviewing
1/11/2021 | 69
Connect with us!
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medium.com/waospi linkedin.com/company/waospi
k12.wa.us
