Building Leadership Team

Implementation Manual 2013-2014

Canyons School District

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Table of Contents
Building Leadership Team Overview Public Practice BLT Members BLT Agreements Appendix A: Public Practice Applications Appendix B: Action Plan Appendix C: BLT Practice Prole Appendix D: CSD Framework 2 3 5 8 10 10 11 11 12 12 13 13

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Building Leadership Team Overview

Purpose The Building Leadership Team (BLT) is a group of people representing the larger school community who collaborate to problem solve and make decisions through a structure of shared leadership in order to increase student learning and achievement. (National Institute for Urban School Improvement). Functions Specically, a BLT identies, plans, and develops the instruction, intervention, and supports for all students to be successful; sustains improvements over time; and, develops collective capacity for quality instruction. Critical Components Critical components, or the scope of work that supports the function of the BLT includes: Planning and coordinating the implementation of the CSD Framework Communicating implementation efforts to building staff, school community and appropriate district personnel Providing professional development and instructional support for building staff Customizing procedures, materials, tools, etc. for implementation purposes 2013-2014 Target This years target is to improve quality teaching and learning by increasing the effectiveness of core instruction through public practice and efcient problem solving.
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Public Practice
Continuous improvement requires feedback and support. The only way to get and give feedback is for practice to be seen, heard, and discussed by other people. Therefore, in a high performing educational system professionals must be willing to make their practice public. Public practice is central to the functions and scope of work of the BLT. The intended outcomes of public practice are to: 1. Develop a shared vision of high-quality teaching and learning based on the CSD Framework. 2. Calibrate an understanding of content standards (i.e. unpacking the core standards). 3. Calibrate an understanding of evidence-based instructional priorities. 4. Begin to use a common language to communicate issues related to student learning and teaching practice. 5. Develop a school culture that values feedback and learning from mistakes. 6. Gather data about instruction to identify supports for improving the quality of teaching and learning. Public practice hinges on quality feedback that allows educators to continually evaluate their impact on student learning. Quality feedback about instruction requires: Instructional observation and data collection Understanding of teachers theory of action (Robinson, 2011) Connections to vision for student learning Connection to instructional framework and school improvement goals

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The table below describes Public Practice Applications that make quality feedback possible and support the intended outcomes of public practice. More detailed information about these applications, including standards for implementation, can be found in Appendix A.

Public Practice Application

Learning Walkthroughs

Purpose
The purpose of learning walkthroughs is to observe and collect data on instruction as a starting point for making practice public. The purpose of an achievement coach cycle is to provide support and assistance to teachers in implementing evidence-based practices to increase student achievement. The purpose of peer coaching is to support peers in implementing evidence-based practices to increase student achievement. The purpose of Instructional Problem Solving Teams, or Professional Learning Communities, is to make collaborative, instructional decisions based on data to support student learning. The purpose of lesson study is to empower teams of teachers to engage in data-based problem-solving to accelerate student learning within a system of multitiered supports. The purpose of video analysis is to study and reect upon current instructional practices and habits and to explore the impact of these practices on student behaviors.

Achievement Coaching Cycle

Peer Coaching Cycle

Instructional Problem Solving Team

Lesson Study

Video Analysis

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BLT Members
Roles and Responsibilities The work of the BLT is directed by the principal. BLT members are expected to work collaboratively with the principal and achievement coach to carry out the functions of the BLT through data analysis, public practice applications, and problem solving schoolwide implementation efforts to improve student outcomes. BLT Members must be willing to: Serve as a leader on Grade Level Team and facilitate weekly, collaborative time to discuss learning goals and progress towards goals.

Support colleagues by providing communication from BLT meetings, mentoring, modeling, and problem solving strategies. Work with school principal, achievement coach, and teachers in the implementation of academic content standards, analysis of data and use of data to determine best practices for instructional delivery to meet needs of all students. Possess or be willing to research and learn effective instructional strategies as outlined in CSD framework. Develop and continually update professional expertise necessary to function effectively as a teacher leader. Attend district Building Leadership Team professional development training sessions and school Building Leadership Team meetings. Provide principal with instructional team progress updates on a regular basis.

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Requisite Skills Leadership: Skills, knowledge, and sensitivities relevant to building relationships, communicating effectively, exercising sound judgement, moderating discussion and decision-making.

Grasp of Issues in Change: Some knowledge of school reform movements, managing change strategies and prevailing resilience to change. Demonstrates willingness to be exible, change course, and negotiate differences and conicts with others. Content and Assessment: Knowledge of grade level state academic content standards, instructional priorities in the CSD Framework, the role of formative and summative assessments, experience with a variety of assessment instruments, and use of assessment data to focus instruction. Facilitate Setting and Monitoring Goals: Work with the principal, achievement coach, and teachers to set data-based annual goals and monitor weekly progress in reaching goals. Character Qualities: Demonstrate the qualities of a growth mindset, positivity, exibility, perseverance, and punctuality. Use condential information appropriately. Act as an advocate for students, the school, and school programs.

BLT members continue to ask:

Will you translate your convictions into purposeful action and challenging goals or settle for the nobleness of your good intentions? Will you continue to learn how to be more effective, or will you be satised that you know enough? Will you focus on what is within your sphere of inuence and dedicate yourself to making it better, or will you assign both blame for your current reality and responsibility for improving it to others?

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Will you demonstrate a passionate conviction that by working collaboratively you can accomplish great things, or will you succumb to fatalism and cynicism? Will you link your efforts to the hopes and dreams of your team, or will you pursue your own agenda? Will you seek evidence of effectiveness to fuel continuous improvement or to punish? Will you constantly remind those you hope to inuence of the signicance of the work they do and challenge them to do it well, or will you settle for mediocrity?

Teacher Leader Model Standards The Teacher Leader Model Standards are intended to codify, promote, and support teacher leadership as a vehicle for transforming schools to meet the needs of 21st-century learners. Rather than serve as a comprehensive job description for teacher leaders, the Standards instead describe seven domains of leadership. Each domain is further developed and supported by a list of functions that a teacher leader who is an expert in that domain might perform. (The domains below are hyperlinked to their descriptions.) Domain I: Fostering a Collaborative Culture to Support Educator Development and Student Learning Domain II: Accessing and Using Research to Improve Practice and Student Learning Domain III: Promoting Professional Learning for Continuous Improvement Domain IV: Facilitating Improvements in Instruction and Student Learning Domain V: Promoting the Use of Assessments and Data for School and District Improvement Domain VI: Improving Outreach and Collaboration with Families and Community Domain VII: Advocating for Student Learning and the Profession

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BLT Agreements
Implementation of the CSD Framework requires a collaborative focus to ensure that the evidence-based practices outlined in the framework can be implemented with delity, that they will endure over time, and that the structures for decision making are effective for all levels of support (schoolwide, class, small group, individual). The Evidence-Based Learning department is committed to providing the highest quality support to schools as they implement the CSD Framework to address the learning and behavior needs of all students. The EBL department commits to the following agreements: Provide support to CSD Academic Team and District Leadership Team as they work to manage, coordinate, and remove obstacles impeding implementation efforts. Develop organizational structures to support successful implementation of reading, math and behavior data, systems and practices. Develop professional development resources (e.g. learning modules) for building staff competency at the school level. Provide on-going training, coaching, and opportunities to evaluate implementation efforts. Provide regular opportunities to deepen the knowledge of triumvirate in how best to lead implementation of the particular data, systems and practices their buildings are working to implement. Allocate resources for schools to improve quality teaching and learning by increasing core effectiveness through public practice and efcient problem solving.

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In an effort to be responsive to school needs and to provide sufcient resources to ensure that progress is made towards performance and learning goals, BLTs must commit to the following, explicit agreements:

Meet at least monthly as a BLT Review progress data monthly Submit agenda and minutes Implement the critical components of the BLT Practice Prole Attend triumvirate trainings Formal quarterly check-ins with external coach Attend district BLT training Conduct and submit a SET twice each year Submit implementation data at regular intervals Advance public practice Create a BLT handbook Complete annual BLT Action Plan

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Appendix A: Public Practice Applications

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Learning Walkthroughs
Purpose
The purpose of learning walkthroughs is to observe and collect data on instruction as a starting point for making practice public.

Description

Teachers observe other teachers instruction and collect data using a specific observation protocol Observation protocol must reflect CSD Framework and/or School Improvement Goals Depending on the observation protocol selected, walkthroughs may require more than one observer Data collected can be aggregated for schoolwide or grade level decision making Data collected can be used to demonstrate growth over time Gold Standard Acceptable Variation BLT conducts learning walkthroughs Unacceptable Variation Walkthrough is conducted without an observation protocol Observation protocol does not directly tie to CSD Framework or School Improvement Goals Data is not shared with teachers

All teachers are observed

Implementation Standards

All teachers participate as observers Data collected is used to identify supports (schoolwide and/or grade level professional development) needed for improving instruction

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Achievement Coach Cycle

Purpose
The purpose of an achievement coach cycle is to provide support and assistance to teachers in implementing evidence-based practices to increase student achievement. An achievement coach cycle is a systematic and customized instructional routine in which the achievement coach provides support for individual teachers. All cycles must include: Pre and post conference(s) Data collection Modeling Observation Feedback An achievement coach cycle is not: A walkthrough A single observation An isolated consultation A supportive task Gold Standard All teachers participate in a complete coaching cycle with the achievement coach. The cycle is continuous. Acceptable Variation Selected teachers may continue with an additional cycle(s) which would be determined by: BLT Principal AC PBIS team Self-selection Unacceptable Variation Teachers refuse the opportunity to participate in a coaching cycle. Teachers participate in an incomplete cycle. Not all elements of the cycle are included.

Description

Data!

Implementation Standards

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Peer Coaching
Purpose
The purpose of peer coaching is to support peers in implementing evidence-based practices to increase student achievement.

Description

Two or more professional colleagues working together to refine present skills, build new skills, share ideas, teach one another, conduct classroom research, and/or problem solve in the workplace (Robbins, 1991). Focus is on: collaborative development, refinement, and sharing of craft knowledge for the benefit of student achievement through instruction (Robbins,1991). Peer Coaching includes: Pre-Observation strategic pairing and/or grouping of peers to set the purpose and goal setting. Establish a tool for formative observation and feedback. Observationutilizing the tool to gather information and collect data. Post-Observationwith the strategic pairing and/or grouping utilize the tool, collecting data, provide feedback and determine next steps and timelines.

Gold Standard Follow the peer coaching cycle including: Pre-Observation, Observation, Post-Observation.

Acceptable Variation Utilizing a video for the observation phase of peer coaching.

Unacceptable Variation Purpose and tool are not identified. Post observation may occur but without developing next steps or having a clear goal or outcome. Outside assistance and support are not utilized.

Implementation Standards

Principal and/or coach are utilized for support. Select an appropriate observation protocol. Repeat until data supports instructional improvement.

Instructional Problem Solving Team (Professional Learning Communities)

Purpose

The purpose of Instructional Problem Solving Teams, or Professional Learning Communities, is to make collaborative, instructional decisions based on data to support student learning. Instructional Problem Solving Teams are organized around the following dimensions: Shared Values and Vision (relentless about student improvement) Collective Learning and Application (EB Instructional Prioritieswhat works vs. what works best) Data Analysis (reliable and valid data for a specific purpose) Supportive Conditions (physicaltime, space, etc. & peoplenorms, focusing on instructionally relevant and educationally alterable) Shared Personal Practice (feedback for personal mastery) Teams utilize a structured process to make data-based decisions about instruction and intervention for individual students, small groups of students, an entire class, and/or an entire grade. The process entails: Problem Identification Problem Analysis Plan Development and Implementation Outcome Monitoring and Evaluation Team membership will include grade level teachers, achievement coach, principal, and support staff (i.e. special education teacher, school pyshcologist) as necessary. Tools for conducting productive meeting Data Curriculum maps Core PS Flipbook Agenda

Description

Gold Standard

Acceptable Variation

Unacceptable Variation

Implementation Standards

Team meets weekly. Principal and/or achievement coach attends each meeting. Team members come prepared with appropriate tools. Team reviews relevant and reliable data to determine student learning, prioritizing English language arts and math. Team identifies and analyzes gaps between what is expected and what was learned. Team dialogue focuses on what is educationally relevant and alterable related to instruction, curriculum, or the environment Team sets a primary goal and progress monitor weekly. Team adjusts primary goal as indicated by progress monitoring data. Team creates a plan for introducing new content, reteaching, and/or extending. Team shares minutes and action plan with administrator and/or the achievement coach.

Team meets regularly but not weekly. Team is provided with data by coach or principal. Principal and/or achievement coach are present for 80% of the meetings

Book Study Lesson planning without data Problem admiration Planning fieldtrips Ordering supplies and materials Habitual absences by team members

Lesson Study
The purpose of lesson study is to empower teams of teachers to engage in data-based problem-solving to accelerate student learning within a system of multi-tiered supports. Lesson study is a systematic cycle of instructional improvement in which a team of teachers work together in: Goal Setting: Identification of school-identified or team-identified goals for student learning and development. Planning: Collaboratively plan standards-based lesson supporting a school-identified research theme. Teaching: One teacher implements the lesson in a classroom. Observing: Collect data based on the students responses to instruction. Feedback & Reflection: Analyze, discuss, and reflect upon data. Summarize learning of students and team members. Refine the lesson, repeat lesson study cycle. Gold Standard All members of a teacher team participate in lesson study cycles with support from the Achievement Coach and/or the Principal. Acceptable Variation Team members observe a video of the implemented lesson in a real classroom. Unacceptable Variation Team members opt out of the lesson study cycle. Teachers participate in an incomplete lesson study cycle. Team does not employ all of the elements of the lesson study cycle.

Purpose

Description

Implementation Standards

Video Analysis
Purpose
The purpose of video analysis is to study and reflect upon current instructional practices and habits and to explore the impact of these practices on student behaviors. Using video to record instruction for the purpose of analysis and refinement.

Description

Gold Standard Select an appropriate observation protocol. Using the selected observation protocol, video is analyzed by the teacher with a coach, administrator and/or professional peer(s). Observation protocol is completed while video is watched. A plan is generated for improvement. Follow up is planned and scheduled.

Acceptable Variation Self as a model: video edited for exemplary moments only to demonstrate a teachers capabilities at his/her best. The teacher analyzes video independently.

Unacceptable Variation Video analysis is not conducted for the purpose of professional development.

Implementation Standards

Appendix B: Action Plan

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BLT Action Plan

2013-2014 DEADLINE: OCTOBER 31, 2013 Learning Goals.

Public Practice Application that will be utilized to meet Learning Goal.

Describe how the Public Practice Application will be implemented. Include a timeline, who will do what, when specific actions will occur, etc.

Expected Outcomes.

Outline the resources necessary for successful implementationinclude dollar amounts.

Current Resources Available

Requested Resources

TOTAL: $ TOTAL: $ How will you monitor the progress of your plan?

Appendix C: BLT Practice Profile

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Building Leadership Team (BLT) Practice Profile

What is a Practice Profile? Practice Profiles provide a detailed description of the necessary features for a given role. They are based upon the work of the Hall and Hord (2010) and the National Implementation Research Network (NIRN). Benefits of using Practice Profiles include (NIRN, 2011):

Clearly and consistently define a job role Allows for deeper knowledge and understanding of the role De-Personalizes Feedback: the conversation can be focused on the critical components of the job role Allows acknowledgement of components that need support Provides ground work for functional reflective supervision

What are the Essential Components of a Practice Profile? Critical Component (non-negotiable)
A critical component is a broad category of work. Related to a specific job/role, critical components include the big ideas you would cover if someone asked you to briefly describe your job. Many of the critical components are standard across multiple roles.

Ideal Gold Standard

The Ideal Gold Standard column includes a detailed description of the work or performance. The Ideal Gold Standard can be accomplished under ideal conditions and establishes a mark for which to strive.

Acceptable Variation
The Acceptable Variation column includes a detailed description of the work or performance that is still appropriate and acceptable, but does not quite meet the Gold Standard. There are many reasons why performance may fall into the Acceptable Variation column, many of which could be outside of an individuals control.

Unacceptable Variation
The Unacceptable Variation column includes a detailed description of the work or performance that is outside of the Acceptable Variation range. The Unacceptable Variation will likely impede implementation efforts.

*Adapted from Michigans Integrated Behavior and Learning Support Initiative (MiBLSi).

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Building Leadership Team (BLT) Practice Profile

Focused Practice: CSD Academic Framework Outcomes for this Practice: School-wide implementation of CSD Academic Framework with fidelity resulting in successful student outcomes How Does this Critical Component Contribute to the Outcome? Provides for a clear direction of implementation action steps and necessary allocation of resources to accomplish action steps. Provides monitoring of implementation efforts so that the plan is continued or appropriate adjustments can be made.

Critical Component (non-negotiable) Building Leadership Team (BLT) plans and coordinates implementation of CSD framework

Ideal Gold Standard of the Critical Component Annual implementation plan is developed and is embedded within the -improvement process. Team obtains staff commitment around implementation plan. Team reviews progress toward annual plan monthly. Team consistently utilizes a problem solving protocol for making decisions. Team uses data to make informed decisions. Team coordinates implementation activities based on implementation data (e.g., SET, walkthroughs) and student outcome data. Team prioritizes implementation by combining or eliminating current school initiatives. Team works to allocate resources to support implementation. A process is identified for student access to supplemental and intensive supports and effectiveness is monitored. Implementation plan, with common vision for school-wide supports, is shared with staff and school community. Implementation status updates and relevant data are shared with staff monthly and school community as necessary.

Acceptable Variation of the Critical Component Annual implementation plan is developed and is aligned with the school improvement process. Team works with external coach and district personnel to access resources to support implementation efforts.

Unacceptable Variation of the Critical Component A plan is developed but not monitored (follow through of action steps does not take place). Team allocates resources, but distribution does not adequately support implementation efforts. After examining data, plan is not adjusted accordingly. Team members demonstrate passive compliance without commitment to implementation plan

Team Communicates implementation efforts to building staff, school community and appropriate district personnel. January 2013

Helps to promote building staff and school community involvement. Helps to build commitment to implementation plan. Provides opportunity to reinforce staff implementation efforts.

Information on implementation efforts is shared through newsletters, email, etc., as alternatives to staff meetings.

School-wide support information is provided to some but not all key stakeholders. Information on implementation activities is shared but not in a timely manner.

Critical Component (non-negotiable)

How Does this Critical Component Contribute to the Outcome? Provides opportunity to receive input from staff around practicality of the implementation work and success of the program.

Ideal Gold Standard of the Critical Component Feedback from staff is evaluated and responded to by leadership team. An acknowledgement system is implemented to encourage staff application of CSD Framework.

Acceptable Variation of the Critical Component Staff may be acknowledged through formal public venues or informal private venues.

Unacceptable Variation of the Critical Component Information is shared, but the receivers of the information do not understand what it means. Staff concerns are not addressed. Team member(s) communication tactics undermine the efforts of the team Professional development is not aligned with goals of the implementation plan. District professional development received by the BLT is never disseminated. Professional development is not leading to instructional improvement.

Team provides professional development and instructional support for building staff.

Develops the capacity and competence of staff for efficient and effective implementation.

Team customizes procedures, materials, tools, etc. for implementation purposes e.g., PBIS posters, PLC agendas, office referral form

When implementation materials are made available to staff, they are more likely to implement strategies. Establishment of staff handbook will help future team members continue implementation process.

Professional development is provided that aligns to CSD Framework and school improvement goals. Coaching supports including External Coach, Achievement Coach, Peer Coach, Ed Tech and Administrator are available to help staff with implementation. There is an orientation process for new staff to acquire necessary skills for implementing school-wide supports. Implementation materials (e.g., PBIS posters, PLC agendas, office referral form) are easy to use and relevant to implementation plan. Implementation materials are routinely revisited and refined as needed. A master copy of implementation materials and tools are placed in a specified location for reference. Staff handbook includes schoolwide support goals and strategies. Materials and resources are made available for supplemental and intensive supports.

Team coordinates professional development with the External Coach to provide professional development that supports the CSD framework.

Materials from other sources that meet implementation needs are used within the schoolwide program.

Implementation materials are not aligned with goals of the annual implementation plan for developing schoolwide supports. Materials are available but are difficult to use or hard to locate. Too many varieties of materials/tools are available, causing confusion for staff use.

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Appendix D: CSD Framework

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Canyons School District Academic Framework to Support Continuous Improvement

Response to Intervention (RtI): Multi-Tiered System of Supports (MTSS) for Academics and Behavior RtI (1)providing high quality core instruction (and intervention) matched to students needs (2) using data over time (i.e. rate of learning, level of performance, fidelity of implementation) (3) to make important educational decisions.

CSD Student Achievement Principles

ALL CSD students and educators are part of ONE proactive educational system. Evidence-based instruction and interventions are aligned with rigorous content standards.

Data are used to guide instructional decisions, align curriculum horizontally and vertically, and allocate resources. CSD educators use instructionally relevant assessments that are reliable and valid. Quality professional development supports effective instruction for ALL students. Leadership at all levels is vital.
Core Expectations for ALL students in the General Education Classrooms and Common Areas

CSD educators problem solve collaboratively to meet student needs.

Curriculum Evidence-Based (Standards and Materials) Instructional Priorities Big ideas, bodies of Explicit instruction (I, We, knowledge Yall, You) Content standards and expectations aligned with Maximizing opportunities to respond the Utah Core Standards World-Class Instructional Feedback Design and Assessment Vocabulary (WIDA) Schoolwide Positive Behavioral Interventions and Supports Prioritized Curriculum Maps and Scientific, research-based programs National Educational Technology Standards (NETS) Differentiated instruction & grouping structures Acquisition, automaticity, then application

Time Allocation Daily maximization of instructional time

Data Collection and Use

Fidelity of Implementation

Consistent evaluation of Core instruction Districtwide screening of key academic and behavior skills Benchmark assessments Progress monitoring Formative assessment practices (CFAs) Summative assessment practices Early warning system for identification of risk (academic, social, and performance) Timely and consistent review of relevant data

English Language Development (ELD) time Building Leadership Team (BLT) meetings

Protected time for grade level and/or department team learning & planning Establish rules, routines, and arrangements to increase efficiency for adults and students Working smarter, not harder

Data-based Decision Making Monitoring and Use problem solving protocol evaluating effectiveness to: of implementation using Evaluate the formalized protocols (e.g. effectiveness of Core/ Walk-Throughs, fidelity Initial instruction (>80% checks) proficiency) for all subgroups and maintain Instructional and Peer or adjust Coaching supports Analyze trends to inform Products to demonstrate decisions evidence of Evaluate and adjust implementation CSIP Determine needs for supplemental instruction

Classroom Positive Behavioral Interventions and Supports

On-going, targeted professional development Jan. 2013 - V.4.0

Canyons School District Academic Framework to Support Continuous Improvement

All students will graduate from Canyons School District college-, career-, and citizenship-ready.
Major Academic Commitments: 1. Promote school and community engagement that supports students in becoming college-, career-, and citizenship-ready. 2. Implement a comprehensive educational system that aligns quality curriculum, instruction, and assessment resulting in students becoming college-, career- and citizenship-ready. 3. Recruit, develop, support and retain quality educators who are committed to preparing students for college and careers. Superintendents Performance Goals:

By 2015: 50% of high school students meeting all four ACT College Readiness Benchmark Scores and qualifying for Advanced or Honors Diplomas, and being able to articulate a specific postsecondary purpose for themselves; all four high schools on U.S. News & World Reports list of top 100 high schools. By 2020: 75% of high school students meeting all four ACT College Readiness Benchmark Scores and qualifying for Advanced or Honors Diplomas, and being able to articulate a specific postsecondary purpose for themselves; all five high schools on U.S. News & World Reports list of Top 25 high schools based on % of student body passing AP exams.

Jan. 2013 - V.4.0