Nathan Stanley's Digital Portfolio

Learning, Leading, Sharing

Building School Culture and Community: Insights from a “Get to Know You” Questionnaire

August 22, 2024 / / Comments Off on Building School Culture and Community: Insights from a “Get to Know You” Questionnaire

As a school administrator, having a well-structured plan is crucial for setting the tone and direction for the academic year. Recently, I came across Danny Bauer’s book, Build Leadership Momentum: How to Create the Perfect Principal Entry Plan, which provides an excellent framework for creating a comprehensive 90-day plan. In his book, Bauer emphasizes the importance of focusing on five key aspects of leadership: taking care of oneself, culture, operations, academics, and communications.

One of Bauer’s most intriguing suggestions for fostering a positive school culture is sharing a “get to know you” questionnaire with the staff. This simple yet effective tool allows school leaders to familiarize themselves with their team members while potentially inspiring fun activities to strengthen staff bonds.

Inspired by this idea, I created a Google Form containing 17 carefully crafted questions and shared it with our staff. As a school leader, I firmly believe in the power of engaging and informative communication. Whenever I send an email to the staff that requires their attention, I make a conscious effort to make it as interesting and compelling as possible.

In this particular instance, I took a creative approach to writing the email. I wanted to capture the staff’s interest right from the start and encourage them to participate in the questionnaire with enthusiasm. By injecting a bit of humor and personality into the email, I aimed to create a sense of anticipation and curiosity among the recipients.

The “get to know you” questionnaire serves multiple purposes.  First and foremost, it allows me, as a school leader, to gain valuable insights into the unique personalities, interests, and strengths of each staff member. This knowledge is essential for fostering a supportive and collaborative work environment where everyone feels valued and understood.  Finally, one goal we have for this year is to improve our climate and culture as a school staff, and the survey solicits volunteers to join our “Climate and Culture Collaboration.”

Additionally, the responses gathered from the questionnaire can be used to design engaging staff activities and team-building exercises. By understanding the common interests and preferences of the team, we can create experiences that not only strengthen interpersonal relationships but also contribute to a positive and vibrant school culture.

Bauer’s book serves as a valuable reminder that effective school leadership requires a holistic approach. By focusing on self-care, culture, operations, academics, and communications, school administrators can create a comprehensive 90-day plan that sets the stage for a successful and impactful academic year.

As I embark on this journey, I am excited to see how the insights gained from the “get to know you” questionnaire will shape our school’s culture and contribute to the overall success of our educational community. By prioritizing open communication, fostering a sense of belonging, and leading with empathy and understanding, we can create an environment where both staff and students thrive.

Questions in the survey:
  1. What inspired you to pursue a career in education?
  2. What is your favorite off-the-beaten-path spot or underappreciated gem in the Portland area? Whether it’s a hidden restaurant, a low-key hangout, or a unique activity, we want to hear your recommendations for places that deserve more love!
  3. What are some hobbies or interests you enjoy outside of work?
  4. Do you have any hidden talents or skills that the team is unaware of?
  5. What book, movie, or podcast has recently inspired or amused you?
  6. If you could have dinner with any historical figure, who would it be and why
  7. What’s one thing your colleagues might be surprised to find out about you?
  8. If you could travel anywhere in the world, where would you go and why?
  9. Do you have any pets? If so, tell us about them.
  10. What kind of music do you like? Who are some of your favorite artists?
  11. What’s your favorite cuisine or type of food?
  12. If you could choose one theme for a staff dress up day, what would it be?
  13. If there was a movie made about you, what would the theme song be?
  14. Staff have indicated they want more fun activities.  Do you have a suggestion for what you would be interested in participating during the school day (before school, in-service, etc.).
  15. Do you have a suggestion for what you would be interested in participating outside of the school day?
  16. If you were to participate in a staff activity outside of the school day, what times work best?
We finished the questionnaire with an offer to join the Climate and Culture Collective:
We are forming a School Culture and Climate Collaborative in response to staff feedback from last year. The goal of this group is to enhance our school’s environment, ensuring it remains inclusive, safe, and welcoming for everyone. If you’re interested in participating, please let us know. Your input is vital to this initiative.
  • I’m interested in joining the committee
  • Not today, I’m still recovering from last year’s staff survey
  • I’m out—my contribution to culture is keeping the copier from jamming
  • I’d love to, but I promised my lesson plans I’d spend more time with them
  • Thanks, but I’m trying to reduce my committee participation for health reasons—mental health, that is
Here is the email I sent to staff to ask them to complete the questionnaire:

Dear Colleagues,

I imagine that right now, you’re feeling a bit like Alice, tumbling down the rabbit hole into a new school year. I can see it in your eyes. You have the look of people who accept what they see because they’re expecting to start fresh.

Sadly, no one can be told what the school year is. You have to see it for yourself. This is your last chance. After this, there is no turning back.

You take the blue pill—the story ends, you wake up in your classroom and believe whatever you want to believe. You take the red pill—you stay in Wonderland and I show you how deep the rabbit hole goes.

I’m offering you the truth, nothing more. Follow me.

Open the attached questionnaire and answer honestly. I’ll show you a world without rules and controls, without borders or boundaries.  A world where anything is possible. Where we go from there is a choice I leave to you.

Remember: all I’m offering is the truth. Nothing more.

Take the red pill and see how deep the rabbit hole goes.

Best regards,

Maximizing Professional Development: The Park Bench vs. Bus Bench Approach

August 16, 2024 / / Comments Off on Maximizing Professional Development: The Park Bench vs. Bus Bench Approach

As an educator, I’ve experienced my fair share of professional development opportunities over the years. One particularly memorable experience was when the district I worked in at the time decided to invest in training all teachers in the Sheltered Instruction Observation Protocol (SIOP) model. The plan was to provide a comprehensive three-day training for every educator over the course of three years. However, once the initial training was completed, there was little to no follow-up, reinforcement, or emphasis on the importance of implementing the SIOP strategies in our classrooms.  The cost to the district had to be substantial, and there had to be little reinforcement or support of the initiative so that it would be widely implemented with fidelity on the part of our teachers.

This experience led me to reflect on the effectiveness of different types of professional development and how they align with Dan John’s concept of “Park Bench” versus “Bus Bench” workouts. John uses benches as a metaphor to illustrate the contrast between different experiences and expectations. When we sit on a bus bench, we have clear expectations about our destination, departure time, and arrival time. However, despite being fundamentally the same type of bench, the experience and feelings evoked are entirely different when we sit on a park bench. John draws a parallel between this metaphor and the world of fitness.  A further parallel can be drawn between the metaphor and the world of education, where professional development opportunities are often structured as isolated, one-time events that serve a specific purpose without requiring extensive follow-up or ongoing engagement.

Examples of Park Bench professional development include annual training sessions on educators’ responsibilities regarding special education students, 504 plans, and Talented and Gifted plan implementation.  Other instances might be sharing mental health resources available for students and staff or practical training on using new software programs like E-hall pass or proctor training for state testing. These one-off trainings serve their purpose in a single sitting and don’t necessarily require ongoing support.

On the other hand, Bus Bench professional development opportunities are designed to take you somewhere in your professional journey. These types of training require more than just a single event to ensure the information is cemented into an educator’s practice. Examples of Bus Bench professional development include grading practices, ongoing Professional Learning Communities (PLC) work, and the SIOP model mentioned earlier.  According to Hammer (2013), “Nearly all of the studies that showed positive results for student learning included ‘significant amounts of structured and sustained follow-up after the main professional development activities’ (p. 2)” and “initiatives in these studies that showed the most positive effects included 30 or more contact hours” distributed over at least a year (p. 2).

For Bus Bench learning experiences to be truly effective, I believe in following Brian Cain’s “Formula for Maximum Growth,” which consists of three key components: a total immersion event (initial training, institute, workshop, etc.), spaced repetition, and accountability. The total immersion event provides the foundational knowledge and skills, while spaced repetition allows for the reinforcement and application of the learned concepts over time. Accountability ensures that educators consistently implement the strategies and techniques in their daily practice.

When designing professional development plans, it is essential to distinguish between two types of training: “Park Bench” and “Bus Bench.” Park Bench training refers to one-time events that serve a specific purpose and do not require extensive follow-up, much like sitting on a park bench without a particular destination or timeline in mind. On the other hand, Bus Bench training is more goal-oriented. It requires ongoing support and reinforcement, similar to waiting at a bus stop with clear expectations about the destination and arrival time.

To maximize the impact of professional development (PD) workshops, school districts should prioritize providing ongoing support and follow-up after the initial training sessions. This sustained approach includes creating opportunities for continued discussion, reinforcing the strategies learned, and emphasizing the importance of applying these techniques in the classroom. By investing in long-term support, school districts can facilitate the effective transfer of knowledge and skills acquired during PD sessions into teaching practices, ultimately leading to improved student outcomes.

In the United States, schools have recently moved away from short, lecture-style PD workshops, recognizing their limited effectiveness. These brief sessions often fail to provide the depth and engagement necessary for meaningful improvement in teaching practices. Instead, schools focus on PD incorporating five key features: content focus, active learning, coherence, sustained duration, and collective participation. By adopting these elements, schools aim to deliver more impactful and relevant learning experiences for teachers and positively influence their teaching methods and student achievement.

However, it is crucial to acknowledge the limitations of PD workshops and the challenges associated with providing extensive follow-up and support. School districts should be mindful of teachers’ capacity to absorb and implement new strategies, as well as the logistical constraints in delivering ongoing professional learning and support. To ensure the effectiveness of PD initiatives, school districts should focus on a limited number of key areas, allowing sufficient time and resources to be allocated for comprehensive training and sustained support.

However, it is essential to recognize the limitations of Bus Bench professional development. School districts should be mindful of learners’ capacity and the logistical challenges associated with providing extensive follow-up and support. Limiting the number of initiatives addressed through Bus Bench training is advisable to ensure that sufficient time and resources can be allocated to effectively deliver the necessary ongoing professional learning and support.

While both Park Bench and Bus Bench professional development have their place in an educator’s growth, it is essential to recognize the distinct needs of each type. By understanding the difference and providing the necessary support for Bus Bench learning experiences, we can maximize the impact of professional development and create lasting, positive change in our educational practices.

Streamlining Content Creation with AI: A Quick Guide

August 1, 2024 / / Comments Off on Streamlining Content Creation with AI: A Quick Guide

As educators, we’re always looking for ways to improve our processes and create valuable resources for our teams. Recently, I experimented with two interesting approaches using AI to streamline content creation. Let me share my experience with you.

Creating a Self-Evaluation Tool for Tier One Practices
With our pre-service week approaching, I wanted to develop a tool to facilitate discussions around tier-one practices. I came across an insightful document outlining some high-level practices, and I thought it would be beneficial to create a self-evaluation based on these practices.

To accomplish this, I turned to AI for assistance. Specifically, I used the GPT-4o-128K context window. Here’s what I did:

I copied the content from the document into the AI prompt.
I crafted a specific request for the AI to create a self-evaluation survey based on the practices outlined in the document.
The AI generated the survey, formatting it in a way that was easy to use and implement.
This approach saved me significant time and effort in creating a comprehensive self-evaluation tool for our team.

Efficient Formatting for Google Docs
The second tip I want to share involves a common frustration when copying AI-generated content into Google Docs. Often, when you copy and paste directly, you end up with formatting issues that require tedious manual corrections.

Here’s a quick workaround I discovered:

Instead of copying the entire AI output, select only the parts you want to use.
Drag the selected text directly into your Google Doc.
The text will appear with the correct formatting, saving you the hassle of reformatting.
This method allows you to quickly transfer AI-generated content into your documents while maintaining proper formatting. From there, you can make any necessary tweaks or adjustments as needed.

By leveraging AI tools and using smart copy-paste techniques, we can significantly streamline our content creation process. These small efficiencies add up, allowing us to focus more on the substance of our work rather than getting bogged down in formatting and manual content creation.

I hope these tips prove helpful in your own work.

Injecting Humor into Staff Emails with AI

June 1, 2024 / / Comments Off on Injecting Humor into Staff Emails with AI

As a school administrator, I often find myself tasked with addressing mundane issues that arise among our staff. While these matters may seem trivial, they can hold great importance to certain team members. In an effort to approach these topics with a touch of levity, I’ve recently begun employing the help of artificial intelligence to craft humorous emails that grab attention and drive the point home.

It all started a few months ago when our main office staff expressed their frustration with teachers taking coffee directly from the coffee makers before they had a chance to transfer it to the carafes and set it out for the entire staff. Although it might not warrant admonishing the entire staff, it was clear that this issue held significance for our dedicated secretaries and main office personnel.

Inspired by this coffee conundrum, I decided to draw a playful comparison between the teachers’ actions and the Oklahoma land grab of the 1800s. I entered this prompt into Claude, an AI language model, and the resulting email took on a life of its own. The AI-generated message not only addressed the coffee concerns but also added a dash of historical humor that made the topic more engaging and memorable.

Coffee, Friday, and the Oklahoma Sooners!

We’ve noticed a recent trend of eager coffee drinkers swooping in to claim their morning brew directly from the coffee maker, rather than waiting for it to be properly transferred to the carafe. While we understand the temptation to secure your cup of joe as quickly as possible, this practice has been causing some complications for Rachel and the rest of the main office staff.

In the spirit of historical comparison, these hasty coffee consumers are not unlike the “Sooners” who rushed to claim land in Oklahoma before the official start of the Land Run of 1889. Just as the Sooners disregarded the rules and proper procedures in their quest for prime real estate, our office’s coffee “Sooners” are bypassing the established coffee distribution system in pursuit of their caffeine fix.

We kindly request that everyone please wait until the coffee has been poured into the carafe before helping themselves. This small act of patience and consideration will ensure that everyone has equal access to the coffee and that our hardworking office staff can efficiently manage the coffee station without unnecessary disruptions.

Let’s all work together to create a fair and orderly coffee environment, leaving the “Sooner” mentality in the past where it belongs. We appreciate your cooperation and understanding in this matter.

 

In another instance, we found ourselves needing to postpone our monthly fire drill due to inclement weather. Rather than sending out a generic email announcing the rescheduling for a sunnier day, I once again turned to Claude for assistance. I asked the AI to compose an email that drew a comparison between our fire drill postponement and a historical event.  Here is the result:

May Fire Drill Postponed – Avoiding a Waterloo!

I hope this email finds you all in good spirits, despite the gloomy weather we’ve been experiencing lately. In light of the current forecast, we have decided to postpone our May fire drill to next week, when the sun is expected to make a triumphant return.

This decision reminds me of the fateful Battle of Waterloo in 1815. Napoleon, eager to engage the Allied forces, was faced with heavy rainfall the night before the battle. Had he postponed the attack until the ground dried, perhaps history would have taken a different course. In our case, we’ll be taking a lesson from this historical event and waiting for fairer weather to conduct our fire drill.

Our most recent humorous email was a reminder about the fire drill we had rescheduled.  Originally, I decided to ask Claude to write the Email in the style of Henry V St. Crispin’s Day Speech but later thought of Jack Nicholson’s You can’t handle the truth speech from A Few Good Men.  The response from the staff was the best to date:

You Want the Truth About the Fire Drill?

You want the truth about the upcoming fire drill? You can’t handle the truth!

Son, we live in a school that has walls, and those walls have to be guarded by staff armed with clipboards and whistles. Who’s gonna do it? You? You, Mr. Malone?

I have a greater responsibility than you can possibly fathom. You weep for your lost instructional time and you curse the fire marshall. You have that luxury. You have the luxury of not knowing what I know – that this drill, while inconvenient, probably saves lives. And my existence, while grotesque and incomprehensible to you, saves lives!

You don’t want the truth, because deep down in places you don’t talk about at faculty meetings, you want me on that wall. You need me on that wall!

We use words like “exit,” “single file,” “smoke detector.” We use them as the backbone of a school life spent defending something. You use them as a punchline!

I have neither the time nor the inclination to explain myself to staff who rise and sleep under the very blanket of safety I provide, and then question the manner in which I provide it! I would rather you just said “thank you,” and went on your way. Otherwise, I suggest you pick up a whistle and stand a post.

Either way, I don’t give a darn what you think you are entitled to! Did I give the order for the fire drill? You’re gosh dang right I did!

So you all be ready, during the last 10 minutes of 5th period, or so help me, I will rain down a world of hurt on your lesson plans like you’ve never seen!

We have since used AI to “roast” policy proposals for both a laugh and to identify some “areas of growth.”  I’ll share some of those in a future post.

Ensuring No Student Falls Through the Cracks: Our School’s Improved Intervention Team Strategy

April 19, 2024 / / Comments Off on Ensuring No Student Falls Through the Cracks: Our School’s Improved Intervention Team Strategy

Our school has been working on improving the process for determining interventions for our Tier 2 and Tier 3 students. In the past, it has been a challenge to accurately identify the students who need interventions and provide them with the necessary attention. We have developed a new Intervention Team (I-Team) process to address this issue.

After the third quarter grades are released, we run a report to identify students who meet the following criteria: having two or more D’s and F’s, attending below 85%, and having at least one behavior incident. This initial report typically yields around 80 students. Additionally, we accept referrals from counselors, interventionists, and teachers for students who may need further support.

To ensure we can thoroughly discuss each student’s needs, we have split our monthly I-Team meeting into three separate meetings over three weeks. The students are divided based on the administrators’ alpha case management. This allows us to dedicate more time to each student and make well-informed decisions.

Before the meetings, we color-coded the students based on their current interventions or program support, such as LIFTT, Success Coach Program, SQUAD, and Pathways. If a student is already receiving support through one of these programs, they will not be discussed in the I-Team meeting unless the interventionist for that program requests additional help.

For the remaining students who are not receiving any interventions, we ask the staff members familiar with each student to prioritize them as “highest priority,” “moderate concern,” or “monitoring needed.” The staff member who makes this determination will put their name next to the student, indicating that they will be responsible for speaking about the student during the I-Team meeting.

To facilitate staff participation, we will send the list of students to the entire staff and set up a recurring Google Meet for the I-Team meetings. Staff members can join the meeting whenever they are available, and while their participation is encouraged, it is not mandatory.

By implementing this new I-Team process, we aim to improve the efficiency and effectiveness of our meetings and ensure that our Tier 2 and Tier 3 students receive the interventions they need to succeed.

Enhancing Classroom Observations: Streamlining Teacher Evaluation with ChatGPT

December 20, 2023 / / Comments Off on Enhancing Classroom Observations: Streamlining Teacher Evaluation with ChatGPT

In the realm of education, refining the process of teacher evaluation is crucial for fostering continuous improvement. As an educator committed to enhancing this process, I’ve integrated ChatGPT into my workflow to streamline classroom observation notes and align them with our district’s teacher evaluation standards. This integration has not only expedited the analysis but has also provided a structured approach to identifying evidence within these observations.

Traditionally, my note-taking process involved two columns, but I’ve evolved to capture observations in a narrative form that’s objective and passive, drawing inspiration from methodologies like Thomas Van Solen’s. This shift allows me to focus solely on what I see, devoid of assumptions or inferences, in an attempt to strip away any attached value or bias.

Upon completing these notes, I leverage ChatGPT to analyze them against our district’s evaluation standards, specifically referencing the University of Washington’s 5D framework. While our district doesn’t utilize every indicator, it aligns selected indicators with our Continuous Improvement Plan (CIP) to cater to our specific needs.

What’s essential to highlight here is that ChatGPT doesn’t dictate conclusions; instead, it serves as a catalyst for thoughtful consideration. It accelerates the breakdown of notes into evidence aligned with teaching standards, minimizing the time spent on analysis. This synthesized output is then incorporated into the original document, expediting the identification of sections aligning with our teaching rubric.

Once I’ve identified relevant evidence, I annotate inaccuracies or areas needing further details. These insights are then cataloged in the rubric alongside the observation date, forming a comprehensive view of a teacher’s progression throughout the year.

At year-end, this collection of evidence becomes instrumental. By collating observations across multiple sessions, we’re equipped to gauge a teacher’s development accurately. It empowers us to determine whether teachers are meeting developmental milestones or require additional support.

However, transparency is key. When sharing the summary generated by ChatGPT, I emphasize that it’s a collaborative effort. While initially generated by AI, it undergoes scrutiny and amendments for accuracy. Teachers are encouraged to provide their perspectives or modifications, fostering a collaborative approach to evaluation.

The integration of ChatGPT has streamlined the process without compromising accuracy. The feedback has been encouraging, with no significant discrepancies identified between AI-generated summaries and the actual observations. Nonetheless, I remain open to refining this process further for continuous improvement.

In essence, this fusion of human expertise with AI assistance has redefined the landscape of teacher evaluation, making it more efficient, collaborative, and conducive to professional growth. The goal remains constant: to provide comprehensive, fair, and accurate evaluations that nurture and support educators in their journey of continual improvement.

Enhancing Communication and Documentation with Loom: A Practical Guide

November 14, 2023 / / Comments Off on Enhancing Communication and Documentation with Loom: A Practical Guide

For this portfolio post, I have decided to share an example of what you can create using a combination of a transcript from a Loom video and ChatGPT.  I recorded a brief Loom, uploaded the transcript into ChatGPT, and then used the result to create the post below.  I have made some changes to the text, but by and large, the finished product is a result of several steps using AI.  I hope this is a good example of how you can streamline your workflow while improving your communication.

In the screencast posted below, I will walk you through my experience with using Loom for effective communication with staff and teams. Since 2020, I’ve found Loom to be an invaluable tool for conveying information, especially during times of constant change. Let me share how I utilize Loom for clear communication and documentation.

As an athletic director, I initially faced challenges communicating guidance updates and policy changes during the pandemic to coaches via email. The written format often led to confusion and numerous questions. Discovering Loom changed the game for me, as it allowed me to leverage the power of visual and auditory communication.

Loom enables me to articulate information with a personal touch. The ability to convey tone and inflection in my voice significantly reduced the number of follow-up questions. Whether it’s a policy update, workflow demonstration, or a report walkthrough, Loom has proven to be a time-efficient and effective communication tool.

Practical Applications

1. Communication with Staff

During my tenure as an athletic director, I utilized Loom to keep coaches updated on evolving guidance and policy changes.  I have continued to use it to communicate with our staff, providing clarifications and additional information that don’t lend themselves to written explanations.  The personalized touch in the videos significantly reduced confusion and streamlined communication.

2. Workflow Documentation

Loom isn’t just for communication—it’s also an excellent tool for documenting workflows. Whether it’s a process, a report in our student information system, or spreadsheet formatting, I’ve successfully used Loom to create clear and concise documentation.

3. Creating Newsletter Articles

One standout feature of Loom is its transcript capability. Recently, I used a slide deck to communicate updates to staff. After recording the screencast, I copied the Loom-generated transcript and used it to create a comprehensive newsletter article.

Step-by-Step Process

1. Create a Slide Deck: Summarize the information you want to convey in a visually appealing slide deck. This serves as the basis for your screencast.

2. Record with Loom: Record your screencast, taking advantage of Loom’s features to articulate your message clearly.

3. Transcript Generation: Loom automatically generates a transcript. Copy and paste this transcript into a text editor.

4. Clean Up Transcript: Eliminate filler words and refine the transcript for clarity. I used ChatGPT to further polish the text.

5. Summarize for Newsletter: Request a summary from ChatGPT and use the extracted key points and titles to create a succinct newsletter article.

In conclusion, Loom has proven to be an indispensable tool for effective communication and documentation. From updating coaches on policy changes to creating newsletter articles, its versatility makes it a go-to for streamlining information dissemination. By combining Loom with ChatGPT for transcript cleanup and summarization, I’ve enhanced my ability to convey information clearly and efficiently.

So, the next time you find yourself grappling with complex updates or struggling to document workflows, consider giving Loom a try. It might just revolutionize the way you communicate and document in your professional space.

Enhancing Academic Support: Revamping our Multi-Tiered Systems of Support (MTSS) Process

October 4, 2023 / / Comments Off on Enhancing Academic Support: Revamping our Multi-Tiered Systems of Support (MTSS) Process

In our ongoing pursuit of academic excellence and student success, we constantly reevaluate our systems to identify areas for improvement. This year, we’re making substantial changes to our Multi-Tiered Systems of Support (MTSS) process, specifically concerning academic interventions. The objective is to streamline our approach, reduce inefficiencies, and better target interventions for students who need them the most.

Identifying Past Challenges

Historically, we encountered challenges with inaccuracies in the data, particularly when pulling grade and attendance records. These inaccuracies led to inefficiencies in the MTSS process and unnecessary meeting time. Additionally, we recognized a lack of structured Tier II interventions at the high school level. Unlike elementary and middle schools, high schools often assume that all students possess the necessary skills to succeed in their courses.

Insights from the Ignite Conference

During the Ignite Conference hosted by the National Association of Secondary School Principals (NASSP) in Denver, I had the opportunity to attend Carol Clemmons‘ insightful presentation on MTSS. Subsequently, I engaged in a productive discussion with her regarding our unique situation. Clemons, a school improvement coach for the Alabama State Department of Education, specializes in assisting schools in reorganizing and reinvigorating their MTSS and Response to Intervention Systems (RTI).

New Approaches and Strategies

Refined Tier I Team and Process

We will maintain our Instructional Leader Team (ILT) as our Tier I team, responsible for reviewing data and suggesting system-wide practice changes.

Strengthening Tier II Interventions

For struggling students, we’ll collaborate with classroom teachers to provide Tier II interventions within the classroom. Moreover, we intend to embed Tier II academic interventions into our system, such as support seminars during an extension of the current schedule or tutoring during lunch hours.

Addressing Tier III Challenges

Our primary post-pandemic challenge has been Tier III interventions. With rising absenteeism, we’ve seen an increase in students meeting Tier III trigger numbers, except for behavior data. We plan to narrow our focus and effectively identify students in need by aligning data perspectives and incorporating teacher requests for academic support.

Focusing on the 10th Grade Cohort

To streamline our efforts, we’ve chosen to focus on 10th-grade students this year. We will analyze data for 10th graders who began the year with fewer than six credits and cross-reference their grades, attendance, and behavior data. Subsequently, the Intervention (I) Team will create personalized intervention plans for each identified student.

Engaging and Informing Our Teaching Community

To introduce these changes, we conducted a half-hour long summary of MTSS and its operations within our school. Teachers then participated in small group discussions, sharing successful interventions they have used with struggling students.

By making these modifications to our MTSS process, we aim to provide a more targeted and effective support system for our students. We believe that this revamped approach will enhance student outcomes, minimize inefficiencies, and further promote academic success within our school community. We remain committed to adapting and refining our processes to best serve the needs of our students.

Adaptive Leadership Presentation Resources

April 11, 2023 / / Comments Off on Adaptive Leadership Presentation Resources

These are the resources that I used to put together my presentation for the 2023 Oregon Athletic Director’s Association’s Annual Conference in Sunriver, Oregon.

Presentation Slide Deck

Qualities of an Adaptive Organization Self Assessment

Padlet Responses:

Adaptive Leadership Reading

Distributed Leadership

Design Thinking

1-2-4 Framework

Consultancy Protocol

Other Discussion Protocols

 

25 Statements to Positively Reinforce the Classroom Culture

April 11, 2023 / / Comments Off on 25 Statements to Positively Reinforce the Classroom Culture

In a recent post, I shared that we have focused on recognizing our students’ positive behavior and academic growth.  Coincidentally, I recently received an email with 25 motivational praise statements from the new book Coaching Women Athletes to Excellence.  I thought some of these were good examples that a teacher could use in the classroom.

1) You’re on the right track.
2) You’re really working hard today.
3) Exactly right.
4) I’m proud of the effort level today.
5) Keep working on it.  That’s the kind of improvement I want to see.
6) You’re a bunch of fast learners.
7) Keep it up – you’re making my job enjoyable.
8) One more time, and you’ll have it right.
9) You’re getting better every day.
10) Keep up the good work.
11) Nothing can stop you when you bring that kind of intensity.
12) That’s better than the last time.
13) First-class effort, ladies.  Keep it up.
14) That’s the best I’ve seen today.
15) Much better than yesterday.
16) That’s how we handle that situation.
17) Right on target!
18) You’re really improving.
19) You did a lot of great work today. I’m proud of the effort.
20) I’ve never seen better execution of ________________ drill.
21) You all outdid yourselves today.
22) Finally, I think you all got it.
23) Good job (insert player name).
24) Finish strong.
25) Championship-level effort.

Not all of these phrases provide as specific and meaningful of feedback as we would like. However, I think there are some good examples of noticing what is going well and recognizing behavior that reinforces the culture we want in our school.

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