1
Oregon Scaling Up EBISS: ACTIVITY BOOKLET
Oregon Scaling Up EBISS
Activity Handout
April 8, 2015
Erin @EBISSErin
Teresa
Sara
University of Oregon
GROUP REFLECTION
Think of students who are often disciplined.
- Are we asking students to do something they do not have the skills to do?
- Are they at grade level in reading and math?
- How can we re-connect students to the learning experience?
GROUP REFLECTION
Think of the process to suspend a student.
- Who is making the final decision?
- What training have been provided so that individuals are making decisions in consistent ways across buildings?
- What procedural guidelines are in place and has everyone been trained on those procedures?
PERSONAL REFLECTION
Does my district/school provide an environment where all students can achieve…
•Economically Disadvantaged?
•Specific Learning Disabled?
•Students of Color?
•English Language Learners?
How do I show students that I believe he or she can achieve?
GROUP REFLECTION
We believe…
- What belief does your district communicate to all stakeholdersabout the ability of all students to meet grade level benchmarks?
GROUP REFLECTION
What belief does our district communicate to all stakeholders about the ability of all students to meet grade level benchmarks? How do we communicate that belief?
GROUP REFLECTION
Developing a Training Delivery Plan: Where would you start as a district?
- Aligning district goals and practices?
- Have you identified the training that staff (e.g. board members, district administrators, principals, teachers) will need?
Consider the Evidence
- Stage of implementation, readiness, & capacity
GROUP REFLECTION
Do you know your staff’s perception of their skills and needs?
- Have you asked staff what training they need/do not need to feel competent?
- Have you learned about internal capacity from previous experience?
ACTIVITY: SCHOOL IMPLEMENTATION SCALE
Very true5 / 4 / Somewhat true
3 / 2 / Not true
1
I think the current tiered support model is improving education in our district.
I think my district does a good job of addressing the academic needs of students in Tier 1.
I participate in professional development where I learn strategies to improve instructional practices.
I receive coaching and mentoring to help me implement tiered level of academic support.
I receive coaching and mentoring to help me implement tiered levels of behavior support.
GROUP REFLECTION
Discuss your answers
- How can this survey help your district understand the beliefs of your district employees?
- How can this survey assist you in developing your training plan?
GROUP REFLECTION
Can you estimate how much money you spent on professional development this year?
- Did it directly benefit students?
- Was there a training of trainers model established to ensure all staff benefited from the training?
GROUP REFLECTION
What are some examples of coaching systems in your district?
GROUP RELFECTION
Developing a Coaching Service Delivery Plan:
Where would you start as a district?
•Are your district goals and practices aligned?
•First, do you have a Training Delivery Plan in Place?
•Is coaching differentiated by role?
Consider the Evidence
•Stage of implementation, readiness, capacity
GROUP CHECK-IN
What would it take to establish clear expectations and an aligned system
of training – coaching – performance assessment in every school?
•Do district office staff have the skills to coach principals?
•Do principals have the skills to partner with coaches and coach teachers?
GROUP ACTIVITY
Reflect on the information you gained so far today.
Where would you begin thinking about the shift?
- Board and District Leadership?
- School Administrators?
- Teaching Staff, Support Staff?
To take bold, transformational, and fearless action
To redesign and realign your systems
To see the outcomes you need for your students
GROUP CHECK-IN
Reflect on your district’s hiring practices.
Where would you start as a district?
•Does your current interview process ensure new hires have the right competencies for existing positions?
•Given what we know about best practice from the Selection Driver what could you do differently?
•Are you asking the right interview questions?