2. Horizontal Collaborative Teams
Secondary Collaborative Teams Elementary Collaborative Teams
Chris Bellmont Taber Akin
Cheri Braspenick Kristine Black
Renee Brandner Erin Copeland
Erin Copeland Kay Fecke
Gary Hamilton Kari Komar
Dave Helke Rob Nelson
Kelly Ronn Liz Vaught
Jenne O’Neill-Mager
Bill Heim Lyle Bomsta
Sarah Kloeckl Jon Bonneville
Kari Komar Sarah Kloeckl
Jeff Leach Elaine Mehdizadeh
Don Leake Susan Risius
Bruce Morrissette Jackie Smith
Janice Porter Jeremy Willey
Gene Roczniak
3. What’s One Thing…
• Individually think about the
emerging current reality
and action plans for your
SIP.
• What’s one thing that you
want to celebrate about
your journey so far?
• Be prepared to share when
prompted.
4. Key Objectives
• Learn about documenting
your SIP
• Link the doing of
collaborative team work
to continuous
improvement
• Determine common
processes and structures
for consistency for PBIS
• Differentiate between PD
and PLC time
5. SIP: Where Have You Been?
• Use the timeline to
document the steps you
have taken to develop
your SIP plan.
• What work have
you done on your
SIP plan to date?
6. Sharing with Proposed Protocol
• Collaborative problem solving
• Student perspective
• Share the highlights from • Concise sharing of data—what are the
your emerging narrative. components
– What has been the • Safe, learning-focused environment (especially
with teachers there), not judgmental (supportive,
most rewarding part? encouraging, positive, honest, open, flexible, place for risk-taking)
– What has been the • Reflective, real, authentic
most challenging • Based on the current reality, topics that
emerge become the focus of our work
part? (future agenda)
– What have you • Genuine, honest, transparent picture of the
learned? data, process
• Spirit of encouragement, recognition of
– What more do you moving forward
want to learn about? • Outcome is positive, builds trust
• Feel comfortable share successes, challenges
• Positive presuppositions—assume positive
intent
• The protocol is shared with all teachers
7. Creating a Narrative
• Creating a narrative—or telling your story of your
learning and doing—is an essential part of
developing and monitoring your SIP plan.
• As your site monitors and documents your
progress, you will need to systematically record
the processes for developing your SIP, the impact
of adult learning, and the results from
collaborative teams.
• Here’s an option that will be studied further:
http://sksssip.blogspot.com/
8. Continuous Improvement in Action
Document • What do you need to show as
evidence (actions/data) of your doing?
the Doing • Here is what we did…
Document • How will you document and analyze
your thinking?
the Thinking • Here is what that means…
Inform the • How can what you document inform
your continued doing?
Doing • Here is what we will do as a result of…
9. Application: Essential Questions for CTs
How will teams What do teams need to
document the doing of show as evidence of
their collaborative team their work—to monitor
work at your site? and inform their work?
In what ways can
Why do teams and individuals inform their
individuals need to own work by using the
show their work and documentation of their
their thinking? team’s work?
10. What Did You Learn…
…That will inform your work
on the SIP?
1. Individually record
…Where you can or might your responses to
deepen your work on
certain components of your the reflective
SIP? questions .
…Where you can make 2. When prompted,
connections between what
you have done and what share your what you
could/should be learned.
documented?
12. PBIS: Documenting Discipline Referrals
• How should discipline
referrals be documented?
– What is addressed verbally
with students?
– What is documented on
TIES?
– What (and when is)
information sent home?
• Discuss questions with
your collaborative team.
• Generate agreed upon
responses and examples
to share.
13. PBIS Data: Acting Consistently
• How do you plan to get consistent “buy-
in” from your staff members?
• Think how teachers and all other staff
groups will document data in a consistent
manner.
• How do you involve parents in the
process?
14. PBIS: Documenting Behaviors/Actions
• What behaviors/actions
should be documented?
– Review the list of minors
and majors that are on
TIES.
– Compare the list of minors
and majors from PBIS to
those on TIES.
– Come to a common
understanding of the
minors and majors that ISD
191 should follow.
– Be prepared to share your
compiled list.
15. On Professional Learning…
“An empowered teacher is a
reflective decision maker
who finds joy in learning
and in investigating the
teaching/learning process—
one who views learning as
construction and teaching
as a facilitating process to
enhance and enrich
development.”
—Fosnot
16. Focus of Learning
What structures and/or processes do you have in
place to differentiate professional development
meetings from collaborative team time?
PD focus on adult learning
CT focus on student learning
17. Focus on Learning
• What will your staff be
learning about during
your PD time?
• What will your staff be
doing during their
collaborative team
time?
18. Focus on Learning
• Individually record what you
have done to differentiate
the purpose of the
meetings.
• Individually read the excerpt
from Learning by Doing and
highlight processes to
support collaborative team
time.
• As a horizontal collaborative
team, generate a list of
processes or strategies used
to differentiate and/or
reinforce the purpose of the
meetings.
19. Deepening Our Understanding
• Go the Ning site for ISD 191 Ning for ISD 191 Admin
administrators and access the • http://isd191.ning.com/?show
following blog post: AddContent=1&xg_source=ms
• Bringing the Updated g_wel_network
Standards for Professional
Learning from Learn Forward
(NSDC) to Life
• As you review the blog post Learning Forward (NSDC)
and access the more detailed • http://www.learningforward.o
version of the standards on rg/standards/standards.cfm
Learning Forward’s website,
add a comment about how the
standards will guide your
decision-making about PD at
your building.
20. Key Messages
Think about…
1. Documenting our work
2. Clarifying the purposes
of and structuring PD
and PLC time
3. Clarifying and being
consistent regarding
discipline data
21. Housekeeping Items…
• Other things you need to know or
that need to be shared…
– Q-Comp/Pro-Pay
– Elementary math and reading
interventionists
– Specialists—late start and ½ day PD
