Building Communication and Systems to Impact Student Engagement

Team Awesome

Sade Tate; Erin Armstrong, Elizabeth Robitzsch; Marjorie Rehlander

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How might we be there in the moment a student asks for help?

Purpose: How can we make that AWESOME?

What is the problem?

Their voices

#R2bridgingthegap

Be there when it counts

Silos

How we receive and act on communication impacts our ability to effectively implement interventions

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Be there when it counts

3 Years ago…

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Found Our Tribe…

Listened ...

Cross-Pollinated Ideas…

Leveraged Relationships…

Created Demand…

Mismatched perceptions between learners, teachers and leaders impacts school outcomes.

Definitions of Risk

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Be there when it counts

Mismatched Perceptions 1: What is an Intervention?

What interventions are available?

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“Richland Two Quality” of Intervention

• Teachers often are unaware of resources available, and ask for support
• Teachers want to be involved and have access to information
• Teachers are working in isolation, and individual progress is inconsistent across grade levels.

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Empathy: In order to get to new solutions, you have to get to know different people, different scenarios, different places.

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Be there when it counts

What can you do?

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What can you do within your school environment to be more aware of interventions available throughout the district?

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With whom do you communicate outside of your role to impact student’s access to services?

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Mismatched Perception 2: How do we access data and decide to intervene?

What sources do you use to identify strengths and weaknesses?

• Consulted with Powerschool to code interventions in Powerschool
• Made connections with awesome leaders who share our passion. (easyCbm)
• Learned about BrightBytes data software; working towards implementation

Early Warning Framework

Early Warning Framework

Early Warning Framework

Early Warning Framework

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What type of information do teachers need to access to effectively plan for support for students when they need it?

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https://padlet.com/wall/95jc3cem7cms

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Mismatched Perceptions 3 : Increase awareness and communication

Is Social Skills instruction a place?

There are many factors of “risk”, and they are different at each level. Do they vary elementary/middle/high, or is risk just “RISK”?

Building Teacher Capacity :

• Host round-tables to connect awesome teachers
• Love them; Be open to information when it is received; allow for re-do; mini conferences; etc..
• Help teachers realize their power to intervene with social skills in order to prevent suspensions and expulsions.

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“Social Skills were listed least among concerns for intervention, BUT…

Concerns over discipline and suspensions were high. “

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Acknowledge the Communication DYSFUNCTION and fix it.

#R2bridgingthegap

Talk about YOUR characteristics, not the Statistics/Label

#R2bridgingthegap

Build Human Capacity

#R2bridgingthegap

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Reduce Isolation of Interventionists and Teachers

#R2bridgingthegap

Identify Key Teachers and Leaders and have Continuous Conversations

#R2bridgingthegap

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Focus on Building Relationships- Prioritize People

#R2bridgingthegap

Offer the right intervention for the specific need.

#R2bridgingthegap

#R2bridgingthegap

We can create systems to help when students NEED us and ensure a

Richland Two Quality

Intervention.

Resources for you

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http://r2innovates.blogspot.com/

#r2innovates

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How might we build empathy for and across student so that we serve thier diverse needs and better understand each other

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theawesomeologist.com

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#R2bridgingthegap

Erin Armstrong earmstrong@richland2.org

Marjorie Rehlander mrehlander@richland2.org

Sade Tate state@richland2.org

Elizabeth Robitzsch erobitzsch@richland2.org

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Create Infographics to support communication�Map

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Build educator networks to increase ownership and develop awareness