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The updated foundational framework is really thorough focusing more on school structure than student performance (p.26). SJK

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If we could try to accomplish some part of the resource mapping suggested on p. 35? "Mine the System" SJK

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Resource Mapping and Personnel - looking at the abilities of the staff we currently have.  We created a group resume similar to what is found on page 37.

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At our earlier inservice day, staff focused on the lack of time to accomplish specific tasks.  I wonder, once we map out resources, will staff feel less stressed in terms of time and feel more productive with what they have?

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Though we do have to follow the handbook, would it be worth while to spend time on the Equity based tiered instructional matrix on pages 57 - 60. Universal (t1), Additional (t2) and Intensified (t3) More of a comprehensive model with embedded equity. Equity coming from the integrated learning and service delivery. Do we build in time in our master schedule for MTSS data discussions?
LW

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Resource Mapping - Facilities
Listing all the rooms and spaces available in the school and how it is currently used to support students. What is working, what isn't working - track students movement with multi-services. This would be great to look at as a staff.

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I am wondering if we could review C+I (page 43/44) to assure all staff are aware of curricular materials and have a comprehensive understanding of resources available.

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I am wondering if we implement some of these resource mapping tools, will we be better equipped to meet the needs of those high achieving/ low growth learners. (JT)

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"Too often a time lag between data collection and instructional decision making causes unnecessary delays in student progress, which snowballs over time." p. 55 "This tool (matrix) supports decisions regarding instructional strategies and their impact without resulting in decision fatigue."
- Being clear and deliberate in the process will be most important for ease of use which results in student improvement. (JT)

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"What integrated learning means is a shift to proactive teaching of appropriate social, emotional and behavioral skills embedded within academic content formally taught on a daily basis. This integration is a subtle but important shift in this process."
- How might some of these shifts impact growth mindset? (JT)

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Branching Minds - The MTSS Meetings Guide & Toolkit.pdf

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This analogy in the introduction is a great way to visualize Equity Based MTSS.

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Local Resources are Foundational
"Our approach to MTSS focuses on the talents and structures of the educators in your school, harnesses and structures their talents in a way that elevates all they have to offer, and builds on their unique histories and skills in order to make equity-based MTSS what is needed to accomplish important educational outcomes for all involved." Pg 33

How can we more effectively tap into the talent and expertise within our building?

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Although the district has a master list of interventions, it would be worthwhile to come together: both MTSS, classroom and SPED to create our own usable list for NBS. p.73
In addition, our instructional focus should include all teachers as we have moved away from this. That way, we can look at truly supplying integrated teaching and learning for ALL students. SJK

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"You want to build a system that is strong and that does not fall prey to the winds of educational initiatives." p. 24
-Spending additional time in the beginning to build a strong foundation will help MTSS in the long run. LG

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How can we better build a solid foundation and understanding of the MTSS process as we begin to look at the criteria for qualifying students for special education? LG

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I really liked the tool in the book on page 56. It's a very systematic way of going through what is available and what we have tried with students as we move through the tiers of intervention and services. LG

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Integrated Learning, pages 60-61
A shift toward teaching social, emotional, and behavior within academic content universally is a direct link to our vision this year. By doing this, we will encourage the growth mindset of our learners in a situation where they may need to use it. What kind of impact might this have on our students this year?

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"Teams select instruction and support to meet identified skill needs, not based on other student characteristics." The idea is equity at its most basic and profound.

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Restructure our resources
Harness the talent we have in our school
Parent knowledge as a resource
Not only what your abilities are thoughts are but who we connect with as an expert in our school. Point out who the resources are and why they see that in you.

Building a strong foundation. Slow down to speed up and eliminate the band-aid or quick fix. Include all stakeholders at the table.

No more Google folders - clean up what we have first

Inclusive behavioral instruction inside academics. Expansion other than just in Second Step.

Resource mapping of what interventions we have and make it specific to NBS.

Intervention Fair/Expo - Staff meeting
* Create the list and then set it up
* Staff select 2-3 and return to grade level groups
* Focus on Universal AKA Tier 1
* Sharing of the library
* Focus on the other end of the process for our 7, 8, 9. Stanine

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Notice and Wonder
The strategy for creating a master schedule has always seemed daunting to me! After reading the 5 steps involved, I can see why! These steps are so important though. This makes me wonder about our own schedule. A few years ago we built in an intervention block for each grade level...a time where students receiving interventions were pulled. Each grade level had a designated time. I wonder if this is something we should revisit when thinking about our master schedule? Katy

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As we look at our master schedule, there are so many facets that get added each year (for example, the Playtime Act recess this year).  Working to best utilize our time within the building for the best use of resources is a key step.  Looking at which data will drive this time will be significant.  The example given on p. 83 which explained how various roles outside of the classroom might be best used during this  time.  Time and personnel resources will continue to be our most "tricky" piece with scheduling.  Thought ...might other personnel be available during our small group/independent time in say, reading or math, for short impactful needs based learning??  (JT)

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"Do we ideally want to ensure all students have access to all courses and activities, regardless of their need for extra support? p. 82 I wonder if it should read: Do we ideally want to ensure all students that need extra support have access to intervention regardless of the courses and activities in the master schedule?
I'd like to learn more about the intervention block that was in place in a few years ago. Was it effective? Why was it abandoned? LJ

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I also admire those that take on the task of our Master Schedule! It has worked really well with the DM Scheduling tool, including for Special Services & Interventionists. I wonder if we could "think about staff who are available at various times during the day (p.83)." This all reverts back to the theme, "Mine the System." SJK

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HOW DO WE WANT TO BRING THIS FORWARD TO STAFF?

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HOW DO WE WANT TO BRING THIS FORWARD TO STAFF?

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1. Understand what you want for your students
2. Understand your student needs
3. Understand your current reality
4. Revisit your strengths
5. Match strengths to needs
pg 81. (LBR)

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I also recall an intervention block when I was at North years ago. Similarly, SH had one for years. The difference between then and now - support staff. There is a drastic difference in the number of support staff we have available to help with interventions than we did previously in the district. I agree that when looking at the master schedule; it is important to look for pockets of time that are considered for small groups or intervention. This would help with special services and MTSS interventions, as well as classroom interventions. Going further, it would be helpful to not have core subjects and intervention blocks overlapped among grade levels. Only so many hours in a day, so it might be wishful thinking. (LG)

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In some systems, teachers do not talk with peers about effective instruction and it's impact on learning.  Instead, they spend time focused on what students need to learn and how they will know whether students have learned it.  Are we really talking about the process or just the end goal?  What intentionally selected instructional practices are we incorporating to help students be successful? How can we openly share these steps with each other? (SJ)

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Notice: I feel like our schools generally create our schedules the way it was suggested in the book.  Priority for blocks of instructional time in the morning, common plan time, consideration of those working specific days.

Wonder: I wonder what our schedule would look like if it was catered to our significant needs students- Jirasek and Devine. Or built around the availability of our Special Services team instead?

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What is it that we see is valued in our main schedule? Do we see what we want for our students? Do we make space for what they might need? What is the current reality of our current main schedule (District & State & policy requirements)? What do we see as a strength? How do we know? Is there evidence that we match strengths to those needs? How can our new PLC structure & data support the answers to these questions? LW

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Paying attention to our words, our actions, and our environment ensuring that each and every student recognizes that they are welcome, they belong, and they matter. These cannot just be quiet sentiments. We must take inventory to ensure that every student has an adult in the building who knows something important about them beyond their test scores. How do we show students they belong? How do we increase the interactions of adults with children? How do we make sure that our system at NBS works for all students through a resource matching process allowing us to understand and identify the best resources?  What do we think about resource matching being reviewed and adjusting the main schedule to meet student need remembering that people not the data make decisions. LW