Oregon Scaling-Up EBISS Blog h@p://blogs.uoregon.edu/oregonscalingupebissblog/
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Goals for Today
Facing the Challenge • 40-‐40-‐20 Every Student a Graduate
Training and Coaching Drivers • Developing a Service Delivery Plan for Coaching and
Training
SelecGon Driver • EffecGve SelecGon, Hiring, and RetenGon PracGces
PoliGcal PoliGcal and Stakeholder Support • Developing a Board PresentaGon
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The Oregon Challenge: 40-‐40-‐20
All students
Will complete high school… the vast majority will go on to higher
educaGon or workforce training programs
by 2025.
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A Call to AcGon
“Our current system just isn’t ge9ng
us there. It will take bold, transformaBonal, and fearless acBon to redesign and realign our educaBon system to see the outcomes we need
for our students.”
Rob Saxton, Deputy Superintendent, Oregon Department of EducaGon
The Challenge
The number of illiterate adults is increasing by 2.25 million people each year.
Of the 2.25 million illiterate adults:
• Nearly 1 million were young people who dropped out of school before graduaGon
• Totaling 20% of all high school graduates
Grim StaGsGcs of Illiteracy, 2007
53% of homeless mothers do not have a high school diploma.
Poor students are twice as likely as non-‐poor students to
repeat a grade, be expelled, get suspended, or drop out of high schoo.l
www.familyhomelessness.com
In 2010, 29.2% of Oregon children experienced food insecurity.
• 1 in 5 receive food stamps
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Oregon 3rd Grade Reading
“Our Current System Just Isn’t Ge9ng Us There”
Our beliefs are shaped by our experiences, these beliefs can place conGngencies on what we believe
students can do (Steele, 2010).
h@p://www.youtube.com/watch?v=-‐6ynk54u9nA
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Personal ReflecBon
Does my district/school place conGngencies on students who are...
• Economically Disadvantaged? • Specific Learning Disabled? • EmoGonally Disturbed? • English Language Learners?
Do I believe they are capable of achieving grade level benchmarks in reading?
1 2 3 4 5 No………….…………...Yes
Why, Why not?
Prison Beds and Reading Ability
It is said that states can esGmate the number of prison beds they will need in the future, based on their 3rd grade reading scores.
NaGon-‐wide • 68% of prison inmates did not receive a high school diploma
• 59% have a speech disability • 66% have a learning disability
h@p://www.bjs.gov/content/pub/pdf/ecp.pdf
A black male is more likely to be in prison than to have a post-‐graduate degree
American Community Survey, 2006
“Prisons are the new form of segregaGon” -‐Harry Belafonte
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School to Prison Pipeline
Expansive Survey of America's Public Schools
Reveals Troubling Racial DispariGes
• This AdministraGon is moving aggressively to disrupt the school-‐to-‐prison pipeline in order to ensure that all of our young people have equal educaGonal opportuniGes.
• Departments of EducaGon and JusGce recently released guidelines to school districts on zero-‐tolerance policies and discipline tacGcs (Oregon HB 2192)
Students from African American families are 2.19 (elementary) to 3.78 (middle) Gmes as likely to be referred to the office for problem behavior as their White peers (Skiba et al., 2011).
Schools tend to disproporGonately punish students who have the greatest academic, social,
and economic needs. • Disadvantaged students receive the lion’s share of the punishment -‐Pedro Noguera, 2008
Oregon: Discipline by Sub-‐Group Percent of Students Enrolled on May 1, 2013 with One or More
Suspensions or Expulsions in the 2012-‐13 school year.
Oregon State-‐Wide Report Card 2012-‐13
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Oregon 3rd Grade Reading
“Our Current System Just Isn’t Ge9ng Us There”
Group ReflecBon
Think of students who are oren disciplined.
• Are we asking them to do something they do not have the skill you do?
• Are they at grade level in reading and math? • How can we re-‐connect them to the learning experience?
• Full ImplementaGon – Train new staff, refreshers, performance assessment
Readiness and Capacity: Full implementaBon can take up to four years under opBmal condiBons Fixsen, Naoom, Blase, Friedman, & Wallace, 2005
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What Would it Take to Exercise...
Bold, TransformaBonal, and Fearless AcBon?
Grade 3 CCSS ELA Phonics and Word RecogniGon Know and apply grade-‐level phonics, word analysis skills in decoding words.
• IdenGfy and know the meaning of the most common prefixes and derivaGonal suffixes.
• Decode words with common LaGn suffixes. • Decode mulG-‐syllable words. • Read grade-‐appropriate irregularly spelled words.
What Would it Take to Exercise... Bold, TransformaBonal, and Fearless AcBon?
Grade 8 CCSS ELA Reading InformaGonal Text Key Ideas and details (new skill not aligned with Oregon ELA standards) • Analyze how a text makes connecGons among and disGncGons between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).
What Would it Take to Exercise... Bold, TransformaBonal, and Fearless AcBon?
Grade 11 CCSS ELA Reading InformaGonal Text RI-‐ 9 IntegraGon of Knowledge and Ideas (new skill not aligned with Oregon ELA standards) • Analyze seventeenth-‐, eighteenth-‐, and nineteenth-‐century foundaGonal U.S. documents of historical and literary significance (e.g., The DeclaraGon of Independence, the Bill of Rights) for their themes, purposes, and rhetorical features.
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Training Competency Driver
Purposes of Training:
1. Knowledge AcquisiGon
2. Basic Skill Development
3. Develop Buy-‐in and CollecGve Commitment • Board and district office? • School administrators and leaders? • Teaching and support staff?
Training Driver -‐ Best PracGce
District goals and pracBces are aligned
1. Lead person accountable for delivery and monitoring of training
• Trainers are training and coached 2. Training occurs prior to implementaGon and in
response to need – • Needs assessment guides differenGated professional
development 3. Skill based training – rehearsals
• Opportunity to pracGce and collegial commitment
Training Driver -‐ Best PracGce
4. Fidelity measures collected and analyzed • Is there a change in implementaGon fidelity?
5. Training outcome data collected and analyzed
• Pre/Post assessment of the knowledge and skills parGcipants gained
6. Feed Forward • Pre/Post to coaches and supervisors
7. Feedback • Pre/Post to SelecGon and Recruitment
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Developing a Training Service Delivery Plan
Where would you start as a district? • Are your district goals and pracGces aligned? • Have you idenGfied the training staff need? Consider the Evidence • Stage of implementaGon, readiness, capacity
GROUP REFLECTION
Needs Assessment
Staff Needs • Board • District Administrators • School Administrators • Teaching Staff • Support Staff
Student Needs • By level • Special Needs • English Language • DisproporGonality
– Race – Ethnicity – Economic Disadvantage
Student Needs
Comprehensive Assessment System • Screening and progress monitoring • OAKS • In program assessments
Audit of PracGces • PracGces at Ger 1, 2, 3 • Fidelity of implementaGon
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Student Outcomes
Do we have a comprehensive assessment system Are students making adequate growth?
Middle Beginning End
How many students started at Benchmark in the fall and were Benchmark in the winter?
How many students started at Strategic in the fall and were Benchmark in the winter?
How many students started at Intensive in the fall and were at Strategic or Benchmark in the winter?
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Audit of PracGces Gaps, Overlaps, Fidelity
PracGces to Meet Student Needs
• Tier 3 support for all students not meeGng OAKS • Tier 3 pracGces (worksheets) not aligned with need
• 13 vocabulary strategies used in a K-‐6 school. • 1/6 teachers use a comprehension strategy.
• Data not used to make instrucGonal decisions • Progress data collected by untrained staff
Performance assessment • Tie training to performance assessment
• Trainers and parGcipants Support based on needs of staff and students in each building
• Equitable resource allocaGon
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Administrator Training
• Walkthroughs – Administrators using a standard protocol
• InstrucGonal Rounds – Teachers observe and compare their instrucGonal pracGces with those of the teachers they observe
• EffecGve Use of Data – What, when, why of data collecGon – Developing problem statements, soluGons, acGon and fidelity of implementaGon plans
Developing A Service Delivery Training Plan
PDSA with mulGple sources of data
• District goal and department alignment • Stage of ImplementaGon • Student outcome data • Clearly defined outcomes • PracGces and fidelity of pracGces • Staff belief and staff need • Budget for resource allocaGon • Readiness and Capacity
Evaluate EffecGveness of Training
Re-‐assess Need
Research suggests the likelihood of embracing new pracGces increases when… • Educators perceive that they either have the skills to implement the pracGce or will receive support to develop the required skills. Cror et al., 2010
Training…..It is not a one Gme event! Fixsen, Naoom, Blase & Wallace, 2005
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STAFF NEEDS ASSESSMENT
PercepGons of RTI Skills Survey
h@p://www.floridarG.usf.edu
PercepGons of RTI Skills Survey
A Self-‐Report Measure
h@p://www.floridarG.usf.edu
AcGvity: Needs Assessment
Individually, complete item 2-‐5 regarding PercepGons on RTI Skills Survey.
If you want to go fast, go alone, if you want to go far, go together. -‐African Proverb
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Group ReflecBon
Does the DLIT have the skills to use data for problem solving to support implementaGon in every school?
• Does district staff support building principals in every school?
• Are the principals supporGng teachers in every classroom?
Refer to the Maryland Professional Development Planning Checklist Handout
We don’t spend ANY money on professional development, if we don’t have a plan to coach it
• We send a few key staff to a training – Training must be aligned with our district goals
• Building capacity – A trainer of trainers model
• Key people return and train/coach more key staff
• Our trainers train all staff – We follow-‐up training with a coaching plan
Can you esGmate how much money your district or department spent on professional development this year? • Did it directly benefit students? • Was there a trainer of trainers model established to ensure all staff benefited from the training?
GROUP REFLECTION
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Break
Coaching Competency Driver
Improving Competence and
Confidence
First Things First
1. District goals and prioriGes developed by DLIT & BLIT
2. Goals and prioriGes aligned with training 3. Training in place and evaluaGon is on-‐going 4. Walkthrough schedule in place to idenGfy
coaching needs 5. CollaboraGve decision for coaching goals 6. Coaching calendar developed (following
walkthroughs)
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COACHING
% who demonstrate knowledge % who demonstrate new skills in training se^ng
% who use new skills in the classroom
Training Components
Knowledge Skill DemonstraGon
Use in the Classroom
Theory and Discussion
10% 5% 0%
DemonstraGon in Classroom
30% 20% 0%
PracGce and Feedback in Training
60% 60% 5%
Coaching in the Classroom
95% 95% 95%
Joyce and Showers (2002)
How do we afford coaching?
We use the PD money we save…
We develop capacity, release Bme for teacher coaches Melissa Williams
Ontario School District
What would it be like…
…To take bold, transformaBonal, and fearless acBon?
Coaching Strategies and AcGons • District funds allocated for coaching in every school • More coaching for schools with the greatest need • If not possible, key coaching funcBons assigned at each school and at the district level
Oregon K-‐12 Literacy Framework
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Coaching Competency Driver
Purposes for coaching:
1. Ensure effecGve implementaGon • All teachers are supported in implementaGon
2. Develop good judgment • Work toward collecGve, collaboraGve
commitment to evidence based implementaGon
Coaching Competency Driver
3. Ensure fidelity • Strategic, differenGated support
4. Provide feedback to selecGon and training drivers
• What skills do we need to select and hire? • What do we re-‐train for the some and the few?
Ensure Training Translates to PracBce
What are some examples of coaching systems in your district?
GROUP REFLECTION
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Coaching Driver -‐ Best PracGces
1. Lead person accountable for Gmely delivery and monitoring of coaching
• Recruitment & SelecGon of coaches - Knowledge and skill – content and coaching
• Accountability structure for coaches - Time spent in direct coaching support - Classroom, data meeGngs, school and district leadership
• Processes for coaches to adhere to - District protocols - Walkthrough and coaching schedule
Coaching Traits
Forthright, Reliable and Self-‐Assured
• Strong interpersonal and intrapersonal skills • Dedicated to the development of trusGng relaGonships
• Commi@ed to conGnued personal and professional development
Oregon Coaches Task Force, 2011
Coaching Knowledge and Skills
The purpose of a coach is to expand an individual’s and/or a group’s capacity
to obtain desired results using a framework based on
systemaGc assessment, feedback, and inquiry
(Hargrove, 2008; Reeves & Allison, 2009).
Oregon Coaches Task Force, 2011
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Content Knowledge and Skills
Accountability Structures
• Professional Development • Planning • Model Lessons • Coaching
• Coach-‐Teacher Conference
• Student Assessment • Data ReporGng
See Handout: WRRFTAC, 2009
Excel Data Sheet: Compliments of Clackamas ESD
• Data ReporGng • Data Analysis • MeeGngs • Knowledge Building
Coaching Driver -‐ Best PracGces
2. Coaching Service Delivery Plan in place • Adherence is regularly reviewed - Are we doing what we said we would do?
3. Fidelity measures collected and analyzed • Data used as key coaching outcome
4. Develop capacity from day one • IdenGfy teacher leaders - Use release Gme for side-‐by-‐side coaching
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Coaching Driver -‐ Best PracGces
5. MulGple forms of informaGon used for
feedback to DLIT/BLIT and coaches • ObservaGons of expert coaches - Direct observaGon of implementaGon (in person,
video)
• Survey of current skill level of staff and saGsfacGon with coaching support
• Coaching Ged to training and performance assessment
Developing a Coaching Service Delivery Plan
Where would you start as a district? • Are your district goals and pracGces aligned? • First, do you have a Training Service Delivery Plan in
place? Consider the Evidence • Stage of implementaGon, readiness, capacity
GROUP REFLECTION
Things to Consider
Budget for Coaching Reflects Districts Goals
DifferenGate Support • Understand staff need -‐ all, some, few
Develop a Coaching Calendar • Ensure EffecGve CommunicaGon
Performance Assessment • Tie training and coaching to performance assessment
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Evaluate EffecGveness of Coaching
Re-‐assess and Re-‐assess
Research suggests the likelihood of embracing new pracBces increases when:
• Educators perceive they will receive support to develop the required skills Cror et al., 2010
Coaching is not a one Bme event!
Performance Assessment
Clear and Transparent ExpectaGons
We should not assess administrator and teacher performance if we have not provided
sufficient training and coaching.
An Integrated System Training-‐Coaching-‐Performance Assessment
• Recruitment and SelecGon • Tied to Educator EffecGveness
Train, Coach & Support Performance
h@p://oregonrG.org/node/74
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Developing a Coaching Service Delivery Plan
What would it take to establish clear expectaGons 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 REFLECTION
Systems IntervenGons Decision Support Data Systems
ObjecGvely document barriers and make construcGve recommendaGons
Consider: • District goal alignment • Stage of ImplementaGon • Staff observed/perceived need • Budget and resource allocaGon • Readiness and Capacity
“Our Current System Just Isn’t Ge9ng Us There” h@p://oregonrG.org/node/74
AcGvity: The Shir
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District Goals -‐ Stage of ImplementaGon -‐ Readiness -‐ Capacity
Where would your begin?
1. Board and District Leadership? 2. School Administrators? 3. Teaching Staff, Support Staff? To take bold, transformaBonal, and fearless acBon To redesign and realign your systems To see the outcomes you need for your students
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Once social change begins, it cannot be reversed
You cannot uneducate the person who has learned to read
You cannot humiliate the person who feels pride
And you cannot oppress the people who are not afraid anymore
-‐César Chávez
Lunch
In the space between chaos and shape there was another chance… -‐Jeane@e Winterson
Recruitment & Selection Competency Driver
Improving System-‐wide
Competence
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Recruitment & SelecGon Driver
Purposes of Recruitment and SelecGon • Select for “teachable” (willingness to learn
or adapt) • Screen for pre-‐requisites • Make expectaGons explicit - Improve retenGon - Increase likelihood that training, coaching, performance
assessment will result in fidelity of implementaGon
• Mutual selecGon
Best PracGce -‐ Recruitment & SelecGon
• Lead person ensures processes and criteria are clear – District Protocol and transparent process – Interviewers can assess skill and ability of applicants
• Experience relates to district goals and expectaGons – Hire for knowledge/skill of district EBPs
Recruitment & SelecGon Driver
Best PracGce • InteracGve Interview Process
– Seeing is believing • Problem solve vigne@es, video scenarios • Data set analysis
– Evaluate ability to • Accept feedback • Ability to change behavior
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Recruitment & SelecGon Driver
Best PracGce • Data is used for IntegraGon with other drivers
– A@enGon given to compensatory features
• Interview informaGon fed forward – Administrators – FacilitaGve administraGon – Trainers – Training for new hires – Coaches – Coaching for new hires
Create and maintain posiGons to support RtI and PBIS
• Literacy Specialist and Counselor in each building • District level coordinators and coaches
Modify selecGon process to ensure new hires have the right competencies for exisGng posiGons
• Focus on literacy and PBIS • Behavioral vigne@es
• Provide applicants with data to analyze • Observe instrucGon and give feedback
Compliments of TTSD
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Elementary Principal Interview QuesGons
• Tell us about the background and skills you would bring to this posiGon?
• Why this school? What is it about our school and district that makes you want to be here?
• If you were to walk into a classroom with excellent instrucGon, what would you expect to see?
• If you were to walk into a classroom with poor instrucGon, what would you do about it?
Compliments of TTSD
Elementary Principal Interview QuesGons
• Please discuss your vision for comprehensive professional development at your school?
• How would you teach reading to a 1st grader?
• We have an inexcusable racial achievement and access gap in our school district, primarily between our LaGno and White students. What will you do to help eliminate this gap?
• What are the common features of PosiGve Behavior IntervenGon Support and Response to IntervenGon systems? What is your experience coordinaGng, leading, or performing within these systems?
Compliments of TTSD
Interview Data AcGvity Directions: Please review the data provided for the following six (6) students. At the bottom of each page, please complete the instructional recommendation section and include your rationale.
Compliments of TTSD
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Literacy Coach Interview QuesGons
• What’s important about the EBIS/RTI process? What do teachers need to understand in order to parGcipate in EBIS/RTI decision making?
• Describe the key components of reading assessment. Which assessments are essenGal, and for what purpose?
• You will be working with 10 literacy specialists and 10 elementary principals. How will you ensure that our elementary reading program is implemented consistently across the district?
• Please describe a teacher training that you conducted. Was the training successful? What would you have done differently?
Compliments of TTSD
Literacy Coach Interview QuesGons
• Describe a coaching relaGonship you’ve had. What makes a coach/teacher relaGonship successful?
• What is your experience working with English language learners? How do you adjust curriculum and instrucGon to meet the needs of ELLs?
• How do you teach reading to a 1st grader? An 8th grader?
• Tell us about a Gme when you helped a teacher uGlize strategies that increase and enhance students’ use of academic language in everyday learning.
• If you observed an EBIS meeGng or reading instrucGon that was not implemented according to district pracGces, what would you do about it? Compliments of TTSD
Reflect on your Hiring PracGces
Where would you start as a district? • Does your current interview process ensure new hires
have the right competencies for exisGng posiGons? • Given what we know about best pracGce from the
SelecGon Driver what could you do differently? • Are you asking the right interview quesGons?
GROUP REFLECTION
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BREAK
Please Complete the Post-‐Test
Choice Activity
What would it be like to present to the school board and district leadership?
1. The need for an EBISS District Leadership ImplementaGon Team
2. Training Service Delivery Plan 3. Coaching Service Delivery Plan
School District Name Here
District Logo Mission Vision
PresentaGon to the School Board
Presenters Date
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40-‐40-‐20
MeeGng the Challenge
All students Will complete high school…
the vast majority will go on to higher educaGon or workforce
training programs by 2025
“Our current system just isn’t ge9ng us there. Moving...will require rethinking how we serve our students…It will take bold,
transformaBonal, and fearless acBon…to redesign and realign our
educaGon system to see the outcomes we need for our students.
Rob Saxton, Deputy Superintendent, Oregon Department of EducaGon
Oregon
105
Oregon Scaling-‐up EBISS
A Promising PracGce For Bold
TransformaBonal Fearless AcBon
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Our Districts 4 Year Trend Data: Reading 204-‐218
2011/12 211-‐224
4 Year Disaggregated Student Data Reading
Problem Statement
Fewer than 80% of all our students are meeGng the new state standards in reading at the elementary level. • Only 60% of economically disadvantaged, 40.4% of students with disabiliGes and 24.1% of students who are ELLs are meeGng the state standards. • Based on these data our district will not meet 40-‐40-‐20 by 2025 unless we rethink how we serve students.
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EBISS DLIT: Exploring the School-‐wide
Reading Model for Elementary
• Leadership • Universal Screening/ Progress Monitoring • Evidence Based Core Reading Program • Evidence Based IntervenGons • EffecGve Data Team Process • AcGon Planning • Fidelity Measures • Coaching / Professional Development
CriGcal ImplementaGon Features
1. Leadership -‐ board, district and school leaders – Clearly communicates goals to all stakeholders – Provides resources to support principal and teacher pracGce
• IdenGfies student and staff needs – Develops acGon plans with schools to meet needs and district goals
2. Building staff competency for performance assessment – Training service delivery plan – Coaching service delivery plan – Recruitment and selecGon pracGces
3. OrganizaGonal Supports – Data is used to problem solve and make decisions – AdministraGon idenGfies barriers and makes construcGve
recommendaGons – AdministraGon supports development of highly competent staff
Problem Statement and Desired Outcome
Problem Statement: Fewer than 80% of all our students are meeGng the new state standards in reading at the elementary level: Only 60% of economically disadvantaged, 40.4% of students with disabiliGes and 24.1% of students who are ELLs are meeGng the state standards. Based on these data our district will not meet 40-‐40-‐20 by 2025 unless we rethink how we serve students.
Desired Outcome: Develop a DLIT to rethink how we deliver reading instrucGon at the elementary level and implement the school-‐wide reading model, with fidelity, so all students have access to quality Ger one instrucGon and the supplemental supports required to gain the knowledge and skills to meet 40-‐40-‐20 and the CCSS.
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Next Steps Proposal
IdenGfy ExisGng Resources and
Needed Support
1. Student data -‐ staff data -‐ knowledge of pracGces
– What does the data tell you? – What other data do you need?
2. You may want to add your stage of implementaGon
– Are you ready? – Do you have the capacity?
Exis,ng Resources Needed Support Evidence Based Core Reading Program DIBELS: screening and progress monitoring system
Training to implement core in all classrooms with fidelity, and a coaching system to support effecGve pracGce Training for administraGon to model effecGve use of data for problem solving and acGon planning at all data team meeGngs
Develop DLIT: Explore implementaGon of SWRM
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Next Steps
Develop SoluGon and ImplementaGon Fidelity Plan
1. Define soluGon • Who, what, by when
– How we will monitor our progress
Solu,on: Examine current prac,ces to make the SWRM a priority at the elementary level
Who What By When Key Leadership idenGfied to develop a DLIT exploraGon team • Board member • Superintendent • Principals • Coaches or teacher
leaders
1. School visits to gain knowledge of school pracGces and challenges • Is core used in all
classrooms • Is core used with fidelity • Do all students have
access to core?
2. Disseminate staff survey to idenGfy the skills they have/need
3. Assemble data and enter into problem solving and soluGon development for the 2013/2014 school year
1. Begin: April 30, 2013 End: May 1, 2013 2. Begin May 1, 2013 End May 15, 3013
3. Complete by June 30, 2013
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End with something that will help your audience make a personal connection
to why change is needed.
Add a quote, district picture…
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Next Steps
Oregon Scaling-‐up EBISS Coaching Makes the Difference
Oregon Scaling-Up EBISS Blog h@p://blogs.uoregon.edu/oregonscalingupebissblog/
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References Aladjem, D. K., & Borman, K. M. (2006, April). Summary of Findings from the NaBonal Longitudinal EvaluaBon
of Comprehensive School Reform. Paper presented at the Annual meeGng of the American EducaGonal Research AssociaGon, San Francisco, CA.
Burne@e, G. (1999). Gangs in Schools. ERIC Digest [Online}. Available: h@p://eric-‐web.tc.colunbia.edu/digests/dig99.html
Cror, A., Coggshall, J. G., Dolan, M., Powers, D. E., & Killion, J. (2010). Job-‐embedded professional development: What it is, who is responsible, and how to get it done well. Issue Brief (April).
Fixsen, D. L., Blase, K. A., Naoom, S. F., & Wallace, F. (2009). Core implementaGon components. Research on Social Work PracBce, 19, 531–540. doi: 10.1177/1049731509335549
Fixsen, D. L., Naoom, S. F., Blase, K., Friedman, R. M., & Wallace, F. (2005). ImplementaBon research: A synthesis of the literature. (FMHI publicaGon No. 231). Tampa, FL: University of South Florida, Louis de la Parte Florida Mental Health InsGtute, The NaGonal ImplementaGon Research Network.
Joyce, B., & Showers, B. (2003). Student achievement through staff development. Alexandria, VA: AssociaBon for Supervision and Curriculum Development.
Lesnick, Goerge,Smithgall, & Gwynne (2010). Reading on Grade Level in Third Grade: How Is It Related to High SchoolPerformance and College Enrollment? Chicago: Chapin Hall at the University of Chicago.
Noguera, P. (2008). What Discipline is For: ConnecGng studnets to the benefits of learning. Retreived from h@p://cdna.tolerance.org/tdsi/sites/tolerance.org.tdsi/files/assets/general/TDSi_Noguera.pdf
Skiba, R. J., Horner, R. H., Chung, C. G., Rausch, M. K., May, S. L., & Tobin, T. (2011). Race Is Not Neutral: A NaGonal InvesGgaGon of African American and LaGno DisproporGonality in School Discipline. School Psychology Review, 40(1).
Vernez, G., Karam, R., Mariano, L. T., & DeMarGni, C. (2006). EvaluaBng comprehensive school reform models at scale: Focus on implementaBon. Santa Monica, CA: RAND CorporaGon.
Oregon Coaches Task Force. (2011). K-‐12 Systems Coach Manual. Center on Teaching and Learning, University of Oregon, Eugene, OR.
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Resources American Community Survey (2006). Retrieved from h@p://www.census.gov/acs/www/ Bureau of JusBce StaBsBcs (2003). Survey of Inmate EducaBonal and correcBonal
populaBons. Retrieved from hRp://www.bjs.gov/ Common Core State Standards. Retrieved from h@p://www.corestandards.org/ Family Homelessness. Retrieved from www.familyhomelessness.com Grimm (2007). Grimm StaGsGcs of Illiteracy Oregon Scaling-‐Up EBISS Blog h@p://blogs.uoregon.edu/oregonscalingupebissblog/ State ImplementaGon & Scaling-‐up of Evidence-‐based PracGces Center. Retrieved from
h@p://sisep.fpg.unc.edu/ Shigeoka, 2012. “How in the World Do I Start Talking About This?”: ImplemenGng
Culturally Responsive SWPBIS, Sho Shigeoka. Retreived from hRp://www.pbisnetwork.org/?page_id=2331
University of South Florida (2012). Beliers on an RtI Scale. Retrieved from h@p://www.floridarG.usf.edu
University of South Florida (2012). PercepGons of RtI Skills Survey Revised. Retrieved from h@p://www.floridarG.usf.edu
Western Regional Reading First Technical Assistance Center. Retrieved from hRp://www2.ed.gov/programs/readingfirst/support/contacts.html
Resources: Videos Dalton Sherman. Retrieved from
hRp://www.youtube.com/watch?v=HAMLOnSNwzA Simon Sinek. Retrieved from
