BLT Manual

BLT MANUAL

Table of Contents 1.Building Leadership Team Overview...........4 2.BLT Task Calendars...................................7 3.Effective Teaming Practices......................12 4.Teacher Leadership...................................20 5.MTSS Overview..........................................29 6.Data-based Decision Making.....................32

For additional resources and implementation tools, visit our BLT Toolbox.

1 BLT Overview

The purpose of a Building Leadership Team (BLT) is to promote collaboration, shared decision-making, and the effective use of resources to support the success and well-being of students and the school community as a whole. A Building Leadership Team (BLT) is an essential component of school improvement. Teachers, administrators, and other stakeholders provide a platform for collaborative decision making to ensure that multiple perspectives are considered when making important decisions around policy, procedures, professional learning, initiatives, etc., with the goal of enhancing student achievement and well-being.

The primary work of a BLT centers around 6 key focus areas: Vision and Goals

MTSS Implementation Professional Learning Data-based Decision Making Communication Teacher Leadership

In any school environment, every staff member plays an integral role, contributing to its system of learning and growth. While the Building Leadership Team may provide overarching direction and guidance, it is the collective effort of ALL staff members’ implementation of those directions and guidance that truly shapes the school's culture and effectiveness. From teachers and administrators to custodial staff and cafeteria workers, each individual brings unique skills, perspectives, and dedication to their respective roles within a school.Together, they form a cohesive network, collaborating to create a nurturing environment where students can thrive academically, socially, and emotionally. Every staff member, regardless of their position, has a purpose that contributes to the overall success of the school.

TEAM FOCUS AREAS

FOCUS

CRITICAL ACTIONS

Establish a shared vision that aligns school and district goals and priorities

Vision & Goals

Plan for the improvements in instructional practice, culture, and systems to meet identified goals Provide infrastructure and support for teachers in the implementation of tiered academic and behavior systems (CSD MTSS Framework) Coordinate BLT’s work with other school teams

MTSS Implementation

Design and implement professional learning and support for building staff Increase public practice within school

Professional Learning

Collect and routinely analyzes patterns of implementation data, achievement data, and early warning systems to monitor progress of school improvement goals Utilize collaborative inquiry process to make decisions and adjust plans based on data collected

Data-based Decision Making

Communicate important information, gather feedback, and provide transparency in decision-making

Communication

Teacher Leadership

Model teacher leader skills and dispositions

TIERED TEAMING

District Leadership Team

Building Leadership Team

Purpose Provide infrastructure and support for continuous school improvement that ensures growth and success for all learners Responsibilities Establish a shared vision that aligns school and district goals and priorities Provide infrastructure and support for teachers in MTSS implementation Design and implement professional learning and support Implement data-based decision making protocols Communicate important information, gather feedback,

Purpose Provide infastructure and support for school success in MTSSS implementation

Responsibilities Communicate a clear and unified vision for MTSS Provde resources, structures and processes to guide decisions, actions and improvement across all schools Seek feeedback from school teams Establish a linked teaming structure for schools Family and community engagement

and provide transparency in decision-making Model teacher leader skills and dispositions Family and community engagement

Within School Teaming

Tier 2 (SST)

Tier 1 (PLC)

Tier 3 (SST)

Purpose Plan, monitor and refine core instruction

Purpose Plan, monitor and refine Tier 3 interventions

Purpose Plan, monitor and refine Tier 2 interventions Responsibilities Schedule & assign groups Progress monitor groups Make decisions on student movement in and out of intervention Include families in decision making

Responsibilities Know students as learners Share effective instructional moves Use pacing guides and assessment to plan instruction Incorporate evidence-based strategies Monitor student progress data. Plan for differentiation

Responsibilities Develop individualized intervention plans Monitor student progress Identify areas of strength and need for intervention plans Consider suspicion of disability when appropriate Include families in decision making

2 BLT Task Calendar

The BLT task calendar acts as a strategic roadmap, ensuring that the Building Leadership Team remains steadfast in its commitment to the overarching goals of the school’s TSSP plan and the Canyons MTSS Framework. By delineating specific timelines and milestones, it fosters a culture of accountability and clarity, empowering the team to navigate the multifaceted challenges with precision and purpose. Within this structured framework, the Building Leadership Team dedicates focused attention to each facet of the Tier 1 system, which includes: school-wide systems

academic systems behavior systems

In order for schools to run efficiently and effectively, each area should be monitored to ensure implementation and growth of practices that have been put in place. The task calendar serves as a tool to help BLTs stay on track and review the implementation and outcome data that have the most impact on the school’s Tier 1 system, while also considering the impact of Tier 2 and Tier 3 supports on the school’s systems.

BEFORE SCHOOL TASK CALENDAR

SYSTEMS DATA

Review the BLT Manual - specifically Roles, Responsibilities and Purpose. Develop BLT Norms Develop communication plan Review TSSP Plan Review Data (Acadience, MAP Growth, DWSBA, RISE, ASPIRE, walkthrough, etc.) Review EWS Data (D & F, Credits Earned, GPA) and determine what systems need to be in place to support Tier 1 Create Professional Learning Plan based on data Determine what implementation data will be used to monitor the TSSP. Plan PD for staff around expectations Develop plan for housing tools and resources Review EWS Data (attendance, ODR, Suspensions) and determine what systems need to be in place to support Tier 1 Review school-wide behavior expectations with staff Review lesson plans, determine schedule for teaching expectations school-wide Review classroom CSD Classroom Behavior Essentials Observation Tool and develop a timeline for data collection Review acknowledgement system and staff expectations Review classroom managed vs. office managed behaviors Teach expected responses for majors and minors Teach staff procedures for referral to SST Build calendar for reteaching expectations to students. Develop a plan for onboarding new students.

ACADEMIC DATA

BEHAVIOR DATA

FALL TASK CALENDAR

SYSTEMS DATA

Determine what data need to be collected for the TSSP plan and develop an action plan to collect data Communicate data collection plan to staff Communicate meeting minutes to staff Plan for a staff morale check-in and booster Plan and conduct fall walkthroughs (of every teacher) to gather data about core instruction, using a tool from the BLT toolbox, or a school created tool Review D & F data and make a plan for mid-term communication; determine what Tier 1 adjustments are needed, refer students to SST as needed Review Fall Benchmark Data for consideration of implementation supports needed for Tier 1 Plan and conduct Fall walkthroughs (of every teacher) using the CSD Classroom Behavior Essentials Observation Tool and formulate an action plan to address any Tier 1 issues (use Classroom Behavior Essentials Conversation Guide as a tool to review schoolwide data in formulating goals) Review walkthrough data and formulate a plan to address any Tier 1 issues (professional development needs, coaching needs, additional data collection, etc.) Review EWS (D&F and GPA data) and plan for any changes to Tier 1 systems, refer students to SST as needed Review the PBIS rewards data and make a plan to support teachers who aren’t participating Review EWS Attendance, ODR, Suspension Data and determine if any changes are needed to Tier 1 Systems, refer students to SST as needed Review the Fall SRSS-IE Data (Elementary Only) Conduct TFI Walkthrough Review data from Data Dashboard Discipline Module

ACADEMIC DATA

BEHAVIOR DATA

WINTER TASK CALENDAR

SYSTEMS DATA

Review TSSP plan indicator data and determine next steps Conduct the TFI, review TFI data, and determine next steps

Communicate meeting minutes to staff Provide staff development as needed

ACADEMIC DATA

Review EWS (D&F, GPA) data and plan for any changes to Tier 1 System, refer students to SST as needed Plan and conduct winter walkthroughs (of every teacher) to gather data about core instruction, using a tool from the BLT toolbox or a school created tool Review walkthrough data and formulate a plan to address any Tier 1 issues (professional learning, coaching, additional data collection, etc. Review Winter Benchmark Data and determine next steps Review data from Data Dashboard Discipline Module Conduct TFI Walkthrough Plan for re-teaching school-wide expectations and possibly adjusting student reinforcers based on TFI walkthrough data Review the PBIS rewards data and make a plan to support teachers who are not participating Review EWS Attendance, ODR, Suspension Data and determine if any changes are needed to Tier 1 Systems; refer students to SST as needed Review the Winter SRSS-IE Data (Elementary only) Review the Great Recess Framework Data (Elementary only) Plan to increase behavior incentives around the winter recess Provide follow-up and support for Intervention programs/classes as determined by Screening Data

BEHAVIOR DATA

SPRING TASK CALENDAR

SYSTEMS DATA

Review TSSP plan indicator data and determine next steps Communicate meeting minutes to staff Provide staff development as needed Draft & finalize the TSSP for the upcoming school year Review BLT practice profile, reflect on success and areas for growth Review EWS D&F and GPA data and plan for any changes to Tier 1 System, refer students to SST as needed Plan and conduct Spring Walkthrough (of every teacher) to gather data about core instruction, using a tool from the BLT toolbox, or a school created tool Review walkthrough data and formulate a plan to address any Tier 1 issues (implementation fidelity, professional learning, coaching, additional data collection, etc.) Plan for RISE assessments Review Spring benchmark data and plan next steps Review EWS Attendance, ODR, Suspension Data and determine if any changes are needed to Tier 1 Systems, refer students to SST as needed Plan, conduct and review TFI Walkthrough data and make changes as needed Review data from Data Dashboard Discipline Module

ACADEMIC DATA

BEHAVIOR DATA

3 Effective Teaming Practices

Building Leadership Teams play a pivotal role in shaping the trajectory of a school, impacting student outcomes, and fostering a culture of excellence. In order to make change, a BLT must function like a well oiled machine, where educators’ limited time is used wisely by following designated protocols as listed below: Develop Shared Norms Team norms describe the guidelines or rules that team members follow while interacting with each other. Two types of norms should be developed: procedural and behavioral norms. Procedural norms determine how the team will conduct business (i.e., starting and ending on time, cellphone/computers off during meetings, etc.). Behavioral norms determine how team members will show up and interact with each other (i.e., actively participate, be solution-focused, listen to other viewpoints, assume positive intent). Clearly Define Roles & Responsibilities Defining group roles and responsibilities is crucial for fostering effective teamwork and achieving common goals. When individuals within a group understand their specific roles and what is expected of them, it enhances clarity and accountability. This clarity helps prevent confusion and conflicts, as everyone knows their area of expertise and how they contribute to the overall objectives. Implement Effective Communication Routines Teams should have an internal process for communicating with all stakeholders to ensure transparency. An organizational chart showing which stakeholder groups are represented by each BLT member can be a helpful way to ensure that stakeholders know who to give feedback to. BLT agendas should be distributed prior to the meeting with enough time for the BLT members to solicit feedback from their stakeholder groups about specific topics. Detailed meeting minutes should also be distributed to all stakeholders. Assigning team member(s) to complete these tasks helps ensure communication is consistent and timely. Team meetings are for effective problem solving, not for problem admiration. Time is the most frequently voiced concern about team meetings, so ensuring a purposeful agenda with built-in time constraints ensures that time norms are followed and that the meeting is productive. It should be noted that meeting agendas may look different depending on the purpose of the meeting. Use Purposeful Agendas Teams leverage consensus building to harness the expertise and perspectives of team members. By fostering open communication, active listening, and mutual respect, teams can have meaningful discussions where all stakeholders have the opportunity to contribute ideas, share concerns, and explore potential solutions. Through this inclusive approach, decisions are reached collaboratively, enhancing ownership, commitment, and alignment among team members. Consensus Building Teams in schools employ a protocol in order to manage conflict resolution where they prioritize open communication, empathy, and collaboration. When conflicts arise, these teams facilitate constructive dialogue, allowing all parties to express their perspectives and concerns in a safe and respectful environment. Through conflict resolution, they work towards finding mutually beneficial solutions that address the underlying issues and promote reconciliation. Resolve Conflicts Reflection is an important part of the long-term functioning of an effective team. Continuous improvement should be applied to team functioning as well as student performance. Without periodic review, team members can become frustrated or dissatisfied with the team. Routinely asking “what went well?” and “how could things be improved?” are simple examples that could yield constructive and actionable feedback. Teams should also routinely refer to the BLT Practice Profile to determine if the “gold standard” for BLT teams is being met. Periodically Evaluate Team

DEVELOP SHARED NORMS

Team norms describe the guidelines or rules that team members follow while interacting with each other. Two types of norms should be developed: procedural and behavioral norms. Procedural norms determine how the team will conduct business (i.e., starting and ending on time, cellphone/computers off during meetings, etc.). Behavioral norms determine how team members will show up and interact with each other (i.e., actively participate, be solution-focused, listen to other viewpoints, assume positive intent).

When establishing norms, consider the following:

Time:

When do we meet? Will we set a beginning and end time? Will we start and end on time?

Listening:

How will we encourage listening? How will we discourage interrupting?

Confidentiality:

Will the meeting be open? Will what we say in the meeting be held in confidence? What can/should be said after the meeting?

Decision Making: How will we make decisions? By consensus? Are we an advisory or decision-making body? How will we deal with conflicts?

Participation: How will we encourage everyone to participate? How can we ensure that our meeting feels safe for all?

Expectations: What do we expect from each member? How do we want to show up each meeting?

DEFINED ROLES & RESPONSIBILITIES

Roles

Before Meeting

During Meeting

After Meeting

Sets the team vision and facilitates identification of priorities Develops meeting agenda Establishes expectations and accountability Works with Data Analyst to determine data to review Shares meeting minutes/agenda with the team

Starts meeting on time Manages “flow” of the meeting Prompts team members with problem-solving protocols, consensus building protocols, conflict resolution protocols Makes final decisions based on group consensus Determines date, time, and location of next meeting Is an active participant in the meeting Records discussion, decisions, and tasks in meeting notes Asks for clarification of tasks/decision, as necessary Is an active participant in the meeting Leads discussion of potential new problems Responds to questions about data; produces additional data on request (e.g., additional Drill Down Reports) Is an active participant in the meeting

Allocates resources to support priorities Ensures that follow-up actions are completed Completes assigned tasks Checks in on progress of team members’ assigned tasks

Administrator

Cleans up meeting minutes Disseminates meeting minutes to the team within 24 hours Completes assigned tasks

Note Taker

Reviews data and defines potential new problems with precision (What, Who, Where, When, Why) Gathers/organizes data on previously-defined and/or potential new problems Reviews data on previously defined problems (i.e., frequency/rate for most recently completed calendar month, direction of change in rate since last report, and relationship of change to goal) Prepares graphs for sharing at meeting Asks Facilitator to add potential new problems to agenda for meeting

Completes assigned tasks

Data Analyst

DEFINED ROLES & RESPONSIBILITIES

Member

Before Meeting

During Meeting

After Meeting

Reviews agenda and time allotted for each item Prepares timing device

Times each discussion item Notifies team of time remaining at the halfway point, 2-minute remaining point, and as needed Is an active participant in the meeting Provides guidance on safe and supportive practices for implementing school-wide interventions, small group interventions, and individualized interventions Assists with identifying barriers that negatively impact student wellness Is an active participant in the meeting Analyzes/interprets data; determines whether a new problem exists Ensures new problems are defined with precision (What, Who, Where, When, Why) and accompanied by a Goal and Timeline Discusses/selects solutions and evaluation data (fidelity and outcome) for new problems Reports on implementation status (Not Started? Partially implemented? Implemented with fidelity? Stopped?) for problems with existing solution actions Suggests how implementation of solution actions could be improved Analyzes/interprets data to determine whether implemented solution actions are impacting change Is an active participant in the meeting

Completes assigned tasks

Time Keeper

Reviews overall wellness and behavior trends using data Defines problems with precision (What, Who, Where, When, Why) Makes recommendations based on evidence based practices/interventions for problem solving

Completes assigned tasks

Behavior Specialist

Recommends agenda items to Facilitator

Completes assigned tasks

Team Manager

PURPOSEFUL MEETING AGENDAS & NOTES

Purposeful Agendas: Team meetings are for effective problem solving, not for problem admiration. Time is the most frequently voiced concern about team meetings, so ensuring a purposeful agenda with built-in time constraints ensures that time norms are followed and that the meeting is productive. It should be noted that meeting agendas may look different depending on the purpose of the meeting.

Essential elements to be included in agendas are:

Created prior to meeting and communicated to all staff Time/length of meeting Location/Zoom link List of topics to be addressed

Data to be analyzed Expected outcomes Post-meeting follow-up assignments

Meeting Notes: Team notes serve two purposes. The first is to make certain that the conversation is captured, and the second is to document decisions that are made, and the tasks that may accompany those decisions are assigned to team members. At the end of each meeting, the BLT should also spend a moment summarizing the meeting notes and determining what information needs to be shared out to the entire staff. The summary should include important decisions that are made that will impact staff.

Agenda/Note Template Samples Samples of Agenda/Notes can be found in the BLT Implementation Toolbox.

EFFECTIVE COMMUNICATION ROUTINES

Teams should have an internal process for communicating with staff and stakeholders. An organizational chart showing which stakeholder groups are represented by each BLT member can be a helpful way to ensure that stakeholders know who to give feedback to. BLT agendas should be distributed prior to the meeting with enough time for the BLT members to solicit feedback from their stakeholder groups about specific topics. Detailed meeting minutes should also be distributed to all stakeholders. Assigning team member(s) to complete these tasks helps ensure communication is consistent and timely. Some questions to consider to determine your communication protocol might include the following:

What information needs to be collected to inform decision-making? What information needs to be communicated to stakeholders to maintain transparency?

WHAT?

Which stakeholders do we need to communicate with? Do all groups need the same information? Who will disseminate the information?

WHO?

How will we gather information needed from ALL staff/stakeholders (e.g., focus group, surveys)? How will staff/stakeholders ask questions about meeting discussion/decisions? How will we communicate decisions and information?

HOW?

WHEN?

When will information be communicated with each stakeholder group?

CONSENSUS BUILDING

Effective teams thrive on consensus building, which leverages the diverse perspectives and expertise of team members to reach consensus and make well informed decisions. This approach not only enhances the quality of decisions but also fosters a sense of ownership and commitment among team members. Various consensus making protocols facilitate this collaborative process, ensuring that every voice is heard and that the team arrives at the best possible outcome. Here are several protocols that may be used to reach consensus:

Name

Protocol

Benefits

Individual idea generation in silence. Round-robin sharing of ideas without discussion. Group discussion to clarify and evaluate ideas. Identifying common ground and areas of disagreement. Prioritize proposed solutions. Modifying proposals to address concerns and reach a collective agreement. White Hat: Focuses on data and facts. Red Hat: Considers emotions and gut feelings. Black Hat: Identifies potential problems and risks. Yellow Hat: Explores benefits and positive outcomes. Green Hat: Looks for creative solutions and alternatives. Blue Hat: Manages the thinking process and ensures all perspectives are considered. Brainstorm all possible options. Team members are given a set number of votes to distribute among the options. (e.g. allow use of small post its or stickers to anonymously vote for options) Options with the most votes are prioritized for further discussion or implementation. Team members to look at a decision from six distinct perspectives (hats):

Encourages creativity and innovation. Ensures that all team members have the opportunity to contribute. Helps in identifying a wide range of potential solutions.

Consensus Brainstorming

Encourages comprehensive exploration of the problem. Helps in balancing emotional and logical aspects of decision-making. Promotes creativity and out-of-the-box thinking.

Six Thinking Hats

Efficiently narrows down a large list of options. provides a clear visual representation of preferences. Facilitates quick decision-making in large groups.

Multi-voting

CONFLICT RESOLUTION

Identify the Root Cause Objective: Uncover the underlying issues contributing to the conflict. Action: Discuss the situation to identify underlying interests, needs, and concerns of each party. Outcome: Helps to move beyond surface issues and address core problems. Set the Stage for Resolution Objective: Create a safe and respectful environment for discussion. Action: Arrange a neutral and private meeting space. Establish ground rules for respectful communication (e.g., no interrupting, use “I” statements). Outcome: Ensure that all parties feel safe to express their views openly. Gather Perspectives Objective: Understand the viewpoints of all parties involved in the conflict. Action: Allow each party to share their perspective without interruption. Use active listening techniques, such as paraphrasing and summarizing, to confirm understanding. Outcome: Ensure that all perspectives are heard and understood, reducing misunderstandings. Explore & Agree on a Solution Objective: Generate and evaluate potential solutions collaboratively, and mutually accept agreement. Action: Brainstorm possible solutions together, ensuring that all ideas are considered. Discuss pros and cons of each solution. Select the most appropriate solution to address the needs of all parties. Outcome: Encourage creative problem-solving and collaboration. Implement & Monitor the Solution Objective: Ensure the agreed solution is effectively implemented and evaluated. Action: Set up follow-up meetings to monitor progress and make any necessary adjustments. Outcome: Ensure the solution is working and allow for continuous improvement. Conflict resolution is essential for maintaining a healthy and productive team environment. This protocol provides a structured approach to addressing and resolving conflicts within teams, ensuring that disputes are managed constructively and collaboratively. Acknowledge the Conflict Objective: Recognize and address the existence of a conflict promptly. Action: Any team member who notices a conflict should bring it to the attention of the team leader/facilitator. Outcome: Ensures that conflicts are not ignored or allowed to escalate unnoticed.

4 Teacher Leadership

Research consistently highlights the significant value of teacher leaders in enhancing educational outcomes and fostering school improvement. One of the primary reasons teacher leaders are so valuable is their ability to bridge the gap between administration and classroom practice. This connection ensures that policies and reforms are implemented effectively, aligning with the practical needs of educators and students.

Key features of effective teacher leaders include:

effectively work with adult learners, guiding and mentoring their peers to enhance professional growth. communicate and collaborate, fostering open dialogue and teamwork among staff members. understand content knowledge and have a solid grasp of pedagogy and are able to model and share best practices in teaching and learning

Work with Adult Learners

Content & Pedagogy Knowledge

Communicate

Equity Lens

Collaborate are systems thinkers, they understand the broader educational landscape and can strategically influence change within the school system operate with a strong equity lens, ensuring that all decisions and practices are inclusive and aimed at providing equitable opportunities for every student. These key features require a specific skills and practices. These skills and practices are defined for Systems Thinking

each feature in the pages below. Adapted from CSTP Teacher Leader Framework

Working with Adult Learners

Skills

Work with Adult Learners

Build trusting relationships

Content & Pedagogy Knowledge

Communicate

Shows care, support and respect Creates a safe environment Develops and models culturally responsive practices Understands adults and their needs as learners Facilitates professional learning for teachers Provides opportunities for reflective thinking and courageous conversations Disrupts assumptions

Equity Lens

Systems Thinking

Collaborate

Fosters engagement from all participants Encourages inquiry and growth mindset

"Teacher leaders are the backbone of our educational system. They influence the culture of their schools, improve student learning, and enhance the practice of their peers." — Charlotte Danielson, educational consultant and creator of the Danielson Framework for Teaching.

Dispositions

Believes that teacher learning is important to student learning Values the work of everyone Accepts and act on constructive feedback Willing to be vulnerable and take risks Reliable Practices empathy Believes in the capacity of themself and others

Adapted from CSTP Teacher Leader Framework

Communication

Skills

Work with Adult Learners

Adopts good conversation beliefs and habits Listens with empathy and without judgement Fosters productive dialogue Finds common ground Redirects toxic conversations Builds trust Uses questioning strategies Facilitates large and small group discussion Uses technology to increase transparency and communication Gives and receive feedback

Content & Pedagogy Knowledge

Communicate

Equity Lens

Systems Thinking

Collaborate

"Effective communication is a key factor in successful teacher leadership. It builds trust, fosters collaboration, and ensures that all voices are heard in the process of improving schools." — Jill Harrison Berg, "Leading in Sync: Teacher Leaders and Principals Working Together for Student Learning."

Dispositions

Listens to all perspectives Weighs opinions against bias and values Assumes positive intent Values professional expertise Comfortable with healthy/challenging discussions Flexible and open to other ideas and opinions

Adapted from CSTP Teacher Leader Framework

Facilitating Better Communication

Good communication skills are necessary skillset of good leaders, as they foster a culture of collaboration and trust among colleagues. These conversations help to build strong relationships within the school community, as they provide rational for decisions that were made, help maintain a positive school collaborative climate, and promote inclusive practices. Asking the right types of questions is equally important for teacher leaders because it encourages reflective thinking and deeper understanding. By posing thoughtful, open-ended questions, teacher leaders can challenge their colleagues to think critically about their practices and consider new perspectives. This approach not only promotes professional growth but also empowers teachers to take ownership of their learning and development, ultimately leading to more effective teaching and improved student outcomes. In his book, Better Conversations, Jim Knight provides some key characteristics that help teacher leaders be more credible, caring and connected with others, to help build collective teacher efficacy and maintain a positive school culture. The key topics and features are listed in the table below.

Keys to Better Conversations

Features

Sentence Starters

I see converstaion partners as equals I want to hear what others have to say I believe people should have autonomy I don’t judge others Conversations should be back and forth Commit to really listen Be the listener, not the speaker Pause and think before you respond Don’t interrupt Ask yourself “will my comment open up or close down the conversation?

"Your input is crucial to this decision. How do you think we should approach this?" "Let's work together on this—how can we combine our strengths?" "I want to ensure we're both equally involved in this. What’s your suggestion?" "I can see this is affecting you deeply. Would you like to share more about it?" "It sounds like this has been tough for you. How are you feeling right now?" "I want to understand your experience. Can you help me see it from your perspective?"

Adopt Good Conversation Beliefs & Habits

Listen with Empathy

Facilitating Better Communication

Keys to Better Conversations

Features

Sentence Starters

Consider others thoughts and feelings Clarify the meaning of words and concepts Provide contextual information Identify false assumptions Use stories and analogies Open yourself to new ideas Suspend assumptions Commit to finding common ground Seek common denominators Avoid common dividers Use words that unite instead of divide Control your emotions Interrupt or cut off negative conversations before they begin Describe what’s going on so all parties can see it Clarify statements that aren’t true Move the conversation in a different direction Be honest and transparent Be reliable Show competence Be kind Be culture focused, instead of self-focused

"I’d love to hear your opinion on this. What are your thoughts?" "Let’s explore this together—what do you think is important to consider?" "I’m interested in your perspective. What do you see as the key issues here?"

Foster Dialogue

"We seem to have similar goals. How can we align our efforts?" "Where do you think we overlap in our thinking? Can we build on that?" "It looks like we both care about the same outcome. How do we get there together?" "I understand this is frustrating, but let’s focus on finding a solution." "Let’s take a moment to calm down and see how we can resolve this constructively." "I know this is challenging, but we’ll get further if we keep things respectful." "I want to be transparent with you— how can I support your needs here?" "Let’s ensure we’re both on the same side. What can we do to build our trust?" "I’m committed to making this work. What do you need from me to feel confident?"

Find Common Ground

Redirect Toxic Words & Emotions

Build Trust

Collaboration

Skills

Work with Adult Learners

Teaches, establishes, and practices norms for effective collaboration Utilizes conflict resolution and mediation skills appropriately Implements protocols and collaborative tools effectively Values and models diverse perspectives, ensuring everyone has a voice Adapts language to suit the situation Shares leadership responsibilities and leverages the group's strengths Holds oneself accountable to the group's goals and outcomes Guides the group toward actionable results based on data Understands the value of compromise Reads and responds to the group's dynamics Admits when they're wrong or uncertain Holds a passion that inspires and motivates others Embraces vulnerability Approaches situations with curiosity Practices self-awareness Recognizes the influence of their role and identity within the group Fosters a sense of community and values the importance of human connection Regularly discusses school-wide data to determine needs

Content & Pedagogy Knowledge

Communicate

Equity Lens

Systems Thinking

Collaborate

“If you want to go quickly, go alone. If you want to go far, go together.”

Dispositions

-African Proverb

Adapted from CSTP Teacher Leader Framework

Content & Pedagogy Knowledge

Skills

Work with Adult Learners

Demonstrates strong subject matter expertise, including assessment strategies Analyzes both content and pedagogical approaches effectively Supports colleagues at various levels to enhance content knowledge and apply culturally responsive instruction Identifies and applies current, evidence-based, best practices across different contexts and subjects Utilizes student data to make equitable decisions regarding content and teaching methods Utilizes restorative practices to address issues and build relationships Embraces a mindset of lifelong learning Reflects on personal practice and growth Dedication to supporting the growth of others Welcomes and appreciates challenges Values the holistic development of each child Commits to the academic growth of all students to bridge the opportunity gap Open to experimenting with new strategies and techniques to reach every student Use data to identify areas of need for professional learning and staff development

Content & Pedagogy Knowledge

Communicate

Equity Lens

Systems Thinking

Collaborate

"Effective teacher leaders must possess deep content knowledge and pedagogical expertise. This combination enables them to model best practices, support their colleagues, and drive meaningful improvements in teaching and learning."

Dispositions

— Joan C. Dempsey, in "Teacher Leadership: A New Perspective."

Adapted from CSTP Teacher Leader Framework

Systems Thinking

Skills

Work with Adult Learners

Recognizes the various layers within systems and how they connect to support students and adults Considers the impact each part of the system has on the whole Understands decision-making processes across levels of the system (classroom, team, school, district) Focuses on patterns and trends rather than single, static snapshots Manages resistance and discomfort effectively Facilitates practices of collective inquiry Understands resource allocation Focuses on building capacity to ensure long-term sustainability Inspires and mobilizes colleagues to achieve goals and implementation plans

Content & Pedagogy Knowledge

Communicate

Equity Lens

Systems Thinking

Collaborate

"Teacher leaders must be adept systems thinkers, understanding how various components of the educational environment interact and influence each other. This holistic perspective allows them to address complex issues more effectively and drive systemic improvements."

Dispositions

Interested in the bigger picture Attuned to building and maintaining relationships Skilled at interpreting people and situations Welcomes the chance to collaborate with individuals from diverse backgrounds, experiences, and viewpoints

— Michael Fullan, from his book "Leading in a Culture of Change."

Adapted from CSTP Teacher Leader Framework

Equity Lens

Skills

Work with Adult Learners

Awareness of own biases, both explicit and implicit Understands the difference between equity and equality Identifies and addresses inequities within systems Practices culturally responsive teaching Combats discrimination Listens to intentionally hear and understand all voices Questions to encourage equity of voice Uses inclusive data sources Advocates for access and opportunity for all learners

Content & Pedagogy Knowledge

Communicate

Equity Lens

Systems Thinking

Collaborate

"Effective teacher leaders must have an equity lens, ensuring that every decision and action promotes fairness and addresses disparities in educational opportunities and outcomes." — Linda Darling-Hammond, from "The Flat World and Education: How America's Commitment to Equity Will Determine Our Future."

Dispositions

Recognizes the power of differences and seeks to work with diverse perspectives Has the courage to ask hard questions Challenges assumptions Believes in the capacity for growth and change for self and others Self-reflective, empathetic, and compassionate Understands the limits of one’s own perspectives

Adapted from CSTP Teacher Leader Framework

5 MTSS Overview

An MTSS framework enhances student success through a proactive and responsive approach. It is designed to provide a systematic way of identifying and addressing the diverse needs of students, ensuring they receive the appropriate levels of support and intervention to reach their full potential. Key Components of any MTSS include: 1.Tiered Support System: MTSS typically consists of multiple tiers or levels of support, each tailored to meet the specific needs of students. These tiers range from universal support for all students (Tier 1) to targeted interventions (Tier 2) and intensive, individualized support (Tier 3). The level of support a student receives depends on their unique requirements and progress. The BLT Team is primarily concerned about Tier 1 or universal support and instruction. 2.Data-Driven Decision Making: MTSS relies heavily on data collection and analysis. Educators use various assessments and progress monitoring tools to identify students who may be struggling academically, socially, or behaviorally. Data help inform decisions about which level of support may be most appropriate for each student. 3.Evidence-Based Practices: MTSS incorporates evidence-based instructional strategies and interventions to support students. These practices have been shown to be effective in addressing various learning challenges and improving student outcomes. 4.Collaboration and Teamwork: MTSS encourages collaboration among educators, administrators, support staff, parents, and other stakeholders. Together, they develop and implement intervention plans, share information, and track progress to ensure a coordinated and holistic approach to student support. 5.Progress Monitoring: Regular monitoring of progress is a core component of MTSS. This allows educators to make timely adjustments to interventions and supports as needed. It helps ensure that students are making adequate progress toward academic and behavioral goals. 6.Prevention and Early Intervention: MTSS places a strong emphasis on prevention and early intervention. By identifying students at risk and intervening early, schools aim to prevent academic and behavioral problems from escalating, ultimately reducing the need for more intensive interventions. 7.Cultural Responsiveness: MTSS acknowledges the importance of cultural competence and responsiveness. Educators strive to provide equitable support that takes into account the diverse backgrounds, needs, and experiences of all students. CSD’s MTSS Framework incorporates these key components and explicitly highlights the classroom and system-wide practices that support student success. The Instructional Playbook provides a detailed guide for implementation of the practices included in the CSD MTSS Framework.

Tiered Supports

Tier 3 Intensive Intervention

Tier 2 Targeted Intervention

Tier 1 Universal Supports

CSD MTSS Framework

Click here for the Implementation Toolbox

Canyons Multi-Tiered System of Supports (MTSS) framework specifies the critical elements of quality instruction, learning environment, and informed decision making, to support schools in the implementation of evidence-based classroom and system-wide practices so that each learner succeeds. By prioritizing a multi-tiered approach that provides instructional coherence and support intended to meet the needs and assets of the whole child, this framework serves as the foundation for achieving the important outcomes in the CSD Strategic Plan and realizing the District’s mission for every student to graduate college-and-career ready.

Classroom Practices

Safe & Supportive Environment

High Quality Teaching & Learning

Data-based Decision Making

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Classroom Behavior Essentials

Safety and Belonging

Instructional Design

Instructional Priorities

Assessment for Learning

Team Problem Solving

Schoolwide PBIS Social emotional Skill Development Restorative Practices Digital Citizenship Trauma

Classroom Structure

Instructional Content Aligned to Utah Grade Level Standards Instructional Materials and Technology

Teacher Clarity Explicit Instruction Systematic Vocabulary Instruction Scaffolding Opportunities

Assessment System Effective Assessment Practices Best Practices in Grading

Tiered Teaming Structures

Relationships and Cultural Responsivenes s Expectations, Rules, and Routines Student Engagement Acknowledge Appropriate Behavior Responding to Behavioral Errors

BLT PLC SST

Effective Teaming Practices Systematic Data Review Decision Making Protocols

to Respond Structured Classroom Discussion Feedback Cycle

Aligned to CSD Policy Intentional Planning

Informed Practices

Tiered System of Supports & Educator Growth

Tiered System of Supports Behavior Supports during core instruction and intervention Supports for Multilingual Learners / Newcomers during core instruction and intervention Supports for Students with Disabilities during core instruction and intervention Supports for Advanced and Gifted Students

Educator Growth Public Practice

Professional Learning Instructional Coaching (coaching cycles, lesson study, walkthroughs, targeted observations) Canyons Teacher Effectiveness Support System (CTESS)

MULTI-TIER SYSTEM

Tier 3 interventions are individualized and targeted to address the specific needs of students who have not responded to less intensive interventions. Tier 3 services include one-on one or small-group instruction and may include specialized programs tailored to a student's unique learning challenges.

Tier 3

In Tier 2, educators identify students who may be struggling with specific academic or behavioral challenges and provide them with additional, often small group, instruction or interventions to address these issues. This approach aims to bridge gaps in learning and help students reach grade-level expectations. Tier 2 interventions are research-based and designed to be flexible, adapting to the unique needs of students. This tier plays a crucial role in fostering academic growth and ensuring that students receive the necessary support to succeed in their educational journey.

Tier 2

Tier 1 instruction in education is of great importance as it forms the bedrock of effective and inclusive learning environments. At this foundational level, educators implement high-quality, evidence-based teaching strategies that are accessible to all students, regardless of their abilities or backgrounds. These practices not only provide a solid academic foundation but also help address diverse learning needs, ensuring that every student has an equitable opportunity to succeed. Tier 1 instruction fosters a strong classroom community, promotes engagement, and prevents learning gaps from forming, reducing the need for more intensive interventions later on. It sets the stage for a positive educational journey by giving students the tools they need to become lifelong learners and contributing members of society. In essence, Tier 1 instruction is the cornerstone of effective education, with its impact reaching far beyond the classroom.

Tier 1

6 Data-based Decision Making

Effective teams thrive on collaborative decision-making, which leverages the diverse perspectives and expertise of team members to reach consensus and make well informed decisions. This approach not only enhances the quality of decisions but also fosters a sense of ownership and commitment among team members. Another key to team effectiveness is to make decisions based on data rather than opinions or heresy. Both implementation data and outcome data are important to consider in the decision making process, as both impact the creation of goals and the evaluation of success. Data-based decision making involves using screening, progress monitoring, implementation, and other forms of data to make decisions about the identification of the need for supports, the need for continuation, intensification, or discontinuing supports already in place, and the allocation of resources. Focus on prevention Address variables that are relevant and alterable Recognize that changing student academic and/or social behavior involves changing adult behaviors Celebrate as progress is made and barriers are addressed or eliminated Recognize that the school improvement process is continuous; evaluating and changing practices must be ongoing to ensure student success Regularly ask: “What is the simplest thing we can do that will have the greatest impact?” “What environmental change will best support student learning and behavior?” when things are not working What Successful Teams Do

DATA-BASED DECISION MAKING

By utilizing data to guide decision making, teams are better able to focus on evidence-based strategies, enhance student outcomes, address resource disparities, and promote equitable outcomes (IES, 2023). Utilizing data in decision making helps avoid basing decisions on assumptions or potential biases or simply continuing historical practices that are no longer effective, resulting in data-based decisions that will help meet the specific needs of the school community. In a data-based model, data are used to make decisions about initiating a particular support, the need to continue or adjust a support, as well as when to discontinue a support. This same model applies to both system supports (such as a plan for increasing attendance at a school) and individual student or small group supports (such as providing an instructional intervention). The decision-making process is the same, focusing on what change needs to be made to ensure success.

The BLT evaluates and improves school-wide implementation of the MTSS Framework. Having an established problem-solving process with decision rules assists the BLT in determining needs, developing hypotheses about root causes, identifying solutions, setting measurable goals, and monitoring the effectiveness of implementing solutions. The BLT can then identify potential barriers that need to be navigated while also monitoring the impact of implementation in order to make adjustments to meet the ongoing needs of the students and staff (AIR).

Data-based decision making occurs at all levels within a MTSS. The BLT evaluates and improves school-wide implementation of the MTSS Framework.This includes monitoring and evaluating the efficacy and efficiency of schoolwide implementation, while other teams may review group or individual progress. Having clear agendas, roles, and procedures helps to ensure that the BLT remains focused on relevant data and decision making.