Our AWSP and Foundation Board met January 25–26, our Grade Level Leadership Committees met on the 26th and 27th, and on the 28th, members of each joined our Advocacy Advisory Council for our annual Day on the Hill.
We want to thank all the principals and assistant principals, plus special guests, who sacrificed time away from friends, family, and school to advocate for school leaders and students across the state.
AWSP/WSPEF
Our AWSP Board met Friday afternoon and Saturday morning, highlighted by a great 90-minute Q&A with State Superintendent Chris Reykdal, who covered topics and fielded questions on dual credit, elementary lunch and recess, discipline and as always,
funding and staffing. The board also got a great update from Greg Barker on AWSL and our Learning Centers (see below), heard financial updates, and discussed changes to our governance structure and standard operating procedures.
Elementary
The Elementary Grade Level Leadership Committee continued its focus from our fall meeting by distributing a copy of The Educational Leaders Guide to Improvement Science to each regional director (RD). Each RD will choose an area in their school they want
to know more about and using this resource, schedule two check-in calls with another RD accountability partner to share their learning, reflection, and action using the book as a guide.
Committee members reviewed the AWSP Advocacy platform and wrote notes in support of the platform to their legislators—notes were delivered to legislators on AWSP Day on the Hill, January 27.
Four members of our committee attending the National Learning Forward Conference in St. Louis in December. Two members shared out key learnings with the committee and shared resources.
Dr. Glenna Gallo and Tania May, from OSPI came to share data and implications around MTSS and Inclusionary practices. MTSS is a framework for equity as well as access for many students in our buildings.
Finally, we discussed open leadership positions within the AWSP Elementary Grade Level Committee. Open positions for the 20–21 school year are:
- Vice Chair (westside),
- At Large Urban School Representative,
- At Large Rural School Representative, and
- Budget Chair.
Interested principals should contact Associate Director, Gina Yonts, to share their interest.
Middle Level
Multi-Tiered Systems of Support (MTSS) tips and tools , Justyn Poulos, OSPI Dir. MTSS
What is MTSS? A framework for enhancing the adoption and implementation of a continuum of evidence-based practices to achieve important outcomes for all students a framework. Essentially, a proven method of organizing and making effective the work of
the adults.
Values – inclusion, equity, collaboration, family engagement
The triangle of support – we think about where the student fits on the triangle; to flip that, think about that student’s needs in different venues – think about the triangle as the way we structure supports and adults
5 components of MTSS implementation (team-driven, data-based decisions, continuum of support; family, student, community engagement; Evidence-based practices)
What are the drivers that make effective MTSS happen?
- Rule #1 – assume NOTHING – teach EVERYTHING!
- Rule #2 – Frequency fosters fluency
PBIS – A Multi-tiered system for supporting behavior.
The # of schools using PBIS nationally is growing (thousands world-wide) – it’s about the fidelity of implementation (measured by the Tiered Fidelity Inventory)
Expected Outcomes – following the faithful implementation of PBIS:
- Positive student outcomes
- Decrease of suspensions/exclusions
- Better use of adult time
What IS fidelity/full implementation?
5–7 year journey
Short-, medium-, and long-term change
Premature adoption (w/o established need & policy support & building an infrastructure is likely to fail) “A false start is not a neutral experience.”
Multi-Tiered Systems of Support (MTSS) tips and tools
NASSP Report & Advocacy
- Recent action alerts
- LGBTQ+
- Vaping
Check out NASSP position papers on the web site (new: poverty, trauma-informed schools, resource officers) – we can request position papers
Our legislative platform will focus on mental health resources; rectifying principal pay; Student Voice; SPED Resources
Inclusion Q&A with Dr. Glenna Gallo & Tania May
Strong evidence of inclusion from principals includes:
- Looking at where students are (DATA)
- Examining mindsets of staff…what are the beliefs and practices
- Supporting an effective PLC
- Shifting the classroom support
When it comes to shifting classroom support, students need access to those with the most content knowledge. Have the para in the classroom monitor students as they work while the teacher provides flexible grouping and instruction for struggling students.
Are we allowing the system to drive the IEP minutes? Especially as students move from elementary to middle school?
There are no minimum minutes required on an IEP – Should be based on student’s needs…not what the schedule allows
Probe with questions when the minutes or classes may be institutionalized within the system: “Tell me your thought process around that?”
Help with understanding funding streams with SpEd, LAP, Title 1 Start with staff beliefs; spends most of the day in classrooms; uses data to look at classroom practice; PLC model; A strategy – make sure students have access to those with the most
content knowledge – Para monitors behavior while teacher uses flexible grouping
Specific questions asked by Middle Level Committee members…
- What do SPED teachers do if all students are in gen. ed classes? It depends on the capacity of your regular ed teachers to develop strategies, supports, curricula, monitoring progress. You may see a decline in para support. (IEP minutes are typically
based on history, not actual student-need.); master scheduling increases in importance when you try to address IEP minutes differently (a burst of instruction instead of a class period, for instance).
- How do we better transition student services from elementary to MS? Spring transition meeting; invite the family; if you have to redo IEP’s at the transition, that is a prime indicator minutes are being driven by schedules.
- Where is help for new special educators? Is there pre-service training on inclusionary practices? (Michael) Some connections with education programs, and with CEEDARS; some work with PESB, etc. It’s in process but moving slowly; two current
resources: Master schedule Webinar & McMicken Elementary in Highline (they have an inclusion document or video that might be helpful).
- Can we receive a consistent messaging from OSPI about how things should be re: Minutes, SDI, etc.? The litigious nature of Special Education makes inclusion difficult. A manual is being developed currently that will provide some guidance. SDI is anything
special instruction-wise for that student is SDI. There is no magic number attached to the minutes – it’s based on need.
High School
The High School Leadership Committee of AWSP recently held their winter meeting in which a variety of topics related to the principalship were discussed. Committee members coming from across the state learned about enhancing school culture, discussed
inclusion, shared best practices around graduation pathways, and discussed the merits of bills that have been introduced this legislative session.
School Culture:
Jason Smith, Principal Rogers High School Puyallup, shared practical advice and provided the group with concrete examples of how to enrich and enhance school culture. Lifting student voice, giving value to relationships, and creating a leadership class
in his school were some of the things he shared.
Inclusion:
Brent Osborn, Lakeside High School (Nine Mile Falls), facilitated a conversation around inclusion and inclusionary practices. He spoke about how to lead work around inclusion in your school, asked committee members to paint a picture of inclusion in their
school and discussed how to determine if a student’s schedule is LRE 1, 2, or 3.
Graduation Pathways:
The group was prompted by questions revolving around the pathways and their implementation in their school. Confusion around a few of the pathway options was clarified and principals were encouraged to create a Graduation Pathways team that meets regularly
to smooth the implementation and assist students.
Legislative Bills:
Roz Thompson, AWSP Director of Governmental Relations, shared a few bills that relate to high schools. The biggest of them being a dual credit bill that would make all dual credit options free to students. The cost of credits and exams would be paid for
by the school/district.
Inclusive Practices Presentation
Both Glenna Gallo, the Assistant Superintendent of Special Education for OSPI, as well as Tania May, the Director of Special Education for OSPI, spent time with our principal advisory boards January 25th launching the Inclusionary Practices Professional
Development Project. Both Glenna and Tania set the stage utilizing student data and extensive research to frame why inclusion has become a focus for our collective work across the state.
As one of six providers selected by OSPI to offer professional learning for inclusion, AWSP’s goal is to partner with and support as you navigate leading for complex change in your buildings. Principals are leading culture, systems and learning
in dynamic ways across the state and we are excited to connect and learn what great things are happening as you engage your staffs and systems in inclusionary practices and how we can grow together in leading for improved outcomes for all students.
Take our inclusion survey so we can better understand current practice and needs around the state.
Advocacy Advisory Council Day on the Hill
Chris Reykdal met with our AWSP Executive Board on Friday afternoon to talk about a variety of different policy issues including dual credit and discipline rules.
Grade level committees spent time discussing additional topics including inclusion, MTSS, and graduation requirements.
Principals on each grade level committee participated in our “virtual” Day on the Hill action alert. 107 separate actions were sent (emails, Tweets or Facebook messages).
Approximately 40 principals and assistant principals attended our Day on the Hill event on Sunday/Monday. We met with Rep. Monica Stonier on Sunday evening and then met with about 60 different legislators throughout the day on Monday. A smaller group
met with Chris Reykdal at OSPI on Monday afternoon. A big thank you to all who participated–virtually and in-person!
Foundation/WSPEF
Chewelah Peak looking at the need for a marketing plan, some variation to spaces (sound mitigation with sound tiles and partitioning of some dorm spaces), winter programming, and an identified need for a support staff position. AWSL is working towards
online registrations with the 18 summer programs, firmed up our partnership with Washington Activity Coordinator Association (all attendees at WACA conference is comprised of AWSL member schools), connections with paradigm to program curriculum (IGE),
and continuing our work in equity, opportunity, and access.
Outdoor School for All:
Working towards 2021 legislation for funding of outdoor school for all elementary (grades 5 or 6). This is a collaborative effort with Cowlitz Tribes, Western Washington University, and over 40 outdoor facilities (camps, learning centers, facilities).
Cispus: Capital Improvements
Cispus is on National Forest land under the Granger-Thye Act which expires in 2025. We are working towards a viable conveyance of the property to ESD113. Cispus campus has many infrastructures that were built in the 60s with minimal updates. Meetings
toward improvements with Forest Service and other possible funding sources.
Chewelah Peak
Marketing – there was a general discussion of the need to get “our story” out there. One concrete suggestion was rebranding the center as “The Peak” based on the idea that best practice is a one/two-syllable
name.
Partitions in dorms – it was suggested that we look at how we might create flexibility in gender separation in the dorm with movable partitions.
Shared Dorm Space – there was a discussion on working to get groups to share dorm space.
Bathroom Space in Upper A – it was suggested that we look at how we can increase the bathroom space to make it easier for maximizing use of that floor.
Acoustical Tiles in Lodge – It was suggested that we get a professional proposal for working on the acoustics in the lodge.
Acoustical Tiles in Meeting Hall – it was suggested that we work to improve the acoustics in the Meeting Hall to encourage its use by multiple breakout groups.
Winter Programming – it was agreed that an area of great potential is in winter environmental programming.
Additional staffing – there was a discussion on the need for additional staffing. It was suggested that one potential was to have a shared Learning Center/Leadership staff position assigned to the center.
Learning Centers Missions
The Cispus Learning Center will furnish functional, esthetically sound facilities and curricular resources for supporting outdoor education and leadership training to young people. In addition, Cispus will provide facilities and outdoor education learning
opportunities to various adult and student groups which are deemed compatible with the Cispus setting.
The Chewelah Peak Learning Center supports applied environmental education and leadership training for students by providing curricular resources and functional, aesthetic facilities located in a wilderness setting. Chewelah Peak also provides facilities
for students and adults groups whose purpose is compatible with the center’s commitment to education and respect for the environment.