embedding early intervention into the culture of daily practice a day of conversation for...
TRANSCRIPT
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Embedding Early Embedding Early Intervention into the Intervention into the
Culture of Daily Culture of Daily PracticePractice
A Day of Conversation for AdministratorsA Day of Conversation for Administrators
SERC Consultants:
Alice Henley
Kimberly A. Mearman
25 Industrial Park Road
Middletown, CT 06457-1520
(860) 632-1485
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Today’s ObjectivesToday’s Objectives
To connect EIP to the various initiatives/projects already underway in your school/district
To develop shared meaning regarding an “early intervention process”
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Framework for Framework for CoherenceCoherence
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Framework for CoherenceFramework for Coherence1. All innovations should share common goals and
premises.2. No single innovation strategy can do
everything.3. The innovative strategies should complement
each other. 4. All innovative strategies need to be adapted to
individual classroom and building conditions.5. When innovations are combined strategically,
the results will be greater than any single innovation.
T. Guskey. (1990). Integrating innovations. Education Leadership, pp. 11-15.
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Instructional Program Instructional Program CoherenceCoherence “A set of interrelated programs for students
and staff that guided by a common framework for curriculum, instruction, assessment and learning climate and that are pursued over a sustained period.” p. 100
Burrello, L. C., Hoffman, L. P. & Murray, L. E. (2005). School leaders building capacity from within: Resolving competing agendas creatively. Thousand Oaks, California: Corwin Press.
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Instructional Program Instructional Program CoherenceCoherence As evidenced by:
Common instructional framework coordinated among teachers and grade levels Curriculum Teaching Assessment Learning climate
Burrello, L. C., Hoffman, L. P. & Murray, L. E. (2005). School leaders building capacity from within: Resolving competing agendas creatively. Thousand Oaks, California: Corwin Press.
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Instructional Program Instructional Program CoherenceCoherence As evidenced by:
Working conditions of implementing the framework Expectations of administrators and staff Criteria for hiring that aligns with framework Professional development is consistent with
framework Allocation of resources to advance the
framework Materials, time, funding, staff assignments
Burrello, L. C., Hoffman, L. P. & Murray, L. E. (2005). School leaders building capacity from within: Resolving competing agendas creatively. Thousand Oaks, California: Corwin Press.
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Making CoherenceMaking Coherence
Lateral accountability Everyone’s responsibility to make coherence
Sorting Does it work? Does it feed into our overall purpose?
Shared commitment People motivate one another to contribute and
implement the best ideas
Fullan, M. (2004). Leading in a culture of change: Personal action guide and workbook. San Francisco: Jossey-Bass.
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What Initiatives Are the What Initiatives Are the Focus?Focus? A Step-by Step Approach for Inclusive
Schools Co-Teaching Early Intervention Project Positive Behavior Supports Create Perform Respond
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A Step-by Step Approach for A Step-by Step Approach for Inclusive SchoolsInclusive Schools Specifically designed to explore all aspects
of responsible inclusive practice for all students
Supports districts in addressing the five settlement agreement goals and outcomes
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PJ GoalsPJ Goals
Increase in the % of students with MR (ID) who are placed in regular classes (80% or more of day with nondisabled peers )
Reduction in the disparate identification of students by LEA, race, ethnicity, gender
Increase in the mean and median % of the school day spent with nondisabled peers
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PJ Goals (con’t)PJ Goals (con’t)
Increase in the % of students who attend their “home school” (school they would otherwise attend if not disabled)
Increase in the % of students who participate in school-sponsored extracurricular activities with nondisabled students
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Co-teaching is a Service Co-teaching is a Service Delivery Model in Which:Delivery Model in Which: Two (or more) educators or other certified staff, Contract to share instructional responsibility, For a single group of students, Primarily in a single classroom or workspace, For specific content (objectives), With mutual ownership, pooled resources, and
joint accountability, Although each individual’s level of participation
may vary.Marilyn Friend, Ph.D.
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EIPEIP
To assist teachers, administrators, families, and student support services professionals in their endeavors to help all students learn and experience success
To empower educators to meet the instructional and behavioral needs of students in the classroom as schools and families come together to form interdependent partnerships focused on student progress.
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PBS Definition PBS Definition
Positive behavior support (PBS) is proactive, comprehensive, systemic and individualized continuum of support designed to provide opportunities to all students, including students with disabilities, for achieving social and learning success, while preventing problem behaviors.
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CPRCPR
Create Initiation Objective Input
Perform Modeling Checking for
understanding Guided practice
Respond Independent
practice Closure Evaluation
Dr. Paul V. Sequeira, Assistant Superintendent for Curriculum and Instruction, Waterbury Public Schools
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CPRCPR
CPR is a strategy to be used by administrators and teachers to improve on the delivery of instruction and the way in which we reflect on student’s performance.
Dr. Paul V. Sequeira, Assistant Superintendent for Curriculum and Instruction, Waterbury Public Schools
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The “------” empowers people to create interdependent partnershipsto help all children learn and
experience success.
Shared VisionShared Vision
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VOCABVOCAB
Verify the terms Organize your cards Communicate to a partner Assess your understanding Build on it
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TermsTerms
Co-teaching Step by Step EIP
PBS Create Perform
Respond ? ?
? ? ?
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Organizing Your CardsOrganizing Your Cards Use these headers
Curriculum Instruction Assessing Learning Climate
Place the initiatives under the headers in a way that make sense to you. They may go under more than one header. You may want to specify which part of the initiative relates to that header.
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A Closer Look at EIPA Closer Look at EIP
What does early intervention mean to members of your staff?
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Why Build Collaborative Why Build Collaborative Relationships Focused on Student Relationships Focused on Student Learning?Learning?
No Child Left Behind IDEA ‘97 Standards Movement The Achievement Gap
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Student Student OutcomesOutcomes
(Adapted from Ortiz, 1987; Horner, 1998; Sugai, 2001)
Sch
ool-W
ide
Indi
vidu
al S
uppo
rt
Address Intensity of Need for a Few Students
Address Specific Performance Gaps for
Some Students
Ensure Effective Instructional Practices and Promote Positive Educational
Outcomes for All Students
All Students in School
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(Adapted from Ortiz, 1987; Horner, 1998; Sugai, 2001)
Intensive1-7%(Specialized/Individual Support System)
Intervention5-15%
(At-Risk System, Supplemental, Small Groups)
Universal80-90%
(District, School-Wide, & Classroom Systems)
Sch
ool-W
ide
Indi
vidu
al S
uppo
rt
All Students in School
Continuum of Continuum of SupportSupport
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Components EIPCo-
TeachingStep by
StepPBS CPR
Leadership
Collegial Support & Family Partnerships
Strategic
Decision-Making
Assessment & Reflective Practice
Instructional Repertoire
Accountability &
Documentation
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Components of “EIP”Components of “EIP”
Leadership Collegial Support & Family Partnerships Strategic Decision-Making Assessment & Reflective Practice Instructional Repertoire Accountability & Documentation
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LeadershipLeadership
Our Key to Success
Sch
ool-W
ide
Cul
ture
Indi
vidu
al S
uppo
rt
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Leader:
The architect of sustained improvement of individual
and organizational performance
Doug Reeves, 2002
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Lessons LearnedLessons Learned
Concepts of pre-referral tend to impede the overall philosophy of EIP.
EIP is not a specific model. EIP needs to be marketed as a philosophy.
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One Example One Example of the of the Three Tiered Three Tiered ApproachApproach
(Adapted from Ortiz, 1987; Horner, 1998; Sugai, 2001)
Sch
ool-W
ide
Indi
vidu
al S
uppo
rt
All Students in School
Partnerships with Families
Informal Collaboration
District Curriculum & CPR
School-Improvement Process
School-wide PBS
Case Partner
Grade Level/Ad Hoc Team
Focused Team Support
Differentiated Instruction
Common Planning Time
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Lesson LearnedLesson LearnedSchools with productive and
effective early intervention processes have committed building level leadership, who understand and embed the concepts and principles of early intervention within the school culture.
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LeadershipLeadership
The principal is responsible for creating the conditions needed for each of the components. For example: Organizational structures (e.g., scheduling,
monthly Student Academic Reviews) Aligning professional development with school
improvement plans Linking supervision and evaluation with
implementation of effective practices
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(Horner, 1998)
LeadershipLeadership
Culture of School
Common Planning
School-Improvement Plan
Professional Development
Mentoring/Extra Support
Time for Process
Focused Assistance
Allocation of Resources
Sch
ool-W
ide
Cul
ture
Indi
vidu
al S
uppo
rt
All Students in School
Family Partnerships
Accountability
Strategic Resources
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Collegial Support Collegial Support & Family & Family
PartnershipsPartnershipsOur Learning Community Culture
Col
labo
ratio
nC
onsu
ltatio
n
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Lessons LearnedLessons Learned
Early intervention is a philosophy focused on collective responsibility that should be part of a whole school culture, not particular to a core team.
Families are an integral part of the whole school culture.
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Lesson LearnedLesson LearnedGeneral education membership has
been a consistent and steady part of EIP. This practice needs to continue as an integral part of the process in order to ensure that EIP is maintained as a function of general education.
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Collegial Support & Family Collegial Support & Family PartnershipsPartnerships Support operates on a continuum from
collaboration to consultation depending on the level of need.
Collegial support and family partnerships are necessary in order to support student success.
The focus should be on school-family partnerships.
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Information Delivery, Learning Styles
Collaboration,Communication/Listening
Coordinating & Co-planning Instruction(with colleague or team)
Co-teaching
Peer Coaching Mentoring
Building a Staff Support Structure
Skill Building SequenceStuart Gerber
Consulting: Prescriptive (team or individual)
Consulting: Focus (individual)
Consulting: ObjectivityEnhancement (individual)
Crisis Support
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(Horner, 1998)
Collegial SupportCollegial Support
Reflective Practice
Collective Responsibility
Shared LeadershipParity
Co-teaching
Mentoring/Modeling
Specialized Support
“Expert” Assistance
Peer-Coaching
Col
labo
ratio
nC
olla
bora
tive
Con
sulta
nt
All Students in School
Communication Skills
Collegial Climate
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THE KEYS TO SUCCESSFULSCHOOL-FAMILY-COMMUNITY PARTNERSHIPS
EPSTEIN’S SIX TYPES OF INVOLVEMENTPARENTING: Assist families with parenting and child-rearing skills, understanding child and adolescent development, and settinghome conditions that support children as students at each age and grade level. Assist schools in understanding families.
COMMUNICATING: Communicate with families about school programs and student progress through effective school-to-home and home-to-school communications.
VOLUNTEERING: Improve recruitment, training, work, and schedules to involve families as volunteers and audiences at school or in other locations to support students and school programs.
LEARNING AT HOME: Involve families with their children in learning activities at home, including homework and other curriculum-related activities and decisions
DECISION MAKING: Include families as participants in school decisions, governance, and advocacy through PTA/PTO, school councils, committees, action teams, and other parent organizations.
COLLABORATING WITH COMMUNITY: Coordinate resourcesand services for students, families, and the school with businesses, agencies, and other groups, and provide services to the community.
Reprinted with permission: Epstein, J. L., Sanders, M. G., Simon, B. S., Salinas, K. C., Jansorn, N. R., & Van Voorhis, F. L. (2002). School, Family, and Community Partnerships: Your Handbook for Action (Second Edition). Thousand Oaks, CA: Corwin Press.
4
Type 1
Type 2
Type 6
Type 5
Type 4
Type 3
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(Horner, 1998)
Family Family PartnershipsPartnerships
Volunteer Programs Collective Responsibility
Shared Decision-Making
Parent to Parent Partnerships
Parent to Parent Support
Specialized Support
Specialized Assistance
Community Partnerships
Par
tner
ship
sS
peci
fic A
ssis
tanc
e
All Students in School
Communication & Information Sharing
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Strategic Strategic Decision-MakingDecision-Making
Our Framework for Operation
Uni
vers
al P
ract
ices
Spe
cial
ized
Str
ateg
ies
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Lesson LearnedLesson Learned
Data are collected regularly. However, the analysis of assessments need to be used as a strategic part of decision-making and to assist with more accurate problem identification.
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Lessons LearnedLessons LearnedProblem “admiration” tends to be a
focus rather than actual problem-solving.
Problem-solving needs to be viewed as a form of data-based decision-making.
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Reported Consistency of Problem Solving
0%10%20%30%40%50%60%70%80%
GatherInformation
DefineProblem
DetermineObjective
ImplementPlan
MonitorPlan
Always Done Often Done Sometimes DoneRarely Done Linear (Always Done)
Words & Numbers, 2000
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Strategic Decision-MakingStrategic Decision-Making
Strategic decision-making is the framework for providing positive outcomes for ALL students.
Strategic decision-making drives changes in instruction in order to effectively meet students’ needs.
There are various kinds of strategic decision-making steps/processes/protocols.
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Strategic-Decision Making Strategic-Decision Making ProcessProcess
1. Identify the concern/problem-What is happening?
2. Determine the desired outcome-What do we want to happen?
3. Generate alternative strategies-What can we do?
4. Examine strategies for feasibility-What will work best?
5. Develop a plan of action-What will we do?
6. Implement and monitor student progress-How are we doing?
7. Evaluate the process and plan-What changes occurred?
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(Horner, 1998)
Strategic Decision-MakingStrategic Decision-Making
Data-Driven
Monitoring of Student Progress
School-Climate & BehaviorInstructional Practice
In-Depth Analysis
Interventions & Monitoring
Intensive Interventions & Monitoring
Uni
vers
al P
ract
ices
Spe
cial
ized
Str
ateg
ies
All Students in School
Implementation Integrity
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Assessment & Assessment & Reflective PracticeReflective Practice
Our Cornerstone for Change
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Lessons LearnedLessons LearnedReflective practice is consistently
proving to result in refining and enhancing instructional practice.
EIP is a vehicle for this type of job-embedded professional development.
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Assessment & Reflective Assessment & Reflective PracticePractice Using assessment and reflection should result in
a change in instructional practice.
Assessments use student work and observations of behavior to focus on environment, curriculum, and instruction, not just “fixing” the student.
Reflection is a process that focuses on how teachers can enhance their practice.
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AssessmentAssessment
“Assessment is a process of collecting data for the purpose of making decisions about individuals or groups and this decision-making role is the reason that assessment touches so many people’s lives.”
Salivia & Ysseldyke (2001)
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Nation/International AssessmentsAre students performing optimally?
Large Scale AssessmentsAre students meeting the state standards?
Diagnostic AssessmentsWhat are students’ cognitive strengths and needs?
Student Report CardsHow are students performing in general?
Performance AssessmentCan students apply and generalize what they’ve learned?
Classroom Curriculum Unit Tests, QuizzesDid Students learn it?
Formative AssessmentsAre students learning it?
Figure 1.The Richness and Complexity of Student Assessment DataFigure 1.The Richness and Complexity of Student Assessment Data
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North Central Regional Educational LaboratoryPolicy Issues
Issue 6 Nov 2000
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1. Using Student Assessment Data: What can We Learn from Schools? Allison Cromley
Annually to students in selected grades
As needed/usually 1X/year
Once/curriculum unit
Weekly
Daily
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What Do We Assess?What Do We Assess?
Context of learning
What we teach
Outcomes of Learning
How we teach
Student
Instruction
Environment
Curriculum
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(Horner, 1998)
Assessment & Assessment & Reflective PracticeReflective Practice
Behavior/Discipline
Environment
Curriculum-BasedInstructional Practice
In-Depth Analysis
Focused Assessment
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All Students in School
Reflection
Examining Student Work
Problem Validation
Monitoring Student Progress
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Instructional Repertoire
Our Impact on Student Learning
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Lessons LearnedLessons LearnedInterventions tend to mirror general teaching
strategies rather than research-based, quality interventions. Brainstorming in and of itself does not necessarily result in quality intervention development.
The skills and strategies we teach must match specific student needs and reflect cultural and linguistic influences.
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Instructional RepertoireInstructional Repertoire Effective instructional practices are the key to
student achievement, to support appropriate behavior, and to promote healthy growth and development.
Instructional practices must honor learning principles.
Educators must be able to critically analyze the research and effectiveness of strategies and programs.
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Accommodations & Modifications
Demands/Skills
Years in School
Skills & Strategies
The Achievement GapsThe Achievement Gaps
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TeachTeach
Strategies Problem-solving and
decision-making Study skills Coping Compensation Metacognition Self-management
Skills Pre-requisite Concepts Facts Application Principles Categorization Relationship/social
skills
What the student needs to learn?
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(Horner, 1998)
Instructional Instructional RepertoireRepertoire
Cooperative Learning Strategies
Embedded Strategic InstructionSchool-wide PBS
Specific Accommodations
Skill &/or Strategy Instruction
Intensive Skill Development
Differentiated Instruction
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All Students in School
Sheltered Instruction
Classroom Routines
CPR
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Accountability & Documentation
Our Responsibility
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Lesson LearnedLesson LearnedIn order to ensure implementation
integrity of interventions, school leaders need to increase accountability for instructional changes to improve student outcomes.
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Lessons LearnedLessons LearnedSchools need to have effective and
efficient ways of documenting student progress as evidence of the impact of instructional practices.
Monitoring needs to be emphasized as accountability for implementation integrity of interventions to ensure successful student outcomes.
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Accountability & Accountability & DocumentationDocumentation Documenting strategies is the part of the
accountability for student progress. Documentation should clearly define who does
what, when, where, and how. Data to reflect student progress must be
documented to provide evidence of our work. Accountability includes implementation integrity.
Did we do what we said we were going to do? Information about students is necessary in order
to communicate from teacher to teacher and school to school.
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(Horner, 1998)
Accountability & Accountability & DocumentationDocumentation
Record Keeping
School-Improvement Plans
Utilize School-wide & Classroom Data
Documentation of Student Outcomes
Grade Level Transitioning
Graphing of Student Progress
Individualized/ Group Action Plans
Comprehensive Documentation
Communication
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All Students in School
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Next StepsNext Steps
New Schools to EIP Core Skills Training
Schools with EIP Core Skills Training Reflective Team Process
Whole District Training of Trainers
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Core SkillsCore Skills
Who to send Mars Group-If you had to send a group of your staff to
Mars to start a new and ideal school, who would you send???
What it can look like Principal General education Special education Support professionals
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