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Mario I. Acosta

An Introduction to Response to Intervention: Aligning Goals, Data, and Classroom Systems

In this session, participants explore how the High Reliability Schools (HRS) framework can be used to align school improvement goals to student data systems and academic and behavior interventions. Mario I. Acosta explores HRS level 3, which is focused on classroom-level intervention systems. Participants are shown examples of data systems, academic interventions, and behavior interventions from HRS network schools.

Mario I. Acosta

Effective School Culture: The Foundation of a High Reliability School

Cultivating an effective school culture is the foundation for a high reliability school. School culture represents the collective identity of the school, playing a critical role in shaping the overall work climate, employee engagement, productivity, and the achievement of the school’s goals. Culture is an intangible yet influential aspect that guides attitudes and behaviors of individuals within the school and contributes to its unique identity and success. In this keynote, Mario I. Acosta provides an overview of the components of effective school culture and makes connections to the high reliability concepts. Dr. Acosta equips participants with research-based strategies to foster a positive and inclusive school culture. This keynote empowers participants to create an environment in which each student, teacher, and staff member thrives academically, emotionally, and professionally.

Mario I. Acosta

Establishing a Safe, Supportive, and Collaborative Culture

A safe, supportive, and collaborative culture is the foundation of a high reliability school, and creating it is the first order of business for an effective leader. This session links the actions and indicators for level 1 of the HRS model with the literature on leadership to provide a blueprint for building leaders to foster such a culture.

Tina H. Boogren

It Starts With Us: Educator Wellness to Enhance HRS

The research is clear: Teachers matter more in ensuring student achievement than any other aspect of schooling. But what happens when the teacher is burned out and overwhelmed? To enhance student achievement through a commitment to HRS, we must ensure that our educators are well. By utilizing research-backed strategies for educator wellness, Tina H. Boogren presents a hierarchy and strategies that help educators of all levels and backgrounds learn how to bring their very best selves to their students each day.

Tina H. Boogren

The Science of Educator Wellness: Hacks for Busy Educators

Recent research shows that 93 percent of educators report high levels of job-related stress. Not only is this a concern for our educators, but it’s also a severe problem for our students. Students with stressed-out teachers have more behavior issues, and those students have lower overall achievement. In this session, Tina H. Boogren explores easy-to-implement wellness hacks that positively impact both the adults and the students in your classroom, building, or district.

Robert J. Marzano & Philip B. Warrick

The Five Big Ideas of Leading a High Reliability School

The High Reliability Schools (HRS) framework and the big ideas of an HRS provide schools with the tools to move beyond the concept of having a successful school and on to being a school in which each student finds success. The five big ideas of an HRS empower schools to address the unique challenges they face with successful systems and interventions, engage in the concept of data-driven leadership, and ensure equity in learning.

Philip B. Warrick

Data-Driven Leadership: Exploring the Use of Lagging Indicators and Quick Data

The HRS process engages schools in data-driven leadership with two specific types of data: lagging indicators and quick data. Lagging indicators bring data-driven leadership into focus by serving as strategic targets for school improvement and indicating that a school’s systems are healthy and working. Quick data serves as a school’s safeguard against system entropy. The use of quick data creates an information loop to periodically monitor the health of a school’s systems and alert the school to take action before errors become system failures. These two data-driven concepts correlate to a leadership tool known as a sigmoid curve, which assists school leaders in the process of implementing data-driven leadership.

Philip B. Warrick

Improving Teacher Development: Strategies for Effective Teacher Evaluation and Feedback

Supervision of instruction should involve effective, growth-based observations and evaluations. Traditionally, observations and evaluations have been more of a measurement process, rather than a growth-based process that can help feed collective teacher efficacy. In this session, Philip B. Warrick focuses on strategies to help administrators cultivate more time in which to conduct observations and evaluations. He addresses six principles for growth-based evaluations for schools to consider and demonstrates a process by which districts can develop their own growth-based evaluation systems.