building leadership Team Meeting Structure & Roles and Responsibilities

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Role / Responsibilities / Person(s) in Role
Principal /
  • Attends all RtI TRAININGS with School Leadership Team
  • Understands and ensures the integration RtI Implementation goals, action plans, systems, data, and practices with existing structures, initiatives and school improvement activities
  • Ensures that information, actions and proposals developed during RtI trainings are communicated to all staff in a timely manner during STAFF MEETINGS and/or building PROFESSIONAL DEVELOPMENT time
  • Works with building team leader to prepare and finalize agenda for SCHOOL-WIDE LEADERSHIP TEAM MEETINGS. Ensures that the team leader has set the dates, time, location for meetings (at least monthly) and that this information has been communicated to team members, faculty, and the External (District and/or ISD) Coach and District Coordinator
  • Works with team leader to guide the School Leadership Team through meeting agenda, initiates discussion, helps team prioritize efforts, and helps to keep team on topic
  • Works with the building team leaders to ensure that behavior and literacy action plans are continuously updated and that staff are following through with agreed-upon tasks, interventions, and strategies
  • Works with team, team leader, behavior and academic facilitators, external coach and District Coordinator to identify areas of student and staff needs within the building and helps to advocate at the district level for resources, materials, and training
  • Ensures the development of professional learning communities within the school by encouraging staff to use data to inform, ask questions, and provide support, particularly to staff that may be struggling
  • Assigns staff to enter academic and behavior data into appropriate databases at least weekly
  • Works with appropriate staff to schedule, attend, and facilitate or co-facilitate monthly GRADE LEVEL/DEPARTMENT MEETINGS to review academic and behavior data, share classroom-wide instructional and classroom management strategies, identify groups of students with needs, link these groups of students with effective targeted/supplementary interventions, progress monitor these interventions, and refer students with intensive needs for more assessment.
  • Works with appropriate staff to schedule, attend, and facilitate or co-facilitate INTENSIVE-LEVEL BEHAVIOR/ACADEMIC PLANNING MEETINGS to prioritize, delegate, plan, and coordinate additional assessment and intervention implementation for individual students
  • Works with appropriate staff to ensure that INDIVIDUAL STUDENT ACTION TEAMS are scheduled whereby students’ teachers and other pertinent individuals are involved in the assessment and intervention planning process. Attends these meetings when necessary.

Team Leader /
  • Works with the principal to set the dates, times, duration (MEETING SCHEDULE) and AGENDA for meetings, and communicates this information to team members, faculty, and District Coordinator
  • Addresses agreement, conflict, and resistance. Leads team in generating strategies to address these and works with Coach and District Coordinator for assistance.
  • Coordinates communication with team (reminds team of meetings, trainings, what data to bring, etc.)
  • Refers to the developed ACTION PLAN on meeting agendas and ensures the action plan addresses all critical elements of needs.
  • Keeps team focused on the “Big Picture”
  • Helps interpret data, helps link data to overall school needs and goals
  • Ensures that someone is taking MINUTES (record of meeting decisions and actions), that someone keeps the ACTION PLAN and related TASK LISTS updated.
  • Makes sure responsibilities for completing tasks are evenly distributed across all team members
  • Makes sure all team members are contributing to activities and product development and leads team in brainstorming strategies to increase fidelity
  • Ensures that action plan, task lists, and meeting minutes are distributed or otherwise made available to team members for use at meetings
  • Organizes and maintains the building’s ORGANIZATION BINDER
  • Prompts the principal and leadership team to ensure implementation of the Action Plan.

Building Behavior Facilitator /
  • Depending on role in building, may participate on the SCHOOL-WIDE LEADERSHIP TEAM when school-wide behavior is discussed
  • Participates and may facilitate or co-facilitate GRADE LEVEL/DEPARTMENT MEETINGS during behavior-related discussions
  • Facilitates or co-facilitates INTENSIVE-LEVEL BEHAVIOR/ACADEMIC PLANNING MEETINGS when intensive-level behavior concerns are being addressed
  • Assists staff in reviewing and interpreting behavior-related data
  • Assists staff in identifying behavioral interventions on school-wide, grade-level (targeted) and intensive level teams.
  • Follows through with behavior-related tasks and works with Principal and instructional staff to ensure integrity of implementation and behavior-related interventions and strategies
  • Identifies behavior-related professional development needs for staff
  • Works with District Coach to increase capacity regarding behavioral interventions and utilize community resources.

Building Literacy Facilitator /
  • Depending on role in building, may participate on the SCHOOL-WIDE LEADERSHIP TEAM when school-wide literacy is discussed.
  • Participates and may facilitate or co-facilitate GRADE LEVEL/DEPARTMENT MEETINGS during academic-related discussions.
  • Participates and/or facilities INTENSIVE-LEVEL BEHAVIOR/ACADEMIC PLANNING MEETINGS when intensive-level academic concerns are being addressed.
  • Assists staff in interpreting literacy-related data
  • Assists staff in reviewing and interpreting behavior-related data
  • Assists staff in identifying literacy interventions and strategies on school-wide team and in grade-level meetings.
  • Follows through with literacy-related tasks and works with Principal and instructional staff to ensure integrity of implementation with literacy-related interventions and strategies
  • Identifies literacy-related professional development needs for staff

ALL Staff/Team
Members /
  • Review agenda items prior to scheduled meetings
  • Attend meetings, reviews data and shares ideas and input
  • Follow through with any assigned tasks between meetings0 as needed
  • Bring necessary materials to all meetings and adheres to agreed-upon group norms

External Coach (District)
Full Time Employee for District but not full time in one building /
  • Attends building leadership team meetings and regional trainings in order to help facilitate and trouble shoot team issues that arise
  • Serves as liaison between District Leadership Team and other schools teams
  • Works with Lead District (if there is one) and/or ISD Coach to connect team/building staff with resources and training as needed
  • Understands and ensures building coaches and building staff understand and can apply data, systems, and practices
  • Identifies needs, shares information, provides feedback to building principal, team and staff
  • Models the role of a coach and provides both positive and corrective feedback to building coaches
  • Prompts building coach and principal in regard to staying focused on the “Big Picture”

External Coach (ISD/RESA)
ISD level Coaches help District-level Coaches develop skill and capacity in this role. District-level Coaches help build capacity with team leaders and behavior/literacy facilitators in each building. /
  • Builds relationship with local area superintendents, assistant superintendents, district coaches, principals, and team leaders/teams.
  • Initial member of the District Leadership Team and the School Leadership Team
  • Provides or helps arrange the acquisition of materials, training, and support to district-level leadership staff to ensure these staff understand and can help drive the implementation and integration of data, systems, and practices around agreed-upon district outcomes.
  • Facilitates conversations with superintendents, assistant superintendents, principals, coaches, and team leaders regarding building/district needs based on data analysis
  • Advocates for a district response in the identification of strategies and resources to meet identified building needs.
  • Provides training, technical assistance, and support to the District Coordinators, District Coaches, Team Leaders, and/or Behavior and Literacy Facilitators to develop fluency regarding data, systems, and practices.
  • Serves as a liaison between the school district and RtI leadership
  • Encourages team to meet at least monthly and collects documentation of activities
  • Observes team members’ behavior during meetings and points out agreement, conflict, and resistance
  • Offers forms and tools to assist in record keeping and development of products
  • Compares team’s activities and products to information received at trainings to ensure fidelity and highlights inconsistencies, guides revisions, and reports fidelity to District Coordinator.
  • Compares team’s Action Plan to evaluation tool (Benchmarks of Quality, EBS Survey, etc.) in order to document progress towards full implementation such s highlighting critical elements not reflected in Action Plan and reports progress to team and District Coordinator.
  • Assists team in using a structured problem-solving process and using data to make decision such as ensuring that data are utilized to guide all interventions and progress monitoring.

Trainer/
Consultants /
  • Provides technical, content, and procedural expertise regarding specific topic areas
  • Responds to needs as identified by coaches, principals, district leaders and teams.
  • Develops and provides tools for implementation and sustainability of initiative
  • Provides professional development opportunities and practice
  • Provides additional analysis of data and information as needed and identified by teams, principals, coaches, and district-level leaders
  • Provides access to State and National best practice information

Adapted from MiBLSi