Event Information
A. The Double Helix System of Support is a framework for aligning instructional and structural supports, ensuring student success through clarity, shared accountability, and effective design features.
B. Clarity as the North Star—Keeping Students at the Center
Clarity in school improvement efforts and collaborative team structures ensures student learning remains the top priority.
C. Analyzing Collaborative Structures
Analyze the collaborative structures using the Matrix Map.
D. Radical Question: If nothing was holding your team back from improving outcomes for every student, what steps would need to be taken to implement a comprehensive coaching model across the organization?
E. Plan of Action: What is one takeaway that you can bring back to your school improvement team and implement tomorrow?
A Clear Definition: A nimble and responsive System of Support (SoS), which encompasses the academic and social dimensions of learning, serves as the overarching frame. It provides the foundation for the broader school improvement process by supporting all learners and ensures equitable access to high-quality education.
Shared Accountability: Implementation is the collective responsibility of all educators, staff, families, and communities. The adult skills needed for meeting the wide continuum of learners are provided by, supported, and monitored by district and school leadership teams. That means a productive collaborative team structure whereby all educators are comprehensively situated for the maximum benefit of all students.
Design: High expectations of the adults working with our students are nonnegotiable. A nimble design enables educators to make data-informed decisions that meet the needs of students from different backgrounds, levels of language proficiency, learning complexities, and levels of attainment. Strategies that address needs must be identified. Academic and behavioral instruction and support should be implemented with stretch inside the classroom. The tiers formerly used to label students need to be banned.
There are high expectations of the educational, financial, and human resources that are intentionally allocated and coordinated across and within the system in every classroom. A strength-based approach that meets the needs of students, including those with complex needs and disabilities, must be designed, implemented, and monitored for effectiveness.
1 Perry A. Zirkel, Ph.D., J.D., “Implementation of Response to Intervention (RTI) and Multi-Tiered Systems of Support (MTSS).”
2 “Every Student Succeeds Act.”
3 NCLD’s RTI Leadership Forum - George Sugai, PH.D.
4 Grissom, Jason A., Anna J. Egalite, and Constance A. Lindsay. 2021. “How Principals Affect Students and Schools: A Systematic Synthesis of Two Decades of Research.” New York: The Wallace Foundation. Available at http://www.wallacefoundation.org/principalsynthesis., “How Principals Effect Students and Schools: A Systematic Synthesis of Two Decades of Research.”
5 “Orphanhood and Caregiver Loss Among Children Based on New Global Excess COVID-19 Death Estimates.”
6 Center for Reinventing Public Education, “The State of the American Student: Fall 2022.”
7 The National Center for Education Statistics (NCES); The Institute of Education Sciences (IES), “More than 80 Percent of U.S. Public Schools Report Pandemic Has Negatively Impacted Student Behavior and Socio-Emotional Development.”
8 “The Nation’s Report Card | NAEP.”
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