Fast-Tracking the School Improvement Process: Strategic Planning, Administrative Leadership, Staff Collaboration, and Student Success (Arkansas). Schools can make dramatic improvements in student success when they engage in three strategic, “high return” approaches: data-based analysis and planning, shared leadership and decision-making, and staff collaboration and accountability. This presentation will describe specific activities in each of these areas, providing an 18-month “turn-around” blueprint for schools in need of immediate change, improvement, and success.
Presenter(s): Howard M. Knoff, Ph.D. Director, Arkansas State Personnel Development Grant
Target Audience: SPDG Directors
System Level: State, district, school
Using Learning Targets with Adult Learners (Georgia). Just as learning targets make learning visible for classroom teachers and students, they make learning visible for adult learners. By focusing adult professional learning (PL) on desired outcomes, PL facilitators maximize the actual implementation of the PL and provide an effective means for evaluating the immediate effects of the PL as well as the use/implementation in on-the-job settings.
Presenter(s): Cynde Snider, PhD, Professional Learning Specialist, Georgia Department of Education
Target Audience: All persons who plan, facilitate, and/or coach professional development
System Level: All levels: state, regional, district, building
Show Me Better Outcomes-Missouri Collaborative Framework (PPT). Through the Missouri SPDG, a framework of high quality professional development has been developed. This framework includes the critical elements for the development of providing professional development content as well as supporting implementation with fidelity. The professional development content focuses on collaborative teaming, data-based decision-making, common formative assessment, and effective teaching and learning practices at the classroom level. The benefit has been a consistent approach to moving the statewide system of support toward improving the quality of professional development provided to schools showing a need to improve student achievement, in particular for students with disabilities
Presentation Screencast Recording (Online Streaming, 35 min)
Presenter(s): Pam Williams, Coordinator of Services, DESE, SPDG Project Director
Ronda Jenson, Director of Research, University of Missouri-Kansas City, SPDG Consultant
Ginger Henry, Director Effective Practices, DESE
Target Audience: State, regional, district, building: those that provide and receive the professional development
System Level: State and regional systems support implementation at the building level
Implementing PBIS in a Juvenile Detention Facility (Mississippi). This presentation will describe the implementation of PBIS in a Juvenile Detention Facility in Mississippi. The presentation will describe the barriers and success of integrating three departments, youth court, detention and education in creating behavioral support systems. Data will be shared to demonstrate effectiveness of implementation.
Presenter(s): Selina Merrell, MS, Ed, State Coordinator, REACH Mississippi
Target Audience: SPDG’s working with secure or residential treatment facilities.
System Level: PBIS implemented at the building level, but could be used as a model for statewide initiative.
Creating A Successful Partnership with Vocational Rehabilitation (New Hampshire). his presentation will describe strategies for the successful collaboration between Special Education and Vocational Rehabilitation. It will also discuss ways in which the NH SPDG is working on developing trainings, unique initiatives, strategies to improve transition practices, and communication protocols to improve the relationship VR has with LEAs.
Presenter(s): Mary Steady, NH SPDG Director
Donna Couture, NH SPDG Coordinator
Target Audience: Special Educators, Secondary Transition Specialists, SPDG Grantees
System Level: All levels: State, regional, district, building
Supporting RtI Implementation Using the Math Interventions Matrix (Arkansas). This tool supports the implementation of a Response to Intervention (RtI) multi-tiered system of supports and services by using an online research-based K-12 resource that helps educators identify and implement interventions for students struggling to master the math skills outlined in the Common Core State Standards. The Math Interventions Matrix (www.mathinterventions.org) consists of interventions that are intended to be a resource for all educators to accelerate struggling learners and students with disabilities to grade level competencies by targeting skill gaps. The Matrix includes assessment tools to identify, pre-assess and formally assess the skill gaps of struggling learners. This free tool was developed in partnership with the Arkansas Department of Education and the State Personnel Development Grant.
Presenter(s): Jennifer Gonzales, Positive Behavior Support Coordinator, Arkansas SPDG
Target Audience: Teachers, interventionists, academic specialists, curriculum coordinators, administrators, parents, educators supporting RtI development
System Level: District, building
Development of local implementation teams (Michigan’s Integrated Behavior and Learning Support Initiative, MiBLSi). One scale-up strategy is to embed implementation teams within local infrastructures present within the geographical region. This presentation describes a statewide initiative that uses local implementation teams from existing personnel at school districts to coordinate and manage supports needed to successfully implement reading and behavior practices with fidelity. Summary of the selection process, technical assistance and evaluation of the local implementation teams are provided along with strategies to support implementation team efficacy.
Presenter(s): Kim St. Martin, Ph.D., Assistant Director, MiBLSi
Steve Goodman, Ph.D., Director, MiBLSi
Target Audience: State project personnel who are scaling up efforts while investing in local implementation capacity
System Level: State, district
Project MAX Practice Profile and Implementation Rubric (Pennsylvania). The Project MAX Practice Profile is a standardized systematic tool that summarizes the areas of practice associated with the provision of standards aligned instruction to students with complex instructional needs. The practice profiles provides clear and measurable elements and descriptions of what maximizing access and learning for students with complex instructional needs looks like across six areas of practice. LEA teams use the implementation rubric to complete a self-assessment and identify priority areas for improvement. The project MAX coaches use the rubric to assess fidelity of implementation and to measure progress of the school teams.
Presenter(s): Dr. Denise Andreski, Evaluator, Pennsylvania
Shatarupa Podder, Project Director, Pennsylvania
Dr. Janet Sloand, Project Coordinator, Pennsylvania
Target Audience: LEA teams (school leadership, educators, parents), Coaches, Project Management Staff
System Level: Building, District, Regional, and State
Oklahoma Tiered Intervention System of Support (OTISS) Coaching Guide
The purpose of this guide is to assist coaches as they work with districts and/or sites on the development and implementation of the Oklahoma Tiered Intervention System of Support (OTISS) for academics and behavior. This guide includes the following five steps designed to identify areas of need:
• Identification of Need;
• Goal Establishment and Prioritization;
• Development of an Action Plan;
• Develop an Evaluation Plan;
• Implementation, Evaluation, and Modification of the Action Plan.
Presenter(s): Dr. Gary Duhon, Associate Professor, Oklahoma State University, Oklahoma
Christa Knight, MEd, SPDG Project Director, Oklahoma
Target Audience: Internal or external coaches attempting to guide and improve implementation fidelity.
System Level: District, building
North Carolina Coaching Collaborative. We developed several tools to assist with a transparent process of identifying and engaging our NC SIP literacy and math exemplar LEAs in a model coaching collaborative. We have also identified our key evidence based practices for this initiative and have worked closely with one of our IHEs to contribute to the development of online modules to supplement the work. Our process allows us to build upon our learning from past implementation to focus on the key leadership drivers, hospitable environments, and elements to enhance the planning for success of this collaborative work.
Presenter(s): Paula Crawford, Ed. D., NC SPDG Director
Matt Hoskins, M. Ed., NC State Improvement Project Math & Leadership Development Consultant
Target Audience: Leadership at the state, or district level – tools and processes to help identify participants with high likelihood of success as outcome of participation.
System Level: State, regional, district
Canvas Course: Utah MTSS Evidence-Based Professional Development Online Course (PDF). Local Education Agencies (LEAs) working to implement MTSS in any area (academic or social-behavioral) must provide evidence-based professional development in order for teachers and students to receive the intended benefit of the professional-development experience. This course provides an overview of the critical features necessary to deliver effective professional development. After completing the five sections of this course, participants will be able to demonstrate a basic understanding of the following essential questions:
1. What is evidence-based professional development?
2. What are evidence-based programs and practices?
3. How is evidence-based professional development delivered?
4. What is the role of ongoing coaching feedback using data?
5. How is professional development evaluated as it relates to fidelity of
implementation and student impact?
This course is the third in a series of courses designed to help support LEAs with implementing and sustaining an MTSS framework.
Presenter(s): Heidi Mathie Mucha, Ph.D., SPDG Assistant Director, Utah
Jeri Rigby, M.Ed., Program Specialist, Utah
Target Audience: All SPDG National Meeting participants could use Canvas by Instructure to modify the courses created by Utah SPDG staff or to develop their own.
System Level: All levels: State, regional, district, building