2009 SIG Marketplace Resources – Organized by Topical Strands
Illinois – PowerPoint on ASPIRE Project Evaluation Tools [PPT]
Kathy Cox, ASPIRE Director, provided an overview of the two evaluation tools listed below and the data collected on levels of implementation for 2007-2008.
Illinois – ASPIRE Project Problem Solving Fidelity Checklist
Allows for external evaluation by ASPIRE regional staff of implementation in the school sites. The primary focus of the ASPIRE project is reading at the K-3 level.
Illinois ASPIRE. The Self-Assessment of Problem Solving Implementation-School Level (SAPSI-S), 2012-2103, PDF). The Self-Assessment of Problem Solving Implementation-School Level (SAPSI-S) monitors ongoing efforts to establish permanent problem solving procedures, tools, and products and thereby implement a multi-tiered system of supports (MTSS).
Illinois ASPIRE. The Self-Assessment of Problem Solving Implementation at the District Level (SAPSI-D), 2012-2013, PDF. Purpose and Target Participants: The Self-Assessment of Problem Solving Implementation at the District Level (SAPSI-D) monitors ongoing efforts to establish permanent problem solving procedures, structures, tools and products in the implementation of a multi-tiered system of supports (MTSS). The district leadership team should complete the SAPSI-D once each academic year in the spring. The SAPSI-D can, however, be completed more frequently (e.g. once per semester) for the purposes of further district level planning.
Maryland – Co-Teaching Framework [PPT]
This PowerPoint provides an overview of Maryland’s co-teaching framework development and a description of the SPDG co-teaching network site, which provides resources and professional development to support effective co-teaching practices. Contact Sharon West, SPDG Project Director at email@example.com to request a copy of Maryland’s Co-Teaching Framework.
Michigan’s Integrated Behavior and Learning Support Initiative (MiBLSi)
The MiBLSi website houses information related to their integrated multi-tiered model its features, and a plethora of resources in the areas of evaluation, support (the continuum of support), and training. The support page provides tools for various groups and levels of the system – for example, coaches, principals, building leadership teams, grade level teams, district teams, and families [http://www.cenmi.org/miblsi/MiBLSiModel/Support.aspx].
Missouri Integrated Model (MIM) 2008-2009 Report [PDF]
Beginning in 2007 the Missouri SPDG developed and piloted the Missouri Integrated Model (MIM), an innovative program directed at goals identified by parents, teachers, administrators, state personnel and other stakeholders, including increasing student achievement and transforming school culture. This report describes the conceptual framework of this integrated 3-tiered model, lists the participating schools, provides school highlights and school comparison data, and identifies the implementation facilitators and management team personnel.
Missouri Integrated Model (MIM) Implementation Facilitators Job Description [DOC]
The role of the MIM facilitators is to facilitate the implementation of MIM and gather implementation data, thus the management team created this job description. It provides lists of expectations, roles, activities and % of time.
Mississippi – REACH MS Get on the BUS with PBS Initiative Information and Score Sheet [PDF coming soon]
This document provides information and data collected on REACH MS’s PBS initiative for bus drivers. The last page is a blank score sheet that bus drivers complete each day. Data is collected on orderliness of the environment and discipline.
Montana’s RTI School Visit Notes [DOC]
This form is a useful tool for collecting relevant data and document planned activities to provide one-on-one support at the building level in one concise document.
New Hampshire Literacy Universal Team Checklist [DOC]
The Universal Team collaboratively completes this checklist at two checkpoints during the school year to monitor activities for implementation of RTI for Literacy Instruction [Early Fall and Early Spring].
New Mexico State Performance Plan Improvement Project Data Management System: Consultant Log [PDF]
The New Mexico SPDG project uses a web-site to disseminate information about project activities, register participants for centralized events, manage school improvement plans (Educational Plans for Student Success), administer surveys for feedback and evaluation, and collect information on training, coaching and other technical assistance provided to schools by the cadre of consultants.
The document highlights the SPPIP Consultant Log. The Consultant log of activities is one of the methods for ensuring fidelity, as well as prompting and promoting desired activities. This tool is also used as a means by which consultants are paid. This tool has the ability to drill down to student level to determine “dosage”. Items/materials can be put on the calendar and then accessed by other consultants.
Oregon – EBISS Framework for Teaming [DOC]
This graphic depicts the individual roles and their working relationships. The document includes a matrix which further defines the membership roles and functions.
Oregon – EBISS District Systems Support Plan [PDF]
This form is designed to assist district teams to identify, implement, and sustain the essential features of effective, systems-level academic and behavior support as they develop their plan.
Included is the EBISS Action Planning Guide: a guide for establishing priorities and to monitor progress on the plan created by the team
Oregon – EBISS Systems Coach Scope and Sequence [DOC]
Brief overview of qualifications, responsibilities, scope of training and district expectations
Oregon – Scaling-Up Implementation Plan [DOC]
Included in this item is a helpful chart comparing the usual components of professional development to the unique aspects of scaling up. Team structure and focus are also discussed in this abbreviated summary of work happening in Oregon.
Rhode Island – Universal Design for Learning (UDL) Checklist [DOC]
This checklist is based on CAST’s UDL guidelines. It is continually being adjusted based on teachers and others’ feedback Rhode Island is using it with first year teachers and practicum students. They plan to apply for a grant to cover the training of how to use the checklist.
Vermont PBS Website
This website houses a collection of free resources for positive behavior support. It’s accessible to anyone. There are national and state presentations are included as well as tools and forms for implementing PBS at the universal, secondary, and tertiary levels. Some tools included are a Readiness Checklist, Team Implementation Checklist, and Secondary Tertiary Coordinators Self Assessment.
Virginia – Coaching Calendar [PPT]
This Powerpoint provides screenshots of Virginia’s online coaching calendar, which is used by coaches, schools, and teachers being coached. Teachers login to select time slots and make appointments. It offers different form views for administrators, teachers, and coaches. It displays coaching dates, the list of individuals signed up for each coaching type, and the coach’s name. We can export the data into excel forms. In Virginia coaching is part of the content literacy model. This program can be purchased.
Virginia – Response-to-Intervention: Speech Language Pathologists as Linchpins in Secondary Schools
Wyoming – RTI Tier Tracking Data Report
Wyoming has developed an excel spreadsheet that tracks which students are in what tier at three different time periods. A data person from each participating school uses the form to identify by individual student number which students are in which of the three tiers and track progress. The purpose is to determine if students are being placed in tiers; to determine if more students are placed in Tier 1 at Time 3 than at Time 1. Data is collected in November 10, February 10, and May 10.
Arkansas Parent Literacy Training PowerPoint [PPT] and Script [PDF]
Based on research in literacy, this PowerPoint is used as part of a one-hour presentation for parents and parent educators to help them understand the five areas of literacy, the different literacy skills that emerge for students at different developmental stages (from preschool through late elementary school), and what activities they can do at home to support and reinforce these skills with their children. This PowerPoint is used to train the Parent Mentors, who have children of their own with a disability and who have made a commitment, through the SIG, to work with similar parents in their schools and/or districts. After training, these Parent Mentors use this same PowerPoint in their own trainings, ensuring that the content of the trainings will be consistent across Arkansas in all schools and districts.
For more information contact Dr. Howard M. Knoff via email at Howard.Knoff@arkansas.gov or visit the SIG website: www.arstateimprovementgrant.com
Arkansas Parents Stop & Think: Positive Home Discipline and Social Skills [PPT] and Script [PDF]
In order to help parents understand how they can support their children’s behavior and self-management skills in a positive and productive way, this PowerPoint is used as part of a one-hour workshop for parents and parent educators to help them learn how to use the three components of effective discipline (Skills, Accountability, and Consistency), and how to teach their children social skills using the how to Stop and Think Parenting Book: A Guide to Children’s Good Behavior and its 75 minute DVD, Teaching Children to Stop and Think at Home: A Parent’s Guide to Teaching Good Behavior. This book and DVD were distributed at no cost to the Parent Centers in every state-funded preschool and elementary school in the state through the school’s state-mandated Parent Outreach Coordinator.
For more information contact Dr. Howard M. Knoff [Howard.Knoff@arkansas.gov] or visit the SIG website: www.arstateimprovementgrant.com
Iowa – Survey of Parent’s Secondary Transition Needs [DOC]
In an effort to find effective ways to support parents with the transition of their children,
ASK Resource Center (Iowa’s PTI) in collaboration with the Iowa Department of Education, is attempting to change approaches to this issue by using a skills based approach. This approach is based on the perspectives of parents telling the system what they need, rather than the predominant model of the system assuming what parents need to know. Using a growing body of evidence regarding the importance of parent expectations, this survey was developed (in collaboration with the University of Minnesota) and used to interview parents statewide.
Louisiana – LA SIG Notes on Parent and Child Time (PACT) Professional Development for Families [PDF]
PACT (Parent And Child Time) is a strategy used by schools to provide parents the
opportunity to learn and practice teaching techniques for use during home learning. Each
session is divided into three parts: a brief workshop, a practice period with their child, and
a debriefing period. Typically, the total time for the PACT session is from 1 to 2 hours.
Louisiana Indicators of Family Engagement – Survey for FAMILIES [PDF]
Louisiana Indicators of Family Engagement – Survey for SCHOOLS [PDF]
Louisiana Indicators of Family Engagement – Survey for STUDENTS [PDF]
These surveys are designed to determine a schools’ level of engagement with families and is
intended for use by schools to determine if they have the necessary structures in place to
ensure meaningful family engagement. The surveys are being piloted this year by the LASIG project.
Replication and Sustainability
Alaska Statewide Mentor Project Research Summary 2004-2008 [PDF]
The Alaska Statewide Mentor Project (ASMP) was created through a partnership with the Alaska Department of Education & Early Development and the University of Alaska system. ASMP provides quality mentoring to first- and second-year teachers in order to meet two goals: increase teacher retention, and improve student achievement. This research summary describes quantitative data results available at this time, beginning with a description of the subgroup of teachers served by ASMP from the population of teachers in Alaska. For a complete description of the ASMP program model, visit the website at www.alaskamentorproject.org.
Connecticut – PBS Partnership Map [Blank Map] [Sample Map]
After each school has been assessed using the School-wide Evaluation Tool (SET), they complete a Partnership Map to organize the goals, activities, and trainings for the partnership. This tool was adopted from the Connecticut Vanguard Initiative, which identifies high performing schools in the state based on statewide assessment data and nine indicators of success and sustainability. Although the tool is very simple, it provides the partners a good framework to hold a discussion about planning and setting priorities. The districts have commented that they found the tool very easy and useful to keep them accountable to each other since it is almost viewed as a contract. There are still a couple of wrinkles that get ironed out as we go along, but the districts have taken the partnership seriously. The tool is shared with the partner districts as one of the first tasks to do in the partnership. Development is facilitated by our technical assistance center but the districts have to own it. They are allowed to adjust the map if they feel it is needed since we believe that improvement plans and maps should be living and breathing documents. “Using this tool and process has one of the more successful things we’ve done in our grant that’s had a bigger impact than expected.” [Dana Corriveau, SPDG Project Director].
Kansas – Multi-Tier System of Supports [MTSS] Leadership Structure
This document describes the roles and responsibilities of each MTSS team – the leadership team, transformation team, advisory team, and the facilitators. Members of each team are also identified. This document and related MTSS resources can be found at http://www.kansasmtss.org/index.htm
Michigan’s Integrated Behavior and Learning Support Initiative (MiBLSi)
The MiBLSi website provides information about their integrated multi-tiered model, its features, the various levels, and a plethora of resources in the areas of evaluation, support, and training.
Nebraska – Evidence-Based Practices Triangle [PDF]
State teams often have different viewpoints of what an evidence based practice is or what it looks like at the school level, classroom level, and secondary and tertiary levels. This pyramid describes the various practices at each of the levels. The pyramid has been helpful to teams to clarify what the state considers “EBP”.
Nevada – Special Education Teacher Shortages– Building the Data Systems and Predictive Models to Understand the Scope of the Problem [PowerPoint]
Nevada – eMSS e-mentoring for Student Success Brochure [PDF]
This year Nevada SPDG is launching an online new teacher mentoring program modeled after the New Teacher Center’s eMSS e-mentoring for Student Success Framework.
Pennsylvania – PaTTAN Leadership Mentoring to Mastery (M2M) Self Assessment Tool [DOC]
The purpose of M2M is to ensure that new special education administrators are effective and better prepared with skills and competencies to serve the needs of their schools and communities. Research has demonstrated that highly qualified leaders who are provided with strategic and on-going support will experience greater satisfaction, leading to increased retention.
To create this self assessment, PaTTAN mapped the Pennsylvania Inspired Leadership (PIL) standards with the Council for Exceptional Children and Council for Administrators of Special Education Advanced Knowedge and Skill Set for Special Education Administrators. The goal is to collect the data and eventually publish the findings.
Pennsylvania – PaTTAN Leadership Mentoring to Mastery (M2M) Brochure
Utah Coaching Model -Article from The Utah Special Educator [September 2007, pages 46-51]
Staff at the Utah Personnel Development Center and the Utah State Personnel Development Grant developed an approach to instructional coaching that is unique to Utah, calling it the Utah Coaching Model. The work of the New Teacher Center at the University of California-Santa Cruz and Instructional Coaching Institute at the Center for Research on Learning at the University of Kansas contributed much to the development of this model. This article provides an overview of the coaching model.
Wisconsin Using Special Education Framework for Professional Development to Improve Outcomes for SPP/APR Indicator #13 [PPT] Wisconsin is using a 7 step Professional Development model approach to identify the who, how, what, and support needed for quality professional development in the area of secondary transition.
Strategies for Building Collaborative Partnerships
New York – Overview of S3TAIR’s Successful Collaboration with Institutes of Higher Education [DOC]
This two page document provides an overview of successful outcomes achieved by schools as a result of the New York State SPDG Project – Supporting Successful Strategies to Achieve Improved Results (S3TAIR) – collaboration with Institutions of Higher Education.
Strategies for Functioning During State Funding Shortages
Oklahoma – Bug-in-Ear Mentoring for New Special Education Teachers in Oklahoma
Oklahoma has initiated a virtual bug-in-ear mentoring option for new special education teachers in rural areas. There is a three year commitment to participate in the program and both mentors and mentees must attend first year academy meets. Benefits for mentors and mentees include training, technical assistance, resources and stipends. To learn more about the program contact Anita_Eccard@sde.state.ok.us.
Tennessee – Response to Intervention DVD
Tennessee developed this twenty minute video to educate teachers, students, and families about Response to Intervention.
Utah Personnel Development Center (UPDC) Web Production Video – http://www.updc.org/img/updc-web.mp4
This 60 minute video showcases the features and resources that will available on the up-and-coming web 2.0 UPDC site. Universal, targeted and intensive strategies are provided with emphasis on assessment, coaching, and effective problem solving.