Teri Marx discussed how to use EBPs/HLPs effectively and intensively as part of SDI, including:
- Identifying EBPs/HLPs
- Challenges in helping personnel connect with EBPs/HLPs
- Degree to which they are being implemented effectively
- At the State level what are you doing to help personnel use EBPs and HLPs effectively and intensively as part of SDI?
- What are the barriers to implementing DBI in the classroom?
- What can the State do to support regions/districts/schools for effective implementation of DBI?
- What does capacity building look like for DBI?
- What program/app do coaches and schools staff use to represent data visually
- How is your team tracking student progress?
- How do you use these data?
- How do you help district personnel support schools’ use of EBPs and HLPs as part of SDI?
- What are the barriers to implementing DBI in the classroom? What can districts do to help schools overcome these barriers?
- How can you support districts in this work?
- How does your team support districts in tracking student progress?
- Padlet: District
- How do you help school personnel use EBPs and HLPs effectively and intensively as part of SDI?
- How is DBI being used in the classroom?
- What are the barriers to implementing DBI? How can your SPDG help schools overcome these barriers?
- What program/app are schools using to represent data visually?
- How are your schools tracking student progress? What do you do to support this?
- Padlet: School
- How are you supporting families and community partners in building awareness of EBPs and HLPs?
- Beyond awareness of EBPs and HLPs, please share how are you currently or do you plan to support implementation of EBPs and HLPs as part of specially designed instruction for students with the most intensive needs in a way that builds and fosters ongoing collaboration with families around the specific practices?
- Collaboration with families itself is a high leverage practice (HLP3) as is effective meetings with professionals and families (HLP2). True collaboration and partnership requires deep planning and an infrastructure for building and supporting ongoing meaningful working relationships between education professionals and families. How have you operationalized family/school partnerships into your SPDG project framework? How have you worked to ensure implementation at a district and school level?
- Padlet: Family Engagement
- What are some evidence based practices that your project is focusing on and why are those practices important to your project/State?
- What kind of successes did you experience in implementing those practices? What were the critical drivers that led to success?
- What are some challenges you experienced in implementing those practices? What have you tried to overcome/mitigate challenges and what did you learn from it?
- How are you working across early childhood systems to identify and implement the practices that your project is working on?
- How have you engaged families in identifying and implementing the practices that your project is focused on
- How is your project collecting and analyzing data to ensure that the practices are being equitably implemented and are leading to equitable outcomes among children and families?
- Padlet: Early Childhood
Social Emotional Learning
- How are we defining social-emotional learning?
- How are you aligning SEL and MTSS? In which tiers does the alignment feel easier? harder?
- In what ways can we leverage SEL to ensure students don’t experience fatigue from too much (potential) focus on academic instruction/intervention?
- Which EBPs/HLPs can be used to instruct social emotional competencies?
- Padlet: Social Emotional Learning
- Specifically we might want to understand both reach across schools in a district, and classrooms in a school, and fidelity, as well as changes in both across time.
- What are considerations/factors for using: (a) permanent products; (b) using multiple measures (self-report plus another measure).
- How can technology help us in collecting data on hard to measure practices?
Evaluators Breakout 1
Evaluators Breakout 2