Online

We are ending the Interviews and Innovation series and kicking off the Coaching and Communication series. Over the last months we’ve heard “What I’ve Learned so Far” from California, Georgia, Michigan, Minnesota, New Jersey, North Carolina, and South Dakota Project Directors and Coordinators.

Fidelity got you down? Looking for some good thought partners to hash out your fidelity measurement? Well look no further . . . our next Fidelity Friday will be March 3rd!

So pop in for a cuppa, or, if you can’t be there in-person, send Jennifer Coffey your questions (jennifer.coffey@ed.gov).

Coaching and Communication continues! On Thursday, April 6th from 3-4:30 ET, we heard from your colleagues and external experts. Here are some highlights:

Coaching: Diana Mosha from Partnership for Los Angeles has supported regional, district, and building level coaching. She will share:

During April’s MTSS Community of Practice, Kristen Brown, Colorado Project Director, shared some of the Colorado Multi-Tiered System of Supports (COMTSS) Resources with us and talked about how they are used as part of the new COMTSS Online Academy.

Have you had a chance to really dig into SISEP’s Fidelity Brief? If yes, what stuck with you? What do you have more questions about? If no, what are the fidelity questions keeping you up at night? What are the fidelity problems you wish you had an expert to call on and help you solve?

In many school systems, instructional coaching is the primary professional development model for improving the quality of teachers’ instructional practice and, in turn, students’ classroom experiences. To ensure that coaching works as intended, at scale, and across settings, education leaders are generally interested in learning about: (i) Who is an effective coach? (ii) What do effective coaches do that is most impactful for supporting teachers?

Topic: Authentic access to meaningful instruction and demonstration of learning in general education classes.

During our June Directors’ Webinar, Melanie examines the importance of establishing effective High-Performance Implementation Teams in promoting effective root cause analysis and team action plans related implementation of evidence-based practices in Early Childhood and Targeted School Improvement.  She describes how Dynamic Impact allowed for systems change that resulted in improved implementation across the district.  Specific attention is given to how Dynamic Impact Coaching advanced the understanding of implementation teams and their use of the continuous improvement process t