Amy and Pattie are the creators of the Checklist for High-Quality Coaching (Brussow, Gaumer Erickson, Noonan, Jenson, & Villa, 2013). This measure is completed by an outside observer to evaluate the quality of coaching sessions. The observer ensures that coaching sessions include research-based coaching components within the domains of structure, content, and communication.
SPDG Project Responses to COVID-19
Kentucky, Pennsylvania, and Michigan SPDGs discuss their projects’ responses to COVID-19, specifically, how they are changing their approach to meet the needs of the people they serve.
Integrated MTSS frameworks: Supporting students’ social, emotional, behavioral, & academic growth
This session answers four key questions about I-MTSS:
Participants divide into breakout groups to discuss strategies utilized during COVID, and what they would like to continue practicing moving forward.
Learning Lab, Restorative Practice
Stephanie Autumn discusses the Learning Lab Framework and restorative practices with need and intended outcomes.
Jennifer Coffey presented the results of the most recent Program Measure/GPRA review. As a reminder our contractor, CIPP, reviews projects’ program measures if they are in year 2 or later in their project implementation.
Jennifer shared the overall SPDG Program results. Your Project Officer will share your individual results.
Purpose: Develop & prioritize 4 SMART goals and topics that align with goals.
Learning Targets: Participants will be able to name the 4 goals of the group. Participants will be able to list at least two topics that the group will cover that will support these goals.
Purpose: Begin exploring the topic of collaboration and alignment for MTSS-SEL.
Learning Targets: (1) Ability to describe why SEL is necessary for academic achievement. (2) Ability to name the key skills SEL will provide students. (2) Understand the reason for and use of the Initiative Inventory.
Unified Champion Schools
Speakers: Andrea Cahn, Jennifer Cartland
Special Olympics Unified Champion Schools is a strategy to promote social inclusion, providing students, educators and families with the tools, skills and dispositions to create schools of acceptance and positive school climate. Evidence and evaluation shows that SOUCS is a contributing factor to student success, and positive academic and social emotional outcomes. This session will explore how the impact can extend to family wellbeing.
Purpose
To network with others and find examples and literature about how to best develop teams that effectively support MTSS implementation.
Goal
Create a how-to guidance document that provides best practices in the areas below and also supports trouble-shooting.
