Online

Transforming teaching through curriculum-based professional learning

Parent Participatory Evaluation in Minneapolis; Evaluation and Planning in South Dakota

We will discuss SPDGs’ plans to support accelerated learning in the wake of the pandemic. CCSSO’s Restart and Recovery Framework will provide a basis for our conversation.

• What role can your SPDG play in your State’s restart and recovery?
• Can your project be leveraged to support improved family engagement?
• Which of the practices you support might be useful on a larger scale to accelerate learning?
• How can the SPDG assist with assessment that determines the needs of “returning” children?

Strengthening Family Partnerships Through a Multi-Tiered System of Support
Kimberli Breen

You likely already know the value of family partnerships, and have lots of great partnership practices. In this session, we will explore how to sustain and expand these efforts by leveraging the power of family voice through a multi-tiered system of support.

Resources: SPDG Family Partnerships

Knowing the Need: Using Varied Inclusion Criteria Data to Identify Districts to Target for Support, Chimaobi Amutah.

Reading Tiered Fidelity Inventory (R-TFI) and Collaborative Analysis of MTSS

Description/Other Details Feedback on the Reading Tiered Fidelity Inventory (R-TFI) Anna Harms Do you have a state-level data system that you would like the R-TFI data to feed into?

Steve Goodman and the Michigan SPDG Team: Lessons Learned Implementing MTSS

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:

1. Why consider Integrated Multi-Tiered Systems of Support (I-MTSS)?
2. What is I-MTSS?
3. How do we adjust I-MTSS for the current context?
4. Where do I learn more?