BLTs, ARODs, and IPDMs

1
BLTs, ARODs, and IPDMs

• Tales from SWRT
• (Teacher Implementation Focus)
• Donna Wood, AEA 9

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BLT

• Building Leadership Team
• Helps build capacity
• Gives another perspective
• Members
• Represents staff members
• Not necessarily department heads
• Needs to be someone who will embrace the change
  help move staff forward
• Willing to make the hard decisions

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Responsibilities of BLT

• Define the strategy to be implemented
• Define the building goal- based on research
• Collect and organize data towards that end
  (teacher implementation student achievement)

4
Responsibilities of BLT.

• Analyze that data to plan for SD
• Participate in SD (Build capacity)
• Provide workshop/classroom demonstrations
• Peer Coaching (Collaborative Partners)
• Teacher Leader

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Roadblocks to BLT Staff Development

• Time to meet
• Reading First 40 hours of SD, 40 hours of BLT
• Extended days, staff development days, staff
  meetings become staff development
• Set calendar well ahead
• Pay, substitute, after school
• BLT during school vs. after school

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Roadblocks to BLT Staff Development..

• Im already doing it
• That may be true
• It doesnt work
• Implementation logs
• Observations
• Conversations
• What is working well
• What do you need to know more about
• What needs to be strengthened or done differently

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Getting Started

• Define the strategy to be implemented
• Strategy vs. skill
• Strategy Implementation Plan (Read-Aloud) (1,2)
• Out with the old (3)
• Skill Activities Log (Fluency) (4,5,6)
• Student formative data
• Secondary possibilities

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Strategies

• Techniques, principles, rules that enable
  students to solve problems complete tasks
  independently
• Focuses on how to learn and how to apply whats
  learned
• Content Network Website
• Sort 1 select from summaries
• Sort 2 narrow by checking quality reading
  review
• Sort 3 narrow by reading research article

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Getting Started

• Set the building goal (7)
• How many lessons in how many days?
• What of teachers must reach this goal to move
  on?
• Which staff (administrators, AEA personnel,etc.)
  should be accountable?
• Implementation Data Sources (8,9,10)
• Initial Study (11, 12, 13, 14), examples
• Advanced Study (15,16), examples
• Observation (17)

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Getting Started

• Analyzing Reporting Our Data (18)
• Model, model, model
• BLT vs. Staff
• Begin planning SD based on student need and with
  research-based instructional strategies (example)
• Knowing when to move on (19)

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Critical Attributes of Staff Development Aimed at
Student Achievement

• Workshop/Workplace (20)

12
Transfer to Classroom Practice (solid knowledge,
good skills, and consistent implementation)

• Percent of Participants
• Attaining Transfer
• Theory/Information Only 0
• Theory Demonstration 0
• Theory Practice 5
• Theory, Demonstration, Practice Peer
  Coaching 95

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A cycle might look like.

• Read-Aloud
• Theory (research article)
• Demonstration (workshop-live, video)
• Modeling of log completion
• Workshop practice planning (practice)
• Collaborative Planning modeling (feedback)

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A cycle might look like.

• Workplace practice-planning,rehearsing,
  collaborating
• Time during SD
• Bring back questions, discussions
• Classroom demonstrations (BLT, principal,
  provider)
• Schedule initial implementation study
• Analyze data

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A cycle might look like.

• Plan additional SD based on data
• Schedule classroom observations
• Analyze data plan additional SD based on data
• Schedule advanced study of implementation
• Analyze data plan additional SD based on data

16
A cycle might look like.

• If moving on, plan for ongoing monitoring
• Monthly logs
• BLT analyzes
• SD to fine tune

17
Student Formative/Diagnostic Data

• Should be part of log, plan
• Gives teacher data for instructional decisions
• Targeted students
• Form (21)

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The challenge

• Providing enough teacher support to ensure
  success (proactive vs. reactive)
• Providing the push to get it done
• Helpful nag

19
Questions?