Creating, Planning and Delivering Professional Development

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Creating, Planning and Delivering Professional
Development

• Presented by CUSD300 RtI PD Team
• Barb Jones RtI Coach
• Jim Luebbe Psychologist
• Pat Petersen RtI Coach
• Kara Todd Psychologist
• Leslie Williams RtI Facilitator

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Expected Outcomes

• The importance of following a professional
  development framework
• The key elements for planning a successful
  professional development activity
• The logistics of delivering professional
  development
• Learning from our mistakes

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in the beginning
...with a capital P and it rhymes with D and it
stands for
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Description of District Requirements Under State
Plan

• Districts will, based on self-assessment results
• (template provided by ISBE) and, in conjunction
• with the District Improvement Plan process,
• develop an RtI plan that addresses 14 points that
  
• can be summarized into the following main topic
• areas
• Self Assessment and Plan Development
• Professional Development
• System Infrastructure Development
• Implementation/Evaluation

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Professional Development

• How district stakeholders will be
• educated on what is RtI.
• What ongoing professional
• development for all administrative,
• instructional and student support
• staff is needed to implement and
• sustain RtI and how it will be
• delivered.
• How the district process will involve
• parents in the training and
• implementation of RtI.

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First steps

• The three steps toward developing a Response to
  Intervention/Problem Solving Plan are
• Consensus
• Infrastructure
• Implementation

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1. Consensus Building

• Shared Beliefs
• Existing Vision statement
• Understand RtI and Problem Solving
• Understand Implementation requirements
• Leadership provided by the principal

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What beliefs should be shared?

• RtI/PS is an all student initiative.
• Effective core instruction is the basic
• foundation on which to build this process.
• NO Child Left Behind Really Means NO
• Meeting AYP through RtI!
• Assessment (data) should both inform and
• evaluate the impact of instruction
• Beliefs must be supported by research

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Beliefs (cont.)

• There is a shared responsibility for student
  achievement across the entire school community.
• Parents are vital members of the team to support
  students.

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Mission vs. Vision

• A Mission Statement reminds a
• school why it exists.
• A Vision Statement proposes
• what a school can become in
• the future.
• 
  
• 
  Blankstein,
  Failure is Not an Option, p.84

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Why have a shared vision?

• Shared vision provides incentive to all
• involved.
• Shared vision provides coordination and focus to
  your actions.
• Shared vision promotes sustainability.
• 
  Heartland June, 2006

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Role of the Principal

• Sets vision for problem-solving process
• Supports development of expectations
• Responsible for allocation of resources
• Facilitates priority setting
• Ensures follow-up
• Supports program evaluation
• Monitors staff support and climate

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2. Infrastructure Development

• System self-study completed
• Universal screening and benchmarking system has
  been developed
• System of prevention/intervention has been
  developed

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Infrastructure Development (cont.)

• Problem solving team(s) and processes developed
• Plan for sustainability has been developed
• Revision of special education eligibility
  processes has been developed

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3. Implementation

• RtI/PS begins or continues with increasing
  sophistication
• Evaluation of student outcomes, system data,
  problem solving process and consumer satisfaction
  exists

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Creating
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IASPIRE North Regional Coach

• Mary K. Miller
• District 220 Problem Solving Coach
• Contact information
• mkmiller_at_cusd220.org

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(No Transcript)
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Flexible Training Modules 8 - 29
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Problem Solving Training Modules
REQUIRED Half day workshops
Flexible 1 to 2 hour skill based and on site
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Module 1 Expected Outcomes

• Understanding the Performance Gap and the focus
  on environmental influences
• Definitions of key terms
• State and Federal Laws that have led to these
  changes
• The current models shortcomings and the beliefs
  of the new model

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Module 1 (cont)

• New system differences
• Framework for implementation
• How PBIS (Positive Behavioral Interventions and
  Supports) and RtI merge
• How it all works
• BIG Ideas
• Stages of change

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Module 2 Expected Outcomes

• Familiarity with general assessment principles
• An understanding of how summative assessment
  differs from formative assessment
• An understanding of mastery measurement vs.
  general outcome measures
• Problem Identification through the referral
  system vs. universal screening data

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Module 2 (cont.)

• Norms vs. Standards based approaches to defining
  at risk populations
• Understanding Curriculum Based Measurement
• Familiarity with the Instructional Planning Form
  and its use
• How to use CBMs for program accountability

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Module 3 Expected Outcomes

• Familiarity of the 3-Tier Model for intervention
  intensity
• How to define problems according to the 3-Tier
  Model
• Teaming
• Types of teams
• Membership
• Roles and Responsibilities

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Module 3 (cont.)

• The Problem Solving Process
• Defining a target behavior
• Collecting and analyzing baseline data
• Determining level of risk
• Standard baseline tasks for individual plans
• Intervention Integrity
• Progress monitoring and instructional decision
  making

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Module 4 Expected Outcomes

• An understanding of reading instruction at Tier 1
• The three main components of effective
  instruction
• A definition of systematic and explicit
• The 5 big areas in reading

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Module 4 (cont.)

• The importance of coordinated instructional
  sequences
• Structural details affecting Tier 1 instruction
• The importance of leadership
• Insuring the integrity of Tier 1 is important for
  all basic skill areas and behaviors

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Module 5 Expected Outcomes

• A definition of progress monitoring
• The different forms of progress monitoring
• Important components of progress monitoring
• Various ways to determine criterion for success
• Survey level assessment

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Module 5 Expected Outcomes

• Normative growth rates
• Dual Discrepancy Matrix
• Decision Rules to assist formative evaluation
• Graphic Displays
• CBM in Special Education
• Parent Involvement

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Messing with greatness

• Adapting the content to match the district needs,
  goals and common language

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PLANNING
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Key Elements

• Determining the Presenter
• Agenda
• Handouts
• Location
• Technology
• Food
• CEUs

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Kane County Institute Day February 29,
2008 Where Carpentersville Middle School When
730 300 Who Algonquin Lakes,
Lincoln-Prairie, Perry, G. D. Wright, and
Eastview What RtI Implementation Workshop CPDUs
will be available for this workshop. Aramark
will provide a continental breakfast. Breakfast
and sign-in 730 am-800 am An hour will be
provided for staff to lunch on their own. The
specific topics to be covered are 3.Three Tier
Model and the Problem Solving Process The Three
Tier Model is a framework for providing
increasing more intensive interventions to
students at risk for academic failure. A
description of the three tier model for academic
and behavioral interventions will be given in
this module. Examples of interventions at each
tier will be described.
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DELIVERING
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Key Elements

• Layout
• Registration
• Food placement
• Transition
• Scheduled breaks
• Audience participation

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Blue Registration Purple Seating Red
Food Green Beverages
Kitchen
Gym Entry
Entry from parking
Bathroom
AUDITORIUM

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Kane County In-Service Day February 29,
2008 Carpentersville Middle School
730 800 Continental Breakfast and Registration
800 1000 Session 1 Room 124 - Module 3
Auditorium Module 4
Small Gym Module 5 Presenters J.
Luebbe K. Todd Barb Jones Pat
Petersen Leslie Williams Group C
Eastview Elem/Others Group B - Lincoln
Prairie Elem Group A Perry Elem.

Algonquin Lakes Elem. Wright
Elem.
1000-1015 Break
1015-1200 Session 2 Room 124
Auditorium Small Gym Room 123
Room 125 . Phases of
Phases of Review
of Phases of
Phases of
Implementation Implementation
Benchmark Implementation
Implementation Goal Setting Goal
Setting
Goal Setting Goal
Setting Wright Elem. Perry Elem.
Eastview Lincoln Prairie Algonquin Lakes
Elem. Fac JL/PP Fac LW
Fac CS Fac KT Fac BJ
1200-100 Lunch (on your own)
100 300 Session 3 Auditorium Module 4

Small Gym Module 5
. Presenters
Barb Jones Pat Petersen
Jim Luebbe, Kara Todd Leslie Williams Eastview
Perry Wright Others
Lincoln Prairie Algonquin
Lakes
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Pictures
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EVALUATING
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OUCH!!!!!!!!

• Be prepared to not hear anything about the
  content.
• Dont take it personally.
• Be prepared to make changes based on their
  perceptions.
• Make sure that your team de-briefs after each
  in-service and then move on.
• Keep in mind that you cant please everyone.

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Actual feedback

• Room was too dark, too cold, too hot
• Chairs were too hard.
• Why didnt you have speakers or microphones?
• You need a larger screen.
• Ive heard this all before.
• Why did you plan the county in-service day on the
  Friday before ISATs?

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Back to the Drawing Board

• Reduce group size
• Incorporate activities
• Bigger Screen
• More comfortable setting
• Further edits to slides
• and the most important..
• K.I.S.S. (Keep it short shiny)

45 Min.
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Next Year

• Professional Development Calendar
• Coaches Handbook
• Creating Mini-modules (Problem-solving Framework)
• Investigating the use of Webinars

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Q A