developing professional learning communities
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Developing Professional Learning Communities. To Promote Response to Intervention Linda Campbell Melissa Nantais. Today’s Agenda. RtI and MiBLSi Focusing on New Roles & Responsibilities Reflecting on RtI Practices Developing Professional Learning Communities KPS’ Next Steps - PowerPoint PPT PresentationTRANSCRIPT
Developing Professional Developing Professional Learning CommunitiesLearning Communities
To Promote Response to To Promote Response to InterventionIntervention
Linda Campbell Linda Campbell Melissa NantaisMelissa Nantais
Today’s AgendaToday’s Agenda
RtI and MiBLSiRtI and MiBLSi Focusing on New Roles & ResponsibilitiesFocusing on New Roles & Responsibilities Reflecting on RtI PracticesReflecting on RtI Practices Developing Professional Learning Developing Professional Learning
Communities Communities KPS’ Next StepsKPS’ Next Steps Lessons LearnedLessons Learned
Connection of Response Connection of Response to Intervention to MiBLSito Intervention to MiBLSi
Two Sides of the Same CoinTwo Sides of the Same Coin
RtI Principles from NASDSE RtI Principles from NASDSE documentdocument
We can effectively teach all childrenWe can effectively teach all children Intervene earlyIntervene early Use a multi-tier model of service deliveryUse a multi-tier model of service delivery Use of problem-solving method to make Use of problem-solving method to make
decisions within a multi-tier modeldecisions within a multi-tier model Use research-based, scientifically validated Use research-based, scientifically validated
interventions/instruction to the extent possibleinterventions/instruction to the extent possible Monitor student progress to inform instructionMonitor student progress to inform instruction Use data to make decisionsUse data to make decisions Use assessment for three different purposes Use assessment for three different purposes
Core Principles of MiBLSi
Kalamazoo’s RtI HistoryKalamazoo’s RtI History
District Commitment to RtI / MiBLSi
RtI Study Group – Ancillary staff meet
every 2-4 weeks
Job descriptions were re-written
2005-06
Presentations from NASDSE RtI Book and MAASE RtI book to Building
Administrators
Development of RtI Examples
Curriculum Based Evaluation Notebook
2006-07
2007-08
County RtI Group
Development of RtI Professional Learning Communities
New Roles & Responsibilities New Roles & Responsibilities
““New Roles in Response to Intervention: New Roles in Response to Intervention: Creating Success for Schools and Creating Success for Schools and Children” (November, 2006)Children” (November, 2006)
A Collaborative Project with:A Collaborative Project with:ASHAASHA CASECASE CECCECCLDCLD DLDDLD IDAIDAIRAIRA LDALDA NASDSENASDSENASPNASP NCLDNCLD NEANEASSWAASSWAA
December 2007December 2007
Psychologists, Speech Therapists, Social Psychologists, Speech Therapists, Social Workers, and Teacher Consultants meetingWorkers, and Teacher Consultants meeting
Each group reviewed “New Roles & Each group reviewed “New Roles & Responsibilities” from their professional Responsibilities” from their professional organizationsorganizations
Individuals completed self-assessment based on Individuals completed self-assessment based on “New Roles & Responsibilities” “New Roles & Responsibilities”
Individuals completed RtI readiness checklist for Individuals completed RtI readiness checklist for assigned buildings assigned buildings
Resources / BarriersResources / Barriers
Each professional Each professional group listed their group listed their strengths / resources strengths / resources and needs / barriers and needs / barriers on chart paper to get on chart paper to get an idea of the skills of an idea of the skills of the members of each the members of each group.group.
Self-Assessment SurveySelf-Assessment Survey
Surveys were developed based on the Surveys were developed based on the descriptions taken from the “New Roles in descriptions taken from the “New Roles in Response to Intervention: Creating Response to Intervention: Creating Success for Schools and Children”Success for Schools and Children”
School Social Worker Self-Assessment
This self-assessment is based on the SSWAA document, “Response to Intervention: New Roles for School Social Workers.” It is not the same as the School Social Worker job description for KPS. This self-assessment is designed to assist School Social Workers in identifying current strengths and professional development goals regarding the RtI process. The assessment covers skills in four areas related to the RtI model: system Design, Team collaboration, Serving Individual Students and Meeting the Challenge.
Rating Scale
3 = Mastered/Comfortable 2 = Building skills, hesitant1 = Still learning/ not comfortable
Help select, design, implement and interpret whole Help select, design, implement and interpret whole
school screening programs and dynamic school screening programs and dynamic
assessments that provide early intervening servicesassessments that provide early intervening services
for children who need it for children who need it
3 2 13 2 1
Help design instructional assessment models at all Help design instructional assessment models at all
tier levels.tier levels. 3 2 13 2 1
Participate in the design and delivery of p.d. that Participate in the design and delivery of p.d. that informs understanding of skill development of all informs understanding of skill development of all academic areas (reading, math, writing) and the academic areas (reading, math, writing) and the
differentiated strategies appropriate for each tier.differentiated strategies appropriate for each tier.
3 2 13 2 1
Help monitor instructional effectiveness at all tierHelp monitor instructional effectiveness at all tier
levels.levels.3 2 13 2 1
RtI Readiness ChecklistRtI Readiness Checklist
Developed by a district school psychologistDeveloped by a district school psychologist
Completed individually by the school Completed individually by the school psychologists, social workers, teacher psychologists, social workers, teacher consultants, and speech and language consultants, and speech and language therapists therapists
Completed for each building Completed for each building
January 2008January 2008
Psychologists, Social Workers, and Psychologists, Social Workers, and Teacher Consultants meetingTeacher Consultants meeting
Each group reviewed results of the self-Each group reviewed results of the self-assessment surveysassessment surveys
Each group developed a Professional Each group developed a Professional Learning Community action plan based on Learning Community action plan based on the data from the surveysthe data from the surveys
February 2008February 2008Implementing Action Plan steps:Implementing Action Plan steps: Social Workers planned meeting with MiBLSi Social Workers planned meeting with MiBLSi
Coach from KRESA to discuss increasing Coach from KRESA to discuss increasing involvement in MiBLSi implementationinvolvement in MiBLSi implementation
TC’s trained in accessing DIBELS data and TC’s trained in accessing DIBELS data and SWIS data SWIS data
Compiling summary of intervention programs Compiling summary of intervention programs being used in the district (language arts, math being used in the district (language arts, math and behavior)and behavior)
Identifying individuals who can train intervention Identifying individuals who can train intervention programs to other staffprograms to other staff
Survey ResultsSurvey ResultsTeacher Consultant Self Assessment - New and Expanding Roles
0
1
2
3
4
5
6
7
1 2 3 4 5 6 7 8 9
Questions
Fre
qu
en
cy
Mastered
Hesitant
Not Comfortable
Questions:Questions: Help select, design, implement and interpret whole school Help select, design, implement and interpret whole school
screening programs and dynamic assessments that provide early screening programs and dynamic assessments that provide early intervening services for students who need itintervening services for students who need it
Help design instructional assessment models at all tier levelsHelp design instructional assessment models at all tier levels Participate in the design and delivery of PD that informs Participate in the design and delivery of PD that informs
understanding of skill development for all academic areas understanding of skill development for all academic areas (reading, math, writing) and the differentiated strategies (reading, math, writing) and the differentiated strategies appropriate for each tierappropriate for each tier
Help monitor instructional effectiveness at all tier levelsHelp monitor instructional effectiveness at all tier levels Help design and implement a process for progress monitoring, Help design and implement a process for progress monitoring,
data collection, and data analysisdata collection, and data analysis Consult with parents to foster carryover and reinforcement of Consult with parents to foster carryover and reinforcement of
skills in the homeskills in the home Collaborate with all school personnel in the implementation of RtI Collaborate with all school personnel in the implementation of RtI
modelsmodels Consult with teachers about their role in literacy development and Consult with teachers about their role in literacy development and
the integration of strategies in their classroomsthe integration of strategies in their classrooms Support colleagues in implementing RtI strategies through Support colleagues in implementing RtI strategies through
mentoring and close collaborationmentoring and close collaboration
Action StepAction Step Who?Who? By By When?When?
1. Review DIBELS & 1. Review DIBELS & SWIS websites to SWIS websites to
inform re: data inform re: data collectioncollection
MelissaMelissa 3-1-083-1-08
2. Participate in the 2. Participate in the design & delivery of design & delivery of PD on interventions PD on interventions for math, reading, for math, reading,
language & behaviorlanguage & behavior
TCs generate listTCs generate list
Melissa & Linda Melissa & Linda develop program develop program
descriptionsdescriptions
Sign up at next Sign up at next Ancillary staff mtgAncillary staff mtg
2-28-082-28-08
Teacher Consultants trained in Teacher Consultants trained in using DIBELS and SWIS websitesusing DIBELS and SWIS websites
Intervention Programs Intervention Programs describeddescribed
RtI Document for General Ed.RtI Document for General Ed.
RtI Professional Development RtI Professional Development delivered by MiBLSi coach to delivered by MiBLSi coach to Elementary StaffElementary Staff
Focus on “New Roles & Focus on “New Roles & Responsibilities” for Responsibilities” for General General Education Teachers & Education Teachers & Reading SpecialistsReading Specialists
Self- Assessments completed Self- Assessments completed Grade Level discussions Grade Level discussions
Time for You to Develop Time for You to Develop an Action Planan Action Plan
How can you use this information How can you use this information back in your district? back in your district?
Kalamazoo Public Kalamazoo Public SchoolsSchools
Our Next StepsOur Next Steps
Where we are headed…Where we are headed…
Developing a Professional Learning Community Developing a Professional Learning Community (PLC) of psychologists, social workers, home (PLC) of psychologists, social workers, home support specialists/ behavior specialists focusing support specialists/ behavior specialists focusing on behavior interventions and FBA’s on behavior interventions and FBA’s
Future uses of the RtI Readiness ChecklistsFuture uses of the RtI Readiness Checklists Self-assessment survey at the end of the yearSelf-assessment survey at the end of the year Review and update action plans at least Review and update action plans at least
quarterlyquarterly
Kalamazoo Public Kalamazoo Public SchoolsSchools
Lessons we have learnedLessons we have learned
Lessons LearnedLessons Learned
RtI Readiness Checklist is not a comprehensive RtI Readiness Checklist is not a comprehensive tool – just a check of where a building istool – just a check of where a building is
No action plan associated with the RtI ChecklistNo action plan associated with the RtI Checklist Need more people to complete the checklistNeed more people to complete the checklist Need more comprehensive tool to really judge Need more comprehensive tool to really judge
where a building is at and develop a strong where a building is at and develop a strong action planaction plan
On-line survey would be great!On-line survey would be great!
Time for CollaborationTime for Collaboration
The Link Between MiBLSi and RtIThe Link Between MiBLSi and RtI
Sharing information and ideas…Sharing information and ideas…
What have you done to make the link What have you done to make the link between RtI and MiBLSi overt?between RtI and MiBLSi overt?
What new ideas do you have for making What new ideas do you have for making this link?this link?
What new ideas do you have for using the What new ideas do you have for using the information from this presentation?information from this presentation?
What resources/information are needed?What resources/information are needed?
Continuous RegenerationContinuous Regeneration