what does it take to implement mtss? finding professional development resources to support...
TRANSCRIPT
What Does It Take to Implement MTSS? Finding Professional Development Resources to Support Implementation
October 28, 2015
Thank you for participating in the multi-tiered system of support (MTSS) strand as part of Connected Educator Month 2015! #ce15• Intro video on MTSS from Drs. Lynn Fuchs and Joe Jenkins
• Ask the Expert video on integrating academic and behavioral support
• #pbischat Using Data to Strengthen the Tiers
• #pbischat Integrating Academic & Behavioral Supports
• Promises to Keep: http://ceedar.education.ufl.edu/portfolio/promises-to-keep/
Connected Educator Month
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Sarah V. Arden, Ph.D.—Researcher and NCII Technical Assistance Liaison at American Institutes for Research (AIR)
Presenters
Kimberly Skow—Program Coordinator at the IRIS Center Peabody College Vanderbilt University
Judith Littman—Senior Researcher at AIR, CEEDAR Center Staff Member
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Overview of professional development Spotlight on IRIS Center resources Spotlight on CEEDAR Center course enhancement
modules Spotlight on NCII DBI modules Spotlight on Center on RTI modules
Today’s Presentation
Professional development refers to skills and knowledge attained for both personal and career development. Professional development encompasses all types of facilitated learning opportunities. It has been described as intensive and collaborative, and generally includes an evaluative stage.
What Is Professional Development?
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Source: Speck & Knipe, 2005
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Training Consultation Coaching Communities of practice Lesson study Technical assistance Reflective supervision Other support for educator learning
Examples of Professional Development
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For effective implementation, research indicates that dissemination of information and training alone rarely lead to effective and sustainable implementation.
A need exists for professional development that is dynamic, interactive, and responsive to the state’s, district’s, or school’s needs.
What Does the Most Effective Professional Development Look Like?
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Impact of Professional DevelopmentOUTCOMES
Percentage of Participants Who…
TRAINING COMPONENTS
Demonstrated Knowledge of Skill
Demonstrated Skill
Used Skill in the Classroom
Theory and Discussion 10% 5% 0%
PLUS Demonstration in Training 30% 20% 0%
PLUS Practice & Feedback in Training 60% 60% 5%
PLUS Coaching in Classroom 95% 95% 95%
Source: Joyce & Showers, 2002
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A considerable amount of professional development needs to be provided in the beginning stages of establishing RTI systems to build capacity. It is important to offer continuing, job-embedded professional development that addresses areas essential to effective implementation of RTI and improved student outcomes.
Why Is Professional Development Important for MTSS/RTI?
Source: National Research Center on Learning Disabilities, 2007; Kratochwill, Volpiansky, Clements, Ball, 2007.
Where Do We Find Resources to Support MTSS Professional Development?
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IRIS Center
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The IRIS Center is funded through a cooperative agreement U.S. Department of Education, Office of Special Education Programs (OSEP) Grant #H325E120002. The contents of this presentation do not necessarily represent the policy of the U.S. Department of Education, and you should not assume endorsement by the Federal Government. Project Officers, Sarah Allen and Tracie Dickson.
What Is IRIS?
• National center—funded by the U.S. Department of Education’s Office of Special Education Programs
• Resource for educators—personnel preparation and professional development
• Website—provides collections of free instructional materials and resources about evidence-based practices for all students, particularly those with disabilities ages birth to 21
• Technical assistance (TA)—offer training and dissemination activities for college faculty, professional development providers, and independent learners
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What Does IRIS Provide? An Array of Resources for Adult Learning• Modules• Case studies• Activities• Information briefs• Interviews • Video vignettes• Glossary• Evidence-based practice annotations• Professional development hours certificate
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Note: Some resources are available in Spanish.
What Does IRIS Provide?
Resources to Support College Instruction and Professional Development Activities
• Wraparound concept maps• Sample syllabi • Sample professional development
activities • Alignment to standards• Coursework planning forms• IRIS resource answer keys
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IRIS Modules
The IRIS Center’s modules are:
• Grounded in adult learning research theory• Able to translate research to practice• Data-driven and informed by research• Proven effective by research
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IRIS Modules
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STAR Legacy Cycle
Module Components• Challenge: A realistic scenario relevant to education professionals
• Initial Thoughts: Questions that allow students to explore and consider what they currently know about the scenario presented in the Challenge
• Perspectives & Resources: Nuggets of information (e.g., text, movies, audio interviews, activities) that allow students to actively engage in learning the module’s main content
• Wrap Up: A summary of the information presented in the previous components
• Assessment: An evaluation tool that offers students the opportunity to apply what they know and to evaluate what topics they need to study further
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Modules Related to MTSS
• RTI (Part 1): An Overview• RTI (Part 2): Assessment• RTI (Part 3): Reading Instruction• RTI (Part 4): Putting It All Together• RTI (Part 5): A Closer Look at Tier 3• RTI: Considerations for School Leaders• RTI: Mathematics
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RTI Module Series
Data-Based Individualization ModulesIntensive Intervention (Part 1): Using Data-Based Individualization (DBI) to Intensify Instruction
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• Overviews—intensive intervention and DBI• Methods—intensifying and individualizing instruction • Step-by-step summary—a child progressing through
the five steps of the DBI process• Practice opportunities—making instructional
adaptations • Expert interviews—Rebecca Zumeta Edmonds,
Sarah Arden, Sharon Vaughn, Steve Goodman, and Chris Riley-Tillman
Data-Based Individualization Modules
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• Overviews—intensive intervention and DBI• Procedures—collecting and evaluating progress
monitoring and diagnostic assessment data • Step-by-step summary—a child progressing through
the five steps of the DBI process• Practice opportunities—analyzing data and making
data-based instructional decisions • Expert interviews—Rebecca Zumeta Edmonds,
Sarah Arden, and Devin Kearns
Intensive Intervention (Part 2): Collecting and Analyzing Data for Data-Based Individualization (DBI)
Contact Us
Resources / WebsiteIRIS@VU
Phone: (800) 831-6134
Email: [email protected]
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Training / Technical AssistanceIRIS@CGU
Phone: (866) 626-4747
Email: [email protected]
Websitehttp://iris.peabody.vanderbilt.edu/ or http://www.iriscenter.com
Collaboration for Effective Educator Development, Accountability, and Reform
(CEEDAR) Center
U.S. Department of Education,
H325A120003
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Objectives
Participants will:– Understand the purpose and focus of
the Course Enhancements Models (CEMs).
– Understand how the CEMs can be helpful in preparing students with disabilities to achieve national standards and career readiness.
Course Enhancement Modules
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What Are CEMs?
CEMs are designed to provide teachers and leaders with support materials to prepare students with disabilities and those who struggle to meet college- and career-ready standards.
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What Are CEMs?
Each CEM is developed by a team of content experts and vetted through a peer-review process.
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Each CEM Includes…
Facilitator’s guideAnchor slide presentationSpeaker notesSample assessment activitiesMultimediaCourse and professional
development outlinesReferences
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CEM Topics
Available Disciplinary Literacy Behavior
Management Reading Mathematics UDL
Under Construction Writing Severe Disabilities
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Who Is the Intended
Audience?
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Teacher and leader candidates within preservice programs at the undergraduate or graduate levels or district teachers and leaders who desire additional professional learning opportunities
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Why Use CEMs?
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CEMs Are….
Based on evidence-based practices
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CEMs Are….
Aligned With Multi-Tiered Systems of Supports (MTSS)
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Additional Benefits
Informed by national standardsInclude engaged adult learning,
multimedia, and case studiesFlexible in the way they can be
used
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How Are CEMs Organized?
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Facilitator’s Guide
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Interactive Learning Activities
Videos
Case Studies
Data Analysis
Handouts Small- and Large-Group Discussions
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Tiered Organization
Evidence-Based Interventions Anchor Presentation Structure
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Where Are CEMs
Located?
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CEEDAR Website
CEMs are located at the following website:
http://ceedar.education.ufl.edu/cems
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Testimony From the Field
“The behavior CEM is relevant for pre- and inservice teachers, engaging for both audiences and encourages active participation.”
“This [behavior] CEM is ready for teachers to really begin implementing what they are learning. The resources such as handouts are great. This resource has the potential to be used to improve practice and outcomes.”
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Testimony From the Field
“Districts and schools could greatly improve PD delivery by using this [behavior] CEM!”
“Part 4 of the UDL CEM is very appropriate for courses for preservice teachers in that it provides some excellent examples of UDL and offers some appropriate practice activities for the preservice teachers who have not yet been a classroom teacher.”
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Disclaimer
This content was produced under U.S. Department of Education, Office of Special Education Programs, Award No. H325A120003. Bonnie Jones and David Guardino serve as the project officers. The views expressed herein do not necessarily represent the positions or polices of the U.S. Department of Education. No official endorsement by the U.S. Department of Education of any product, commodity, service, or enterprise mentioned in this website is intended or should be inferred.
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National Center on Intensive Intervention: DBI Training Series
Intensive intervention is designed to address severe and persistent learning or behavior difficulties. Intensive interventions should be: Driven by data Characterized by increased intensity (e.g., smaller group,
expanded time) and individualization of academic instruction or behavioral supports
What Is Intensive Intervention?
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NCII’s mission is to build district and school capacity to support implementation of data-based individualization (DBI) in reading, mathematics, and behavior for students with severe and persistent learning and behavioral needs.
About NCII
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What Is DBI?
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Designed to support district or school teams involved in initial planning or implementation of DBI as a framework for providing intensive intervention in academics and behavior.
DBI Training Series
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http://www.intensiveintervention.org/content/dbi-training-series
What Are the DBI Training Modules?
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What Are the DBI Modules?
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PPT slides with speaker notes
Embedded handouts and activities
Coaching guides to support implementation
Available DBI Modules
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Introduction to Data-Based Individualization (DBI): Considerations for Implementation in Academics and Behavior
Getting Ready to Implement Intensive Intervention: Infrastructure for Data-Based Individualization
Available DBI Modules
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Secondary Interventions: Setting the Foundation for Intensive Support
Available DBI Modules
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Using Academic Progress Monitoring for Individualized Instructional Planning
Monitoring Student Progress for Behavioral Interventions
Available DBI Modules
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Informal Academic Diagnostic Assessment: Using Data to Guide Intensive Instruction
Using FBA for Diagnostic Assessment in Behavior
Available DBI Modules
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Designing and Delivering Intervention for Students with Severe and Persistent Academic Needs
Designing and Delivering Intensive Intervention in Behavior
Expand upon or mirror content shared in the DBI Training Modules
Webinars are 1 to 1.5 hours Includes recording, slide presentations, and
frequently asked questions http://www.intensiveintervention.org/resourc
es/webinars
Webinars
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Short videos (2–8 minutes) addressing key questions
Can be embedded within trainings and professional development
Ask the Expert Videos
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http://www.intensiveintervention.org/resources/ask-the-expert
Center on RTIImplementer Series and Other Available Training Modules
Center on Response to Intervention
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http://www.rti4success.org/
The RTI Implementer Series is intended to provide foundational knowledge about the essential components of RTI and to build an understanding about the importance of RTI implementation.
RTI Implementer Series
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RTI Implementer Series Training Modules• Intended to be delivered by
trained, knowledgeable professionals
• Provide overview of the essential components of RTI
• Focus on applying knowledge and analyzing school and district data
RTI Implementer Series Self-Paced Modules• Based on content from the
training modules
• Intended for individuals or teams to learn at their own pace
RTI Implementer Series
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Screening Progress
Monitoring Multi-Level
Prevention System
RTI Implementer Series Training Modules
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Slide presentation with speaker notes
Training manual • Overview of content covered in
training
• Handouts and activities included throughout training
• Glossary of terms
• FAQs
• Related research
• Related websites
RTI Implementer Series Training Modules Include
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Supports all training modules
Review of module structure Delivery suggestions Connection to ongoing
professional development Training checklist Sample evaluation
Facilitator’s Guide
Self-Paced Learning Modules
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Introduction Screening Progress Monitoring
Multi-level Prevention System
Defining the Essential Components
What Is RTI? What Is Screening?
What Is Progress Monitoring?
What Is a Multi-Level Prevention System?
Assessment and Data-Based Decision Making
Understanding Types of Assessment Within an RTI Framework
Using Screening Data for Decision Making
Using Progress Monitoring Data for Decision Making
IDEA and Multi-Level Prevention System
Establishing Processes
Implementing RTI Establishing a Screening Process
Selecting Evidence-Based Practices
http://www.rti4success.org/rti-implementer-series-self-paced-learning-modules
Self-Paced Learning Modules
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Self-Paced Learning Modules
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Additional Training Modules
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http://www.rti4success.org/resources/training-modules
Questions
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Joyce, B., & Showers, B. (2002). Student achievement through staff development (3rd ed.). Alexandria, VA: ASCD.
Kratochwill, T. R., Volpiansky, P., Clements, M., Ball, C. (2007). Professional development in implementing and sustaining multitier prevention modules: implications for response to intervention, School Psychology Review, 36(4), 618-631.
National Research Center on Learning Disabilities. (2007). Professional development and collaboration within the RTI process.
Speck, M., & Knipe, C. (2005). Why can't we get it right? Designing high-quality professional development for standards-based schools (2nd ed.). Thousand Oaks, CA: Corwin Press.
References
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This presentation was produced under the U.S. Department of Education, Office of Special Education Programs, Award No. H326Q110005. Celia Rosenquist serves as the project officer.
The views expressed herein do not necessarily represent the positions or policies of the U.S. Department of Education. No official endorsement by the U.S. Department of Education of any product, commodity, service or enterprise mentioned in this presentation is intended or should be inferred.
National Center on Intensive Intervention
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National Center on Intensive Intervention1000 Thomas Jefferson Street NWWashington, DC 20007-3835
www.intensiveintervention.org
[email protected]@TheNCII
Contact US