BLTs, ARODs, and IPDMs

1. BLTs, ARODs, and IPDMs Tales from SWRT (Teacher Implementation Focus) Donna Wood, AEA 9

2. 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

3. 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

5. 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

6. Roadblocks to BLT & Staff Development.. • I’m already doing it • That may be true… • It doesn’t 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

7. 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

8. Strategies…… • Techniques, principles, rules that enable students to solve problems & complete tasks independently • Focuses on how to learn and how to apply what’s learned • Content Network Website • Sort 1: select from summaries • Sort 2: narrow by checking quality & reading review • Sort 3: narrow by reading research article

9. 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)

10. 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)

11. Critical Attributes of Staff Development Aimed at Student Achievement Workshop/Workplace (20)

12. Percent of Participants Attaining Transfer Theory/Information Only 0% Theory & Demonstration 0% Theory & Practice 5% Theory, Demonstration, Practice & Peer Coaching 95% Transfer to Classroom Practice (solid knowledge, good skills, and consistent implementation)

13. 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)

14. 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

15. 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)

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

19. Questions?