Welcome to SIG Day

1. Welcome to SIG Day Jennifer Coffey, Ph.D. SPDG Program Lead

2. SIG DAY AGENDA SPDG Program Area Meeting 2011 OSEP Project Directors’ Conference

3. SIG Day Planning Committee • Kathe Shelby, OH • Karen Jones, DE • Teresa Farmer, AL • Letha Bauter, OK • Veronica MacDonald, TN • Renee Scott, KY • Jennifer Coffey • Jeanna Mullins, MSRRC • Pat Gonzalez • Audrey Desjarlais

4. Please Welcome • The Regional Parent Technical Assistance Directors

5. And don’t forget… • Early Bird on Professional Development Systems - Tuesday, July 19 (7:30am-8:30am) Location: Maryland A • SIG Night  - Tuesday, July 19 -  (6:00-8:00pm)Location: Ireland’s Four Fields, 3412 Connecticut Ave. NW, Metro Station: Cleveland Park

6. The Year in Review & Looking Forward • Opportunities to Learn and Share • Professional Development Series • Revising the Program Measures and Creating Methodology • OSEP Policies • SPDG Competition • Building Partnerships

7. Opportunities to Learn and Share • Monthly Webinars – “Directors’ Calls” • Evaluator Community of Practice • Resource Library • “Regional Meetings” • Project Director’s Conference • PLC’s

8. SPDG Regional Meeting RESOURCES To view the SPDG Regional Meeting Materials go to: http://signetwork.org/content_pages/27

9. PLCs • Adolescent Literacy • Behavior & School Climate • Coaching • Collaboration with IHEs • Family Engagement • Grant Management • Implementation Conversations • Low Incidence Affinity Group • RTI & Multi-Tiered models of intervention • Scaling Up & Comprehensive PD Approaches • Secondary Transition

10. Professional Learning Communities - Wikis To view the Professional Learning Community (PLC) Wikis go to : http://signetwork.org/wikis

11. Evidence-based Professional Development • Models of and Evaluating Professional Development • Date: January 12, 3:00-4 :30pm ET • Speakers: Julie Morrison, Alan Wood, & Li Walter (SPDG evaluators) • SPDG REGIONAL MEETINGS • Topic: Evidence-based Professional Development

12. Evidence-based PD • Innovation Fluency • Date: March 24, 3:00-4:30pm ET • Speaker: Karen Blase, SISEP • Professional Development for Administrators • Date: April 19, 3:00-4:30pm ET • Speakers: Elaine Mulligan, NIUSI Leadscape • Rich Barbacane, National Association of Elementary School Principals • Using Technology for Professional Development • Date: May 18, 2:00-3:30pm ET • Speaker: Chris Dede, Ph.D., Learning Technologies at Harvard’s Graduate School of Education

13. 2011 Professional development series Go to the Home Page to link each webinar segment: http://signetwork.org

14. Two Types of Evidence-Based Practices • Evidence-Based Intervention Practices • Insert your SPDG initiative here • Evidence-Based Implementation Practices • Professional Development • Staff Competence: Selection, Training, Coaching, and Performance Assessment Drivers • Adult learning methods/principles • Evaluation

15. How?

16. CA: ERIA’s Evidence-based Practices Implementation Practices Intervention Practices • Initial Training • Team-based Site-level Practice and Implementation • Implementation Rubric facilitates self-eval • Ongoing Coaching • Booster Trainings • Implementation Rubric reflection on next steps • The 5 Steps of ERIA • Data-informedDecision-making • Screening and Assessment • Progress Monitoring • Tiered Interventions and Learning Supports • Enhanced Literacy Instruction The Program Guide articulates a comprehensive set of practices for all stakeholders.

17. CA: Two Integrative Evaluation Tools Serve as Implementation Drivers • Program Guide articulates PD model • introduces and illustrates • contextualizes the training • gets away from “you had to be there” • Implementation Rubricoperationalizes PD model • drives ongoing implementation • enables fidelity checks • is possible to evaluate • Everyone is on the same page • Sustainability (beyond funding, staff turnover) • Scale-up (recruit new sites/districts, beyond SPDG) • Diversity of approaches enabled

18. How?

19. Best Practices in Training • Training must be … • Timely • Theory grounded (adult learning) • Skill-based • Information from Training feeds back to Selection and feeds forward to Coaching Selection Training Coaching (Blase, VanDyke, & Fixsen, 2010)

20. Best Practices in Coaching • Design a Coaching Service Delivery Plan • Develop accountability structures for Coaching – Coach the Coach! • Identify on-going professional development for coaches Coaching Training Performance Assessment (Blase, VanDyke, & Fixsen, 2010)

21. Best Practices in Performance Assessment (Fidelity) • Must be a transparent process • Use of multiple data sources • Fidelity of implementation should be assessed at the local, regional, and state levels • Tied to positive recognition • Information from this driver feeds back to Selection, Training, and Coaching and feeds forward to the Organization Drivers

22. Best Practices in Decision Support Data Systems • Assess fidelity of implementation at all levels and respond accordingly • Identify outcome measures that are … • Intermediate and longer-term • Socially valid • Technically adequate: reliable and valid • Relevant data that is feasible to gather, useful for decision making, widely shared and reported frequently

23. Why focus on professional development? • “No intervention practice, no matter what its evidence base, is likely to be learned and adopted if the methods and strategies used to teach or train students, practitioners, parents, or others are not themselves effective.” "Let's Be Pals: An Evidence-based Approach to Professional Development." Dunst & Trivette, 2009

24. Using Research Findings to Inform PracticalApproaches to Evidence-Based Practices Carl J. Dunst, Ph.D. Carol M. Trivette, Ph.D. Orelena Hawks Puckett Institute Asheville and Morganton, North Carolina Presentation Prepared for a Webinar with the Knowledge Transfer Group, U.S. Department of Health and Human Services, Children’s Bureau Division of Research and Innovation, September 22, 2009

25. “Adult learning refers to a collection of theories, methods, and approaches for describing the characteristics of and conditions under which the process of learning is optimized.”

26. Six Characteristics Identified in How People Learna Were Used to Code and Evaluate the Adult Learning Methods a Donovan, M. et al. (Eds.) (1999). How people learn. Washington, DC: National Academy Press.

27. Additional Translational Synthesis Findings • The smaller the number of persons participating in a training (<20), the larger the effect sizes for the study outcomes. • The more hours of training over an extended number of sessions, the better the study outcomes. • The practices are similarly effective when used in different settings with different types of learners.

28. Effect Sizes for Introducing Information to Learners

29. Effect Sizes for Illustrating/DemonstratingLearning Topic

30. Effect Sizes for Learner Application

31. Effect Sizes for Learner Evaluation

32. Effect Sizes for Learner Reflection

33. Effect Sizes for Self-Assessment of Learner Mastery

34. Summary of Training Findings • To be most effective need to actively involve the learners in judging the consequences of their learning experiences (evaluate, reflection, & mastery) • Need learner participation in learning new knowledge or practice • Need learner engagement in judging his or her experience in learning and using new material

35. Innovation Fluency • Definition: Innovation Fluency refers to the degree to which we know the innovation with respect to: • Evidence • Program and Practice Features • Implementation Requirements

36. Implementation Pre-Requisites • After you • Have chosen based on student needs • Looked for “best evidence” to address the need • An Evidence-Based Practice or Program • An Evidence-Informed Initiative or Framework • Systems Change and Its Elements

37. Implementation Pre-Requisites • After you • Have chosen based on student needs • Looked for “best evidence” to address the need • An Evidence-Based Practice or Program • An Evidence-Informed Initiative or Framework • Systems Change and Its Elements • Then it’s time to: • Clearly identify and operationalize the elements

38. Professional Problem Solving 9 Critical Components • Parent Involvement • Problem Statement • Systematic Data Collection • Problem Analysis • Goal Development • Intervention Plan Development • Intervention Plan Implementation • Progress Monitoring • Decision Making Professional Practices in Problem Solving: Benchmarks and Innovation Configurations Iowa Area Education Agency Directors of Special Education, 1994

39. Interaction of Leadership and Implementation Support Drivers Regarding Administrators Purpose: To Develop project Capacity (e.g., data systems, information resources, incentives) and Competency (e.g., selection, training, coaching) so administrators can implement practices with success

40. MiBLSi Statewide Structure of Support Michigan Department of Education/MiBLSi Leadership Provides guidance, visibility, funding, political support for MiBLSi Who is supported? Across State Regional Technical Assistance ISD Leadership Team Provides coaching for District Teams and technical assistance for Building Teams Provides guidance, visibility, funding, political support Multiple District/Building Teams Multiple schools w/in local district Multiple schools w/in intermediate district LEA District Leadership Team Provides guidance, visibility, funding, political support Building Leadership Team Provides guidance and manages implementation All staff How is support provided? Building Staff All students Provides effective practices to support students Students Improved behavior and reading

41. Developing CapacityThrough “Manualization” • Manuals are created to provide information and tools for implementation • Various levels • District Level • Building Level

42. Developing Capacity Through “Practice Profiles” (Implementation Guides) • Implementation Guides have been Developed for • Positive Behavioral Interventions and Supports at the Building Level • Reading Supports at the Building Level • Building Leadership Team • District Leadership Team • Quick Guides have been developed for • Principals • Coaches

43. Practice Profile: Building Leadership Team Example

44. Program Performance Measures • Thank You • To all who joined the large group discussions • To the small working group members: • Patti Noonan • Jim Frasier • Susan Williamson • Nikki Sandve • Li Walter • Ed Caffarella • Jon Dyson • Julie Morrison

45. Performance Measures • Performance Measurement 1: Projects use evidence-based professional development practices to support the attainment of identified competencies. • Performance Measurement 2: Participants in SPDG professional development demonstrate improvement in implementation of SPDG-supported practices over time.

46. Performance Measurement 3: Projects use SPDG professional development funds to provide follow-up activities designed to sustain the use of SPDG-supported practices. (Efficiency Measure) Performance Measurement 4: Highly qualified special education teachers that have participated in SPDG supported special education teacher retention activities remain as special education teachers two years after their initial participation in these activities.

47. Continuation Reporting • 2007 grantees • Everyone else

48. Applying for a New SPDG • Bidders’ Webinars • Planning with potential partners • Gathering needs data • Increasing your knowledge about evidence-based professional development

49. SPDG Program – OSEP Policies • No-cost extensions • Personnel changes • Continuation Reports • Carrying out the activities in your application

50. PTI/CPRC Poll Results • Must contract or subgrant with a PTI or a CPRC • Mandatory • Recommended that • Use good contracting practices • Communicate regularly and ensure all understand expectations • Track progress with implementation and outcome data – working together toward at least 1 of your SPDG’s objectives • When applying for a new SPDG, meet with your PTI/CPRC (or both) to discuss the work you might do together