4th Annual SPDG National MeetingFHI 360 Conference Center1825 Connecticut Ave. NW, 8th FloorWashington, DC October 9-10, 2014

Jennifer Coffey, Ph.D.OSEP Project Director and SPDG Program Lead

John LindDirector, SIGnetwork

Welcome!

Thank You! Planning Committee Members & Partners

State Grantees & Evaluators• Pat Mueller, VT• Leanne Hawken, UT• Debra Ahrens, WI• Cheryl Huffman, UT• Martha Buenrostro, OR• Steve Chasson, WY• Jocelyn Cooledge, AL

OSEP Project Officers• Jennifer Coffey• Pat Gonzalez• Corinne Weidenthal• Tina Diamond• Shedeh Hajghassemali• Susan Weigert• David Guardino• Grace Zamora Duran• Terry Jackson

Partners• Jeanna Mullins, RRC Program

• Kim Hartsell, RRC Program

Signetwork Team• Linda Lynch, Melissa Moseley,

and John Lind

Meeting Materials

SIGnetwork: 4th Annual SPDG National Meeting webpage http://signetwork.org/content_pages/247-4th-annual-spdg-national-meeting).

•Coffee Honor System

Now that we are not holding PLCs…

• Think about whether you would like a “pop-up” meeting or Webinar– We will support you any way we can

• The SIGnetwork is for you, so when you share your needs, we meet them

Objectives of the Meeting

• Increase knowledge and skills about evidence-based professional development practices

• Increase knowledge of and ability to use new tools presented

• Build a stronger program network

Learning Targets

• Make one change in your professional development system as a result of what you learned here.

• Begin using one new tool or modify one or your tools, as a result of what is shared.

• Make a new connection and contact that person after the meeting.

Evidence-based Professional Development Discussions

• Please write your ideas for topics on a post-it and place in the basket in the foyer.

• Everyone will have a chance to vote for their favorite topics.

Morning Agenda• 8:30–8:40 Welcome and Introduction to 10 & 10

• 8:45–9:05 10 and 10 Tool Sharing Sessions – Round One

• 9:10–9:30 10 and 10 Tool Sharing Sessions – Round Two

• 9:30–9:45 Transition Break

• 9:45–10:00 Review Agenda and Introduce Panel

• 10:00–11:30 Supporting Administrators Panel

• 11:30–1:00 LUNCH (on your own)

• 12:15–1:00 Evaluators Meet with Dr. Coffey (optional)•

10 & 10 Tool SharingTwo 20-Minute Sessions

• Please see your 10 & 10 handout for descriptions and locations (p.3)

• This format is informal in nature.  – Within a 20-minute time frame presenters will

have 10 minutes to describe a tool/resource and 10 minutes to take questions from participants.

Note: Lammert Tool Sharing (p. 6) has changed to session two Market Place Presentation, see flyer

10 & 10 SessionsSESSION ONE: 8:45 – 9:05 LOCATION

Observation Checklist for High-Quality Professional Development Training (HQPD Checklist)

Academy Hall

Professional Development Planning Guide for Culturally Responsive Practices: Equitable Classroom Practices Observation Checklist

Vista A&B

Student Data Triangulation Tool Vista CTools to Foster Effective District Implementation Teams Balcony BNational Center on Intensive Intervention Data-Based Individualization Implementation Rubric

Balcony C

Creating Useful and Used Training Evaluations Balcony DTAP-IT Protocol Balcony E

 SESSION TWO: 9:10 – 9:30 LOCATION

Team Functioning ScaleAcademy Hall

Observation of High Quality Training & Coaching Vista A&BInstitutions of Higher Education Technical Assistance Log Vista CSSIP Infrastructure Analysis Tools Balcony BMassachusetts Tiered System of Supports (MTSS): Self-Assessment Balcony DTier 2 Implementation and Fidelity Tools Balcony E

Supporting Administrators so They Can Support Implementation

Eric Kloos and Cammy Lehr, MN DOE

Connie Hawkins, Region 2 PTAC and ECAC-NC

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I don’t know who it is, but the author of these “easy-to-assemble instructions should be severely punished!

How do you protect implementation from leadership turnover?

ecac 2010 15

St. Cloud and MDE Agreement

District 1 and MDE Agreement to Actively Manage District-wide PBIS Implementation

Priority District Get MDE & Partners Get District Give MDE & Partners Give Shared Outcomes

Improve District-wide PBIS Implementation

Integration of implementation frameworks and tools into District management of PBIS implementation district-wide (see http://implementation.fpg.unc.edu/module-1

)

Working model of district-wide PBIS continuous regeneration and sustained implementation using implementation frameworks and tools

Staff time at District monthly at PBIS meetings to learn about implementation frameworks and tools associated with sustaining PBIS  

Staff time preparing for, participating in, and meeting needs emerging from St. Cloud district PBIS meetings

The District, MDE and Partners understand what it takes to provide ongoing active management of PBIS implementation and innovation across a district

Data-based decision making

Access to customized PBIS district-wide implementation data dashboards from MDE and Wilder Research, including regular and ongoing effort, fidelity, and outcome data reports 

Experience learning which data are most helpful to guide districts in actively managing and sustaining PBIS implementation

Agreement to share and review the districts PBIS implementation data on a regular basis at monthly meeting

District-wide PBIS implementation data in an actionable format (within context of statewide district implementation data patterns)

A district-wide data-based decision making process is developed to implement and sustain ongoing PBIS efforts in the district. 

Professional Development

Knowledge about PBIS implementation through participation in a Community of Practice with other selected districts actively managing PBIS implementation

MDE & Partner staffs learn from Community of Practice discussions and data review cycles about how best to meet the PBIS professional development needs of participating districts and schools

Staff dedicated time to participate in the Community of Practice and other professional development opportunities provided by MDE & Partners

Data-informed district-wide professional development (provided by MDE staff, George Sugai, Karen Blase, and others) and reserved space at MDE Implementation Forums and content-specific PBIS trainings or capacity building sessions (such as SWIS facilitator training, TIPS training, PBIS trainer training etc.) 

Increased competence of the district, MDE and Partner staff to implement, manage and evaluate district level PBIS

Strategic PBIS meeting calendar and

agenda planning

Assistance with planning PBIS district meeting calendar and customize agenda items based on available data and associated implementation frameworks

Feedback on the efficiency and effectiveness of pre-planning district PBIS meeting calendar and agendas

Share responsibility for district PBIS meeting calendar and agenda planning with MDE staff

Staff time to assist with pre-planning and meeting needs emerging from district PBIS meeting calendar and agendas.

The district, MDE and partner staff develop a model for meeting calendar and agenda planning to improve the efficiency and effectiveness of PBIS implementation and scale-up 

Transfer Implementation Frameworks and tools to other St. Cloud initiatives

Understanding of Implementation Frameworks, tools, and processes (such as the District Capacity Assessment) and how they can be used to implement other district-wide initiatives

Experience in working with a district team to learn about Implementation Frameworks and tools to transfer those frameworks and tools to other district-level initiatives

Staff time to explore how the Implementation Frameworks and tools used to actively manage PBIS implementation can generalize to other district initiatives 

Systems coaching to explicitly highlight when and how to apply Implementation Frameworks and tools to other district initiatives

The District PBIS Team, MDE and Partners understand how to successfully use and transfer Implementation Frameworks and tools to other initiatives

What is the parent role in protecting implementation when leadership changes?

• Parents who understand the program and participate in implementation activities make the practice a “building program” not a “principal’s project”

Parent influencers• Parents can document the value of the

program for their children and try to influence the new leadership

• Parents can move “up the org chart” to “speak up” and advocate for the continuation of the program

• Parents can ask questions if the loss of the effective practice impacts the implementation of the IEP

At your table

• 6 minutes for discussion

• What did you hear that resonated for you?

• What did you hear that you still have questions about?– Please write this down on a post-it

What kind of data do administrators need to keep them supportive?

Example of a District Data Dashboard:Effort, Fidelity and Outcome Data

education.state.mn.us 21

2014 School SET Profile “A Snapshot over Time”

2014 District SET Profile “A Snapshot in Time”

What kind of data do administrators need to keep them supportive? Real Data and True Stories!

At your table

• 6 minutes for discussion

• What did you hear that resonated for you?

• What did you hear that you still have questions about?– Please write this down on a post-it

How do you achieve administrator (and staff) buy-in?

How do you achieve buy-in from

administrators, staff and PARENTS?

Add PARENTS to this question from the Beginning of the implementation

process!

Inclusive Planning

ecac 2010 28

Along with….• A Definition of WHY• Identification of the “influencers” • Clear Communication• Answers to Questions• “Rumor Control”• Positive Behavior Support• No risk learning environment• Shared Responsibility

How Can Parents Support the Administrator?• Building Level “purveyors” who actively

support the program• Communication link with other parents and

parent organizations• Members of Advisory Boards• Advocates at the “system” level• “critical friends”• RDA Stakeholders

District Calendar for Implementation

At your table

• 6 minutes for discussion

• What did you hear that resonated for you?

• What did you hear that you still have questions about?– Please write this down on a post-it

How do you create a good host environment for your program/practice/system?

ecac 2010 34

District Capacity Assessment (DCA)

At your table

• 6 minutes for discussion

• What did you hear that resonated for you?

• What did you hear that you still have questions about?– Please write this down on a post-it

Next steps…• Please take your post-its and put them on the

west wall• Jennifer and John will collect them and create

Open Space topics• The Open Space topics will go up on the

easels• When you come back from lunch (a bit before

1:00, please sign your name under the topic you are interested in)

Afternoon Agenda• 1:00 –2:20 Open Space Discussions Breakout Spaces

• 2:20 –2:30 Transition Break

• 2:30 –3:15 Poster Session

• 3:15 -3:30 Transition Break

• 3:30 –4:00 Market Place Presentations

• 4:00 –4:15 Transition & Sign-up on easels: EBPD topics

• 4:15-4:40 Market Place Presentations – Round Two

• 4:40-4:45 Transition Break

• 4:45–5:00 Implementation CoP on Coaching –Planning session

• 5:00–7:00 Optional Networking at Russia House

Open Space Discussions

• ENTER TOPICS and ROOM Assignments

Preparation for the Evidence-Based Professional Development Worksheet Discussions• What more do you want to know about

Evidence-Based Professional Development?• Write your thoughts on a slip of paper and

post them on the easels around the room by the end of the day.

Poster Session

• Please see your poster handout for descriptions and locations (p. 7)

• 45-minutes to discuss 9 tools and activities and network among the SPDG community.

Poster Session

Poster Topics and Presenters Location

Dealing with Project Change: Evaluator’s Perspective [SC] TABLE 1

Scientific Research-Based Interventions (SRBI) Self-Assessment [CT] TABLE 2

Improving Teaching & Learning through Missouri Collaborative Work [MO] TABLE 3

Oklahoma Tiered Intervention System of Support (OTISS) Website [OK] TABLE 4

EDU 2.0 [FL] TABLE 5

Addressing Rural Personnel Shortages [OR] TABLE 6

RTI Parent Involvement Survey [ID] TABLE 7

Introduction to UMTSS Handbook [UT] TABLE 8

Honeycomb for Home, Learner Profile [MD] TABLE 9

Marketplace Presentations

• Please see your Marketplace handout for descriptions and locations

• The Marketplace format is a bit more formal in nature.

• Presenters have 30 minutes to present ideas or resources to the participants.

Marketplace Presentation SessionsSESSION ONE: 3:30 – 4:00 Location

Parent-Teacher Partnerships Informing System Improvements [OH] Academy Hall

Incorporating Video Observations in e-Mentoring [KS] Vista A&B

Making Teaching and Learning Visible [MO] Balcony B

Overview of the Oklahoma Tiered Intervention System of Support (OTISS) Intervention Modules [OK]

Balcony C

Data Visualization For Resource Allocation [TN] Balcony D

Dashboards for District-Level Problem Solving [MI] Balcony E

SESSION TWO: 4:15 – 4:45 Location

Guidelines for Working with Third-Party EvaluatorsAcademy Hall

Intensive Intervention Fidelity Rubric [AIR] Vista A&B

Systems Coaching: A key component of implementation and sustainability [UT] Balcony B

SPDG Levels of Collaboration Instrument [TACC] Balcony C

Linking Implementation Data to the SPDG’s PD Worksheet [OK]Balcony D

Parents as Purveyors: Engaging Stakeholders for Sustainability [NC] Balcony E

Tomorrow’s Agenda

• 8:30–8:40 Poll Everywhere• 8:40-10:00 Panel: Using SPDG Knowledge and

PD for Successful Wide-Spread Efforts

• 10:00–10:15 Transition Break• 10:15–11:40 Evidence Based Professional

Development Worksheet Discussions• 11:40–11:45 Transition Break• 11:45–12:00 Closing with Jennifer Coffey

• 12:00–2:00 Meetings with Project Officers

Pollev.com/(jlind)

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Poll Everywhere

• What would you like to more about in regard to the SSIP and other national initiatives?

• These Evidence-based Professional Development topics were submitted by the SPDG community yesterday. Please select your favorite topics.