developing professional learning communities

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Developing Developing Professional Professional Learning Communities Learning Communities To Promote Response to To Promote Response to Intervention Intervention Linda Campbell Linda Campbell Melissa Nantais Melissa Nantais

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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 Presentation

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Page 1: Developing Professional Learning Communities

Developing Professional Developing Professional Learning CommunitiesLearning Communities

To Promote Response to To Promote Response to InterventionIntervention

Linda Campbell Linda Campbell Melissa NantaisMelissa Nantais

Page 2: Developing Professional Learning Communities

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

Page 3: Developing Professional Learning Communities

Connection of Response Connection of Response to Intervention to MiBLSito Intervention to MiBLSi

Two Sides of the Same CoinTwo Sides of the Same Coin

Page 4: Developing Professional Learning Communities

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

Page 5: Developing Professional Learning Communities

Kalamazoo’s RtI HistoryKalamazoo’s RtI History

Page 6: Developing Professional Learning Communities

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

Page 7: Developing 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

Page 8: Developing Professional Learning Communities

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

Page 9: Developing Professional Learning Communities

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.

Page 10: Developing Professional Learning Communities

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”

Page 11: Developing Professional Learning Communities

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.

Page 12: Developing Professional Learning Communities

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

Page 13: Developing Professional Learning Communities

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

Page 14: Developing Professional Learning Communities

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

Page 15: Developing Professional Learning Communities

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

Page 16: Developing Professional Learning Communities

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

Page 17: Developing Professional Learning Communities

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

Page 18: Developing Professional Learning Communities

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

Page 19: Developing Professional Learning Communities

Teacher Consultants trained in Teacher Consultants trained in using DIBELS and SWIS websitesusing DIBELS and SWIS websites

Page 20: Developing Professional Learning Communities

Intervention Programs Intervention Programs describeddescribed

Page 21: Developing Professional Learning Communities

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

Page 22: Developing Professional Learning Communities

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?

Page 23: Developing Professional Learning Communities

Kalamazoo Public Kalamazoo Public SchoolsSchools

Our Next StepsOur Next Steps

Page 24: Developing Professional Learning Communities

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

Page 25: Developing Professional Learning Communities

Kalamazoo Public Kalamazoo Public SchoolsSchools

Lessons we have learnedLessons we have learned

Page 26: Developing Professional Learning Communities

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!

Page 27: Developing Professional Learning Communities

Time for CollaborationTime for Collaboration

The Link Between MiBLSi and RtIThe Link Between MiBLSi and RtI

Page 28: Developing Professional Learning Communities

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?

Page 29: Developing Professional Learning Communities

Continuous RegenerationContinuous Regeneration