Dennis Yarmouth Regional School District Embedded Professional Development

Dennis Yarmouth Regional School District Embedded Professional Development Carolynne Beless Meredith Henderson Virginia Stewart Massachusetts Department of Elementary and Secondary Education 1

Presenter Introduction • Carolynne Beless – Reading Recovery Teacher Leader/ District Intervention Coach • Meredith Henderson – Literacy Collaborative Coach • Virginia Stewart – Title One Coordinator/ Teacher Massachusetts Department of Elementary and Secondary Education 2

Dennis Yarmouth Regional School District Towns of Dennis and Yarmouth • Population • Poverty Rate • ELL Data • Students K-3 Massachusetts Department of Elementary and Secondary Education 3

Our Dennis Yarmouth community believes… That we create an environment where EVERY student can learn if we work together Massachusetts Department of Elementary and Secondary Education 4

Literacy Initiatives K-3 • Literacy Collaborative Framework • Reading Recovery • Leveled Literacy Intervention / Literacy Footprints • School Wide Title One Massachusetts Department of Elementary and Secondary Education 5

Literacy Assessments: • Benchmark Assessment System • Additional Grade Level ELA Assessments • Observation Survey for 1 st grade lowest 20% (based on Year End K data) Massachusetts Department of Elementary and Secondary Education 6

What does Embedded PD look like? 10 -20 hours of Professional Development throughout the year Coaching cycles 5 -10 per year with classroom teachers and Literacy Coach Co-Coaching cycles 4 per year with support teachers with Literacy Coach and Teacher Leader Colleague Cluster visits 1 -2 per year with Reading Recovery teachers and Teacher Leader Coaching cycles 2 -3 times a year with Reading Recovery teachers and Teacher Leader Massachusetts Department of Elementary and Secondary Education 7

What Do You Think? • “In an effective intervention, the interdependence of variables demands a systemic implementation plan, for an innovation cannot move into an education system merely on the merits of what it can do for children” (Clay, 2009, p. 228) Massachusetts Department of Elementary and Secondary Education 8

Our Plan… Massachusetts Department of Elementary and Secondary Education 9

Collaboration Flow Chart Student Massachusetts Department of Elementary and Secondary Education 10

Professional Development Session • Post Coaching Conferences Video Massachusetts Department of Elementary and Secondary Education 11

Implementation Schema 1 ISOLATION PD/ Initiatives are their own island. ” • “LOW UNDERSTANDING/LOW COMMITMENT • Little or no shared understanding of PD / School wide initiatives • Little or no problem-solving to ensure program fidelity for PD / School wide initiatives • Principal not engaged in PD / School wide initiatives implementation • No emphasis on school-wide impact of PD / School wide initiatives • PD / School wide initiatives instructional time not well protected • Little intervention teacher/classroom teacher / coach communication • Intervention teachers / coaches not positioned as literacy leader or resource in the building • Classroom instruction generally not supportive of PD / School wide initiatives • Adapted from May, Henry, et al. " Reading Recovery| An Evaluation of the Four-Year i 3 Scale-Up” (2016). pages 118 -131 Massachusetts Department of Elementary and Secondary Education 12

Implementation Schema 2 OBSTRUCTION “PD/ Initiatives do not fit our needs. ” • • • VARIABLE UNDERSTANDING/VARIABLE COMMITMENT Variable understanding of PD / School wide initiatives Variable commitment to program fidelity Limited principal engagement with PD / School wide initiatives No emphasis on school-wide impact of PD / School wide initiatives instructional time not generally protected Variable intervention teacher/classroom teacher/coach communication Intervention teachers / coach not positioned as literacy leader or resource in the building Classroom instruction variably supportive of PD / School wide initiatives Classroom instruction generally not supportive of PD / School wide initiatives Adapted from May, Henry, et al. " Reading Recovery| An Evaluation of the Four-Year i 3 Scale-Up” (2016). pages 118 -131 Massachusetts Department of Elementary and Secondary Education 13

Implementation Schema 3 ENDORSEMENT “We don’t necessarily understand these • • • initiatives, but we are glad to have them. ” VARIABLE UNDERSTANDING /HIGH COMMITMENT Variable understanding of PD / School wide initiatives Active school-wide problem-solving to ensure program fidelity Principal passively engaged with PD / School wide initiatives Little emphasis on school-wide impact of PD / School wide initiatives instructional time protected Frequent intervention teacher/classroom teacher / coach communication Intervention teachers / coach positioned as literacy leader or resource in the building Classroom instruction variably supportive of PD / School wide initiatives Adapted from May, Henry, et al. " Reading Recovery| An Evaluation of the Four-Year i 3 Scale-Up” (2016). pages 118 -131 Massachusetts Department of Elementary and Secondary Education 14

Implementation Schema 4 INTEGRATION “PD / School wide initiatives are part of the way we do things here. ” • • • HIGH UNDERSTANDING/HIGH COMMITMENT School-wide shared understanding of PD / School wide initiatives School-wide active problem-solving to ensure program fidelity Principal actively engaged with PD / School wide initiatives Highly emphasize school-wide impact of PD / School wide initiatives instructional time protected Frequent Intervention teacher/classroom teacher / coach communication Intervention teachers / coaches positioned as literacy leader or resource in the building Classroom instruction generally supportive of PD / School wide initiatives Adapted from May, Henry, et al. " Reading Recovery| An Evaluation of the Four-Year i 3 Scale-Up” (2016). pages 118 -131 mplementation Schema 3 Massachusetts Department of Elementary and Secondary Education 15

“In schools exhibiting isolation and obstruction, it was clear that lack of communication, lack of understanding, and lack of commitment…were related. Schools demonstrating integration reinforce the idea that these three issues are connected, though in a more positive direction. In integration schools, communication was frequent, understanding was high, and commitment was unquestionable. ” (CPRE, 2016, p 139) Massachusetts Department of Elementary and Secondary Education 16

Collaboration Flow Chart Massachusetts Department of Elementary and Secondary Education 17

How are PD & Interventions working in your district? What will you take away from this session? Massachusetts Department of Elementary and Secondary Education 18

Questions and Answers Massachusetts Department of Elementary and Secondary Education 19