Professional Development to Practice CW Program Area Meeting

Professional Development to Practice CW Program Area Meeting December 6, 2016 Materials are posted on your RPDC Online Workspace The contents of this presentation were developed under a grant from the US Department of Education to the Missouri Department of Elementary and Secondary Education (#H 323 A 120018). However, these contents do not necessarily represent the policy of the US Department of Education, and you

Professional Development to Practice Online Self-Assessment Practice Profile CW Program Area Meeting December 6, 2016 The contents of this presentation were developed under a grant from the US Department of Education to the Missouri Department of Elementary and Secondary Education (#H 323 A 120018). However, these contents do not necessarily represent the policy of the US Department of Education, and you

Professional Development to Practice Self-Assessment Practice Profile (SA-PP)

Professional Development to Practice http: //sapp. missouripd. org

Professional Development to Practice When Should I Use the SA-PP? q. Teachers: Use the SA-PP at any time to see how you are implementing in your classroom. q. Building Leaders: Use the SA-PPs shared by your teachers for monthly, quarterly, yearly building reports. q. Consultants: Use the SA-PP during coaching sessions and as you write your implementation plans.

Professional Development to Practice Why Should I Use the SA-PP? q. SA-PP can help you coach your schools around how are implementing effective teaching and learning practices. q. Use Self-Assessment data to determine if/what additional supports are needed in your schools.

Professional Development to Practice How Do I Use the Online SAPP? q. Teacher completes the Self-Assessment Practice Profile and shares with their building leader(s). q. Building leader(s) create/view reports for specific teacher(s) or for their building. q. RPDC consultants view reports data shared by building leaders.

Professional Development to Practice How Do I Use the Online SAPP? sapp. missouripd. org teacher@test. com leader@test. com rpdc@test. com Password: test

Professional Development to Practice Consider the Following: q. How will you translate these instructions to teachers in your region? q. How will you translate these instructions to building leaders in your region? q. How will your region use data from the SAPP? q. How can you tie data from these SA-PPs into your regional implementation plans?

Professional Development to Practice Questions? q. Contact lindsays@umkc. edu or tracyab@umkc. edu

Professional Development to Practice Data-Driven Stories CW Program Area Meeting December 6, 2016 The contents of this presentation were developed under a grant from the US Department of Education to the Missouri Department of Elementary and Secondary Education (#H 323 A 120018). However, these contents do not necessarily represent the policy of the US Department of Education, and you

Professional Development to Practice Outcomes q. Use data from three schools to three create storyboards to tell an implementation story. q. Take those three storyboards to craft a regional story. q. Share your implementation data story.

Professional Development to Practice Florence Nightingale Known as the founder of nursing and reformer of hospital sanitation methods

Professional Development to Practice

Professional Development to Practice

Professional Development to Practice The Focus is the Story q #1 Identify the audience – who are you telling your story to? q #2 Review data and create a hypothesis q #3 Sketch ideas: Write out the storyboard for each school q #4 Dig deeper into the data q #5 Add more to the sketch of ideas q #6 Take the storyboards and make them into one regional story q #7: Tell the data story: What is working and not working and why?

Professional Development to Practice School Implementation Scale

Professional Development to Practice Regional Profiles and Consultant Logs

Professional Development to Practice Drilling Down: #4 Digging Deeper into the Data q. What is working/not working? q. What has changed or stayed the same over the two years? q. What can be done to support what is not working? q. What can be done to continue what is working? q. How does this tie into your implementation plan?

Professional Development to Practice Materials q. Three data sets q. Poster paper divided into quadrants q. Blank poster paper to showcase your regional story q. Story Gallery Walk at Break Time q. Videotape of stories at Break Time (Choose 1 storyteller per region and work with SIS)

Professional Development to Practice Virtual Coaching via Web. Ex Sheldon R-VIII And Central RPDC The contents of this presentation were developed under a grant from the US Department of Education to the Missouri Department of Elementary and Secondary Education (#H 323 A 120018). However, these contents do not necessarily represent the policy of the US Department of Education, and you

Professional Development to Practice Alan Bancroft – Central RPDC Carolyn Compton – Principal, Sheldon R-VIII Ben Franklin - UMKC The contents of this presentation were developed under a grant from the US Department of Education to the Missouri Department of Elementary and Secondary Education (#H 323 A 120018). However, these contents do not necessarily represent the policy of the US Department of Education, and you

Professional Development to Practice Today’s Agenda q. To share with you our experience of preparing, conducting and evaluating the use of Web. Ex for Virtual Coaching. q. Where do we go from here?

Professional Development to Practice Sheldon R-VIII Demographics q. Rural, K-12 district in Southwest Missouri q. DESE School Directory: 196 students, 38 certified staff q. Services from CRPDC - Traditional F 2 F: q. Takes 4 hours drive time q 290 miles travel expense

Professional Development to Practice The Question? ? q. Is a Virtual Format worth considering if: q. The building staff are equally satisfied with the format, and; q. They do not feel that it negatively impacts their learning when compared to F 2 F.

Professional Development to Practice Preparing for the Session The contents of this presentation were developed under a grant from the US Department of Education to the Missouri Department of Elementary and Secondary Education (#H 323 A 120018). However, these contents do not necessarily represent the policy of the US Department of Education, and you

Professional Development to Practice Getting Ready q Some Key Areas q q Established relationship before trying virtual format Adequate technology infrastructure Local site leadership/facilitator Local technology support (potential with training) q Initial Preparation q Center visit q Site visit q Virtual session

Professional Development to Practice Conducting the Session The contents of this presentation were developed under a grant from the US Department of Education to the Missouri Department of Elementary and Secondary Education (#H 323 A 120018). However, these contents do not necessarily represent the policy of the US Department of Education, and you

Professional Development to Practice Sheldon R-VIII The Setting • • Room arrangement Site facilitator Tech driver Material / handouts

Professional Development to Practice Evaluating the Session The contents of this presentation were developed under a grant from the US Department of Education to the Missouri Department of Elementary and Secondary Education (#H 323 A 120018). However, these contents do not necessarily represent the policy of the US Department of Education, and you

Professional Development to Practice Evaluation q. Evaluation – focused strictly on reaction to the virtual format q. Brief survey q. Our results

Professional Development to Practice

Professional Development to Practice 64. 3% rated 4 or 5 (Like very much)

Professional Development to Practice 78. 6% rated 1 or 2 (not at all)

Professional Development to Practice Use a short phrase to describe what you LIKED BEST about the virtual format. q Loved it!! q Convenience q Ease q Felt less pressure to come up with an answer. Tables could interact without feeling hindered. q I think I was a more attentive because of a new way to learn. I think the tables discussed well. I personally liked the virtual format for something different/new!

Professional Development to Practice Use a short phrase to describe what you LIKED LEAST about the virtual format. q Sound issues. q Not being able to see the instructor q Less visual of us and him q I am old school and like presentation face to face

Professional Development to Practice Where do we go from here? The contents of this presentation were developed under a grant from the US Department of Education to the Missouri Department of Elementary and Secondary Education (#H 323 A 120018). However, these contents do not necessarily represent the policy of the US Department of Education, and you

Professional Development to Practice Back To The Question? ? q. Is a Virtual Format worth considering if: q. The building staff are equally satisfied with the format, and; q. They do not feel that it negatively impacts their learning when compared to F 2 F.

Professional Development to Practice The Options q. Virtual Coaching Options q. SIS observes consultant q. Consultant observes team q. Follow-up: SIS conferences with consultant q. Follow-up: Consultant conferences with team

Professional Development to Practice The Next Step q. Identify: q Current options being used, and; q Interest in getting started and/or expanding use of more options. q. Survey https: //goo. gl/h 8 zog. Q

Professional Development to Practice MTSS Update CW Program Area Meeting December 6, 2016 The contents of this presentation were developed under a grant from the US Department of Education to the Missouri Department of Elementary and Secondary Education (#H 323 A 120018). However, these contents do not necessarily represent the policy of the US Department of Education, and you

Professional Development to Practice CW Learning Package Revision Update CW Program Area Meeting December 6, 2016 The contents of this presentation were developed under a grant from the US Department of Education to the Missouri Department of Elementary and Secondary Education (#H 323 A 120018). However, these contents do not necessarily represent the policy of the US Department of Education, and you

Professional Development to Practice Foundations q. Collaborative Teams: June 2016 q. Data-Based Decision Making: June 2016 q. Common Formative Assessment q. Modules 1, 2, 3: June, 2016 q. Modules 4, 5, 6: December, 2016

Professional Development to Practice Overview q. CW Overview: July 2016 q. CW Overview q. Effective Teaching and Learning Practices q. Visible Learning

Professional Development to Practice Effective Teaching and Learning Practices q. Assessment Capable Learners: February 2017 q. Assessment Capable Learners Extended Module q. Feedback

Professional Development to Practice Effective Teaching and Learning Practices q. Student-Teacher Relationships: May 2017 q. Engaging Student Learners: May 2017 q. Metacognition: May 2017

Professional Development to Practice Process q. Volunteers q. Consultants from all regions q. Electronic consensus groups q. Power. Point revision groups q. DESE q. SIS Facilitators

Professional Development to Practice Purpose of Revision q Updates q. New Hattie effect sizes q. Adjustments from consultants’ training experiences q. Consistent introductory and closing slides q Edits q. Proofreading, edits, and corrections q. Consistent format in presenter notes q. Citations and references

Professional Development to Practice Have a Nice Afternoon! Next Program Area Meeting: January 7, 2017 The contents of this presentation were developed under a grant from the US Department of Education to the Missouri Department of Elementary and Secondary Education (#H 323 A 120018). However, these contents do not necessarily represent the policy of the US Department of Education, and you