There was a farmer who had a dog…

Amy Gaumer Erickson, Ph.D.

Pattie Noonan, Ph.D.

Associate Research Professors

University of Kansas,

Center for Research on Learning

agaumer@ku.edu/pnoonan@ku.edu

And BINGO was his name-o

Learning Designs & ImpactLearning Designs

Concept Understanding

Skill Attainment

Application/ Problem Solving

Presentation 85% 15% 5-10%

Modeling 85% 18% 5-10%

Practice & Feedback

85% 80% 10-15%

Coaching / Study Teams

90% 90% 80-90%

Joyce & Showers

Learning Designs and Impact

Trivette, C. M., Dunst, C. J., Hamby, D.W., & O’Herin, C. E. (2009). Characteristics and consequences of adult learning methods and strategies (Winterberry Research Synthesis, Vol. 2, No. 2). Asheville, NC: Winterberry Press.

Evaluating Professional Development

●Inclusion of adult learning principles●Participants’ reactions●Participants’ learning●Organization support and change●Participants’ use of new knowledge & skills●Outcomes

(Guskey, 2002)

Inclusion of Adult Learning Principles

Observation Checklist for High-Quality Professional Development Training

(HQPD Checklist)

Citation: Noonan, P., Gaumer Erickson, A.S., Brussow, J.A., & Langham, A. (2015). Observation checklist for high-quality professional development in education [Updated version]. Lawrence, KS: University of Kansas, Center for Research on Learning.

http://researchcollaboration.org/page/high-quality-professional-development-checklist

Preparation1. Provides a description of the

training with learning objectives/target prior to training

Training Description/ObjectivesThis training will provide many examples and non-examples of adults learning principles incorporated into professional learning.

Participants will play bingo, discuss with table group, and potentially win a prize.

EXAMPLE OR NON-EXAMPLE?

Training Description/Objectives

This training will provide many examples and non-examples of adults learning principles incorporated into professional learning.

Participants will identify indicators of quality in professional development.

EXAMPLE OR NON-EXAMPLE?

Preparation3. Provides an agenda (i.e., schedule of topics to be presented and times) before or at the beginning of the training

How does this initiative fit with other initiatives?

Write initiative and talk about purpose.

What are the similarities with STMP/CCRTT? Any major differences ?

What resources (time, staff, materials, philosophy) could both initiatives share?

Professional Learning Community

Resource Map Activity for Tier 1

Introduction5. Connects the topic to participants’ context (e.g., community, school, role)

Introduction9. Emphasizes impact of content (e.g., clients, patients, students, families)

Introduction6. Includes the empirical research foundation of the content (e.g., citations, verbal references to research literature, key researchers)

Research shows that…Adults Learn When:

●New information is relevant and related to existing knowledge

●Learners have opportunities to interact with the content and each other

●Skills are practiced, applied, monitored, coached and assessed.

EXAMPLE OR NON-EXAMPLE?

Demonstration11. Provides examples of the content/practice in use (e.g., case study, vignette)

Co-Teaching Over-time Video

Self-Regulation

  Controlling and monitoring your own thoughts

and actions

Tier 3: Intensive & Individualized InstructionIn addition to Tier 1 and Tier 2 instruction, a few students with low homework completion are required to write down every homework assignment for each of their classes in their planners. For two weeks, each teacher reviews and signs off that the student listed the homework assignment accurately. The following two weeks, the student lists the homework assignments independently, and the last teacher of the day reviews the student’s planner and signs off that the student is listing assignments for all classes. This planner check decreases to once per week when the student demonstrates the skill independently. Parents are informed of this intervention and encouraged to check the student’s planner regularly.

Tier 2: Supplemental InstructionStudents taking a study skills class participate in a supplemental intervention for self-regulation in addition to the review and planning for grade improvement. In this class, students create a binder with the following tabs: Test (needed for test), Toss (not needed), Think (might need), Take (take home). Within this class, the teacher provides time in class for students to self-regulate by thinking carefully about the materials they handle and how they are or aren’t meaningful to them. Teachers then check their notebooks on a weekly basis to monitor and provide additional instruction for using the organizational tabs.

Tier 1: Universal/Core InstructionA school wide expectation is established: After students receive quarterly report cards, they will review their grades and submit a plan to or schedule a conference with their homeroom teacher describing how they will change their daily behavior to improve (or maintain) their grades.

Example Data-based decision making: Understanding student work experiences

• Developed & administered survey

• Found students weren’t participating

in internships, volunteering

• Increase diversity of experiences, ensure

students obtain work experiences before

graduating

• Monitor ILPs

Gathering data

Interpreting data

Creating a plan

Monitoring progress

3-MINUTE TABLE TALK Identify an idea for meeting this Indicator 11. Share with those at your table.

Pause for CommentsStill engaged? Would anyone like to share their personal perspective on the HQPD checklist?

Engagement14. Includes opportunities for participants to express personal perspectives (e.g., experiences, thoughts on concept)

Demonstration10. Builds shared vocabulary required to implement and sustain the practice

Your purpose You will all complete the FABI process by conducting a FBA to develop a BIP within Tier 3 of MTSS. Data collected will include CFAs, ODRs, ABC summaries, and LRE. Your DLT and BLT will collaborate to determine EBPs.

EXAMPLE OR NON-EXAMPLE?

Defining Comprehension“The panel defines reading comprehension as “the process of simultaneously extracting and constructing meaning through interaction and involvement with the written language” (Shanahan, et al., 2010, pg. 5).

●Extracting meaning is to understand what the author has stated, explicitly or implicitly.

●Constructing meaning is to interpret what the author has said by bringing one’s “capacities, abilities, knowledge, and experiences” to bear on what he or she is reading.

(Shanahan, et al., 2010, pg. 5)

Engagement13. Includes opportunities for participants to practice and/or rehearse new skills

Coaches’ initial interrater reliability on observation protocol. Data collected, analyzed and reported back during the coaches’ training. Coaches were able to compare their observation data to the national expert.

41

You are here

More Behavioral Rehearsals●Graphing baseline and intervention data●Participating in a guided data discussion●Developing a presentation for the school board●Analyze a lesson to determine how to

differentiate●Develop video presentation

3-MINUTE TABLE TALK Identify an idea for meeting this Indicator 13. Share with those at your table.

TEAM INTERVIEW Critical Elements of the CCC Framework In place?

1. Your team includes the required roles of general and special education teachers, an administrator, a guidance counselor, and other school personnel (e.g., career technical educators) who attend all scheduled training sessions.

Y

2. Your team understands the purpose of the project. Y

3. Your team functions well by using agendas, meeting norms and roles, and sharing information regularly. Your team meets at least once per month. There is high communication among members. N

4. Your team invites others to participate in developing college and career competencies school wide, including building a school-wide vision, action planning, and data-based decision making. Y

5. Your team values each individual’s contribution and shares leadership among its members. Y

6. Your team prepares other teachers to implement instructional practices to build college and career competencies through sharing information, training, and collaboration. Y

7. Your team understands and uses a data-based decision making process that includes assessment and progress monitoring. N

8. Your team and other instructional staff at your school implement universal instructional practices (Tier 1) to develop students’ intra/ interpersonal competencies. Y

9. Your team and other instructional staff at your school implement supplemental and/or individualized instructional practices (Tier 2 and 3) to develop students’ intra/ interpersonal competencies. Y

10. Your team develops relationships with community members and families to support the development of college and career competencies for students. N

11. Your team reflects on the lessons learned from your implemented action plans. Successes are celebrated and shared. Issues are acknowledged and addressed. N

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Evaluation/Reflection18. Includes specific indicators—related to the knowledge, material, or skills provided by the training—that would indicate a successful transfer to practice

Online In-Depth Discussion Forum• Thoughtfully, implement or improve

upon instructional practices that increase students’ opportunities to respond. • Between March 2nd and April 10, report

out at least twice in the discussion forum on your instructional practices.

Mastery20. Details follow-up activities that require participants to apply their learning in a new setting or context

Engagement15. Facilitates opportunities for participants to interact with each other related to training content

EXAMPLE OR NON-EXAMPLE?

Online Example of Facilitating Interaction

Preparation2. Provides readings, activities, and/or questions to think about prior to the training; materials are in accessible formats

3 – 2 - 1●List three new ideas for addressing adult learning principles.

●List two questions that you have.●List one person that you will share the information with.

Evaluation/Reflection17. Includes opportunities for participants to reflect on learning

Demonstration12. Illustrates the applicability of the material, knowledge, or practice to the participants’ context

EXAMPLE OR NON-EXAMPLE?

Knowledge Gain

Q1 Q2 Q3 Q4 Q5 Q6

-40.0%

-20.0%

0.0%

20.0%

40.0%

60.0%

80.0%

100.0%

97.4

%

23.7

% 34.2

%

78.9

%

63.2

%

13.2

%

100.

0%

53.1

%

50.0

%

81.3

%

34.4

%

53.1

%

2.6%

29.4

%

15.8

%

2.3%

-28.

8%

40.0

%

PRE % Correct POST % Correct Difference

Evaluation/Reflection19. Engages participants in assessment of their acquisition of knowledge and skills

Core Implementation

Components

Core Implementation

Components

© Fixsen & Blase, 2008

SISEP: http://sisep.fpg.unc.edu

Improved Outcomes for . . .

Com

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Com

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s Organization Drivers

Organization Drivers

LeadershipLeadership

Program/Initiative (set of practices)

How:

What:

Why:

Capacity to provide direction/vision of process

Institutional capacity to support professionals in implementing practices with fidelity

Professional DevelopmentProfessional

Development

State Department’s Vision• All schools will use a multi-tiered

approach that addresses behavior, social, and academic domains simultaneously.

• Meaningful data are collected and used to make decisions regarding programming.

• Social curricula and behavioral framework are taught with as much rigor and fidelity as academic subjects.

Introduction8. Aligns with standards or goals valued by the participants (e.g., laws, professional organization standards, local policies)

Mastery22. Describes opportunities for coaching to improve fidelity of implementation

Mastery21. Offers opportunities for continued learning through technical assistance and resources

Thank you!●Contact Us

(PUPOSEFULLY BLANK CONTACT SLIDE)

EXAMPLE OR NON-EXAMPLE?

Thank you!●Contact Us for Technical Assistance and Resources

Amy Gaumer Erickson, Ph.D.Pattie Noonan, Ph.D.Associate Research ProfessorsUniversity of Kansas, Center for Research on Learningagaumer@ku.edu/pnoonan@ku.edu785-864-0517 (office)