1. Vs. Attending a Different Training as a Site Team

2. …..we were invited to attend the Systemic Change in Reading Training. Because our school did not meet the State Performance Plan for Indicator 3 in Reading (students with IEPs not meeting the standard in reading achievement)…..

3. General Education Special Education All Staff New Reading Methods and Strategies All staff will be working towards the same outcome… …helping all students improve their reading skills, but especially students with IEPs.

4. Systemic Change in Reading Training Outcomes – Year 1 Identify the five critical elements of reading instruction with a concentration on specific strategies for teaching phonemic awareness, phonics, and fluency. Implement specific strategies for teaching phonemic awareness, phonics, and fluency. Utilize Curriculum Based Measurement (CBM) for on-going student benchmarking and progress monitoring throughout the year. Analyze assessment data to drive instruction and intervention. Initiate the process of systemic change for school-wide improvement of reading instruction.

5. Systemic Change in Reading Training Outcomes – Year 1 Contd. Create a research-based action plan to improve and enhance reading instruction for all students. Implement staff development to address school-wide improvement of teaching reading. Establish SCR Team Meetings at least twice a month to design staff trainings, analyze data, progress monitor interventions, and review action plan. Develop and maintain an Implementation Team Portfolio to compile specific data on site efforts to alter and sustain practices related to teaching reading and improving student achievement.

6. Systemic Change in Reading Training Outcomes – Year 2 Continue the process of systemic change to improve reading instruction. Augment research-based action plan to improve and enhance reading instruction for all students and to sustain school-wide systemic change in reading. Continue to implement specific strategies to improve achievement in phonemic awareness, phonics, and fluency. Identify and implement specific strategies for teaching vocabulary and comprehension. Continue to utilize Curriculum Based Measurement (CBM) for on-going student benchmarking and progress monitoring throughout the year.

7. Systemic Change in Reading Training Outcomes – Year 2 Contd. Analyze assessment data to drive instruction and intervention. Continue the process of systemic change for school-wide improvement of reading instruction. Implement staff development to address school-wide improvement of teaching reading. Continue SCR Team Meetings at least twice a month to design staff trainings, analyze data, progress monitor interventions, and review action plan. Maintain an Implementation Team Portfolio to compile specific data on site efforts to alter and sustain practices related to teaching mathematics and improving student achievement.

8. Implementation Team Attendance at CSPD Trainings Site Team Attendance at Other Trainings Two year commitment with intact ongoing teams. No substitutions allowed. Training schedules are project specific and require full team attendance every session. Attendance is random, often with no sequence or commitment beyond a day or two. Absenteeism or substitutions frequently occur.

9. Implementation Team Attendance at CSPD Trainings Site Team Attendance at Other Trainings Implementation Teams consist of 5 specific members: School Principal A Special Education Teacher A General Education Teacher Two other Teacher Leaders that will enhance the team and the teams efforts. Random attendees are selected to attend.

10. Name of 5 th member Name of principal Name of special education teacher Name of general education teacher Name of 4 th team member

11. Implementation Team Attendance at CSPD Trainings Site Team Attendance at Other Trainings Receive information and strategies regarding evidence- based practices at each session with planned implementation expectations. Receive information on practices (may be evidence-based or just personal favorites of the presenter). No formal plans regarding implementation.

12. Implementation Team Attendance at CSPD Trainings Site Team Attendance at Other Trainings Report on your schools progress to your cohort of attending Implementation Teams, the CSPD Project Coordinator, and the Presenter to receive feedback. No reporting of actual progress to attendees.

13. Implementation Team Attendance at CSPD Trainings Site Team Attendance at Other Trainings No or minimal accountability at school site regarding implementation.

14. Implementation Team Attendance at CSPD Trainings Site Team Attendance at Other Trainings Specific documentation of implementation, analysis, and evaluation requirements is completed in a timely manner. No on-going implementation documentation requirements.

15. Implementation Team Attendance at CSPD Trainings Site Team Attendance at Other Trainings Implementation team decides how to present new information to staff. Staff development occurs between training sessions with documentation of presentations and evaluations. Principal makes decisions on how information is shared. Informal sharing occurs non-systematically depending on attendees preference. No documentation or follow-up occurs.

16. Implementation Team Attendance at CSPD Trainings Site Team Attendance at Other Trainings Change in practice is analyzed with evidence documented in the Implementation Team Portfolio. Typically, no objective evidence is gathered and evaluated to document success of team efforts.

17. Implementation Team Attendance at CSPD Trainings Site Team Attendance at Other Trainings CSPD Trainings are created to teach school teams how to begin and maintain sustainable change in practice for specific areas of need at their school sites. No information on sustainable change is given.

18. to improve reading achievement for all students but especially students with disabilities.