1. What Does It Take to Implement MTSS? Finding Professional Development Resources to Support Implementation October 28, 2015

2.  Thank you for participating in the multi-tiered system of support (MTSS) strand as part of Connected Educator Month 2015! #ce15 Intro video on MTSS from Drs. Lynn Fuchs and Joe Jenkins Ask the Expert video on integrating academic and behavioral support #pbischat Using Data to Strengthen the Tiers #pbischat Integrating Academic & Behavioral Supports Promises to Keep: http://ceedar.education.ufl.edu/portfolio/promises- to-keep/http://ceedar.education.ufl.edu/portfolio/promises- to-keep/ Connected Educator Month 2

3. Sarah V. Arden, Ph.D.—Researcher and NCII Technical Assistance Liaison at American Institutes for Research (AIR) Presenters Kimberly Skow—Program Coordinator at the IRIS Center Peabody College Vanderbilt University Judith Littman—Senior Researcher at AIR, CEEDAR Center Staff Member 3

4.  Overview of professional development  Spotlight on IRIS Center resources  Spotlight on CEEDAR Center course enhancement modules  Spotlight on NCII DBI modules  Spotlight on Center on RTI modules Today’s Presentation 4

5. Professional development refers to skills and knowledge attained for both personal and career development. Professional development encompasses all types of facilitated learning opportunities. It has been described as intensive and collaborative, and generally includes an evaluative stage. What Is Professional Development? 5 Source: Speck & Knipe, 2005

6.  Training  Consultation  Coaching  Communities of practice  Lesson study  Technical assistance  Reflective supervision  Other support for educator learning Examples of Professional Development 6

7.  For effective implementation, research indicates that dissemination of information and training alone rarely lead to effective and sustainable implementation.  A need exists for professional development that is dynamic, interactive, and responsive to the state’s, district’s, or school’s needs. What Does the Most Effective Professional Development Look Like? 7

8. Impact of Professional Development 8 OUTCOMES Percentage of Participants Who… TRAINING COMPONENTS Demonstrated Knowledge of Skill Demonstrated Skill Used Skill in the Classroom Theory and Discussion 10%5%0% PLUS Demonstration in Training 30%20%0% PLUS Practice & Feedback in Training 60% 5% PLUS Coaching in Classroom 95% Source: Joyce & Showers, 2002

9. A considerable amount of professional development needs to be provided in the beginning stages of establishing RTI systems to build capacity. It is important to offer continuing, job-embedded professional development that addresses areas essential to effective implementation of RTI and improved student outcomes. Why Is Professional Development Important for MTSS/RTI? 9 Source: National Research Center on Learning Disabilities, 2007; Kratochwill, Volpiansky, Clements, Ball, 2007.

10. Where Do We Find Resources to Support MTSS Professional Development? 10

11. IRIS Center 11 The IRIS Center is funded through a cooperative agreement U.S. Department of Education, Office of Special Education Programs (OSEP) Grant #H325E120002. The contents of this presentation do not necessarily represent the policy of the U.S. Department of Education, and you should not assume endorsement by the Federal Government. Project Officers, Sarah Allen and Tracie Dickson.

12. What Is IRIS? National center —funded by the U.S. Department of Education’s Office of Special Education Programs Resource for educators —personnel preparation and professional development Website —provides collections of free instructional materials and resources about evidence-based practices for all students, particularly those with disabilities ages birth to 21 Technical assistance (TA) —offer training and dissemination activities for college faculty, professional development providers, and independent learners 12

13. What Does IRIS Provide? An Array of Resources for Adult Learning Modules Case studies Activities Information briefs Interviews Video vignettes Glossary Evidence-based practice annotations Professional development hours certificate 13 Note: Some resources are available in Spanish.

14. What Does IRIS Provide? Resources to Support College Instruction and Professional Development Activities Wraparound concept maps Sample syllabi Sample professional development activities Alignment to standards Coursework planning forms IRIS resource answer keys 14

15. IRIS Modules The IRIS Center’s modules are: Grounded in adult learning research theory Able to translate research to practice Data-driven and informed by research Proven effective by research 15

16. IRIS Modules 16 STAR Legacy Cycle

17. Module Components Challenge: A realistic scenario relevant to education professionals Initial Thoughts: Questions that allow students to explore and consider what they currently know about the scenario presented in the Challenge Perspectives & Resources: Nuggets of information (e.g., text, movies, audio interviews, activities) that allow students to actively engage in learning the module’s main content Wrap Up: A summary of the information presented in the previous components Assessment: An evaluation tool that offers students the opportunity to apply what they know and to evaluate what topics they need to study further 17

18. Modules Related to MTSS RTI (Part 1): An Overview RTI (Part 2): Assessment RTI (Part 3): Reading Instruction RTI (Part 4): Putting It All Together RTI (Part 5): A Closer Look at Tier 3 RTI: Considerations for School Leaders RTI: Mathematics 18 RTI Module Series

19. Data-Based Individualization Modules Intensive Intervention (Part 1): Using Data-Based Individualization (DBI) to Intensify Instruction 19 Overviews —intensive intervention and DBI Methods —intensifying and individualizing instruction Step-by-step summary —a child progressing through the five steps of the DBI process Practice opportunities —making instructional adaptations Expert interviews —Rebecca Zumeta Edmonds, Sarah Arden, Sharon Vaughn, Steve Goodman, and Chris Riley-Tillman

20. Data-Based Individualization Modules 20 Overviews —intensive intervention and DBI Procedures —collecting and evaluating progress monitoring and diagnostic assessment data Step-by-step summary —a child progressing through the five steps of the DBI process Practice opportunities —analyzing data and making data-based instructional decisions Expert interviews —Rebecca Zumeta Edmonds, Sarah Arden, and Devin Kearns Intensive Intervention (Part 2): Collecting and Analyzing Data for Data-Based Individualization (DBI)

21. Contact Us Resources / Website IRIS@VU Phone: (800) 831-6134 Email: iris@vanderbilt.edu 21 Training / Technical Assistance IRIS@CGU Phone: (866) 626-4747 Email: iris@cgu.edu Website http://iris.peabody.vanderbilt.edu/http://iris.peabody.vanderbilt.edu/ or http://www.iriscenter.comhttp://www.iriscenter.com

22. C ollaboration for E ffective E ducator D evelopment, A ccountability, and R eform (CEEDAR) Center U.S. Department of Education, H325A120003

23. Objectives  Participants will: –Understand the purpose and focus of the Course Enhancements Models (CEMs). –Understand how the CEMs can be helpful in preparing students with disabilities to achieve national standards and career readiness. 23

24. Course Enhancement Modules 24

25. What Are CEMs?  CEMs are designed to provide teachers and leaders with support materials to prepare students with disabilities and those who struggle to meet college- and career-ready standards. 25

26. What Are CEMs?  Each CEM is developed by a team of content experts and vetted through a peer-review process. 26

27. Each CEM Includes…  Facilitator’s guide  Anchor slide presentation  Speaker notes  Sample assessment activities  Multimedia  Course and professional development outlines  References 27

28. CEM Topics Available Disciplinary Literacy Behavior Management Reading Mathematics UDL Under Construction Writing Severe Disabilities 28

29. Who Is the Intended Audience? 29

30. Teacher and leader candidates within preservice programs at the undergraduate or graduate levels or district teachers and leaders who desire additional professional learning opportunities 30

31. Why Use CEMs? 31

32. CEMs Are…. Based on evidence-based practices 32

33. CEMs Are…. Aligned With Multi-Tiered Systems of Supports (MTSS) 33

34. Additional Benefits  Informed by national standards  Include engaged adult learning, multimedia, and case studies  Flexible in the way they can be used 34

35. How Are CEMs Organized? 35

36. Facilitator’s Guide 36

37. Interactive Learning Activities  Videos  Case Studies  Data Analysis  Handouts  Small- and Large-Group Discussions 37

38. Tiered Organization  Evidence-Based Interventions  Anchor Presentation Structure 38

39. Where Are CEMs Located? 39

40. CEEDAR Website  CEMs are located at the following website: http://ceedar.education.ufl.edu/cems 40

41. Testimony From the Field  “The behavior CEM is relevant for pre- and inservice teachers, engaging for both audiences and encourages active participation.”  “This [behavior] CEM is ready for teachers to really begin implementing what they are learning. The resources such as handouts are great. This resource has the potential to be used to improve practice and outcomes.” 41

42. Testimony From the Field  “Districts and schools could greatly improve PD delivery by using this [behavior] CEM!”  “Part 4 of the UDL CEM is very appropriate for courses for preservice teachers in that it provides some excellent examples of UDL and offers some appropriate practice activities for the preservice teachers who have not yet been a classroom teacher.” 42

43. Disclaimer This content was produced under U.S. Department of Education, Office of Special Education Programs, Award No. H325A120003. Bonnie Jones and David Guardino serve as the project officers. The views expressed herein do not necessarily represent the positions or polices of the U.S. Department of Education. No official endorsement by the U.S. Department of Education of any product, commodity, service, or enterprise mentioned in this website is intended or should be inferred. 43

44. National Center on Intensive Intervention: DBI Training Series

45. Intensive intervention is designed to address severe and persistent learning or behavior difficulties. Intensive interventions should be:  Driven by data  Characterized by increased intensity (e.g., smaller group, expanded time) and individualization of academic instruction or behavioral supports What Is Intensive Intervention? 45

46. NCII’s mission is to build district and school capacity to support implementation of data-based individualization (DBI) in reading, mathematics, and behavior for students with severe and persistent learning and behavioral needs. About NCII 46

47. What Is DBI? 47

48.  Designed to support district or school teams involved in initial planning or implementation of DBI as a framework for providing intensive intervention in academics and behavior. DBI Training Series 48 http://www.intensiveintervention.org/ content/dbi-training-series

49. What Are the DBI Training Modules? 49

50. What Are the DBI Modules? 50 PPT slides with speaker notes Embedded handouts and activities Coaching guides to support implementation

51. Available DBI Modules 51 Introduction to Data-Based Individualization (DBI): Considerations for Implementation in Academics and Behavior Getting Ready to Implement Intensive Intervention: Infrastructure for Data-Based Individualization

52. Available DBI Modules 52 Secondary Interventions: Setting the Foundation for Intensive Support

53. Available DBI Modules 53 Using Academic Progress Monitoring for Individualized Instructional Planning Monitoring Student Progress for Behavioral Interventions

54. Available DBI Modules 54 Informal Academic Diagnostic Assessment: Using Data to Guide Intensive Instruction Using FBA for Diagnostic Assessment in Behavior

55. Available DBI Modules 55 Designing and Delivering Intervention for Students with Severe and Persistent Academic Needs Designing and Delivering Intensive Intervention in Behavior

56.  Expand upon or mirror content shared in the DBI Training Modules  Webinars are 1 to 1.5 hours  Includes recording, slide presentations, and frequently asked questions  http://www.intensiveintervention.org/resourc es/webinars http://www.intensiveintervention.org/resourc es/webinars Webinars 56

57.  Short videos (2 – 8 minutes) addressing key questions  Can be embedded within trainings and professional development Ask the Expert Videos 57 http://www.intensiveintervention.org/resources/ask-the-expert

58. Center on RTI Implementer Series and Other Available Training Modules

59. Center on Response to Intervention 59 http://www.rti4success.org/

60.  The RTI Implementer Series is intended to provide foundational knowledge about the essential components of RTI and to build an understanding about the importance of RTI implementation. RTI Implementer Series 60

61.  RTI Implementer Series Training Modules Intended to be delivered by trained, knowledgeable professionals Provide overview of the essential components of RTI Focus on applying knowledge and analyzing school and district data  RTI Implementer Series Self-Paced Modules Based on content from the training modules Intended for individuals or teams to learn at their own pace RTI Implementer Series 61

62.  Screening  Progress Monitoring  Multi-Level Prevention System RTI Implementer Series Training Modules 62

63.  Slide presentation with speaker notes  Training manual Overview of content covered in training Handouts and activities included throughout training Glossary of terms FAQs Related research Related websites RTI Implementer Series Training Modules Include 63

64.  Supports all training modules  Review of module structure  Delivery suggestions  Connection to ongoing professional development  Training checklist  Sample evaluation Facilitator’s Guide 64

65. Self-Paced Learning Modules 65 IntroductionScreeningProgress Monitoring Multi-level Prevention System Defining the Essential Components What Is RTI?What Is Screening? What Is Progress Monitoring? What Is a Multi- Level Prevention System? Assessment and Data- Based Decision Making Understanding Types of Assessment Within an RTI Framework Using Screening Data for Decision Making Using Progress Monitoring Data for Decision Making IDEA and Multi- Level Prevention System Establishing Processes Implementing RTIEstablishing a Screening Process Selecting Evidence- Based Practices http://www.rti4success.org/rti-implementer-series-self- paced-learning-modules

66. Self-Paced Learning Modules 66

67. Self-Paced Learning Modules 67

68. Additional Training Modules 68 http://www.rti4success.org/resources/training-modules

69. Questions 69

70.  Joyce, B., & Showers, B. (2002). Student achievement through staff development (3rd ed.). Alexandria, VA: ASCD.  Kratochwill, T. R., Volpiansky, P., Clements, M., Ball, C. (2007). Professional development in implementing and sustaining multitier prevention modules: implications for response to intervention, School Psychology Review, 36(4), 618-631.  National Research Center on Learning Disabilities. (2007). Professional development and collaboration within the RTI process.  Speck, M., & Knipe, C. (2005). Why can't we get it right? Designing high-quality professional development for standards-based schools (2nd ed.). Thousand Oaks, CA: Corwin Press. References 70

71. This presentation was produced under the U.S. Department of Education, Office of Special Education Programs, Award No. H326Q110005. Celia Rosenquist serves as the project officer. The views expressed herein do not necessarily represent the positions or policies of the U.S. Department of Education. No official endorsement by the U.S. Department of Education of any product, commodity, service or enterprise mentioned in this presentation is intended or should be inferred. National Center on Intensive Intervention 71

72. National Center on Intensive Intervention 1000 Thomas Jefferson Street NW Washington, DC 20007-3835 www.intensiveintervention.org ncii@air.org @TheNCII 72