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Welcome to SIG Day. Jennifer Coffey, Ph.D. SPDG Program Lead. SIG DAY AGENDA. SPDG Program Area Meeting 2011 OSEP Project Directors’ Conference. SIG Day Planning Committee. Kathe Shelby, OH Karen Jones, DE Teresa Farmer, AL Letha Bauter , OK Veronica MacDonald, TN Renee Scott, KY

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welcome to sig day
Welcome to SIG Day

Jennifer Coffey, Ph.D.

SPDG Program Lead

sig day agenda


SPDG Program Area Meeting

2011 OSEP Project Directors’ Conference

sig day planning committee
SIG Day Planning Committee
  • Kathe Shelby, OH
  • Karen Jones, DE
  • Teresa Farmer, AL
  • Letha Bauter, OK
  • Veronica MacDonald, TN
  • Renee Scott, KY
  • Jennifer Coffey
  • Jeanna Mullins, MSRRC
  • Pat Gonzalez
  • Audrey Desjarlais
please welcome
Please Welcome
  • The Regional Parent Technical Assistance Directors
and don t forget
And don’t forget…
  • Early Bird on Professional Development Systems - Tuesday, July 19 (7:30am-8:30am) Location: Maryland A
  • SIG Night  - Tuesday, July 19 -  (6:00-8:00pm)Location: Ireland’s Four Fields, 3412 Connecticut Ave. NW, Metro Station: Cleveland Park
the year in review looking forward
The Year in Review & Looking Forward
  • Opportunities to Learn and Share
  • Professional Development Series
  • Revising the Program Measures and Creating Methodology
  • OSEP Policies
  • SPDG Competition
  • Building Partnerships
opportunities to learn and share
Opportunities to Learn and Share
  • Monthly Webinars – “Directors’ Calls”
  • Evaluator Community of Practice
  • Resource Library
  • “Regional Meetings”
  • Project Director’s Conference
  • PLC’s
spdg regional meeting resources
SPDG Regional Meeting RESOURCES

To view the SPDG Regional Meeting Materials go to:


  • Adolescent Literacy
  • Behavior & School Climate
  • Coaching
  • Collaboration with IHEs
  • Family Engagement
  • Grant Management
  • Implementation Conversations
  • Low Incidence Affinity Group
  • RTI & Multi-Tiered models of intervention
  • Scaling Up & Comprehensive PD Approaches
  • Secondary Transition
professional learning communities wikis
Professional Learning Communities - Wikis

To view the Professional Learning Community (PLC) Wikis go to : http://signetwork.org/wikis

evidence based professional development
Evidence-based Professional Development
  • Models of and Evaluating Professional Development
    • Date: January 12, 3:00-4 :30pm ET
    • Speakers: Julie Morrison, Alan Wood, & Li Walter (SPDG evaluators)
    • Topic: Evidence-based Professional Development
evidence based pd
Evidence-based PD
  • Innovation Fluency
    • Date: March 24, 3:00-4:30pm ET
    • Speaker: Karen Blase, SISEP
  • Professional Development for Administrators
    • Date: April 19, 3:00-4:30pm ET
    • Speakers: Elaine Mulligan, NIUSI Leadscape
    • Rich Barbacane, National Association of Elementary School Principals
  • Using Technology for Professional Development
    • Date: May 18, 2:00-3:30pm ET
    • Speaker: Chris Dede, Ph.D., Learning Technologies at Harvard’s Graduate School of Education
2011 professional development series
2011 Professional development series

Go to the Home Page to link each webinar segment: http://signetwork.org


Two Types of

Evidence-Based Practices

  • Evidence-Based Intervention Practices
      • Insert your SPDG initiative here
  • Evidence-Based Implementation Practices
      • Professional Development
        • Staff Competence: Selection, Training, Coaching, and Performance Assessment Drivers
          • Adult learning methods/principles
          • Evaluation
ca eria s evidence based practices
CA: ERIA’s Evidence-based Practices

Implementation Practices

Intervention Practices

  • Initial Training
  • Team-based Site-level Practice and Implementation
  • Implementation Rubric facilitates self-eval
  • Ongoing Coaching
  • Booster Trainings
  • Implementation Rubric reflection on next steps
  • The 5 Steps of ERIA
  • Data-informedDecision-making
    • Screening and Assessment
    • Progress Monitoring
  • Tiered Interventions and Learning Supports
  • Enhanced Literacy Instruction

The Program Guide articulates a comprehensive set of practices for all stakeholders.

ca two integrative evaluation tools serve as implementation drivers
CA: Two Integrative Evaluation Tools Serve as Implementation Drivers
  • Program Guide articulates PD model
    • introduces and illustrates
    • contextualizes the training
    • gets away from “you had to be there”
  • Implementation Rubricoperationalizes PD model
    • drives ongoing implementation
    • enables fidelity checks
    • is possible to evaluate
  • Everyone is on the same page
  • Sustainability (beyond funding, staff turnover)
  • Scale-up (recruit new sites/districts, beyond SPDG)
  • Diversity of approaches enabled
best practices in training
Best Practices in Training
  • Training must be …
    • Timely
    • Theory grounded (adult learning)
    • Skill-based
  • Information from Training feeds back to Selection and feeds forward to Coaching




(Blase, VanDyke, & Fixsen, 2010)

best practices in coaching
Best Practices in Coaching
  • Design a Coaching Service Delivery Plan
  • Develop accountability structures for Coaching – Coach the Coach!
  • Identify on-going professional development for coaches



Performance Assessment

(Blase, VanDyke, & Fixsen, 2010)

best practices in performance assessment fidelity
Best Practices in Performance Assessment (Fidelity)
  • Must be a transparent process
  • Use of multiple data sources
  • Fidelity of implementation should be assessed at the local, regional, and state levels
  • Tied to positive recognition
  • Information from this driver feeds back to Selection, Training, and Coaching and feeds forward to the Organization Drivers
best practices in decision support data systems
Best Practices in Decision Support Data Systems
  • Assess fidelity of implementation at all levels and respond accordingly
  • Identify outcome measures that are …
    • Intermediate and longer-term
    • Socially valid
    • Technically adequate: reliable and valid
    • Relevant data that is feasible to gather, useful for decision making, widely shared and reported frequently
why focus on professional development
Why focus on professional development?
  • “No intervention practice, no matter what its evidence base, is likely to be learned and adopted if the methods and strategies used to teach or train students, practitioners, parents, or others are not themselves effective.”

"Let's Be Pals: An Evidence-based Approach to Professional Development." Dunst & Trivette, 2009


Using Research Findings to Inform PracticalApproaches to Evidence-Based Practices

Carl J. Dunst, Ph.D. Carol M. Trivette, Ph.D.

Orelena Hawks Puckett Institute

Asheville and Morganton, North Carolina

Presentation Prepared for a Webinar with the Knowledge Transfer Group, U.S. Department of Health and Human Services, Children’s Bureau Division of Research and Innovation, September 22, 2009


“Adult learning refers to a collection of theories, methods, and approaches for describing the characteristics of and conditions under which the process of learning is optimized.”

Six Characteristics Identified in How People Learna Were Used to Code and Evaluate the Adult Learning Methods

a Donovan, M. et al. (Eds.) (1999). How people learn. Washington, DC: National Academy Press.

additional translational synthesis findings
Additional Translational Synthesis Findings
  • The smaller the number of persons participating in a training (<20), the larger the effect sizes for the study outcomes.
  • The more hours of training over an extended number of sessions, the better the study outcomes.
  • The practices are similarly effective when used in different settings with different types of learners.
summary of training findings
Summary of Training Findings
  • To be most effective need to actively involve the learners in judging the consequences of their learning experiences (evaluate, reflection, & mastery)
    • Need learner participation in learning new knowledge or practice
    • Need learner engagement in judging his or her experience in learning and using new material
innovation fluency
Innovation Fluency
  • Definition: Innovation Fluency refers to the degree to which we know the innovation with respect to:
    • Evidence
    • Program and Practice Features
    • Implementation Requirements
implementation pre requisites
Implementation Pre-Requisites
  • After you
    • Have chosen based on student needs
    • Looked for “best evidence” to address the need
      • An Evidence-Based Practice or Program
      • An Evidence-Informed Initiative or Framework
      • Systems Change and Its Elements
implementation pre requisites1
Implementation Pre-Requisites
  • After you
    • Have chosen based on student needs
    • Looked for “best evidence” to address the need
      • An Evidence-Based Practice or Program
      • An Evidence-Informed Initiative or Framework
      • Systems Change and Its Elements
  • Then it’s time to:
    • Clearly identify and operationalize the elements
professional problem solving 9 critical components
Professional Problem Solving 9 Critical Components
  • Parent Involvement
  • Problem Statement
  • Systematic Data Collection
  • Problem Analysis
  • Goal Development
  • Intervention Plan Development
  • Intervention Plan Implementation
  • Progress Monitoring
  • Decision Making

Professional Practices in Problem Solving: Benchmarks and Innovation Configurations

Iowa Area Education Agency Directors of Special Education, 1994

interaction of leadership and implementation support drivers regarding administrators
Interaction of Leadership and Implementation Support Drivers Regarding Administrators

Purpose: To Develop project Capacity (e.g., data systems, information resources, incentives) and Competency (e.g., selection, training, coaching) so administrators can implement practices with success


MiBLSi Statewide Structure of Support


Department of Education/MiBLSi Leadership

Provides guidance, visibility, funding, political support for MiBLSi

Who is supported?

Across State

Regional Technical Assistance

ISD Leadership Team

Provides coaching for District Teams and technical assistance for Building Teams

Provides guidance, visibility, funding, political support

Multiple District/Building Teams

Multiple schools w/in local district

Multiple schools w/in intermediate district

LEA District Leadership Team

Provides guidance, visibility, funding, political support

Building Leadership Team

Provides guidance and manages implementation

All staff

How is support provided?

Building Staff

All students

Provides effective practices to support students


Improved behavior and reading

developing capacity through manualization
Developing CapacityThrough “Manualization”
  • Manuals are created to provide information and tools for implementation
  • Various levels
    • District Level
    • Building Level
developing capacity through practice profiles implementation guides
Developing Capacity Through “Practice Profiles” (Implementation Guides)
  • Implementation Guides have been Developed for
    • Positive Behavioral Interventions and Supports at the Building Level
    • Reading Supports at the Building Level
    • Building Leadership Team
    • District Leadership Team
  • Quick Guides have been developed for
    • Principals
    • Coaches
program performance measures
Program Performance Measures
  • Thank You
    • To all who joined the large group discussions
    • To the small working group members:
      • Patti Noonan
      • Jim Frasier
      • Susan Williamson
      • Nikki Sandve
      • Li Walter
      • Ed Caffarella
      • Jon Dyson
      • Julie Morrison
performance measures
Performance Measures
  • Performance Measurement 1: Projects use evidence-based professional development practices to support the attainment of identified competencies.
  • Performance Measurement 2: Participants in SPDG professional development demonstrate improvement in implementation of SPDG-supported practices over time.

Performance Measurement 3: Projects use SPDG professional development funds to provide follow-up activities designed to sustain the use of SPDG-supported practices. (Efficiency Measure)

Performance Measurement 4: Highly qualified special education teachers that have participated in SPDG supported special education teacher retention activities remain as special education teachers two years after their initial participation in these activities.

continuation reporting
Continuation Reporting
  • 2007 grantees
  • Everyone else
applying for a new spdg
Applying for a New SPDG
  • Bidders’ Webinars
  • Planning with potential partners
  • Gathering needs data
  • Increasing your knowledge about evidence-based professional development
spdg program osep policies
SPDG Program – OSEP Policies
  • No-cost extensions
  • Personnel changes
  • Continuation Reports
  • Carrying out the activities in your application
pti cprc poll results
PTI/CPRC Poll Results
  • Must contract or subgrant with a PTI or a CPRC
    • Mandatory
  • Recommended that
    • Use good contracting practices
    • Communicate regularly and ensure all understand expectations
    • Track progress with implementation and outcome data – working together toward at least 1 of your SPDG’s objectives
    • When applying for a new SPDG, meet with your PTI/CPRC (or both) to discuss the work you might do together
highlights from the survey
Highlights from the Survey
  • It provides us with an avenue for receiving parent input; disseminating information, resources and training to parents; and increasing parent involvement in their child's education.
  • We value the insights our Parent Center provides and use their feedback to adjust practices so that parents are more engaged in their children's education. They provide a perspective we wouldn't otherwise have. They, also, are a tremendous asset to the project through their development of parent materials and professional development. The professional development they provide for parents is the bridge between parents and the work within the project.

One of the greatest strengths is the desire, of both organizations, to provide family members with high quality, meaningful professional development to strengthen their ability to advocate, not only for their own children, but for all children. The collaboration is built on mutual respect and the shared vision of building meaningful family involvement in the schools and districts in our state.


The relationship in the past has been strained, but through our conversations with the new SPDG proposal, we have turned a corner and I am hopeful we can have a true partnership going forward.

Our PTI is well connected with families across the state, they work well with our

office and are willing to participate to help improve achievement for SWD. The PTI has recently been more involved and has brought in a national parent engagement expert. We are working to build from this Epstein work and bring those components of parent engagement into our SDPG work.

challenges for these partnerships
Challenges for these partnerships
  • Didn't fund them at the same level as other partners so PTI is not able to be at the table for all conversations. Overcoming entrenched idea by school districts that family engagement is an add on after they have perfected their process - okay to involve families in development
  • Regarding collaboration, there are not many challenges as our PTI is very responsive and collaborative. It's getting the work done and the systems in place that sometimes delay other activities to occur or move forward.
challenges cont
Challenges cont.
  • Keeping collaborative efforts aligned with the multiplicity of educational initiatives in the state; occasional conflict on perspectives of how grant funds and activities are to be carried out and perceptions of how the other PTI activity is aligned with grant objectives.
  • We need to schedule more time for face to face collaboration, and plan to do so in the future.
  • Matching grant needs with expertise in the PTI/CPRC
ideas to improve the partnerships
Ideas to Improve the Partnerships
  • SIGnetwork- perhaps build some networking/PD sessions that the SPDG and PTIs are required to attend/participate in together.
  • The requirement of the SPDG for the SEA to partner with the PTI is a topic that needs to be addressed. The feeling that I have gotten when it is raised is that regardless of the PTI's position, it is the SEA's responsibility to make the relationship work….
  • Continue to share ideas about examples of collaborative efforts.
more ideas
More ideas
  • Continue to share ideas about examples of collaborative efforts.
  • Clarify role of PTI. Emphasize cooperation, communication, collaboration with both SEA and LEAs. Deemphasize advocacy/adversarial role.
  • Perhaps some joint webinars regarding what other SPDG projects are doing around parent and family collaboration would be helpful.
spdg program technology survey findings
SPDG Program Technology Survey Findings

Audrey Desjarlais, Signetwork Coordinator

May 2011

response rate
Response Rate
  • 49 Respondents
  • 76% state grantee response rate (35 of 46 funded state grantees)
  • Included evaluators, directors, and coordinators
  • Representation: 25 – state departments, 4 – IHEs, 6 - independent contractors, 5 - unknown
top 6 purposes to learn about technology applications
Top 6 Purposes to learn about technology applications:
  • Develop online training modules
  • Evaluate activities and programs (includes conduct needs assessment)
  • Setup online habitats for collaboration/communication
  • Provide TA, consultation, coaching, and mentoring
  • Manage data (including collection, analysis, reporting)
  • Knowledge Management - disseminate news/info
technologies to learn about
Technologies to learn about:
  • Learning Management Systems
  • Web conferencing
  • Online meetings spaces
  • Podcasts
  • Collaborative Document Editing
  • Learning Modules
  • Multiuser Virtual Learning Environment (Second Life)
  • Online surveys
  • Project Management
  • Rapid e-learning modules
  • Wikis

Technologies to learn about:

  • Resource/information repositories
  • Video conferencing
  • Media sharing sites
  • Mobile device technologies
  • Blogs
  • Social Networking
  • Vidcast
  • Threaded discussions
  • Vlogs
  • Video
  • Text-based live chat
barriers to exploring adopting and implementing emerging technologies
Barriers to exploring, adopting and implementing emerging technologies:
  • Lack of knowledge (individual, staff)
  • Lack of time (to investigate learn, and practice)
  • Lack IT support
  • Lack the infrastructure (at all levels: state, district, school)
  • Lack funding
  • Accessibility issues: security/firewalls, internet connection speed
  • Rigorous approval process
  • Things change too quickly
events calendar

New Events Calendar is Live – Details on all our PD events – PLC sessions, Implementation Conversations, Directors’ Webinars, Evaluators’ Events, Reporting Guidance and Bidders’ Webinars!

resource library
Resource LIbrary

Resource Library is LIVE! Includes links, materials, resources, and information from SPDG grantees and National OSEP funded TA&D Centers.


Resources focused on Evaluation is now available. Includes information on reporting, instruments, data collection and display, and more.

concurrent sessions
Concurrent Sessions

Evaluators – Maryland C

Directors, Coordinators and PTI Directors – Maryland AB

speed share spdg partnerships with ptis and cprcs
Speed Share: SPDG Partnerships with PTIs and CPRCS

6 Speed Share Rounds

Pairs will have 5 minutes to share information with one another.

speed share discussion items
SPEED SHARE - Discussion items
  • Introduce yourself (name, state, role).
  • Identify the top 1-3 activities your state has been successful with parent engagement.
  • Explore how your projects make use of contracts with parent organizations (PTIs/CPRCs)
  • Describe the challenges you’ve experienced collaborating with one another.
  • Explain how we can build relationships with PTIs and CPRCS. What are the effective practices?
  • Describe what kinds of needs assessment you did to develop your collaborative contract and action plan.
  • Share product or material links.
  • Share strategies for Family Engagement Dissemination.
communities of practice
Communities of Practice

Cynthia Glimpse, Technical Assistance Coordination Center (TACC)

Amy Jenks, Director, New Hampshire SPDG

plc discussions 3 2 1 format
PLC Discussions – 3, 2, 1 Format

1 – Coaching

2 – Collaboration with IHEs, Leadership Development, and Capacity Building and Restructuring

3 - Implementation Conversations

4 – Response to Intervention / Multi-tiered Models of Intervention

5 – Scaling Up and Comprehensive Systemic Professional Development

6 - Technology