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Professional Development Logic Model

 

Professional developent takes place along a continuum of activities.  These activities are listed in the table below.

Professional Development Activity    Purpose     Target Audience
State Conferences (Implementers Conference, Coaches Conference)
   Provides opportunity for participants to learn about practices as applied by implementing schools and also an opportunity to network with others.
    Participating and non-participating schools
Webinars   Provides presentation and discussion on specific topics related to implementation of a three-tiered model of supports.   Participating and non-participating schools
Leadership Launch   This series of training sessions provide new principal and coaches with an introduction to the MiBLSi structure of support and also to the scope and sequence of professional development for the building leadership teams.   Participating schools
Coach Training   Coach meetings and training sessions are offered regional throughout the school year. This provides opportunities for coaches to develop their schools in support school teams through the MiBLSi implementation process.   Participating schools
Building Leadership Team Training   Building Leadership Teams attend regional training to develop skills and learn about using tools to actively manage implementation at the school level. Specifically, teams need to develop a process to summarize information and act on this information to coordinate efforts around training, coaching, and providing resources to the school community for strengthening schoolwide behavior and reading supports.   Participating schools
Focused Training Sessions   Focused training sessions provide skill development on a specific topic in behavior or reading support. The training sessions are intended to support the practitioner (e.g., teacher, building content expert, etc.) in increasing effectiveness of implementing the specific strategy.

Each focus training strategy is an evidence-based practice. The content for the focus training is aligned with material presented at the Building Leadership Team training.

   Participating schools

 

 

 

 

 

 

 

 

MiBLSi Building Leadership Team training sessions are provided during the three years of participation in the MIBLSI professional development series.

Phase I: Universal Foundations

(first Year of project)

Overall Focus: Developing Schoolwide Foundations in Behavior and Reading

  1. Establish commitment
  2. Establish and maintain teams
  3. Conduct audit of current status of schoolwide reading and behavior models
  4. Establish schoolwide expectations for reading and behavior models
  5. Establish information systems for schoolwide reading and behavior models (outcome and process tools)
  6. Build capacity for function-based support

Behavior Trainings in Phase I

  • Positive Behavioral Interventions and Supports Day 1: Identifying and teaching schoolwide expectations
  • Positive Behavioral Interventions and Supports Day 2: Review schoolwide expectations, data systems, active supervision, acknowledgment systems
  • Positive Behavioral Interventions and Supports Day 3: Addressing problem behavior, classroom management, SWIS, action planning

Reading Trainings for Phase I

  • Schoolwide Reading Day 1: DIBELS/AIMSweb Administration and Scoring
  • Schoolwide Reading Day 2: Linking the big ideas in reading instruction to assessment, maximizing classroom instruction
  • Schoolwide Reading Day 3: Importance of a core program, instructional modifications to core for at-risk students, schoolwide reading program evaluation tools

Data Review Training for Phase I

  • Winter Systems Review: Review and action planning using systems/process data, focus on strengthening universal systems
  • Spring Data Review: Focus on student outcomes at Tier 1 Supports: review/revise action plan, act on SWIS Big 5 report, review systems self-assessments, review DIBELS/AIMSweb results at each grade level, schedule and plan grade level meetings

 

Phase II: Targeted/Intensive Interventions

(second year of project)

Overall Focus: Developing Secondary and Tertiary Supports

  1. Schoolwide supports in place
  2. Establish and maintain a Support Team
  3. Strategies for Meeting the Needs of Students
  4. Monitoring and Evaluation
  5. Targeted Interventions
  6. Intensive Individual Interventions
  7. Behavior/Reading Support Specialist(s)

Behavior Training for Phase II

  • Targeted Behavior: Focus is on designing behavior support for at-risk learners.
  • Intensive Behavior: Focus is on designing intensive behavior support for at-risk learners using the principles of functional behavior assessment. 

Reading Trainings in Phase II

  • Strategic Reading: Focus is on designing reading support for at-risk learners.
  • Intensive Reading: Focus is on designing intensive reading support for at-risk learners. 

Data Review Trainings for Phase II

  • Fall Review: Focus on student outcomes at Tier 1 Supports: review/revise action plan, act on SWIS Big 5 report, review systems self-assessments, review DIBELS/AIMSweb results at each grade level, schedule and plan grade level meetings
  • Winter Review: Focus on student outcomes at Tier 1 Supports: review action plans, act on SWIS Big 5 report, review grade level meeting outcomes, understand DIBELS summary of effectiveness report, schedule and plan grade level meetings
  • Spring Review: Focus on Tier 2-3 systems: self-assess Tier 2-3 supports, action plan, use secondary/tertiary tracking form, analyze DIBELS summary of effectiveness reports, use systems support checklists, revise building action plans

 

Phase III: Continuous Improvement

(third year of project)

Overall Focus: Developing Schoolwide Foundations in Behavior and Reading

  1. Ongoing professional development
  2. Ongoing communication of action plan
  3. Celebration of successes
  4. Orientation for new staff
  5. Schoolwide reading and behavior models are embedded within school culture/procedures
  6. Use of data to make decisions
  7. District leadership providing funding, visibility, and political support
  8. Establishing institutional memory (handbooks, manuals, etc.)

Data Review Trainings for Phase III

  • Fall Review: Focus on student outcomes at Tier 2-3 Supports: review/revise action plan, act on SWIS Big 5 reports, act on Tier 3-4 tracking form, review team implementation checklist/reading self-assessments, review DIBELS/AIMSweb results at each grade level and findings from summary of effectiveness reports, determine action plan related to resources, training, and coaching, schedule and plan grade level meetings
  • Winter Review: Focus on sustainable systems: self-assess using sustainability checklist, review action plans, act on SWIS Big 5 report, act on Tier 2-3 tracking form, review team implementation checklists/reading self-assessments, review DIBELS/AIMSweb results at each grade level and findings from summary of effectiveness reports, schedule and plan grade level meetings to create grade level action plans, use reading intervention effectiveness support worksheet to evaluate effect of Tier 2 and 3 supports, review/revise action plans
  • Spring Review: Focus on Secondary/Tertiary systems: self-assess using sustainability checklist, review action plans, act on SWIS Big 5 report, act on Tier 2-3 tracking form, review team implementation checklist/reading self-assessments, review DIBELS/AIMSweb results at each grade level and findings from sum of reports, schedule and plan grade level meetings to create grade level action plans, use reading intervention effectiveness support worksheet to evaluate effect of Tier 2 and 3 supports, review/revise action plans