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Training Sequence

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.

Below is a scope of sequence of MiBLSi Building Leadership Team training topics.

Phase I:  Universal Foundations 

Currently, Cohort 6 (2009-2010)

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 (first year of project)

Positive Behavior Support Day 1: Identifying and teaching schoolwide expectations

Positive Behavior Support Day 2:  Review schoolwide expectations, data systems, active supervision, acknowledgment systems

Positive Behavior Support Day 3:  Addressing problem behavior, classroom management, SWIS, action planning

Reading Trainings for Phase I (first year of project)

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 (first year of project)

Winter Systems Review:  Review and action planning using outcomes and 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 

Currently, Cohort 5 (2009-2010)

Overall Focus:  Developing Secondary and Tertiary Supports

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

Behavior Training for Phase II (second year of project)

Reading Trainings in Phase II (second year of project)

  • Strategic Reading:  Focus is on designing reading support for at-risk learners.  Strand to be revised for 09-10
  • Intensive Reading:  Focus is on designing intensive reading support for at-risk learners.  Strand to be revised for 09-10

Data Review Trainings for Phase II (second year of project)

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 DIBLES 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 DIBLES summary of effectiveness reports, use systems support checklists, revise building action plans

 

Phase III: Continuous Improvement 

Currently, Cohort 4 (2009-2010)

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 emeded 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 (third year of project)

Fall Review:  Foscus 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 effctiveness 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 suppors, 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 supporst, review/revise action plans