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Satisfaction with RtI-Related Professional Development Tim Farrow, M.A. Janelle Maxson, M.A. Tara Hunley, M.A. Department of Counseling, Educational Psychology,

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Presentation on theme: "Satisfaction with RtI-Related Professional Development Tim Farrow, M.A. Janelle Maxson, M.A. Tara Hunley, M.A. Department of Counseling, Educational Psychology,"— Presentation transcript:

1 Satisfaction with RtI-Related Professional Development Tim Farrow, M.A. Janelle Maxson, M.A. Tara Hunley, M.A. Department of Counseling, Educational Psychology, and Special Education, College of Education, Michigan State University, East Lansing, MI Satisfaction with RtI-Related Professional Development Tim Farrow, M.A. Janelle Maxson, M.A. Tara Hunley, M.A. Department of Counseling, Educational Psychology, and Special Education, College of Education, Michigan State University, East Lansing, MI INTRODUCTION In order to build consensus and infrastructure to supplement implementation of RtI, evaluations from approximately 22 professional development sessions related to RtI in XYZ County Intermediate School District in the Mid-West were analyzed. Three areas of competency were examined, including consensus (the degree to which staff supported implementation of RtI), infrastructure (the amount of skills staff have developed to implement RtI), and implementation (degree to which RtI components were implemented) across the district. The implementation of RtI is modeled from The Florida Problem Solving/Response to Intervention Project: Year One Evaluation Report. XYZ ISD is in their first year of moving toward an RtI framework. The purpose of this project is to determine how effective the staff across XYZ county found RTI related professional development opportunities, whether there are differences between the elementary and secondary staff in attendance perceptions, or differences among the various presenters and events offered. This information will be used to help inform future planning of professional development related to implementation of RtI. Across sessions, attendees felt that presenters were knowledgeable and the sessions were well planned. Elementary session attendees found materials and resources more helpful than secondary attendees. Responses from high school attendees were more variable than elementary attendees. QUESTION 1: Overall, how would you rate the quality of this professional development experience? The following coding system was used for Questions 3-7: (a) Data: used for statements about the use of data (benchmarking, progress monitoring) within an RTI model or within school practice. (b) Accountability: used for statements about promoting accountability, such as meeting Adequate Yearly Progress or increasing student proficiency on the MEAP. (c) RTI Implementation and Understanding: used for statements about how the session helped increase understanding of what RTI is and how it can be implemented. Also includes statements about practical information that will promote Rti implementation. (d) Building Consensus (Sharing information, team building): used for responses around issues relevant to building consensus in their school or district, sharing of information between staff and/or team, or comment on their ability to build consensus with colleagues during the professional development session. (e) Resources: used for when attendees mention resources or information gathered from a session. (f) Change in Role or Actions: used for statements about how ones role could change from RTI implementation or as a result of concepts learned in the session. Statements involving a change in thinking or approach were also include. (g) Time/Scheduling/Planning: used for issues related to time (i.e. – having enough time to implement RTI), scheduling of meetings, and/or planning RTI related activities at their school. (h) Student Success and/or Achievement: used for general statements about the success and/or achievement of students not falling under another code. The following coding system was used for Questions 3-7: (a) Data: used for statements about the use of data (benchmarking, progress monitoring) within an RTI model or within school practice. (b) Accountability: used for statements about promoting accountability, such as meeting Adequate Yearly Progress or increasing student proficiency on the MEAP. (c) RTI Implementation and Understanding: used for statements about how the session helped increase understanding of what RTI is and how it can be implemented. Also includes statements about practical information that will promote Rti implementation. (d) Building Consensus (Sharing information, team building): used for responses around issues relevant to building consensus in their school or district, sharing of information between staff and/or team, or comment on their ability to build consensus with colleagues during the professional development session. (e) Resources: used for when attendees mention resources or information gathered from a session. (f) Change in Role or Actions: used for statements about how ones role could change from RTI implementation or as a result of concepts learned in the session. Statements involving a change in thinking or approach were also include. (g) Time/Scheduling/Planning: used for issues related to time (i.e. – having enough time to implement RTI), scheduling of meetings, and/or planning RTI related activities at their school. (h) Student Success and/or Achievement: used for general statements about the success and/or achievement of students not falling under another code. QUESTION 5: Please describe ways in which you plan to apply the knowledge and skills you gained to impact student learning. QUESTION 2: To what extent do you agree with the following: 2a: Overall, the presenter(s) was knowledgeable; 2b: The session was well planned and organized; 2c: The materials were relevant and helpful; 2d: The objectives of the program were met. QUESTION 2: To what extent do you agree with the following: 2a: Overall, the presenter(s) was knowledgeable; 2b: The session was well planned and organized; 2c: The materials were relevant and helpful; 2d: The objectives of the program were met. METHODS/ RESULTS Participants were asked to rate on a five-point Likert scale (strongly agree to strongly disagree) how effective they found the training and the presenters skills. Participants were also asked open ended questions about the significance of the training, how it will change their practice, and any feedback they have for future trainings. A coding system was used in order to objectively measure similar responses to indicate what participants found most or least meaningful about the sessions. The response rate across sessions varied between 35 and 92%. However, there were no clear differences between type of session. Results are displayed in tables and graphs. For questions 3-7, the percentage of responses for each type of session (across all sessions) is shown. The highest percentage in each category is shaded. QUESTION 3: What was the most significant information you gained? Session (a) Data (b) Account ability (c) RTI (d) Building Consensus (e) Resources (f) Change in Role (g) Time/ Planning (h) Student Success RTI Expert Elementary 19%12%44%13%8%2%11%.5% RTI Expert Secondary Building Based Meeting: Coach Intensive Coaches Conference Building Based Meeting: Principal Building Based Meeting: Elem Building Based Meeting: Sec QUESTION 6: In what ways might this professional development experience benefit your organization? QUESTION 7: What will be the greatest difficulty/obstacle you will face in applying the knowledge and skills you gained today? Session (a) Data (b) Accounta bility (c) RTI (d) Building Consensus (e) Resources (f) Change in Role (g) Time/ Planning (h) Student Success RTI Expert Elementary 5%.1%4%40%.4%.7%49%.1% RTI Expert Secondary Building Based Meeting: Coach Intensive Coaches Conference Building Based Meeting: Principal Building Based Meeting: Elem Building Based Meeting: Sec Session (a) Data (b) Accounta bility (c) RTI (d) Building Consensus (e) Resources (f) Change in Role (g) Time/ Planning (h) Student Success RTI Expert Elementary 10%1.5%24%42.5%6%4% 7% RTI Expert Secondary Building Based Meeting: Coach Intensive Coaches Conference Building Based Meeting: Principal Building Based Meeting: Elem Building Based Meeting: Sec Session (a) Data (b) Accounta bility (c) RTI (d) Building Consensus (e) Resources (f) Change in Role (g) Time/ Planning (h) Student Success RTI Expert Elementary 24%.4%11%35%2.5%14%13%0% RTI Expert Secondary Building Based Meeting: Coach Intensive Coaches Conference Building Based Meeting: Principal Building Based Meeting: Elem Building Based Meeting: Sec Session (a) Data (b) Accounta bility (c) RTI (d) Building Consensus (e) Resources (f) Change in Role (g) Time/ Planning (h) Student Success RTI Expert Elementary 20%1%23%14%4.5%27%11%.1% RTI Expert Secondary Building Based Meeting: Coach Intensive Coaches Conference Building Based Meeting: Principal Building Based Meeting: Elem Building Based Meeting: Sec QUESTION 4: In what ways did this session provoke your thinking or affect your viewpoints about what or how you teach?


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