1 BLTs, ARODs, and IPDMs Tales from SWRT (Teacher Implementation Focus) Donna Wood, AEA 9

2 BLT Building Leadership Team  Helps build capacity  Gives another perspective  Members Represents staff members Not necessarily department heads Needs to be someone who will embrace the change & help move staff forward Willing to make the hard decisions

3 Responsibilities of BLT Define the strategy to be implemented Define the building goal- based on research Collect and organize data towards that end (teacher implementation & student achievement)

4 Responsibilities of BLT…. Analyze that data to plan for SD Participate in SD (Build capacity) Provide workshop/classroom demonstrations Peer Coaching (Collaborative Partners) Teacher Leader

5 Roadblocks to BLT & Staff Development Time to meet  Reading First: 40 hours of SD, 40 hours of BLT  Extended days, staff development days, staff meetings become staff development  Set calendar well ahead Pay, substitute, after school  BLT: during school vs. after school

6 Roadblocks to BLT & Staff Development.. I’m already doing it  That may be true… It doesn’t work  Implementation logs  Observations  Conversations What is working well What do you need to know more about What needs to be strengthened or done differently

7 Getting Started Define the strategy to be implemented  Strategy vs. skill  Strategy: Implementation Plan (Read-Aloud) (1,2) Out with the old (3)  Skill: Activities Log (Fluency) (4,5,6) Student formative data Secondary possibilities

8 Strategies…… Techniques, principles, rules that enable students to solve problems & complete tasks independently Focuses on how to learn and how to apply what’s learned Content Network Website  Sort 1: select from summaries  Sort 2: narrow by checking quality & reading review  Sort 3: narrow by reading research article

9 Getting Started…… Set the building goal (7)  How many lessons in how many days?  What % of teachers must reach this goal to move on?  Which staff (administrators, AEA personnel,etc.) should be accountable? Implementation Data Sources (8,9,10)  Initial Study (11, 12, 13, 14), examples  Advanced Study (15,16), examples  Observation (17)

10 Getting Started…… Analyzing & Reporting Our Data (18)  Model, model, model  BLT vs. Staff Begin planning SD based on student need and with research-based instructional strategies (example) Knowing when to move on (19)

11 Critical Attributes of Staff Development Aimed at Student Achievement Workshop/Workplace (20)

12 Transfer to Classroom Practice (solid knowledge, good skills, and consistent implementation) Percent of Participants Attaining Transfer Theory/Information Only0% Theory & Demonstration0% Theory & Practice5% Theory, Demonstration, Practice & Peer Coaching95%

13 A cycle might look like…. Read-Aloud Theory (research article) Demonstration (workshop-live, video) Modeling of log completion Workshop practice planning (practice) Collaborative Planning modeling (feedback)

14 A cycle might look like…. Workplace practice-planning,rehearsing, collaborating  Time during SD  Bring back questions, discussions Classroom demonstrations (BLT, principal, provider) Schedule initial implementation study Analyze data

15 A cycle might look like…. Plan additional SD based on data Schedule classroom observations Analyze data & plan additional SD based on data Schedule advanced study of implementation Analyze data & plan additional SD based on data

16 A cycle might look like…. If moving on, plan for ongoing monitoring  Monthly logs  BLT analyzes  SD to “fine tune”

17 Student Formative/Diagnostic Data Should be part of log, plan Gives teacher data for instructional decisions Targeted students Form (21)

18 The challenge Providing enough teacher support to ensure success (proactive vs. reactive) Providing the “push” to get it done Helpful nag

19 Questions?