1. Fall Regional Meeting 2013

2. People First Language Kathie Snow. (n.d.) A few words about People First Language. Disability is Natural. Retrieved August 1, 2012 from http://www.disabilityisnatural.com/images/PDF/pfl-sh09.pdf “People First Language puts the person before the disability and describes what a person has, not who a person is.”

3. Welcome! Project Updates – LDOE Staff – People First of Louisiana – Grant Changes New SPED Teacher Template-Webinar Series – Hard copy in your district folder – Will receive electronic excel after the meeting – Due to wallen@lsu.edu by October 31, 2013wallen@lsu.edu

4. *Hard copy in your folder *Reminder to check www.laspdg.org calendar www.laspdg.org *Monthly emails will still be sent

5. Webinar Wednesday Topics Webinars Focus AreaTopicDateTimeURL Family Engagement From Expected to Effective: Strategies to assess and modify communication efforts that support partnerships with families 10/910-11 am http://connect.lsu.edu/feeffective/ Culturally Responsive Practices Instructional Strategies to Support Cultural Competence in the Classroom 10/1610-11 am http://connect.lsu.edu/crpinstruction/ Inclusive Practices ParaPros Make the Difference! Guidelines for using paraprofessionals to support inclusive practices 10/2310-11 am http://connect.lsu.edu/ipparapro/ Data Based Decision Making Data Discovery: Discipline Data10/3010-11 am http://connect.lsu.edu/dbdmdiscipline/ Each district has a set of Webinar Wednesday Flyers in their district folder

6. Reminder All resources from today can be found at www.laspdg.org – ABOUT US- REGIONAL MEETING www.laspdg.org

7. Networking/Collaboration Activity You will be assigned to a group Introduce yourself to group (District & Position) Share something your district did (event/activity/resource) from last year as a result of participating in SPDG Share something your district has planned for this year (event/activity/resource)

8. Refer to pink sheet in folder on left side

9. District Spotlight- St. Charles & Pointe Coupee

10. SPDG Resource: Data Discovery Module

11. Data Discovery: Discipline Data Module Purpose:  Analyze State & District Discipline Data for ISS & OSS  Analyze School Level ISS, OSS & ODR 2 Parts to Module: Part 1: Analyzing ISS & OSS at the State, District & School Levels Part 2: Analyzing ODR at school level based on Overall Referrals, What?, Where?, When?, Who? and Why? Who should participate in Data Discovery Module: -District staff -School Level Team (3-5 member made up of 1 District staff, School Administrator, Discipline/PBIS team leader, member of school leadership team, counselor, etc.) Length of Module: -Approximately 2 ½ hours Material to bring to workshop module: -School 2012-2013 ODR data broken down by month, behavior, location, time & incident Who to get workshop module: -Webinar in October (45 min abbreviated module) -District Workshop (need date, time, location) and invite schools who would benefit

12. District Needs Assessment At this time, staff will meet with you to discuss: 5 Year Plan – Recap Year 1 – Start documenting Year 2 – Spring Regional Meeting-bring Years 1 & 2 to input online Budget Any additional concerns

13. Consultant Documentation

14. Documentation Packet PageDocumentPurpose 1Professional Development (PD) Event FormSend consultant this form to complete in advance of event; discuss all items with consultant 23 PowerPoint SlidesSend consultant this ppt so that they can include in their presentation People First Building Capacity LASPDG disclaimer 3Tips on Creating Feedback FormYour district and the consultant will review these tips when creating a feedback form 4Gain in Knowledge/Gain in Skills TipsAlways include “gain in knowledge” and/or “gain in skills”-must be “yes” or “no” 5Activity ReportTo be completed by your district after the event with a consultant; SPDG staff will collect

15. PD Event Form- p. 1

17. People First Language Kathie Snow. (n.d.) A few words about People First Language. Disability is Natural. Retrieved August 1, 2012 from http://www.disabilityisnatural.com/images/PDF/pfl-sh09.pdf “People First Language puts the person before the disability and describes what a person has, not who a person is.” Power point presentation (1of 3 slides) p. 2 Reminder-Watch PFL Webinar at www.laspdg.orgwww.laspdg.org

18. Building Capacity When you leave today, what will you do with this information? How will you share it with others in your district? When will you share it? (Timeline) Note: If you are on the district leadership team, this information will be useful in completing your district’s LASPDG 5 Year Plan Power point presentation (2 of 3 slides)

19. The contents of this PowerPoint presentation were developed under a grant from the US Department of Education, #H323A110003. However those contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government. www.laspdg.org Power point presentation (3 of 3 slides)

20. Tips on Creating Feedback p. 3

21. Gain in Knowledge/ Gain in Skills Tips p. 4

22. Activity Report p. 5

23. Activity Report p. 5

24. In Summary You are only expected to complete and submit the activity report (p. 5) to SPDG Staff if you use SPDG Funds for a consultant SPDG Staff will assist you in completing the activity report and will remind you to submit it

25. DistrictSPDG Staff Acadia Melanie Lemoine East Carroll Vermilion First Line Calcasieu Summer Whitmore Morehouse Madison Union Pointe Coupee Pamdora Williams West Baton Rouge East Baton Rouge St. Helena Livingston Monica Ballay Sabine Natchitoches Caddo

26. Collaborative Lunch

27. DISTRICT & SCHOOL QUALITY INDICATOR DATA Inclusive Practices Family Engagement Culturally Responsive Practices

28. 3 Focus Areas (FE, IP, CRP) Domains Quality Indicator Statements

29. What is Quality Indicator Data? Self-Assessment on quality indicators by focus area Identifies areas of strength and need Remember, it is only 1 data point of many to be used when making data based decisions

30. Summative District QI Data

31. District QI Data

32. Combined School QI Data

34. Individual School QI Data

35. Comparing District & Schools QI Data Family Engagement DistrictCombined SchoolsSchool 50%100% 50%92.4%100% 50%95.5%100% 33.3%93.9%100% 45.8%95.5%100%

36. DistrictCombined SchoolsSchool 37.5%88.6%100% 75%85.2%100% 37.5%93.2%100% 50%97.7%100% 50%91.2%100% Comparing District & Schools QI Data Culturally Responsive Practices

37. Comparing District & Schools QI Data Inclusive Practices DistrictCombined SchoolsSchool 16.7%100% 33.3%100% 0%98.5%100% 33.3%98.5%100% 50%97.0%100% 0%98.7%100% 22.2%95.1%100%

38. School Level Quality Indicators

39. Culturally Responsive Practices (CRP) School Level Quality Indicators Process to complete School Level Quality Indicators: School Leadership Team will meet and discuss quality indicators for each focus area. The School Leadership Team will come to a consensus and select either “Not In Place”, “Partially In Place” or “In Place” for each indicator. If “Not In Place” or “Partially In Place” use space below each domain to address the indicator(s).

40. Please note Quality Indicators is now listed on the website on the main navigation bar You can view the QI webinar at http://laspdg.org/content.cfm?id=406 http://laspdg.org/content.cfm?id=406

41. NEW! School Quality Indicator Package

45. How to INPUT School Quality Indicators? 2 Options – Up to LEA to decide which option is best! 1 st Option– School Leadership Team Completes Quality Indicators (paper or electronic) and submit to LEA contact person by assigned date. LEA contact inputs all the School Quality Indicator Results into the online LaSPDG Data Reporting System by 11/15/13. OR 2 nd Option – LEA provides 1 member of the School Leadership Team the log-in password and each school submits their own Quality Indicators results into the online LaSPDG Data Report System by 11/15/13.

46. School QI Email An email will be sent to you that outlines all of this information as well as the QI Package attached All you will need to do is insert the data reporting option you chose (you give schools your login to report OR schools turn into you and district puts in data)-then forward the email to your schools

47. School Level Quality Indicators Submitted to Online Data Reporting System by November 15, 2013 Any problems, please contact… Wendy Allen wallen@lsu.edu or Monica Ballay mballay@lsu.eduwallen@lsu.edumballay@lsu.edu

48. Complete LEA QI At this time, you will complete the LEA Level QI as a team Each of you have hard copies in your folder Use your ipad or laptop to input your answers –Go to www.laspdg.orgwww.laspdg.org –Online Reporting –Log in as District Contact –Enter email address and password –Click on the 2 nd option (Enter/Edit Data for LEA Level QI) –Complete all 3 sections

49. Focus Area Resources Inclusive Practices Culturally Responsive Practices Data-Based Decision Making Family Engagement

50. Inclusive Practices

51. Culturally Responsive Practices

52. Why Walk-Throughs Using a Checklist? Walk-throughs coupled with meaningful dialogue and focused feedback is the most powerful staff development approach available to impact and change behavior. (Hall & Hord 2000) A teacher make over 1,000 decisions a day and within 2-3 minutes, one can typically observe anywhere from 5-10 decisions being made.

53. Three Key Ideas: Checklist Short, focused, yet informal observation Possible area for reflection Instructional focus

54. Equitable Classroom Practices Observation Checklist

55. Additional Resource Moving Teachers to Reflective Inquiry Webinar can be found at http://laspdg.org/content.cfm?id=314 http://laspdg.org/content.cfm?id=314 or Culturally Responsive Practices-Webinars

56. Culturally Responsive Teaching: Theory, Research, and Practice by: Geneva Gay

57. Data Based Decision Making

59. What is Visible Learning? 15 Years of research and synthesis of over 800 meta-analyses on the influence on achievement in school-age students. Largest evidence based research into what actually works in schools to improve learning. Based on visible teaching and visible learning.

60. Visible Learning Focus is on the contributions of 6 influences: Student (Ch. 4) Home (Ch. 5) School (Ch. 6) Teacher (Ch. 7) Curricula (Ch. 8) Teacher Approaches (Ch. 9 & 10)

61. What Works in Education? An influence may “work”, but by how much? Instead of asking “What works?”….ask “What works best?”

62. Greater than 0.4 = Zone of Desired Effects 0.15 to 0.4 = Teacher Effects 0 to 0.15 = Developmental Effects Less than 0 – Reverse Effects Effect Size (d)

63. Rank these Effects: ( 1 greatest effect & 4 least effect) Retention -.164 Classroom Behavioral.801 Distance Education.093 Feedback.732

64. High vs Low Effects High Effects Quality of teaching d=0.77 Prior Achievement d=0.73 Teacher-student relationships d=0.72 Low Effects Whole Language d=0.06 Mobility d= -0.34 Summer vacation d= -0.09 Appendix B – The meta-analyses by rank order

65. “Zone of Desired Effect” Homework d=0.29 (Avg of each influences) – Influences – teacher, maturation, grade level, etc. – d=0.15 Primary Students – d= 0.64 Secondary Students

66. Family Engagement

67. Shifts in Perceptions about Family Engagement Old Lens Current Lens Systemic Random Acts Compliance Add-On One-Time Project Events Driven Individual Responsibility Deficit-Based/Adversarial Strength- Based/Collaborative Sustained Outcome Driven Ownership & Continuous Improvement Integrated Shared Responsibility

69. Common Core State Standards Resource Binder Each district and each Family Facilitator has a copy

70. The Highlights…… Designate a planning team, department or person Deliver key message multiple ways in multiple formats Plan for two-way communication Get feedback & share the results STAM - [Specific, Timely, Actionable, Meaningful]

72. Building Capacity When you leave today, what will you do with this information? How will you share it with others in your district? When will you share it? (Timeline)

73. Please complete an evaluation- Safe Travels!