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Meet the Panel

How we Did It: Cross-department collaboration integrating evidence-based practice into programs and policies. Meet the Panel. Stacie Whinnery University of West Florida. Shireen Pavri California State University, Long Beach. Steve Goodman Michigan ’ s RTI Action Network. S.

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Meet the Panel

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  1. How we Did It: Cross-department collaboration integrating evidence-based practice into programs and policies

  2. Meet the Panel Stacie Whinnery University of West Florida Shireen Pavri California State University, Long Beach Steve Goodman Michigan’s RTI Action Network

  3. S Stacie WhinneryUniversity of West Florida

  4. Institutional Characteristics • University of West Florida • College of Education and Professional Studies (CEPS) • Department of Teacher Education and Educational Leadership (TEEL) • Elementary/ESOL/Reading program • ESE/Elementary/ESOL/Reading (dual) program

  5. Teacher Education & Educational Leadership • Strengthen programming in our dual-certification (Elementary/ESE) and Elementaryteacher preparation programs • Develop a collaborative curriculum redesign process that can be used with all of our programs

  6. Historical Perspective of TEEL Curriculum Enhancement • Strong focus on accreditation requirements • Often led to “accreditation fatigue” • Organizational structures that did not support collaborative curriculum design

  7. Faculty Support for Coordinated Programs • Florida DOE Summer Institute for IHEs • Intentional and coordinated program redesign for dual programs • Classification system for dual licensure programs (Blanton & Pugach, 2011) • Led to informal faculty collaborations

  8. Administrative Support for Coordinated Programs • Intentional curriculum enhancement beyond accreditation requirements • What do we want to accomplish? • Organizational structure and processes to support collaboration and intentional continuous improvement

  9. Beyond Accountability to Intentionality • Florida CEEDAR Project • IHE to pilot use of CEEDAR tools to conduct curriculum review and enhancement • Opportunity for TEEL to change the culture of curriculum reform

  10. UDL Project • Increase collaboration between general and special education faculty through a specific project • Universal Design for Learning • Develop collaborative, intentional curriculum enhancement process

  11. Planning for Success Acknowledge “accreditation fatigue” Learn from others Identify a project team to lead efforts Use CEEDAR and other resources Facilitate a faculty professional learning community

  12. UDL Pilot Project • Prep and Plan (summer 2015) • Faculty PD and Project Team Action Planning • Curriculum Review (fall 2015) • UDL Team reviews selected courses (UDL IC) • Curriculum Enhancement (spring 2016) • Faculty PLC enhance courses (UDL CEM) • Evaluation (spring & summer 2016)

  13. ShireenPavriCalifornia State University, Long Beach

  14. California State University Long Beach Development of the Urban Dual Credential Program • BA, Elementary and Special Education credentials • MTSS framework • Clinical practice

  15. Clinical Practice in UDCP

  16. Program Development Process • The faculty team • expertise, interest, collegial, respected • Program guiding principles • Collaborative and inclusive models • Evidence based practice • Culturally responsive framework • Clinical model • State teaching standards • CEEDAR innovation configurations • Clinical components

  17. Professional Development • CEEDAR blueprint goal • Faculty professional learning community • Preliminary PD plan • Workshops • Shared seminal literature and resources • Collaborative course development

  18. Next steps with PD • Continuing PD • Ongoing deliberative dialogue • Formal faculty needs assessment • Hire consultants • Extend PD • Bring additional CED faculty on board • University Supervisors • Site-based master teachers • Vehicle for systems change • IHE • School sites

  19. Steve GoodmanRTI Action Network

  20. http://miblsi.cenmi.org Scale-up a statewide structure to create local capacity to implement an integrated Behavior and Reading Multi-Tiered System of Support (MTSS) with fidelity, that endures over time and utilizes data-based decision making at all levels of implementation support

  21. Emphasis of MiBLSi Work Over Time 2003 2005 2007 2011 2017 Direct Professional Development & Technical Assistance to schools Expanded project capacity for regional implementation Continue Professional Development & Technical Assistance across all levels of system to develop local capacity Added direct Professional Development & Technical Assistance to ISDs and LEAs to develop local capacity Added capacity for project implementation

  22. Michigan Department of Education Provides guidance, visibility, funding, political support Who is supported? Across State Regional Technical Assistance ISD Cabinet and Implementation Team Provides guidance, visibility, funding, political support, and implementation supports Provides coaching and TA for LEA and/or ISD Teams Multiple ISD/LEA Teams Multiple schools w/in local district Multiple LEAs w/in intermediate district LEA District Cabinet and Implementation Team Provides guidance, visibility, funding, political support, and implementation supports Building Leadership Team Provides guidance and manages implementation All staff How is support provided? Building Staff All students Provides effective practices to support students Students Improved behavior and reading Statewide Structure of Support

  23. Effective Implementation Methods Socially Significant Effective Practices Outcomes Enabling Contexts

  24. Moving from Model Demonstration to Standard Practice Modifying System for Standard Practice Examine Feasibility/Efficacy of Practice Being Developed Embed within existing work: Provide access as current practice Model Demonstration: Does it work in a specific setting with a specific population? Replications: Can it be reproduced in different settings with different populations? Scale-Up: Increase “reach” of practice to critical mass of implementation Invest heavily in resources to produce results Utilize typical/existing resources

  25. MiBLSi Evaluation Components REACH Extending number of districts/schools implementing MiBLSi IMPACT CAPACITY FIDELITY Develop organizational structures and staff competencies Successful outcomes in student reading and behavior Effective implementation of Effective Practices Feedback Loops

  26. Percent of students at instructional level: Year 1 and Year 3 of Project Cohort 6 (23 schools) Cohort 7 (21 schools)

  27. Questions?

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