GuideforIdentifyingEvidence-BasedInterventionsforSchoolImprovement

ProfessionalLearningModuleforTrainingSelf-StudyFacilitators

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FACILITATORNOTES:1.WelcomeandAgenda

• Slide1(1minute)TitleSlide

• Slide2(5minutes)Welcomeparticipantsandprovidethemwithinformationregardingthesessionsuchastimingofbreaks,encouragementtoplacephoneson“silent,”locationoftherestrooms,etc.Postchartpaperasa“parkinglot”forquestionssoparticipantsmaywritequestionsonstickynotesandpostthemthroughoutthesession.Youmaychoosetoanswerquestionsalongtheway,orsavethemtotheend.Reviewthegoalandthecomponentsofthesession.

2.ESSAandtheGuideforIdentifyingEvidence-BasedInterventionsforSchoolImprovement• Slide3SectionTitle

Purpose:ThisprofessionallearningmoduleisdesignedtohelpparticipantsbecomeawareofthepurposeoftheGuideforIdentifyingEvidence-BasedInterventionsforSchoolImprovement,becomeacquaintedwiththeguideitself,andfamiliarizethemselveswiththeirroleasafacilitator.Whileitispossiblethatthemodulecouldbeutilizedtotrainfacilitatorsofastate-levelteam,itismorelikelythatprospectivefacilitatorsoflocalorschool-basedself-studyteamswouldbenefitmostfromthismodule.FacilitatorofthisModule:LeaderinastateorlocaleducationagencyAudience:Prospectivefacilitatorsofself-studyteamsatthestateorlocallevelusingtheSEAorLEAGuideforIdentifyingEvidence-BasedInterventionsforSchoolImprovement.DeliveryMethod:Face-to-FaceTimeframe:Approximately3.5hoursMaterials:

• TheGuideforIdentifyingEvidence-BasedInterventionsforSchoolImprovement(SEAorLEA)• Handout1–DataforABCElementarySchool• Pens• Permanentmarkers• Highlighters• StickyNotes• ChartPaper• PowerpointPresentation• Projector

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• Slide4(1-2minutes)ReviewtherequirementsofESSAwiththeparticipants.ReflectthatthisinformationistakenfromSection1003ofESSA(pg.40).http://www2.ed.gov/documents/essa-act-of-1965.pdf.

• Slide5(1-2minutes)ReviewtherequirementsofESSAwiththeparticipants.ReflectthatthisinformationistakenfromSection1003ofESSA–pg.42.http://www2.ed.gov/documents/essa-act-of-1965.pdf

• Slide6(1-2minutes)ReviewtheESSAlevelsofevidencewiththeparticipantsincludingthefactthatschoolimprovementfundsmustbeusedonlyforinterventionsthatfallinthefirstthreelevels.Explainthatwewillbeexaminingthesemoreindepthlaterinthesession.

• Slide7(1-2minutes)ExplainthatthisistheoverarchingpurposeoftheguideandthattheguidewasdevelopedtohelpSEAsandLEAstoevaluateevidenceasthishadnotbeenarequirementinthepast.RemindparticipantsthatstateorlocalagenciesmayreflectintheirschoolimprovementplansorESSAplanthefactthattheyhaveengagedintheself-studyprocess,whichissystematicandthorough,inanefforttochoosethemostappropriateinterventionswiththehighestevidencebase.

• Slide8(1-2minutes)Explainthatthesegoalsaredelineatedintheguide.RemindtheparticipantsthatitistheresponsibilityoftheLEAsand,ultimately,theSEAstoselectandimplementevidence-basedinterventionsthatwillpositivelyimpactstudentachievement.Inorderforthattohappen,thesegoalsmustbeachieved.

• Slide9(1-2minutes)Explaintotheparticipantsthattomeetthegoalsontheslide,theself-

studyteammustapproachthemsystematically.Notethattheguidehelpsthemtodothisworkbyprovidingaframeworkandtools,andthefacilitatorisintegraltotheleadingtheteamthroughtheprocesstoreachthegoals.

• Slide10(1-2minutes)DiscusswiththeparticipantsthatitisimportanttorecognizethatESSAprovidesopportunitiesforstates,LEAs,andschoolstousetheirbestjudgmentwhenitcomestoselectinginterventionsforschoolimprovement.RemindparticipantsthatESSAoffersincreasedflexibilityaslongasevidence-basedinterventionsareselectedthatmeettheneedsoftheschools.Thismayhelptoincreasestudentachievement.

• Slide11(1-2minutes)Discusswithparticipantsthatchoiceandflexibilityhavebeen

grantedtostates,LEAsandschools;however,theresponsibilityofensuringthatimprovementoccurshasalsobeenshiftedtotheseentities.Remindthemthatteamsmustthoughtfullyconsidertheinterventionstobeutilized,anditisimportantthatadiscussionoccursamongstawidevarietyofstakeholderstoensurethattheappropriateinterventionsareselected.Referencethequestionsontheslideasrepresentativeofissuesthatshouldbediscussed.

• Slide12(3minutes)ExplaintotheparticipantsthattheESSAguidancerecommendsthata

continuousschoolimprovementmodelbeimplemented.Thismodelinvolvesfirst

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assessingtheneedsoftheschool–whichisrequiredbyESSA.Theguidehelpsintheselectionofevidence-basedinterventions;however,theneedsoftheschoolmustbeconsidered.Inaddition,theguidehelpstheteamthinkaboutinitialplanningforimplementation.

• Slide13(1-2minutes)Notethattheinterventionsneedtobeappropriateanddoable,althoughtheteamwillwanttoconsiderprovidingresourcestoassistwithimplementationispossible.

3. TheSelf-StudyProcess• Slide14SectionTitle

• Slide15(1-2minutes)Explaintheself-studyprocessasdescribedontheslide.Thisprocess

simplyprovidesthestructureforafacilitatortoleadateamofstakeholdersastheythoughtfullyconsideroptionsandengageindecision-making.

• Slide16(5-10minutes)

• ACTIVITY(paper/penorcomputer):Reviewtheslidewiththeparticipantsandasktablegroupstodiscussthequestions.Onepersonshouldjotdownnotesforeachquestionsothetablegroupispreparedtoshareifcalledupon.Askdifferenttablegroupstosharethehighlightsoftheirconversationregardingeachofthequestions.

• Slide17(5-7minutes)

• ACTIVITY(chartpaperforeachgroup/markers):Reviewtheresponsibilitiesoftheparticipantsintheirrolesasfacilitators.Askthetablegroupstodiscussthecharacteristicsofagoodfacilitatorandlistthemonchartpaper.Postthechartsaroundtheroomsotheycanbereferencedlater.

• Slide18(1minute)Callattentiontothefactthatthisisintheguideasaresourcefor

facilitators.

4. ConductingSelf-Study

• Slide19SectionTitle

• Slide20(1-2minutes)Reviewthisgraphicwiththeparticipants.Itisincludedintheguide(pg.4)andprovidesanoverviewoftheself-studyprocessutilizingtheguide.

• Slide21(5½minutes)

• ACTIVITY(linktovideo/speakers):Iftheparticipantswillfacilitateastatelevelteam,explainthatthisvideooverviewstheself-studyprocessusingtheguide,andthenshowthevideo.Reflectthattheremainingtimeinthesessionwillbe

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spenthelpingthemtolearntoguidetheprocessbybecomingfamiliarwiththeguideandtheirroleasafacilitator.Thelinktothevideois:https://youtu.be/eVhSXN6DYC4.

• *Skipthisslideiftheparticipantswillbeworkingwithdistrictorschoollevelteams.

• Slide22(5½minutes)

• ACTIVITY(linktovideo/speakers):Iftheparticipantswillfacilitateadistrictor

schoollevelteam,explainthatthisvideooverviewstheself-studyprocessusingtheguide,andthenshowthevideo.Reflectthattheremainingtimeinthesessionwillbespenthelpingthemtolearntoguidetheprocessbybecomingfamiliarwiththeguideandtheirroleasafacilitator.Thelinktothevideois:https://youtu.be/6-rbJK0HUtA.

• *Skipthisslideifparticipantswillbeworkingwithstate-levelteams.

• Slide23(1-2minutes)Notethatthereisindividualworkforboththefacilitatorandtheteammembers.Theparticipantsneedtobepreparedtoanswerquestionsiftheyareaskedbyteammembers;therefore,theparticipantsneedtobecomfortablewiththeself-studyprocessaswellasthecontentsoftheguide.

• Slide24(1-2minutes)Notethattheparticipant’sroleasafacilitatorroleiscriticalinconductingthediscussion,ensuringthateveryonehastheopportunitytoparticipate,thatnosinglepersondominatestheconversationordecision-makingprocess,andthattheteamconsidersinterventionsinathoughtfulandcomprehensivemanner.

• Slide25(1-2minutes)Emphasizetotheparticipantsthattheirroleasfacilitatoriscriticaltothisdiscussionandhelpstoclarifypriorities,establishnextsteps,timelinesandresponsibilities,andschedulesmeetingstobesurethatgoalsarebeingaccomplished.

5. ExploringtheGuideandtheRoleoftheFacilitator

• Slide26SectionTitle

• Slide27(5minutes)Encouragetheparticipantstothumbthroughtheguideasthesections

arementioned.Emphasizethattheywillneedtobecomeveryfamiliarwiththeguideiftheyaretoeffectivelyfacilitate.Theywillneedtobeabletoexplainthecomponentsoftheguideandanswerquestionsfromteammembers.Wewillspendtimewiththemeatoftheguideinthissession,buttheywillneedtospendtimewiththeentireguideontheirown.

Pointoutthatthe“PreparingforSelf-Study”sectioncontainssomeespeciallyimportantcomponentsincludingsectionsthataddresscollectingandevaluatingresearchandexplanationsofthelevelsofevidence.Emphasizethatteammemberswillneedtoreadthesesectionscarefullysotheycanconducttheindependentworkinpreparationforteam

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discussion.Emphasizetotheparticipantsthatasfacilitatorstheywillneedtocallattentiontothissectioninparticularwhenreviewingtheguideinitiallywiththeteam.Notethatthetoolsareallfillableelectronically.Participantsintheirrolesasfacilitatorswillneedtodecidewhichtoolstheywillutilizeandinstructtheirteammemberstouse.

• Slide28(2-3minutes)Thesesectionsareparticularlyimportantingettingtheworkstarted.Havetheparticipantstabthemwithstickynotes.Explaintoparticipantsthatintheirroleasfacilitatorstheywillneedtobesurethatteammembersunderstandtheself-studyprocessandtheindependentworktheywillneedtodotoprepareforthediscussionphase.

• Slide29(7-10minutes)

• Activity(Stickynotes/chartpaper/pens):Instructparticipantstoreadthesesectionsandtablegroupstodiscussthequestions.Ifthegroupsidentifyresourcesandorganizationsthatareabletoassistwithcollectionorevaluationofevidence-basedstrategies,askthattheybewrittenonstickynotesandthencollectthoseandpostthemonchartpaper.*Ifthereistimeandinternetaccess,allowparticipantstovisitsomeofthewebsitessotheycanfamiliarizethemselveswiththeresourcesthatareavailable.Thiswilladdtimetothisactivity.

• Slide30(7-10minutes)

• Activity(Guide):Stresstoparticipantsthattheyneedtohaveagoodunderstandingoftheseconceptssotheycananswerquestionsfromtheirteammembers.AskgroupstoeachreadthesectiononESSAevidencelevelsandthentodiscussionthequestionsonthescreen.

• Slide31(15-20minutes)

• Activity(Guide):Utilizethejigsawstrategyasdescribedontheslidesothat

everyonegainsanunderstandingofthematerial.Participantsateachtableshouldreadadifferentsectionoftextandthenexplainthatsectiontoeveryoneelseatthetable.Ifthereareenoughparticipantsatatable,allowmorethanonepersontoreadasectionanddiscussitwiththeirpartnerbeforetheyexplainittotheothersatthetable.Explainthatitwouldbeparticularlyhelpfulifatleasttwopeoplereadthesectiononstrongevidenceandexplainthatsectionittothegrouptogether.

• Slide32(30minutes)

• Activity(Sampleneedsassessment/Guide/computers/internetaccess):Reflect

toparticipantsthatthisactivitywillgivetheminsight,asfacilitators,into

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collectingevidenceandevaluatingitconsideringtheneedsoftheschool.Italsoprovidessomeawarenessintothechallengesinvolved.

• Instructtheparticipantstoreviewthedata(spreadsheetandnarrative)fromABCElementarySchoolcarefully.Tablegroupsshoulddeterminetwoorthreetopprioritiesbasedonthedata.Theyshouldthenchooseoneidentifiedprioritytoaddresswithanintervention,selectanappropriateinterventionfromoneofthewebsiteslistedonpage12oftheguide,andcompleteascoringtemplate.*Thecompletedscoringtemplateswillbeusedinasubsequentactivity;however,ifnointernetconnectionisavailable,youmaywanttowalkthroughanexampleinthescoringguideinareas2-5(Area1willbeusedforanupcomingactivityaswell).Encourageparticipantstonotetheinformationthatmaybeconsideredandtheguidingquestions.Thisactivitywilltakelesstimeifparticipantsarenotactuallycompletingtheactivitybutarereceivinganoverview.

• Slide33(15minutes)

• Activity(Sampleneedsassessment/Guide/pensorcomputer):Explaintoparticipantsthatintheirroleasfacilitatorstheymaybeaskingteammemberstodothiswork.Reflecttotheparticipantsthattheymayasktheirteammemberstoratealloftheinterventionsinthescoringguide,someofthem,ornoneofthemdependingonthestateandlocalsituation.

• Slide34(2-4minutes)Reviewthesedocumentswiththeparticipantsandtalkabouthow

theyareused.Indicatethattheprecedingslidesprovidedparticipantswithanideaoftheworkthatwouldberequiredofteammembers.Pointoutthatthesedocumentsarethosethattheywilluseasfacilitatorstocapturetheideasofteammembers.

o InitialVotingWorksheet–usedtocapturethefirstvoteofeachteammember

o ConsensusRatingForm–usedtorecordtheconsensusvoteoftheteam

o PlanningSheet–usedtorecordpriorities,ideasforresourcedevelopment,challengesorotherthoughtsoftheteamrelatedtoplanningforimplementation.

• Slide35(15minutes)

• Activity(paper/pens):Askgroupstoshareoutacoupleofcharacteristicstheychartedearliertotheirrefreshmemories.Asktheparticipantstotalkaboutthequestionsontheslideandtojotdownanswersthattheycanshareoutinwholegroup.

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• Slide36(30-45minutes)

• Activity(Guide/penorcomputer):Askeveryonetolocatethescoringtemplateandscoringguidesthattheycompletedearlier.InstructeachpersonatthetabletotaketurnsfacilitatingthediscussionregardingONEintervention.Explainthattheparticipantwhoisfacilitatingshouldtakeaninitialvoteusingthevotingworksheet,leadthediscussion,andthenrecordresultsontheConsensusRatingForm.HeorshewillthenleadtheteamastheydiscusstwoquestionsonthePlanningform.Circulatewhilethetablegroupsareengaginginthisactivitytoansweranyquestionsandprovidesupport.

6. ReflectionandSummary

• Slide37SectionTitle

• Slide38(5-7minutes)Afterteamsarefinishedwiththeprecedingactivityaskthemto

debrief,discussingthequestionsonthescreen.

• Slide39(5-7minutes)Engagetheparticipantsinabriefdiscussionregardingthequestionsonthescreen.Listtheoverallbenefitsonchartpaperifthereistime.

• Slide40(2minutes)Referencethebulletsonthescreensummarizingthecontentofthesession.

• Slide41(1-5minutes)IndicatetotheparticipantsthattheymaygotothewebsitetoaccesstheguidesandtoviewotherESSAresources.Ifthereistimeandaninternetconnect,gotothewebsiteandshowtheparticipantssomeoftheresources.ExplainthattheymayalsocontactLaurieLeefromtheFloridaCenterforReadingResearchiftheyhavequestionsorcommentsregardingtheguideoranyoftheresources.