PROFESSIONAL LEARNING
MADE EASY: NAVIGATING
THE IRIS WEBSITE
SSTAGE Promising Practices
Conference
January 2013
Cassandra Jackson
Paula Freer
Walton County Schools
Professional Learning Challenges
•Time
•Money
•Support
•Follow-up and Coaching
•Alignment (CCGPS, TKES, LKES…)
Professional Learning Challenges
•Time
•Money
•Support
•Follow-up and Coaching
•Alignment (CCGPS, TKES, LKES…)
Successful Professional Learning
Discuss your answers to these questions with your
neighbor:
What are the goals of successful professional learning?
Recall the most effective professional learning you
attended. What were the key elements and nonnegotiables?
Job-Embedded Professional Learning
• Action Research
• Case Discussions
• Coaching
• Critical Friends Groups
• Implementing Individual
Professional Growth/Learning
Plans
• Lesson Study
• Mentoring
• Data Teams/Assessment
• Portfolios
Development
• Professional Learning
• Examining Student
Communities
Work/Tuning Protocol
• Study Groups
Table 1*
FLA Dept of Education
Cross-Level Connections
Professional
Standard Numbers by
Development
Level
PLANNING
Evaluation Protocol
Faculty School District
Needs Assessment
1.1.1
2.1.1
3.1.1
System, Third Cycle,
Administrator Review
1.1.2
2.1.2
X
2010-2014
Generating Professional Development Plans
Leadership Development
1.1.3
X
2.1.4
2.1.5
3.1.2
3.1.6
1.2.1
1.2.2
1.2.3
1.2.4
1.2.5
1.2.6
1.2.7
2.2.1
2.2.2
2.2.3
2.2.4
2.2.5
2.2.6
2.2.7
3.2.1
3.2.2
3.2.3
3.2.4
3.2.5
3.2.6
3.2.7
1.3.1
1.3.2
1.3.3
2.3.1
2.3.2
2.3.3
3.3.1
3.3.2
3.3.3
1.4.1
1.4.2
1.4.3
2.4.1
2.4.2
2.4.3
3.4.1
X
3.4.3
LEARNING
Learning Communities
Content Focused
Learning Strategies
Sustained Professional Learning
Use of Technology
Time Resources
Coordinated Records
IMPLEMENTING
Implementation of Learning
Coaching and Mentoring
Web-based Resources and Assistance
EVALUATING
Implementing the Plan/System
Changes in Educator Practices
Changes in Students
IRIS STAR Legacy Modules
Web-based instructional materials that provide PL to help diverse
student learners, at-risk students and students with disabilities.
 Participants will learn the many free professional learning
modules and resources on the IRIS-Vanderbilt University
website.
 The session will highlight how these supports can be used to help
build effective teaching and learning strategies, effective RTI
practices, and build capacity for academic and behavioral
supports and interventions in your system/schools.
 A specific example will include how the IRIS PALS-Reading
module is being used to build research-based intervention
capacity in Walton County schools.
• Funded by the U.S. Department of Education OSEP, the IRIS Center is
headquartered at Vanderbilt University in Nashville, Tennessee, and
Claremont Graduate University in Claremont, California.
• IRIS Center’s primary objective is to create and infuse resources about
evidence-based practices into pre-service preparation and
professional development programs. IRIS resources and materials are
primarily designed for use by college and university faculty,
professional development providers, and practicing educators.
Tips for Professional Development Providers
http://iris.peabody.vanderbilt.
edu/implementation/pdproviders/
How to use a module
http://iris.peabody.vanderbilt.edu/implementation/
pd-providers/how-to/
The IRIS Center’s
conceptual framework
is a graphic
representation of their
interrelated processes
for creating, improving,
and disseminating our
resources and
materials.
http://iris.peabody.vanderbilt.edu/
Discuss with your elbow partner:
What is a current need in your school or system
where IRIS Resources could be used?
Who could you collaborate with and
how would you start planning discussions?
Iris Vanderbilt
STAR Legacy Modules
• Powerful way to provide low cost, free TA and PL for your
district/schools
• Helps to describe/model and redeliver PL/TA support for
implementing practices and interventions with fidelity
• Important to follow website outline, suggestions, and
assignment tips
• Working in teams, collaborating with others, providing
coaching and fidelity supports are the keys to success
Building Capacity for Evidence Based Interventions
PALS Reading
 Full Module on IRIS Center (Free and low cost materials)
 Need for general and special ed interventions (skill
deficits vs. general strategies and standards based
teaching/learning)
 New staff experienced with intervention and PALS
training
PLAN
 Build capacity in schools and system using IRIS
modules
 Pilot and Grow with interested staff and schools
 Cadre of future system trainers and coaches
6 R-B/E-B Intervention Non-Negotiables …
1. Connected to a specific goal that is well-defined,
observable and measurable
2. Matched to Student Need
 Can’t Do (Skill) or Won’t Do (motivational deficit) or Both?
 Functional behavior/academic assessment
 Attention, escape…
 Acquisition, proficiency-fluency, generalization, adaptation
 Reading comprehension, phonemic awareness, fluency…
3. Have specific, defined, step-by-step directions (scripts,
protocols) so they can be:
Implemented consistently
Can be replicated, so it can be researched
Dr. John D. Barge, State School
Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
(Freer, 2010-13; Burns,M., Chris Riley-Tillman, T., &
VanDerHeyden, A., 2012)
6 R-B/E-B Intervention Non-Negotiables …
4. Include ongoing research based progress monitoring of
the student’s response to the intervention
(research/normed reading, math, written language)
 Goal, aim line & trend line (based on research)?
 Weekly expected rate of progress or growth based on research?
 Training and Fidelity of administration, scoring, interpretation and data
decision-making rules of PM (based on research)?
5. A-Intervention training; B-Coaching to support the
intervention training; C-Fidelity data on intervention
implementation (ABC’s of intervention PL success)
6. Scheduling to support interventions?
Dr. John D. Barge, State School
Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
(Freer 2010-13; Burns,M., Chris Riley-Tillman, T., &
VanDerHeyden, A., 2012)
PLAN – Start Smart and Small
Data-Driven: use data to identify greatest need
Reading- critical skill for all students
• Special education students
• General education students (RTI, SST, 504, Title, EIP,
ELL…)
• Focus school (many interventions but some students
didn’t meet criteria (Title, EIP, …)
 fill in the gaps
• Interested schools, motivated to implement
School Psychologists- conduit to share info with schools,
gage interest
Discussion and Planning
Step 1- Initial discussion- system and school levels
•Need and interest
Step 2- School psychologists and interested schools
attend 45 min info meeting
• Overview of PALS Reading
• Discussion of building capacity within school and
system
• Importance of teaming/collaborative pairs, PALS PLC
• Planning guide Interv Plan WCS 9-9-13.docx
Step 3- Training
Step 2- Discussion and Intervention Planning Sheet
• Pilot and start small- Build your success
• You must plan for implementation (6 non-negotiables)
• PALS Intervention with FIDELITY (min 3x wk/@35min) tier
2, or more intensive at tier 3 or 4
• Use as 3 separate interventions (Paired/retell; Paragraph
shrinking; Prediction relay) within PALS
• WITH FIDELITY (as scripted, #min’s , days per wk)
• Progress Monitoring/normed probes
Suggestions for Next STEPS
• Request that your school purchase PALS Reading Manual
• Partner and/or Create PALS team in your school
• Coaching and Fidelity checks
• Meet and share- PALS PLC
• Prepare materials list (folders, recognitions/rewards…)
• Progress monitoring data (wkly, biwkly AIMSweb probes, etc)
• Go through the IRIS PALS Module
• Watch all videos
• Make a notebook- list questions you may have
• Attend 2 hr PALS Rdg- Sept training at Sharon Elementary
PL Action Plan
2 hour PL scheduled-after school – Gen and Spec Ed teachers
• Multiple school training- September: 6 schools
• Pairs/Teams trained
• Schools purchased materials
• IRIS PALS Module and PALS Rdg Manuals as implementation guides
Individual school trainings scheduled:
• Elementary- October: co-teaching teams and general ed
teachers
• Elementary- January: grade level (data identified need at
K, 1 and gr 2-6) sped and gen ed teachers
• High school- January- Special Ed. MID and MOID classes
PALS TA: Iris Vanderbilt Website
How to Use a Module
• IRIS STAR Legacy Modules are Web-based instructional materials
that provide information about working with students. Each
interactive module is made up of five components:
•Challenge – a realistic scenario relevant to education professionals
•Initial Thoughts – questions that allow students to explore and consider what
they currently know about the scenario presented in the Challenge
•Perspectives and Resources – nuggets of information (e.g., text, movies,
audio interviews, activities) that allow students to actively engage in learning the
module's main content
•Wrap Up – a summary of the information presented in the previous components
•Assessment – an evaluation tool that offers students the opportunity to apply
what they know and to evaluate what topics they need to study further
IRIS Center: PALS Reading Gr 2-6
Minimum Fidelity: 3x per week for 35 min
http://iris.peabody.vanderbilt.edu/pals26/chalcycle.htm
PALS Reading Fidelity and Coaching
To check how well PALS is implemented, Fidelity
Checklists are used
Fidelity Checks on:
At lesson beginning – teacher behaviors
During Coaching – teacher behaviors and studentpairs behavior
During Practice – teacher and student behaviors
At lesson end – teacher and student behaviors
Suggestions for Next STEPS
• Partner and/or Create PALS team in your school
• Prepare materials list (folders, recognitions/rewards…)
• Plan and schedule your progress monitoring data (wkly, biwkly
AIMSweb probes, etc)
• Coaching and Fidelity checks
• Meet and share- PALS PLC
• Complete IRIS PALS online module
• Complete each section, print materials, watch videos
• Make a notebook- list questions you may have
• Follow PALS manual: lessons and scripts.
•
Organize, plan and start 4 wk student training sequencefollow all steps in PALS Rdg manual
Please share how PALS is working
•Update/share progress with your school psychologist
•Prepare your data (class, student gains)
•I am recruiting schools with successful PALS
implementation (documented fidelity checks and
progress monitoring data)
•Think about becoming a PALS co-trainer/let me know
• Retrain in your school
• System level training
• Presenting at a state conference (www.sstage.org )
• Intervention Resilience Award-SSTAGE
Planning for Success: Lessons Learned
• School Improvement FOCUSED Collaboration- Special
and General Ed- Interventions for ALL struggling
students
Data-driven Planning and Evidence-Based Framework
Matched to student need; Training; Scheduling supports
Follow-up, progress monitoring, fidelity and coaching
• Start Small, Pilot and Build Capacity
• Beginning conversations (support team- sch psych, RTI
chair, interventionists, instructional coaches…)
Planning for Success: Lessons Learned
•PALS PLC (support, coaching and fidelity are key)
•Materials and Preparation (may need to purchase
manuals, materials..).
•PALS Redelivery teams; Sharing success
Questions
IRIS Resources
• http://iris.peabody.vanderbilt.edu/about/what-wedo/resources/
How to use a module
http://iris.peabody.vanderbilt.edu/implementation/pdproviders/how-to/
Adult Learning
http://iris.peabody.vanderbilt.edu/research-evaluation/iris-andadult-learning-theory/
PL tips
http://iris.peabody.vanderbilt.edu/implementation/pdproviders/tips/
PALS TA: Iris Vanderbilt Website
Gr K-1 Reading PALS
http://iris.peabody.vanderbilt.edu/module/palsk1/
Gr 2-6 Reading PALS
http://iris.peabody.vanderbilt.edu/pals26/chalcycle.htm
HS PALS Module
http://iris.peabody.vanderbilt.edu/palshs/chalcycle.htm
PALS Info & Materials Website
Vanderbilt University, Peer-Assisted Learning Strategies:
Strategies for Successful Learning
http://kc.vanderbilt.edu/pals/
This Web site developed and maintained by the Kennedy
Center at Vanderbilt University is a hub for information
and resources related to Peer-Assisted Learning Strategies
(PALS). Featured are links to resources regarding
professional development in math and reading, a helpful
FAQ, teacher materials (including classroom videos of PALS
implementation), and an annotated bibliography.
References
• Fuchs & Fuchs, r. March, 2011,PALS for Grades 2–6
studentprogressmonitoring.org
• The IRIS Center for Training Enhancements. (2008). PALS:
A reading strategy for grades 2–6. Retrieved on February
2011 from
http://iris.peabody.vanderbilt.edu/pals26/chalcycle.htm
• Powell, S. Math PALS training, January 2010
• Steedly, K., Dragoo, K., Arafeh, S. and Luke, S (2008).
Effective Math Instruction. Evidence for Education, V3;1:
1-12. National Dissemination Center for Children with
Disabilities; NICHCY Student Progress Monitoring
References
• The IRIS Center for Training Enhancements. (2008). PALS: A reading
strategy for grades 2–6. Retrieved on Sept. 1, 2013, from
http://iris.peabody.vanderbilt.edu/module/pals26/chalcycle/
• Yen, Loulee (2009,2012 Metro RESA and SSTAGE: PALS Reading
training) loulee.yen@vanderbilt.edu
Thank you!
You are the key to success!
Together,
We Can Make a Difference!
paula.freer@walton.k12.ga.us
cassandra.jackson@Walton.k12.ga.us