Blueprinting for Outcome-Based
Professional Development!
David Forbush, Ph.D.
UPDN Project Director
John Jeon, M.S.
UPDN Learning Scientist
Salt Lake City, November 11, 2015
1
Blue Prints
Physical Structures
Knowledge, Skill and
Disposition Structures
2
Use of Technology Today
Practice
&
Assessment
Engagement
http://connect.usu.edu/blueprint
3
Use of Technology Today
4
5
6
Work Teams
Teams of 3 - Form in Place
– Team 1
– Team 2
– Team 3
– Team 4
– Team 5
– Team 6
– Team 7
– Team 8
7
PD Request
Our 4th, 5th and 6th grade general education
teachers, along with our special education
teachers, need professional development on
how to provide math instruction. Specifically,
structures and routines in the classroom leading
to effective instruction, and effective
instructional strategies. Please contact both
Jackie Chan and Owen Wilson. This will be a
joint effort. Thank you.
8
What PD Steps Would you Take?
• Write PD development steps you would take
in sequential order in Google doc - 5 minutes
(individual)
• Turn and talk – 3 minutes (teams of two)
• Review Google doc responses – 7 minutes
(whole group)
https://goo.gl/RZZONV
9
10
Big Question
How do we determine what our students need
to know and be able to do academically? Also,
how do we determine where they are in
relationship to our expectations?
11
Big Question
How do we determine what our educators
need to know, be able to do and be disposed to
by the end of training?
12
Big Question
After we determine what we want
participants to know and be able to do at
the end of training, how do we organize the
training to achieve those outcomes?
13
Big Question
How do we assess to know if our participants
are learning or learned, or require more
support to achieve targeted outcomes?
14
Big Question
At the end of a training, how will we determine
if the training was unsuccessful, partially
successful or entirely successful?
15
Big Question
How do we think about, and plan for transfer of
knowledge, skills and dispositions to the
classroom/school, and to good effect for
students?
16
17
End of Day Outcomes
Participants will:
• Be skilled in assessing what students need to
know and be able to do.
• Be skilled in using a systematic process to
develop PD.
• Be skilled in developing PD which produces
participant learning.
• Be skilled in assessing PD’s outcomes.
18
End of Day Objectives
Participants will:
1. Understand assumptions supporting PD for
educators resulting in enhanced student learning.
2. Understand the purposes of each step on the PD
checklist and their relationship to the PD blueprint.
3. Understand how to apply the PD checklist to
develop outcome-based professional development.
19
Objective 1
Participants will:
1. Understand assumptions supporting PD for
educators resulting in enhanced student
learning.
2. Understand the purposes of each step on the
PD checklist and relationship to the PD
blueprint.
3. Understand how to apply the PD checklist to
develop outcome-based professional
development.
20
Like Minded?
21
Performance Objective 1
What you will do: Reflect in writing (a) how your
perspective aligns with one assumption; (b) how
your perspective differs partially, or fully with one
perspective, and (c) describe an assumption not
mentioned but that you believe is important.
How you will do it: With anonymous Google doc
form (frog, elephant…), and in 5 minutes.
How well you will do it: Brief but thoughtful
response to A, B and C as determined by PD trainer.
22
Like Minded 1
Burj Khalifa
Plickers
A – Fully Agree
B – Partially Agree
C – Partially Disagree
D – Fully Disagree
23
Plickers
A – Fully Agree
B – Partially Agree
C – Partially Disagree
D – Fully Disagree
Like Minded 2
Science
Apollo
Image
Highly Planned, Measured
Art
24
Flexible, Nimble, Responsive
Plickers
A – Fully Agree
B – Partially Agree
C – Partially Disagree
D – Fully Disagree
Like Minded 3
25
Plickers
A – Fully Agree
B – Partially Agree
C – Partially Disagree
D – Fully Disagree
Like Minded 4
Teaching
d
Working Conditions
d
Quality of teaching
0.77
Within-class grouping
0.28
Reciprocal teaching
0.74
Adding more finances
0.23
Teacher-student relationships
0.72
Reducing class size
0.21
Providing feedback
0.72
Ability grouping
0.11
Teaching student self-verbalization
0.67
Multi-grade/age classes
0.04
Meta-cognition strategies
0.67
Open vs. traditional classes 0.01
Direct instruction
0.59
Summer vacation classes
-0.09
Mastery learning
0.57
Retention
-0.16
Average
0.68
0.08
26
Plickers
A – Fully Agree
B – Partially Agree
C – Partially Disagree
D – Fully Disagree
Like Minded 5
Theory &
Discussion
Demonstration in
Training
Practice & Feedback
in Training
Coaching in the
Classroom
27
Plickers
A – Fully Agree
B – Partially Agree
C – Partially Disagree
D – Fully Disagree
Like Minded 6
28
Like Minded 7
Plickers
A – Fully Agree
B – Partially Agree
C – Partially Disagree
D – Fully Disagree
29
Like Minded 8
Societally Sensitive, Insensitive, Or?
30
Like Minded 8
Instructionally Sensitive, Insensitive, Or?
C-1
Concept 3
C-5
C-4
C-2
Concept 3
C-3
Plickers
A – Fully Agree
B – Partially Agree
C – Partially Disagree
D – Fully Disagree
31
Like Minded 9
The % of Private Preparation
and Practice is Far Higher
Plickers
A – Fully Agree
than Public Delivery?
B – Partially Agree
C – Partially Disagree
D – Fully Disagree
4 years
469,000 strokes
4,344 miles of practice
28 miles of competition
.006 of 1% of total miles raced
Incredible preparation
National Champions
1936 Olympic Champions – Berlin Germany
Fisherman and Lumberman
Bobby Moch – Coxswain & Jewish
32
Overall Are We Like Minded?
1. Teachers are powerful in student learning.
2. Professional development is powerful in
teacher learning.
3. Extensive planning and preparation is needed
to achieve teacher learning, and application
of what they learn to students’ benefit.
Plickers
A – Fully Agree
B – Partially Agree
C – Partially Disagree
D – Fully Disagree
33
Thank You for Sharing!
34
Performance Objective 1
What you will do: Reflect in writing (a) how your
perspective aligns with one assumption; (b) how
your perspective differs partially, or fully with one
perspective, and (c) describe an assumption not
mentioned but that you believe is important.
How you will do it: With anonymous Google doc
form (frog, elephant…), and in 5 minutes.
How well you will do it: Brief but thoughtful
response to A, B, C and above.
https://goo.gl/49T0u9
35
The Checklist Manifesto
“Getting Things Right!”
36
Boeing Model 299 – B17
1935 Wright Air Field – Dayton, Ohio
Flight Competition
Boeing’s aluminum alloy model
trounced Martin and Douglas’
Carried 5x # of Army specified bombs
Flew 2x distance specified
Far faster in flight
Competition a mere formality! Army planned to buy 60+
37
Boeing Model 299 – B17
Taxied onto runway
Lifted off smoothly
Climbed sharply to 300 ft.
Stalled, turned on one wing and crashed in a fiery
Explosion.
38
Boeing Model 299 – B17
Investigation discovered pilot error
Model 299 substantially more
Complex than previous aircraft
Four engines versus two [each had oil-fuel mix],
retractable landing gear, wing and trim tabs needed
adjusted hydraulically….
39
Boeing Model 299 – B17
While managing all of these features, Major
Moyer P. Hill forgot to release a locking mechanism
on the rudder and elevator controls.
Final report “Too much plane for one man to fly!”
40
Boeing Model 299 – B17
Boeing nearly went bankrupt!
Army bought a couple Model 299s
as test planes.
Solution did not address increased pilot training, but
development of a pilot’s checklist.
Index card size checklists for takeoff, flight, landing
and taxiing.
41
Boeing Model 299 – B17
Flew 1.8 million miles without
an accident!
42
Simplifying Complexity
“Much of our work today has entered its own
B-17 phase. Substantial parts of what computer
programmers, financial managers, firefighters,
educators, lawyers, doctors do are now
to complex to carry out reliably from
memory alone. Multiple fields have become too
complex for one person to fly alone!”
Atul Gawande
43
PD-Checklist
 Step 1: Assess transfer needs and available supports.
 Step 2: Analyze and describe the gap between what students can
currently do, and what they need to do.
 Step 3: Analyze and describe the gap educators display in content, and
pedagogical knowledge, skills and dispositions aligned with the student
gap.
 Step 4: Develop end of training outcomes.
 Step 5: Develop learning objectives aligned with outcomes.
 Step 6: Develop objective components aligned with learning objectives.
 Step 7: Develop transfer support plan.
 Step 8: Develop PD Cycle and Supporting Activities/Materials
 Step 9: Deliver PD.
 Step 10: Launch transfer support plan.
44
Like Minded?
PD Checklist
To get things right (fidelity) and reduce
complexity, we see checklists as vital.
Plickers Survey
A – Perfect alignment
B – Moderate alignment
C – Poor alignment
45
Objective 2
Participants will:
1. Understand assumptions supporting PD for
educators resulting in enhanced student
learning.
2. Understand the purposes of each step on the PD
checklist and their relationship to the PD
blueprint.
3. Understand how to apply the PD checklist to
develop outcome-based professional
development.
46
Performance Objective 2
What you will do: List a key action for each of the 10
steps on the PD checklist.
How you will do it: With 5 minutes, and using a Google
doc form that lists the 10 steps of the PD checklist.
How well you will do it: Accurately list at least one
correct action for each checklist step as determined by PD
trainer.
47
PD-Checklist Overview
 Step 1: Assess transfer needs and available supports.
 Step 2: Analyze and describe the gap between what students can
currently do, and what they need to do.
 Step 3: Analyze and describe the gap educators display in content, and
pedagogical knowledge, skills and dispositions aligned with the student
gap.
 Step 4: Develop end of training outcomes.
 Step 5: Develop learning objectives aligned with outcomes.
 Step 6: Develop objective components aligned with learning objectives.
 Step 7: Develop transfer support plan.
 Step 8: Develop PD Cycle and Supporting Activities/Materials
 Step 9: Deliver PD.
 Step 10: Launch transfer support plan.
48
What is “Transfer Support?”
49
Transfer Support
We Recognize:
• If knowledge and skills don’t transfer to classrooms, students are
not benefitted.
• Multiple transfer supports, and including various types of coaching.
• Multiple support types may be needed to achieve a beneficial
degree of transfer.
• Focus of transfer support is on vital knowledge and skills.
• Transfer may occur but be incomplete. What level of transfer is
satisfactory (i.e., 80%+)? What level is needed for student benefit?
• Achieved transfer will erode over time. How do we sustain practice
and continued fidelity?
• Transfer is complex - knowledge and skills to transfer (simple vs.
complex continuum), the setting and how poised it is for adoption
(chaotic vs. organized continuum), teacher related factors
(openness, perceived relevance of knowledge and skill….) and other
factors interact with each other.
50
Transfer Support Questions
• What challenges or difficulties are you seeing at the student level driving
you to request PD?
• What actions (i.e., strategies) are your teachers currently taking to address
the student needs you are concerned about?
• To address the student needs you identified, what adult knowledge, skills
and dispositions need to be in place following the training?
• What sorts of training in this topical area have been provided previously?
When were they provided? What impacts occurred from these training?
• What exists in your LEA to support the transfer of knowledge and skills to
the classroom?
• How will we know that the PD you requested impacts student learning?
• How can we coordinate together to gather data confirming the impact of
the PD on student learning?
• What grade levels of teachers do you want to participate? What number
of buildings would participate? What number of teachers you would like
to participate? What number of students would be impacted by this
number of teacher participants?
51
UPDN Transfer Tools – 3 Types
Transfer
Support
State of
Knowledge
Transfer
Support
Checklist
Transfer
Support
Proposal
Tool
52
Plickers Survey
From your experience, how high a priority
should PD trainers place on transfer, and
transfer supports?
A - Highest
B
C
D - Lowest
53
Knowledge Check-Up
5 minutes
Describe in writing transfer support efforts you
have used in the past to support knowledge
and skill transfers from PD settings to
classrooms.
https://goo.gl/vTpyDM
54
PD-Checklist - Overview
 Step 1: Assess transfer needs and available supports.
 Step 2: Analyze and describe the gap between what students can
currently do, and what they need to do.
 Step 3: Analyze and describe the gap educators display in content, and
pedagogical knowledge, skills and dispositions aligned with the student
gap.
 Step 4: Develop end of training outcomes.
 Step 5: Develop learning objectives aligned with outcomes.
 Step 6: Develop objective components aligned with learning objectives.
 Step 7: Develop transfer support plan.
 Step 8: Develop PD Cycle and Supporting Activities/Materials
 Step 9: Deliver PD.
 Step 10: Launch transfer support plan.
55
Students
Gap Analysis
Gap
56
Educators
Students
Gap Analysis
Gap
57
PD
Provider
Educators
Students
Filling Gaps
Gap
PD Blueprint
58
Plickers Survey
From your experience, how high a priority
should PD trainers place on analyzing student
and teacher gaps, and their own gaps?
A - Highest
B
C
D - Lowest
59
Knowledge Check-Up
5 minutes
Describe the relationship between teacher gap
and student gap. Next, describe the
relationship between the professional
development provider gap and teacher gap.
https://goo.gl/rMOJRa
60
PD-Checklist - Overview
 Step 1: Assess transfer needs and available supports.
 Step 2: Analyze and describe the gap between what students can
currently do, and what they need to do.
 Step 3: Analyze and describe the gap educators display in content, and
pedagogical knowledge, skills and dispositions aligned with the student
gap.
 Step 4: Develop end of training outcomes.
 Step 5: Develop learning objectives aligned with outcomes.
 Step 6: Develop objective components aligned with learning objectives.
 Step 7: Develop transfer support plan.
 Step 8: Develop PD Cycle and Supporting Activities/Materials
 Step 9: Deliver PD.
 Step 10: Launch transfer support plan.
61
Student
Learning
Behavior
Classroom
Outcomes
Teacher
Instructional
Behavior
Content
Knowledge
Pedagogy
Knowledge
62
Objective 1
Objective 2
Classroom
Outcome
Objective 1
Component 3
Objective 3
63
Classroom
Outcome
Objective 1
Objective
Component 1.3
2.
Objective 2
3.
Objective 3
64
Plickers Survey
How high a priority should PD trainers place on
intentionally identifying end of training
outcomes, objectives and components? Also,
how important is it to pinpoint students’
learning behaviors and teachers’ instructional
behaviors in the classroom?
A - Highest
B
C
D - Lowest
65
Knowledge Check-Up
Describe the relationships between classroom
outcomes (student learning and teacher
instructional behaviors), objectives and
objective components.
https://goo.gl/408Kgj
66
PD-Checklist - Overview
Curriculum
What is Taught
 Step 1: Assess transfer needs and available supports.
 Step 2: Analyze and describe the gap between what students
can currently do, and what they need to do.
 Step 3: Analyze and describe the gap educators display in
content, and pedagogical knowledge, skills and dispositions
aligned with the student gap.
 Step 4: Develop end of training outcomes.
 Step 5: Develop learning objectives aligned with outcomes.
Instruction
How we Teach
 Step 6: Develop objective components aligned with learning
objectives.
 Step 7: Develop transfer support plan.
 Step 8: Develop PD Cycle and Supporting Activities/Materials
 Step 9: Deliver PD.
 Step 10: Launch transfer support plan.
67
PD-Checklist - Overview
 Step 1: Assess transfer needs and available supports.
 Step 2: Analyze and describe the gap between what students can
currently do, and what they need to do.
 Step 3: Analyze and describe the gap educators display in content, and
pedagogical knowledge, skills and dispositions aligned with the student
gap.
 Step 4: Develop end of training outcomes.
 Step 5: Develop learning objectives aligned with outcomes.
 Step 6: Develop objective components aligned with learning objectives.
 Step 7: Develop transfer support plan.
 Step 8: Develop PD Cycle and Supporting Activities/Materials
 Step 9: Deliver PD.
 Step 10: Launch transfer support plan.
68
Develop Transfer Support Plan!
69
PD-Checklist - Overview
 Step 1: Assess transfer needs and available supports.
 Step 2: Analyze and describe the gap between what students can
currently do, and what they need to do.
 Step 3: Analyze and describe the gap educators display in content, and
pedagogical knowledge, skills and dispositions aligned with the student
gap.
 Step 4: Develop end of training outcomes.
 Step 5: Develop learning objectives aligned with outcomes.
 Step 6: Develop objective components aligned with learning objectives.
 Step 7: Develop transfer support plan.
 Step 8: Develop PD Cycle and Supporting Activities/Materials
 Step 9: Deliver PD.
 Step 10: Launch transfer support plan.
70
PD Cycle Influences
71
UPDN – PD Cycle
•
Review – Quick review or demonstration of knowledge/skill of previously learned
material.
•
Objective – Description of the knowledge/skill to be learned, and the conditions
under which competency will be demonstrated.
•
Linking Statement – Description of how new knowledge or skill relates to
previously learned knowledge or skills.
•
Relevance Statement – Description of why the new skill is important, useful, and
where it will be applied.
•
Demonstration - Instructor physically models the new skill, or thinks out loud,
modeling covert thinking and application of knowledge.
•
Guided Practice – Instructor provides scaffolded support to participants in
physically demonstrating the new skill, or thinks out loud, modeling covert
thinking and application of knowledge.
•
Independent Practice – Participant’s independently demonstrate the new
knowledge or skill, and without scaffolded support. The focus is to assess for
independent use of the knowledge or skill identified in the objective.
72
PPT Pack here
73
ARCS – Screening for Effective
Learning Activities
• Attention
– Incongruity and conflict, concreteness, variability, humor,
inquiry, participation
• Relevance
– Experience, present worth, future usefulness, need matching,
modeling, choice
• Confidence
– Set goals and objectives, offer challenges by increasing
difficulty, set realistic goals, attribution of success, selfconfidence
• Satisfaction
– Natural consequences in real settings, unexpected rewards,
positive feedback, no use of total external evaluation
- John Keller
74
Balanced Instructional Activity
75
Knowledge Check-Up
Select 2 PD cycle elements and then briefly
describe how each element enhances adult
learning. Then, describe how all elements
interact to strengthen adult learning.
https://goo.gl/E2Uykc
76
Plickers Survey
From your experience, is a cycle of learning as
important for adult learning as
for student learning?
A - Agree
B
C
D - Disagree
77
PD-Checklist - Overview
 Step 1: Assess transfer needs and available supports.
 Step 2: Analyze and describe the gap between what students can
currently do, and what they need to do.
 Step 3: Analyze and describe the gap educators display in content, and
pedagogical knowledge, skills and dispositions aligned with the student
gap.
 Step 4: Develop end of training outcomes.
 Step 5: Develop learning objectives aligned with outcomes.
 Step 6: Develop objective components aligned with learning objectives.
 Step 7: Develop transfer support plan.
 Step 8: Develop PD Cycle and Supporting Activities/Materials
 Step 9: Deliver PD.
 Step 10: Launch transfer support plan.
78
PD-Checklist - Overview
 Step 1: Assess transfer needs and available supports.
 Step 2: Analyze and describe the gap between what students can
currently do, and what they need to do.
 Step 3: Analyze and describe the gap educators display in content, and
pedagogical knowledge, skills and dispositions aligned with the student
gap.
 Step 4: Develop end of training outcomes.
 Step 5: Develop learning objectives aligned with outcomes.
 Step 6: Develop objective components aligned with learning objectives.
 Step 7: Develop transfer support plan.
 Step 8: Develop PD Cycle and Supporting Activities/Materials
 Step 9: Deliver PD.
 Step 10: Launch transfer support plan.
79
Performance Objective 2
What you will do: List a key action for each of the 10
steps on the PD checklist.
How you will do it: With 10 minutes, and using a Google
doc form list the 10 steps of the PD checklist.
How well you will do it: List at least one correct action
for each checklist step.
https://goo.gl/RAEdA0
80
10 – Minute Break!
What Comments and Questions Do
You Have – When We Return (10
minutes)
81
Quick Review
• Big Questions
• Assumptions
• PD Checklist Overview
82
Objective 3
Participants will:
1. Understand assumptions supporting PD for
educators resulting in enhanced student
learning.
2. Understand the purposes of each step on the PD
checklist and relationship to the PD blueprint.
3. Understand how to apply the PD checklist to
develop outcome-based professional
development.
83
Performance Objective 3
What you will do: Complete major sections of a blueprint
document and standardized PowerPoint packet.
How you will do it: Varying amounts of time for major
sections using a Google doc form and Google PPT.
How well you will do it: High degree of alignment
between outcomes, objectives, components, learning
cycle and activities as determined by instructors.
84
Dave, the
first learning
objective is
#$%, )!
Dave
You
PD Partners
John
Working
with these
two should
be
interesting.
I don’t
know,
perhaps its
@@!+
85
86
Timber Elementary – Do Together
• Ms. Rupert, Principal of Timber Elementary is
displeased with data showing poor reading
outcomes achieved in 3rd grade students.
• Timber 3rd grade reading data is second to the
bottom among 20 elementary schools in the
East Side School District. Also, collective 3rd
grade reading scores for the district, are
among the lowest five in the state.
87
Timber Elementary – Do Together
• A substantial number of Timber Elementary
students are experiencing functional reading
difficulties.
• 3rd grade students are reading on average 75
WPM, but the district average is 90 and the
state average is 107, a 32 WPM gap.
88
PD Blueprint Checklist
 Step 1: Assess transfer needs and available supports.
 Step 2: Analyze and describe the gap between what students can
currently do, and what they need to do.
 Step 3: Analyze and describe the gap educators display in content, and
pedagogical knowledge, skills and dispositions aligned with the student
gap.
 Step 4: Develop end of training outcomes.
 Step 5: Develop learning objectives aligned with outcomes.
 Step 6: Develop objective components aligned with learning objectives.
 Step 7: Develop transfer support plan.
 Step 8: Develop PD Cycle and Supporting Activities/Materials
 Step 9: Deliver PD.
 Step 10: Launch transfer support plan.
89
Transfer Support Questions
• What challenges or difficulties are you seeing at the student level that
drives you to submit a NAR requesting PD?
• What actions (i.e., strategies) are your teachers currently taking to address
the student needs you are concerned about?
• To address the student needs you identified, what adult knowledge, skills
and dispositions need to be in place following the training?
• What sorts of training in this topical area have been provided previously?
When were they provided? What impacts occurred from these training?
• What exists in your LEA to support the transfer of knowledge and skills to
the classroom?
• How will we know that the PD you requested impacts student learning?
• How can we coordinate together to gather data confirming the impact of
the PD on student learning?
• What grade levels of teachers do you want to participate? What number
of buildings would participate? What number of teachers you would like
to participate? What number of students would be impacted by this
number of teacher participants?
90
91
Sunrise Elementary – Do as Team
• Mr. Garcia, Principal of Sunrise Elementary is
displeased with data showing poor reading
outcomes achieved in 4th grade students.
• Sunrise 4th grade reading data is third from the
bottom among 15 elementary schools in the
Pinnacle School District. Also, collective 4th
grade reading scores for the district, are
among the lowest ten in the state.
92
Sunrise Elementary – Do as Team
• A substantial number of Sunrise Elementary
students are experiencing functional reading
difficulties.
• On assessments of reading comprehension,
Sunrise’s 4th graders are the lowest in Pinnacle
district, and are at the 5th %tile in the state.
• Large proportion of ELL students, and scores
on assessments of vocabulary are low.
Sunrise’s SLPs case load is atypically high.
93
Sunrise
Elementary
Sunrise Elementary: Transfer Support
Practice (Do as Team)
What transfer support questions would you
ask? How would you organize them?
7 minutes
https://goo.gl/ed5bnl
94
Quick Review - Team by Team
1.
2.
3.
4.
Team 1 questions displayed (30 sec)
Quick reaction – Adobe Chat (15 sec)
Move to next team
Whole group verbal discussion (5 min)
Are we asking the right questions to form a strong
transfer support plan? What’s missing?
95
PD Blueprint Checklist
 Step 1: Assess transfer needs and available supports.
 Step 2: Analyze and describe the gap between what students can
currently do, and what they need to do.
 Step 3: Analyze and describe the gap educators display in content,
and pedagogical knowledge, skills and dispositions aligned with the
student gap.
 Step 4: Develop end of training outcomes.
 Step 5: Develop learning objectives aligned with outcomes.
 Step 6: Develop objective components aligned with learning
objectives.
 Step 7: Develop transfer support plan.
 Step 8: Develop PD Cycle and Supporting Activities/Materials
 Step 9: Deliver PD.
 Step 10: Launch transfer support plan.
96
Timber
Elementary
Student Gap Analysis (Do Together)
Big Question: What skills and experiences support fluent reading
(accuracy, speed, prosody)?
•
Phonics
– Timber students demonstrate inadequately developed, and dysfluent decoding skills.
•
Comprehension
– Timber students extract insufficient meaning from grade level text (narrative and expository)
•
Vocabulary
– Timber students’ fund of word knowledge is insufficient, impairing reading comp.
•
General Language Skills
– Many Timber students are ESL, and language structures are not sufficiently understood to
support fluent word prediction – word x word reading.
•
Engagement
– Timber students read far fewer words than students in other schools, and those read, are from
less demanding texts.
•
Prosody
– Timber students oral reading is breathy, comes in halting bursts, and is filled with vocal
tension.
97
Sunrise
Elementary
Sunrise Elementary: Student Gap
Analysis Practice (Do as Team)
What knowledge, skills and disposition gaps
do you suspect and present in Sunrise
Elementary students?
8 minutes
https://goo.gl/P5bFC6
98
Quick Review - Team by Team
1.
2.
3.
4.
Team 1 gaps displayed (30 sec)
Quick reaction – Adobe Chat (15 sec)
Move to next team
Whole group verbal discussion (5 min)
Do we have a sufficiently clear picture of Sunrise’s
student gap to direct us to the knowledge, skills and
dispositions teachers need addressed in PD? What
more do we need to know?
99
Timber
Elementary
Student Gap > Skill Focus 1 > Skill Focus 2 > ...
Big Question: What skills and experiences support fluent (accuracy, speed, prosody)
reading?
• Phonics
– Timber students demonstrate inadequately developed, and dysfluent decoding skills.
•
Comprehension
– Timber students extract insufficient meaning from grade level text (narrative and expository)
•
Vocabulary
– Timber students’ fund of word knowledge is insufficient, impairing reading comp.
•
General Language Skills
– Many Timber students are ESL, and language structures are not sufficiently understood to
support fluent word prediction – word x word reading.
•
Engagement
– Timber students read far fewer words than students in other schools, and those read, are from
less demanding texts.
•
Prosody
– Timber students oral reading is breathy, comes in halting bursts, and is filled with vocal tension.
Skill Focus 1
100
Sunrise
Elementary
Student Gap > Skill Focus 1 > Skill Focus 2 > ...
(Do as Team)
At Timberline we chose reading prosody as skill
focus 1 to get at fluency. What skill will you want
to focus on at Sunrise?
https://goo.gl/kOoYLy
101
PD Blueprint Checklist
 Step 1: Assess transfer needs and available supports.
 Step 2: Analyze and describe the gap between what students can
currently do, and what they need to do.
 Step 3: Analyze and describe the gap educators display in content,
and pedagogical knowledge, skills and dispositions aligned with the
student gap.
 Step 4: Develop end of training outcomes.
 Step 5: Develop learning objectives aligned with outcomes.
 Step 6: Develop objective components aligned with learning
objectives.
 Step 7: Develop transfer support plan.
 Step 8: Develop PD Cycle and Supporting Activities/Materials
 Step 9: Deliver PD.
 Step 10: Launch transfer support plan.
102
Timber
Elementary
Educator Gap Analysis (Do Together)
Big Question: What knowledge, skills and dispositions in
content and pedagogy do educators need to improve students
reading prosody, and thereby, increase reading fluency?
• Content
– Variables influencing reading fluency
– Effect of reading amount (# of words eyes pass over) on reading
fluency
• Pedagogy
–
–
–
–
–
–
Selecting reading passages
Setting fluency goals
Organizing reading sprints
Correcting and affirming
Collecting data and decision making
Coaching reading prosody
103
Sunrise
Elementary
Educator Gap Analysis Practice (Do as Team)
Considering the student gaps, what knowledge,
skill, or dispositions gaps do you
see in Sunrise’s teachers?
8 minutes
https://goo.gl/iPu4Qy
104
Quick Review - Team by Team
1.
2.
3.
4.
Team 1 gaps displayed (30 sec)
Quick reaction – Adobe Chat (15 sec)
Move to next team
Whole group verbal discussion (5 min)
Do we have a sufficiently clear picture of Sunrise’s
teacher gap to direct us to the knowledge, skills and
dispositions PD providers need to
address? What more do we need to know?
105
Timber
Elementary
Educator Gap Analysis (Do Together)
Big Question: What knowledge, skills and dispositions in
content and pedagogy do educators need to improve students
reading prosody, and thereby, increase reading fluency?
• Content
– Variables influencing reading fluency
– Effect of reading amount (# of words eyes pass over) on reading
fluency
• Pedagogy
–
–
–
–
–
–
Selecting reading passages
Setting fluency goals
Organizing reading sprints
Correcting and affirming
Collecting data and decision making
Coaching reading prosody
106
Sunrise
Elementary
Educator Gap Analysis Practice (Do as Team)
For Timberline, we focused down on coaching
reading prosody for a teacher skill. What teacher
skill area do you want to focus on at Sunrise?
https://goo.gl/LsjAGw
107
PD Blueprint Checklist
 Step 1: Assess transfer needs and available supports.
 Step 2: Analyze and describe the gap between what students can
currently do, and what they need to do.
 Step 3: Analyze and describe the gap educators display in content,
and pedagogical knowledge, skills and dispositions aligned with the
student gap.
 Step 4: Develop end of training outcomes.
 Step 5: Develop learning objectives aligned with outcomes.
 Step 6: Develop objective components aligned with learning
objectives.
 Step 7: Develop transfer support plan.
 Step 8: Develop PD Cycle and Supporting Activities/Materials
 Step 9: Deliver PD.
 Step 10: Launch transfer support plan.
108
Timber
Elementary
- Do Together
1. Are the student learning and teacher instructional
behavior outcomes written so you can see exactly
what is to be constructed through PD?
2. Also, is there direct alignment between teacher
instructional behavior and student learning behavior?
3. Do you believe the change in teacher instructional
behavior will result in change in student behavior (i.e.
achievement)?
109
Sunrise
Elementary
Blueprint Practice – Classroom Outcome (Do
as Team)
Recognizing Sunrise Elementary students’ gap, and the
corresponding teacher gap, what outcomes do you want
to see in the classroom? Write your student learning
behavior and teacher instructional behavior outcomes.
10 minutes
Go to your team’s Google Blueprint
110
Google Address for Blueprint
•
•
•
•
•
•
•
•
Team 1: https://goo.gl/igPO5E
Team 2: https://goo.gl/UQ4Y4u
Team 3: https://goo.gl/6pzIwh
Team 4: https://goo.gl/PYpSwK
Team 5: https://goo.gl/sCZ2uU
Team 6: https://goo.gl/njPl01
Team 7: https://goo.gl/Y01P6m
Team 8: https://goo.gl/sN37pW
111
Quick Review - Team by Team
1.
2.
3.
4.
Team 1 outcome displayed (30 sec)
Quick reaction – Adobe Chat (15 sec)
Move to next team
Whole group verbal discussion (5 min)
Are the student learning and teacher instructional
behavior outcomes written so you can see exactly what is
to be constructed through PD? Also, is there direct
alignment between teacher instructional behavior and
student learning behavior? Do you believe the change in
teacher instructional behavior will result in change in
student behavior (i.e. achievement)?
112
PD Blueprint Checklist
 Step 1: Assess transfer needs and available supports.
 Step 2: Analyze and describe the gap between what students can
currently do, and what they need to do.
 Step 3: Analyze and describe the gap educators display in content,
and pedagogical knowledge, skills and dispositions aligned with the
student gap.
 Step 4: Develop end of training outcomes.
 Step 5: Develop learning objectives aligned with outcomes.
 Step 6: Develop objective components aligned with learning
objectives.
 Step 7: Develop transfer support plan.
 Step 8: Develop PD Cycle and Supporting Activities/Materials
 Step 9: Deliver PD.
 Step 10: Launch transfer support plan.
113
Timber
Elementary
1. Are the objectives measurable?
2. Do they meet the UPDN format?
3. Do they directly support achievement of the
teacher instructional outcomes?
114
Three Learning Objective Displays
1. Working Display (first)
2. Broad Display (second)
3. Performance Display (final)
End of Session Objective
(Working) Display
• Given paper and pencil, 10 minutes, and the
prompt, “Define reading prosody, and
describe how it relates to a student’s reading
fluency, and describe how reading fluency
relates to a student’s reading comprehension”
participants will write a response earning 90%
of points on the question scoring rubric. (all
content addressed out of session, and
including assessment of objective)
End of Session Objective
(Broad) Display
• Given paper and pencil, 10 minutes, and the
prompt, Participants will define reading
prosody, and describe how it relates to a
student’s reading fluency, and describe how
reading fluency relates to a student’s reading
comprehension. participants will write a
response earning 90% of points on the
question scoring rubric.
End of Session Objective
(Performance) Display
What you will do: Write definition of reading
prosody, and describe how it relates to student’s
reading fluency, and how reading fluency relates to
student’s reading comprehension.
How you will do it: With paper and pencil and
within 10 minutes.
How well you will do it: Earn 90% of points on the
question scoring rubric.
Displays Summary
• Working Display Function(s): Development of
training and assessment of participants.
• Broad Display Function(s): Early in training to
provide participants with a general overview of
the training, and knowledge, skills and
dispositions to be achieved.
• Performance Display Function(s): Just before
objective is addressed. Provides participants with
explicit understanding of what is to be learned,
how they will demonstrate learning, and
conditions in which demonstrations occurs.
Working Display Objective Format
(We Do)
Given ______________ [Condition Statement],
participants will ___________________
[Performance Statement]. Mastery will be
demonstrated by_________[Mastery Criteria],
as measured by__________ [Measure Name].
120
Examples (Blue)/Non Examples (Red) – We Do
• Given paper and pencil, 10 minutes, and a prompt, participants will define
reading prosody, describe how it relates to a student’s reading fluency,
and describe how reading fluency relates to a student’s reading
comprehension.” Mastery is demonstrated by earning 90% of points on a
question scoring rubric.
• Given five minutes, and a paragraph of narrative text, including seven
different prosody markers, participants will circle common prosody
markers, along with brief descriptions of the common function of each.
• Given a student’s IEPs, participants will write a standards-based IEP goal
for a student’s writing skills. Participants will demonstrate mastery by
achieving 90% of points on the IEP goal checklist.
• Given IRIS Module evidence-based practices (EBP), participants will
choose an EBP that can be used in conjunction with curriculum maps.
121
Examples/Non Examples – You Do
• Given a narrative reading passage, and another participant role playing a
student, and the prompt “Start a reading prosody session,” participants
will execute critical prosody coaching behaviors with 90% accuracy, as per
a rubric. (example [thumbs up] or non-example [thumbs down])
• Given a 10 minute lecture, participants will be able to analyze prosody
error patterns with 90% accuracy. (example or non-example)
• Given a 5 minute video of a reading prosody coaching session, an
observation tool, and the prompt “Evaluate the strengths and weaknesses
of the following reading prosody coaching session,” participants will score
the video with 90% agreement with the anchor observation. (example or
non-example)
• Given a PD instructor’s modeling of reading fluency, participants
demonstrate knowledge of reading fluency with 100% accuracy. (example
or non-example)
122
Timber
Elementary
123
Sunrise
Elementary
Blueprint Practice – Objective Writing (Do as
Team)
Write an objective, which in part, supports
achievement of classroom outcomes (teacher
instruction and student learning behaviors)?
10 minutes
Go to your team’s Google Blueprint
124
Quick Review - Team by Team
1.
2.
3.
4.
Team 1 objectives displayed (30 sec)
Quick reaction – Adobe Chat (15 sec)
Move to next team
Whole group verbal discussion (5 min)
Are the objectives measurable? Do they meet the
UPDN format? Do they directly support achievement
of the teacher instructional outcomes?
125
PD Blueprint Checklist
 Step 1: Assess transfer needs and available supports.
 Step 2: Analyze and describe the gap between what students can
currently do, and what they need to do.
 Step 3: Analyze and describe the gap educators display in content,
and pedagogical knowledge, skills and dispositions aligned with the
student gap.
 Step 4: Develop end of training outcomes.
 Step 5: Develop learning objectives aligned with outcomes.
 Step 6: Develop objective components aligned with learning
objectives.
 Step 7: Develop transfer support plan.
 Step 8: Develop PD Cycle and Supporting Activities/Materials
 Step 9: Deliver PD.
 Step 10: Launch transfer support plan.
126
Timber
Elementary
- We Do
1. How well aligned do are the components with their
associated objective?
2. Are the components granular enough to itemize
the knowledge, skills and dispositions to be
addressed to achieve the objective?
127
Objective Component Format – We Do
• Participants will demonstrate skill in __________________.
• Participants will describe ___________________________.
• Participants will define _____________________________.
• Participants will compare ___________________________.
• Participants will classify ____________________________.
• Participants will identify elements of _________________.
128
Timber
Elementary
Objective Component Example – We Do
• Participants will describe their knowledge of reading fluency.
• Participants will demonstrate knowledge of reading prosody
elements.
• Participants will describe their knowledge of the relationship
between reading fluency and prosody, and reading
comprehension.
129
Sunrise
Elementary
Blueprint Practice – Objective Component
Writing (Do as Team)
Write objective components supporting
achievement of the PD objective?
10 minutes
Go to your team’s Google Blueprint
130
Quick Review - Team by Team
1. Team 1 objective components displayed (30
sec)
2. Quick reaction – Adobe Chat (15 sec)
3. Move to next team
4. Whole group verbal discussion (5 min)
How well aligned do are the components with their
associated objective? Are the components granular
enough to itemize the knowledge, skills and
dispositions to be addressed to achieve the objective?
131
Timber
Elementary
132
PD Blueprint Checklist
 Step 1: Assess transfer needs and available supports.
 Step 2: Analyze and describe the gap between what students can
currently do, and what they need to do.
 Step 3: Analyze and describe the gap educators display in content,
and pedagogical knowledge, skills and dispositions aligned with the
student gap.
 Step 4: Develop end of training outcomes.
 Step 5: Develop learning objectives aligned with outcomes.
 Step 6: Develop objective components aligned with learning
objectives.
 Step 7: Develop transfer support plan.
 Step 8: Develop PD Cycle and Supporting Activities/Materials
 Step 9: Deliver PD.
 Step 10: Launch transfer support plan.
133
Timber
Elementary
Transfer Support Considerations –
We Do
• Ms. Rupert and the PD provider discussed following up in
the first week after training to check her out on the skills
addressed in PD.
• 1.
Once
Ms. Rupertthe
demonstrates
competency,
she of
will
Considering
plan,
what
is
the
likelihood
shadow the PD provider on coaching rounds.
transfer?
• On the
second round of coaching, Ms. Rupert will take lead,
2.
thePD
plan
sufficiently
intensive
to achieve
initial
withIsthe
provider
shadowing.
Successful
competency
checkouts
by teachers will be followed with maintenance
transfer?
coaching
four weeks
out,
sixenough
weeks to
out,
and 8 weeks out,
3.
Is
it
sustained
for
long
achieve
during the school year.
institutionalization
acquired
knowledgewith
andthe
• Discussions
of strengthsof
and
needs associated
skills?
implementation
of training will be on grade level meeting
agendas each month.
134
Sunrise
Elementary
Develop Transfer Support (Do as Team)
Write transfer support considerations for Sunrise
elementary school.
10 minutes
https://goo.gl/JgydfT
135
Quick Review - Team by Team
1.
2.
3.
4.
Team 1 transfer support displayed (30 sec)
Quick reaction – Adobe Chat (15 sec)
Move to next team
Whole group verbal discussion (5 min)
Considering the plan, what is the likelihood of
transfer? Is the plan sufficiently intensive to achieve
initial transfer? Is it sustained for long enough to
achieve institutionalization of acquired
knowledge and skills?
136
PD Blueprint Checklist
 Step 1: Assess transfer needs and available supports.
 Step 2: Analyze and describe the gap between what students can
currently do, and what they need to do.
 Step 3: Analyze and describe the gap educators display in content,
and pedagogical knowledge, skills and dispositions aligned with the
student gap.
 Step 4: Develop end of training outcomes.
 Step 5: Develop learning objectives aligned with outcomes.
 Step 6: Develop objective components aligned with learning
objectives.
 Step 7: Develop transfer support plan.
 Step 8: Develop PD Cycle and Supporting Activities/Materials
 Step 9: Deliver PD.
 Step 10: Launch transfer support plan.
137
PPT Slide Pack
138
Guiding Questions – Effective PD Cycle
Review – Big Qs – “To optimize learning of this
objective’s component(s) what prior knowledge or skills
should I review? What knowledge or skills are
prerequisite to current learning? What background
knowledge needs to be activated to support learning,
or storage?”
– Small Qs - What activities if any, would facilitate learning?
How do my considered activities fair in an ARCS analysis
(attention, relevance, confidence, satisfaction)? To what
extent do I believe the activities are effective, efficient and
palatable?
139
Guiding Questions – Effective PD Cycle
Objective – Big Qs – “To optimize learning of this objective’s
component(s),and the objective, How should I present
them? How can I use the objective to focus the learners
attention, and motivate them to learn? How can I use the
objective and its components to initiate background
knowledge and ready the learner?”
Small Qs - What activities if any, would facilitate learning? How do
my considered activities fair in an ARCS analysis (attention,
relevance, confidence, satisfaction)? To what extent do I believe the
activities are effective, efficient and palatable?
140
Guiding Questions – Effective PD Cycle
Link – Big Qs – “To optimize learning of this
objective’s component(s) what knowledge or skills
should I link back to, to activate background
knowledge, or connect to?”
– Small Qs - What activities if any, would facilitate
learning? How do my considered activities fair in an
ARCS analysis? To what extent do I believe the
activities are effective, efficient and palatable?
141
Guiding Questions – Effective PD Cycle
Relevance – Big Qs - “To optimize learning of this
objective’s component(s) what application examples
can I use to reveal the relevance of this knowledge or
skill? How can I best relate how this knowledge or skills
applies to participants experience, and can be useful in
their experience? What examples will motivate
participants, or get them thinking about situations
where these new knowledge and skills can be applied?”
– Small Qs - What activities if any, would facilitate learning?
How do my considered activities fair in an ARCS analysis?
To what extent do I believe the activities are effective,
efficient and palatable?
142
Guiding Questions – Effective PD Cycle
Demonstration – Big Qs - “To optimize learning of this
objective’s component(s) how do I best model this new
skill to optimize learning? How do I best model to
increase participants’ replication of the skill? What
elements of the skill should I dialogue about? How do I
best model internal thinking and problem solving? How
can I make my internal thoughts and processes explicitly
visible?”
– Small Qs - What activities if any, would facilitate learning?
How do my considered activities fair in an ARCS analysis?
To what extent do I believe the activities are effective,
efficient and palatable?
143
Guiding Questions – Effective PD Cycle
Guided Practice - Big Qs - “To optimize learning of
this objective’s component(s) what guided practice
activities will maximize learning, and demonstrate
participants increasing, and independent mastery of
this knowledge or skill, and with less support than
offered during the demonstration?”
Big Qs – “Does this activity require of participants
the same actions called for in the performance
statement of the objective?”
144
Alignment
Objective
Component
Objective
Component
GP Act-1
GP Act-2
GP Act-3
145
Good Alignment
Character
Recognition
Quotation
Marks
Voice
Modulation
Addressing
Reading
Narration
GP Act-1
Inputs
GP Act-2
GP Act-3
Output
146
Poor Alignment
Commas
Vocabulary
Decoding
Addressing
Reading
Narration
GP Act-1
Inputs
GP Act-2
GP Act-3
Output
147
Guiding Questions – Effective PD Cycle
Independent Practice - Big Q - “To optimize
learning of this objective’s component(s) what
independent practice activities will maximize
learning, and demonstrate my participants’
independent mastery of this knowledge or
skill?” Big Q – “Does this activity require of
participants the same actions called for in the
performance statement of the objective?”
148
Timber
Elementary
PowerPoint Slide Pack – Objective 1
What is the likelihood of achieving the objective
component using the PD cycle and activities shown?
149
Sunrise
Elementary
Blueprint Practice – PD Cycle and Activities
(Do as Team)
Develop training for one objective
component using slide pack.
15 minutes
Go to your team’s Google PPT Slide Pack
150
Quick Review - Team by Team
1.
2.
3.
4.
Team 1 slide pack displayed (30 sec)
Quick reaction – Adobe Chat (15 sec)
Move to next team
Whole group verbal discussion (5 min)
What is the likelihood of achieving the objective
component using the PD cycle and activities shown?
151
Performance Objective 3
What you will do: Complete major sections of a blueprint
document.
How you will do it: Varying amounts of time for major
sections using a Google doc form.
How well you will do it: High degree of alignment
between outcomes, objectives, components, learning
cycle and activities as determined by instructors.
152
End of Day Outcomes
Participants will:
• Be skilled in using a systematic process to
develop PD.
• Be skilled in developing PD which produces
participant learning.
• Be skilled in assessing PD’s effects.
153
What levels have we evaluated at today?
154
Thank you for your feedback!
https://goo.gl/oQ36wA
155
You Too?
156
John
435-797-7699
john.jeon@
usu.edu
Dave
435-797-9050
david.forbush
@usu.edu
Thank you!
157