Event Details

This series for individual educators and teams will provide tiered and differentiated professional learning opportunities for individual educators/service providers and/or district teams around necessary components to implement equitable evidence-based practices and structures in a systematic way to support students and education staff.

Problem of Practice: As educators, we know the importance of delivering evidence-based practices to all students.  However, in a field dictated by compliance and policy mandates, staff shortages, and initiative fatigue, schools can be impacted by the “research to practice gap” in which one or more of the following problems arise:

• Evidence-based practices are not implemented as intended
  
• Evidence-based practices are not scaled-up for district alignment
  
• Evidence-based practices are not sustained over time

Whether you are a teacher implementing practices in the classroom or a district leader looking to build alignment and sustainability of evidence-based practices, there is a professional learning opportunity for you. Research indicates there are key components to have in place to implement and sustain evidence-based practices that support both teachers and students from the classroom level to the district level and everything in between. 

For the course syllabus and to review the options to see what learning might best fit you or your districts’ needs, use the link below. Each registration would allow you access to Implementation Office Hours to process content and brainstorm barriers.

Course Syllabus

This course consists of online, self-paced, Schoology modules for Universal/Targeted Support with office hour options.
Upon registration, the course instructor will contact registrants with instructions for the course.

Whole School, Whole Community, Whole Child (WSCC) Tenets
Engaged, Supported, Challenged

Date
September 5 - ongoing registration throughout the school year

Target Audience
Any educator supporting implementation efforts in schools.

Instructor
Lauren Ringle, Char-Em ISD Director of Implementation

Goals for professional learning around Building infrastructure to support implementation of multi-tiered systems of support (MTSS) frameworks using evidence-based practices (EBP) or other selected initiatives:

• To provide awareness around what needs to exist in classrooms, schools, and districts to get the intended outcomes from evidence-based practices to address student needs from the classroom level to the district level.
  
• To build a shared understanding across the ISD around the definition of MTSS to create services that are equitable for all students.
• To provide targeted professional learning focused on the formation of district team structures and guidance around development of systems to support implementation of MTSS frameworks or other initiative implementation.

Pending approval, State Continuing Education Clock Hours (SCECHs) will be offered for this training. Further information will be provided by the course instructor.