View
212
Download
0
Category
Tags:
Preview:
Citation preview
February 20, 2014
IMPLEMENTING THE CURRICULUM
Q - What is implementation? A specialized set of activities designed to put into practice an
activity or program of known dimensions.
How do I know when I have reached full implementation? Full Implementation is reached when 50% or more of the
intended practitioners, staff, or team members are using an effective innovation with fidelity and good outcomes.
Q- What work is to be done once we have full implementation? The Stages are dynamic within organizations such as schools and
clinics, moving back and forth among Stages as personnel and circumstances change. Understanding Stages is important so the work of Implementation Teams can be matched to the Stage of the provider organization.
IMPLEMENTATION SCIENCE
TYPICALLY A 2-4 YEAR PROCESS
STAGES OF IMPLEMENTATION
IMPLEMENTATION SCIENCE
RETURN ON INVESTMENT
IMPLEMENTATION SCIENCE
Important for regular assessment of
fidelity to the intervention and
fidelity to the implementation processes
TO PREVENT IMPLEMENTATION DIPS
Implementation Team Principal Assistant Principals Department Chairs PLT Leaders Workshop
Attendees/Curriculum Writers
IMPLEMENTATION TEAM
Implementation Resources Content Specialists Implementation Team Teacher Leaders Training Opportunities CMapp/Other Curriculum
Support Materials Content Wikis Administrative Wiki Researched Practices
ROLES FOR FULL IMPLEMENTATION
Develops communication plan to inform stakeholders
Develops communication protocols for identifying barriers, challenges, and problem solving
Develops a support plan to promote ongoing eff orts
Develops tools for measuring and reporting fidelity of implementation
Models best practices and exemplars
Coordinates the provision of instructional resources
Uses data to improve fidelity of implementation
ROLES: DISTRICT LEADER
ROLES: BUILDING LEADER
Department Chair as an Instructional Leader Works with other department leadership and administration to
shape the instructional program at the school Works with other department leadership and administration to
determine instructional needs of the school based on data Incorporates researched best practices in classroom delivery Understands the Essential Standards and Common Core
Standards Implements standards with fidelity Uses appropriate structures and scaffolds to support student
learning Welcomes others to observe in the classroom Observes others and coaches the department Facilitates creating a strong instructional program rather than
managing a department Clearly communicates information/initiatives shared during
district chair meetings to department
ROLES: DEPARTMENT CHAIR
PLT Leader as an instructional Leader Works closely with the Chair to cultivate a strong vertical
alignment within the content program Works with the chair to analyze school data Guides the work of the PLT to promote common planning and
common assessments of learning Incorporates researched best practices in classroom delivery Understands the Essential Standards and Common Core
Standards Implements standards with fidelity Uses appropriate structures and scaffolds to support student
learning Welcomes others to observe the classroom Observes others and coaches the PLT Clearly communicates information/initiatives shared during
district PLT Team Leader meetings where applicable
ROLES: PLT LEADER
Reviews student data to improve and inform instruction
Creates common plans to promote fidelity of instruction
Creates common assessments to assess fidelity of instruction and student learning
Discusses the needs of students to inform instructionObserves each other to provide feedback about
fidelity of instructionCoaches each other to increase fidelity of curriculum
implementation Includes school initiatives in the instructional
program (SIP)
ROLES: PROFESSIONAL LEARNING TEAM
Professional Learning Attendee to build capacity of all teachers Prepared to share the learning with the
PLT/Department/School Desires the leadership opportunity to share content and
learning Makes meaning of the learning as it aligns to the School
Improvement Plan Represents the professionalism of the school
ROLES: PD PARTICIPANT
Coaching IS…
On-site professional development in eff ective teaching practices
Embedded in real on-the-ground experience
Cycles of targeted support Ongoing and recursive Modeling and training in
research-based eff ective strategies
Dedicated, meaningful refl ective feedback, collaboration, and planning
Coaching is NOT…
A limited-session PD course or webinar
A post-observation conference
Observation and evaluation for NCEES
BT Mentors Buddy teachers Teacher Assistant or
Co-teacher who works with students
TOOL: EMBEDDED COACHING
Invite, enroll
Identify goal
Explain researc
hModel
effective
practice
Observe
Reflect on
feedback
Explore next steps
Common Core Training/Curriculum Writ ing Opportunit ies
Teachers
Administrators
Teams – from the department and from across al l departments
Increase understanding through opportunit ies to experience what Common Core should look & feel l ike for students
Time to create materials for classroom use
Common observation tool
TOOL: CAPACITY FOR COACHING
Are attendees expected to share information in a strategic and intent ional manner?
Are they specifi cal ly ident ifi ed and trained to coach others?
Are they prepared to coach al l teachers, including master teachers? Does your administrat ive team have common expectat ions?
Do they work col laborat ively to determine common l i teracy pract ices across the school?
Do al l the teachers in the bui lding know how the inclusion of Common Core standards changes the del ivery of instruct ion and planning for instruct ion? Do al l teachers understand the dynamic between Common Core Literacy Standards and Essent ial Standards?
Are PLTs aff orded the t ime to create model lessons?
Do al l teachers and administrators share a common understanding of the components?
COMMON OBSERVATION TOOL
Environment
Culture
Technology
Researched Best PracticesStandards for Literacy/ Mathematical Practices/Domains of Speaking
KNOWLEDGE ABOUT FULL
IMPLEMENTATION FROM CURRICULUM
SPECIALISTS
ENGLISH LANGUAGE ARTS /SOCIAL
STUDIES
Discourse: Student to s tudent
Specifi c emphas is on argument writing and del iberate use of appropr iate complexity of text
Using model texts in the c lassroom
Intent ional c lose reading, a l lowing students to grapple wi th a complex text
Use of a sequence of pre-wr i t ten text -dependent quest ions that lead s tudents to delve deeply into a p iece of text
Appropr iate scaff old ing towards independence
Essent ia l quest ions to e levate th inking
Grammar taught as an author ’s too l to create and convey meaning
Performance tasks for assessment
Purposefu l and integrated reading, wr i t ing, speaking, and l i s tening in every lesson
ELA - INDICATORS OF FULL IMPLEMENTATION
Student to student discourse
Minimal, focused lecturing with tools to foster student engagement
Specifi c emphasis on argument writing and deliberate use of appropriate complexity of text
Less dependency on textbook
More dependency on primary and secondary source documents
Shift from facts to concepts
Multiple perspectives on historical events/issues
Essential questions to promote inquiry and create “need to know”
SOCIAL STUDIES- INDICATORS OF FULL IMPLEMENTATION
Purpose: to increase cross-curricular opportunities for ELA &
social studies departmentsto increase horizontal and vertical alignment of
literacy standardsto focus on data to drive instruction; building the
capacity of leadership partnershipsStrategies:Combined Department Chair meetingsCombined Offi ce of Student Performance DayLanguage Lessons/Model Common Core LessonsProfessional Development Opportunities
TOOL: HUMANITIES APPROACH
TOOLS: HUMANITIES LESSONS
• Over 30 Language Lessons (10 more being created)
• Seven Integrated Lessons for Social Studies
• Over 40 model Common Core Lessons embedded in Social Studies Courses in CMAPP
• Content Area Wikis• Performance Tasks
MATHEMATICS
STUDENTS DEMONSTRATE THE STANDARDS FOR MATHEMATICAL PRACTICE ON A CONSISTENT BASIS.1. Make sense of problems and persevere in solving them.Students are reasoning, thinking, and/or proving their
answers.Students are demonstrating a structured approach to
problem solving.Students check the reasonableness of their answers.Students collaborate to understand the approaches of
others
MATH – INDICATORS OF FULL IMPLEMENTATION
STUDENTS DEMONSTRATE THE STANDARDS FOR MATHEMATICAL PRACTICE ON A CONSISTENT BASIS.1. Make sense of problems and persevere in solving them.Students are reasoning, thinking, and/or proving their
answers.Students are demonstrating a structured approach to
problem solving.Students check the reasonableness of their answers.Students collaborate to understand the approaches of
others
MATH – WHAT WE ARE SEEING
Teachers are doing most of the talking, even answering their own questions sometimes.
Teachers demonstrate a structured approach to problem solving, students “copy” it without understanding why.
Students rarely check the reasonableness of their answers.
Students sometimes ask each other for help.
STUDENTS DEMONSTRATE THE STANDARDS FOR MATHEMATICAL PRACTICE ON A CONSISTENT BASIS.3. Construct viable arguments and critique the reasoning of others.Students are engaged in mathematical discourse
(explain, agree/disagree, paraphrase, add on, verify, question each other).
Students are making and testing mathematical conjectures.
Students are making arguments to defend their reasoning.
Students understand and evaluate arguments of others.
MATH – INDICATORS OF FULL IMPLEMENTATION
STUDENTS DEMONSTRATE THE STANDARDS FOR MATHEMATICAL PRACTICE ON A CONSISTENT BASIS.3. Construct viable arguments and critique the reasoning of others.Students are engaged in mathematical discourse
(explain, agree/disagree, paraphrase, add on, verify, question each other).
Students are making and testing mathematical conjectures.
Students are making arguments to defend their reasoning.
Students understand and evaluate arguments of others.
MATH – WHAT WE ARE SEEING
Teachers are doing most of the talking. When discourse takes place, it is often teacher to student, not student to student.
Students are not engaged. However, there are pockets of classrooms where well-
established collaborative group cultures exist.
STUDENTS DEMONSTRATE THE STANDARDS FOR MATHEMATICAL PRACTICE ON A CONSISTENT BASIS.4. Model with mathematics.Students are using mathematical models as evidence
to support problem solutions (drawings, manipulatives, tables, graphs, symbols).
Students are using and/or sharing multiple representations (verbal, graphical, tabular, algebraic).
MATH – INDICATORS OF FULL IMPLEMENTATION
STUDENTS DEMONSTRATE THE STANDARDS FOR MATHEMATICAL PRACTICE ON A CONSISTENT BASIS.4. Model with mathematics.Students are using mathematical models as evidence
to support problem solutions (drawings, manipulatives, tables, graphs, symbols).
Students are using and/or sharing multiple representations (verbal, graphical, tabular, algebraic).
MATH – WHAT WE ARE SEEING
Still lots of worksheetsStill lots of “naked math”But, more contextual situations, more problem solvingMore use of manipulatives (especially in remedial
classes)More use of multiple representationsSome acceptance by teachers of various solution
pathways
ASSESSMENTBalance procedural fluency with conceptual
understandingCombination of multiple choice, selected response,
short constructed response, extended response, and performance tasks
Should involve math discourse in the sense of explaining, agreeing/disagreeing, justifying, or proving
MATH – INDICATORS OF FULL IMPLEMENTATION
ASSESSMENTBalance procedural fluency with conceptual
understandingCombination of multiple choice, selected response,
short constructed response, extended response, and performance tasks
Should involve math discourse in the sense of explaining, agreeing/disagreeing, justifying, or proving
MATH – WHAT WE ARE SEEING
Questions focus on proceduresQuestion types most often multiple choice and short
answer; students rarely asked to explainWriting in mathematics? What??
Core Plus and CMP2 materials designed for math discourse
Summer Trainings focusing on Math Discourse July 7th–11th Core Plus Training Course 1/Math I and
Course 2/Math II Looking for teams of 3-5 PLT members committed to fully
implementing the Core Plus curriculumSite visits – data with recommendationsQuestion Analysis Tool/Question StemsResources for collaborative learning and rich tasks
Cooperative Learning in Math books Station Activities (purchasing this spring) Websites on Math Wiki
MATH - TOOLS
SCIENCE
Students are engaged in inquiry-based instructionStudents are developing conceptual understanding of
science contentStudents are provided the opportunity for
experimentation and technological designScience process skills are acquired through active
experiences ( observing , classifying , inferring etc.)Classroom science practices are evident: such as,
Asking questions and defining problems Developing and using models Planning and carrying out investigations
INDICATORS OF FULL IMPLEMENTATION
Analyzing and interpreting data
Using mathematics and computational thinking
Constructing explanations and designing solutions
Engaging in argument writing from evidence
Obtaining , evaluating , and communicating information
INDICATORS CONTINUED
CAREER & TECHNICAL EDUCATION
Classroom Elements Students are reading and writ ing to gain a deep understanding of
subject specifi c language. Students are able to apply the Mathematical Practices within their
technical area of study. Students are engaged in the application of social studies, health,
science, and fi nance as related to their technical area of study. Students are engaged in activit ies that require that authentic
application of essential standards, current knowledge, skil ls, and technologies used in the workplace.
Program Elements Students are learning in an innovative and professional environment
fostered by the use of advanced learning methods and technology. Students are working towards concentrating in a career cluster. Students are regularly engaged with professionals from business and
postsecondary institutions. Students are earning industry recognized credentials. Students are involved in work-based learning. Students are involved in Career and Technical Student Organizations.
CTE INDICATORS OF FULL IMPLEMENTATION
NCDPI Content Area Moodles Blueprints, Instructional Guides, Professional Development
InformationELEMENTS, for formative and summative assessments Instructional SpecialistsSpecial Population CoordinatorsCareer Development Coordinators
TOOLS
HEALTHFUL LIVING
Discourse: Student to student
Opportunit ies for argument writ ing & debate on health topics
Use of lessons al igned with al l Essential Standards. Lessons al igned with every Health Standard are avai lable on CMAPP as a resource
Use of research and corol lary documents of appropriate and r igorous text complexity with appropriate scaff old ing provided.
Use of a sequence of pre-written text-dependent quest ions that lead students to delve deeply into a p iece of text
Essential quest ions to e levate th inking
Performance tasks for assessment
HEALTHFUL LIVING – INDICATORS OF FULL IMPLEMENTATION
Discourse: Student to student
Clearly defi ned units of study which include ski l l and concept assessments al igned to Essential Standards
Student understanding of dai ly learning object ives
Essential quest ions to elevate thinking
Physical EducationHealth
Provided to all district Healthful Living teachers and every student in WCPSS
Longitudinal data collection of students beginning in 4 th grade and follows students until graduation
Student login for individual goal settingAligned Assessment for 3 of the 13 NC Essential
Standard ObjectivesData collection informing PLTs on
individual/classroom/ overall school fi tness performance
Updated County Data is provided to chairs and posted to the WCPSS Healthful Living Blackboard site for each department chair meeting
TOOL - WELNET
Available to begin ‘14-’15 school year3-5 minute videos which go through basic skill
development for 20 units of Physical EducationLocated as a link in each CMAPP unit for Healthful
Living I
TOOL – FLIPPED CLASSROOM VIDEOS
All Physical Education units will include Sports Education Model lessons Rubrics for skill assessment Written assessments for concept assessment
All Health Units include Specific lessons for each objective in the NC Essential
Standards
TOOL – CMAPP
WORLD LANGUAGES
Interpretive listening Authentic source for information and comprehension Teacher delivered passages for comprehension Students completing self-analysis and peer feedback
Interpretive reading Authentic text; adapted text; teacher or student created text
Presentational speaking Formal and informal; individual or group
Presentational writing Formal and informal (answering questions, responding to
prompt) Interpersonal Communication
Communication with the teacher, peer, or in a groupCulture
Integrated/isolated, target culture/student’s culture
WORLD LANGUAGES FULL IMPLEMENTATION
DPI Documents – Proficiency Expectations, Essential Standards, New Proficiency Posters
ACTFL – Proficiency Guidelines, Can-do statementsCMAPP – Spanish I-IV, French I-IV, German I-IV,
Chinese I-II, Latin I-IILanguage Specific PLT’sPD off ered by the district (OSP, AP, argument
training, etc.)
TOOLS
Recommended