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