Roseville’s New K-6 Literacy Program

2010 District-Wide Implementation

April 5, 2010

Today’s InformationEarlier This Morning Description of your new materials ~ what you’ll

be getting this summer Enough to help you know what’s coming, but

actual training in September

Now Implementation discussion Setting a general direction, answering some

initial questions What we can guarantee for all Roseville students

~ What is our common approach?

Why this program?Program Strengths

Alignment to standards/outcomes Alignment to Equity Vision Alignment to input (students, staff, families) Critical literacy & social interaction Explicit instruction with gradual release of

responsibility Wide readability range ~ comprehensive materials Tie-in to 6-Trait Writing, Building Academic

Vocabulary (Marzano), Benchmark Assessment System/leveled texts (Fountas & Pinnell), flexible grouping (Opitz), reading for understanding (Hoyt)

ELL support (David & Yvonne Freeman)

Evidence of Effectiveness Pilot Studies with Rigby materials: Tested areas of decoding, vocabulary, comprehension, and overall

composite score Treatment group improved significantly more than average More improvement than the control group in every strand area

and at every tested grade level LbD pilot study showed larger improvements in composite scores

than other programs with pilot study information

Across grades: 58% of the students were African American 31% were Hispanic 6% were European-American 4% were categorized as either multi-racial, Asian, American Indian, or

other 6% were special education students 9% were limited English proficient (LEP)

Evidence of Effectiveness Buffalo, MN Hutchinson, MN Fargo, ND Richfield Centennial Elementary

Careful implementation Diverse populations, some demographically

similar to Roseville Immediate changes

Systems Outcome/Accountability Review Cycle (SOARC)

Year SOARC Step Activity

1 Plan and Purchase I Backward Design Process

2 Plan and Purchase II Materials/Assessment/Staff Development Plan$$

3 Implement & Train I Early implementation

4 Implement & Train II Full implementation

5 Assess & Gather Data I Program results

6 Assess and Gather Data II Planned innovation$

7 Assessment of Improvement I Implement innovations

8 Assessment of Improvement II Evaluate program and innovations

Stages of ImplementationPractices Associated with Higher Student Achievement

1. Exploration2. Installation3. Initial implementation4. Full implementation5. Innovation6. Sustainability

Source: Karen Blasé, Ph.D., University of North Carolina, as part of MDE’s State Implementation and Scaling of Evidence-Based Practices (SISEP)

K-6 Literacy ProgramSpecial Considerations

SOARC changed the sequence of curricular areas being reviewed ~ last literacy adoption over 10 years ago

District support during the transition to SOARC has made us very resource-rich but without a clearly defined core

What we’ve been doing in literacy was under previous policy ~ what we will be doing falls under SOARC Represents a new way of working as a school/district

Question: How will current resources fit with the newly adopted materials?

What Do We Mean by Implementation?

A specified set of activities to put into practice a policy, activity, or program of known dimensions

Without known dimensions, we won’t know when it’s occurring, when it’s not occurring, or even what “it” is

Implementation Concepts Behaviors and structures change “Anything worth doing well is worth doing

poorly … at first.” Survive the awkward stage Sometimes challenging to stay engaged

during initial implementation Fidelity is non-negotiable, but to the

extent possible within a hospitable environment

Stages of ImplementationPractices Associated with Higher Student Achievement

1. Exploration2. Installation3. Initial implementation4. Full implementation5. Innovation6. Sustainability

Source: Karen Blasé, Ph.D., University of North Carolina, as part of MDE’s State Implementation and Scaling of Evidence-Based Practices (SISEP)

Evaluating Our Implementation If we don’t have consistent implementation,

then we have no way of linking anything about the program to results

Collect outcome data AND fidelity data

High fidelity + poor results = Effectiveness problemLow fidelity + poor results = Implementation problem

New K-6 Literacy Program Implementation Guidelines

Guidelines for Using the Core Literacy Program

Guidelines for Supplementing the Core Literacy Program

Planned Supplements

New K-6 Literacy Program Upcoming Steps Materials arrive at schools around mid-July September 1 (and beyond) program

training First trimester phase-in ~ up and running

by first day after Education Minnesota weekend

Ongoing whole-staff discussion & planning Ongoing grade-level team discussion &

planning