Implementation of the Common Core: Building Knowledge and ......Kalamazoo RESA • One of 56...
Transcript of Implementation of the Common Core: Building Knowledge and ......Kalamazoo RESA • One of 56...
Implementation of the Common Core: Building Knowledge and
Beyond! AESA Annual Conference
Margaret McGlinchey, Ph.D. Kalamazoo RESA
Agenda
• What does “implementation” mean? • Moving from strands to a braid • Supporting all levels of the system • Stages of implementation • Lessons learned
Kalamazoo RESA
• One of 56 ISD/RESAs in MI • Serving 9 Local Districts • 5 Charter School Academies • 13 Private Schools • 35,000 students • Instructional Center of KRESA
provides training, coaching, and technical assistance to all districts within the region
Our Mission
Kalamazoo RESA’s Instructional Center provides educators and community members with leadership, support, and resources to ensure all students are college and career ready.
Your Turn
Personal Reflection 1. Have you ever been involved in a
project that was unsuccessful? 2. Why was it unsuccessful? 3. What might have made the difference
between success and failure? 4. Talk at your tables and be prepared to
share for the good of the group
The NIRN
Fixsen, D. L., Naoom, S. F., Blase, K. A., Friedman, R. M. & Wallace, F. (2005). Implementation Research: A Synthesis of the Literature. Tampa, FL: University of South Florida, Louis de la Parte Florida Mental Health Institute, The National Implementation Research Network (FMHI Publication #231).
Implementation Research: A Synthesis of the Literature
© Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2008
The Science of Implementation
• Students cannot benefit from interventions they do not experience
• Training by itself does not work • Policy change by itself does not work • Financial incentives alone do not
work
Your Turn
At your tables form groups of four members Silently read the Implementation Brief and highlight three or four items that have particular meaning In turn, members share one of their items Repeat so that each member has a turn in each cycle
Balas & Boren, 2000; Fixsen, Blase, Timbers, & Wolf, 2001
Implementation of Effective Practices with and without an Implementation Support Team
Implementation Team
No Implementation
Team
Percent of Implementation 80% 14%
Time 3 Years 17 years
The Charge of the District Leadership Team:
• To make sure we develop the capacity of all staff members to perform the responsibilities demanded by our improvement plan
• To create the organizational structures to support continuous improvement
• Use data to drive the work and planning of implementation
Many competing priorities
NCLB
RtI/MTSS
Teacher Evaluation
School Improvement
CCSS
PBIS
Reading
Math
When Braided by District Leadership a strong combination for successful student outcomes
Successful Student Outcomes
School Improvement/
MTSS Teacher
Evaluation CCSS Reading/Math PBIS
Accountability
Braiding means
Consider the core features of an initiative, what other current initiatives share these features and may be combined to
– Share resources
– Share activities (e.g., Professional Development)
– Share information (e.g., data collection)
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Consideration of non-negotiables when braiding
• Funding requirements
– Features that must be in place to receive funding
• Mandatory program requirements
– Features that are mandated for implementation of the program
• Critical features that define practice
– Features that are critical to fidelity of implementation
Worksheet for Braiding District Initiatives: Braiding Around Multi-tiered System of Support (MTSS)
Stages of Implementation
• Implementation of CCSS (or any initiative is not an event)
• A mission-oriented process involving multiple decisions, actions, and corrections
• All new initiatives must be considered in the context of current efforts
Stages of Implementation Focus Stage Description
Exploration/Adoption
Decision regarding commitment to adopting the program/practices and supporting successful implementation.
Installation Set up infrastructure so that successful implementation can take place and be supported. Establish team and data systems, conduct audit, develop plan.
Initial Implementation
Try out the practices, work out details, learn and improve before expanding to other contexts.
Elaboration Expand the program/practices to other locations, individuals, times- adjust from learning in initial implementation.
Continuous Improvement/Regeneration
Make it easier, more efficient. Embed within current practices.
Work to do it right!
Work to do it better!
Should we do it?
Implementation Effectiveness: Constant Tension of Three Factors
Resource Allocation
Implementation Timeframe
Implementation Quality
Cascading System of Support
Students
Building Staff
Grade Level Team
Building Leadership Team
District/Regional Team Multiple schools w/in district
All staff
All students
Grade Level Teams, Core Teams, Departments, and all staff
Who is supported?
How is support provided?
Provides guidance and manages implementation
Provides guidance, visibility, funding, political support
Provides guidance and manages implementation
Provides effective practices to support students
Improved student behavior and achievement
Staff competency to support students/families with the selected practices
Adapted from Fixsen & Blase, 2008
Successful Student Outcomes
Program/Initiative (set of practices that are implemented with Fidelity)
Organizational capacity to support staff in implementing practices with fidelity
Ability to provide direction/vision of process
Implementation Drivers Implementation Drivers 20
Current Efforts: MTSS
• Universal Screening • Problem Solving Model • Continuum of Evidence-Based Instructional
Practices • Progress Monitoring • Data Based Decision Making • Implementation Fidelity • Improved Student Outcomes
New Initiatives
• Common Core State Standards • Teacher Evaluation • Research to Practice
Creating Competency
Central Office County and
District Level Data Based
Decision Making
CCSS What are they?
(Exploration)
Principals
Building Level Leadership Team and Data Based Decision Making
CCSS What are they?
(Exploration)
Teachers
Grade Level Teams for Data Based Decision
Making
CCSS What are they?
(Exploration)
Driven By Data: Process and Outcome
Data Review KCIC
District Level priorities What do teams, principals need? How will they support next steps? What resources are needed? How will we know if we are successful
Data Review Principals
What are building level priorities? What do teachers need support with? How will you know the right instruction is happening at the right time?
Data Review Teams
What are building level priorities? What resources will be needed? Training? Coaching? Technical Assistance
Integrating Supports
• Based on CCSS current curriculum and future needs
• Effective instruction, Observation, Feedback, Individual Development Plan
• Coaching in teacher classrooms and at grade level team meetings
• Professional development for teachers selected based on data
Data Review 3 X per yr. All
levels
Teachers attend
professional development
Curriculum Mapping
Principals receive ongoing
support and training
Structures of Support
Central Office
Connecting Data to district
priorities
IES Practice Guides DWW Website and
Resources
Principals IES Guides
DWW Website
Teacher Observation
and Feedback
Teachers CCSS Instructional
Priorities
IES Practice guides DWW and Effective
Instructional Routines
DIBELS Next Measure
Big Idea(s) of Reading
Direct Instruction Needed in: CCSS Connection
FSF First Sound Fluency PSF Phoneme Segmentation Fluency
Phonemic Awareness - Explicit Phonemic Awareness Instructional Routines *Phonological Awareness
RF.K-1.2
NWF-CLS Nonsense Word Fluency - Correct Letter Sounds NWF-WWR Nonsense Word Fluency - Whole Words Read
Alphabetic Principle/Phonics
- Explicit Alphabetic Principle Instructional Routines and/or -Explicit Phonics Blending Instructional Routines *Phonemic Awareness
RF.K-5.3
DORF DIBELS Oral Reading Fluency
Phonics, Fluency & Comprehension (if administering Retell)
Dependent on rate and accuracy (may need explicit self monitoring, rate building, alphabetic principle and/or phonics instructional routines) *Alphabetic Principle/Phonics
RF.K-5.4 L.K-12.4
Daze *May need to check and teach these skills
Vocabulary & Comprehension
- Explicit Comprehension Strategy Instructional Routines *Fluency and Phonics
L.K-12.6 RL/RI.K-12.1-10
Adolescent Literacy/CCSS Connection Big Idea CCSS Strands & Standards
Advanced Word Study Reading RL/RI.6-12.4, RH/RST.6-12.4 Reading RL/RI.6-12.10, RH/RST.6-12.10 Language L.4-12.4
Fluency (to promote comprehension)
Reading RL/RI.6-12.10, RH/RST.6-12.10
Vocabulary
Reading RL/RI.6-12.4, RH/RST.6-12.4 Language L.4-12.4-6
Comprehension Reading RL/RI.6-12.1-10, RH/RST.6-12.1-10 Writing W.6-12.7-9, WHST.6-12.7-9 Speaking and Listening SL.6-12.1-3
Motivation & Engagement All aspects of the CCSS
System Change “For every increment of performance I demand from you, I have an equal responsibility to provide you with the capacity to meet that expectation”
(R. Elmore, 2002)
Lessons Learned • Exploration and building consensus takes time! • Braiding must be very intentional • Leadership along the way and at every step of
the way-different than delegating • Initial implementation is easy! Sustained and
full implementation is a different story! • Communication! Communication!
Communication! • We need to stop chasing the shiny objects!
Thank You!