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K-3 Formative Assessment Consortium MeetingNorth Carolina UpdateJuly 11, 2017
North Carolina: Lessons Learned
Research & Evaluation Communication
Professional Development
Technical Assistance &
Coaching
Research & Evaluation Communication
Professional Development
Technical Assistance &
Coaching
Communication
Research & Evaluation Communication
Professional Development
Technical Assistance &
Coaching
• Establish a Communication Plan– Who?
• Administrators (District Level, Principals)• Teachers
– What?• Awareness• Buy In: Why is this important?
– When/How?• Regular Basis• Pre-established channels• Multiple Means
– How is it Working?• Are folks getting the information?
Communication Resources
Research & Evaluation Communication
Professional Development
Technical Assistance &
Coaching
• North Carolina– Communication Plans
• State• Regional
– NC K-3 FAP Wiki• http://nck-3fap.ncdpi.wikispaces.net/
– NC K-3 FAP Vision Video– KEA & K-3 Family Flyers– Five Critical Components Handout
Research & Evaluation Communication
Professional Development
Technical Assistance &
Coaching
Professional Development
Research & Evaluation Communication
Professional Development
Technical Assistance &
Coaching
• Administrator Buy-In & Capacity – District Level Point Person, Principal, Instructional
Coach
• Why is this important?• What does it look like?• How do I support my teachers?
PD Resources
Research & Evaluation Communication
Professional Development
Technical Assistance &
Coaching
• North Carolina– Facilitator’s Guide for District Implementation Teams
• Presentation Materials• Video Clips
– NC K-3 FAP Administrator Mini-Module (3 hours)– NC K-3 FAP Vision Videos– NC KEA Success Story Videos
Professional Development
Research & Evaluation Communication
Professional Development
Technical Assistance &
Coaching
• Targeted Teacher Capacity– Understanding formative assessment
• Five Critical Components• Part of instruction
– Understanding the Constructs• Importance of Five Domains of Learning & Development• Connections to Standards
– Using Technology to Support Process• App• Platform Navigation & Reports
PD Resources
Research & Evaluation Communication
Professional Development
Technical Assistance &
Coaching
• North Carolina – NC K-3 FAP Facilitator’s Guide for DITs*– NC K-3 FAP 10-hour online module– The Five Domains Livebinder– K Center Posters & Planning Guides– Technology Guidance Documents & Tutorials
Research & Evaluation Communication
Professional Development
Technical Assistance &
Coaching
Research & Evaluation Communication
Professional Development
Technical Assisance &
Coaching
Technical Assistance & Coaching
• Ongoing coaching & technical assistance at the district and building level helps change to happen
• Change is complex – Vision– Skills– Incentives– Resources– Action Plan
Source: The Managing Complex Change model was copyrighted by Dr. Mary Lippitt,founder and president of Enterprise Management, Ltd., is 1987.
Research & Evaluation Communication
Professional Development
Technical Assisance &
Coaching
TA & Coaching Resources
• North Carolina– Systems Level Coaching Support
• Lippitt Model for Managing Complex Change• Coaching Sentence Stems• Coaching Prompts
Research & Evaluation Communication
Professional Development
Technical Assistance &
Coaching
Research & Evaluation Communication
Professional Development
Technical Assisance &
Coaching
Research & Evaluation
• Formative Assessment Process– Clear articulation– Ways to measure how it’s implemented in order to
inform decisions re: PD, technical assistance/coaching & communication
• Internal Operations– What is working well?– Where can improvements be made?– What are our barriers?
Research & Evaluation Communication
Professional Development
Technical Assisance &
Coaching
Research & Evaluation Resources
• North Carolina– NC K-3 FAP Practice Profile
• NC K-3 FAP Administrator Practice Profile
– NC K-3 FAP Teacher Self-Reflection Tool– NC K-3 FAP Fidelity Measure
North Carolina: Lessons Learned
Research & Evaluation Communication
Professional Development
Technical Assistance &
Coaching
Implementation
19
Finding:• Lack of administrator awareness and buy-in
negatively impacts every aspect of implementation
Response:• Increased direct communication to
superintendents, elementary principals, C&I directors, and other district leaders via agency listservs to further increase awareness and build value
20
Administrator Awareness and Buy-in
Response:Strategic Goal Indicators –• PD plan supports classroom teachers, building
administrators, and other school staff (ex. Instructional coaches, music teachers, EC teachers)
• PD plan includes a process for onboarding new staff and new PD Team members
• PD Plan includes capacity building for Building Implementation Teams
21
Administrator Awareness and Buy-in
Response:Selection criteria for Early Adoption –• There is buy-in for the K-3 Formative Assessment Process and an
understanding of its value including the 5 Critical Components, supporting children in the 5 Domains of Learning and Development, and supporting technology (at the district, building administrator, and classroom levels).
• The DIT, administrators, and teachers understand what the NC K-3 Formative Assessment Process is and are engaged in some aspects of the formative assessment process beyond the 60 day
• The district has a communication plan in place for sharing information with stakeholders. The communication plan includes a way for stakeholders to respond and/or ask questions.
22
Administrator Awareness and Buy-in
Response:Early Adopter Partnership Agreement –• Engage in a mutual selection process to identify building
administrators and teachers who would like to be early adopters • Establish Building Implementation Teams (BIT) using selection
criteria that are lead by building administrators and empower the BIT to make decisions necessary to carry out the work
• Develop and operationalize a comprehensive professional development plan for teachers, building administrators, and other support staff
• Develop and operationalize a communication plan that facilitates information sharing and includes a method for those receiving information to seek clarification
23
Administrator Awareness and Buy-in
Take-aways:• Communicate early and often to district
and school administrators • Include the research that supports the
benefits of formative assessment, supporting the whole child, and the Pre-K –3 continuum
• Strongly consider the importance of administrator buy-in when selecting early adopters
24
Administrator Awareness and Buy-in
Professional Development
Findings:• PD for administrators and teachers is still
needed• Ongoing PD should occur every few months• PD should be hosted in person• PD should be provided by district leaders
25
Professional Development
Response:Strategic Goals –• District Implementation Teams or selected professional
development staff expands their capacity and understanding of KEA to successfully provide professional development related to the formative assessment process and the utilization of technology to teachers, principals, and support staff.
• District Implementation Teams or selected professional development staff develop and implement a professional development plan for teachers, principals, and support staff that includes ongoing support related to the KEA (KEA and K3-FAP for Early Adopter districts), including the 5 critical components, construct progressions, supporting technology, and instructional practices.
26
Professional Development
Response:Strategic Goal Indicators –• District implementation Team:
– develops selection criteria for for a PD Team based on necessary skills and qualifications rather than title or position held
– ensures that the PD Team members have adequate time, resources, and support for building their own capacity
• District PD Team members develop an understanding of:– K-3 FAP (incl. 5 critical components, construct progressions,
technology, and instructional practices).– research-based PD practices (incl. Puckett Institute Briefs)– strategies for ongoing coaching support (ex. coaching, peer-to-
peer coaching, coaching meetings, PLCs, virtual support)
27
Professional Development
Response:Strategic Goal Indicators –• District Implementation Team uses data to inform the
development of a comprehensive PD plan that includes– use of the K-3 FAP Practice Profile – use of research-based PD practices (incl. Puckett Institute
Briefs)– multiple avenues for providing training and ongoing
support (ex. coaching, peer-to-peer coaching, coaching meetings, PLCs, virtual support)
– onboarding new staff – use of implementation data to determine PD effectiveness
and inform PD Plan review and revisions
28
Professional DevelopmentResponse:Selection Criteria for Early Adopters –• The district has selected and prepared staff to provide training and
coaching support• The district has a professional development plan for ongoing
training, coaching and support (ex. Peer-to-Peer, Coaching meetings, PLC’s, virtual), is implementing the plan, and has shared it with stakeholders and the RIT.
• The use of a practice-to-policy feedback loop is evident. The district has a protocol in place to collect and analyze implementation data from the practice level and uses the data to problem solve and inform decisions (e.g. instruction, PD, coaching support, facilitative administrative). Decisions are then communicated to all impacted stakeholders.
29
Professional Development
Response:Early Adopters Partnership Agreement –• Select and formalize a district Professional
Development Team using selection criteria• Provide adequate time, resources, and support
for PD Team members to build their capacity to provide training and coaching
• Include at least one member of the PD Team on the DIT
30
Professional DevelopmentResponse:Early Adopters Partnership Agreement –• Develop and operationalize a comprehensive professional
development plan for teachers, building administrators, and other support staff that includes:– Evidence-based PD practices– Training– Coaching– Use of the online platform and evidence app– Collection and analysis of training/coaching effectiveness data for
improvement– Schedule for PD plan review and updates– An onboarding process for new administrators, teachers, PD Team
members and other support staff
31
Professional Development
Key Take-aways:• Professional development is key• Establish an agreement to build the
district’s capacity for providing PD and ongoing support
• Provide building administrators PD and coaching early in the installation stage
32
Technology
33
Technology Lessons Learned
1. Contracting2. Collaboration3. Communications4. Platform Functionality5. Support and Resources
Contracting
Key Lessons Learned– Know the contracting, legal, technical agency
requirements– Keep key stakeholders engaged early and
throughout the process– Allow plenty of time for contract execution
Collaboration
Key Lessons Learned– Understand the importance of each leg of the stool– Engage key internal stakeholders– Engage key external stakeholders – Leverage partnerships to develop and implement
effective solutions
Communication
Key Lessons Learned– Establish a protocol for communicating– Involve key stakeholders to identify the
communication needs – Be consistent in what and how information is shared
Platform Functionality
Key Lessons Learned– Understand that the platform is not a finished
product and it’s an iterative process of improvement – Create a formal process for tracking and
communicating status of issues– Work collaboratively in identifying and implementing
solutions
Support and Resources
Key Lessons Learned– Direct all Technical Support Calls to the Help Desk– Reference and utilize the existing Support and
Resources embedded in the Platform– Develop knowledge sharing guides and resources
Technology Lessons Learned
1. Contracts2. COLLABORATION3. COMMUNICATIONS4. Platform Functionality5. Support and Resources
Questions
41