Module 6 for Charter

Leadership Teams

Focus on Sustainability

2

Professional Development Session Alignment

Set 1Governing Board

School Leaders

Teachers Math

Leadership Teams Session 2

Session1

ELAData Use

Data Use ELA Math

Data Use

3

Professional Development Session Alignment

Set 2Governing Board

School Leaders

Module 7 ELA & Data Use

Module 8 Math & Data Use

Teachers Math

Leadership Teams

Session 4

Session3

ELA

Assessment VAM

Florida Standards

Data &ELA

Data &Math

Session 5

Session 6

4

Data

Work collaboratively to actively monitor Florida Standards implementation at your school.

Review two aspects of the CBAM framework: Stages of Concern and Levels of Use and learn about Innovation Configuration (IC).

Review current level of implementation based on data from monitoring tools, Stages of Concern, and Levels of Use.

Identify key messages to stakeholders for reporting on Implementation Plan progress.

Assess sustainability of the implementation plan and what additional supports will be needed to continue the plan during the next school year.

Module Outcomes

5

6

8 Components of Full Florida Standards Implementation

Today’s Agenda• Welcome and Introductions• Pre-Assessment• Assessing the Implementation of Your Plan • Academic Rigor• Reviewing Stages of Concern and Levels of Use;

Identifying the Innovation Configuration (IC) • Resources to Sustain the Implementation• Lunch• Assessing This Year’s Progress on the Florida

Standards Implementation Plan• Next Steps: Web-based Modules and Onsite

Coaching• Wrap Up and Post-Assessment

7

Pre-Assessment

Introductory Activity

8

Guide Page

3

Data-Driven Action Planning

Section 1

9

RESOURCE REMINDER

All resources are downloadable and are located on the website: http://flcharterccrstandards.org

This website houses all the tools used throughout the project, all downloadable and in formats you can customize for use at your charter school.

10

11

Charter Leadership Teams Sessions

Charter 1Self-Assessment

Charter 2Gap Analysis

Charter 3Action Planning

Charter 4Managing

Change

Charter 5Progress

Monitoring

Charter 6Sustainability

Process Oriented

Tools and Team Strategies for Change Management

Focus on Developing and Monitoring an Implementation Plan

It’s All About…

13

Ongoing

Continuous

Progress Monitoring

Summary Ratings Table

14

What Has Been Adopted in These Areas?

Curriculum

• Aligned to the Florida Standards

• Vertical and horizontal alignment

Materials

• Complex text• Buddy text• Variety of

sources• Text worthy

of close reading

Teaching Practices

• Aligned to Standards

• Instructional shifts

• Essential questions

• Performance-based tasks and rubrics

Student Practices

• Extensive reading & writing

• Citing of evidence

• Academic Language

• Perseverance

16

How Do You Know?

Review and Analyze Implementation Data

1. Have participants review and complete the chart on page 5 of the Participant Guide. (Areas of Adoption, How Do You Know?, What Else Do You Need?)

2. Using Inner-Outer Circles have participants align chairs or have participants face each other.

3. Participants discuss adoption, alignment, data collected, and where the implementation has been slow or stalled.

Activity 1a: Data-Driven Action Planning

17

Guide Page

5

Rigor is a word that appears often in the Florida Standards.

It also appears in the Florida State Education Statute saying:“The mission of Florida’s K-20 education system is to allow its students to increase their proficiency by allowing them the opportunity to expand their knowledge and skills through rigorous and relevant learning opportunities…”

At your table, discuss your definition of rigor and why it is important to your Implementation Plan?

What Is Rigor?

18

• “Rigor is creating an environment in which each student is expected to learn at high levels, each student is supported so he or she can learn at high levels, and each student demonstrates learning at high levels.”

Barbara Blackburn

• “Rigor is the goal of helping students develop the capacity to understand content that is complex, ambiguous, provocative, and personally or emotionally challenging.”

Richard Strong

• “Rigor invites engagement… When learners are engaged in something rigorous, they lose track of time… Learners who experience rigor feel encouraged, self-confident, and have a sense of accomplishment.”

Cris Tovani

Defining Rigor

19

R.I.G.O.R. Video1. Watch the short video about rigor. As you watch, use the activity

sheet on page 6 in the Participant Guide to take notes on the strategies necessary to increase rigor in the classroom.

2. After the video, discuss the following questions with your team and record your notes.

• What is rigorous instruction?• What is the role of rigor when it comes to implementing the

Florida Standards?3. As a team, come to a consensus on two strategies for increasing rigor

in the classroom that you would like to focus on at your school.

Activity 1b: Looking at Your Plan through the Lens of Rigor

20

Guide Page

6

Barbara Blackburn Video

How Do You Know?

21

Student &

Teacher Data

Lesson Plans & Student

Work

Classroom Walk-

through

Interim Monitoring Templates

Stages of Concern/Levels of

Use

PLCs/Team

Meetings

Let’s Take a Break…

22

Be back in 15 minutes…

CBAM – Innovation Configuration

Section 2

23

CBAM: Concerns-Based Adoption Model

24

Monitoring and Supporting the

Implementation of an Innovation

Stages of Concern

What concerns about the innovation exist?

What questions are being asked?

Levels of UseWho is/isn’t using the

innovation?At what level of use? Why?

Innovation Configuration

What level of mastery has been obtained ?

What have teachers adopted differently?

Stages of Concern Levels of Use

VI. RENEWAL

6 REFOCUSING How can I enhance it? V. INTEGRATION

5 COLLABORATION How can I share? IVB. REFINEMENT

4 CONSEQUENCE Is this working? IVA. ROUTINE

3 MANAGEMENT How can I fit it in? III. MECHANICAL

2 PERSONAL How will it affect me? II. PREPARATION

1 INFORMATIONAL How do I do it? I. ORIENTATION

0 UNCONCERNED What is it and why? O. NONUSESel

fTa

skIm

pac

tE

xpan

ded

U

se

Initial

Use

No

n-U

se

Comparison of SoC and LoU

Stages of Concern (SoC) addresses the emotional or affective side of change – people’s reactions, feelings, perceptions, questions and attitudes.

Levels of Use (LoU) has to do with behaviors and actions -

portrays how people are acting with respect to specified change.

Hall & Hord, p. 81

Stages of Concern, Levels of Use, and Innovation Configuration

• Stages of Concern (SoC) • How do you feel about “it”?

• Levels of Use (LoU)• To what extent are you doing “it”?

• Innovation Configuration (IC)

• What is “it”? How do we do “it”?

(Hall & Hord)

Questions to Guide You

• What does the innovation look like when it is in use?

• What would I observe in a classroom that is using the innovation well? (and not as well)?

• What will teachers and students be doing when the innovation is in use?

Used to develop a set of expected actions and behaviors for each person involved in a new program.

• Provides clear, and specific descriptions of what the practice should look like;

• Describes actions and behaviors that are ideal, acceptable, and unacceptable;

• Differs from rubrics in that it describes, not rates, a new practice; • Can change as the use of a new practice matures; and • Helps teachers who are new to a school understand expectations.

Benefits of an IC Map

29

ICs Show Variation in Practice

Component:Shift 1

Variation A

Variation B

Variation C

Variation D

Variation E

31

Innovation Configuration Map

Guide Page

8Retrieved from All Things PLC http://www.allthingsplc.info/files/uploads/cartwright5.jpg

Activity 2: Using the Innovation Configuration Map to Monitor Progress

32

Innovation Configuration Video

1. Watch the video on the Innovation Configuration component of CBAM.

2. During the video, use the Activity Sheet on page 9 of the Participant Guide to write down key ideas regarding how the Innovation Configuration process and map can support monitoring the progress of your implementation plan.

3. After completion of the video, discuss the reflection questions.• How can a clear vision of an innovation serve as a road map to

successful implementation?• How might you use an IC for vision-building? To guide

implementation? For evaluation?

Innovation Configuration Video

Guide Page

9

Resources to Sustain the Implementation

Section 3

33

“Poor implementation, either because resources weren’t allocated or because thoughtful plans weren’t laid, is the surest way to kill a major reform effort.”

Achieve.org

Sustaining the Implementation

34

What Project Tools and Resources Will Support Sustainability?

35

Project Tools and

Resources

LIIS Manual

Interim Assessment Templates

ToolkitSelf-

AssessmentGap AnalysisELA & Math

Content Modules

Multi-metric Monitoring

System

Project Website

flcharterccrstandards.org

Achieve the Core

America Achieves

Engage NY

Literacy Design CollaborativeAdditional Key Resources

36

Illustrative Mathematics

Evidence/Practice Guides

CPALMS and CPALMS CharterLet’s Explore

37

Sharing Resources to Support Sustainability

1. At your tables, discuss what resources you have found to be most helpful. Include resources from the Charter Project as well as other resources your team has discovered throughout the project.

2. In the Participant Guide on page 11, fill in the table on Activity Sheet 3a. Copy the table onto chart paper. List the resource name, website (if known), and benefits of the resource. Bullet a few keys ideas about each resource that your team has found beneficial and will sustain your implementation plan into the next school year.

3. Upon completion, place your charts on the wall and assign one team member to stand by your chart.

Activity 3a: Sharing Resources to Support Sustainability

38

Guide Page

11

Activity 3b: Conducting a Gallery Walk

39

Conducting a Gallery Walk

1. Team members will take a gallery walk, viewing each team’s resource list. Bring Activity Sheet 3b: Note Catcher to record resources that would support your team’s goals.

2. If there are questions regarding the resources, the assigned team member will be available for clarification.

3. Place dots next to resources you feel would assist in sustaining the implementation.

4. Return to your groups to discuss new resources. Be prepared to share out.

Guide Page

12

Bon Appétit

40

Be back in 1 hour…

Assessing Progress on the Florida Standards

Implementation Plan

Section 4

41

Assessing Your Progress Towards Alignment to the Florida Standards

42

• Curriculum Alignment• Instructional Materials Alignment• Assessment Alignment•Instructional Practices Alignment•Professional Development Alignment

•Data Use Alignment•Student Support Alignment•Resource, Policy and Procedures Alignment

Activity 4a: Assessing Your Progress

43

Assessing Your Progress1. Locate the outline on pages 14-16 of the Participant Guide. As a team,

outline your SMART Goals and Action Steps for your Florida Standards Implementation Plan.

2. Share the progress you have made so far including evidence. Be sure to include both Stages of Concern and Levels of Use by staff for each of the Action Steps.

3. Review the areas of alignment, determine which areas have shown strong progress towards alignment to the Standards.

4. Clarify, based on your assessment, Next Steps for Implementation and Progress Monitoring for the next school year.

5. Identify key messages and ways to communicate progress to stakeholders such as teachers, parents, community members, or the governing board.

Guide Pages 14-16

Thanks to Aventura City of Excellence School and Pembroke Pines Charter Middle School!

44

Highlighting the Implementation….

Reflecting on Sustainability of Your Implementation Plan

1. Locate reflection questions on pages 17-18 of the Participant Guide.2. After assessing progress, as a team answer the reflection questions

regarding your progress and the sustainability of the Implementation Plan into the next school year.

3. Discuss what structures are in place and what additional supports the team will need in identifying next steps for the Florida Standards transition.

4. Be prepared to share out your discussions with the large group.

Activity 4b: Reflecting on Sustainability of the Implementation Plan

45

Guide Pages 17-18

Next Steps for Sustainability

46

Section 5

Web-Based Courses for ALL Modules

47

48

A Blended Model: Web-based Learning + Onsite Coaching

To request a follow up face-to-face session • Identify a partner charter school (2 school minimum)• Enroll participants who completed the same course (20 participant minimum)

What to expect & potential outcomes• Individualized coaching based upon web-based course activities and best

practices• Personalized assistance with your Implementation and transition to the

Florida Standards • Up to 3 hours of customized onsite coaching for each course

Thanks to Race to the Top funding, and Florida DOE, these comprehensive services are offered at no cost to ALL Florida charter schools.

Customized Onsite Coaching

49

Course Access Step 1:Set Up an Account in CPALMS Charter

cpalms.org/project/cpalmscharter.aspx

Step 2: Click Join (Do You Want to Join?) Use your CPALMS log-on (single log-on)

Step 3: On First Visit, You Will Be Taken Back- Click CPALMS Charter Again

Step 4: Courses Will Be Near the Top on the Right Side

54

https://registration.pcgeducation.com

Step 5: Register for Face-to-Face Onsite Coaching

Create account on PCG’s RegisterMe

Step 6: Request Onsite Coaching Session

Onsite 3 hour coaching session for 20 staff members or more.

Activity 5: Next Steps

56

Big Ideas Implementation Plan Impact

Section 1: Data-Driven Action Planning

Section 2: CBAM – Innovation Configuration

Section 3: Resources to Sustain the Implementation

Section 4: Assessing Progress on the Florida Standards Implementation Plan

Section 5: Next Steps for Sustainability

What are some “big ideas” that you want to remember from today? What will be the impact to your Florida Standards Implementation Plan?

Guide Page 20

Closing Activities

57

Worked collaboratively to actively monitor Florida Standards implementation at your school.

Reviewed two aspects of the CBAM framework: Stages of Concern and Levels of Use and learned about Innovation Configuration (IC).

Reviewed current level of implementation based on data from monitoring tools, Stages of Concern, and Levels of Use.

Identified key messages to stakeholders for reporting on Implementation Plan progress.

Assessed sustainability of the implementation plan and what additional supports will be needed to continue the plan during the next school year.

Module Outcomes

58

Where are you now?

Assessing Your Learning

Post-Assessment and Session Evaluation

59

Guide Page

22