1. February 20, 2014 IMPLEMENTING THE CURRICULUM

2.  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

3. TYPICALLY A 2-4 YEAR PROCESS

4. STAGES OF IMPLEMENTATION

5. IMPLEMENTATION SCIENCE

6. RETURN ON INVESTMENT

7. IMPLEMENTATION SCIENCE

8.  Important for regular assessment of  fidelity to the intervention and  fidelity to the implementation processes TO PREVENT IMPLEMENTATION DIPS

9. 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

10. ROLES FOR FULL IMPLEMENTATION

11.  Develops communication plan to inform stakeholders  Develops communication protocols for identifying barriers, challenges, and problem solving  Develops a support plan to promote ongoing efforts  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

12. ROLES: BUILDING LEADER

13.  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

14.  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

15.  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 instruction  Observes each other to provide feedback about fidelity of instruction  Coaches each other to increase fidelity of curriculum implementation  Includes school initiatives in the instructional program (SIP) ROLES: PROFESSIONAL LEARNING TEAM

16.  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

17. Coaching IS…  On-site professional development in effective teaching practices  Embedded in real on-the-ground experience  Cycles of targeted support  Ongoing and recursive  Modeling and training in research- based effective strategies  Dedicated, meaningful reflective 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 research Model effective practice Observe Reflect on feedback Explore next steps

18.  Common Core Training/Curriculum Writing Opportunities  Teachers  Administrators  Teams – from the department and from across all departments  Increase understanding through opportunities to experience what Common Core should look & feel like 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 intentional manner?  Are they specifically identified and trained to coach others?  Are they prepared to coach all teachers, including master teachers? Does your administrative team have common expectations?  Do they work collaboratively to determine common literacy practices across the school?  Do all the teachers in the building know how the inclusion of Common Core standards changes the delivery of instruction and planning for instruction? Do all teachers understand the dynamic between Common Core Literacy Standards and Essential Standards?  Are PLTs afforded the time to create model lessons?  Do all teachers and administrators share a common understanding of the components?

19. COMMON OBSERVATION TOOL Environment Culture Technology Researched Best Practices Standards for Literacy/ Mathematical Practices/Domains of Speaking

20. KNOWLEDGE ABOUT FULL IMPLEMENTATION FROM CURRICULUM SPECIALISTS

21. ENGLISH LANGUAGE ARTS /SOCIAL STUDIES

22.  Discourse: Student to student  Specific emphasis on argument writing and deliberate use of appropriate complexity of text  Using model texts in the classroom  Intentional close reading, allowing students to grapple with a complex text  Use of a sequence of pre-written text-dependent questions that lead students to delve deeply into a piece of text  Appropriate scaffolding towards independence  Essential questions to elevate thinking  Grammar taught as an author’s tool to create and convey meaning  Performance tasks for assessment  Purposeful and integrated reading, writing, speaking, and listening in every lesson ELA - INDICATORS OF FULL IMPLEMENTATION

23.  Student to student discourse  Minimal, focused lecturing with tools to foster student engagement  Specific 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

24. Purpose:  to increase cross-curricular opportunities for ELA & social studies departments  to increase horizontal and vertical alignment of literacy standards  to focus on data to drive instruction; building the capacity of leadership partnerships Strategies:  Combined Department Chair meetings  Combined Office of Student Performance Day  Language Lessons/Model Common Core Lessons  Professional Development Opportunities TOOL: HUMANITIES APPROACH

25. 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

26. MATHEMATICS

27. 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

28. 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.

29. 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

30. 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.

31. 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

32. 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 worksheets  Still lots of “naked math”  But, more contextual situations, more problem solving  More use of manipulatives (especially in remedial classes)  More use of multiple representations  Some acceptance by teachers of various solution pathways

33. ASSESSMENT  Balance procedural fluency with conceptual understanding  Combination 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

34. ASSESSMENT  Balance procedural fluency with conceptual understanding  Combination 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 procedures  Question types most often multiple choice and short answer; students rarely asked to explain  Writing in mathematics? What??

35.  Core Plus and CMP2 materials designed for math discourse  Summer Trainings focusing on Math Discourse  July 7 th –11 th 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 curriculum  Site visits – data with recommendations  Question Analysis Tool/Question Stems  Resources for collaborative learning and rich tasks  Cooperative Learning in Math books  Station Activities (purchasing this spring)  Websites on Math Wiki MATH - TOOLS

36. SCIENCE

37.  Students are engaged in inquiry-based instruction  Students are developing conceptual understanding of science content  Students are provided the opportunity for experimentation and technological design  Science 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

38.  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

39. CAREER & TECHNICAL EDUCATION

40. Classroom Elements  Students are reading and writing to gain a deep understanding of subject specific 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 finance as related to their technical area of study.  Students are engaged in activities that require that authentic application of essential standards, current knowledge, skills, 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

41.  NCDPI Content Area Moodles  Blueprints, Instructional Guides, Professional Development Information  ELEMENTS, for formative and summative assessments  Instructional Specialists  Special Population Coordinators  Career Development Coordinators TOOLS

42. HEALTHFUL LIVING

43.  Discourse: Student to student  Opportunities for argument writing & debate on health topics  Use of lessons aligned with all Essential Standards. Lessons aligned with every Health Standard are available on CMAPP as a resource  Use of research and corollary documents of appropriate and rigorous text complexity with appropriate scaffolding provided.  Use of a sequence of pre-written text- dependent questions that lead students to delve deeply into a piece of text  Essential questions to elevate thinking  Performance tasks for assessment HEALTHFUL LIVING – INDICATORS OF FULL IMPLEMENTATION  Discourse: Student to student  Clearly defined units of study which include skill and concept assessments aligned to Essential Standards  Student understanding of daily learning objectives  Essential questions to elevate thinking Physical EducationHealth

44.  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 setting  Aligned Assessment for 3 of the 13 NC Essential Standard Objectives  Data collection informing PLTs on individual/classroom/ overall school fitness performance  Updated County Data is provided to chairs and posted to the WCPSS Healthful Living Blackboard site for each department chair meeting TOOL - WELNET

45.  Available to begin ‘14-’15 school year  3-5 minute videos which go through basic skill development for 20 units of Physical Education  Located as a link in each CMAPP unit for Healthful Living I TOOL – FLIPPED CLASSROOM VIDEOS

46.  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

47. WORLD LANGUAGES

48.  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 group  Culture  Integrated/isolated, target culture/student’s culture WORLD LANGUAGES FULL IMPLEMENTATION

49.  DPI Documents – Proficiency Expectations, Essential Standards, New Proficiency Posters  ACTFL – Proficiency Guidelines, Can-do statements  CMAPP – Spanish I-IV, French I-IV, German I-IV, Chinese I-II, Latin I-II  Language Specific PLT’s  PD offered by the district (OSP, AP, argument training, etc.) TOOLS

50. ASSESSING IMPLEMENTATION

51. OBSERVATION TOOL You and your administrative team, those sitting at your table, would like to complete a common observation in an effort to norm your observation language, practices, and expectations. In addition, you would like to use this as an opportunity to identify strengths in your team, areas in which the team may need to improve, and determine the collective knowledge of the team.

52. Meet Rob Lapointe. Mr. Lapointe is a teacher of Physics at your school. You and your team will review the lesson he delivered and his responses to some specific questions. THE CLASSROOM Use your observation tool to record the elements you found during the observation. You may use the second page to record information that will be helpful as you have a conversation about student learning in Mr. Lapointe’s classroom

53. OBSERVATION TOOL 1.Complete the observation tool, independently 2.If you need help understanding an element, please use the Observation Help Guide that is linked to your agenda 3. Choose a table facilitator 4.Seek agreement on each item to determine what the team did or did not see in the observation (Use the help guide when your group gets stuck and use evidence to determine whether the element was evident in the observation) 5.Record these findings on the observation poster 6.Create two questions that you would ask Mr. Lapointe to intentionally help him grow as a teacher. 7.Identify one way in which Mr. Lapointe could improve this particular lesson– describe how that improvement would increase student achievement 8.Post your observation tool, questions, and improvement on the wall. Two Questions…. I wonder Lesson Improvements

54.  Where are we the same?  Where are we different? (What evidence did you use to make your decision)  What commonalities do we see in the questions?  What commonalities do we see in the suggested improvements?  How could you use a process like this in your school? ANALYZING OUR RESULTS