1. District Literacy Leaders Network Meeting March 24, 2016 9:00am-12:00pm Dr. LaWonda Smith Manager, English Language Arts Dr. Argentina Back Manager, Multilingual Services Dr. Marion Smith, Jr. Director, Learning and Innovation

2. Agenda

3. Community Agreements Stay engaged Speak your truth Have a learners stance Experience discomfort Intent vs. impact

4. February DLL Survey Results In Attendance: 17 Respondents: 5 What will I try? Implementation Science forms - hexagon activity I will try to analyze the student better to see if they have the background knowledge on what they are reading before I ask them questions Exploring my own beliefs and leading conversations that will enable others to question how effective their current practices are. Research based instructional practices Strongly Agree/ Agree - 80% Instructional practices to make learning experience more inclusive for diverse student populations – Strongly Agree/ Agree - 80% How to share this sessions' information with others Strongly Agree/ Agree - 100%

5. Participating in this Professional Learning Experience prepared me with the necessary skills to try something new in my professional practice.

6. My work is about...

7. It’s about students 1.Think about a student that has made an impact in your life. 2.Write their first name on a postcard and why they were so impactful in your life. 3.Locate someone that you did not speak with at our last meeting, share what you wrote and exchange cards. 4.Take your new student and share it with one other person.

8. Implementation Science Lesson 2: Usable Interventions – Key Takeaways

9. Practice Profile Two Column Text Slid “teachable, learnable, doable, and can be assessed in practice” http://implementation.fpg.unc.edu /

10. Implementation Science Lesson 2: Usable Interventions Clear description of the program Philosophy, Values and Principles Clear essential functions that define the program Core Components – Improves efficiency and evaluation Operational definitions of essential functions Clear indicators are in place Practical performance assessment Practical, and can be repeatedly completed at each level http://implementation.fpg.unc.edu/ Usable Interventions – Key Takeaways http://implementation.fpg. unc.edu/module-6/topic- 1-defining-usable- interventions

11. Module 2: Implementation Drivers Two Column Text Slid Objective Identify the 3 types of Implementation Drivers Become familiar with the “Competency Driver” definition and key functions Describe in your own words the "Competency Driver" Listen as if you have to teach that Implementation Driver to a group or colleague.

12. Implementation Drivers Two Column Text Slid Implementation Drivers are – Components of capacity and infrastructure Components needed to initiate and support classroom, building, and district level change 1.Competency Drivers 2.Organization Drivers 3.Leadership Drivers

13. Competency Drivers Two Column Text Slid Competency Drivers – mechanisms to develop, improve and sustain one’s ability to implement an intervention as intended in order to benefit students.

14. Competency Drivers Competency Drivers are the activities to develop, improve, and sustain educator and administrator ability to put programs and innovations into practice, so students benefit.

15. Organization Divers Two Column Text Slid Organization Drivers – mechanisms to create and sustain hospitable organizational and system environments for effective educational services – that ‘enabling context’ we talked about earlier.

16. Leadership Drivers Two Column Text Slid Leadership Drivers – focus on providing the right leadership strategies for different types of leadership challenges. These leadership challenges often emerge as part of the change management process needed to make decisions, provide guidance, and support organization functioning.

17. Competency Drivers

18. Focusing on the “How”

19. Assessing fidelity at the teacher/practitioner level is imperative to interpreting outcomes. If we do not assess fidelity, then we cannot: be sure an intervention was actually used, attribute outcomes to the use of the intervention, or know what to focus on to improve

20. Identify Skills and Abilities

21. Purposeful process of recruiting, interviewing and hiring. This process allows new hires and reassigned staff to clearly understand the job requirements and ways to make their own decisions about whether the programs, practices and continuous improvement processes are a good fit for them.

22. Video Vignette Implementation Drivers, Selection and What Can I Do If Staff Are Already In Place?

23. Purposeful, Skill-based, and Adult-learning Informed

24. During training teachers are introduced to new concepts and strategies before they are expected to use them in their classrooms. They are also introduced to the reasons the practices have been selected and how they benefit students.

25. Regular, Embedded Professional Development Most skills needed by successful educators can be introduced in training sessions, but really on the job with the help of qualified and skilled coaches who passes on wisdom and knowledge related to the implementation of the program or innovation.

26. Summarizing Implementation Drivers Imagine you have 5 minutes to explain Implementation Drivers to a group or colleagues. In groups of 4 – A.How would you describe the Implementation Drivers of "Competency?" B.Use poster paper to explain your thought process. Be creative. C.Share out with the whole group.

27. AESD Participant Survey ELA Participant Survey http://tinyurl.com/q48vn3z