Download - Module 6 for Charter Leadership Teams
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Module 6 for Charter
Leadership Teams
Focus on Sustainability
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Professional Development Session Alignment
Set 1Governing Board
School Leaders
Teachers Math
Leadership Teams Session 2
Session1
ELAData Use
Data Use ELA Math
Data Use
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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
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Data
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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
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8 Components of Full Florida Standards Implementation
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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
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Pre-Assessment
Introductory Activity
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Guide Page
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Data-Driven Action Planning
Section 1
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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.
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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
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It’s All About…
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Ongoing
Continuous
Progress Monitoring
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Summary Ratings Table
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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
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How Do You Know?
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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
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Guide Page
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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?
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• “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
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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
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Guide Page
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Barbara Blackburn Video
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How Do You Know?
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Student &
Teacher Data
Lesson Plans & Student
Work
Classroom Walk-
through
Interim Monitoring Templates
Stages of Concern/Levels of
Use
PLCs/Team
Meetings
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Let’s Take a Break…
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Be back in 15 minutes…
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CBAM – Innovation Configuration
Section 2
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CBAM: Concerns-Based Adoption Model
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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?
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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
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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
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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)
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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?
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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
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ICs Show Variation in Practice
Component:Shift 1
Variation A
Variation B
Variation C
Variation D
Variation E
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Innovation Configuration Map
Guide Page
8Retrieved from All Things PLC http://www.allthingsplc.info/files/uploads/cartwright5.jpg
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Activity 2: Using the Innovation Configuration Map to Monitor Progress
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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
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Resources to Sustain the Implementation
Section 3
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“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
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What Project Tools and Resources Will Support Sustainability?
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Project Tools and
Resources
LIIS Manual
Interim Assessment Templates
ToolkitSelf-
AssessmentGap AnalysisELA & Math
Content Modules
Multi-metric Monitoring
System
Project Website
flcharterccrstandards.org
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Achieve the Core
America Achieves
Engage NY
Literacy Design CollaborativeAdditional Key Resources
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Illustrative Mathematics
Evidence/Practice Guides
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CPALMS and CPALMS CharterLet’s Explore
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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
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Guide Page
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Activity 3b: Conducting a Gallery Walk
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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
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Bon Appétit
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Be back in 1 hour…
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Assessing Progress on the Florida Standards
Implementation Plan
Section 4
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Assessing Your Progress Towards Alignment to the Florida Standards
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• Curriculum Alignment• Instructional Materials Alignment• Assessment Alignment•Instructional Practices Alignment•Professional Development Alignment
•Data Use Alignment•Student Support Alignment•Resource, Policy and Procedures Alignment
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Activity 4a: Assessing Your Progress
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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
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Thanks to Aventura City of Excellence School and Pembroke Pines Charter Middle School!
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Highlighting the Implementation….
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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
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Guide Pages 17-18
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Next Steps for Sustainability
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Section 5
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Web-Based Courses for ALL Modules
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A Blended Model: Web-based Learning + Onsite Coaching
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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
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Course Access Step 1:Set Up an Account in CPALMS Charter
cpalms.org/project/cpalmscharter.aspx
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Step 2: Click Join (Do You Want to Join?) Use your CPALMS log-on (single log-on)
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Step 3: On First Visit, You Will Be Taken Back- Click CPALMS Charter Again
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Step 4: Courses Will Be Near the Top on the Right Side
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https://registration.pcgeducation.com
Step 5: Register for Face-to-Face Onsite Coaching
Create account on PCG’s RegisterMe
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Step 6: Request Onsite Coaching Session
Onsite 3 hour coaching session for 20 staff members or more.
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Activity 5: Next Steps
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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
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Closing Activities
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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
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Where are you now?
Assessing Your Learning
Post-Assessment and Session Evaluation
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Guide Page
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