k-3 formative assessment consortium meeting · communication. professional development. technical...

K-3 Formative Assessment Consortium MeetingNorth Carolina UpdateJuly 11, 2017

North Carolina: Lessons Learned

Research & Evaluation Communication

Professional Development

Technical Assistance &

Coaching




Coaching

Communication




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




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




Coaching





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




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





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




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




Coaching



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.




Coaching

TA & Coaching Resources

• North Carolina– Systems Level Coaching Support

• Lippitt Model for Managing Complex Change• Coaching Sentence Stems• Coaching Prompts




Coaching




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?




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




Coaching

Implementation

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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

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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

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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.

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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

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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

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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

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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.

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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)

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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

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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.

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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

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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

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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

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Technology

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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

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