makes sense strategies for supporting implementation edwin ellisuniversity of alabama...

Makes Sense Strategies for Supporting Implementation

Edwin Ellis University of Alabama

[email protected] (205) 394 5512

Analysis of Assets & Inhibitors– 2 District Leadership– 3 Building-level Factors– 4 School Climate– 5 Personal Factors– 6 Implementation Questions

Planning Implementation of Innovation– 7 WISE Decision Matrix– 9 STEPS Action Planning– 11 Team Meting Log– 17 Fidelity Matrix

Evaluating Implementation Fidelity– 19 Implementation Report– 23 Action Research Plan– 24 Action Research Report– 25 Implementation Survey

So what? What is important to understand about this?

District-wide factors Is about …

District level policies and practices that need to be considered in order to implement Makes Sense Strategies

District-level factors that impair or enhance our ability to implement MSS

What district-level individuals could/should do to support implementation

Is staff-development needed for these individuals? What should be emphasized?


Building Instructional Leadership factors Is about …

Building instructional leadership policies and practices that need to be considered in order to implement Makes Sense Strategies

Building leadership factors that impair or enhance our ability to implement MSS

What building leader(s) could/should do to support MSS implementation

Is staff-development needed for these individuals? What should be emphasized?

Order Categories Details

Is about …

Things in our school that will enhance or impair our ability to implement MSS


Planning TimeScheduling

Organization of Departments Faculty attitude @ change

StaffDevelopment

Faculty attitude @ collaborationCompetingActivities

OTHER

School-climate factors

CONCLUSION

Opportunity consider things like time constraints, pressures to do other things, opportunity to collaborate, etc

Ability consider what you already know how to do & what you need to learn more about, staff development needs, etc.

Motivation consider your students, peers you work with, personal interest, other work responsibilities, etc

Enhance the learn-ability of subjects (e.g., use think-sheets, various elaboration techniques, etc.)

Employ standards-based instruction by using assessments to guide future instructional decisions

Differentiate the curriculum to focus instruction on essential big ideas & developmentally appropriate skills & strategies

Personal Factors

QUESTIONS TO ANTICIPATE FROM TEACHERS ATTEMPTING IMPLEMENTATION NOTES

WHO

WHAT

WHEN

WHERE

HOW

WHY

5 = meets parameter0 = fails to meet parameter

Parameters

Goal

Write goal

Identify parameters

State options

Estimate values: PARAMETER X OPTION

Novel NoveFjjjldd

Options Values

Conclusion

Conclusion

Options

Values

Write a goal Identify parameters State options Estimate values

5 = meets parameter0 = fails to meet parameter

Improve school’s performance on test scores

Keep 90 minute class

schedules

Teachers value it & view it as DO-able

Parents will support

Focuses on improving reading & math

Applicable to social studies & science classes

Opportunity for on-going support (not 1-shot workshop)

Standards-based Instruction

Graphic Organizers

Differentiate Instruction

Co-Teaching

5

Goal

Parameters

3 5 4 5 2

4 4 5 3 5 5

Grading students – big concern LOT of staff development needed

Need to focus on how to apply GOs across the curriculum

24

26Good to do, but may need to also target instructional strategies

Popular, but may not have sufficient planning time to really do it

4 3 5 2 2 4

1 3 5 3 3 5

20

20

Project how it can look in ______ months

Select something to change

Tell it like it is now

Express characteristics of the ideal situation

State actions to take Resources Point person Target date

Project how it can look in ______ months

Select something to change

Tell it like it is now

Express characteristics of the ideal situation

State actions to take Resources Point person Target date

Flexible grouping for process writing

Teachers group all students in the same level for writing

Assess to determine the MSS Writing level for each student. Use assessment information for grouping. Use MSS Lesson Plan format and developmental think-sheets to provide differentiated lessons and accommodations.

Learn assessment procedures & how to group students to appropriate MSS levels

MSS guide & Cindy Jones

Prepare think-sheet files, records, etc. Para-educator

Glen

Tom

Laminate posters of key think-sheets Resource Center Tom

Monthly MSS team meeting to share & problem-solve Sylvia

Students will work on an individual mastery level; individual progress is electronically recorded on record sheets

Mini-inservice on managing multiple Levels simultaneously Theresa

3

9/25

10/2

10/2

1st Tue ea. mo

10/9MSS LessonPlans & Records

Makes Sense Implementation Team Log pg 1Time meeting began Time meeting endedDate

Facilitator

Makes Sense Coach orAdministrator present?

Team MembersShared a

lessonShared an examplePresent Absent Reason for absence Topic of example

Review of Previous Meeting’s Action Plan

Accomplished Goals Primary Reasons

Insights / Surprises / What Learned

Unaccomplished Goals Primary Reasons

Specific Routine or Think-sheet Assigned for Next Meeting

Goals / Ways To Use / Assignments Key Things to Do to Ensure Success How We’ll Evaluate How Well It Worked

Date of next meeting

Makes Sense Implementation Team Log pg 2

Makes Sense Implementation Team Log pg 1Time meeting began 9:00 am Time meeting ended 9:30 amDate 1/9/06

Dept Chair Alicia

Makes Sense Coach orAdministrator present? NA


lessonShared an examplePresent Absent Reason for absence Topic of example /

lessonAlicia X Science COS 1.0, 1.1, 1.2

Martin xku Amended IEP Meeting Science COS 3.0 & 3.1

Donald Science COS 4.0 & 5.0

Kim Science COS 2.1

Rhonda Science COS 2.0



Teams used MSS Key Ideas and Core Concept to list all COS standards and suggestions for instruction. Our team divided standards in order to design instruction using MSS

We accomplished this goal because everyone took their responsibility seriously and completed each task within the time frame

ItI is early in the d,cvb;b;a It is ear;gg;’;’ly


The team effort of assigned standards is terrific. It allows us to focus on our assigned topic/standard with integrity. Also, if we want to tweak our colleague’s examples we can do so because we are sharing electronic copies of each lesson sample.



Who Does What? MSS Think-sheets/Routines How We’ll Evaluate How Well It Worked Alicia 1.0, 1.1, 1.2: Introduction: Lab Safety, Scientific Method, Measurement, ToolsPre-assess with mock exam

1MI Lab/chemical student contract Mediated film viewing/DVD Lab Safety Sequence 5 steps w/detailsVocabulary LINCS

Quick assess ASN sticky-note activity in collaborative groups. Student designed power points with think-sheets and imported images from web for tools and measurement

Donald 4.0 & 5.0: Cell Theory, Cell Types/Cell Organelles/Levels of Organization

PRE-ASSESS with mock exam for each critical feature

Identify scientists who contributed to the cell theory (Examples: Hooke, Schleiden, Schwann, Virchow, van Leeuwenhoek)Topic mind map PersonC/C 3x6, 3x4, matrixes w/conclusions

Up side down review of main ideas and follow with a priority share activityBest Guess Vocabulary for Priority 1 terms2MI Frame1MI Frame

Kim 2.1: Chemical Applications

PRE-ASSESS with KWL chart

Identify the functions of carbohydrates, lipids, proteins, and nucleic acids in cellular activities.. c/c Matrixes with conclusions

Voc think-sheet for Priority 1 termsVoc scavenger hunt in teams of threeQuiz using MI Think-sheetPP options

Rhonda 2.0: Membranes and Transport

Pre-assess with mock exam C/C 2x4 w/matrixes

Describe cell processes necessary for achieving homeostasis, including active and passive transport, osmosis, diffusion, exocytosis, and endocytosis Sem Table 1, 2, & 3, C/C 3x4 & 3x6 matrixes

Mediated Film viewing using 8MI frameWe do it activity Assess with quizPp presentations with imported images and think-sheets

Martin 3.0 & 3.1: Complete Photosynthesis & Cellular Respiration Pre-assess with ASN Table & Semantic Table 2

Various voc from LINCS, Semantic Tables, & word connectionsCompare/Contrast If Then When3 and 4 MI frames

Whole group assess with Content Learning Logs and ASN sticky-note activitiesCompare and Contrast using 2x4 matrixes with conclusions Formal Test after Bottom-Up Review

Date of next meeting October 7, 2005


Makes Sense Implementation Team Log pg 1Time meeting began 1:00 pm Time meeting ended 1:45 pmDate 9/12/05

Facilitator Jack Serda

Makes Sense Coach orAdministrator present? NA


lessonShared an examplePresent Absent Reason for absence Topic of example /

lessonJack Serda

XX xSem 3 Stalagtite vs stalagmite

Renee Phillips Xkk Personal Leave Character Analysis, The Giver

Phyllis Moore ss pp on decimals w/think-sheets

Yolanda Ray 4MI Boston Tea Party

Jenny Rawls Priority share act/ Ecosystems



Setting Writing Goals for the first semester using STEPS Members of the team increasing multiplicity by implementing two new think-sheets and/or instructional routines

Using MSS process writing think-sheets that align with State COSAll team members are anxious to try new MSS tools


Our comfort zone with using MSS is improving. We still need to find a better way to share responsibilities for content planning, so that a greater variety of think-sheets can be used and the ownership of design does not fall on the same teachers for each unit.



Goals / Ways To Use / Assignments Key Things to Do to Ensure Success How We’ll Evaluate How Well It Worked All team members will teach a content standard with a think-sheet. Document the standard on the sample

Jack & Renee Lang Mechanics/LitYolanda ScienceJenny Social StudiesPhyllis Math

Pre & Post Assessment using an instructional routineDocument student responsesMaximize student engagement

Date of next meeting October 10, 2005


Copyright 2004Edwin Ellis www.GraphicOrganizers.com

Total of Diligence scores

Total number of tools implemented(items in “Multiplicity” category)

Total number of curriculum areas(items in “Range” category)

Total of Integrity scores

ImplementationScore

Implementation score

Fidelity Implementation Matrix

How often is the tool used?1 = once2 = about once a week3 = 2-3 times per week4 = daily

Range Identify the different curriculum areas the tool is being applied

Multiplicity Identify a specific MSS Think-sheet or Instructional Routine

Integrity Rate the quality of tool use

Diligence Rate the frequency in which the tool is applied

MSS think-sheets and/or instructional routinesbeing employed

Number of different curriculum areas the tool is being applied

To what extent is the tool applied in a quality manner?1 = superficial4 = extremely well

Team or teacher implementing MSS Strategies

Attach additional pages as needed; include scores from other pages

Fidelity Implementation Matrix

How often is the tool used?1 = once2 = about once a week3 = 2-3 times per week4 = daily

Range Identify the different curriculum areas the tool is being applied

Multiplicity Identify a specific MSS Think-sheet or Instructional Routine

Integrity Rate the quality of tool use

Diligence Rate the frequency in which the tool is applied

MSS think-sheets and/or instructional routines being employed

Number of different curriculum areas the tool is being applied

To what extent is the tool applied in a quality manner?1 = superficial4 = extremely well

Total number of tools implemented(items in “Multiplicity” category)

Total number of curriculum areas(items in “Range” category)

Total of Integrity scores

Total of Diligence scores

+

+

+

ImplementationScore

Implementation score

Team or teacher implementing MSS Strategies

“Y’all Do It” scaffolding technique

Vocabulary Semantic Maps

Main-idea Frame

Lang Arts: Reading & Writing

Soc. Studies: Guided Note-taking

Science: Observation Notes

Soc. Studies: Guided Note-takingScience: . Guided Note-taking

Science: Review activity

Science: Experiment Observations

3

2

2

4

1

2

3

4

1

1

1

1

2

1

6th Grade Cowboy Team

4

3

17

11

35Priority-Share

Reflective Review

I consulted with this teacher BEFORE I tried the MSS think-sheet / Instructional Routine

I consulted with this teacher AFTER I tried the MSS think-sheet / Instructional Routine

What were the suggestions?Another teacher in my school using MSS

AND / OR

Specific MSS think-sheet/instructional routine used? (attach completed sample)

Why did you select this particular think-sheet or instructional routine? What did you hope would happen when you used it?

How did you use the think-sheet/routine? How you evaluated it? How well did it work? Insights /Surprises / What did you learn?

Standard, objective, and/or topic addressed with MSS think-sheet/ instructional routine ?

;

Name

Today’s date

School

Date & location of most recent MSS Workshop

Quarter 1 Quarter 3Quarter 2 Quarter 4

Sample 1 Sample 2

The more I use MSS, the LESS I like it

The more I use MSS, the MORE I like it

Please check the circle that best describes how much you value MSS

MSS Implementation Report

I consulted with this teacher BEFORE I tried the MSS think-sheet / Instructional Routine

I consulted with this teacher AFTER I tried the MSS think-sheet / Instructional Routine

XMost core teachers, but all 4 Language Arts teachers

We made sure we included many different forms of text such as: informational, recreational, etc.

What were the suggestions?Another teacher in my school using MSS

AND / OR

Scaffolded as a Y’all do it activityGroups of two with a shared think-sheet (design 3 different 6x3)

Students reported info from their findings and we generated similar a list of common elements for detecting propaganda. Very Engaging

Next day activity: 2 sticky notes per student, Class generated ASN table, 2 of the 3 (ASN), list example/non- example of Propaganda

Specific MSS think-sheet/instructional routine used? (attach completed sample)

Why did you select this particular think-sheet or instructional routine? What did you hope would happen when you used it?

How did you use the think-sheet/routine? How you evaluated it? How well did it work? Insights /Surprises / What did you learn?

Standard, objective, and/or topic addressed with MSS think-sheet/ instructional routine ?

Compare/Contrast 6x3 Matrix with double conclusions

I selected this think-sheet because it gave me six features and three areas to note resources.I wanted my students to determine if the text was opinion based or fact based, and identify words or phrases used by the writer to persuade, and the approximate age of the intended audience.

Detecting Propaganda Standard 7.43, Objective 2.43

Name

Today’s date

School

12/05

Lakeview Middle School

Date & location of most recent MSS Workshop Fall of 2005

XQuarter 1 Quarter 3Quarter 2 Quarter 4

Sample 1 Sample 2

The more I use MSS, the LESS I like it

The more I use MSS, the MORE I like it

Please check the circle that best describes how much you value MSS

Beverly Weeks

Facts

Opinions

Words/Phrases used to influence/persuade

Fact BasedText

Opinion BasedText

Written for ____ aged audience

Resource: Newsweek Nov. 20, 2005 Page(s): 13

CNN News Website Dec. 05 AnniversaryMontgomery Boycott

Resource: U. S. News Oct. 18, 2005 pg. B3Article on Disney Land

Detecting PropagandaStandard 7.43Objective 2.42

Conclusions

Conclusions

Makes Sense Action Research Report pg 2Summary of Results AFTER Using the Makes Sense Strategies

After the first year of implementation 51.44 % of fifth graders at Ocoee Elementary met or exceeded standards on the State Writing Assessment. This was an increase of 23.35 % over the previous year.

Reasons Why We Think We Got These Results

Teachers set goals, met weekly to support one another and maintain focus of goals, as well as implementing with integrity and diligence

To Further Our Impact On Student Outcomes, We Plan To…

Continue to implement process writing strategies with fidelity, and integrate supplemental writing think-sheets, (descriptive, expository, and narrative,) in other content areas

Ways You Can Support These Efforts…

Set goals using STEPS goal setting, address areas of fidelity with the fidelity matrix, and continue to document meetings for administrators and the School Improvement Report. Continue to compare and contrast State Direct Writing Assessment scores for each additional year of implementation.Before MSS: 2002-2003 28% MSS: 2003-2004 51% MSS: 2004-2005 81%

Research Question HOW and WHEN the data will be collected; HOW data will be analyzed

KIND of data needed to answer the question

How the MSS strategy will be implemented

Action research plan for evaluating:

© 2006 Edwin Ellis

Research Question HOW and WHEN the data will be collected; HOW data will be analyzed

KIND of data needed to answer the question

How the MSS strategy will be implemented

Will implementing Makes Sense Developmental Process Writing Strategies increase the number of students meeting or exceeding standards on the State Direct Writing Assessment?

Student writing samples from specific prompts will be gathered in the fall and spring. Each classroom teacher will select and study 9 student profilesWhen possible teachers will profile 3 low, middle and high achievers to compare the fall and spring samples

Interpretation of the prompt-Fluency-Idea Elaboration-Mechanics- and Attitude will be assessed from the pre and post samples

Level 3 and 4 State Direct Writing Assessment Scores

State Direct Writing scores from year 2002-2003, which was before implementing MSS

Pre and post writing samples using expository, narrative, and descriptive prompts

State Direct Writing Assessment scores from year 2003-2004This was the first year of implementation

State Direct Writing Assessment scores from year 2004-2005This was the second year of implementation

All Teachers will implement MSS Process WritingFifth Grade Team will focus on three modes of writingQuarterly Goals with the STEPS Goal setting Instrument (Provide a copy to Admin.)Team Meeting Log think-sheets will document wkly meetings Provide copies to staff and administrators All Teachers will respond to the Fidelity Implementation Matrix

Meet and analyze end of the year writing samples using a rubric and State Direct Writing Assessment scores

Action research plan for evaluating: 5th Grade State Direct Writing Assessment

© 2006 Edwin Ellis

Standardized Test State Assessment Test Criterion Reference Test Teacher-generated Measure (rubrics, check-lists, teacher-made tests, etc.)

Makes Sense Action Research Report

Specific Student Outcomes Targeted for Improvement

How Student Outcomes Were Assessed/Measured

Summary Of Student Performance BEFORE the Makes Sense Strategies were implemented

Presented to: Makes Sense Implementation Team

Time Period Report Covers

Standardized Test State Assessment Test Criterion Reference Test Teacher-generated Measure (rubrics, check-lists, teacher-made tests, etc.)

Makes Sense Action Research Report

Specific Student Outcomes Targeted for Improvement

Percentage of students meeting and/or exceeding standards on the Fifth Grade State Direct Writing Assessment

How Student Outcomes Were Assessed/Measured

Annual State Direct Writing Assessment administered in February of each academic school yearStudents making Level 3 or Level 4 scores

Summary Of Student Performance BEFORE the Makes Sense Strategies were implemented

In the academic year of 2002-2003, 28% of the fifth graders at Ocoee Elementary School met or exceeded standards on the State Writing Assessment

Presented to:

Mr. Joseph Newton, Superintendent of Ocoee Schools

Makes Sense Implementation Team

Fifth Grade Team consisting of 6 teachersTime Period Report Covers

Fall of 2002-Spring of 2005


After the first year of implementation 51.44 % of fifth graders at Ocoee Elementary met or exceeded standards on the State Writing Assessment. This was an increase of 23.35 % over the previous year.


Teachers set goals, met weekly to support one another and maintain focus of goals, as well as implementing with integrity and diligence


Continue to implement process writing strategies with fidelity, and integrate supplemental writing think-sheets, (descriptive, expository, and narrative,) in other content areas


Set goals using STEPS goal setting, address areas of fidelity with the fidelity matrix, and continue to document meetings for administrators and the School Improvement Report. Continue to compare and contrast State Direct Writing Assessment scores for each additional year of implementation.Before MSS: 2002-2003 28% MSS: 2003-2004 51% MSS: 2004-2005 81%

Predictable stages of ImplementationStage 1: The “Go for it!” period

Characterized by... * Initial excitement * Unrealistic enthusiasm

“ Hey, this stuff is great!”

Stage 2: The “Whoa!” periodCharacterized by... astonished reality check

“This is a LOT harder than I thought!”

Stage 3: The “Decision time” periodBail & blame Characterized by ... * giving up & exiting the picture * blaming others for lack of success

Hunker-down time! Characterized by ... * reconfirming commitment * persistence in the face of difficulty & absence of reinforcement

Stage 4: The “Reinvent” period “I can use it this way ...”

Characterized by ... adapting & personalizing ... integrating technical with intuitive knowledge

“It is _____’s fault it didn’t work! “This is hard, but it’s important.”

Stage 5: The “Big-payoff” periodCharacterized by ... multiple levels of success & satisfaction

... very high levels of investment

“It was hard, but worth it.”

Adapters

Adopters

Runners

Resisters 68.3%

13.2% 4.5%

Sabotagers

13.2%4.5%

Click here to view typical stages “adapters” typically experience

makes sense strategies for supporting implementation edwin ellisuniversity of alabama...

Documents

guided notetakingscience

mss writing level

developmental thinksheets

mss lesson plan format

reading mathapplicable

ongoing support

assessment procedures

assessment information