Transcript www.cpalms.org

Module 5 for Charter
Leadership Teams
Focus on Progress
Monitoring
2
Professional Development Session Alignment
Set 1
Governing Board
School Leaders
Teachers
Leadership Teams
Data
Use
Data Use
Data
Use
Session
1
ELA
Math
ELA
Math
Session
2
3
Professional Development Session Alignment
Set 2
Governing Board
School Leaders
Teachers
Leadership
Teams
Data
Florida
Standards
Assessment
ELA
Session
3
VAM
Math
Session
Module 8
&
4 Math
Data Use
Module 7
ELA &
Data Use
Data &
ELA
Session
5
Data &
Math
Session
6
4
Module Outcomes
 Increase monitoring of your
Florida Standards
Implementation Plan
 Learn and apply two aspects of
the CBAM framework: Stages of
Concern and Levels of Use
 Investigate monitoring tools
that support alignment of the
implementation plan
 Apply and evaluate strategies
related to change management,
data collection, and
communication
 Explore the IBTP and discuss
how to use it most productively
5
8 Components of
Full Florida
Standards
Implementation
6
Today’s Agenda
•
•
•
•
•
•
•
•
•
•
•
Welcome and Introductions
Pre-Assessment
Checking In: Assessing Progress of Your Plan
Systematic Planning
Item Bank System
Lunch
CBAM Stages of Concern (SoC)
CBAM Levels of Use (LoU)
Strategies to Support Change Efforts
Next Steps
Wrap Up and Post-Assessment
7
RESOURCE REMINDER
• All teams, including any new
teams joining the project, will
have opportunities to plan a
successful transition to the
Florida Standards.
• All resources are downloadable
and are located on the website:
http://flcharterccrstandards.org/.
This website houses all the tools
throughout the project.
8
Introductory Activity
Pre-Assessment
Guide
Page
3
9
Section 1
Assessing Progress of Your Florida Standards
Implementation Plan
10
Looking Back…
CLT Session 1: Focus
on Self-Assessment
• Team Development
• Identifying Priority Areas
CLT Session 2: Focus
on Gap Analysis
• Gap Analysis
• Goal Setting
• Action Planning
CLT Session 3: Focus
on Action Planning
• Complete Florida Standards
Implementation Plan
• Develop Strategies to Engage
Stakeholders
11
Team Session 4: Managing Change
Reviewing
Implementation Plan
CBAM and Stages
of Concern (SoC)
Eight Lessons from
Change
Process for
Monitoring
Progress
Monitor & Collect
Implementation DataInterim Assessment
Templates
12
Where Are You in the Transition and
Implementation Process?
Above
Expectations
Good
Below
Expectations
13
Activity 1a: Assessing Progress
Where are you in developing your plan?
Where are you in implementing your plan?
1.
In the Participant Guide on page 5, participants determine the status of
their plan and it’s implementation.
2.
Participants take a colored dot and place one dot on the chart for
where they are in the development of their plan and one dot on the
chart for where they are in the implementation of that plan.
3.
Use the following continuum:
a. Poor – we are struggling to make progress
b. Fair – we have begun but have not progressed as expected
c. Good – we are progressing as expected
d. Excellent – we have exceeded our expectations
e. Outstanding – we are extremely happy with progress
Guide
Page
5
14
Three Types of Challenges
• Technical Challenges
• Lack of knowledge, time,
or support
• Cultural Challenges
• New ideas not consistent
with existing practices
• Institutional Challenges
• Resistance, budget
constraints, external
obstacles
15
Activity 1b: Identifying Implementation
Successes and Challenges
Identifying Challenges and Successes Throughout the Implementation
1.
Individually, each participant will review the information about the three
types of challenges and complete the table on pages 6-10 in the Participant
Guide. For each alignment component they will identify:
• What, if any, goals they had
• What was accomplished
• What will be accomplished during the remainder of the school year
• What they will plan on doing during the next year
• Any challenges they encountered
• Strategies to address the challenges in the future
2.
Upon completion the teams will discuss their progress on developing and
implementing their plans and will have time to make adjustments on their
current plan and/or start to think about their plan for the next school year.
Guide
Pages
6-10
16
Let’s Take a Break…
Be back in 15 minutes…
17
Section 2
Implementation Monitoring Tools
18
Implementation Monitoring Tools
• During CLT 4, tools to
monitor progress of the
“inner circle” were
introduced.
• They included:
• Instructional Materials
• Instructional Practices
• Assessment
• Curriculum
19
Additional Monitoring Tools
Tools to monitor the “outer
circle” include:
• Professional Development
• Student Support
• Data Use
• Resource, Policy, &
Procedures
20
Monitoring Professional Development
It is imperative that
leadership teams have
clear objectives and an
intentional direction for
professional
development, which
aligns to their
implementation plan.
Logic Model Template to Assess Professional
Development
IAT
Pages
31-38
Interim Assessment Templates (IAT)
21
Monitoring Data Use
Data Analysis Planning Process Template
• Developing a system to
ensure that data analysis is
used regularly.
• Team accountability for the
use of data to drive
instructional decisions.
• A common set of templates
is important and contributes
to the culture of a datadriven school.
IAT
Pages
39-44
22
Monitoring Student Support
• Students will need to
maximize their
opportunities for learning as
the rigor increases.
• Most students will need
additional assistance built
into lessons and
assignments.
• For many students, what was
once deemed acceptable
work may no longer meet
the standard of expectation.
IAT
Pages
45-50
23
Monitoring Resources, Policies, and Procedures
• The Charter School
Leadership Team must
evaluate how well their
resources, policies, and
procedures align with the
transition to Florida
Standards.
• Teams can use the monitoring
tool as a check-in to monitor
progress towards full Florida
Standards implementation.
IAT
Pages
51-54
24
Activity 2: Identifying Monitoring Tools
to Support Implementation
Identifying Monitoring Tools to Support Implementation
1. In your teams, review the four new implementation tools
found on pages 31-54 in the Interim Assessment
Templates document. Note the key ideas of each tool on
page 12 in the Participant Guide.
2. Choose the tool(s) that would support an area of your
implementation plan that needs monitoring.
3. Assess how the tool(s) will benefit the charter leadership
team in collecting data to support the Florida Standards
Implementation Plan as you begin to reflect on changes
and shifts to support success.
IAT Pages
31-54,
Guide Page
12
25
Bon Appétit
Be back in 1 hour…
26
Section 3
Using the Item Bank and Test Platform (IBTP)
27
What Is the Item Bank and Test
Platform (IBTP)?
• SB 735, the Student Success Act, Section 1008.22(8)(b), states
the following regarding local assessments: “Measurement of
the learning gains of students in all subjects and grade levels
other than subjects and grade levels required for the state
student achievement testing program is the responsibility of
the school districts.”
• The Florida Item Bank and Test Platform was created as a tool
for schools and districts to access assessment items to be used
as an interim tool or to assess non-FCAT assessed content areas.
.,
28
What Should the IBTP Be Able to Do?
The IBTP platform will provide the following capabilities statewide by the end
of school year 2013‐2014:
• Search for items by content area, benchmark, item type, cognitive
complexity, etc.
• Build and store fixed or adaptive assessments made from the item bank.
• Deliver assessments in computer‐based or paper‐based formats.
• Provide accommodations and track the use of accommodations.
• Print reports in a variety of formats with a variety of data points.
https://www.fldoe.org/committees/pdf/DistrictdevelopedStudentAssessmentsInstructionalEffectiveness.pdf
https://www.fldoe.org/arra/racetothetop/assessments/pdf/Timeline-RTTT.pdf
29
Item Bank and Test Platform Timeline
Oct 2013
Item
June 2013 Tryouts
Read-only
Access
Fall 2012- Jan
2014 Item
Development
Spring 2014
Training
May 2014
Full
Availability
30
IBTP Content Areas Provided by the FLDOE
Content
Grades
English Language Arts
K-12
Mathematics
K-8 and Algebra 1, Geometry, and Algebra 2
Science
K-8 and Biology, Chemistry, Earth/Space
Science, and Physics
Social Studies
K-8 and World History, United States
History, United States Government, and
Economics
Spanish
Bands K-2, 3-5, 6-8, 9-12
31
Seven Hard to Measure Project Awards
Content Areas
District Awardee
Physical and Health Education, K - 8
Miami-Dade
Physical and Health Education, 9 - 12
Hillsborough
Performing Arts, Choral
Polk
Performing Arts, Band and Orchestra
Polk
Visual Arts
Miami-Dade
World Languages
Duval
Career and Technical Education
Hillsborough
Districts throughout Florida who
understand the difficulty of measuring
student performance will be creating
assessment items for these content areas.
32
Item Bank and Test Platform System Design
Statewide Technology-Based* System
Test-Builder Tool –
Bank of Standards-based
items/ tasks
Tiered
Access
build valid and reliable
assessments
Training
Modules
Diagnostic
Interim
Summative
*Computer or paper-based functionality
33
IBTP Current Project Status
Item tryouts
Passages
developed
and
reviewed
Items
written and
reviewed
Items
approved or
rejected
There are numerous steps to ensure the
items meet the criteria to be in the IBTP.
34
Implementation Beginning 2014
IBTP available to schools
and districts.
Teachers can create and
tailor diagnostic or
interim assessments.
Districts may choose to
use items for districtbased EOC assessments.
35
Assessment Items Located in Item
Bank and Test Platform
•
•
•
•
•
•
•
Selected Response
Short Response
Gridded Response
Constructed Response
Extended Response
Essay Response
Performance Tasks
36
Activity 3: Planning for the IBTP
Planning for the IBTP
1. On chart paper, list which content areas and types of
assessment items would be beneficial to the charter school. The
template can be found on page 14 in the Participant Guide.
2. What supports will be necessary to ensure access to the IBTP?
On chart paper list supports in the following areas:
a) Technology
b) Professional Development
c) Test Item Development
3. What are the next steps for the team to take? Who do you need
to network with to begin accessing this resource? What would
be the timeline?
Guide
Page
14
37
Section 4
CBAM and Levels of Use (LoU) to
Enhance Implementation
38
Talking Points
 Create a T-chart on chart paper.
 On the first side list how you know that your teachers are
using the Florida Standards and teaching well towards those
standards.
 On the second side list reasons why teachers may not be
implementing this change.
 Place your chart on the wall.
39
Why Concerns-Based Adoption Model (CBAM)
and Change Management?
Researchbased
framework
for thinking
through
change in
education
Prompts
leaders to
design a
process for
change
Provides
tools and
techniques
for the
initiative
Provides
for sharing
of best
practices
Enhances
leadership’s
ability to
better
understand,
lead, and
facilitate
change
40
CBAM: A Framework with Three Dimensions
Stages of
Concern
Monitoring and
Supporting the
Implementation
of an Innovation
Levels of Use
What concerns about the
innovation exist?
What questions are being
asked?
Who is/isn’t using the
innovation?
At what level of use,
and Why?
Innovation
Configuration
What level of mastery has
been obtained ?
What have teachers
adopted differently?
41
Stages of Concern, Levels of Use, and
Innovation Configuration
• Stages of Concern (SoC) - the emotional side of change – people’s
reactions, feelings, perceptions, attitudes, concerns and questions.
• Levels of Use (LoU) - the behavior and actions people have taken
with respect to specified change.
• Innovation Configuration (IC) - identifies how teachers have
adopted and re-configured innovation.
Copyright © 2014, SEDL. Used by PCG
Education with permission from SEDL
42
Self
Task
Impact
7 Stages of Concern Questions
6 REFOCUSING
How can I refine and enhance?
5 COLLABORATION How can I share and see others?
4 CONSEQUENCE
Is this working? How can I do it better?
3 MANAGEMENT
Can I fit it in with everything else? But…
2 PERSONAL
How will it affect me?
1 INFORMATIONAL How do I do it?
0 UNCONCERNED
What is it and why?
Guide
Page
16
43
Levels of Use
“Levels of Use has to do with behaviors and portrays how people
are acting with respect to specified change.” Hall & Hord, p. 81
• Describes behaviorally how the innovation is being used by
individuals
 Identifies to what degree a person is a user or nonuser
• 3 nonuse levels
Nonuse, Orientation and Preparation
• 2 levels of initial use
Mechanical and Routine
• 3 levels of expanded use
Refinement, Integration and Renewal
I
Nonuse Levels
0. Nonuse - No action
“I’ve heard about it but, honestly, I have too many other things to do
right now.”
I. Orientation - Seeking information
“I’m looking at materials pertaining to the innovation and considering
using it sometime in the future when someone forces it.”
II. Preparation - Preparing to use the innovation
“I’ve set aside time every week for studying the materials and think I
am preparing for implementation.”
45
Initial Use Levels
III. Mechanical - Using in a poorly coordinated effort
“I’m trying to make it go as smoothly as possible and trying to look
like I am using it.”
IV. A. Routine Use - Has established a pattern of use
“This year it has worked out well. I’m sure there will be a few
changes next year, but basically I will keep it easy for myself and
use it the same way I did this year.”
46
Expanded Use Levels
IV. B. Refinement - Refining to increase outcomes
“I recently developed a more detailed formative assessment instrument
to gain more specific information from students to see where I need to
change my use of the innovation.”
V. Integration - Making effort to coordinate with others
“Not everyone has all the skills that are needed to use the program so
that it has the greatest impact on student learning. I‘ve been working
with another teacher, and recently a third teacher began working with
us.”
VI. Renewal - Seeking additional effective enhancements
“I am still interested in the program and using it with modifications.
Frankly, I’m reading, talking, and even doing research to see what other
things I can do for my students.”
47
Problems that Come About with Change
It is Not
the innovation
It is
the amount of use with fidelity right from the beginning
Before you can assess effectiveness:
1. Make sure that the innovation is being used at high levels,
effectively, and with fidelity.
2. LoU - use interviews and observations to measure the behaviors
of the users, also consider coaching and student work - to identify
the extent to which they are using the innovation.
48
Concerns-Based Adoption Model
Levels of Use Video
Measuring Implementation in Schools: Level of Use
at: http://www.sedl.org/cbam
49
Comparable Data
Where are your teachers in their use of the
Florida Standards now? In 3 months?
7
Levels of Use
6
5
4
March
3
June
2
1
0
Teacher 1
Teacher 2
Teacher 3
Teacher 4
50
Activity 4: Levels of Use
Levels of Use
1.
Read more about the Levels of Use on pages 17-20 of the Participant
Guide.
2.
As a team, complete the activity on pages 21-22.
3.
During the activity you will identify where your staff are currently on
Levels of Use, where you want the majority to be at the beginning of
SY 2014-2015, how you will get them there, and implications for your
Florida Standards Implementation Plan.
4.
When finished, have 1 member from your team stand by the
majority LoU among staff members. 0, I, II, III, IVA, IVB, V, VI.
Guide
Pages
17-22
51
Methods of Determining LoU
•
•
•
•
•
•
•
•
•
Direct observations
Participant interviews or conferencing
Supervisor or coach interviews or conferencing
Student interviews or conferencing
Questionnaires
Focus groups
Implementation logs and reflective journals
Participant portfolios
Student Work
Guskey, T. R. (2000). Evaluating professional development. Thousand Oaks, CA: Corwin
52
The LoU Interview
• The key in the interview is to stimulate the person to
describe and provide examples of behaviors that
he/she is taking in relation to the implementation.
• The interviewer then uses the decision points of the
branching interview form and the different levels of
use to determine where the person is on the LoU.
53
LoU Branching Interview
Are you currently looking for more information? What do you still need
to get?
Yes, Level 1
No, Level 0
Have you set a date to begin? Do you have everything you need?
Yes, Level II
No, Level I or 0
Describe your use. Are you using it with fidelity and consistency?
Yes, Level III
No, Level II, I or 0
54
LoU Branching Interview
Are you finding you need to make changes (still keeping fidelity)?
Yes, Level IV B
No, Level IV A
Are you coordinating, collaborating and planning with others around the
implementation?
Yes, Level V
No, Level IV A or B
Are you modifying, adapting, enhancing, researching to do more with
the implementation? Can this be a model classroom?
Yes, Level V or VI
No, Level V or IV B
55
Activity 5: Branching Interview
Branching Interview – In Partners
1. Read the information about the LoU Branching Interview on
page 23 in the Participant Guide.
2. Decide who will be the interviewee and the interviewer. The
interviewee should think about a teacher in their school, or
teachers they have seen and their SoC and LoU. For the
activity they will pretend to be that teacher.
3. Conduct the Branching Interview using the questions on
page 24 in the Participant Guide.
4. Determine the teacher’s LoU and recommend next steps.
Guide
Pages
23-24
56
Talking Points
Think about teachers in your school implementing the new
Florida Standards. . .
•
How does teachers’ levels of use impact student
achievement?
•
How might knowing the LoU at your school impact the
monitoring of your implementation plan? Your
professional development? Your communication and
conversations?
57
CBAM Information and Website
www.sedl.org/cbam/
58
Section 5
Next Steps
59
Next Steps
What are some “big ideas” that you want to remember from today? What
will be the impact to your Florida Standards Implementation Plan?
Implementation
Big Ideas
Plan Impact
Section 1: Assessing Progress of Plan
Section 2: Implementation Monitoring
Tools
Section 3: Using the Item Bank and
Test Platform
Section 4: CBAM Model for Managing
and Understanding Change
Guide
Page
26
60
Closing Activities
61
Module Outcomes
 Increased monitoring of your
Florida Standards
Implementation Plan
 Learned and applied two
aspects of the CBAM
framework: Stages of Concern
and Levels of Use
 Investigated monitoring tools
that support alignment of the
implementation plan
 Applied and evaluated
strategies related to change
management, data collection,
 Explored the IBTP and discussed and communication
how to use it most productively
62
Post-Assessment and Session Evaluation
Where are you now?
Assessing Your Learning
Guide
Page
28
63