Implementation of the Common Core: Building Knowledge and

Beyond! AESA Annual Conference

Margaret McGlinchey, Ph.D. Kalamazoo RESA

Agenda

• What does “implementation” mean? • Moving from strands to a braid • Supporting all levels of the system • Stages of implementation • Lessons learned

Kalamazoo RESA

• One of 56 ISD/RESAs in MI • Serving 9 Local Districts • 5 Charter School Academies • 13 Private Schools • 35,000 students • Instructional Center of KRESA

provides training, coaching, and technical assistance to all districts within the region

Our Mission

Kalamazoo RESA’s Instructional Center provides educators and community members with leadership, support, and resources to ensure all students are college and career ready.

Your Turn

Personal Reflection 1. Have you ever been involved in a

project that was unsuccessful? 2. Why was it unsuccessful? 3. What might have made the difference

between success and failure? 4. Talk at your tables and be prepared to

share for the good of the group

The NIRN

Fixsen, D. L., Naoom, S. F., Blase, K. A., Friedman, R. M. & Wallace, F. (2005). Implementation Research: A Synthesis of the Literature. Tampa, FL: University of South Florida, Louis de la Parte Florida Mental Health Institute, The National Implementation Research Network (FMHI Publication #231).

Implementation Research: A Synthesis of the Literature

© Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2008

The Science of Implementation

• Students cannot benefit from interventions they do not experience

• Training by itself does not work • Policy change by itself does not work • Financial incentives alone do not

work

Your Turn

At your tables form groups of four members Silently read the Implementation Brief and highlight three or four items that have particular meaning In turn, members share one of their items Repeat so that each member has a turn in each cycle

Balas & Boren, 2000; Fixsen, Blase, Timbers, & Wolf, 2001

Implementation of Effective Practices with and without an Implementation Support Team

Implementation Team

No Implementation

Team

Percent of Implementation 80% 14%

Time 3 Years 17 years

The Charge of the District Leadership Team:

• To make sure we develop the capacity of all staff members to perform the responsibilities demanded by our improvement plan

• To create the organizational structures to support continuous improvement

• Use data to drive the work and planning of implementation

Many competing priorities

NCLB

RtI/MTSS

Teacher Evaluation

School Improvement

CCSS

PBIS

Reading

Math

When Braided by District Leadership a strong combination for successful student outcomes

Successful Student Outcomes

School Improvement/

MTSS Teacher

Evaluation CCSS Reading/Math PBIS

Accountability

Braiding means

Consider the core features of an initiative, what other current initiatives share these features and may be combined to

– Share resources

– Share activities (e.g., Professional Development)

– Share information (e.g., data collection)

13

Consideration of non-negotiables when braiding

• Funding requirements

– Features that must be in place to receive funding

• Mandatory program requirements

– Features that are mandated for implementation of the program

• Critical features that define practice

– Features that are critical to fidelity of implementation

Worksheet for Braiding District Initiatives: Braiding Around Multi-tiered System of Support (MTSS)

Stages of Implementation

• Implementation of CCSS (or any initiative is not an event)

• A mission-oriented process involving multiple decisions, actions, and corrections

• All new initiatives must be considered in the context of current efforts

Stages of Implementation Focus Stage Description

Exploration/Adoption

Decision regarding commitment to adopting the program/practices and supporting successful implementation.

Installation Set up infrastructure so that successful implementation can take place and be supported. Establish team and data systems, conduct audit, develop plan.

Initial Implementation

Try out the practices, work out details, learn and improve before expanding to other contexts.

Elaboration Expand the program/practices to other locations, individuals, times- adjust from learning in initial implementation.

Continuous Improvement/Regeneration

Make it easier, more efficient. Embed within current practices.

Work to do it right!

Work to do it better!

Should we do it?

Implementation Effectiveness: Constant Tension of Three Factors

Resource Allocation

Implementation Timeframe

Implementation Quality

Cascading System of Support

Students

Building Staff

Grade Level Team

Building Leadership Team

District/Regional Team Multiple schools w/in district

All staff

All students

Grade Level Teams, Core Teams, Departments, and all staff

Who is supported?

How is support provided?

Provides guidance and manages implementation

Provides guidance, visibility, funding, political support

Provides guidance and manages implementation

Provides effective practices to support students

Improved student behavior and achievement

Staff competency to support students/families with the selected practices

Adapted from Fixsen & Blase, 2008

Successful Student Outcomes

Program/Initiative (set of practices that are implemented with Fidelity)

Organizational capacity to support staff in implementing practices with fidelity

Ability to provide direction/vision of process

Implementation Drivers Implementation Drivers 20

Current Efforts: MTSS

• Universal Screening • Problem Solving Model • Continuum of Evidence-Based Instructional

Practices • Progress Monitoring • Data Based Decision Making • Implementation Fidelity • Improved Student Outcomes

New Initiatives

• Common Core State Standards • Teacher Evaluation • Research to Practice

Creating Competency

Central Office County and

District Level Data Based

Decision Making

CCSS What are they?

(Exploration)

Principals

Building Level Leadership Team and Data Based Decision Making

CCSS What are they?

(Exploration)

Teachers

Grade Level Teams for Data Based Decision

Making

CCSS What are they?

(Exploration)

Driven By Data: Process and Outcome

Data Review KCIC

District Level priorities What do teams, principals need? How will they support next steps? What resources are needed? How will we know if we are successful

Data Review Principals

What are building level priorities? What do teachers need support with? How will you know the right instruction is happening at the right time?

Data Review Teams

What are building level priorities? What resources will be needed? Training? Coaching? Technical Assistance

Integrating Supports

• Based on CCSS current curriculum and future needs

• Effective instruction, Observation, Feedback, Individual Development Plan

• Coaching in teacher classrooms and at grade level team meetings

• Professional development for teachers selected based on data

Data Review 3 X per yr. All

levels

Teachers attend

professional development

Curriculum Mapping

Principals receive ongoing

support and training

Structures of Support

Central Office

Connecting Data to district

priorities

IES Practice Guides DWW Website and

Resources

Principals IES Guides

DWW Website

Teacher Observation

and Feedback

Teachers CCSS Instructional

Priorities

IES Practice guides DWW and Effective

Instructional Routines

DIBELS Next Measure

Big Idea(s) of Reading

Direct Instruction Needed in: CCSS Connection

FSF First Sound Fluency PSF Phoneme Segmentation Fluency

Phonemic Awareness - Explicit Phonemic Awareness Instructional Routines *Phonological Awareness

RF.K-1.2

NWF-CLS Nonsense Word Fluency - Correct Letter Sounds NWF-WWR Nonsense Word Fluency - Whole Words Read

Alphabetic Principle/Phonics

- Explicit Alphabetic Principle Instructional Routines and/or -Explicit Phonics Blending Instructional Routines *Phonemic Awareness

RF.K-5.3

DORF DIBELS Oral Reading Fluency

Phonics, Fluency & Comprehension (if administering Retell)

Dependent on rate and accuracy (may need explicit self monitoring, rate building, alphabetic principle and/or phonics instructional routines) *Alphabetic Principle/Phonics

RF.K-5.4 L.K-12.4

Daze *May need to check and teach these skills

Vocabulary & Comprehension

- Explicit Comprehension Strategy Instructional Routines *Fluency and Phonics

L.K-12.6 RL/RI.K-12.1-10

Adolescent Literacy/CCSS Connection Big Idea CCSS Strands & Standards

Advanced Word Study Reading RL/RI.6-12.4, RH/RST.6-12.4 Reading RL/RI.6-12.10, RH/RST.6-12.10 Language L.4-12.4

Fluency (to promote comprehension)

Reading RL/RI.6-12.10, RH/RST.6-12.10

Vocabulary

Reading RL/RI.6-12.4, RH/RST.6-12.4 Language L.4-12.4-6

Comprehension Reading RL/RI.6-12.1-10, RH/RST.6-12.1-10 Writing W.6-12.7-9, WHST.6-12.7-9 Speaking and Listening SL.6-12.1-3

Motivation & Engagement All aspects of the CCSS

System Change “For every increment of performance I demand from you, I have an equal responsibility to provide you with the capacity to meet that expectation”

(R. Elmore, 2002)

Lessons Learned • Exploration and building consensus takes time! • Braiding must be very intentional • Leadership along the way and at every step of

the way-different than delegating • Initial implementation is easy! Sustained and

full implementation is a different story! • Communication! Communication!

Communication! • We need to stop chasing the shiny objects!

Thank You!

• mmcglinchey@kresa.org