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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?
So what? What is important to understand about this?
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
So what? What is important to understand about this?
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
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
Team MembersShared a
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
Review of Previous Meeting’s Action Plan
Accomplished Goals Primary Reasons
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
Insights / Surprises / What Learned
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.
Unaccomplished Goals Primary Reasons
Specific Routine or Think-sheet Assigned for Next Meeting
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 2
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
Team MembersShared a
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
Review of Previous Meeting’s Action Plan
Accomplished Goals Primary Reasons
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
Insights / Surprises / What Learned
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.
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 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
Makes Sense Implementation Team Log pg 2
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
Makes Sense Action Research Report pg 2Summary of Results AFTER Using the Makes Sense Strategies
Reasons Why We Think We Got These Results
To Further Our Impact On Student Outcomes, We Plan To…
Ways You Can Support These Efforts…
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
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%
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.”