Planning to achieve CCSS Implementation Goals

Using a Structured Planning & Problem-Solving Process to Support

CCSS Implementation

Agenda

• What are CCSS? – Critical Elements and What You Should Know

• Overview of Planning Process During CCSS Conference

• Prepare for Day 1 5:00 PM Team-based Planning Activity.

Place Holder – Slides for Fred Heid and Teresa Sweet

OVERVIEW: PLANNING PROCESS AND TOOLS FOR

CCSS IMPLEMENTATION PLAN

Session 1/Day 1

Need for Structured Planning & Problem-Solving Practices

Consider…

Why Have so Many School-Based Change

Efforts/Innovations Failed?

Sample Historical Context for Education Improvement

• PL 93-380: Rights of All Handicapped Children Act

• PL 94-142: Education of All Handicapped Children Act (mid 1970’s)

• A Nation at Risk (1980’s)• State Testing for Educators• National Credentialing Systems• Statewide Testing/School Grading• OCR – Disproportionality – NCR• No Child Left Behind• IDEA

And More Recently…

• American Recovery and Reinvestment Act– Race to the Top

• Efforts to reauthorize ESEA (NCLB)– Blueprint for Reform– LEARN Act

And, for Florida Schools• Revised ESE Rules

• Revised Florida Educator Accomplished Practices (FEAPs)

• Race to the Top Requirements

• Common Core State Standards (CCSS)

• New Educator Evaluation Requirements

• Florida MTSS framework to support above goals/expectations.

*** Within context of severe budget problems

Why do innovations tend to fail?

It often is the implementation of the innovation that fails and not the innovation

itself (Gresham, 1989)

• How to ensure successful implementation of innovations?

• What can affect successful implementation?

What affects implementation?

• Lack of concern about problem (Hall and Hord, 2006)

• Belief that the innovation will not meet the needs of the school (Ellis, 2001)

• Competing initiatives or systems already in place (Office of Special Education Programs, 2004)

• Dual system: old system + new system

What affects implementation

• There may not be:– systemic support from persons in key leadership

positions and/or policy makers

– open and continuous communication

– enough time to implement

– on-going training/professional development

– On-site coaching supports

(Hall & Hord, 2006)

What affects implementation?

• Does leadership have:

– A rationale for the new procedures

– A commitment to new procedures

– Clearly prioritized goals

– Understanding of how to use resources effectively and efficiently (PD, technology instead of people, materials)

– A systems perspective for implementation

(Fullan, 2010)

Innovation Implementation

• Most people do not evaluate an innovation based on scientific evidence, rather based on information from individuals like themselves

• The promoter of an innovation is often different from the people who must use it in terms of role and responsibility

• Successful implementation of innovations requires use of a structured planning and problem-solving process

Use a Structured Data-Based Planning and Problem-Solving Process…

• To Achieve Improved Performance for…

– Individual Students

– Groups of Students

– Classrooms

– Schools

– Districts

– State

Goals of Structured Planning & Problem Solving Practices

• Resolution or Improvement of Problem Situation/Attainment of Goal

• Improved Problem-Solving/Planning Skills for Person(s) Seeking Assistance and for all Involved in the Process of Implementing Innovations

Effective Problem Solving/ Planning Groups

• Participation• Involvement• Openness to New & Different Ideas• Structured Planning/PS Process• Rules for Decision Making

Levels of Problem Solving

• Group/Systems Problem Solving

• One-to-One Problem Solving

• Peer Support/Informal Problem Solving

• Personal Problem Solving

Impact for Investm

ent

Increasing Scope of Problem-

Solving

All Problem-Solving Models Involve:

• Problem or Goal Identification

• Problem Analysis

• Intervention Development & Implementation

• Evaluation of Student Impacts & Instructional Effectiveness

Problem-Solving crosswalk:4-step 8-step

1. Problem Identification (ACT)

2. Problem Analysis (ACT)

3. Intervention Development and Implementation (PLAN & DO)

4. Response to Intervention (RtI) (CHECK)

1. Set a goal and ID how you will measure that goal

2. Identify Resources & Obstacles to attaining that goal.

3. Prioritize the obstacles.

4. Identify strategies to eliminate or reduce the obstacle

5. Develop action plan to implement strategies.

6. Develop follow-up plan.

7. Evaluate impact of the action plan.

8. Evaluate progress on original goal.

5. Develop Action Plan (Plan & Do)

6. Develop Follow-up Plan (Plan & Do)

What is the

Problem?

Why is it Occurring?

2. ID Resources & Barriers (ACT)

3. Prioritize Obstacles (ACT)

What are we going

to do about it?

4. ID Strategies to Eliminate or Reduce Barriers (ACT)

Is It Working?

7. Evaluate if barrier was eliminated or reduced (Check)

8. Evaluate if you reached your goal in #1 (Check)

1. ID a Goal and ID How to Measure that Goal (ACT)

Overview: Small Group Planning & Problem Solving Steps

1. Identify the problem or goal in concrete, descriptive, behavioral terms

2. Record all resources/ideas for resolving the problem or achieving the goal, and all obstacles that must be overcome or reduced.

3. Select one obstacle from the list4. Brainstorm strategies to reduce or eliminate only the

obstacle selected5. Design a concrete plan of action, specifying who, will

do what, and by when6. Follow-up plan7. Evaluation plan – removed barrier selected in step 3?8. Evaluation plan – attainment of goal in Step 1?

Place Holder – Alignment with Day 4 SIP/DIAP

• Set Expectation of SIP/DIAP format use here (DAY 4 expectation)

• Communicate end-of-day team planning activities will lead up to and contribute to Day 4 plan that aligns with SIP/DIAP

• Instructions/Logistics for technology & team planning tools– E.g., usernames/passwords, seating with

team members during planning times, etc.

PREPARING FOR TEAM PLANNING AT 5:00 PM-5:30 PM

Day 1: Identifying Priorities Related to Increasing Staff Knowledge/Awareness of CCSS at Your School/District

What to expect?

• School-based team; District-based team• Day 1 Planning Goals:

1. 5 min – As a team discuss and rate your staffs’ level of awareness for CCSS on scale of 1 (lowest) to 10 (highest).

2. 25 min – Considering Reflection Journal responses, discuss and list as a team the top 2 most important things you have to do to ensure awareness and understanding of CCSS.

Establish Team Roles

• Identifying roles– Facilitator: Leads the process through the

planning activity & keeps team focused.• Recommendation: Team leader as facilitator

– Recorder: Ensures concise and accurate capturing of team decisions using web-based program.

– Time keeper: Ensures the team works efficiently to complete activity goals in time.

Preparing for Day 1 5:00 PM Team-based Planning

• School – “School-based Leadership Team Preparation” handout.

• District – See “District-based Leadership Team Preparation” handout.

– Prepare to work in assigned setting– Use Survey Monkey– Overview of process

• Day 1 planning goals • Day 2 connections