School Redesign and SRCL Implementation Teacher Leader Summit

School Redesign and SRCL Implementation Teacher Leader Summit May 30 - June 1, 2018

Objectives Today, we will: 1. Summarize progress towards the implementation milestones 2. Explain the characteristics of a strong summer professional development plan 3. Plan for using curriculum-specific rubrics to support teacher implementation of the new curriculum 4. Preview the 2018 -2019 school system planning process 2

Agenda 1. 2. 3. 4. Theory of Action Summer Pre-Implementation Fall Early Support 2018 -2019 School System Planning 3

Theory of Action

2018 -2019 School System Planning Like in previous years, the 2018 -2019 school system planning process helps school systems create strong academic plans for the upcoming school year. New in 2018 -2019, ESSA requires school systems to create plans for their struggling schools and submit those plans to the state. The school system planning process allows school systems to plan for their struggling schools by taking the following steps: 5

Improving Struggling Schools improve when individual classrooms improve. Thus, the LDOE is focused on ensuring that: 1. 100% of teachers are implementing a high-quality curriculum. 2. 100% of principals are using a curriculum-specific rubric to give feedback to all teachers. 3. Every classroom is led by a fully prepared, appropriately certified teacher. 6

Implementation Phases In order to ensure that 100% of teachers are implementing a high-quality curriculum, school systems should implement their plans in three phases. Phase Purpose Pre-Implementation (Summer) Ensure that all materials and professional development calendars are in place for the start of the new school year. Remove low-quality materials from classrooms. Early Support (Fall) Observe classrooms to determine what additional support and professional development teachers need to help them use their curriculum effectively. Deep Support (Spring) Provide for concentrated and comprehensive support for schools that need additional help with implementation. 7

Pre-Implementation

Pre-Implementation Checklist In order to ensure that teachers are prepared to implement curriculum on the first day of school, districts have been focused on these milestones: 1. Develops list of staff responsible for each component of curriculum, professional development, assessment, and teacher pipeline partnership preimplementation 2. Uploads approved budget into e. GMS 3. Purchases curriculum, necessary supporting materials (e. g. technology), and assessments 4. Creates calendar for curriculum training by professional development vendors for all teachers 5. Signs MOUs with preparation providers to meet workforce needs in redesign schools 6. Distributes curriculum and necessary supporting materials to classrooms and removes old materials 9

Progress to Date 50 school systems have a plan for curriculum implementation approved by the state through redesign, SRCL, or both. • • 43 (86%) have a staff list with implementation responsibilities 39 (78%) have a budget that has been approved by the state in e. GMS 0 (0%) have requested reimbursement for curriculum in e. GMS 43 (86%) have created a professional development calendar How is your district progressing against these milestones? What will you most need to focus on between now and the start of school to ensure all teachers are ready to implement the curriculum? 10

Milestone 4: Professional Dev’t Plans School systems create calendar for curriculum training by professional development vendors for all teachers. Strong professional development plans for teachers before the start of the school year need to include: 1. Vendors for each curriculum 2. Confirmed dates and locations for the trainings by these vendors 3. Attendees And, these plans need to be communicated clearly to all those who should be attending. See here for an example for a strong plan. What adjustments need to be made to your district’s plans?

Network Team Support Networks will: 1. Support districts to achieve each of the six milestones 2. Support districts to build summer professional development plans that train every teacher on the use of the new curriculum

Early Support

Implementation Phases In order to ensure that 100% of teachers are implementing a high-quality curriculum, school systems should implement their plans in three phases. Phase Purpose Pre-Implementation (Summer) Ensure that all materials and professional development calendars are in place for the start of the new school year. Remove low-quality materials from classrooms. Early Support (Fall) Observe classrooms to determine what additional support and professional development teachers need to help them use their curriculum effectively. Deep Support (Spring) Provide for concentrated and comprehensive support for schools that need additional help with implementation. 14

Vision for Students 15

A Strong Academic Foundation To accomplish this, schools and school systems must ensure high-quality instruction in every classroom, every day. This requires that schools have a strong and cohesive academic foundation including a plan for curriculum, assessment, and teacher professional development across all grade levels and core content areas, including for birth to 4 year olds. 16

A Strong Academic Foundation Curricula serve as an important anchor for teachers, providing them with guidance and support with not just what to teach but how to teach that content effectively. Tier 1 curriculum reflect best-in-class content and content pedagogy. Therefore it is important that teachers implement their Tier 1 curriculum “as intended. ” 17

Curriculum Observation Tools In order to support teachers with the implementation of curriculum, the LDOE has developed three content-specific observation tools. These tools are intended to help observers understand the extent to which: 1. Teachers have access to the materials and students are using them 2. Teachers are using the curriculum “as intended” 3. Students are engaging deeply with the content 18

Curriculum Observation Tools As you review the tools, consider: 1. What will observers who are using these tools be looking for as they walk through classrooms? What will the observer do with the information they collect? 2. Who at the school level will use these tools? How often will they observe teachers? What will they do with the results of the observation? 3. Who at the district level will use these tools? How often will they observe teachers along with school-based leadership? What will they do with the results of the observation? 19

Implementation Roles School-based and central office leadership should be focused on supporting teachers to implement the curriculum. Role Key responsibilities Teacher ● Implement the curriculum Master/ Mentor Teacher ● Support teachers to internalize lessons ● Reflect on lessons using student work ● Observe teachers to check on implementation Principals ● Observe teachers to support implementation ● Ensure master/mentor teachers have a teacher-by-teacher plan to support implementation School system leadership ● Observe teachers w/school based staff to support implementation ● Work with principals to ensure there is a teacher-by-teacher plan to support implementation 20

Network Team Support Networks will: 1. Observe teachers in partnership with districts and school-based staff to support implementation of the curriculum 2. Support district and school-based staff to build a teacher-by-teacher plan to support implementation of the curriculum 21

2018 -2019 School System Planning

2019 -2020 School System Planning Like in previous years, the 2019 -2020 school system planning process helps school systems create strong academic plans for the upcoming school year. The school system planning process allows school systems to plan for their struggling schools by taking the following steps: 23

2019 -2020 School System Planning This planning process will be rolled out in November 2018 and will include: 1. A District Planning Rubric that will be very similar to the Redesign rubric 2. An application for both flow through funds and competitive funds 3. Guidance on high quality partners for an expanded set of rubric rows, including but not limited to: a. Students with disabilities b. English language learners c. School culture and climate 24

Next Steps

Next Steps 1. Plan with your district teams on how you will complete the preimplementation milestones 2. Finalize your summer professional development plan and communicate it to all attendees 3. Determine who at each school site and at the central office will support curriculum implementation 26