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Transcript of Technology Implementation Partnership (TIP) Professional Learning Community Webinar: Implementation...
Technology Implementation Partnership (TIP)
Professional Learning Community Webinar:
Implementation and Scaling-up
May 6, 2008
• Welcome, Introductions, and Purpose of Webinar• Discussion of TIP Implementation
- Stages of Implementation- TIP Sharing
• EdTech Locator Highlights• Discussion of TIP Scaling-up
- Definition & Snapshot of Scaling-up- TIP Sharing
• CITEd Website• Next Steps and Wrap-up
Agenda
TIP Professional Learning Community
AIRTracy Gray, PD & PI
Nancy Safer, PIMary Thorngren, DeputyAllison Gandhi, Evaluator
Susan Skipper, CoordinatorHeidi Silver-Pacuilla
BethanyM. Federico
R. Spino
ThomasvilleM. FriesenJ. Jordan
T. McBrideJ. Scott
Wolsey-WessingtonC. McGillvreyJ. Cutshaw
EDCJudy Zorfass, PD
Alise Brann
CASTDavid Rose, PI
Boo MurrayJenna Wasson
Grace Meo
NorthamptonB. DichterL. Carrier
B. Dombusch
Minnesota Virtual AcademyM. Dyar
• To increase the use and understanding of differentiating instruction through innovative technologies.
• To support a professional learning community across the districts and within the five districts.
• To identify and share lessons learned on effective ways to engage teachers, administrators, IT and PD coordinators to use differentiating instruction across the curriculum to meet the learning needs of all students, particularly those with special needs.
• To scale up TIP across grades, curriculum areas, and schools throughout the districts. Share lessons learned with SEAs and LEAs.
Purposes of the TIP Initiative
Stages of Implementation
• Exploration
• Installation
• Initial Implementation
• Full Implementation
• Innovation
• Sustainability
Fixsen, Naoom, Blase, Friedman, & Wallace, 2005
2 – 4 Years
Ineffective Methods
• Excellent evidence for what does not work• Implementation by edict by itself does not
work• Implementation by “following the money” by
itself does not work• Implementation without changing supporting
roles and functions does not work
Paul Nutt (2002). Why Decisions Fail
Ineffective Methods
• Excellent experimental evidence for what does not work
• Diffusion/dissemination of information by itself does not lead to successful implementation
• Training alone, no matter how well done, does not lead to successful implementation
What Works
Effective intervention practices
+Effective implementation practices
=Good outcomes for consumers
TRAININGCOMPONENTS
KnowledgeSkill
DemonstrationUse in the Classroom
Theory and Discussion
..+Demonstration in Training
…+ Practice & Feedback in Training
…+ Coaching in Classroom
Joyce and Showers, 2002
OUTCOMES(% of Participants who Demonstrate Knowledge, Demonstrate new Skills in a Training Setting, and Use new Skills in the Classroom)
Bethany, CT
• Liaison: Judy Zorfass & Alise Brann
• 557 students• 51 teachers (FTE)• Free lunch = 3.2%• Special ed = 11%• Limited English = 0%
Focus • Writing• Grades 5 and 6Initial Goals• Increased use of hardware
and software within writing process for students
• Increased access to general education curriculum and classroom for students with disabilities
Bethany, CT
• Demonstration of model lesson using SOLO in Language Arts for 5th grade students
• Conference at EDC to learn how to implement SOLO
• Implemented Memoir unit with SOLO in the classroom with all students
• TIP Liaison: Heidi Silver-Pacuilla
• 479 MNVA students• 17 MNVA teachers• Free lunch = 6%• Special ed = 8%• Limited English = 0%
Focus• Grades 3-8• Mathematics• Work sample analysisInitial Goals• Teachers have increased
comfort with the scope and sequence of mastery of math
• Teachers have increased repertoire of strategies and resources for teaching math
• Improved progress monitoring and reporting
Minnesota Virtual Academy, Houston, MN
Minnesota Virtual Academy, Houston, MN
• Developed a Math Solutions Team (MST) Process to support teachers’ implementation of Differentiated Instruction through technology
• Investigated our online Math Curriculum and Critical Paths to accelerate learning and alignment with Minnesota Math Standards
• Identified resources and strategies that teachers may utilize to provide differentiated math instruction opportunities
• TIP Liaison: Grace Meo• 2,940 students• 232 teachers• Free lunch = 26.3%• Special ed = 21%• Limited English = 2.3%
Focus
• Literacy across the curriculum
Initial Goals• Students independently
make use of software.• Teachers incorporate
software into their lessons
Northampton School District, Northampton, MA
Northampton School District, Northampton, MA
• PD training in TTS and other instructional software for paraprofessionals
• Expanded use of TTS & instructional software in special education settings
• Increased use of all technology, augmentative communication and assistive technology for students with disabilities in all of our schools
• TIP Liaison: Boo Murray & Jenna Wasson
• 2,889 students• 204 teachers• Free lunch = 72%• Special ed = 13%• Limited English = <1 %
Focus• Mathematics• Middle schoolInitial Goals• Teachers identify student
learning needs and use evidence (i.e., student work) they have collected in their portfolios to appropriately select and revise differentiating instruction strategies
Thomasville City Schools, Thomasville, GA
Thomasville City Schools, Thomasville, GA
• Identified barriers related to technology and personnel
• Prioritized the grant and found the link to implementation grant.
• Identified point person
• TIP Liaison: Susan Skipper
• 217 students• 25 teachers• Free lunch = 37%• Special ed = 17%• Limited English = 0 %
Focus• Science• Cohort of teachers K-12 Initial Goals• Increase differentiated
instruction with technology.
• Increase student engagement and use of technology with learning.
Wolsey-Wessington School District, Wolsey, SD
Wolsey-Wessington School District, Wolsey, SD
• Purchased technology (lcd projectors, tablets, SMART boards)
• Provided professional development (Techie Tuesday, Techie Thursday, Saturday Trainings)
• Held a Show Case Conference
Ed Tech Locator Highlights
• Designed for Teachers
• Designed for Administrators
• Designed for Technology Coordinators
• Designed for Professional Development Coordinators
How Can I Use It?• Self Assessment
• Scoring Rubric and Locator Profile
• Locator
• Destination Map
• Resources
http://www.cited.org/index.aspx?page_id=110
Ed Tech Locator Highlights
• Evaluate where you stand in the technology-integration continuum
• Identify key points along the way towards reaching a target level of technology integration
• Map a course for further integration
Definition of Scaling-up
• Successful in classroom school wide change• Initiative spreads to multiple sites or multiple
practitioners – are all teachers using same model?• Initiative needs staying power – is initiative still used 2 to
3 yrs later? Is there fidelity?• Ownership transfers to teachers and administrators – do
teachers feel they ‘own’ the program? Are they comfortable making changes if needed?
• Initiative needs to change classroom culture – do teachers make it a part of their daily practice?
Snapshot of Scaling-up
http://www.microsoft.com/education/demos/scale/index.html
TIP Sharing
• 2 Plans your site has to implement or scale-up TIP during Year Two
• 1 Suggestion to Improve TIP
Wolsey-Wessington School District, Wolsey, SD
• Continue to provide professional development
• Hold a Community Show Case Conference
Thomasville City Schools, Thomasville, GA
• Coordinate with the recent Smart Grant
• Schedule summer training and periodic training during the year to coordinate the work during the year (linking TIP with Smart Board grant)
• Coach and monitor progress
Northampton School District, Northampton, MA
• Continue implementation and improvement
• Coordinate PD for all staff through a “training of trainers” model such that SPED staff are well-trained and able to support classroom and other teaching staff in use of instructional technology
Minnesota Virtual Academy, Houston, MN
• Provide Moodle training in May to teachers
• Implement MST meeting protocol; Teachers will collect work samples and report back to the MST every other month during the year
Bethany, CT
• Implement the current unit with additional classrooms
• Expand the use of SOLO to additional 5th grade classrooms
• Continue the use of SOLO with the students moving to the 6th grade
CITEd Website
• Online Course- Differentiating Instruction with Technologywww.airlearning.org
• My Centerhttp://www.cited.org/index.aspx?page_id=3
• Research Center http://www.cited.org/index.aspx?page_id=13
Questions? Feedback?
Email Susan Skipper, [email protected] or your TIP coordinator