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

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

3. Agenda Theory of Action Summer Pre-Implementation Fall Early Support
School System Planning

4. Theory of Action

5. 2018-2019 School System Planning
Like in previous years, the school system planning process helps school systems create strong academic plans for the upcoming school year.
New in , 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:
Key points:
The focus of school system planning in has been to improve outcomes for students in struggling schools
As a result of school system planning in , all school systems with struggling schools have submitted a redesign plan

6. Improving Struggling Schools
Schools improve when individual classrooms improve. Thus, the LDOE is focused on ensuring that:
100% of teachers are implementing a high-quality curriculum.
100% of principals are using a curriculum-specific rubric to give feedback to all teachers.
Every classroom is led by a fully prepared, appropriately certified teacher.
Why the focus is on these things:
Research has shown that high-quality instructional materials can lead to significant student improvement
Teachers must understand how to use the materials
Teachers must have the content knowledge and training

7. 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.
Talking points:
Today we are going to talk at length about the steps that school systems should take during the pre-implementation phase
We will share more information about early support at the Teacher Leader Summit

8. Pre-Implementation

9. 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:
Develops list of staff responsible for each component of curriculum, professional development, assessment, and teacher pipeline partnership pre-implementation
Uploads approved budget into eGMS
Purchases curriculum, necessary supporting materials (e.g. technology), and assessments
Creates calendar for curriculum training by professional development vendors for all teachers
Signs MOUs with preparation providers to meet workforce needs in redesign schools
Distributes curriculum and necessary supporting materials to classrooms and removes old materials

10. 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 eGMS
0 (0%) have requested reimbursement for curriculum in eGMS
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?

11. 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:
Vendors for each curriculum
Confirmed dates and locations for the trainings by these vendors
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?

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

13. Early Support

14. 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.

15. Vision for Students

16. 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.

17. 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.”

18. 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:
Teachers have access to the materials and students are using them
Teachers are using the curriculum “as intended”
Students are engaging deeply with the content
Pass out copies of the rubrics.

19. Curriculum Observation Tools
As you review the tools, consider:
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?
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?
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?

20. 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

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

22. 2018-2019 School System Planning

23. 2019-2020 School System Planning
Like in previous years, the 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:
Key points:
The focus of school system planning in has been to improve outcomes for students in struggling schools
As a result of school system planning in , all school systems with struggling schools have submitted a redesign plan

24. 2019-2020 School System Planning
This planning process will be rolled out in November 2018 and will include:
A District Planning Rubric that will be very similar to the Redesign rubric
An application for both flow through funds and competitive funds
Guidance on high quality partners for an expanded set of rubric rows, including but not limited to:
Students with disabilities
English language learners
School culture and climate
Key points:
The focus of school system planning in has been to improve outcomes for students in struggling schools
As a result of school system planning in , all school systems with struggling schools have submitted a redesign plan

25. Next Steps

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