INNOVATION CONFIGURATION Broward County Public Schools Pathway for Fluent College & Career Readiness April, 2014 to June, 2017 SLT MEMBER: Dan Gohl OWNER OF INITIATIVE: Mildred Grimaldo CONTACT: Camille Edwards DEPARTMENT(S): Instruction & Interventions Course Group #: 39001402 Broward County Public Schools Page 1
Introduction Innovation Configurations (ICs) identify and describe the major components or actions, in behavioral terms, of those who will implement (Implementers) an innovation or initiative. Too often, educators begin implementing an initiative without thinking about how they will assess progress. As a result, they aren t likely to know whether they re making progress, and they may not even agree on what making progress means in the context of 1 An IC is a way to define quality outcomes and measure fidelity of implementation in reaching those outcomes. ICs are created to support and assist with the change process. ICs are used to monitor the program, not individuals involved. ICs are NOT evaluative and do not measure the effectiveness of the initiative. Without full implementation, effectiveness cannot be measured. An IC: Clarifies expectations about the innovation Provides guidance for self-assessment Helps those who use it to visualize what an innovation will look like when completed Identifies concrete actions for implementers Supports the development of short-term and long-term benchmarks Provides a basis for professional learning and development When creating an IC, it is written in the active voice, identifies who is doing the action and describes actions that can be observed. It provides a mental image of where the district is moving. It connects those involved in different roles to take the steps necessary to bring the initiative to fruition. The initiative is chunked into sections by implementer or component of the initiative. (Implementers may be external providers, such as professional organizations, institutions of higher education, or independent consultants.) Implementers or components are numbered in an orderly way For each implementer or component, one or more desired outcomes are described. Starting from the ideal, a continuum of decreasingly desirable levels is described for each behavior or action. There can be several levels of behaviors until the undesirable is reached. This scale represents the movement from ideal behaviors/actions on the left, through a continuum of decreasingly desirable behaviors/actions as one moves to the right (Research by Hilda Taba supports presenting the exemplars first.). 1 Boudett, K., City, E., & Murname, R. (2005). Data wise: A step-by-step guide to using assessment results to improve teaching and learning. Cambridge, MA: Harvard Education Press. Broward County Public Schools Page 2
Once the IC is established, any professional learning or development necessary to reach the various outcomes is defined. A needs assessment of the targeted audience is used to determine what learning is delivered and is also used to determine the effectiveness of the learning. For all professional learning activities, a Framework for Monitoring and Adjusting the Professional Development - Implementation and Framework for Monitoring and Adjusting the Professional Development- Effectiveness are created. Using the Frameworks at regular intervals, a measure of the degree to which professional learning is contributing to the outcomes of the innovation can determined and adjustments can be made. Monitoring the place on the scale during the implementation of an innovation will indicate how well the innovation is on track to meet its desired outcomes. It is the intent of the Broward Professional Development System to require an Innovation Configuration for all initiatives aligned to the District Priorities and the Strategic plan and that involve professional learning. Each Innovation Configuration mandates the purpose of professional learning as increasing educator/employee effectiveness and results for students and/or job performance as it relates to the design of the Innovation. Professional learning focused on district priorities, strengthens individual performance, individual and department goals and the organization as a whole. Broward County Public Schools Page 3
Broward Fluency Pathway for College & Career Readiness Initiative Overview The Department of Instruction and Interventions in collaboration with the District s Office of Talent Development, strive to provide optimal professional learning opportunities to all K-12 educators and school leadership teams. Professional learning opportunities all center on instructional approaches and strategies that will enhance the teaching and learning of the Florida Standards. Beginning in 2011, Broward implemented a plan to support teacher professional development and facilitate student-learning leading to the transition to the Florida Mathematics and English Language Arts standards. As BCPS moves into Phase Four of its implementation plan of the Florida State Standards K-12, the focus will be on instructional design. Teachers will become proficient on how to align the cognitive demands of the standards to difficult and complex text. BCPS will work collaboratively with The Center of College and Career Ready, a non-profit training and research organization, to further increase the level of expertise and internal capacity among school leaders and teachers for improved student outcomes. Broward County Public Schools Page 4
1. District Team (Cadre Directors/Curriculum Supervisors) 1.1 DESIRED OUTCOME: Lead the stakeholders through the process of providing and sustaining a college and career ready curriculum (LEAD) Integrate the Florida Advocate for the Standards into inclusion of the rigor curriculum decisions and cognitive demand considering rigor and of Florida Standards in cognitive demand. curriculum decision making. Ensure the Florida Standards are incorporated into Curriculum decisions. Ensure the Florida Standards are integrated in Instructional support and coaching initiatives/programs. Ensure alignment of District assessments to the Florida Standards. Ensure processes and procedures are in place to sustain the initiative beyond the implementation period. Ensure professional learning for all stakeholders is aligned to the initiative. Implement processes and procedures to maintain and promote growth at the District and school level for sustained implementation. Align coaching and instructional support to maintain the initiative. Identify differentiated professional learning designed to support emerging fluency of integration and application of the Florida Standards. Develop processes and procedures to build capacity at the District and the school level for sustained implementation. Does not provide leadership in the process of providing and sustaining college and career ready curriculum. 1.2 DESIRED OUTCOME: Inform all stakeholders of the plan for implementing the Florida Standards to achieve college and career readiness for all students. (COMMUNICATE) Ensure all stakeholders are informed so that they fulfill their responsibilities as outlined in Share clear and concise information to all stakeholders about their roles and responsibilities defined in the plan, in a timely manner on and on a regularly basis. Develop a communication plan to provide information to all stakeholders. Collaborate with principals in the development of the communication plan. Communicate the plan to stakeholders. Does not communicate initiative priorities of the plan with all stakeholders. Broward County Public Schools
1.3 DESIRED OUTCOME: Measure targets and outcomes within a cycle of continuous improvement to ensure implementation of the plan with fidelity. (MONITORING) Ensure that all stakeholders use the continuous improvement model to identify and remediate deficiencies, support successes and sustain continued growth. Utilize the result obtained through the continuous improvement model to refine and adjust the implementation of the initiative. Develop a process to monitor the implementation of the plan in reaching the desired outcomes. Implement the monitoring process. Coordinate the development of formative assessments to measure district, school, teacher and student performance. Does not use targets and outcomes to ensure implementation of the plan with fidelity. 1.4 DESIRED OUTCOME: Dedicate resources (time, human, financial, materials) to implement the plan (RESOURCES) Ensure resources are allocated to support the implementation of Re-evaluate the allocation of resources to support continuous growth of Differentiate the allocation of resources to ensure equitable distribution necessary to sustain continuous growth. Prioritize the allocation of resources to support the implementation of Identify the resources to implement Disseminate resources to support Does not plan for resources to implement the plan Broward County Public Schools Page 6
2. Principals 2.1 DESIRED OUTCOME: Lead schools through the process of providing and sustaining a college and career ready curriculum (LEAD) Establish a school Determine the culture that embeds appropriate the Florida Standards leadership team to as the foundation for facilitate the all instruction. implementation of the plan. Ensure the Florida Standards are incorporated into all classroom instruction and learning. Ensure the Florida Standards are integrated into Instructional support and coaching to sustain the implementation with fidelity. Ensure processes and procedures are in place to sustain the initiative beyond the implementation period at the school level. Monitor the implementation and impact of professional learning. Evaluate the delivery of the Florida Standards in classroom instruction. Support the participation of school personnel in professional learning as outlined in the initiative implementation plan. Does not provide school-based leadership in implementing the District s college and career ready curriculum. 2.2 DESIRED OUTCOME: Inform school-based stakeholders of the plan for implementing the Florida Standards to achieve college and career readiness for all students. (COMMUNICATE) Monitor procedures to ensure all schoolbased personnel are informed of expectations as outlined in Collaborate with the District Team to share successes and challenges to ensure sustainability of the plan. Disseminate clear and concise information to all school-based personnel about their roles and responsibilities defined in the plan, in a timely manner on and on a regularly basis. Share the District communication plan to inform all school personnel. Determine the method of delivery to effectively communicate the plan for implementation. Does not communicate the initiative priorities of the plan to all schoolbased stakeholders. Broward County Public Schools Page 7
2.3 DESIRED OUTCOME: Measure targets and outcomes within a cycle of continuous improvement to ensure implementation of the plan with fidelity. (MONITORING) Execute action steps to remediate deficiencies, and support successes. Ensure the procedures for monitoring are implemented with fidelity Collaborate within their cadre on how to address the needs identified as a result of monitoring the implementation of Determine action steps using the continuous improvement model to remediate deficiencies, and support successes as needed to sustain the continued growth of Gather data to demonstrate evidence of implementation of the Florida Standards in classroom instructions. Analyze data on the degree to which the Florida Standards are integrated into classroom instruction. Does not measure targets and outcomes within a cycle of continuous improvement. 2.4 DESIRED OUTCOME: Utilize resources (focused time, human, financial/budget, instructional materials/supplies/equipment) for the implementation of the plan (RESOURCES) Ensure resources are allocated to support the implementation of Re-evaluate the allocation of resources to support continuous growth of Differentiate the allocation of resources to ensure equitable distribution necessary to sustain continuous growth. Prioritize the allocation of resources to support the implementation of Identify the resources (focused time, human, financial/budget, instructional materials/supplies/ equipment) to implement Disseminate resources to support Does not utilize resources to implement Broward County Public Schools Page 8
3. Teacher Leaders & Coaches (School-based & District) 3.1 DESIRED OUTCOME: Lead peers in the process of providing and sustaining a college and career ready curriculum (LEAD) Guide the Demonstrate incorporation of the knowledge of Florida Standards difficulty, rigor into classroom indication, and instruction and cognitive demand learning. within the Florida Standards. Differentiate the level of support based on student outcomes for the incorporation of the Florida Standards into classroom instruction and learning. Collaborate with stakeholders to identify and implement processes and procedures to sustain the initiative. Support a school culture that embeds the Florida Standards as the foundation for all instruction. Support participation in professional learning as outlined in the initiative implementation plan. Support peers to identify and implement the Florida Standards. Does not lead peers to implement the college and career ready curriculum. 3.2 DESIRED OUTCOME: Inform stakeholders of the plan for implementing the Florida Standards to achieve college and career readiness for all students. (COMMUNICATE) Monitor procedures to ensure all stakeholders are informed of expectations as outlined in Collaborate with the District Team to share successes and challenges to ensure sustainability of the plan. Disseminate clear and concise information to stakeholders personnel about their roles and responsibilities defined in the plan, in a timely manner on and on a regularly basis. Share the District communication plan to inform all school personnel. Determine the method of delivery to effectively communicate the plan for implementation. Does not communicate the initiative priorities of the plan to all schoolbased stakeholders. Broward County Public Schools Page 9
3.3 DESIRED OUTCOME: Analyze instructional targets and student outcomes within a cycle of continuous improvement to ensure implementation of the plan with fidelity. (MONITORING) Monitor and analyze implementation and impact of the plan at the instructional level to remediate deficiencies and support successes. Identify and implement action steps to remediate deficiencies and support successes. Monitor the impact of professional learning. Model the process of gathering and analyzing data to demonstrate evidence of implementation of the Florida Standards in classroom instructions. Gather data to demonstrate evidence of implementation of the Florida Standards in classroom instructions. Analyze data on the degree to which the Florida Standards are integrated into classroom instruction. Does not analyze instructional targets and student outcomes within a cycle of continuous improvement. Broward County Public Schools Page 10
Data Collection Plan End Goal of Plan: Increased College & Career Readiness leadership and instructional practices through integration of the Florida Standard What type of data needs to be collected? Recall and reproduction of the indicators of rigor within the Florida standards. of analysis of cognitive demand requirements within the standards Self reported activities as a result of professional development to directly integrate the Florida Standards Observation of integration of the Florida Standards across selected schools and classrooms What sources of data will help the investigation? Monthly Survey Tool Quarterly Observation Tool across Selected Schools Are the data available or do new data need to be collected? The data is new. The data is collected via Survey Monkey. The district has direct access to the data. The data is presented to the district during periodic review sessions. Where are these data located? Survey Monkey Database. Who will be responsible for collecting these data? The Center for College & Career Readiness When will these data be collected? Monthly Survey Quarterly School Observation Broward County Public Schools Page 11
Area of Impact Formative Measures Summative Measures Teacher Practices Monthly Survey Quarterly Observation Final Survey Final Observation Final Project at Capstone Leadership Practices Collaboration Practices Monthly Survey Quarterly Observation Monthly Survey Quarterly Observations Student Learning N/A N/A Practicum Final Survey Final Observation Final Project at Capstone Practicum Final Survey Final Observation Final Project at Capstone Practicum Broward County Public Schools Page 12
Master Plan Self-Assessment Tool (For use by implementers of the Plan) Please review the innovation configuration components, desired outcomes, and described behaviors. Identify for each desired outcome the level that most closely describes your current practice. Place an x in the box for the appropriate level. 5 Component 1 Desired Outcome 1.1 4 3 2 1 5 Component 2 Desired Outcome 2.1 4 3 2 1 5 Component 3 Desired Outcome 3.1 4 3 2 1 5 Component 4 Desired Outcome 4.1 4 3 2 1 5 Component 5 Desired Outcome 5.1 4 3 2 1 What do I need to move to the next level? Broward County Public Schools Page 13