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)

TIP Sharing

3 Things your site has done to implement or scale-up TIP during Year One

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

CITEd Home Pagehttp://www.cited.org

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

Next Steps and Wrap-up

• Questions• Reminders

Questions? Feedback?

Email Susan Skipper, sskipper@air.org or your TIP coordinator