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Instructional Materials Selection and Implementation Strategies

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Title: Instructional Materials Selection and Implementation Strategies


1
Instructional Materials Selection and
Implementation Strategies
  • Kit Peixotto
  • Senior Program Director
  • Center for Classroom Teaching and Learning
  • Northwest Regional Educational Laboratory
  • peixottk_at_nwrel.org

2
Session Goal
  • Provide ideas, guidelines, examples and tools for
    districts to use in the identification and
    adoption of standards-based instructional
    materials

3
Agenda
  • Consider Adoption Process Components and
    Timelines
  • Engage in Sample Activity
  • Review Sample Instructional Materials Evaluation
    Tools
  • Examine Implementation Strategies

4
Your Experiences?
  • How many of you have ever been involved in an
    instructional materials adoption process?
  • What did you learn from that experience? What
    worked well? What didnt?

5
Components to Consider
  • Leadership Team
  • Membership and responsibilities
  • Guiding principles
  • Non-negotiables
  • Adoption Committee
  • Membership and responsibilities
  • Beliefs and biases
  • Communication strategies (Talking Points)
  • Decision-making process

6
District Committee (DC)Browning PS
  • Members Mary Johnson, Gwyn Andersen, Roberta
    Kipp, Gloria Wilkinson
  • Responsibilities
  • Provide direction on the adoption process
  • Develop an implementation plan for adopted
    programs

7
Guiding Principles for Selection of
MaterialsIssaquah SD
  • Research-based
  • Aligns with research on how children learn
  • Developed using rigorous and accepted research
    development procedures
  • Balanced approach
  • Content and pedagogy appropriately address the
    various aspects of mathematics, including
    computation and problem-solving

8
Guiding Principles for Selection of Materials
  • Standards-based
  • Closely aligned with national and state content
    and pedagogy standards
  • Aligned with state and district assessments
  • Supports performance expectations of assessments,
    including cognitive complexity and depth of
    understanding

9
Guiding Principles for Selection of Materials
  • Body of quality, empirical evidence that
    substantiates positive impact on student learning

10
GivensBrowning PS
  • The Board is anxious for the district to make
    progress on improving students math achievement
  • Continued status of not meeting AYP in math is
    unacceptable

11
Givens
  • Because research shows that a single,
    district-wide core program is more successful
    than multiple programs, one core program will be
    adopted in order to maximize student achievement.
  • Only the adopted core program will be used by
    teachers at all relevant grade levels
  • The need for supplemental materials will be
    determined after one year of implementation

12
Guiding Principles for Identification of
Candidate Programs
  • Research-based
  • Aligns with research on how children learn
  • Developed using rigorous and accepted research
    development procedures
  • Balanced approach
  • Content and pedagogy appropriately address the
    various aspects of mathematics, including
    computation and problem-solving

13
Guiding Principles for Identification of
Candidate Programs
  • Standards-based
  • Closely aligned with national and state content
    and pedagogy standards
  • Aligned with state and district assessments
  • Supports performance expectations of assessments,
    including cognitive complexity and depth of
    understanding

14
Guiding Principles for Identification of
Candidate Programs
  • Body of quality, empirical evidence that
    substantiates positive impact on student learning
  • Culturally congruent with Native American
    Pedagogy

15
Components to Consider
  • Leadership Team
  • Membership and responsibilities
  • Guiding principles
  • Non-negotiables
  • Adoption Committee
  • Membership and responsibilities
  • Beliefs and biases
  • Communication strategies (Talking Points)
  • Decision-making process

16
Mathematics Leadership Team (MLT)Browning PS
  • Members teachers and principals
  • Responsibilities
  • Review and evaluate candidate materials
  • Inform and solicit feedback from colleagues
  • Review relevant research
  • Analyze school/district student assessment data
  • Recommend programs to be adopted

17
Examining Beliefs
  • The goal of teaching mathematics
  • . . . Is to help all students develop
    mathematical power (NCTM 1991)
  • Adding It Up Helping Children Learn
    Mathematics. National Research Council. 2002.
  • Review of research literature on mathematics K-8
    teaching and learning
  • All young Americans must learn to think
    mathematically, and they must think
    mathematically to learn.
  • Mathematical proficiency

18
Mathematical Proficiency
  • Five intertwined strands
  • conceptual understanding
  • procedural fluency
  • strategic competence
  • adaptive reasoning
  • productive disposition

19
Mathematical Proficiency
  • Conceptual Understanding -- comprehend the
    concepts, operations and relationships of
    mathematics
  • Procedural Fluency -- skilled in accurately,
    efficiently and appropriately carrying out
    mathematical procedures
  • Strategic Competence -- able to formulate,
    represent and solve mathematical problems

20
Mathematical Proficiency
  • Adaptive Reasoning -- think logically, reflect,
    explain and justify
  • Productive Disposition -- sees mathematics as
    making sense, worthwhile and useful is
    diligent believes in ones own efficacy

21
What does mathematical power and proficiency look
like in a student?
  • Imagine a student who is mathematically powerful
    and proficient.
  • List that students attributes.
  • Individually in journal
  • Table-group share
  • Chart paper common list reach consensus on
    common list

22
Components to Consider
  • Leadership Team
  • Membership and responsibilities
  • Guiding principles
  • Non-negotiables
  • Adoption Committee
  • Membership and responsibilities
  • Beliefs
  • Communication strategies (Talking Points)
  • Decision-making process

23
Components to Consider
  • Review Materials
  • Evaluation tool
  • Initial screening
  • Comprehensive evaluation
  • Gather Input from Others
  • Surveys parents teachers
  • Curriculum Open House
  • Field Testing

24
Identifying Criteria
  • What are the elements of a mathematics
    instructional program that will support students
    in becoming mathematically proficient?

25
Developing Selection Criteria
  • Think about the earlier mathematical proficiency
    discussion and individually brainstorm and record
    selection criteria
  • Share in small groups and compile a list of all
    criteria on chart paper
  • Vote with colored dots red for initial yellow
    for in-depth

26
Developing Selection Criteria
  • In small groups, examine sample selection
    instruments, identifying additional criteria and
    useful formats
  • Complete one feedback form per group

27
Components to Consider
  • Review Materials
  • Evaluation tool
  • Initial screening
  • Comprehensive evaluation
  • Gather Input from Others
  • Surveys parents teachers
  • Curriculum Open House
  • Site visits phone interviews
  • Field Testing

28
Sample Timelines
  • Seattle Public Schools
  • Issaquah Public Schools
  • Browning Public Schools (MT)
  • Laramie County (WY)

29
Implementation Strategies
  • What are your experiences with implementation
    models?
  • What worked?
  • What didnt?

30
Implementation Strategies
  • A variety of factors influence implementation
    rollouts
  • What are the goals for your implementation?
  • Are there certain types of students that need
    immediate help?
  • Accelerated students
  • Remedial student
  • Are there specific grade levels that are being
    targeted, maybe due to below average performance?
  • Do your resources support your strategy?
  • Implementing across a district, especially a
    larger one, requires huge resources all at one
    time
  • Is the expertise available to provide
    professional development for a new curriculum?

31
Implementation Strategies
  • Which strategy is best suited to the curriculum
    you have chosen?
  • Does the curriculum tightly tie concepts together
    across grades and are these concepts provided at
    different grade levels than the current one?

32
Models of Implementation
  • School by school implementation
  • One grade level or one course at a time (K, then
    1st, then 2nd , etc.)
  • Cluster implementation (K-2, 3-5, etc.)
  • Hybrid (K and 3 in Year 1, then 1st and 2nd in
    Year 2, and 4th and 5th in Year 3)
  • Certain grades (due to performance issues)
  • Certain types of students (those that need
    acceleration and/or remediation)
  • Pilot program use teacher/leaders or specific
    grades
  • By specific units each year (2 or 3 units in Year
    1, 3 more units in Year 2, and full
    implementation in Year 3 or 4)
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