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Technology Implementation Partnership (TIP) Professional Learning Community Webinar: Implementation and Scaling-up May PowerPoint Presentation
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Technology Implementation Partnership (TIP) Professional Learning Community Webinar: Implementation and Scaling-up May

Technology Implementation Partnership (TIP) Professional Learning Community Webinar: Implementation and Scaling-up May

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Technology Implementation Partnership (TIP) Professional Learning Community Webinar: Implementation and Scaling-up May

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  1. Technology Implementation Partnership (TIP) Professional Learning Community Webinar: Implementation and Scaling-up May 6, 2008

  2. Agenda • 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

  3. TIP Professional Learning Community

  4. Purposes of the TIP Initiative • 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.

  5. 2 – 4 Years Stages of Implementation • Exploration • Installation • Initial Implementation • Full Implementation • Innovation • Sustainability Fixsen, Naoom, Blase, Friedman, & Wallace, 2005

  6. 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

  7. 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

  8. What Works Effective intervention practices + Effective implementation practices = Good outcomes for consumers

  9. TRAINING COMPONENTS Knowledge Skill Demonstration Use in the Classroom Theory and Discussion 10% 5% 0% ..+Demonstration in Training 30% 20% 0% …+ Practice & Feedback in Training 60% 60% 5% …+ Coaching in Classroom 95% 95% 95%  OUTCOMES (% of Participants who Demonstrate Knowledge, Demonstrate new Skills in a Training Setting, and Use new Skills in the Classroom) Joyce and Showers, 2002

  10. TIP Sharing3 Things your site has done to implement or scale-up TIP during Year One

  11. 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 6 Initial 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

  12. 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

  13. 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 analysis Initial 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

  14. 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

  15. 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

  16. 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

  17. TIP Liaison: Boo Murray & Jenna Wasson 2,889 students 204 teachers Free lunch = 72% Special ed = 13% Limited English = <1 % Focus Mathematics Middle school Initial 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

  18. 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

  19. 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

  20. 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

  21. CITEd Home Pagehttp://www.cited.org

  22. Ed Tech Locator Highlights • Designed for Teachers • Designed for Administrators • Designed for Technology Coordinators • Designed for Professional Development Coordinators

  23. 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

  24. 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

  25. 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?

  26. Snapshot of Scaling-up http://www.microsoft.com/education/demos/scale/index.html

  27. TIP Sharing • 2 Plans your site has to implement or scale-up TIP during Year Two • 1 Suggestion to Improve TIP

  28. Wolsey-Wessington School District, Wolsey, SD • Continue to provide professional development • Hold a Community Show Case Conference

  29. 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

  30. 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

  31. 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

  32. 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

  33. CITEd Website • Online Course- Differentiating Instruction with Technology www.airlearning.org • My Center http://www.cited.org/index.aspx?page_id=3 • Research Center http://www.cited.org/index.aspx?page_id=13

  34. Next Steps and Wrap-up • Questions • Reminders

  35. Questions? Feedback? Email Susan Skipper, sskipper@air.org or your TIP coordinator