Effective Implementation Cohort

Shared Learning Time

Day 2

Breakout Session Padlets: Below you will find notes and resources that were documented during your shared learning time discussions from day 2. Please feel free to continue to add information. We will be utilizing these in future planning and newsletters.

• Assessing Fit and Feasibility
• Implementation Planning 1
• Implementation Planning 2
• Measurement Planning
• Communication 1
• Communication 2
• District Teaming
• Executive Sponsor Engagement

Solution Rooms

Solution Room Jamboards: Below you will find the Jamboards from the consultancy protocol sessions.

Pivot/Guilford:  How do we continue to support this work after the grant is over and we no longer can rely on Pivot facilitators for site visits and other support around curriculum implementation?

IP/EEISD:  EEISD is looking for ideas and support for a Decision Support Data System.  They would like to know how to collect data and triangulated the use of different data sources with the intention of using it to create an implementation plan and data-based decision-making

TNTP/BPS:  How do we ensure that teachers are able to participate in the professional learning given the new landscape after the pandemic that is affected by increased demands on teacher and leader time along with sub-shortages?

ANET/APS: In Atlanta Public Schools, we continue to hear from teachers and leaders that Amplify is a curriculum for on-grade-level students. They want to know how to support their students who are below and significantly below grade level. How can the DIT better address this mindset and skill gap?

ConnectEd/West Contra Costa:   In West Contra Costa, some teachers have figured how to navigate smooth transitions from the digital platform back and forth into whole class and pair/small group discussion, and others continue to struggle with this. How can we support instructional improvement by coaching for this flow between the screens and real life within a lesson?

PLAS/LAUSD: We know that capturing and amplifying bright spots and early successes can help build momentum with curriculum implementation. However, it can be challenging to identify those successes and communicate them back out in a timely fashion. How might we strengthen our two-way communication with school sites to amplify learning from teachers and students? What are multiple ways for us to share school site lenses?

TNTP/PUSD: How have districts created alignment between principals’ understanding of the role vs coaches supporting and sustaining instructional leadership? What system level investments and structures have districts made to protect and sustain coaching time and activities?

IFL: Background: All three districts in the project have classes that are “accelerated” or “advanced” (the students are studying standards beyond their grade level or there are two grade levels of standards being addressed in one year’s time). The IFL has been working with teachers to make recommendations for use of the TX Go Math! curriculum (i.e. highlighting the high-level tasks and moving them to be the focus of the lesson, designing additional questions, elevating multiple representations). Problem of Practice: How do we create recommendations from the curriculum and collect data when students are in an advanced math class?