Instructional Materials Selection and Implementation Strategies

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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

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Session Goal

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

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Agenda

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

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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?

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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

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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

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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

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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

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Guiding Principles for Selection of Materials

• Body of quality, empirical evidence that
  substantiates positive impact on student learning

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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

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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

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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

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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

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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

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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

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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

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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

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Mathematical Proficiency

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

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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

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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

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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

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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

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Components to Consider

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

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Identifying Criteria

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

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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

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Developing Selection Criteria

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

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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

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Sample Timelines

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

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Implementation Strategies

• What are your experiences with implementation
  models?
• What worked?
• What didnt?

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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?

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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?

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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)