Kenton County School District
MDC Timeline for Implementation
High
School
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
2009-2010
Beginning in February of 2010
our teachers were involved in
eight days of training (some
out of class and some
classroom embedded)
provided by Ann Shannon and
Associates
Anywhere from 60% to 90% of
the math staff for each high
school was involved in the
initial training




Middle
School



2010-2011
The training was expanded to
involve 100% of math teachers
at each high school.
Ann Shannon and Associates
provided training (one session
out of class and one session of
in class with after school
training, feedback, and
reflection).
Lead teachers began to emerge
in the high schools (had lessons
videotaped, helped facilitate
middle school training, shared
experiences)
District Secondary Math
Consultant aided in
implementation (working with
teacher leaders, coordinating
training, co-teaching,
reflection, sharing new lessons)
The district consulted with Ann
Shannon to design training to
ALL middle school math
teachers in grades 6-8 with
district developed “FALs” to be
used as readying pieces until
the Shell Centre FALs are ready.
The Secondary Math
Consultant and leading high
school teachers facilitated the
middle school training.
District Secondary Math
Consultant aided in
implementation (working with
teacher leaders, coordinating
training, co-teaching,
reflection, sharing new lessons,
job embedded)








2011-2012
Training sessions provided by
Ann Shannon and Associates
will be completed classroom
embedded with after school
training, feedback, reflection.
Six to eight Lead Teachers
across grade/course levels will
be formally identified and
receive a stipend to build
capacity within schools.
Training sessions including
videos of effective
implementation, classroom
observations of teachers by
teachers, PLCs, and review of
student work will be
facilitated by Secondary Math
Consultant and Teacher Leads.
All teachers will implement 510 FALs which have been built
into the district curriculum
maps.
Training sessions provided by
Ann Shannon and Associates
will be completed classroom
embedded with after school
training, feedback, reflection.
Six to eight Lead Teachers
across grade/course levels will
be formally identified and
receive a stipend to build
capacity within schools.
Training sessions including
videos of effective
implementation, classroom
observations of teachers by
teachers, PLCs, and review of
student work will be
facilitated by Secondary Math
Consultant and Teacher Leads.
All teachers will implement 510 FALs which have been built
into the district curriculum
maps.
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Implementation timeline