OER Institute
Self-Assessment, Vision-Setting,
and Planning Resources
CC BY Achieve 2013
Introduction
• These slides and related documents are based
on exercises completed by seven states at the
Open Educational Resources (OER) Institute in
Chicago in November 2012
• Information and exercises were created by
Achieve and the U.S. Education Delivery
Institute (EDI), to help states consider their
current progress and begin to create a plan for
implementing OER
:
2
For this effort, we suggest that
there are five key areas on
which to focus your planning
1
Setting a vision for OER
2
Creating a plan for implementation
3
Building an OER system
4
Communicating with and training educators
5 Monitoring progress and
collecting feedback
3
To help you consider your
plans…
The OER Planning Framework includes templates to accompany the enclosed exercises to help
your state begin to create a plan. These slides are meant to provide you with key definitions and
ideas for completing the exercises.
The planning framework is organized as follows:
I. Reflecting on the current progress of OER initiatives – p.2
II. Setting a vision for OER – p.4
III. Creating a plan for implementation and building the OER system – p. 6
IV. Communicating with and training
educators – p. 12
V. Monitoring progress and collecting feedback –
p. 16
4
Table of Contents
Self-assessment……………………………………………….Slide 6
Setting a vision for OER…………………………………….Slide 9
Creating a plan for implementation………………….Slide 19
Building an OER system…………………………………….Slide 35
Communicating with and training educators…….Slide 39
Monitoring progress and collecting feedback……Slide 46
Identifying next steps……………………………………….Slide 52
:
5
Begin by reflecting on the status
of current OER work, using the
following self-assessment
1
Setting a vision for OER
2
Creating a plan for implementation
3
Building an OER system
4
Communicating with and training educators
5 Monitoring progress and
collecting feedback
6
Self-Assessment: Our Current Status
on OER Initiatives
Vote 1-4 indicating the extent to which you agree with the statements below (1=Strongly
Disagree; 4= Strongly Agree)
Setting a vision for
OER
Creating a plan for
implementation
Building an OER
system
Communicating with
and training
educators
Monitoring progress
and collecting
feedback
•
•
•
•
•
•
•
•
•
•
•
•
We have a clear idea of what we want to do regarding Open Educational Resources
We understand how we expect OER to impact classrooms and how OER fit into our larger plans
for implementation of college and career ready standards
The necessary people know, understand, and share our vision for our state’s OER system
We have a clear plan for gathering materials, defining and ensuring quality, and making
materials available to educators
The plan includes a clear timeline for implementation and we have adequate resources to
implement it
The plan has a clear owner and the relevant people know and understand the plan
We have created or have access to a venue for sharing open educational resources
We have identified sources and methods for collecting and/or creating appropriate open
educational resources
We know how we will assess the quality of resources (including rubrics, responsible parties)
We understand how our OER system will interact with those in other states
We have identified the most important stakeholders to be engaged and informed of OER; we
know what our key messages will be and have considered how those messages will reach
each of our stakeholder groups
We have considered how we will communicate the availability of the tool and train those in the
field on using the technology and assessing quality
• We have mechanisms in place to regularly monitor our progress on implementing our OER plan
• We have identified feedback loops to collect information as to whether OER are having their
intended impact in the field
7
Exercise: Reflect on the current
status of OER initiatives
What
How
Materials
Time
▪
▪
▪
▪
5
▪
10
▪
▪
▪
Review the first row of the selfassessment and consider where your
state falls on a scale of 1-4.
Discuss your votes and your rationale
and try to come to consensus about
the state’s current progress.
Repeat the process with the
remaining four rows of the selfassessment.
Reflect on your final votes, discuss:
Individually
▪
Self-assessment
(slide 7)
Planning framework
template p. 3
▪
In state teams
▪
In state teams
▪
25
▪
In state teams
▪
10
▪ Do they indicate any particular areas of strength for your team?
▪ Any challenges?
▪ Based on these results, where should your team focus your work moving
forward?
:
8
For this effort, we suggest that
there are five key areas on
which to focus your planning
1
Setting a vision for OER
2
Creating a plan for implementation
3
Building an OER system
4
Communicating with and training educators
5 Monitoring progress and
collecting feedback
9
1 Setting a vision for OER
A vision will help you answer the
question “what are we trying to do?”
A strong vision has several important characteristics:
•
•
•
•
•
It is lofty or ambitious in nature
•
It is shared widely and at all levels
It creates a sense of urgency among stakeholders
Leaders believe it is attainable
It captures the moral imperative of the work
It can be summarized into one or more metrics that can be tracked over
time
10
1 Setting a vision for OER
And can be translated into
targets that are SMART
Specific
• Does it have a clear definition?
• Is it straightforward to understand?
• Can it be easily generated without complex calculations?
Measurable
• Is it easy to measure? Do people agree on measurement?
• Do we have or can we collect the data required?
• Can it be benchmarked against outside data?
• Does the target feel like a “stretch” from the current level of
Ambitious
Realistic
performance?
• Will it inspire your system to rise to a new challenge?
• Is it connected to the strategy?
• Are there benchmarks that suggest a target like this has been
achieved elsewhere?
Timely
• Does it have a clear deadline?
• Can it be measured at a frequency that will allow us to solve
problems and track success?
11
1 Setting a vision for OER
For example…
Donald Berwick, doctor and CEO of the Institute for Healthcare Improvement (IHI):
“Here is what I think we should do. I think we should save 100,000 lives. And I
think we should to that by June 14, 2006 – 18 months from today. Some is not a
number; soon is not a time. Here’s the number: 100,000. Here’s the time: June 14,
2006 – 9 a.m.”
IHI recommended six specific interventions for hospitals to help them achieve that
vision.
Source: Chip Heath and Dan Heath, Switch, 2010, p.19-21.
12
1 Setting a vision for OER
For example…
Donald Berwick on June 14, 2006, at 9:00 a.m.:
“Hospitals enrolled in the 100,000 Lives Campaign have collectively prevented an
estimated 122,300 avoidable deaths and, as importantly, have begun to
institutionalize new standards of care that will continue to save lives and improve
health outcomes in the future.”
Source: Chip Heath and Dan Heath, Switch, 2010, p.19-21.
13
1 Setting a vision for OER
A vision is notably different
than a mission statement
Vision Statement
▪
▪
▪
A vision statement is
inspirational and tells you
where work is headed.
It communicates the
aspiration, purpose, and
values.
It answers the questions:
– What are we trying to
–
–
do?
Why are you doing what
you are doing?
What will be the impact
on teachers and
students?
Mission Statement
▪
▪
▪
A mission statement
describes the fundamental
purpose and primary
objectives.
It articulates purpose and
defines how that purpose
will be achieved.
It answers the questions:
– How do we intend to
–
–
achieve our vision?
What does the work
look like?
What are the key
measures of success?
14
1 Setting a vision for OER
Additional examples of
vision statements
Hilton Worldwide:
Our vision is to fill the earth with the light and warmth of hospitality.
Nike:
To bring inspiration and innovation to every athlete in the world.*
*If you have a body, you are an athlete.
Marine Corps:
The Marine Corps of 2025 will fight and win our Nation’s battles with multicapable MAGTFs,
either from the sea or in sustained operations ashore. Our unique role as the Nation’s
force in readiness, along with our values, enduring ethos, and core competencies, will
ensure we remain highly responsive to the needs of combatant commanders in an
uncertain environment and against Irregular threats. Our future Corps will be increasingly
reliant on naval deployment, preventative in approach, leaner in equipment, versatile in
capabilities, and innovative in mindset. In an evolving and complex world, we will excel
as the Nation’s expeditionary “force of choice.”
Source: http://www.hiltonworldwide.com/about/mission/;
http://nikeinc.com/pages/about-nike-inc; http://www.quantico.usmc.mil
15
1 Setting a vision for OER
Additional examples of
vision statements
Arkansas’s Vision for Common Core:
All students in every Arkansas classroom will be engaged daily in rigorous learning
experiences that build on students’ talents, challenge their skills and understandings, and
develop their ability to reason, problem solve, collaborate, and communicate. Students will
monitor their learning and direct their thinking to become productive and contributing team
members. Students will grapple with complex texts and problems, construct viable
arguments, and persist until solutions are identified and substantiated. Through these
learning experiences, students will be confident in their preparation for success in their
post-school lives, including college and career.
Adults who are also continuously learning will support students as they prepare for college
and careers. They will understand the purpose of and utilize formative assessments to
provide feedback and support to student learners. Instruction will be founded on best
practices grounded in research or evidence. Stakeholders will convey and support the vision
by providing learning opportunities through in-school and out-of-school settings that
strengthen and assist student learners.
Source: http://commoncore.aetn.org/strategicplan/CCSS%20Vision%20and%20Principles.pdf
16
1 Setting a vision for OER
The vision and the associated activities
you expect will achieve your vision will
become the foundation of your plan
A strong vision has several important characteristics:
Vision
Activity
Activity
Activity
Activity
Activity
Activity
Activity
Plan
17
Exercise: Setting or articulating
a vision for OER in your state
First, discuss…
Then complete the activity…
▪ Keeping in mind the state’s current work on
instructional materials, reflect on your ideal vision of
OER in your state. Record your answer on a sticky
note.
▪ What plans and priorities already
exist that you know of about
curriculum, instructional materials,
assessments, accountability, Race
to the Top, etc.?
▪ Are there opportunities to
coordinate the OER work with
these existing plans?
▪ Discuss the various responses, what you like about
others, and what you would change. Try to unite
them into one common vision for your state and
record that.
▪ Discuss in your state team and record notes on p.5 of
the Planning Framework template:
▪
▪
▪
▪
:
What impact do you expect OER to have on
teachers? On students?
How will you measure success for each
group?
Who do you need to share this vision with?
How will you get them to buy in to the
vision?
18
For this effort, we suggest that
there are five key areas on
which to focus your planning
1
Setting a vision for OER
2
Creating a plan for implementation
3
Building an OER system
4
Communicating with and training educators
5 Monitoring progress and
collecting feedback
19
2 Creating a plan for implementation
We believe that a plan is necessary
for successful implementation
“A goal without a plan is just a wish.”
- Antoine de Saint-Exupery
:
20
2 Creating a plan for implementation
Characteristics of a strong
implementation plan
A strong implementation plan should…
• Articulate a vision
• Identify the relevant strategies or activities
• Assign leadership
• Set targets and milestones
• Identify the chain through which strategies must reach the field
• Anticipate and prepare for risks
• Identify feedback loops for managing performance
• Describe the resources and support required
21
2 Creating a plan for implementation
You have already started the
vision piece of this work
A strong implementation plan should…
• Articulate a vision
• Identify the relevant strategies or activities
• Assign leadership
• Set targets and milestones
• Identify the chain through which strategies must reach the field
• Anticipate and prepare for risks
• Identify feedback loops for managing performance
• Describe the resources and support required
22
2 Creating a plan for implementation
It may help to consider these
questions when creating your
activities
Access
Resources
▪
▪
▪
▪
▪
What portal or venue will you use to share resources? Is there an existing
venue you can use?
How will you handle licensing/copyright? How “open” will materials be?
How will you address technology infrastructure challenges?
How will you gather/create materials?
How will you work with vendors in the environment of openness and
common standards?
Quality
▪
▪
How will you define quality? What rubrics will you use?
How will you evaluate quality? Who will be responsible for evaluating?
Policy
▪
How will you work within or address curriculum and textbook adoption
policies and funding restrictions?
Potential
Collaboration
▪
Do you plan to collaborate and share resources with other states? If so,
how?
23
Exercise: Identifying and addressing
our planning challenges
What
How
Materials
▪ Brainstorm: What are the major
▪ In state
▪ Planning
▪
strategies or activities we have or
need to put in place in order to
achieve our OER vision
– Use the list of questions in the
planning framework template
p. 7 as a guide
Discuss the following:
teams
framework
template
p. 7
▪ What policy barriers might we face in implementing these activities?
▪ What other barriers or challenges are associated with each?
▪ Keeping in mind the cross-state sessions, what key actions might we take
▪
to address those challenges?
What allies or stakeholders should we call upon?
:
24
2 Creating a plan for implementation
You’re now a step closer to
building a strong plan
A strong implementation plan should…
• Articulate a vision
• Identify the relevant strategies or activities
• Assign leadership
• Set targets and milestones
• Identify the chain through which strategies must reach the
field
• Anticipate and prepare for risks
• Identify feedback loops for managing performance
• Describe the resources and support required
25
2 Creating a plan for implementation
A delivery chain will help you explore the
activities in your plan more deeply
A delivery chain is the set of actors (people or organizations), and the
relationships between them, through which a given system activity will be
implemented.
A delivery chain has one question at its core:
Starting from the policy intent of a leader in your system and ending with the frontline behaviors and practices that this policy is designed to influence, how – and
through whom – does a system activity actually happen?
2 Creating a plan for implementation
The first step in constructing the
delivery chain is to identify all of the
key actors
Sample delivery chain: Professional Development for CCSS
State
Region/ County
Chief
Regional
committees
1
Curriculum/
instruction
team
1
15
District
School
Curriculum
directors
150
Classroom
PLC
Facilitators
400
Teachers
65,000
Principals
700
27
2 Creating a plan for implementation
Next, draw the single most
important line of influence between
the system and the student
Sample delivery chain: Professional Development for CCSS
Region/ County
District
School
PLC
Facilitators
Curriculum/
instruction
team
1
Regional
committees
15
Train by 12/2011
Manage
Train by 9/2011
1
Curriculum
directors
150
Train by 5/2012
Chief
Classroom
400
Principals
400
Teachers
Train by 9/2013
State
65,000
Teachers
65,000
Be sure to identify the specific relationships represented by the arrows
28
2 Creating a plan for implementation
Then, identify and draw secondary
lines connecting other actors that
need to be involved
Sample delivery chain: Professional Development for CCSS
Region/ County
District
School
PLC
Facilitators
Train by 5/2012
Chief
Classroom
Curriculum/
instruction
team
1
Approve
by 9/2011
Regional
committees
15
Train by 12/2011
Manage
Train by 9/2011
1
Curriculum
directors
150
Give incentives to
choose “approved”
providers by 9/2011
Approved
providers
25
Manage
PD
instructors
25
400
Principals
400
Teachers
Train by 9/2013
State
65,000
Teachers
65,000
Principals
700
Contract
by
6/2012
Train by
9/2013
Teachers
65,000
29
2 Creating a plan for implementation
You’re now a step closer to
building a strong plan
A strong implementation plan should…
• Articulate a vision
• Identify the relevant strategies or activities
• Assign leadership
• Set targets and milestones
• Identify the chain through which strategies must reach the
field
• Anticipate and prepare for risks
• Identify feedback loops for managing performance
• Describe the resources and support required
30
2 Creating a plan for implementation
Once created, the delivery chain can help
you with other parts of the planning
process, such a identifying challenges
Individual
relationships
Weaknesses in chain
• Weak personal relationships
• Low leverage
Potential solutions
• Identify and replicate stronger
relationships of this type
• Identify alternate routes to the end of the
chain
• “Rationalize” chain
• Identify alternate routes to the end of the
chain
Complexity
• Too many actors necessary to
get something done
Funding flows
• Mismatch between resource
flows and delivery chain
• Redesign chain to take advantage of
leverage from resource flows
Feedback
loops
• Few or no feedback loops
• Create feedback loops
• Use feedback loops to exert influence
Choke points
• Over-reliance on a few key
actors
• Build capacity/cooperation of key actors
• Identify alternate routes to the end of the
chain
31
Exercise: Creating a delivery chain
for one key activity
What
How
▪ Identify one key activity on which
▪ In state
▪
▪
▪
▪
your team will focus
Identify the beginning and the end of
the delivery chain for that activity,
record them on cards or sticky notes
Brainstorm the other actors in the
chain, record them on cards or
sticky notes
Draw lines indicating the relationship
between each; describe the
relationships between each
Discuss:
Materials
▪ Colored cards
teams
▪
▪
Time
▪ 60
or sticky notes
Markers
Flipchart paper
▪ Are there any potential areas of weakness in the chain? Chokepoints? Broken
▪
connections?
How would you address those challenges?
:
32
2 Creating a plan for implementation
You’re now a step closer to
building a strong plan
A strong implementation plan should…
• Articulate a vision
• Identify the relevant strategies or activities
• Assign leadership
• Set targets and milestones
• Identify the chain through which strategies must reach the
field
• Anticipate and prepare for risks
• Identify feedback loops for managing performance
• Describe the resources and support required
33
Exercise: Describing your activities
What
How
▪
▪
For each of the priority activities you
identified in Exercise IIIa, identify:
– Responsible owners
– Methods for reaching the field
(delivery chain)
– Methods for measuring success
– Potential risks or challenges and
plans for mitigating them
– Necessary resources
– Connection to the broader work of
implementing college and career
ready standards
Materials
In state teams
:
▪
▪
▪
Flip chart paper
Markers
Planning
framework
template p.9
Time
▪
60
34
Finally, you should articulate the
timeline – including key milestones
– for your OER project
• The timeline will help you monitor whether your plan is on-track
• It may be useful to start with an end date, then work backward
from there
• Consider the following when establishing your timeline:
– Are any of your activities time-sensitive?
– What timelines already exist for rolling out instructional
materials or professional development that you should be
aware of?
:
35
Exercise: Plotting your timeline
What
How
▪
▪
For your overall plan, consider and
record on the template:
– Who is responsible for the overall
OER strategy?
– What is the timeline for
implementing priority activities?
Materials
In state teams
:
▪
▪
▪
Flip chart paper
Markers
Planning
framework
template p. 11
Time
▪
60
36
For this effort, we suggest that
there are five key areas on
which to focus your planning
1
Setting a vision for OER
2
Creating a plan for implementation
3
Building an OER system
4
Communicating with and training educators
5 Monitoring progress and
collecting feedback
37
Finally, you will begin to
put your plan into action
This involves taking each element of your plan and putting it into action
From making decisions about:
▪ Access
▪ Resources
▪ Quality
▪ Policy
▪ Potential collaboration
To creating, communicating, and
changing:
▪ Access
▪ Resources
▪ Quality
▪ Policy
▪ Potential collaboration
38
For this effort, we suggest that
there are five key areas on
which to focus your planning
1
Setting a vision for OER
2
Creating a plan for implementation
3
Building an OER system
4
Communicating with and training educators
5 Monitoring progress and
collecting feedback
39
4 Communicating with and training educators
Consider what you want educators to
be able to do, then consider how you
can train them accordingly
Questions to consider
•
•
•
What role do you want
teachers to play?
• Will they need to
evaluate resources?
• Contribute resources?
• Access?
What role do you want
school and district leaders
to play?
• Will they need to train
teachers?
• Spread awareness of
OER?
Are there other educators
who need to be involved?
How?
•
What will each group
need to know and be
able to do in order to
fulfill those roles?
•
Therefore what kind
of training will each
need?
What training
opportunities
already exist or are
scheduled that you
can build upon?
40
4 Communicating with and training educators
Then consider other stakeholders
who need to be aware of OER
Types of stakeholders
Questions to consider
▪ Internal (inside your
▪ Who is directly responsible
agency)
▪ External (other players at
the state level)
▪ The field (players in the
delivery chain)
for helping the work get
done?
▪ Who has indirect influence
on the work or is influenced
by it?
41
4 Communicating with and training educators
Invest to win
them over
▪
Make them your
champions
High
▪
▪
Low
How critical are they to the work?
Tailor your communications
approach based on the stakeholders
current level of support
Make sure they
do not block the
effort
Low
▪
Reach out if it
will be helpful
High
What is their level of support?
42
4 Communicating with and training educators
When tailoring your message to
stakeholders, consider the following
questions
1. Why are we changing?
2. Where are we going?
3. What will it change?
4. Why choose this course?
5. What does this mean for you?
43
Exercise: Identifying the key roles
of educators and planning to train
them
What
How
▪
▪
▪
▪
Consider how teachers should be
engaged in the OER work:
– What role do you want them to play?
– What do they need to know,
understand, or be able to do in order
to play that role?
– What kind of training do they need in
order to play that role? Are there
existing training opportunities you
can take advantage of?
Repeat the process for school and
district leaders
Consider any other groups that will play
key roles and need to be trained
Materials
In state teams
:
▪
▪
▪
Flip chart paper
Markers
Planning
framework
template p. 13
Time
▪
60
44
Exercise: Planning for
communications to key
stakeholders
What
▪
▪
How
Materials
Brainstorm the stakeholders who will
▪ In state teams
need to be aware of OER or
communicated with in some way
For each stakeholder, identify:
– What is this stakeholder’s current
level of engagement? High, medium,
or low?
– Ideally, what would the engagement
of this stakeholder look like?
– How will you engage this
stakeholder?
– What is your core message to this
stakeholder?
– How will you know the messages
are reaching the stakeholder?
:
▪
▪
▪
Flip chart paper
Markers
Planning
framework
template p. 15
Time
▪
60
45
For this effort, we suggest that
there are five key areas on
which to focus your planning
1
Setting a vision for OER
2
Creating a plan for implementation
3
Building an OER system
4
Communicating with and training educators
5 Monitoring progress and
collecting feedback
46
5 Monitoring progress and collecting feedback
There are four main types of metrics
that you can use to measure progress
Description
Processes and
milestones
Extent to which the processes and
milestones occur as they were
intended to do
User
satisfaction
Extent to which front line and/or end
users have a positive view of the
strategy’s impact on their work
Change in front
line practice
Extent to which those near the “end”
of the delivery chain change their
practices as intended by the
strategy
Sample metrics
▪ OER system available to educators when
▪
planned
Number of teachers and/or principals
receiving training on OER
▪ Number of teachers and/or principals
expressing satisfaction with available open
educational resources
▪ Self-reporting or observations of changed
practice by teachers who use OER (versus
those who have not)
▪ Self-reporting of use of OER by teachers who
received training (versus those who have not)
Impact on student
outcomes
Extent to which students who are
exposed to changed practices
demonstrate better results than
those who are not
▪ Formative or summative assessment data,
comparing teachers who regularly use OER
with those who do not
47
5 Monitoring progress and collecting feedback
You can use the delivery chain you
created earlier to inform the type of data
you want to collect
Example measures from delivery chain
(professional development, see slide 28-30)
Potential ways to collect data
1 Number of districts undergoing training
▪ Fold into district monthly reporting
2 Number of teachers trained by school officials
▪ Fold into district monthly reporting
▪ Collect directly from schools
3 Number of teachers trained by approved
providers
▪ Include a requirement for reporting on this
4 Number of teachers satisfied with training
▪ Add relevant questions to existing school
information in vendor contracts
climate survey
5 Number of teachers trained whose observed
practices are changing
▪ Extrapolate from sample focus groups of
6 Difference in formative assessment gains for
students with trained teachers vs. untrained
▪ Formative assessment data combined with
principals, as well as existing principal
advisory group
survey self-reporting of adoption in
classrooms
48
5 Monitoring progress and collecting feedback
Once you have established metrics,
you should consider how you will
review progress on those metrics
Routines are a good way to regularly monitor progress
▪
What are routines?
▪
▪
▪
What purpose do
routines serve?
▪
▪
Regularly scheduled checkpoints to assess if
implementation is on track
Engine that drives the work forward: Without routines,
the work could stall or eventually fall off the agenda
A source of structure and discipline to create order in
complicated implementation work
Monitor performance: Understand if the work is on track to
deliver on the vision, based on data on implementation
milestones and student outcomes
Diagnose problems: Surface issues that are inhibiting
progress and analyze data to pinpoint causes
Address problems: Provide a venue to discuss and decide
how to overcome challenges
49
5 Monitoring progress and collecting feedback
Characteristics of strong
routines
▪ Agreeing on a common purpose
– Goals and outcomes (particularly teacher or student outcomes) anchor the discussion
– Agenda, key messages and discussion questions, and relevant data are clear, concise, and
▪
▪
▪
▪
well-prepared
Arriving at a shared view of performance and progress
– A wide range of evidence is presented in a way that is clear, sharp, and consistent,
including:
▫ Outcome data
▫ Leading indicator data
▫ Evidence on the quality of implementation
Identifying and solving problems
– All participants reflect on what barriers exist and what it will take to overcome them
Encouraging learning and collaboration
– Opportunities exist for learning and sharing across peers, including common challenges
and best practices
Identifying and committing to clear next steps
– Next steps with responsible parties are identified
– Next steps are tracked and become evidence of progress and performance in future
routines
50
Exercise: Discussing methods for
monitoring progress and collecting
feedback
What
How
▪ Consider how you will measure the
▪
▪
▪
Materials
In state teams
success of your OER work overall (should
be inspired by the vision)
Determine any feedback loops you will
use to know whether your activities are
having their intended impact (should be
pulled from the individual activity
descriptions (Exercise IIIb), if you have
completed them
Discuss:
– How often will we check in on our
success?
– How will we check in (in person, by
email, written note, phone call, other)?
– Who should be involved in these
check-ins?
– Who is responsible?
– What data will be reviewed?
:
▪
▪
▪
Flip chart paper
Markers
Planning
framework
template p. 17
Time
▪
80
51
Exercise: Identifying our next
steps
What
How
Materials
Time
▪ Reflect on your discussions you have had
▪ In state teams
▪ Flip chart paper
▪ 15
while completing these exercises:
– What are our immediate next steps to
complete this plan and put it into
action?
– Are there particular people we need to
talk to? Discussions to have? Decisions
to be made?
– Who is responsible for ensuring these
next steps are completed? Are there
deadlines?
A reference for more
information
Achieve and EDI created a workbook for Common
Core implementation more broadly, which has
additional narrative, examples, and exercises for
planning and implementation:
http://www.achieve.org/ImplementingCommonCore
:
53
Thank you!
www.achieve.org
www.deliveryinstitute.org
54