Plus ça change, plus c’est la même chose:
Implementing
the Common Core State Standards
Urban Mathematics Leadership Network
February 10, 2014
Jodie Flint
Urban Mathematics Leadership Network
Norms
•
•
•
•
“I don’t know” is an acceptable answer.
The 70/30 rule: If we get 70% correct, we’re celebrating!
Smile, laugh, and smile some more.
No one has all the answers, and everyone has part of the
answers.
•  Listening is as important as speaking.
•  Document, document, document: The pyramids are really
just aggregated bits of sand.
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Learning Expectations
Participants will…
•  Use elements of the Concerns-Based Adoption
Model to support humans in the change process—
particularly, implementing CCSSM to ensure that all
students are college and career ready.
•  Use the Levels of Use scale to design supportive
change interventions for people in our systems.
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A framework for understanding and predicting change
Concerns-Based Adoption Model
•  Change …
•  …is a PROCESS, not an event.
•  …is accomplished by INDIVIDUALS first, then institutions.
•  …is a highly PERSONAL experience.
•  …entails DEVELOPMENTAL growth in feelings and skills.
•  …is best understood in OPERATIONAL terms.
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A framework for understanding and predicting change
Concerns-Based Adoption Model
“Human emotions and behaviors are much more
complex, especially when it comes to their dynamics
during times of change.”
Hall, G. E. and Hord, S. M. (2006). Implementing change:
Patterns, principles, and potholes, 2nd ed. Boston: Allyn and
Bacon (an imprint of Pearson Educational), p. 174.
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C-BAM
Elements
Probing
Stages of
Concern
Resource
System
Change
Facilitator
Team
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i
i
Users and Non-Users
Levels of Use
Innovation
Configurations
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i
i
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Intervening
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A framework for understanding and predicting change
Concerns-Based Adoption Model
Levels of Use (LoU) a scale that describes
behaviors and portrays how people are acting with
respect to specified change.
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A framework for understanding and predicting change
Levels of Use
Levels of Use
Behaviors
The user is seeking more effective alternatives to the
established use of the innovation.
VI
Renewal
V
Integration
IVB
Refinement
IVA
Routine
III
Mechanical
The user is using the innovation in a poorly coordinated
manner and is making user-oriented changes.
II
Preparation
The user is preparing to use the innovation.
I
Orientation
The user is seeking out information about the innovation.
0
Non-Use
The user is making deliberate efforts to coordinate with
others in using the innovation.
The user is making changes to increase outcomes.
The user is making few or no changes and has an
established pattern of use.
No action is being taken with respect to the innovation.
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C-BAM
Levels of Use
“If no support and facilitating interventions are offered,
many will never fully implement the innovation and
others will remain nonusers. …[T]hose who are at
Mechanical Use need interventions that will help them
move beyond this level, or they may adapt the
innovation to make it easier for them to manage or they
may stop using the new practice altogether.”
Hall, G. E. and Hord, S. M. (2006).
Implementing change: Patterns, principles,
and potholes, 2nd ed. Boston: Allyn and Bacon
(an imprint of Pearson Educational).
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C-BAM
Levels of Use: Decision Points
Orientation –User has acquired information about the
innovation and is exploring/has explored what it means
to students and the demands for use.
Preparation –User is preparing for first use of the
innovation; user has decided to use the innovation and
has established a time to begin.
During this non-use period, individuals need information
about purposes and requirements of the change; about
required materials and equipment; and practical advice
on how to get started.
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C-BAM
Levels of Use: Decision Points
Mechanical – User focuses most effort on the short-term,
day-to-day use of the innovation with little time for
reflection. Changes in use are made more to meet user
needs than client needs. The user is primarily engaged in
following the steps required to use the innovation, often
resulting in disjointed and superficial use.
During this period, the user typically needs help in finding
and organizing materials; finding time to plan; finding time
to problem-solve with an experienced user; experimenting
with ways to handle various portions of the innovation; and
addressing innovation-related surprises that surface.
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C-BAM
Levels of Use: Decision Points
Routine – Use of innovation is stabilized. Few if any
changes are being made in ongoing use. Little
preparation or thought is being given to improving the
innovation use or its consequences.
Routine users who meet the expectations of the
innovation need to be recognized for their efforts; routine
users with a less-than-desirable pattern of use also need
encouragement to further refine their practice.
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C-BAM
Levels of Use: Interventions to Support Use of the Innovation
In what ways might we design a suite of interventions to
support successful transitions within each innovation?
Orientation à Preparation à Mechanical Use
Mechanical Use à Routine
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C-BAM
Levels of Use: Interventions to Support Use of the Innovation
What might those interventions look like?
What data sources will inform the interventions?
•  How will we know who needs what when?
•  How might we stage the interventions appropriately?
How will we know if the interventions are working?
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Levels of Use: Planning Interventions
Input
Mechanical
Transition
Preparation
Knowledge
Knows surface
requirements,
resources, and timing
for initial use;
understands some
initial experiences for
students.
Urban Mathematics Leadership Network
The Charles A. Dana Center
Output
Practice
Acquiring Information
Sharing
Assessing
Planning
Status Reporting
Performing
Seeks information and
resources specifically
related to preparation
for use of the
innovation in the
classroom.
Discusses resources
needed; joins others in
pre-use training and
planning (resources,
logistics, schedules) for
first use.
Analyzes requirements
and available
resources for initial use
of innovation.
Identifies steps and
procedures to obtain
resources, to engage in
organizing activities, or
to start using the
innovation.
Reports preparing self
for initial use.
Studies reference
materials in depth,
organizes resources
and logistics,
schedules and receives
training.
How can everyone access information quickly?
Is information the same for everyone?
How will we keep info sources (websites, FAQs,
newsletters, training, etc.) current?
How can we get the right stuff to the right people
at the right time?
Do colleagues have time to share and plan? How might we leverage that time?
How might we support teachers to reflect about their implementation?
Do planning tools align to the expectations of CCSS?
How do teachers know what to do when they encounter a managerial or logistical surprise?
How might we support the organization and distribution of resources?
How might teachers share tips and resources?
How do we ensure that
everyone has time and
space to study indepth? How do we
train everyone?
How might we gather
and use classroom
data?
Knows on a day-to-day
basis the
requirements; has
more knowledge of
short-term activities
and effects than longterm activities and
effects.
Discusses
management issues;
resources and
materials are shared
(to reduce issues with
mgmt., flow, logistics).
Manages innovation
with varying degrees
of efficiency. Often
lacks anticipation of
immediate
consequences; the
flow of actions is often
disjointed, uneven,
and uncertain.
Changes are made
primarily in response
to logistical,
organizational
problems.
Solicits management
information about
such things as
logistics, scheduling,
and ideas for reducing
time and effort
required.
Examines own use of
innovation looking for
problems of logistics,
mgmt., time
schedules, resources,
and general reactions
of clients.
Plans for organizing
and managing
resources, activities,
and events related
primarily to immediate
on-going use of
innovation. Plannedfor changes address
managerial or
logistical issues with a
short-term perspective.
Reports that logistics,
time, management,
resource organization,
etc. are the focus of
most personal efforts
to use the innovation.
Adapted from Hall, G. E., Loucks, S. F., Rutherford, W. I. & Newlove, B. W. (1975). Levels of Use of the Innovation: A framework for analyzing innovation
adoption. The Journal of Teacher Education, 26(1), pp. 52-56.
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Levels of Use: Planning Interventions
Routine
Transition
Mechanical
Input
Urban Mathematics Leadership Network
The Charles A. Dana Center
Output
Practice
Knowledge
Acquiring Information
Sharing
Assessing
Planning
Status Reporting
Performing
Knows on a day-to-day
basis the
requirements; has
more knowledge of
short-term activities
and effects than longterm activities and
effects.
Solicits management
information about
such things as
logistics, scheduling,
and ideas for reducing
time and effort
required.
Discusses
management issues;
resources and
materials are shared
(to reduce issues with
mgmt., flow, logistics).
Examines own use of
innovation looking for
problems of logistics,
mgmt., time
schedules, resources,
and general reactions
of clients.
Plans for organizing
and managing
resources, activities,
and events related
primarily to immediate
on-going use of
innovation. Plannedfor changes address
managerial or
logistical issues with a
short-term perspective.
Reports that logistics,
time, management,
resource organization,
etc. are the focus of
most personal efforts
to use the innovation.
Manages innovation
with varying degrees
of efficiency. Often
lacks anticipation of
immediate
consequences; the
flow of actions is often
disjointed, uneven,
and uncertain.
Changes are made
primarily in response
to logistical,
organizational
problems.
How do we build on short-term success?
How do we maintain a focus on long-term
outcomes?
How do we ensure a common understanding of
long-term requirements and outcomes?
How do we keep info sources (websites, FAQs,
newsletters, training, etc.) current?
How might we support the organization and distribution of resources?
How might we support teachers to reflect about their implementation?
How might teachers share tips and resources?
In what ways might teachers check their practice against the expectations of the innovation?
What sorts of opportunities might teachers need to ensure common use of the innovation?
What data might instructional leaders need to gather to ensure fidelity to the innovation?
When and where can
teachers see effective
use of the innovation?
How can we ensure
fidelity to the
innovation?
Knows both short-term
and long-term
requirements for use
and how to use the
innovation with
minimum effort or
stress.
Describes current use
of the innovation with
little or no reference to
ways of changing use.
Uses the innovation
smoothly with minimal
management
problems, over time,
there is little variation
in pattern of use.
Makes no special
efforts to seek
information as a part of
ongoing use of the
innovation.
Limits evaluation
activities to those
administratively
required; little
attention to findings
for the purpose of
changing use.
Plans intermediate
and long-range
actions; little projected
variation in how the
innovation will be
used. Planning routine
use of resources,
materials, etc.
Reports that personal
use of the innovation is
going along
satisfactorily with few if
any problems.
Adapted from Hall, G. E., Loucks, S. F., Rutherford, W. I. & Newlove, B. W. (1975). Levels of Use of the Innovation: A framework for analyzing innovation
adoption. The Journal of Teacher Education, 26(1), pp. 52-56.
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