Practice Profile
Foundations of Math
IMPLEMENTATION TEAM
Name: MI^2 / Kate Fanelli Date: June 2015
Focused Practice: Establish and support an infrastructure that enables sustained, implementation of new practices with fidelity.
Clearly Defined Outcome/s for this Practice:
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Support Foundations of Math instructors
Course implementation
Monitor teacher progress toward Gold Standard of implementation of teacher practice
Long term, permanent implementation of new practices
Improved student outcomes for ALL math learners
School professional learning culture that reflects and creates an environment of life long learning, collaborative learning, and
continuous improvement.
Critical
Component
(non-negotiable)
Implementation
teams complete
the “exploration”
phase of
implementation.
Collaborative
Inquiry (Using
Data to Improve
Learning for All,
Nancy Love,
editor, 2009)
Ideal “Gold Standard” of the
Critical Component
All key stakeholders participate
on, and contribute to, the
implementation team (e.g.,
teacher leader, administrator,
curriculum director, etc.)
Emerging Practice
(Acceptable Variation) of the
Critical Component
Strongly encourages and supports
participation and contributions of all
key stakeholders on the
implementation team (e.g., teacher
leader, administrator, curriculum
director, etc.)
Unacceptable Variation of the
Critical Component
A group of people is identified as the
implementation team and may be as
active on that team as they wish to
be. Participation and active
involvement is inconsistent, or
disproportionate, within the team.
Assesses needs, using a datadriven approach with fidelity (e.g.
Collaborative Inquiry) that is
validated through research on the
program, or is rooted in
mathematically correct
quantitative analysis methods.
Assesses needs, using a datadriven approach with fidelity (e.g.
Collaborative Inquiry) at least 90%
of the time that is validated through
research on the program, or is
rooted in mathematically correct
quantitative analysis methods.
Assesses needs, using a data-driven
approach (e.g. Collaborative Inquiry)
less than 90% of the time, or does
not use the approach with fidelity
(e.g. “We used our own version of
this process”). Data-driven approach
uses incorrect or inappropriate
mathematical processes.
Identifies possible programs and
practices to meet those needs,
validated by multiple types of data
within a school (e.g. achievement,
perception, demographic data)
regarding the possible
program/practice.
Identifies possible programs and
practices to meet those needs,
validated by at least two types of
data within a school regarding the
possible program/practice.
Identifies possible programs and
practices to meet those needs,
validated by less than two types of
data, or based solely on something
other than data.
Consider the fit and feasibility of
implementing and sustaining the
identified program by using
existing resources flexibly (i.e.
using existing resources in new
ways), when necessary.
Considers the fit and feasibility of
implementing and sustaining the
identified program by looking at
existing resources.
Considers the fit and feasibility of
implementing, but not necessarily
sustaining, the identified program.
Considers fit and feasibility by
looking at existing resources
inflexibly or does not assess fit and
feasibility at all.
Critical
Component
(non-negotiable)
Implementation
teams completes
the “installation”
phase of
implementation.
Ideal “Gold Standard” of the
Critical Component
Emerging Practice
(Acceptable Variation) of the
Critical Component
Develop all communication
protocols needed to support
implementation regarding inbuilding, local communication.
Allocates all financial and human
resources for needed supports
including training, coaching,
equipment, and supplies.
Unacceptable Variation of the
Critical Component
Does not develop communication
protocols needed to support
implementation regarding in-building,
local communication.
Where the team is not directly
involved, the team follows up
regularly with those responsible for
making sure financial and human
resources are in place and provides
necessary supports to make sure
this happens.
Identifies needed financial and
human resources, but does not make
sure they are in place.
Identifies less than all needed
resources.
Asks other parties to ensure needed
financial and human resources are in
place, but does not support those
parties, or does not follow up with
those parties.
The team reserves adequate and
dedicated physical space where
training, coaching, and other
implementation activities will take
place.
Where the team is not directly
involved, they follow up regularly
with those responsible for making
sure adequate and dedicated
physical space is reserved for
implementation activities.
The team purchases, or allocates, The team oversees the purchasing
all necessary equipment and
of, or allocation of, all necessary
technology for implementation
equipment and technology for
Adequate and dedicated physical
space is not available when
scheduled implementation activities
take place.
Not all necessary equipment and
technology are purchased, or
allocated, or ready for use in time for
Critical
Component
(non-negotiable)
Implementation
teams complete
the “initial
implementation”
phase of
implementation.
and makes sure it is ready in time
for implementation activities.
implementation and makes sure it
is ready in time for implementation
activities.
related implementation activities.
Ensures that necessary supports
are used with fidelity to fully
develop practitioner competency
(i.e. training, coaching, data
systems).
Ensures that necessary supports
are used consistently in
buildings/classrooms, 90% of the
time, to fully develop practitioner
competency (i.e. training, coaching,
data systems).
Makes sure supports exist, but does
not ensure those supports are being
used at least 90% of the time or
supports are not reaching intended
audiences (e.g., coaches are in the
buildings, but not able to meet with
teachers; training is provided but
attendance is optional).
Ideal “Gold Standard” of the
Critical Component
Emerging Practice
(Acceptable Variation) of the
Critical Component
Unacceptable Variation of the
Critical Component
Coaching and/or PLC support
happens for 100% of the
participants at the gold standard
level (refer to the Coaching
profile).
Coaching and/or PLC support
happens for 100% of the
participants at the acceptable
variation level (refer to the
Coaching profile).
Coaching and/or PLC support is
offered but not mandatory, or is
mandatory but is at the unacceptable
variation level (refer to the Coaching
profile).
Engages in rapid improvement
cycles (i.e., addresses barriers
and develops systemic solutions
quickly) on a biweekly basis.
Engages in rapid improvement
cycles (i.e., addresses barriers and
develops systemic solutions
quickly) on a monthly basis.
May engage in rapid improvement
cycles but does not utilize systemic
solutions, and/or does not utilize
systemic solutions quickly.
Uses a variety of data and a
defined process to assess the
quality of implementation, identify
problems and solutions, and
inform decision making at least 6
times a year (or more frequently
Uses a variety of data and a
defined process to assess the
quality of implementation, identify
problems and solutions, and inform
decision making at least 4 times a
year.
Uses 2 or fewer data sources to
identify quality of implementation.
Does not use a defined process to
assess implementation.
Engaged in an evaluative process
fewer than 4 times a year.
when needed).
Critical
Component
(non-negotiable)
Implementation
teams complete
the “full
implementation”
phase of
implementation.
Critical
Component
(non-negotiable)
Use data to
Ideal “Gold Standard” of the
Critical Component
Establishes, maintains and
communicates about a buildingwide infrastructure to support
continuous learning and
improvement for
teachers/participants.
Integrates new learning for all
levels in the classroom, building
or district (e.g. the lesson plan
prototype is evident in classroom
lessons, is expected to be seen
by administrators in lesson plan
books, and are known by the
district)
Ideal “Gold Standard” of the
Critical Component
Uses data 100% of the time when
Emerging Practice
(Acceptable Variation) of the
Critical Component
Establishes and maintains a
building-wide infrastructure to
support continuous learning and
improvement for
teachers/participants.
Unacceptable Variation of the
Critical Component
Continues activities from initial
implementation for an indefinite
amount of time and considers
that to be full implementation.
Does not establish or maintain
building-wide support systems.
Integrates new learning for all
levels in the classroom and building
while keeping lines of
communication open throughout
the district.
Emerging Practice
(Acceptable Variation) of the
Critical Component
Uses data 90% of the time when
Recommends integration of new
learning at all levels in the
classroom, building or district.
Unacceptable Variation of the
Critical Component
Uses data less than 90% of the time
inform
implementation
decisions at each
stage (e.g.
progress, identify
needs, select
interventions,
and monitor
fidelity)
Critical
Component
(non-negotiable)
making implementation decisions. making implementation decisions.
for implementation decisions.
Uses a combination of
summative, interim, and formative
data (e.g. state standardized
tests, classroom tests, formative
assessment data, student work,
conferences, etc.)
Uses a combination of summative,
interim, and formative data, but
depends on just two of these types
of data most of the time.
Does not use a combination of
summative, interim, and formative
data.
Uses a combination of qualitative
and quantitative data, from a
variety of sources (e.g., teacher
observations, student test
scores).
Uses a combination of qualitative
and quantitative data from a variety
of sources, but depends on one of
these types of data most of the
time.
Does not use a combination of
qualitative and quantitative data, from
a variety of sources.
Each team member can articulate
what, why, and how the data is
being used.
Ideal “Gold Standard” of the
Critical Component
The team, in general, can articulate
what, why, and how the data is
being used.
Emerging Practice
(Acceptable Variation) of the
Critical Component
All team members attend 100% of All team members attend 90% of
the meetings and stay for the
the meetings and stay for the
entirety.
majority of the meeting.
When absent, team members work
diligently to get information missed
and check in regarding their tasks
for the next meeting.
Meet regularly to
identify and
complete
implementation
tasks.
All team members take shared
responsibility for implementation
tasks.
The team uses data but cannot
articulate what, why, and how the
data is being used.
Unacceptable Variation of the
Critical Component
Team members attend fewer than
90% of the meetings.
Team members arrive late, leave
early, or miss large parts of the
meeting more than 90% of the time.
Not all team members take shared
responsibility for implementation
tasks.
Some tasks do not get done, or are
delayed, because no one is willing to
do them.
Critical
Component
(non-negotiable)
All implementation tasks are
completed according to mutually
agreed upon time lines.
80% of implementation tasks are
completed according to mutually
agreed upon time lines.
Ideal “Gold Standard” of the
Critical Component
Emerging Practice
(Acceptable Variation) of the
Critical Component
Identifies a communication liaison
for (Mi)2.
Connect with
(Mi)2 to address
challenges and
receive updates
Less than 80% of tasks are
completed according to mutually
agreed upon time lines.
Unacceptable Variation of the
Critical Component
Does not identify a communication
liaison for (Mi)2.
The communication liaison
communicates monthly with (Mi)2
(during usability testing) to
address challenges and receive
updates.
The communication liaison
communicates no less than every
other month with (Mi)2 (during
usability testing) to address
challenges and receive updates.
The communication liaison
communicates less than every other
month with (Mi)2 (during usability
testing) to address challenges and
receive updates.
Implementation team sends (Mi)2
(during usability testing) the
minutes from each
implementation team meeting.
The communication liaison sends
(Mi)2 (during usability testing) the
minutes from 80% of
implementation team meeting.
The communication liaison sends
(Mi)2 (during usability testing) the
minutes from less than 80% of
implementation team meeting.
Critical
Component
(non-negotiable)
Utilize program
fidelity measures
to improve
likelihood of
improved student
outcomes
Ideal “Gold Standard” of the
Critical Component
Utilize practice profiles on a
monthly basis to communicate to
stakeholders what they are
supposed to know and do
regarding new practice.
(during usability testing)
Participate in 100% of program
evaluation activities.
Emerging Practice
(Acceptable Variation) of the
Critical Component
Utilize practice profiles on a bimonthly basis to communicate to
stakeholders what they are
supposed to know and do regarding
new practice.
Unacceptable Variation of the
Critical Component
Utilize practice profiles on less
than a bi-monthly basis to
communicate to stakeholders
what they are supposed to know
and do regarding new practice.
(during usability testing)
Does not participate in program
evaluation activities.