Implementing Change is the second stage of the LoTi School Improvement Model. Stage II: Implementing Change focuses on full-scale implementation of the H.E.A.T. strategies and Teach 2.0 methodologies piloted during Stage I with special emphasis on differentiated instruction and collaborative learning environments. Implementing change requires commitment from all key stakeholders to the campus goals and objectives defined in the Next Steps Action Plan.

Stage II: Implementing Change, embraces full-scale implementation of the Digital Age Best Practices with emphasis on:

• Differentiated instruction and collaborative learning environments
• Student engagement in the learning process
• Structured H.E.A.T. (Higher order thinking, Engaged learning, Authentic connections, Technology use) classroom walkthroughs

PDF: Implementing Change Campus Checklist

Assess:

• Complete LoTi Digital-Age Survey to ascertain professional development needs of targeted staff members at participating campus.
• Conduct Pre LoTi/CIP data gathering in each targeted staff member’s classroom in the Fall.

Plan:

• Conduct review of prior year’s state assessment data with curriculum specialist/building administration and staff members; review testing schedule and address potential gaps.
• Revise Next Steps plan for campus based on the statewide assessment results and the staff LoTi and CIP data.
• Develop individualized professional development plans for targeted staff members based on the results of the LoTi Digital-Age Survey.

Implement:

• Provide resource sharing sessions for targeted staff members focusing on:
  
• Informal or Formative Assessment Strategies
• Focus Strategies
• Web Resources II
• Web 2.0 Tools II
• Ensure that campus grade benchmark assessment interventions for each tested content area are at a LoTi 3+.
• Provide ongoing blended professional development interventions for targeted staff members based on the revised Next Steps plan.
• Provide targeted staff members opportunities for peer mentoring and co-teaching at the impacted grade levels/content areas.
• Focus the peer observation and the professional learning community process on differentiated instruction and questioning strategies.
• Refine H.E.A.T. walkthrough protocols with emphasis on the connection between pedagogical decisions and the linkage to specific curricular content and the Digital-Age Best Practices.
• Enable targeted staff members to enroll in professional development day-equivalent online courses addressing:
• Differentiated Instruction—Vertical
• Collaborative Learning Environments
• Inquiry-based Instruction
• Rubrics

Sustain:

• Provide monthly monitoring of all target staff members’ H.E.A.T. Walkthroughs at the building and district levels.
• Review benchmarking results quarterly making adjustments and creating additional student interventions, if necessary, based on the data.
• Conduct Post LoTi/CIP data gathering in each targeted staff member’s classroom in the Spring.
• Prepare Annual LoTi Evaluation Report.

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