From adoption to impact: Using high-quality instructional materials to improve student outcomes

WEBVTT
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>> Hi, everyone.
I'm Jill Lammert,
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Director of the National
Comprehensive Center,
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and this is
"Beyond the Initiative:
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Tools for Student Success."
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Listen in to my conversations
with education leaders
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and practitioners
from across the country
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as they share practical
insights and tools
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to help you turn ideas
into action
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and build systems that deliver
lasting results for students.
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Welcome to "Beyond
the Initiative."
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In today's episode,
we are focusing on strategies
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for getting the most from high-
quality instructional materials,
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which are often referred
to by the acronym HQIM.
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I'm here today
with Marissa Payzant,
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who is the Assistant
Administrator
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and Director
of Content Area Standards
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for the Nebraska
Department of Education,
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and Chris Dwyer from RMC
Research Corporation,
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who is a member of the National
Comprehensive Center team.
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Chris led a Comprehensive
Center Network
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work group in developing a guide
for implementing HQIM.
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Marissa has used the guide
in Nebraska
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and is featured in an interview
included in the guide.
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Today, we're going to talk
about the guide and strategies
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for effectively using HQIM
to support instruction.
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Chris, when people
hear the term
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"high-quality instructional
materials,"
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what does that mean?
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And why are these materials
so important
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for improving
student outcomes?
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>> Well, most definitions
of HQIM focus on the fact
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that they align
with academic standards
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and they reflect what we know
about best practices.
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That is, practices that
are based on evidence.
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Materials that are high quality
are usually rich in content
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and they often include really
solid materials for teachers,
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to help teachers get the most
out of use with their students.
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And the reason they're important
is the materials
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really guide
so much of instruction,
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and we want to make sure
that students are making
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the most of the learning time
that they have,
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so that the materials focus
on the most important standards.
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And, importantly, they provide
appropriate challenge
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because we want to make sure
that students are engaged
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in productive struggle,
actually learning the material.
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So the high-quality
instructional materials
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will have all
of those features and more.
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>> So, Chris, you led the
Comprehensive Center Network's
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Accelerated Learning
work group to develop
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this guide
for the implementation
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of high-quality
instructional materials.
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What need in the field
were you responding
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to when you and the team
decided to develop this work?
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>> The members of our work group
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were from regional
Comprehensive Centers
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that serve states
all over the country,
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and it was at a time when
one thing they were observing
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is that people were using
pandemic relief funds
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to purchase materials.
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Many states had put out
guidance suggesting
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that a good use of those funds
would be to purchase
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high-quality
instructional materials,
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and that was fine.
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But the other thing
that people were observing
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is that those materials
often stayed in people's closets
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or were on the shelf,
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maybe had inconsistent use
across teachers in a district.
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So we wanted to focus
on implementation.
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There was very good
guidance available
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from the Chief State
School Officers
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and others about
how to select materials.
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We wanted to say,
"Well, what happens after that?
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What are the best ways to ensure
that implementation
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really is the payoff for having
purchased those materials?"
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So it was at a point in time
that the need arose.
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>> Marissa, can you tell us
a little bit
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about Nebraska's journey with
adopting and implementing HQIM?
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>> So this journey
really started back in 2017.
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We were really compelled
to start focusing
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on materials
kind of by invitation.
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The Council for Chief State
School Officers, CCSSO,
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of which Nebraska has been
a member for quite some time,
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they were building
a new consortium of states.
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And this was a network
of eight initially
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to really start some momentum
around this common vision,
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which the vision
for the IMPV Network,
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and that stands
for Instructional Materials
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and Professional Development,
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is that every student,
every day,
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is engaged
in meaningful,
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affirming,
grade-level instruction.
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And when we started this work,
it's just important to highlight
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how different those
eight states were and are,
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it's now up to 16 states,
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but just in terms
of student demographics,
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the policy landscape
in each state,
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the incentive structures.
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There are even some
geographical factors at play.
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And then another factor
to being successful in this work
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is just stakeholder
appetite for it.
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All those factors
have a bearing
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on how you're going to approach
and sustain the work.
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And I'm not sure
how much we really knew,
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early on, how transformative
it was going to be now
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that we're almost a decade in.
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What we did know is that,
like many other states,
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we see stagnant
proficiency rates.
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They're not where
we want them to be.
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Certainly we made
a little bit of recovery
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in the years after COVID.
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So what we kind of
recognized early on
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is that curriculum and materials
are not usually what ...
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They're not historically
what's been talked about
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when we talk about efforts
to improve learning
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and improve proficiency.
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So very little, relatively less
focus on the actual content
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that we put in front of students
when we're trying to get
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at these sort of basic
problems of practice.
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So researchers have attended
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a lot to different
student factors,
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like poverty and chronic
absenteeism and teacher moves.
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Some of those
pedagogical practices,
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but very little attention
on the textbooks
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and the quality
of the materials is ...
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For example,
some questions we might ask:
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Is the material on grade level?
Is it going to help students
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meet the college
and career-ready
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expectations that are defined
in the standards?
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Are the units designed
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to sequentially
build student knowledge?
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Is the content relevant
to the students' experiences?
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Is it worthy of their time
and attention?
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And around the time
that we joined the IMPV Network,
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one of the last major studies of
national policy was around 2004.
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And that's about the point
in time that experts started
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recommending that states
systematically collect data.
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So that's really
what we started doing.
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That is a voluntary collection.
And they still tell us.
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They tell us on an annual
basis what they're using.
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And that really was kind of
the first big step to launching
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the Nebraska Instructional
Materials Collaborative.
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So it's a website
where districts can go
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to access reviews of materials,
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how they align to standards,
some of the tools and rubrics
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that are used
to kind of quantify
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some of those
quality features.
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We really wanted
to support districts
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in being more thoughtful
about their selections
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and the extent to which
those programs
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actually aligned
with academic standards.
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We do publish our adoption data
in the form of a heat map.
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That turned out to be one of
the most highly valued resources
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on the website.
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In Nebraska, because
we have so many districts
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and there are so many materials
available on the market,
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they naturally want to know what
neighboring districts are using.
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So over time, we've almost saw
this sort of flywheel effect,
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and you can actually
see concentrations
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of certain programs
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in geographic regions
of the state.
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>> So, Marissa, based on
what you're saying,
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you've mentioned
that you've been doing this
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for quite a while.
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And you've got these tools
on the website.
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You've been collecting data
about it.
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How does the Guide
to Implementation of HQIM
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help you, in Nebraska,
to better support districts
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as they're trying
to implement their HQIM?
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>> I think one of the things
that the guide does really well
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is to define some of the roles
and responsibilities
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of local leaders
in the implementation of HQIM.
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It's hard, with 245 districts,
to really ...
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Every school context
is so different.
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In Nebraska, we've got
70-some percent of our districts
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are comprised of less
than 1,000 students,
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whereas we have two large
urban concentrations
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on the east end of the state.
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Their adoption process
looks very different.
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Regardless of how different
their capacity
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and their structures are,
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the LEA has to define who has
a role to play in implementation
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and what that role
is going to be.
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If we're going to see teachers
using a new material
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with the intensity
and consistency
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that we want them to,
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leaders really have
a responsibility
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to set those expectations
and to create the conditions
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wherein teachers
will be successful.
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So I think the guide
does a nice job of that.
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I think in ...
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We talk often about the value
of instructional leadership
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and providing the types
of learning
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that are going to help build up
our instructional leaders,
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but we don't always define
that for the district.
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And it's their local control.
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They're guiding
the decision-making.
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The guide does a nice job
of just outlining
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what those roles
and responsibilities of system
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leaders are in the process.
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>> The guide includes
recommendation based on state
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and local educational agency
experiences implementing HQIM
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and provides links
to several short videos,
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including one featuring you.
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Do you have a lesson
you'd like to share
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with other education agency
leaders or staff
00:11:12.910 --> 00:11:15.830
who are working to implement
HQIM in their contexts?
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>> Yeah! I'm really
pleased with the guide,
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and it's a great example
of the kinds of resources
00:11:22.650 --> 00:11:25.690
we have included
in our repository.
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That is the Nebraska
Instructional Materials
00:11:28.090 --> 00:11:29.780
Collaborative.
00:11:29.780 --> 00:11:32.910
The title really reflects
where we're at,
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going into almost
10 years of this work.
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We've really made
an intentional shift
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towards support
for implementation.
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Materials by themselves,
we know,
00:11:44.900 --> 00:11:49.210
don't have their intended impact
without the systematic
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and sometimes messy
work of implementation.
00:11:52.720 --> 00:11:55.270
And, really, every element
of a school system,
00:11:55.780 --> 00:11:59.240
people, time, resources,
they have to orient themselves
00:11:59.240 --> 00:12:01.620
to the work of implementation
00:12:01.620 --> 00:12:04.010
and really be in alignment
with those efforts.
00:12:04.680 --> 00:12:09.390
Implementation is ...
It's really a staged approach.
00:12:09.390 --> 00:12:11.220
It's multiple years.
00:12:11.220 --> 00:12:13.450
It has to be sustained
over time,
00:12:13.450 --> 00:12:15.160
and that can be
really difficult,
00:12:15.160 --> 00:12:17.220
pose a lot of challenges
for districts.
00:12:18.000 --> 00:12:21.350
But as we say, implementation
is only as strong
00:12:21.350 --> 00:12:23.360
as the conditions
that support it.
00:12:24.090 --> 00:12:25.880
And Chris mentioned this trope
00:12:25.880 --> 00:12:28.770
about the dusky
cardboard boxes of Basil's
00:12:28.770 --> 00:12:31.010
sitting in a corner
of the classroom.
00:12:31.010 --> 00:12:33.060
In that case, we know
that the conditions
00:12:33.060 --> 00:12:36.770
for the use of those materials
just haven't been established.
00:12:37.510 --> 00:12:39.070
So we know that teachers
00:12:39.070 --> 00:12:42.820
aren't always using
the materials as designed.
00:12:42.820 --> 00:12:46.560
They're not using them with the
recommended amount of intensity
00:12:46.560 --> 00:12:51.040
or consistency to really have
an impact on student learning.
00:12:51.710 --> 00:12:55.270
And what we find really
valuable about the guide
00:12:55.270 --> 00:12:59.710
is that it really speaks
to system coherence.
00:12:59.710 --> 00:13:02.060
When you're implementing,
you really have to consider
00:13:02.060 --> 00:13:05.920
all these elements
within a system
00:13:05.920 --> 00:13:08.080
that are going to support
the skillful,
00:13:08.080 --> 00:13:10.440
effective use
of those materials.
00:13:11.130 --> 00:13:13.220
And I think the piece of advice
00:13:13.220 --> 00:13:18.350
I would give to districts
or schools
00:13:18.350 --> 00:13:22.190
that are embarking on this
journey of implementation
00:13:22.190 --> 00:13:26.780
is to really attend to those
aspects of adaptive change.
00:13:27.340 --> 00:13:31.540
And that can be what we think
about as hearts and mind work.
00:13:32.960 --> 00:13:37.680
Teachers aren't automatically
going to shift their mindset
00:13:37.680 --> 00:13:39.090
to a new material,
00:13:39.090 --> 00:13:40.970
especially when
they've grown comfortable
00:13:40.970 --> 00:13:44.180
with what they've been
doing up to that point.
00:13:44.180 --> 00:13:48.050
And so we really need to involve
them in the selection process
00:13:48.050 --> 00:13:49.350
and then,
00:13:49.350 --> 00:13:53.360
as we go through this staged
approach to implementation,
00:13:53.360 --> 00:13:56.420
really consider
their needs along the way
00:13:56.420 --> 00:13:58.700
and make sure
that the leadership
00:13:58.700 --> 00:14:01.230
is really responsive
to those needs.
00:14:01.770 --> 00:14:05.110
And those are even needs
related to practical things,
00:14:05.110 --> 00:14:08.400
time and professional learning,
00:14:08.400 --> 00:14:13.390
all of those important elements
of a successful implementation.
00:14:14.500 --> 00:14:17.720
>> So you've kind of hinted
at this a little bit,
00:14:17.720 --> 00:14:20.700
and maybe I'd like you to dig
a little bit more deeply.
00:14:20.700 --> 00:14:23.120
You mentioned that teachers
aren't always going to be
00:14:23.120 --> 00:14:25.920
on board immediately
to jump into something new.
00:14:26.640 --> 00:14:29.140
When you think about this guide
00:14:29.140 --> 00:14:32.470
and how it supports
implementation of HQIM,
00:14:32.470 --> 00:14:34.920
tell us a little bit more,
from your perspective,
00:14:34.920 --> 00:14:39.660
about how a guide like this
helps educators
00:14:39.660 --> 00:14:43.100
move beyond just
the individual initiatives
00:14:43.100 --> 00:14:45.500
that are meant to improve
instruction in discreet ways
00:14:45.500 --> 00:14:48.290
and helps them to take
a more systemic approach
00:14:48.290 --> 00:14:50.920
to the improvement
of instruction.
00:14:51.430 --> 00:14:52.710
>> Great question.
00:14:52.710 --> 00:14:55.090
One of the things
I appreciate about this guide
00:14:55.090 --> 00:14:57.150
is that it really starts
with the why.
00:14:58.180 --> 00:15:00.250
If I were reading this
as an educator
00:15:00.250 --> 00:15:03.510
who's maybe going through
a transition
00:15:03.510 --> 00:15:06.550
of some kind
with instructional materials,
00:15:07.160 --> 00:15:09.420
it starts out by defining
what they are.
00:15:10.190 --> 00:15:13.980
So what do we mean by HQIM?
It's an acronym that we use.
00:15:14.690 --> 00:15:16.660
But what does that really mean?
00:15:16.660 --> 00:15:19.310
What does it mean
to be aligned to standards?
00:15:19.310 --> 00:15:22.590
And more importantly, what does
that mean for a student,
00:15:22.590 --> 00:15:24.320
the student experience?
00:15:24.320 --> 00:15:28.320
So I think the guide really
centers that student experience.
00:15:28.890 --> 00:15:33.080
So I would say, too,
just as a final point on that,
00:15:33.080 --> 00:15:36.820
helping teachers see themselves
as part of a system,
00:15:36.820 --> 00:15:41.180
a system that's oriented
toward the success of a student
00:15:41.180 --> 00:15:45.480
or ultimately their college
and career-readiness
00:15:45.480 --> 00:15:47.600
as they're exiting the system.
00:15:47.600 --> 00:15:52.130
So I think helping teachers
see that coherence in action
00:15:52.130 --> 00:15:55.600
and see that
the instructional leaders,
00:15:55.600 --> 00:15:59.380
the other teachers, everybody
is moving in the same direction
00:15:59.380 --> 00:16:02.840
and really want the best
for student learning.
00:16:03.710 --> 00:16:06.690
>> Chris, I've heard both
you and Marissa
00:16:06.690 --> 00:16:10.720
use the term "coherence"
when talking about the benefit
00:16:10.720 --> 00:16:13.760
of implementing high-quality
instructional materials.
00:16:13.760 --> 00:16:17.350
Can you talk a little bit more
about that concept of coherence
00:16:17.350 --> 00:16:19.940
and how it fits in
with other things you've heard
00:16:19.940 --> 00:16:21.470
about people
who are using the guide
00:16:21.470 --> 00:16:23.510
to support
instructional improvement?
00:16:24.290 --> 00:16:26.120
>> The term
"education coherence"
00:16:26.120 --> 00:16:28.490
is one that you've heard a lot,
00:16:28.490 --> 00:16:31.190
we've all heard a lot
in the last couple of years.
00:16:31.830 --> 00:16:36.260
And while I think it encompasses
a lot of different elements,
00:16:37.620 --> 00:16:40.470
at base it's about
making sure
00:16:40.470 --> 00:16:44.920
that the learning experiences
that students have,
00:16:44.920 --> 00:16:48.080
whether it's in tier one
instruction in the classroom,
00:16:48.990 --> 00:16:52.320
whether it's in
a separate intervention,
00:16:52.320 --> 00:16:57.260
maybe a tutoring session,
that there is alignment,
00:16:57.260 --> 00:16:59.430
alignment about the big ideas,
00:16:59.430 --> 00:17:02.480
alignment about the most
important standards,
00:17:02.480 --> 00:17:06.860
that students are
getting similar messages
00:17:06.860 --> 00:17:11.580
and that the instructional
staff, the adults in charge,
00:17:11.580 --> 00:17:13.320
are all working
toward the same goal,
00:17:13.320 --> 00:17:15.790
something that
Marissa mentioned.
00:17:15.790 --> 00:17:17.980
And then there's
a system coherence
00:17:17.980 --> 00:17:21.710
that goes a little bit,
maybe, beyond that.
00:17:21.710 --> 00:17:25.750
And that is that assessments
are aligned
00:17:25.750 --> 00:17:27.780
with instructional materials.
00:17:27.780 --> 00:17:31.730
So one of the videos
that's linked
00:17:31.730 --> 00:17:35.300
in the guide
features Brent Conway
00:17:35.300 --> 00:17:37.800
from the Pentucket
Regional School District
00:17:37.800 --> 00:17:39.020
in Massachusetts.
00:17:39.020 --> 00:17:42.190
And he talks about
the hangover effect,
00:17:42.190 --> 00:17:45.550
meaning that when you adopt
a new material,
00:17:46.510 --> 00:17:49.810
you have to think about,
how does that fit?
00:17:49.810 --> 00:17:55.450
How is it compatible with other
adjacent aspects of the system?
00:17:55.450 --> 00:17:59.600
So if you've got new high-
quality instructional materials,
00:18:00.200 --> 00:18:02.060
you better take a look
at your assessments
00:18:02.060 --> 00:18:04.730
to make sure that
the assessments are aligned,
00:18:04.730 --> 00:18:07.250
that there's coherence
in the two.
00:18:07.250 --> 00:18:10.650
In fact, I recently heard
from one state
00:18:10.650 --> 00:18:14.400
that we had worked
with related to the guide,
00:18:14.400 --> 00:18:19.080
where their teachers are really
clamoring now for the state
00:18:19.080 --> 00:18:22.570
to take a look
at its state-wide assessment
00:18:22.570 --> 00:18:25.860
because they don't feel
that it's compatible
00:18:25.860 --> 00:18:30.350
or that it measures
the strategies,
00:18:31.680 --> 00:18:33.920
the standards
that are expected
00:18:33.920 --> 00:18:36.120
in the high-quality
instructional materials.
00:18:36.950 --> 00:18:39.100
Similarly, scheduling:
00:18:39.640 --> 00:18:41.950
Marissa mentioned
very practical elements.
00:18:43.120 --> 00:18:44.360
Do the schedules ...
00:18:44.360 --> 00:18:48.400
Are schedules compatible
with the amount of time
00:18:48.400 --> 00:18:53.310
that is required to actually
implement the lessons?
00:18:53.310 --> 00:18:58.820
So coherence has an element
of instructional content
00:18:58.820 --> 00:19:01.160
across different delivery
mechanisms,
00:19:01.160 --> 00:19:04.640
like tutoring, intervention,
tier one instruction.
00:19:04.640 --> 00:19:08.060
But it also has
an element of system,
00:19:08.060 --> 00:19:11.260
coherence within the system,
whether it's assessment,
00:19:11.260 --> 00:19:14.240
scheduling,
teacher evaluation.
00:19:14.240 --> 00:19:18.010
And one of the hard things
about coherence is,
00:19:18.010 --> 00:19:20.940
that assumes that you've got
to give some things up
00:19:20.940 --> 00:19:22.810
that you might have
had in the past,
00:19:22.810 --> 00:19:25.320
before you've adopted
these new materials.
00:19:25.320 --> 00:19:29.120
And that's what Brent refers
to as the hangover effect.
00:19:29.120 --> 00:19:35.410
So if you're hanging over
old elements of past practice,
00:19:36.250 --> 00:19:37.800
past materials,
00:19:37.800 --> 00:19:40.700
past system elements
that are not compatible,
00:19:40.700 --> 00:19:43.470
you're not going to have
a coherent system.
00:19:43.470 --> 00:19:45.250
It's going to be harder
on teachers.
00:19:45.250 --> 00:19:47.549
It's certainly going
to be harder on students.
00:19:48.630 --> 00:19:52.530
>> Marissa, I'm really curious
about connecting
00:19:52.530 --> 00:19:55.480
what Chris just said
about the hangover effect
00:19:55.480 --> 00:19:59.780
and you mentioned that
you've been working really hard
00:19:59.780 --> 00:20:03.720
in Nebraska
to try to implement these HQIM
00:20:03.720 --> 00:20:05.990
in ways that really get
the teachers on board.
00:20:05.990 --> 00:20:08.210
And I'm wondering
if you have anything to say
00:20:08.210 --> 00:20:10.030
about that idea of
00:20:10.030 --> 00:20:13.350
maybe ways that you have been
working in Nebraska
00:20:13.350 --> 00:20:18.370
to assess what might you need
to stop doing
00:20:18.370 --> 00:20:20.590
in order to give
teachers more room,
00:20:20.590 --> 00:20:23.360
more space to implement
these lessons faithfully
00:20:23.360 --> 00:20:25.410
and just to make
the implementation
00:20:25.410 --> 00:20:27.010
of HQIM successful.
00:20:28.830 --> 00:20:31.820
>> So one thing
that comes to mind,
00:20:31.820 --> 00:20:35.240
every spring we get
this really fun dataset.
00:20:35.810 --> 00:20:40.340
Nebraska belongs to
a consortium led by CCSSO.
00:20:40.340 --> 00:20:42.970
That's the Council for
Chief State School Officers.
00:20:43.810 --> 00:20:47.130
As a member state,
our Nebraska teachers
00:20:47.130 --> 00:20:51.870
comprise a representative
sample of educators,
00:20:51.870 --> 00:20:54.140
and they asked them
all kinds of questions
00:20:54.140 --> 00:20:56.230
about their
instructional materials,
00:20:56.780 --> 00:20:58.950
why they use them,
how they use them,
00:20:58.950 --> 00:21:03.000
how often, how students
respond to the materials.
00:21:03.000 --> 00:21:07.020
And some of the questions
have to do with supplementing.
00:21:07.020 --> 00:21:09.340
So we know
that teachers are ...
00:21:10.120 --> 00:21:12.930
The districts have adopted
the materials,
00:21:12.930 --> 00:21:16.600
but we don't see
the corresponding usage
00:21:16.600 --> 00:21:19.790
of the materials by the teachers
in actual classrooms
00:21:19.790 --> 00:21:21.680
that we would want to see.
00:21:21.680 --> 00:21:23.360
But one of the things
that we know
00:21:23.360 --> 00:21:27.240
as a result of this survey
is that teachers are still using
00:21:27.240 --> 00:21:31.780
a wide array of supplementary
instructional materials.
00:21:31.780 --> 00:21:34.350
So they're using
digital resources.
00:21:34.350 --> 00:21:37.930
They're using maybe
different products
00:21:37.930 --> 00:21:40.320
that even came
with the core materials.
00:21:40.320 --> 00:21:44.270
They're pulling from websites
and Teachers Pay Teachers.
00:21:44.270 --> 00:21:47.180
So there's just still
a lot of noise
00:21:47.180 --> 00:21:52.450
that is distracting them
from this core instruction,
00:21:52.450 --> 00:21:54.250
and it really does lead
00:21:54.250 --> 00:21:57.930
to kind of a fractured student
experience at times when,
00:21:57.930 --> 00:22:01.750
from class to class or even in
within the same class,
00:22:01.750 --> 00:22:05.380
they're being exposed to a lot
of different kinds of content,
00:22:06.250 --> 00:22:08.760
disjointed, incoherent.
00:22:08.760 --> 00:22:12.550
So we know that
the supplementary landscape
00:22:12.550 --> 00:22:16.790
is something that we need
to kind of shine a spotlight on.
00:22:16.790 --> 00:22:20.540
On average, teachers are using
seven or more supplements
00:22:20.540 --> 00:22:22.820
for instruction
throughout the school day
00:22:22.820 --> 00:22:25.350
and across a year
of instruction.
00:22:25.350 --> 00:22:28.490
So we're really trying
to communicate,
00:22:29.230 --> 00:22:33.090
really putting the call out
to instructional leaders:
00:22:33.090 --> 00:22:37.400
Take an assessment
of what sorts of materials
00:22:37.400 --> 00:22:40.250
are being used in addition
to the core
00:22:40.250 --> 00:22:44.640
and how those might impact the
student experience ultimately
00:22:44.640 --> 00:22:46.530
and lead to incoherence.
00:22:46.530 --> 00:22:50.470
So that's one thing that we're
really focusing on right now,
00:22:50.470 --> 00:22:52.350
and I ...
By and large, educators,
00:22:52.350 --> 00:22:54.980
especially building
administrators,
00:22:54.980 --> 00:22:56.680
are really responsive to that.
00:22:56.680 --> 00:23:02.080
They know it's a problem,
and they're understanding
00:23:02.080 --> 00:23:04.990
why that's creating
instructional coherence.
00:23:04.990 --> 00:23:06.230
And I think ...
00:23:06.230 --> 00:23:09.630
I hope that we see
some movement in that space,
00:23:09.630 --> 00:23:12.000
a movement away from that,
to be more specific.
00:23:13.070 --> 00:23:14.560
>> Thanks, Marissa.
00:23:14.560 --> 00:23:17.350
Chris, do you have
any thoughts about that
00:23:17.350 --> 00:23:21.120
based in the work that
you've done with the work group
00:23:21.120 --> 00:23:25.140
and just on your own in the
terms of implementing HQIM?
00:23:26.380 --> 00:23:30.050
>> Oh, I thought what Marissa
said really, really rings true.
00:23:31.320 --> 00:23:34.930
And I have to confess
I think of myself as a teacher,
00:23:34.930 --> 00:23:42.450
having done similar things,
maybe not realizing the benefits
00:23:42.450 --> 00:23:46.480
or realizing how it felt
from a student perspective.
00:23:47.080 --> 00:23:49.360
I think there are ...
00:23:49.360 --> 00:23:54.930
There's some advice in the guide
that's from Vanessa Hilton,
00:23:54.930 --> 00:23:58.290
who is another educator who has
an interview in the guide.
00:23:58.290 --> 00:24:00.300
And one of the things
that she ...
00:24:01.620 --> 00:24:05.510
very practical advice
that she advised is that,
00:24:06.140 --> 00:24:09.270
before adoption
or implementation
00:24:09.270 --> 00:24:11.750
is to do
professional development
00:24:11.750 --> 00:24:14.610
with teachers
about the standards,
00:24:14.610 --> 00:24:18.070
reminding people about
the academic standards
00:24:18.670 --> 00:24:20.760
that should be
the focus of instruction.
00:24:21.400 --> 00:24:26.910
Because if you don't
appreciate that focus,
00:24:26.910 --> 00:24:30.520
then you might not appreciate
why the materials ...
00:24:31.070 --> 00:24:34.790
in a coherent approach,
the materials are so important.
00:24:34.790 --> 00:24:37.250
So that was one part
of her advice.
00:24:37.250 --> 00:24:41.880
Another part of the advice
was to build teacher ambassadors
00:24:42.430 --> 00:24:50.010
to not rest the value
of HQIM on administrators,
00:24:50.010 --> 00:24:53.920
but to identify teacher leaders
and teacher ambassadors
00:24:53.920 --> 00:24:57.350
who build experience
with the new materials,
00:24:57.350 --> 00:24:59.340
who understand the value,
00:24:59.340 --> 00:25:03.810
and who are able to support
their colleagues
00:25:03.810 --> 00:25:05.300
in implementation.
00:25:05.300 --> 00:25:08.560
I think that goes a long way
also toward this problem
00:25:08.560 --> 00:25:12.070
that we're talking about
of the supplemental materials
00:25:12.070 --> 00:25:14.980
because I really think
sometimes materials
00:25:14.980 --> 00:25:17.440
spread teacher
to teacher, right?
00:25:17.440 --> 00:25:19.860
So sometimes we have
the supplements spreading
00:25:19.860 --> 00:25:23.560
because it's something that one
teacher mentions to another
00:25:23.560 --> 00:25:27.460
that they've liked using
or they've enjoyed using.
00:25:27.460 --> 00:25:30.020
And these things
accumulate over time
00:25:30.020 --> 00:25:33.590
and get in the way of
a more coherent implementation.
00:25:34.530 --> 00:25:35.810
>> Thanks, Chris.
00:25:35.810 --> 00:25:37.930
Marissa, I'm going to
turn it back to you.
00:25:37.930 --> 00:25:42.200
What outcomes are you most proud
of as a result of your work
00:25:42.200 --> 00:25:44.190
implementing HQIM in Nebraska?
00:25:44.190 --> 00:25:46.770
And how are you continuing,
as an agency,
00:25:46.770 --> 00:25:48.850
to build on this work?
00:25:48.850 --> 00:25:52.560
>> What always stands out to me
is our looking specifically
00:25:52.560 --> 00:25:56.460
at our K-5 ELA data,
English Language Arts.
00:25:57.220 --> 00:26:00.010
When we started
this work back in 2017,
00:26:00.010 --> 00:26:01.630
one of the first things
that we did
00:26:01.630 --> 00:26:04.180
was to launch a data collection
which was ...
00:26:04.180 --> 00:26:08.660
at the time, and where
the research was in this area.
00:26:08.660 --> 00:26:11.970
Some experts have recommended
that for states,
00:26:11.970 --> 00:26:13.940
start from ...
Do an audit.
00:26:13.940 --> 00:26:16.560
Start finding out
what your districts are using.
00:26:17.080 --> 00:26:19.620
Back in our first collection,
00:26:19.620 --> 00:26:22.750
showed that we had
7 percent of districts
00:26:22.750 --> 00:26:26.370
using an HQIM for K-5 ELA.
00:26:26.990 --> 00:26:31.080
That is now 80 percent
as of our last collection,
00:26:31.080 --> 00:26:33.240
which will be
opening up again soon,
00:26:33.240 --> 00:26:35.270
and that's really significant,
00:26:35.270 --> 00:26:37.200
especially when you think
about the importance
00:26:37.200 --> 00:26:40.620
of having the high-quality
foundational reading program.
00:26:41.420 --> 00:26:45.660
The hallmark of an HQIM core
for K-5
00:26:45.660 --> 00:26:49.660
is that it has a systematic
explicit sequence
00:26:49.660 --> 00:26:51.410
of foundational reading skills.
00:26:51.980 --> 00:26:56.090
And when a teacher enacts
that program as designed,
00:26:56.850 --> 00:27:00.050
the probability increases
that students are going
00:27:00.050 --> 00:27:03.870
to begin mastering those
foundational reading skills
00:27:03.870 --> 00:27:05.850
that are just so critical
00:27:05.850 --> 00:27:11.670
to getting to the deeper
skills of comprehension.
00:27:11.670 --> 00:27:15.000
So we're really proud of that,
and that's just one area.
00:27:15.000 --> 00:27:19.350
But we have seen exponential
growth across all areas,
00:27:19.350 --> 00:27:21.500
all grade bands,
all subject areas.
00:27:21.500 --> 00:27:24.710
We've just seen really steady
growth from where we started.
00:27:25.400 --> 00:27:28.360
We have shifted
to supporting implementation.
00:27:29.090 --> 00:27:31.890
So now that we have
so many of our districts
00:27:31.890 --> 00:27:35.550
who have understood the value
00:27:35.550 --> 00:27:37.840
and the importance
of the content
00:27:37.840 --> 00:27:39.540
that we put
in front of students,
00:27:40.190 --> 00:27:42.760
we have had to shift
to supporting implementation.
00:27:42.760 --> 00:27:45.800
That's not to say that we still
don't have work to do
00:27:45.800 --> 00:27:47.690
in the realm of adoption.
00:27:47.690 --> 00:27:52.050
But on average ...
I saw a metric recently.
00:27:52.050 --> 00:27:54.580
On average,
and this is national research,
00:27:55.320 --> 00:27:58.070
when the district has adopted
a new material,
00:27:58.600 --> 00:28:02.280
they get about 1.1 days
of professional learning
00:28:02.280 --> 00:28:08.110
on that newly adopted material.
So it should be no wonder that,
00:28:08.110 --> 00:28:11.500
concurrently,
we see really low usage.
00:28:11.500 --> 00:28:14.360
We just don't see
teachers using it,
00:28:14.360 --> 00:28:16.740
using those materials
intensively,
00:28:16.740 --> 00:28:20.720
which is defined as for 75
percent or more of instruction.
00:28:21.250 --> 00:28:23.870
So where we're really
putting our focus
00:28:23.870 --> 00:28:28.060
is on giving districts the tools
and the knowledge that they need
00:28:28.060 --> 00:28:32.600
to sustain implementation
over multiple years.
00:28:32.600 --> 00:28:35.430
One of those resources
that we've been developing
00:28:35.430 --> 00:28:37.450
and offering
professional learning on
00:28:37.450 --> 00:28:40.660
is what we call
Intellectual Preparation.
00:28:40.660 --> 00:28:42.080
So Intellectual Prep
00:28:42.080 --> 00:28:46.700
is a protocol that a teacher
goes through either with a unit
00:28:46.700 --> 00:28:49.090
or an individual lesson.
00:28:49.090 --> 00:28:51.910
And it really helps them
set the stage
00:28:52.530 --> 00:28:56.040
for how that lesson
or unit is structured,
00:28:57.040 --> 00:28:58.370
what the goals are,
00:28:58.370 --> 00:29:00.280
what the learning
objectives are,
00:29:00.280 --> 00:29:01.520
and then, really,
00:29:01.520 --> 00:29:06.110
how they're going to design
their instruction
00:29:06.110 --> 00:29:08.770
over the course
of a lesson or unit.
00:29:08.770 --> 00:29:13.130
It's a practice we really want
our districts to be engaging in,
00:29:14.120 --> 00:29:16.300
but knowing that we also need
to provide
00:29:17.010 --> 00:29:20.930
the resources for them to be
able to do that in some cases.
00:29:21.480 --> 00:29:23.670
>> So there are a couple things
that you've said, Marissa,
00:29:23.670 --> 00:29:24.870
that really stand out to me.
00:29:24.870 --> 00:29:27.740
One, it is so impressive
when you say
00:29:27.740 --> 00:29:31.870
you went from 7 percent adoption
to 80 percent adoption of HQIM.
00:29:32.770 --> 00:29:36.700
That's a huge accomplishment
and that's pretty amazing.
00:29:36.700 --> 00:29:38.550
And you were talking about,
00:29:38.550 --> 00:29:40.360
at least in your case
in Nebraska,
00:29:40.360 --> 00:29:43.090
that traditionally teachers
have been given
00:29:43.090 --> 00:29:45.550
around a day
of professional development
00:29:45.550 --> 00:29:48.020
to learn how to use
and implement these materials.
00:29:48.020 --> 00:29:51.930
And just thinking about
what we know about all people
00:29:51.930 --> 00:29:55.230
as we're learning,
1 day, 8 hours,
00:29:55.230 --> 00:29:56.700
or whatever it might be,
00:29:56.700 --> 00:29:58.450
of instruction
on how to use something
00:29:58.450 --> 00:30:02.110
is really such
a small amount of time.
00:30:02.110 --> 00:30:03.970
And teachers are learners, too.
00:30:03.970 --> 00:30:06.900
We always have to be learning
and adapting and growing.
00:30:06.900 --> 00:30:11.110
And so this focus
on helping them to understand,
00:30:11.110 --> 00:30:14.120
as instruction changes, how to
adapt it to their lessons,
00:30:14.120 --> 00:30:15.730
giving them more practice
00:30:15.730 --> 00:30:18.030
in implementing
these materials just ...
00:30:18.030 --> 00:30:22.390
It seems to just make sense
from a basic learner standpoint.
00:30:22.390 --> 00:30:25.360
But it's something that,
I think, can be overlooked.
00:30:25.890 --> 00:30:30.120
People think that it's easy to
introduce a new set of materials
00:30:30.120 --> 00:30:33.050
or a new curriculum or a new ...
some sort of technology tool,
00:30:33.050 --> 00:30:35.760
and people should just be able
to figure out how to use it.
00:30:35.760 --> 00:30:39.080
So I really do appreciate
the focus
00:30:39.080 --> 00:30:40.700
that you're giving on that.
00:30:40.700 --> 00:30:44.300
Chris, do you have anything else
that you want to share
00:30:44.300 --> 00:30:46.490
about
what you've heard from others
00:30:46.490 --> 00:30:49.590
who have been using the guide
to support instruction?
00:30:49.590 --> 00:30:51.190
>> Something that you
just mentioned,
00:30:51.190 --> 00:30:52.950
I think, Jill,
is really important.
00:30:52.950 --> 00:30:55.360
And one of
the practical strategies
00:30:55.360 --> 00:30:57.690
that came out of the guide
00:30:57.690 --> 00:31:00.480
that I've heard resonates
with people
00:31:00.480 --> 00:31:04.510
also came from Vanessa Hilton,
who I mentioned,
00:31:04.510 --> 00:31:10.250
and that was to create
videos of teachers using ...
00:31:10.250 --> 00:31:12.250
doing various lessons
to build up,
00:31:12.250 --> 00:31:15.240
over time with
the teacher ambassadors
00:31:15.240 --> 00:31:18.150
and with others,
a library of videos.
00:31:18.740 --> 00:31:22.910
We all know that these
one-shot professional
00:31:22.910 --> 00:31:25.740
development sessions
don't work,
00:31:26.760 --> 00:31:33.720
so to be able to build a method
of asynchronous ability
00:31:33.720 --> 00:31:39.530
to tap into watching another
teacher deliver a lesson,
00:31:39.530 --> 00:31:45.590
maybe in an area that might
be challenging for teachers
00:31:45.590 --> 00:31:48.330
to use new materials.
00:31:48.330 --> 00:31:50.280
So that's one thing
that I've heard
00:31:50.280 --> 00:31:52.370
that resonated with people.
00:31:52.370 --> 00:31:54.630
>> Do we have any plans,
maybe in the future,
00:31:54.630 --> 00:31:58.420
to develop such a library
or augment existing videos?
00:31:59.140 --> 00:32:02.270
>> Well, it's
somewhat material-specific.
00:32:02.270 --> 00:32:06.040
And I do know
that there are websites
00:32:06.040 --> 00:32:09.090
where people who are using
similar curriculum
00:32:09.090 --> 00:32:10.430
can find each other.
00:32:10.430 --> 00:32:12.800
Districts that are using
similar curriculum
00:32:12.800 --> 00:32:16.130
can identify other districts
so that it's possible for them
00:32:16.130 --> 00:32:18.870
to be able to pool
their resources
00:32:18.870 --> 00:32:21.850
for professional development.
I don't know, Marissa,
00:32:21.850 --> 00:32:26.390
if you know anymore about
any methods for doing that.
00:32:26.390 --> 00:32:30.170
I know it's one
of the great ways
00:32:30.170 --> 00:32:32.950
that some people have used
intermediate units
00:32:32.950 --> 00:32:36.860
in their states
to not only provide the coaching
00:32:36.860 --> 00:32:38.490
and the professional
development.
00:32:38.490 --> 00:32:40.850
We haven't really talked
about coaching yet,
00:32:40.850 --> 00:32:46.380
but so important that everyone
on the staff,
00:32:46.380 --> 00:32:51.140
coaches, tutors, support staff,
00:32:51.140 --> 00:32:53.090
are trained
in the use of materials
00:32:53.090 --> 00:32:57.210
so that everyone can contribute
to that coherent effect.
00:32:57.210 --> 00:33:00.300
But, of course, coaches play
a critical role
00:33:00.300 --> 00:33:03.490
in particularly helping
newer teachers or teachers
00:33:03.490 --> 00:33:06.240
who may be reluctant
to give up
00:33:06.240 --> 00:33:07.920
what they've been doing
in the past
00:33:07.920 --> 00:33:09.520
and try something new.
00:33:11.020 --> 00:33:12.770
>> Did the Accelerated Learning
work group
00:33:12.770 --> 00:33:14.800
create any related resources
00:33:14.800 --> 00:33:16.650
that our listeners
should know about?
00:33:17.360 --> 00:33:18.960
>> Well, it's interesting
that we've already
00:33:18.960 --> 00:33:20.960
talked about
the education coherence
00:33:20.960 --> 00:33:24.080
because that was the resource
that we worked on
00:33:24.080 --> 00:33:26.640
right after the HQIM guide.
00:33:27.700 --> 00:33:30.780
And it's a toolkit
that's available that,
00:33:31.300 --> 00:33:35.830
first of all, opens people's
eyes to looking at a day
00:33:35.830 --> 00:33:37.790
from a student's perspective
00:33:37.790 --> 00:33:42.530
so that people build
an understanding of the problems
00:33:42.530 --> 00:33:45.110
that some of our
incoherent practices
00:33:45.110 --> 00:33:47.360
create for student learning.
00:33:48.190 --> 00:33:53.720
The toolkit has in it tips
for folks in different roles,
00:33:54.950 --> 00:33:57.650
administrators,
classroom teachers,
00:33:57.650 --> 00:34:01.610
interventionists, specialists,
coaches, et cetera.
00:34:02.860 --> 00:34:04.200
It has a ...
00:34:04.200 --> 00:34:06.310
The video is a wonderful
starting place.
00:34:06.830 --> 00:34:13.710
There are resources and links to
other research about coherence.
00:34:13.710 --> 00:34:16.480
I would suggest
that that coherence,
00:34:16.480 --> 00:34:19.010
for the reasons that we've
talked about in this podcast,
00:34:19.010 --> 00:34:23.410
is very related to the topic
that we've been talking about.
00:34:25.350 --> 00:34:27.870
>> Thanks to both of you
for joining us today,
00:34:27.870 --> 00:34:30.340
and thanks to everyone else
for tuning in.
00:34:30.340 --> 00:34:31.670
Please visit our website
00:34:31.670 --> 00:34:34.020
to access the resources
we have discussed today.
00:34:34.020 --> 00:34:37.069
And you'll also find a link in
the show notes of the episode.
00:34:39.220 --> 00:34:40.970
>> "Beyond the Initiative"
is produced
00:34:40.970 --> 00:34:42.750
by the National
Comprehensive Center,
00:34:42.750 --> 00:34:45.620
which is funded by the US
Department of Education.
00:34:46.240 --> 00:34:49.210
We work with states,
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00:34:49.210 --> 00:34:52.160
and other federally-funded
technical assistance centers
00:34:52.160 --> 00:34:55.830
to identify educational needs
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00:34:55.830 --> 00:34:59.470
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00:35:00.370 --> 00:35:02.070
Whether we're helping
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00:35:02.070 --> 00:35:03.930
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00:35:03.930 --> 00:35:07.040
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00:35:37.350 --> 00:35:39.230
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