Index
- Page numbers followed by f and t refer to figures and tables, respectively.
- A
- Academic domain, 29–30
- Achievement gap, 5
- Action, providing multiple means of, 43, 68t
- Action plan reviews, 167t
- Action plan template, 166t
- Action steps (in logic models), 157, 159t, 160, 161t–163t, 163
- Activities (as step in logic models), 153
- Adaptive challenges, 2–3, 4t
- “The Adaptive Challenges of Curriculum Implementation” (Pak), 3
- Advisory groups, MTSS, 62, 63t, 64, 73
- Alignment, vision, 119t
- Alliance for Resource Equity, 101–102
- American Institutes for Research (AIR), 103
- Annual goals, sample, 150t
- Articulation of problems, 15
- Assessment maps, 107–109, 108t, 110t, 161t
- Assessments, 49t, 137t. See also Self‐assessment(s)
- Assets mapping, 87, 89–91
- Attendance rates, 98
- Audits, external, 83t
- Awareness stage (Concerns‐Based Adoption Model), 8t, 9
- C
- California Department of Education, 28
- CASEL, 35–36
- CAST, 43, 67
- Challenges, 2–3
- Change. See also Complex change
- Choudhury, S., 44t
- Classroom observation:
- Climate survey data, 100
- Coaching, 50, 183t
- Coherence, 119t
- Collaboration stage (Concerns‐Based Adoption Model), 8t
- Collaborative inquiry, 183t
- Collaborative planning, 127t
- Collective bargaining teams, 70
- Common planning time, 88t
- Community partnerships, 125t
- Competency, and fidelity, 173, 173t–175t
- Competency drivers (in Concerns‐Based Adoption Model), 11–12
- Complex change, 5–19
- Concerns‐Based Adoption Model, 7–11, 8f, 8t
- Confidentiality‐related norms, 66t
- Consequence stage (Concerns‐Based Adoption Model), 8t, 10
- Consistency, and fidelity, 173, 173t–175t
- Context, of fidelity, 173, 173t–175t
- Continuous improvement cycles, 128t–129t, 132t, 147t
- Control:
- Core documents, 82, 83t–84t
- Core leadership teams, 62, 63t, 65t, 69
- Corrections, midcourse, 129t
- Co‐teaching, 183t
- Council of Great City Schools, 22
- Course data, 98
- Creativity, demonstration of, 52, 71t–72t
- Criticality, in deeper learning, 54
- Cultural diversity, 48t
- Culturally Relevant Pedagogy, 52–53
- Culturally sustaining pedagogy, 71t
- Current initiatives, review of, 79–80, 80t–81t, 84–87
- Current schedules, review of, 88t
- Curriculum, root‐cause analysis of, 137t
- Curriculum‐related documents, 83t
- D
- Data:
- Data analysis, 95–112
- creating assessment maps for, 107–109, 108t, 110t
- and creating data decision flowcharts, 109, 111f
- and creating data systems, 109–111
- and equity reviews, 100–106
- importance of, 96–97
- instructional data, 98, 99
- outcomes data, 97–99
- perspectives data, 99–100
- setting a positive culture for, 106–107
- systems data, 100
- Data‐based decision making, 121t, 170, 174t
- Data decision flowcharts, 109, 111f
- Data sources, identifying, 89
- Data systems, 16, 109–111, 132t
- Data trees, 109, 111f
- Data Wise Improvement Process, 110
- Decision‐making norms, 66t
- Decisions, data‐based, 121t, 170, 174t
- Deeper learning, 51–56
- “Deeper Learning Networks: Taking Student‐Centered Learning and Equity to Scale” (Learning Policy Institute), 54
- Deeper Learning Tasks, 53–56
- Delehant, A., 66
- Differentiated instruction (DI), 44, 44t, 45
- Disciplined inquiry, 16
- Discipline rates, 98
- Dismissal rates, 98
- Distributive leadership, 129t
- District Improvement Plan, 83t
- Document review, 82, 83t–84t, 85–87, 88t
- Dossett, W. A., 7
- “Dream Team,” 59–60
- Drop‐out rates, 98
- E
- EdReports, 2
- Education Law Clinic (Harvard Law School), 102
- Educator education systems, 84t
- Effective instruction, and vision, 70, 71t–72t
- ELA assessment map, sample, 110t
- Engagement:
- English learners (ELs), 103, 129t
- Enrollment rates, 98
- Equitable practices, 120t, 131t, 147t
- Equitable resources, 88t
- Equity by Design: The Power and Promise of UDL (Chardin and Novak), 51
- Equity reviews, 100–106
- Evaluation data, 98
- Evaluation systems, 127t
- Every Student Succeeds Act (ESSA), 10–11, 22, 27, 178
- Evidence‐based analysis, 110
- Evidence‐based strategies, 10–11, 22, 71t
- Executive function, 48t
- Exit interviews, with teachers, 100
- Expectations‐related norms, 66t, 120t
- Exploration stage (in deeper learning model), 13
- Expression, providing multiple means of, 43, 68t
- External audits, 83t
- F
- “Facts,” unfreezing, 5–6
- Family engagement, 103
- Farmer, J., 67
- Federal education law, xvii
- Feedback, mastery‐oriented, 47–48, 48t
- Feedback loops, 17–18, 121t, 127t, 176, 178–180, 178f
- Fidelity (in system implementation), 170–173, 175–176, 177t
- Finney, S. J., 171
- Flowcharts, data decision, 109, 111f
- Foundational planning (as step in logic models), 153, 157, 158t
- Foundational resources, 132t, 165t
- Fulcher, K. H., 171
- Full implementation stage (in deeper learning model), 14
- H
- Haifetz, R. A., 4t
- Hall, G. E., 7
- Hanover Research, 85
- Harlacher, J. E., 22
- Hartmann, Liz, 42
- Harvard Law School, 102
- Harvard University, 42, 110
- Hauk, S., 67
- Healthy culture, developing a, 65
- Higher Education Opportunity Act, 40
- High leverage, 139
- High‐Quality Instructional Materials (HQIM), 72t, 119t, 141t, 155t, 161t, 162t
- Hiring policies and procedures, 130t
- Hirsch, S., 66
- I
- Identification step (root‐cause analysis), 136, 137
- Identity, demonstration of, 52, 71t–72t
- IEPs, 9, 83t, 91, 120t, 123t, 162t, 163t
- “If…then” statements, 18
- Impacts (as step in logic models), 153, 157, 159t
- Implementation drivers (in Concerns‐Based Adoption Model), 12
- Implementation science, 10–15
- Implementing systems, see System implementation
- Improvement science, 15–19
- Inclusive practices, 35–57
- Inclusive resources, 88t
- Individuals with Disabilities Education Act (2004), 27
- Inequities, addressing, 79
- Information stage (Concerns‐Based Adoption Model), 8t
- Initial implementation stage (in deeper learning model), 13–14
- Initiatives, sample, 149t
- Inputs (as step in logic models), 153, 157, 158t
- In Search of Deeper Learning: The Quest to Remake the American High School (Mehta and Fine), 52
- Installation stage (in deeper learning model), 13
- Institute of Educational Sciences, 17
- Instructional coaching, 50
- Instructional data, 98, 99
- Instructional design, 13f
- Instructional groupings, 41–42
- Instructional Leadership Teams (ILTs), 69
- Instructional materials, 98, 99
- Instructional rounds, 98
- Instructional vision, self‐assessment of, 117, 118t, 131t
- Integrity, 170
- Interim benchmarks, 151t
- Interpersonal variability, 41
- Interventions:
- Intrapersonal variability, 41
- L
- Ladson‐Billings, Gloria, 52–53
- Leaders:
- Leadership:
- Leadership drivers (in Concerns‐Based Adoption Model), 11
- Learning environment, self‐assessment of, 131t
- Learning for Justice, 101
- “Learning how to learn,” 51
- Learning Policy Institute, 51, 54
- Learning styles, 40–41
- Learning to Improve: How America's Schools Can Get Better at Getting Better (Bryk et al.), 15–16
- Learning walks, 98
- Leverage, in root‐cause analysis, 139–140, 140f
- Lewin, Kurt, 5
- Linguistically supportive practices, 72t
- Listening‐related norms, 66t
- The Logic Development Guide (W.K. Kellogg Foundation), 153
- Logic models, 153, 154, 154f, 156–157
- Low leverage, 139
- M
- Mace, Ronald, 39–40
- Management stage (Concerns‐Based Adoption Model), 8t, 9
- Mandated initiatives, 81t
- Mason, Erica, 171
- Massachusetts, 33, 73, 180–182
- Massachusetts Advocates for Children, 102–103
- Massachusetts Department of Education, 114
- Massachusetts Department of Elementary and Secondary Education, 12, 24, 54
- Mastery, demonstration of, 51, 71t–72t
- Mastery‐oriented feedback, 47–48, 48t
- Measuring data, 16
- Meetings, team, 64
- Mid‐Atlantic Equity Consortium (MAEC), 101
- Midcourse corrections, 129t, 148t
- Mindsets, 6–7
- Minnesota Department of Education, 62
- “Mix and Mingle” activity, 35–37
- MTSS, see Multi‐tiered systems of support
- “MTSS for All: Including Students with the Most Significant Cognitive Disabilities” (report), 25
- MTSS systems, see Multi‐tiered systems of support (MTSS)
- Multilingual learners (MLL), 123t
- Multi‐tiered systems, xvii
- Multi‐tiered systems of support (MTSS), 5, 21–34
- “baking a cake” analogy for, 24
- beneficiaries of, 24
- deeper learning model for, 12–13, 13f
- and design of systems/structures, 31–33
- domains of, 29–31
- instructional design as driver of, 29, 30t
- key tenets of, 22–23
- questions to share when building, 23
- and systems‐level change, 79
- tiers of support in, 24–27
- vision as driver of, 29
- Multiyear planning, 129t, 148t
- “The Myth of Learning Styles” (Khazan), 40–41
- N
- National Center for Learning Disabilities (NCLD), 45
- National Center on Educational Outcomes (NCEO), 25
- National Center on Time and Learning, 86–87
- National Equity Project, 101
- National Implementation Research Network (NIRN), 11, 17
- National School Board Association (NSBA), 104
- Needs assessment, 77–93
- Negative culture, 3
- Neumann, A. M., 67
- Newton's Third Law of Motion, 96
- Nonprivileged populations, 5
- Norms, team, 64–68, 66t, 68t
- Novak Education Consulting, 50
- P
- Pak, K., 3
- Parent councils and organizations, 70
- Paris, Django, 53
- Participants, key, 18
- Participation‐related norms, 66t
- Pass/fail rates, 98
- PDSA cycle, 18–19
- Pedagogy:
- Performance, variations in, 18
- Perseverance, 51
- Personal stage (Concerns‐Based Adoption Model), 8t
- Perspectives data, 99–100
- Pilot schedules, 150t
- Plan–Do–Study–Act (PDSA cycle), 18–19
- Planning for success, see Strategic plans
- Policies, equity, 104–105
- Positive culture, for data analysis, 106–107
- Prioritization (of action steps), 160, 161t–163t, 163
- Prior systems, 5
- Privileged populations, 5
- Problem(s):
- Product, in deeper learning, 54
- Professional development (PD), 12, 84t, 85, 127t, 132t, 136, 142, 156t, 157, 161t–163t, 174t, 178, 183t
- Professional development committees, 70
- Professional learning communities (PLCs), 171–172
- Professional learning plans, 127t
- Promotion rates, 98
- Purpose, in deeper learning, 54
- R
- Reflect–change–growth cycle, 8f. See also Concerns‐based adoption
- Refocusing stage (Concerns‐Based Adoption Model), 8t
- Relationships, building, 48t
- Representation:
- Resistance to change, 9
- Resource allocation, timeline for, 89
- Resource Mapping in Schools and School Districts: A Resource Guide (Level et al.), 89
- Resources (as step in logic models), 153, 157, 158t
- Response to Intervention (RTI), 27–28
- Restorative practices, 49t
- Retention policies and procedures, 130t
- Rhode Island Department of Education, 18
- Root‐cause analysis, 135–143
- Root causes, understanding, 16
- S
- Safe schools, 102, 121t, 131t
- Scaffolding, 49t
- Scheduling, tiered, 88t, 124t
- Scheduling committee, 161t, 162t
- School committees, 104
- School councils, 69
- School design, 55
- School Improvement Plans, 83t
- School improvement teams, 69
- Self‐assessment(s), 113–134
- completing, 114–117
- and development of essential planning questions, 130, 131t–132t, 133
- document review as form of, 82
- and implementing of tiered systems, 122, 122t–125t, 132t
- and instructional design, 117, 118, 119t–121t
- and instructional vision, 117, 118t
- and root‐cause analysis, 136
- and systems/structures, 126, 126t–130t
- of vision, 116, 117, 118t
- Self‐regulation, 49t
- Silos, 6
- Skills, 46
- SMART goals, 158t, 160t, 164t, 166t, 173t, 176, 177t
- Smith, K. L., 171
- Smith, R. Alex, 171
- Social‐emotional domain, 31
- Social emotional learning, 49t
- Sorting stage (initiative review), 80t
- Southern Poverty Law Center, 101
- Sparks, S., 66
- Special education, 6, 27, 123t
- Staffing, tiered, 124t
- Stakeholders, 16, 55, 61, 100
- Standards, articulation of, 48t
- Standards‐based instruction, 72t
- State accountability data, 98
- State of the World's Children report (UNICEF), 39
- Strategic Plan, 83t
- Strategic plans (strategic planning), 145–168
- action steps for realization of, 160, 161t–165t, 163
- collaborative planning, 127t
- definition of, 146
- language of, 146, 148, 149t–151t
- multiyear planning, 129t
- process of, 146, 147t–148t
- self‐assessment for development of, 130, 131t–132t, 133
- and use of logic models, 153, 154, 154f, 155t–156t, 156–157, 158t–160t
- vetting of, 151–152
- Strategies, 46
- Structural reviews, 128t
- Structural supports, 132t
- Student achievement data, 98
- Student councils, 70
- Student engagement, providing multiple means of, 42
- Student Growth Percentages (SGP), 99
- Student support teams, 69
- Students with disabilities (SWDs), 123t, 129t, 150t, 162t
- Success, planning for, see Strategic plans
- Superintendents, 64, 73
- SWDs, see Students with disabilities
- Swift Education Center, 89
- System implementation, 169–185
- Systems and structures, 13f, 46–47
- Systems data, 100
- Systems inventory, 91, 92t–93t
- Systems‐level change, 61–62
- Systems thinking, 18
- T
- Team(s), 60–70
- collective bargaining, 70
- coordinating with other, 69–70
- core leadership, 62, 63t, 65t, 69
- developing norms for, 64–68, 66t, 68t
- getting buy‐in for, 60–61
- grade level data, 69
- members of the, 61–62, 63t
- process for, 64, 65f
- school improvement, 69
- student support, 69
- and UDL, 70, 71t
- and vision, 60–70
- Technical challenges, 2, 4t
- Technology, educational and assistive, 125t, 128t
- “Ten Dimensions: Resource Equity Diagnostic for Districts” (Alliance for Resource Equity), 101–102
- “3 Signature Practices Playbook” (CASEL), 35–36
- Tier 1 supports, 24–25, 27, 38, 55, 92t, 108t, 122t, 123t, 132t, 182
- Tier 2 supports, 25–27, 108t, 122t, 123t, 132t, 156, 182
- Tier 2A supports, 26, 92t
- Tier 2B supports, 26, 92t
- Tier 3 supports, 26–27, 92t, 108t, 122t, 123t, 132t
- Tiered scheduling, 88t, 124t
- Tiered staffing, 124t
- Tiered supports, 13f, 83t
- Tiered systems:
- TIES Center, 25
- Timeframe, for vision, 75
- Timeline, for resource allocation, 89
- Time‐related norms, 66t
- TNTP, 37–39
- Tracking Instructional Dosage to Inform Instructional Decision Making (Mason and Smith), 171
- Trauma and Learning Policy Initiative (Massachusetts Advocates for Children), 102–103
- Trauma‐informed practices, 72t
- U
- UDL Guidelines (CAST), 43, 67–68, 68t
- UDL Now! A Teacher's Guide to Applying Universal Design for Learning (Novak), 41, 43, 46–47
- UDL Playbook for School and District Leaders (Novak and Woodlock), 3
- UDL Theory and Practice (Meyer et al.), 40
- Understanding root causes, 16
- Unfreeze–change–freeze model, 5–7
- UNICEF, 39
- United Nations, 38–39
- “Universal, Inclusive Education ‘Non‐Negotiable'” (UN), 38–39
- Universal Design for Learning (UDL), 28, 39–51
- Universally Designed Leadership (Novak and Rodriguez), 23, 153, 181
- University of Maryland, 87
- University of Missouri, 171
- University of Southern Mississippi, 171
- Unlearning: Changing Your Beliefs and Practices with UDL (Posey and Novak), 5
- US Department of Education, 17, 103, 178
- V
- Validation step (root‐cause analysis), 140, 141, 141t
- Variability, interpersonal vs. intrapersonal, 41
- Variations in performance, 18
- Verification step (root‐cause analysis), 142, 142t
- Vermont, 37
- Vetting (of strategic plan), 151–152
- Vision, 59–76
- Vision alignment, 119t
- “Visual learners,” 41
- Vocabulary instruction, 49t
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