Districts should initially request assistance with invoice completion through their implementation facilitators.  Questions may also be directed to Ginger Henry (ginger.henry@dese.mo.gov) or Thea Scott (Thea.Scott@dese.mo.gov).

Only for cohort 1 districts, if all activities for all buildings have been completed, the invoice may be submitted at any time during the 2018-19 school year.  It is the expectation that the district will continue work as specified in District Invoice 2.

It is likely payment will come in the June 2019 school payment.

The Building Administrator completes the Building Activities Documentation form and sends to the district contact.  The district contact compiles this information and uses to complete the District Invoice for submission to DESE.  Submit all Building Activities Documentation forms and District Invoice form to Thea.Scott@dese.mo.gov by May 20, 2019.  The only exception to this is noted in question #10.

Each building within a district records the activities completed and forwards this information to the district contact person when requested.  The district contact compiles this information and uses to complete the District Invoice for submission to DESE.  The building forms should be submitted to DESE along with the District Invoice.

While it is possible to complete all activities on the invoice, it is likely that only a certain number of the activities will be completed if implementation occurs with integrity.

No.  Funds are earned by completion of the activities specified on the District Invoice form.

No.  A data team meeting is part of the data-based decision making (DBDM) process.  As part of this work, all buildings within the district are expected to train and implement using the DBDM professional learning module.  Counting this activity as completed is only applicable one time for the purpose of invoicing.  For cohort 1 districts, if the district marked this activity for a specific building during the 2017-18 school year, it may not be marked again during the 2018-19 school year.

No. If the district currently uses a commercial Common Formative Assessment (CFA) product, then any previously untrained staff would be trained using sections 4-6 of the CFA professional learning module.  Counting this activity as completed is only applicable one time for the purpose of invoicing.  For cohort 1 districts, if the district marked this activity for a specific building during the 2017-18 school year, it may not be marked again during the 2018-19 school year.

As MMD participants, it is likely that your district had buildings that participated in the Collaborative Work (CW).  If those buildings previously trained on a specific topic using DESE approved materials and are training new staff using these materials, that building may mark this activity on the Building Activities Documentation form which will later transfer to the District Invoice. Counting this activity as completed is only applicable one time for the purpose of invoicing.  For cohort 1 districts, if the district marked this activity for a specific building during the 2017-18 school year, it may not be marked again during the 2018-19 school year.

These are the materials currently housed on the MOEdu-Sail website and Virtual Learning Platform (VLP).  These materials are exactly the same.  The professional learning modules were temporarily housed on the MOEdu-Sail website during development.  The foundation modules are the first of many modules to be moved to the VLP (http://www.moedu-sail.org/mmd-tools-resources/).  The VLP is a DESE website that will eventually house all of the professional learning modules and may be accessed through web applications on the DESE website https://dese.mo.gov/.

Development of a learning package on teacher collective efficacy is underway.

No off site trainings are planned at the present time.  Part of the pilot is determining how much training can successfully be implemented by using the resources available through the virtual platform.  This gives maximum control of time to district/building leadership.

This depends on how much support is needed by the district and/or individual buildings.  One goal is to ensure all districts and buildings are successful.  One objective of the virtual platform is providing a system that most districts and buildings will be able to successfully use without a lot of outside support.  There is not a plan for a specific number of support team meetings at each building and/or district.

That is an option open to district decision makers.

There are two other educational practices with a higher effect size other than ACL; however, when the initial learning packages were developed, ACL had the highest effect size.  Since that time, two practices, collective teacher efficacy and teacher estimates of achievement, became the two practices with the highest effect size.  Learning packages will be developed for these two practices within the near future.  Initial decisions regarding which practices would work best included information about ease of implementation.  The practices selected present few challenges to most educators—they just need to be practiced regularly in the classroom.

Some Schoolwide Positive Behavior Supports (SW-PBS) materials are already included in the MO Edu-Sail online materials and will be transferred to the virtual platform once the initial testing and some actual use of the virtual platform is completed.  SW-PBS Tier I, II, and III materials will be fully available to districts through the virtual platform within the next couple of years.

The prevailing question is whether districts will be able to roll data into the virtual platform from existing software available to their district.  Options for ensuring districts can roll their information into the virtual platform without retyping are under review.  DESE staff are working with a variety of vendors to ensure it does happen.

The online effective practices are equally effective at various levels and in all content areas of the educational system.  There will likely be variations in implementation based on building structures, but that does not alter the content or practice.  As the system evolves, there will likely be some practices that are more appropriate to a specific level of the local system.  As teachers develop their effective practice skills, the chasm will diminish except for new hires.

Online packages provide significant information and training based on the findings of John Hattie.  Facilitators and cadre staff will be available to clarify Hattie’s work as staff learn and implement the effective practices.

DESE is focusing its efforts on making highly effective resources available to districts statewide.  Systems will help all districts develop an ability to conduct training and implement the effective practices with limited outside support.  Personnel in the Regional Professional Development Centers are being trained to provide additional assistance to those districts requiring or requesting additional help.

Most MMD buildings are already on their way to effective implementation.  Those buildings should be viewed as resources to the rest of the district.  Part of leadership is understanding the capability and capacity of staff to work together and learn new processes and practices.  Good leaders will help focus on a few things with high potential and will stabilize their local processes.

There is pervasive research regarding the resources developed for the MMD and for the coaching model.  If better options would have been shown to be as or more effective, those options would have been selected.

The supports provided including coaching support teams; online learning platform materials, tools, resources; and other field technical assistance providers, districts will help districts implement this work.  Participating districts are expected to help make the virtual platform user friendly and effective.

Research indicates these practices are essential for the professional growth and development for all educators to implement effective educational practices both within and across buildings and districts.  Careful attention should be given to those practices that, according to research, yield the greatest and the least results for ultimately increasing student performance.  Substituting highly effective practices for least effective practices might equalize the time expended while increasing results.

To ensure consistency in coaching practices, staff should be trained using the School Based Implementation Coaching learning package.  In addition, the accompanying tools (fidelity checklist, practice profile, etc.) should be used to assist in ensuring consistency.

Consultants who comprise the CSTs have a background in various educational topics and possess much knowledge in the area of coaching.  The CSTs will provide expertise to ensure districts have consistent coaching practices to implement and will provide insight as to traits of effective coaches.

One of the intents of the online materials is to provide options for districts related to professional development.  Districts can choose to train all staff at one time, train building by building, train small groups of teachers, or train individual teachers.  The packages are broken into chunks which allow sessions to be as brief as 20 minutes.  The materials are also available 24 hours per day for reinforcement.  The MMD has not created a need for training but is providing online resources to make that training more flexible and ongoing.

The Office of Educator Quality is developing and will provide training and support for principals in the state as a part of the Missouri Leadership Development System (MLDS).  This will include how to handle managerial tasks while being an instructional leader.  This is specifically handled in Learning Experience #6: Making Time for Instructional Leadership.

DESE currently has no process for assessing the alignment of commercial products.

CFAs are uniformly used to assess the effectiveness of instruction.  Hopefully, many districts will join DESE in building a reliable and valid item bank.  Small districts will be encouraged and assisted to network with each other to help support teachers with no similar assignments locally.  The MMD facilitators and cadre leaders will help districts make that networking possible.

More information on how to make good assessments, create fluid rubrics, and be consistent is currently available in the CFA online learning package.  One desire is for districts (not limited to those in the pilot) to help DESE create an item bank of formative assessment items aligned to the Missouri standards for all grade levels and all content areas.  This is obviously a goal that is not specifically part of the MMD process, but one which is necessary for district/building success in all content areas.  The virtual platform is being designed to provide access to items for all districts in the state once those items are developed.  Once a process and templates are developed, the contributions of districts throughout Missouri will be welcome.  Districts currently using a commercial CFA product may opt to continue using that product.  Commercial items cannot be contributed to the DESE CFA item bank.

Depending on where each district is in this work, the timeline for implementation could vary. Much of this work will take all year or more.  The Collaborative Work helped clarify what is necessary to successfully implement at the building level and this pilot should identify the additional challenges implementing across a district.  Required and optional activities are part of the draft financial information provided to district leaders; however, there is a need to test the virtual platform early in the process since availability of some resources will be dependent on that system.

The intent of MMD is to see how well the process works in all buildings where instruction occurs.  Most of the materials currently available through the virtual platform are considered appropriate for early childhood settings.  The decision to include early childhood settings is a local decision; however, DESE would be pleased for early childhood to be included.

The virtual platform is a requirement for implementing MMD.  DESE is piloting the use of that tool.  A virtual platform accessible to all districts is one of the few tools with the potential to scale any viable and sustainable improvement effort.

The pilot is intended for districts to help clarify what it takes to implement and evolve effective practices across a district.  Most of the pieces are in place but a better understanding of pacing and of modifications to the system would improve district chances for success.  Districts will be encouraged to remain focused on the work but the process has to accommodate unique operations of districts.  Learning all of the variations will likely require some patience.

MMD is basically implementing the CW process across the district.  There will be additional emphasis on particular elements of CW that need more emphasis—specifically on teaching and learning practices.  With the exception of aligning practices across the district and developing districtwide formative assessments, CW schools should experience little change from the original intent of CW.

Several years ago, DESE identified some common activities of the Professional Learning Communities (PLC) and of the Missouri Schoolwide Positive Behavior Supports (MO SW-PBS).  In developing the Collaborative Work (CW) (the basis for the MMD implementation), DESE drew from new research but also used members from PLC and MO SW-PBS to develop parts of the CW packages—especially in the areas of collaborative culture and data based decision making.  PLC teams should have little trouble focusing their work on the effective teaching learning practices and the use of common formative assessments for determining successful implementation.  They should be especially prepared to expand the collaborative culture as part of the ongoing interaction of professionals.

Use of MMD practice profiles to monitor teacher implementation of effective teaching/learning practice is highly recommended.  Decisions to use the monitoring information for evaluation are local decisions.

Teacher and administrator roles are a local decision and will likely vary by district.  Cadre leads are available to discuss appropriate activities and needs.

Once the MMD pilot process is underway, districts will be asked to provide feedback regarding their interest in organizing cadre meetings in person or virtually.

Use of data is addressed in the packages related to data based decision making (DBDM).  DBDM is an online learning package.

Yes, the district contact should communicate directly with the CST facilitator assigned to the district cadre at any time to request a CST visit.  The CST facilitator will make the necessary arrangements.