MOVING TOWARDS IMPLEMENTATION

Note:  This set of activities is intended to begin once the Department of Education has officially approved the redesign plan.
Operating Principles	Resources
Moving from plan to implementation involves the coordination and execution of hundreds of details – organization of all the moving parts is essential. To facilitate the implementation, one person should be charged with management of the process, including holding all members of the implementation team (and others) to designated tasks and timelines. The implementation process should align with the overall management structure of the school – individuals with certain areas of responsibility should continue these areas in the new school design.
Action Steps
1.      Put together a responsible and active implementation (or leadership) team.  It may be of value to install many of the individuals who were active on the planning team, as they will already have a strong sense of the specifics of the redesign.  Consider other members, as well, who will be important point people in preparing the school around the new design, especially those who have who have specific responsibilities that relate to the new school schedule (e.g., department chairs, chief custodian, etc.).  Be sure to include an adequate number of teachers who can report on team activities to their colleagues.  It may be necessary to hire a consultant to manage the implementation process, as it can take many hours per week to coordinate the many tasks that are being executed.
2.      Develop a master list of all tasks associated with converting to the new ELT design and include deadlines, responsible parties and goals.  Task list should be broken down by categories, including: a.      Scheduling (student and teacher) b.      Staffing c.      Curriculum d.      Communications e.      Partners/Providers f.        Operations g.      Budget h.      Emergency procedures protocols NOTE:  This master list will need to be continually updated and refined to reflect completed tasks, new tasks resulting from changing realities, and other unforeseen circumstances.	QS #1*   District task list School task list
3.      Hold regular meetings with implementation team to check on progress of tasks, problem-solve and make decisions.
4.      To the extent possible, finalize the program schedule for the expanded learning time (including academic classes, food services, electives and other activities) at least three months before the opening of school.  Schools will need a detailed schedule to make key decisions about staffing, curricula, and operations.	QS #2* Student schedules Teacher schedules School Design scenario
5.      Determine which identified categories of SpEd students can participate in inclusive new ELT activities and what staffing is needed.
6.       Determine the staffing needed to insure that the entire educational program runs safely and effectively.  The school may need to hire additional teachers, paraprofessionals, nurses, administrative assistants, security, custodians, or other personnel.  Partner organizations can also furnish staff.
7.      Hold individual meetings with each partner to finalize roles and responsibilities, determine how student work in partner programs will be graded and reported, and develop MOU.	Generic MOU Sample assessment form of partners
8.       Once the staffing needs are determined, finalize budget, including determining if additional funds may be needed to supplement state funds.  If additional funding is needed, consider working with partners to co-write grants to private foundations.	Budget Grants database
9.      Recruit and hire any additional staff needed for additional hours.  Staffing needs will vary depending on the involvement of partners, the terms of the contract and the precise schedule.
10.    Communicate regularly with teachers about the schedule and school redesign generally, as well as how individual teachers will be impacted.
11.    Communicate regularly with parents about the schedule and school redesign generally, as well as how individual students/families will be impacted.	Letters to parents/teachers
12.    Develop professional development schedule for first months of the school year, and plan for supporting teachers’ instructional practices.	QS #3* Professional development schedule
13.    In the final weeks before school opens, resolve remaining operational issues and logistics.  Where applicable, develop individualized schedules for teachers and students to ensure clarity regarding how additional hours will be spent.	Self-assessment tool

      Question Set #1: Master Task List and Timetable
      [Back to Action Steps]

• Will the school need to hire someone to be the ELT manager through the summer and throughout the year?
• How will the principal and other administrators be involved?
• How should tasks be prioritized?
• Who will be involved in executing tasks?  Should the school form a special implementation team with different members than those who were on the planning team?

      Question Set #2: The Final Schedule
       [Back to Action Steps]

CORE QUESTION
What is the schedule for each grade and
what enrichment programs will be offered?

• What are the start and end times for class periods or blocks throughout the day, including the expanded learning time?  What classes will be offered at which times?  Who will teach them? 
• How will students be assigned to classes and electives?  How many students will be assigned to each group? Will students be able to choose electives and if so how will this selection process take place?
• Who will be in charge of the school building during all hours of the school day?
• Are all partners and enrichment program offerings accounted for in the schedule?  Which students will partners serve?  What kind of enrollment process is needed?
• How will other elements of the school (e.g., health services, individual tutoring) be integrated into the schedule?
• Where will additional activities take place?  Will teachers have to share rooms with other teachers?  Do rooms throughout the school need any modifications in order to accommodate new activities?
• What materials and supplies need to be ordered prior to the start of school? 
• How will discipline be handled?  Who will supervise transitions between classes?
• When and where will afternoon snack be served? Do you have arrangements for the snack worked out with the district food services office? Will the federal snack program cover costs?

      Question Set #3 Training/Preparing Teachers to Implement ELT
        [Back to Action Steps]

• How much and which kinds of professional development should be integrated into the school day?
• Do you want teachers to do professional development within the school day or out side of the school day? (e.g. a half day on Friday for students while teachers stay to do PD).
• Which teachers should do PD together? (e.g. by grade level, team, subject area, etc.)
• How do the decisions on PD affect the schedule you’re trying to create?
• How will external partners be trained?
• In what ways will you integrate external partners into professional development?
• How and by whom will the content of any PD be determined?