1. It’s All School Improvement LKSD Site Administrator Meeting October 11, 2014

2. LKSD Leadership Year-Long Goals Implement the Framework’s Data Driven Decision Cycle to enhance district-level and site-level High-Performance Teams and influence coherence in decision making Function as High-Performance Teams Leadership Level Site Level Identify best practices and solutions to adaptive challenges and technical problems that have been experience in our district and expand the use of these best practices Build a shared understanding of the Instructional Framework and the RTI decision process to result in coherence in decision-making that accomplishes commonality yet honors the need for diversity among sites

3. Objectives for this meeting Input school improvement work into STEPP Practice HPT skills that can be used to lead continued school improvement efforts at sites Continue to build a shared comprehensive view of school improvement and how all the initiatives around improvement are linked Leave with a plan for continued leadership in school improvement involving staff and ASB

4. Self Skills for Successful Collaboration

6. LKSD School Improvement Concentrated Technical Assistance Work

7. Technical Assistants

8. Critical Friends Problem Solving Version

9. Vocabulary Review Technical Problem Can be solved with knowledge and procedures already at hand, though it may be complex. Adaptive Challenge Requires new learning, innovation, and new patterns of behavior. Sharon Daloz-Parks Check out Page 27 of Field Guide For more info

10. Critical Friends Protocol Person on the Couch 8 Minutes: – Identify and describe a problem that you are working on. Use the terms technical problem and adaptive challenge when appropriate. Clarifying questions 7 minutes – Ask questions of P on C for clarification and digging deeper. Friends Talk 10 Minutes – Friends discuss the problem while P on C listens.

11. School Improvement Putting it All Together

12. The principal makes sure everyone understands the school’s mission, clear goals, and their roles in meeting the goals. The principal develops the leadership capacity of others in the school. The principal communicates the likelihood of success based on the plan and hard work. The principal models and communicates the expectation of improved student learning through commitment, discipline, and careful implementation of sound practices. The principal participates actively with the school’s teams. The principal keeps a focus on instructional improvement and student learning outcomes. The principal monitors curriculum and classroom instruction regularly. The principal spends at least 50% of his/her time working directly with teachers to improve instruction including classroom observations. The principal challenges unsound teaching practices and supports and monitors the correction of them. The principal celebrates individual, team, and school successes, especially related to student outcomes. The principal provides incentives for teacher and school accomplishment. The principal engages parents and the community in the improvement process. The principal offers frequent opportunities for the critique of the school’s progress and suggestions for improvement. The principal compiles reports from classroom observations showing aggregate areas of strength and areas in need of improvement without revealing the identity of individual teachers. The principal plans opportunities for teachers to share their strengths with other teachers. Standard 1 A school administrator is an educational leader who promotes the success of all students by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community. Standard 2 …advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth. Standard 3 …ensuring management of the organization, operations, and resources for a safe, efficient, and effective learning environment. Standard 4 … collaborating with families and community members, responding to diverse community interests and needs, and mobilizing community resources. Standard 5 …acting with integrity, fairness, and in an ethical manner. Standard 6 … understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context AFFIRMATION CHANGE AGENT COMMUNICATION CONTINGENT REWARDS REALLY?...21 RESPONSIBILITIES???? CULTURE FLEXIBILITY DISCIPLINE FOCUS IDEALS/BELIEFS INPUT SERIOUSLY? INTELLECTUAL STIMULATION INVOLVEMENT IN CURRICULUM INSTRUCTION AND ASSESSMENT KNOWLEDGE OF CURRICULUM, INSTRUCTION AND ASSESSMENT MONITOR/EVALUATE OPTIMIZE ORDER OUTREACH RELATIONSHIPS RESOURCES SITUATIONAL AWARENESS VISIBILITY AND DON’T FORGET… 66 PRACTICES… 8 THINGS THAT GREAT PRINCIPALS DO DIFFERENTLY 6 SECRETS FOR LEADING SUCCESSFUL CHANGE 7 HABITS OF HIGHLY STRESSED OUT PRINCIPALS 14 STRATEGIES TO TURN AROUND YOUR SCHOOL 3 EASY STEPS TO IMPROVE STUDENT ACHIEVEMENT THE 5 THINGS ALL GOOD LEADERS SHOULD KNOW THE 753 EXPERIENCES YOU SIMPLY MUST HAVE BEFORE YOU DIE 5 KEY AREAS Technical and Adaptive Leadership Educator Effectiveness Teaching and Learning District and School Structure and Culture Family and Community Involvement

13. LKSD School Improvement

14. Key Actions to SPUR Change Stage 1: Set the Focus Set common visionExamine data to determine priority Set a goal Stage 2: Plan for Change Determine root causes Agree to instructional solution Identify system conditions to address Plan to implement solution Plan to monitor and adjust Stage 3: Undertake Change Implement, monitor, and adjust instructional solution Implement, monitor, and adjust system supports Stage 4: Recharge & Sustain ReflectCelebrate and communicate Plan forward

15. S P U R

16. 4A’s Data & Evidence Use Process This process can be applied to any situation. We use it in each stage of SPUR. Ask questions to focus the inquiry Analyze & Interpret Acquire Ask Arrive Gather data and/or evidence Make sense of the data Reach a decision

17. Ask: What did we learn from this experience to take forward? Ask: What do we want to improve? Ask: How are we going to make the improvement? Ask: How are we doing? Is it working? Acquire: outcome/ impact & demographic data Acquire: program/ perception data; research evidence Acquire: LT impact data; stakeholder reflection data Analyze & Interpret: strengths and weaknesses, root causes Analyze & Interpret: observations, sensemaking Arrive at a Decision: goal for improvement Acquire: classroom assessment data; implementation data Analyze & Interpret: observations, sensemaking Arrive at a Decision: strategy to implement; support conditions Arrive at a Decision: implementation adjustments Arrive at Decision: what to sustain; direction for next inquiry

18. Structured Dialogue Individuals 1.Make 3- 5 post it notes from the LKSD School Improvement/RTI/SPUR change cycle Table Groups 2.When all are ready, one person places a note in the center of the table saying, “This make sense to me because…” 3.Another person places a note connecting to the first saying, “This makes sense to me because…and it relates to the first one in these ways…” 4.Repeat the pattern, or start a new pattern. Sort and Elaborate

19. What are some ways the structured dialogue helped your thinking or allowed for group process? Under what conditions might you use, or not use, this strategy with your staff at your site? Structured Dialogue Reflect on the Process

20. Field Guide Dispositional Thinking Thinking and Acting Interdependently Effective and Timely Individual and Group Communication Gathering Information for Improvement and Innovation Commitment to Continuous Growth and Thinking with Precision Seeking Support and Feedback Metacognition and Flexibility 1 2 3 6 4 5

21. Thinking and Acting Independently Read page 76 Complete the 1 st Table Each HPT member share One quality and example/non-example Read 77-79 Complete 2 nd Table and last question Trust Application Share

22. D 2-Seeking Support & Feedback Creates a professional system of support and actively engages in collegial networks. Teamwork is Essential. It allows you to blame someone else. “First and foremost for a team to function well there needs to be the desire by each principal to commit to participating and contributing fully as a team member.” Pg. 85 Field Guide

23. D 3- Metacognition & Flexibility The “why” behind triads or PLCs – Planning – Problems Solving – Reflecting – Rehearsing

24. BREAK When you return, move right into Critical Friends

25. Critical Friends Protocol Person on the Couch 8 Minutes: – Identify and describe a problem that you are working on. Use the terms technical problem and adaptive challenge when appropriate. Clarifying questions 7 minutes – Ask questions of P on C for clarification and digging deeper. Friends Talk 10 Minutes – Friends discuss the problem while P on C listens.

26. AK STEPP Lets get that Great work into the State Website! 1. Must update existing tasks 2. Must upload Needs Assessment 3. Put in any new work on tasks that you developed Thinking of this process- how can you build the website practice into the year Self-selected Basic Advanced Groups Self-selected Basic Advanced Groups

27. Lunch Learn about two exciting things happening: 1.ANE Grant! 2. Taco Bell Leadership

28. THINK BIG, ACT SMALL Leadership- Ability to hear the potential symphony while working with the individual players and sections of the band

29. D4: Gathering Information for Improvement and Innovation Read page 93-94 Use rubric on pg 95 to assess your site Reference 150-159 Reference Graphic Organizer What is your next step as a leader to move your staff along the continuum? Read page 93-94 Use rubric on pg 95 to assess your site Reference 150-159 Reference Graphic Organizer What is your next step as a leader to move your staff along the continuum? Use worksheet- starting with a “question” generated from the Keynote data… what data is needed for the data investigation and where do you get it?

30. Acquire Different Kinds of Data OutcomeDemographic PerceptionProgram

31. Effective & Timely Individual & Group Communication Draw a line at the bottom paragraph on Page 100… “We have discovered” Read ONLY up to the line

32. Purpose of the Conversation Dialog Purpose is to expand thinking Discussion Purpose is to refine thinking to lead to a decision Steven Johnson - Where Good Ideas Come From http://youtu.be/NugRZGDbPFU

33. Practice Dialogue Purpose is to expand thinking Dialogue District level role in this change process Do a circle web… no talking

35. Effective & Timely Individual & Group Communication Remember the line at the bottom paragraph on Page 100… “We have discovered” Now read after the line Take notes about your site

36. Protocols

37. Practical Work OK… I am inspired to lead all this but what happens when I get back to site and suffer the tyranny of the urgent? MAKE a Calendar Plan for Data Analysis and broader work of school improvement and implementation of HPT

38. LKSD School Improvement

39. Ideal ASB-AK STEPP plan MonthASB PlusHPT- GreenHPT-Yellow SeptemberReview annual broad data- confirm/adjust direction already in motion for current year, build questions for deeper data diving for NEXT YEAR OctoberApprove Current Year Action Plan Special Revenue Resource Planning Implementation of Current Year Action plan Review 1 st test data Adjust as needed NovemberReview School Climate and Connectedness data Most work here is carrying out action plan but also start Data Diving of direction set by ASB DecemberReview attendance and discipline data JanuaryGo into AK STEPP and monitor tasks Update Key Indicators of school effectiveness Research best practices- RTI conference Review school effectiveness data Review 2 nd test window data Adjust as needed FebruaryBudget MarchIdentify areas of concern or focus for following year Deeper Data Diving AprilBuild Hypothesis MayReceive info on the deeper data dive and the direction of action planning Begin Action plan- explore anything that will require change in schedule/ teacher assignments Review 3 rd test window data & prelim state tests

40. Hypothesis Building Cause Our middle grade reading students are not progressing as fast as we would like because they do not have the vocabulary needed to keep up with the academic expectations of their grade level Effect If we implement intensive school-wide vocabulary instruction in all classrooms so that all teaches are purposefully teaching the top 100 academic words for grades 4-6, we will see an increase in progress