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The Challenge We must realize that the system is the cause of weak execution due to lack of clarity, commitment, collaboration and accountability resulting.

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Presentation on theme: "The Challenge We must realize that the system is the cause of weak execution due to lack of clarity, commitment, collaboration and accountability resulting."— Presentation transcript:

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2 The Challenge We must realize that the system is the cause of weak execution due to lack of clarity, commitment, collaboration and accountability resulting from the whirlwind. Whirlwind: urgent activities of daily work that act on you Strategic Focus: important and new activities that you act on Change efforts most often fail when approached through a stroke-of-the-pen strategy versus a behavior change strategy. Is LCAP perceived as a compliance activity or a capacity building process?

3 The Challenge A strategic focus increases performance in areas most critical for current and future success of our school district. Creates clarity to guide actions Promotes commitment of individuals Fosters collaboration across the organization Measures impact for accountability Ask the following questions to assess your LCAP strategic focus: 1.Does every stakeholder have a clear understanding of the LCAP? 2.Can every stakeholder explain how the LCAP impacts our collective actions? The key to closing student achievement gaps is leading with a strategic focus

4 Leadership & Communication Coherent Instructional Program Integrated Student Support

5 Leading a Learning Organization

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12 The Problem District needs assessment for designing goals and outcomes was guided by LCAP Priorities and driven by data, community input and funding allocations. The Solution Systems leadership guides the process of defining high leverage goals, outcomes and action steps that are monitored for continuous improvement.

13 Needs (Schools, Unduplicated Pupils and Subgroups) Goal(s) Expected Outcomes Planned Services/ActionsLead Metrics Anticipated Budget/Expenditures Actual OutcomesImplementation ProgressData/Evidence Actual Budget/Expenditures Changes to Services/Actions/Expenditures Systems Leadership

14 Needs (Schools, Unduplicated Pupils and Subgroups) Goal(s) Expected Outcomes Planned Services/ActionsLead Metrics Anticipated Budget/Expenditures Actual OutcomesImplementation ProgressData/Evidence Actual Budget/Expenditures Changes to Services/Actions/Expenditures Systems Leadership

15 Needs (Schools, Unduplicated Pupils and Subgroups) Goal(s) Expected Outcomes Planned Services/ActionsLead Metrics Anticipated Budget/Expenditures Actual Outcomes Implementation ProgressData/Evidence Actual Budget/Expenditures Changes to Services/Actions/Expenditures Systems Leadership

16 Needs (Schools, Unduplicated Pupils and Subgroups) Goal(s) Expected Outcomes Planned Services/ActionsLead Metrics Anticipated Budget/Expenditures Actual Outcomes Implementation ProgressData/Evidence Actual Budget/Expenditures Changes to Goals/Services/Actions/Expenditures Systems Leadership

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18 Needs (Schools, Unduplicated Pupils and Subgroups) Goal(s) Expected Outcomes Planned Services/ActionsLead Metrics Anticipated Budget/Expenditures Actual OutcomesImplementation ProgressData/Evidence Actual Budget/Expenditures Changes to Services/Actions/Expenditures Systems Leadership

19 WHY WHAT HOW Purpose Goals Outcomes

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21 Our mission is to ensure all students graduate high school prepared to successfully enter higher education and/or pursue a viable career path. We believe that: 1.Parents, staff and community members should support all students with attaining academic goals and career aspirations. 2.All students should be provided a clean, safe and inviting learning environment. We will accomplish this by: 1.Setting priorities at each grade level aligned with CCSS via formative assessments, proven instructional strategies and targeted interventions. 2.Developing partnerships with parents, community members, businesses and educators that support student academic goals and career aspirations. To achieve these outcomes we commit to… Aligning action steps with LCAP outcomes to strategically allocate support and resources

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23 District LCAP

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31 Strategic Focus A clear vision with compelling outcomes fosters a culture of collaboration, commitment and accountability. Purpose: We believe that… Goals: What matters most is… Outcomes: We define success as… We must recognize that ACTIONS will never cease to change.

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33 Needs (Schools, Unduplicated Pupils and Subgroups) Goal(s) Expected Outcomes Planned Services/ActionsLead Metrics Anticipated Budget/Expenditures Actual OutcomesImplementation ProgressData/Evidence Actual Budget/Expenditures Changes to Services/Actions/Expenditures Systems Leadership

34 Defining Outcomes that Matter Lag Metrics define outcomes. Lead Metrics define actions. Determine if your “Metrics Matter” by asking three questions… 1.Can the outcome inform action planning? 2.Is the outcome able to be influenced? 3.Will the outcome significantly impact the goal(s)? Common Core Proficiency AYP Progress EL Proficiency ELA Proficiency

35 Defining Lead Metrics that Matter Lead Metrics inform daily practice, are influencable and significantly impact long-term outcomes. What should the Lead Metrics be for the identified Lag Metrics? Student mastery of DOK Level 3 tasks Student formative assessment proficiency Student use of academic language Student reading fluency and comprehension

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38 Needs (Schools, Unduplicated Pupils and Subgroups) Goal(s) Expected Outcomes Planned Services/ActionsLead Metrics Anticipated Budget/Expenditures Actual Outcomes Implementation ProgressData/Evidence Actual Budget/Expenditures Changes to Services/Actions/Expenditures Systems Leadership

39 Needs (Schools, Unduplicated Pupils and Subgroups) Goal(s) Expected Outcomes Planned Services/ActionsLead Metrics Anticipated Budget/Expenditures Actual OutcomesImplementation ProgressData/Evidence Actual Budget/Expenditures Changes to Services/Actions/Expenditures Systems Leadership

40 Culture of Accountability Establishing a culture of accountability requires that leaders establish processes that promote a “plan-do-study-act” dialog. Three steps are essential for such a process: 1.Each division/department and school creates an Action Plan. Clarifies actions and defines lead metrics 2.Each engages in weekly to monthly Team Check-Ins. Adjusts actions to improve impact 3.Each conducts a Quarterly Review of progress. Refines action plan by discussing successes and barriers

41 August  November  February  May Systems Leadership “Culture of Continuous Improvement” Clarity of Focus Clarity of Focus Progress Review Progress Review Progress Review Progress Review Annual Update  =

42 Systems Leadership What Strategic Focus will maximize our impact? What Barriers and Resources need to be considered? One Size Fits All? Centralized or Decentralized? Which Practices and Processes need to improve? How can monitoring Common Outcomes create Shared Responsibility? What High Leverage Actions will have the greatest impact with our fixed resources? Improve Outcomes? Improve Processes? Improve Practices? Staffing - Curriculum - Instruction - Assessment – Technology - Student Support - Facilities

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44 LCAP is intended to actively engage all community stakeholders in working collectively toward closing student achievement gaps. Employ an engagement process to create a culture of continuous improvement for building school district capacity. 1.Develop a common language for communicating the LCAP. 2.Actively engage in supporting LCAP implementation. 3.Collectively assess progress of LCAP outcomes. 4.Collaboratively improve the LCAP to attain goals and outcomes. LCAP Community Engagement

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47 The Problem District needs assessment for designing goals and outcomes was guided by LCAP Priorities and driven by data, community input and funding allocations. The Solution District stakeholders develop a common understanding of foundational school systems that ensure all students become college and career ready.

48 Guaranteed Challenging, Engaging and Intentional Instruction Curricular Pathways Challenge All Students Whole Child Student Supports High Performing School Culture Data-driven, High Reliability District Systems “College and Career Ready Systems” {adapted from Simply Better (2011)}

49 Guaranteed Challenging, Engaging and Intentional Instruction Curricular Pathways Challenge All Students Whole Child Student Supports High Performing School Culture Data-driven, High Reliability District Systems “College and Career Ready Systems” {adapted from Simply Better (2011)}

50 Guaranteed Challenging, Engaging and Intentional Instruction Curricular Pathways Challenge All Students Whole Child Student Supports High Performing School Culture Data-driven, High Reliability District Systems “College and Career Ready Systems” {adapted from Simply Better (2011)}

51 Guaranteed Challenging, Engaging and Intentional Instruction Curricular Pathways Challenge All Students Whole Child Student Supports High Performing School Culture Data-driven, High Reliability District Systems “College and Career Ready Systems” {adapted from Simply Better (2011)}

52 Guaranteed Challenging, Engaging and Intentional Instruction Curricular Pathways Challenge All Students Whole Child Student Supports High Performing School Culture Data-driven, High Reliability District Systems “College and Career Ready Systems” {adapted from Simply Better (2011)}

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54 Coherent Instructional Program Intentional and Engaging Instruction Challenging Curricular Pathways Assessment of Learning Personalized Learning Opportunities Attendance Behavior Course Performance CCR Indicators SBAC Claims Whole Child Student Supports Academic Support Behavior Support Engagement Opportunities College & Career Planning Data-driven, High Reliability District Systems Achievement Data Classroom Application Communication At-risk Indicators High Performing School Culture High Quality InstructionMulti-tiered Support Systems LCAP Expenditures - Staffing, Resources and Facilities Leading Implementation

55 Coherent Instructional Program Intentional and Engaging Instruction Challenging Curricular Pathways Assessment of Learning Personalized Learning Opportunities Attendance Behavior Course Performance CCR Indicators SBAC Claims Whole Child Student Supports Academic Support Behavior Support Engagement Opportunities College & Career Planning Data-driven, High Reliability District Systems Achievement Data Classroom Application Communication At-risk Indicators High Performing School Culture High Quality InstructionMulti-tiered Support Systems LCAP Expenditures - Staffing, Resources and Facilities Leading Implementation

56 Coherent Instructional Program Intentional and Engaging Instruction Challenging Curricular Pathways Assessment of Learning Personalized Learning Opportunities Attendance Behavior Course Performance CCR Indicators SBAC Claims Whole Child Student Supports Academic Support Behavior Support Engagement Opportunities College & Career Planning Data-driven, High Reliability District Systems Achievement Data Classroom Application Communication At-risk Indicators High Performing School Culture High Quality InstructionMulti-tiered Support Systems LCAP Expenditures - Staffing, Resources and Facilities Leading Implementation

57 Coherent Instructional Program Intentional and Engaging Instruction Challenging Curricular Pathways Assessment of Learning Personalized Learning Opportunities Attendance Behavior Course Performance CCR Indicators SBAC Claims Whole Child Student Supports Academic Support Behavior Support Engagement Opportunities College & Career Planning Data-driven, High Reliability District Systems Achievement Data Classroom Integration Communication At-risk Indicators High Performing School Culture High Quality InstructionMulti-tiered Support Systems LCAP Expenditures - Staffing, Resources and Facilities Leading Implementation

58 Coherent Instructional Program Intentional and Engaging Instruction Challenging Curricular Pathways Assessment of Learning Personalized Learning Opportunities Attendance Behavior Course Performance CCR Indicators SBAC Claims Whole Child Student Supports Academic Support Behavior Support Engagement Opportunities College & Career Planning Data-driven, High Reliability District Systems Achievement Data Classroom Integration Communication At-risk Indicators High Performing School Culture High Quality InstructionMulti-tiered Support Systems LCAP Expenditures - Staffing, Resources and Facilities Leading Implementation

59 Coherent Instructional Program Intentional and Engaging Instruction Challenging Curricular Pathways Assessment of Learning Personalized Learning Opportunities Attendance Behavior Course Performance CCR Indicators SBAC Claims Whole Child Student Supports Academic Support Behavior Support Engagement Opportunities College & Career Planning Data-driven, High Reliability District Systems Achievement Data Classroom Integration Communication At-risk Indicators High Performing School Culture High Quality InstructionMulti-tiered Support Systems Expenditures - Staffing, Resources and Facilities Leading Implementation

60 Contact Jay Westover - jayw@InnovateEd.com/909.997.8264 (cell)

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