1. Key Work of School Boards Name Workshop Facilitator

2. Welcome  Name of Superintendent  Welcome  Why Important

3. Overview & Introductions  Name of Facilitator  Overview  Agenda  Targeted Objectives  Guiding Questions  Introductions

4. Proposed Workshop Norms Demonstrate trust Be trustworthy & trusting of others Demonstrate healthy conflict Listen to one another Share what is on your mind Demonstrate a growth mindset Engage in dialogue to develop new ideas Ask questions to learn and clarify Share ONE point …then next person Silence cell phones

5. Our Educational System\ Segment Guiding Question  What are the critical components of the education system (for a school district)?  What do you consider to the most significant work of your district’s educational system?  How can these critical components help the school district maintain its focus on the most significant work?

6. Reflection: Write – Pair Share Individually write on paper  Consider the following:  What is a system?  What is systems thinking?  As a pair – share your ideas

7. What is a system?  A system is a group of components with interrelated/interdependent parts  The component parts act predictably  But not always in an obvious manner

8. What Is Systems Thinking?  Systems thinking focuses on understanding the interaction of the components parts and thereby creating a more effective system  It integrates the component parts of the system in a way that maximizes organizational effectiveness.  Reform efforts often address deficiencies in the components, and ignore the interdependence of the components… so they often do not work!

9. IN SYSTEMS THINKING  If you want continuous school improvement focused on student achievement, you must …  Understand the system in play Interrelatedness of component parts Impact of one action on others  Identify & integrate components Manage many facets  Improve selected components while anticipating unintended results and applying strategies to mitigate effects

10. Critical Components of our Educational System  Research indicates that…  district with high student achievement tend to focus a few significant components within their system  paying attention to what works and/or what has the most impact on student achievement is critical  focused effective governance has a significant positive impact on student achievement  there are eight common areas of focus with School Boards in districts with high student achievement

11. Critical Components of our Educational System Vision Standards Assessment Accountability Alignment Climate/Culture Collaborative Relationships Continuous Improvement “These eight components have become fundamental to how school boards and administrative teams functions”

12.  Read the assigned chapters:  Please highlight significant ideas as you read and identify 2-5 BIG IDEAS per chapter –Write notes in summary table or on graphic organizer  As a group  Create a graphic organizer for each chapter (separately) –Appropriate for staff presentation –Be prepared to present with SHORT explanation  Chapters will be presented in order –Maximum of two minutes per chapter Critical Components of our Educational System

13. Assignments GroupChapters ASystems ThinkingAccountability BAlignmentStandards CCollaborationContinuous Improvement DClimate & CultureAssessment EPutting It ALL TogetherVision

14. Share  Present your graphic organizer  Different spokesperson for each chapter –BE CONCISE …MAXIMUM OF TWO MINUTES (per chapter)  Please complete the “summary table” or write notes on the graphic organizer as others are presenting

15. Systems Thinking Model

16. Closure for this Segment  Consider the guiding questions  Pair Share ONE strategy you learned today and how you plan to use it at your school. 16

17. KWSB Data Discussion Segment Guiding Questions  How can these critical components help the school district maintain its focus on the most significant work?  What does the data tell you about your focus on the critical components of your district’s educational system?

18. Reminders about Processing Data McREL Power of Data  Step 1: Collect & Organize Data  Step 2: Analyze Data  Step 3: Interpret Data  Step 4: Plan to Take Action

19. Reflection on Past Practice  Step 1:  Collect & Organize Data  Step 2:  Analyze Data  Step 3:  Interpret Data  Step 4:  Plan to Take Action  How have you explored data in the past?  How were your strategies similar to these steps?  What might be one difference?

20. Putting it together  Examining critical components  KBSB survey available  KWSB survey results  Data on progress per each component  Examine your component –The one you were assigned to read –If time permits we may do more later  Model of process …tentative “plan”

21. Assignments GroupKWSB Survey Feedback (section) AVisionAccountability BAlignmentStandards CCollaborationContinuous Improvement DClimate & CultureAssessment

22. Step 2: Analyzing the Data  Focus Question  What does the data tell us regarding our implementation of this component?  List the FACTS  #Fully, #Mostly, #Beginning,  Highest average, Lowest average, etc  1 fact per post-it  WRITE observation statement  1 glow  1 grow

23. Step 3: Interpreting the Data  Summarize the patterns  Write 1-3 problem statements  Generate numerous potential explanations  include a noun & verb, ONE per post-it  Group or categorize similar explanations  Select 1-3 most plausible categories  write a cause statement  examine for root cause

24. Step 4: Plan to Take Action  Select ONE cause statement.  Think long-term and write a SMART Goal.  Think short-term and describe next step  Brainstorm specific action steps or strategies  group or categorize similar strategies  Select 1-3 strategies.

25. Work Time …add slide  Each group will work independently and on your own (not walking through it together this time)  Repeat the process for the other section assigned to your group

26. Sharing together  For your component…ONE at a time!  What is a strength? –Celebrate successes!  What is an area for improvement? –Observation –Cause Statement –SMART Goal –1-3 selected strategies

27. From Components back to System  Tentative list of areas for growth  8 is too many.  Next Step…  Select TOP 3 priorities!  Consider… –leverage points –Implementers reaction –Other influences

28. Systems Thinking Approach  Leverage Points  Places in the system where a small change can lead to a large shift in behavior  Focus on which ONE growth area will have the broadest impact or the most significant impact on student achievement?  Implementers Reaction  The magnitude of change is determined by the individual implementer; Leaders must consider the magnitude of change in making choices.  Focus on which ONE growth area will be most accepted without resistance or can be supported with quality professional development?

29. Systems Thinking Approach  Given our 8 areas, consider the following…  Which ONE area may have the biggest impact?  What might be the impact on implements?  What training is needed for implementers?  Is this an effective leverage point in the system?  In a round-robin format, share your thoughts with your table group  Share regarding each question!  Come to consensus on ONE area  Discuss the Next Steps for the… –district –school

30. Systems Thinking Approach  Share whole group  Revisit the strategies selected during that group’s discussion of this growth area –Do we want to delete or added any items? –Reach consensus on 3 strategies for the implementation of the growth area  Discuss the Next Steps for the… –district –school  Come to consensus

31. Systems Thinking Approach  How will we communicate …  Our “purpose” or expectations (vision)?  Our “picture” of success (looks-like & sound-like)? –And the “part”/role of each implementer  Our “plan” for progress monitoring (evidence)? –Did it work? AND Are we improving? Impact on student achievement. –Are we doing what we agreed-upon? Implementation data (effectiveness/fidelity) Impact on implementers –Is it positively impacting teaching & learning?

32. Closure for this Segment  Consider the guiding questions  Pair Share ONE strategy you learned today and how you plan to use it at your school. 32

33. Conclusion and Development of an Action Plan  Review the following…  Targeted Objectives  ISLLC Standards  What does the KWSB data tell you about your focus on the critical components of your district’s educational system?  What is the implication for next steps?  Are your efforts aligned across the components with a focus on ONE priority?

34. Workshop Closure  In table groups (in a round robin format)  Share one new learning and describe how you will apply it in your job  NO REPEATS!

35. Workshop Closure  Please complete “Participant Feedback” form  Grant research  Improve future workshops