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A Road Map to Understanding the
Kansas Educa)on Systems
Accredita)on (KESA) Rela&onships, Relevance,
Responsive Culture, Rigor, Results
A Facilita)on Guide
created by
Learning Forward Kansas (LFKS)
for Kansas Educators
Resou
rcesLe
arn
ing
Desi
gns
Standards for Professional Learning
A Road Map to Understanding the
Kansas Educa)on Systems
Accredita)on (KESA) Rela&onships, Relevance,
Responsive Culture, Rigor, Results
Learning = Change
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Standards for Professional Learning
Imp
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Learning = Change
Forward
2
Kansas Educators,
Our new accredita-on model focuses on systemic change: Kansas Educa)on Systems
Accredita)on (KESA). The five Rs -‐ Rela-onships, Relevance, Responsive Culture, Rigor,
and Results -‐ include all aspects of teaching with our goal always being student success.
The saying, “It takes a village,” definitely applies in our Kansas schools because student
success is the result of ALL of us working together: our educators, our boards, our
parents, and our patrons. As we strive to improve student achievement, our efforts are
embedded in a culture of con-nuous improvement and collec-ve responsibility, and
supported by systems that create the change we want to happen. This change requires
professional learning that increases educator effec-veness and results for all students.
The strategies/protocols shared in the Learning Forward Kansas (LFKS) Facilita-on Guide,
A Roadmap to Understanding the Kansas Educa)on Systems Accredita)on (KESA), are
powerful “first steps and next steps” to take as districts begin the process of transi-oning
to KESA. They are focused on learning and highlight the truth that leadership and leaders
maRer. It can be personalized for your situa-on. Reflec-ng on your district, your system,
and your students, where do you begin? This document gives you possibili-es.
I invite you to explore the protocols/strategies in this LFKS Facilita)on Guide. These tools
provide a wide-‐range of possibili-es as your district begins the transi-on. I truly
appreciate LFKS’s work on this valuable document and their willingness to share it with
Kansas educators.
Have a great school year.
Brad Neuenswander
Deputy Commissioner, KSDE
Division of Learning Services
bradn@ksde.org
August, 2015
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Standards for Professional Learning
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Introduc&on
3
Kansas Educators,
The Kansas Educa)on Systems Accredita)on (KESA) is the new model for accredita-on for
our Kansas school districts. Suppor-ng this model is the rich research base of systems
theory, which resoundingly shows that sustained improvement of a system requires viewing
the system as a whole—analyzing each part’s impact on the system. Any change to one part
of the system affects (posi-vely or nega-vely) other parts of the system and, therefore, the
system as a whole. Kansas’ proposed new accredita-on model uses the 21st Century themes
of Rela)onships, Relevance, Responsive Culture, Results and Rigor (“The Five Rs”) as a
framework within which to focus on the quality characteris-cs of an educa-onal system.
This Road Map to Understanding the Kansas Educa)on Systems Accredita)on (KESA)
Facilita)on Guide was developed by Learning Forward Kansas (LFKS) to support school
districts as they seek to understand and implement the new accredita-on process. The
document contains helpful strategies (some-mes called protocols) for more meaningful
communica-on, problem solving, and learning, plus mul-ple op-ons to guide the
professional learning of your district. Professional choice is encouraged in the selec-on of
strategies that will meet your needs. The strategies are engaging and based on the Standards
for Professional Learning adopted by the Kansas Board of Educa-on.
The strategies/protocols are divided into two areas: Building Understanding (Knowing) and
Crea)ng Ac)ons (Doing). The Building Understanding strategies are intended to help
par-cipants develop an understanding of the accredita-on system. They provide an
overview of the process. The Crea-ng Ac-ons strategies are designed to take the learning
deeper and begin to analyze the system and iden-fy next steps for your own school district.
The charts on the following two pages iden-fy the strategies available in this Facilita)on
Guide.
Addi-onal Informa-on about KESA may be found here.
Link: hRp://bit.ly/1T1dhRq
This Facilita)on Guide may be found here. Link: hRp://bit.ly/1Dok4TP
Happy Learning and Leading!
LFKS Board of Directors, Summer 2015
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Table of Contents
4
Strategy Grid.....................................................................5
Learning Forward Kansas (LFKS)........................................6
Standards for Professional Learning..................................7
First Turn/Last Turn...........................................................8
Making A Great School System..........................................9
HHH Jigsaw................................................................10-‐11
3 Levels of KESA Category Rubrics...............................12-‐13
If PL isn’t the Answer, WHAT IS? ......................................14
The Mul&ple Perspec&ve Protocol...............................15-‐16
Data Review: Here’s What! So What? Now What?...17-‐18
Pre-‐Assessment Carousel............................................19-‐20
5 Rs Frayer Model.......................................................21-‐22
Impact Analysis.....................................................23-‐24-‐25
Drilling Down to Root Cause..................................26-‐27-‐28
S.W.O.T. Protocol for KESA Categories ........................29-‐30
Where Do We Stand:A Comparison to Other Districts.31-‐32
Needs Assessment......................................................33-‐34
Data, Data, Everywhere ...................................35-‐36-‐36-‐38
Addi&onal Resources.......................................................39
Add Your Own Resources.................................................40
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Strategies Grid
Learning Op&ons
5
Strategy Page (s) Building Understanding
(Knowing)
Creating Actions(Doing)
First Turn/Last Turn 8 X
Making a Great School System 9 X
HHH Jigsaw 10-11 X
3 Levels of KESA Category Rubrics 12-13 X
If Professional Learning Isn’t the Answer, What is?
14 X
The Multiple Perspective Protocol 15-16 X
Data Review: Here’s What! So What? Now What?
17-18 X
Pre-Assessment Carousel 19-20 X
5 Rs Frayer Model 21-22 X
Impact Analysis 23-25 X
Drilling Down to Root Cause 26-28 X
S.W.O.T. for KESA Categories 29-30 X
Where Do We Stand: A Comparison to Other Districts
31-32 X
Needs Assessment 33-34 X
Data, Data, Everywhere 35-38 X
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Standards for Professional Learning
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Learning Forward
Kansas
VisionExcellent Teaching and Learning Every Day
MissionLearning Forward Kansas builds the capacity of educators to establish
and sustain highly effec&ve professional learning.
Beliefs★Educa&onal leaders include teachers, teacher leaders, and building and district
administrators .
★Professional learning that improves educator effec&veness is fundamental to
student learning.
★All educators have an obliga&on to improve their prac&ce.
★Students are successful when educators assume collec&ve responsibility for
student learning.
★Successful educators create and sustain a culture of learning.
★Effec&ve learning systems commit to con&nuous improvement for all adults
and students.
WebsiteVisit our website for addi&onal resources regarding professional learning.
Link: hOp://learningforwardkansas.org/Contact Us: hfp://bit.ly/1KP3Zc9
6
Walking the territory is
a lot different than
reading the map.
~Suzanne Bailey
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Standards for Professional Learning
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What Are Standards for
Professional Learning?
7
These seven standards guide the planning, facilita)on, implementa)on, follow-‐up,
and evalua)on of professional learning. All seven Standards are used collec&vely
to increase educator effec)veness and results for ALL students.
1. Learning Communi)es •Engage in con*nuous improvement
•Develop collec*ve responsibility
•Create alignment and accountability
2. Leadership•Develop capacity for learning and leading•Advocate for effec*ve professional learning
•Create support systems and structures
3. Resources•Priori*ze human, fiscal, material, technological, and *me needs
•Monitor how resources are used
•Coordinate resources
4. Data•Analyze, Student, Educator, and System Data
•Assess progress
•Evaluate impact of professional learning
5. Learning Designs •Apply Learning Theories, Research, and Models
•Select Learning Designs
•Promote ac*ve engagement and deep learning that inspires ac*on.
6. Implementa)on•Apply research on change
•Sustain support for implementa*on
•Provide construc*ve feedback
7. Outcomes•Meet performance standards
•Address student learning outcomes
•Build coherence through alignment
To learn more about the Standards for Professional Learning
visit LEARNING FORWARD at hOp://learningforward.org/
and LFKS at hOp://learningforwardkansas.org/
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Purpose
to introduce the KESA rubrics via a
dialogue
Par)cipants
Educators: teachers, teacher leaders,
administrators
Prepara)on
Materials/Supplies: Copies of the rubrics,
highlighters
Time: 30 minutes
Groupings: groups of 4-‐8
Pre-‐work:
Direc)ons
Introduc)on: Explain the purpose of this protocol
Process:
1. Form groups of 4-‐6
2. Groups select ONE of the rubrics
3. Members read a sec-on of each rubric and highlight 3-‐4 items/phrases that have
par-cular meaning for them.
4. The Facilitator names a person to start sharing in the group.
5. Group members take turns sharing one of their highlighted items but do not comment on
it.They simply name it.
6. In round robin fashion, group members comment about that item with no crosstalk.
7. The group member who ini-ally names the item/phrase now shared his or her thinking
about the item, and therefore gets THE LAST TURN.
8. Repeat the paRern around the table/group.
Debriefing: Takeaways and next steps
Tips (Op)onal)
•Select “first speaker” by
the person, (for example)
wearing blue (Just saying!)
•There is to be no crosstalk.
Explain that crosstalk takes
the focus off the speaker,
changes the topic, and
diminishes the learning
•Monitor and intervene
when crosstalk begins
Varia)ons (Op)onal)
•When possible members
might read the text (rubrics)
before coming the session.
Standards for
Professional Learning
•Learning Communi)es
Collec*ve Responsibility
•Learning Designs Ac*ve
Engagement
•Outcomes Performance
Standard
8
First Turn/Last Turn
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Purpose
educa-ng parents and
community members about how
school systems are accredited.
Par)cipants
Parents, Community Members,
DistrictAdministra-on,
Board Members
9
Prepara)on
Materials/Supplies:
• KESA School Systems Dashboards
• KESA: The 5 R’s Handouts
• Prepared Presenta-on about each sec-on
• Prepared Graphic Organizer for notes on
Time: 30-‐45 Minutes
Groupings: 4-‐6 par-cipants per group assigned to a
KESA handout sec-on
Pre-‐work: Create presenta-on about dashboard
components and explana-on about KESA 5 Rs
Direc)ons
Introduc)on: Use your presenta-on to explain the dashboard components and introduce the 5
R’s. Break into groups of 4-‐6 people and assign each group an R sec-on. Each group will
inves-gate and define a sec-on from the KESA 5 R’s handout.
Process:
• Each group will look at their sec-on of the KESA 5 R’s handout and brainstorm how the district
address each bulleted component.
• Groups nominates a spokesperson that will share their findings with the whole group.
• Facilitator and staff help to record groups’ findings on graphic organizer which is displayed for
en-re audience.
• Compare audience findings to school’s actual dashboard findings, explaining discrepancies.
Debriefing:
Have the audience respond to a survey, complete ques-ons, or comment using technology.
Tips (Op)onal)
Have a staff member
par-cipate in each group
to provide support and
answer ques-ons
Standards for
Professional Learning
Learning Communi)es,
Leadership, Resources,
Data, Learning Design,
Implementa)on, Outcomes
Varia)ons (Op)onal)
Have the audience complete
the task as a carousel or round
robin ac-vity
Making A Great School System
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HHH Jigsaw: Homogeneous -‐ Heterogeneous -‐ Homogenous
Purpose
Build a common understanding of
the KESA components of each
accredita-on category through
collabora-ve dialogue.
Par)cipants
Administrators, district/building
leaders, educa-onal support staff,
teachers, BOE, and community.
Prepara)on
Materials/Supplies: KESA Rubric for selected Accredita-on Category
Highlighter/s-cky notes for iden-fying key sentences,
phrases and words. Wri-ng tools to take notes. Large S-cky
Page + markers
Time: 80 Total Minutes: (45) jigsaw; (25) sharing &
brainstorming during debrief. (10) whole group share.
Groupings:Groups of 4 (Homogenous group) to begin.
Groups of 4 (Heterogeneous group to study
component), returning to Homogenous group.
Pre-‐work: Read Accredita-on Category Rubric
Direc)ons
Introduc)on: The HHH jigsaw ac-vity is designed to have group members understand each
component (sec-on) of a given accredita-on category (R) through reading and collabora-ve
discussion, returning to their original group to share that understanding. Finally the original group
determines the connec-ons between the components, and iden-fies strengths and gaps which
increase understanding of the en-re accredita-on category and brainstorms next steps or what
ac-ons could be taken to address the category.
Process:
1. Create groups of 4.
2. Each member selects one component of the accredita-on category that is to be discussed.
3. Like components groups are formed and will use the 3 Levels Protocol as follows to:
• Par-cipants read through the text (KESA Category Component Rubric)
• Each member selects a sentence that he/she finds significant and shares with the group, saying
what he/she thinks about the passage and what the implica-ons might be. Group members listen
and take notes without discussion.
• Each member selects a phrase that he/she finds significant and shares with the group, saying what
he/she thinks about the passage and what the implica-ons might be. Group members listen and
take notes without discussion.
• Each member selects a word that he/she finds significant and shares with the group, saying what
he/she thinks about the passage and what the implica-ons might be. Group members listen and
take notes without discussion.
• Repeat Steps 2-‐4 for each component (-me permiqng). Each round is 3 minutes/person.
10
(1 of 2)
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Tips (Op)onal)
Provide a note taking guide for
each par-cipant.
Facilitators watch for the
following issues:
• Par-cipants may want to
share more than 1 sentence,
phrase or word
• Par-cipants may deviate from
text to share own opinions or
experiences.
Orderly brainstorming is a
must:
• Use a protocol if deemed
necessary: i.e. turn taking;
round robin; quick write first,
then share; etc.
Varia)ons (Op)onal)
Use playing cards or other
random dividing strategy
to create groups to
increase diversity of
experience, knowledge, or
roles in homogeneous
groups.
Standards for
Professional Learning
Learning Designs
• Promotes ac-ve
engagement and deep
learning that inspires
ac-on
Learning Community
• Create alignment and
accountability
Outcomes
• Build coherence through
alignment
11
Direc)ons -‐ cont
Process: cont.
4. Arer comple-ng the 3 rounds, summarize learning to check for understanding,
determining what key points will be shared with each member’s original group.
5. Each member returns to their original group to share what was learned.
6. Members of the original group take turns repor-ng/sharing the key ideas, ac-ons, and the
impact of the selected component.
Debriefing:• Discuss connec-ons between components within the accredita-on category, iden-fying
strengths and gaps, and brainstorming next steps or ac-ons to address this category. Write
on Large S-cky Easel sheet for sharing purposes.
• Have all groups share their brainstorming/next steps with en-re group.
HHH Jigsaw: Homogeneous -‐ Heterogeneous -‐ Homogenous
(2 of 2)
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Resou
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Purpose
Build a common understanding of the
KESA components of each accredita-on
category through collabora-ve dialogue.
Direc)ons
Introduc)on:
Introduce the KESA category and component(s) that will be reviewed during this protocol.
Process:
• Par-cipants read through the text (KESA Category Component Rubric)
• Each member selects a sentence that he/she finds significant and shares with the group,
saying what he/she thinks about the passage and what the implica-ons might be. Group
members listen and take notes without discussion.
• Each member selects a phrase that he/she finds significant and shares with the group,
saying what he/she thinks about the passage and what the implica-ons might be. Group
members listen and take notes without discussion.
12
Par)cipants
All stakeholders, including administrators,
district/building leaders, educa-onal
support staff, teachers, BOE, and
community.
Prepara)on
Materials/Supplies:
• 1 copy of the KESA Category Rubric (4
components) per par-cipant.
• 1 note paper per par-cipant
• Highlighters
• Timing device
•Wri-ng device
Time:
45-‐60 minutes/component within each
category. Each round is 5 minutes/word/
phrase/sentence
Groupings:
3-‐5 par-cipants per sub-‐group
Pre-‐work:
Facilitator: Iden-fy the KESA category
that will be reviewed during this protocol.
Par-cipant: None or do 1st read
3 Levels of KESA Category Rubrics
(1 of 2)
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Tips (Op)onal)
• Provide a note taking
guide for each
par-cipant.
• Facilitators watch for the
• following issues:
• Par-cipants may want
to share more than 1
sentence, phrase or
word
• Par-cipants may
deviate from text to
share own opinions or
experiences.
Varia)ons (Op)onal)
Following each round the sub
group responds as a whole for
up to 2 minutes.
If Time is an issue:
Only do 1-‐2 components.
-‐-‐-‐Or-‐-‐-‐-‐
Lightning Round: Each round is
2-‐3 minutes
-‐-‐-‐Or-‐-‐-‐-‐
HHH Jigsaw: See separate
protocol
Standards for
Professional Learning
Learning Designs
• Promotes ac-ve
engagement and deep
learning that inspires
ac-on
Learning Community
• Create alignment and
accountability
Outcomes
• Build coherence through
alignment
13
Direc)ons -‐ cont
Process: cont
• Each member selects a word that he/she finds significant and shares with the group, saying
what he/she thinks about the passage and what the implica-ons might be. Group
members listen and take notes without discussion.
• Repeat Steps 2-‐4 for each component (-me permiqng).
• Par-cipants discuss what they heard and what they learned about the KESA Accredita-on
Category.
Debriefing:
Each sub-‐group shares an “aha” or new understanding to add to the collec-ve (whole group)
understanding of the KESA Accredita-on Category.
3 Levels of KESA Category Rubrics
(2 of 2)
Direc)ons
Introduc)on: Explain the purpose is to deepen our understanding of the role of professional
learning in the PROCESS of implemen-ng our new accredita-on model.
Process:
1. As a total group, explore the single-‐page rubric for professional learning (Rigor), reviewing each
component and the levels. (5 minutes). Share themes.
2. Each par-cipant select ONE of the 4 Rs (Rela-onships/green, Relevance/blue, Responsive
Culture/Pink, Rigor/gold). Each group, “R”, will sit together.
3. Each group is challenged with finding where PROFESSIONAL LEARNING has been iden-fied
within each component of their “R” (10 minutes)
4. Iden-fy a reporter in each group and share findings with the total group. (2 minutes each “R”)
Debriefing: Individually, write a Takeaway and a next step. Share with group.
Standards for
Professional Learning
Leadership
• Advocate for Professional
Learning
• Support Systems for PL
Learning Designs
• Select Learning Designs
• Ac-ve Engagement
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Purpose
to iden-fy (document?) the IMPORTANCE
of Professional Learning as districts begin
our new district accredita-on model,
KESA
Par)cipants
Educators: PDCs, teachers, teacher
leaders, administrators
Prepara)on
Materials/Supplies: Copies of the KSEA
Framework and the rubrics;
Time: 20-‐26 minutes
Groupings: Total of 20-‐25, groups of 4-‐6,
Pre-‐work: Prior knowledge of KESA and
the 5 Rs.
Tips (Op)onal)
•Once there are 5-‐6
volunteers for a “R,” ask the
par-cipants to please
select another “R.”
•Monitor and support
when teams have
ques-ons/comments.
•Each person on a team
select a different
component.
Varia)ons (Op)onal)
•If over 30 par-cipants, have
two groups for each “R”
•Par-cipants read the rubrics
before coming to the session.
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If Professional Learning Isn’t
the Answer, What is?
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Par)cipants
15
Purpose
This protocol is designed to help make the process of
using mul-ple perspec-ves to enrich transparent
conversa-ons and to make learning more powerful.
This means purposefully seeing what each voice
contributes to the whole. This protocol will be used
before the “Here’s What? So What? and Now What?”
protocol used to analyze data to determine needs and
next steps. This protocol will help teachers view
through their own lens ways to shape some aspects of
their teaching arer hearing contribu-ons from others
and having a beRer understanding of the Kansas
Educa-on Systems Accredita-on ( 5Rs-‐Results and
Relevance), Rose
Standard-‐#7, and the Professional Learning Standards
#4 and #7 adopted by KSDE.
Prepara)on
Materials/Supplies:
• Kansas Educa-on Systems
Accredita-on (KESA) 5Rs
Framework (Results and
Relevance)
• Rose Standards (#7)
• Professional Learning Standards
emphasizing #4-‐Data and #7 Data
adopted by KSDE
Time: 20-‐30 Minutes
Groupings: Groups of 3-‐6 people
Pre-‐work: Facilitator provides the
Kansas Educa-onSystems
Accredita-on Framework, Rose
Standards, and Professional
Learning Standards with
par-cipantsPar)cipants
• District level Administrator uses this protocol
with building leaders
• Building level leaders use this protocol
• with teachers
• Teachers use this protocol with PLC groups
Direc)ons
Introduc)on: The facilitator shares the Kansas Educa-on Systems Accredita-on Framework
(Results and Relevance), Rose Standard #7, and the Professional Learning Standards adopted
by KSDE emphasizing #4-‐Data and #7 Outcomes before the ac-vity for par-cipants
awareness.
The Mul&ple Perspec&ve Protocol (Prerequisite to Here’s What? So What? and Now What?)
(1 of 2)
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Tips (Op)onal)
The Here’s What! So
What?Now What? can
follow the Mul-ple
Perspec-ve strategy.
Varia)ons (Op)onal) Standards for
Professional Learning
• Data
• Outcomes
16
Direc)ons -‐ cont
Process: The facilitator presents a ques-on which has emerged from the introduc-on. (e.g.
“What is the importance of the Results/Relevance 5Rs when analyzing data and making
inferences of how it affects teaching and student learning and how the results correlate with
the Rose Standard #7 and the Professional Learning Standards-‐#4 Data and #7 Outcomes.)
• Divide large groups into groups of 3-‐6.
• All par-cipants journal their first thoughts.
• Each par-cipant, in turn, gives their preliminary thinking on the ques-on.
• Then par-cipants give their thinking based upon what they heard from the other
par-cipants. “Having heard all of the other points of view, I now think. . .
Debriefing:
• Each group creates a sharing document/journal (Chart paper of Google Doc) in which
thoughts are presented on how the Kansas Educa-on Systems Accredita-on Framework
(Results/Relevance), Rose Standard #7, and Professional Learning Standards #4-‐Data and
#7 Outcomes correlates with the need to analyze data and determine next steps for
teaching and student progress.
(2 of 2)
The Mul&ple Perspec&ve Protocol(Prerequisite to Here’s What? So What? and Now What?)
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Direc)ons
Introduc)on:
• Explain the func-on of each column. The “Here’s What!” column is filled with specific facts
or informa-on from analyzing the data. The “So What?” column is the groups’
interpreta-on of the data. Why do they think the data is what it is? The “Now What?”
column can be a predic-on, implica-on, or ques-on for further study.
17
Purpose
This protocol will be used to analyze data
to determine needs and next steps.
This protocol could be used by a building
leader with teachers, or teachers in a PLC.
Par)cipants
• District level Administrator uses this
protocol with building leaders
• Building leaders use this protocol with
teachers
• Teachers use this protocol in PLC
groups, with a few adjustments for a
small group
Prepara)on
Materials/Supplies:
• Variety of data (demographics, percep-on,
achievement, process) presented visually
for easy analysis
• S-cky notes
• Highlighters
• Handout for outline of findings -‐ 3 column
worksheet with headings “Here’s What!”,
“So What?”, “Now What?”
• If you use survey data or rubrics, include
the original documents with the data
Time: 4 -‐ 90 minute sessions -‐ one session to
analyze each type of data
Groupings: Groups of 3-‐5 people
Pre-‐work: Facilitator ensures all data is ready
to share with staff
Data Review: Here’s What! So
What? Now What!(A follow-‐up to the Mul-ple Perspec-ve Protocol)
(1 of 2)
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Tips (Op)onal)
• The Mul-ple Perspec-ve
protocol is done prior to
the use of this protocol
Varia)ons (Op)onal) Standards for
Professional Learning
Data
Outcomes
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Direc)ons -‐ cont
Process:
• Divide large group into smaller groups of 3-‐5 people. Each group analyzes their data, lis-ng
the top 5-‐10 findings from their specific piece of data. Following this analysis, each group
completes the “So What?” column for each point.
• Once the “So What?” column is complete, each group does a gallery walk (Or trade your
document (“Here’s What!” and “So What?”) with another group). From the findings, the
next group puts a star or check mark next to each “So What?” they agree with and adds
their “So Whats?” in a different color to the document. Once completed, return the
document to the original creator. The original group spends 5 minutes reviewing the
comments and discussing the op-ons.
• Each group shares the top 5 data points and “So What?” with the large group.
• Once this is complete, each group con-nues the process by comple-ng the “Now What?”
column. Each group creates an ac-on plan addressing the top 3 items on the list.
Debriefing:
• Create a sharing document (Google Doc or chart paper) in which each group writes or
shares an overview of their ac-on plans for the top 3 items.
• As a large group, priori-ze the “Now What?” ideas by having each par-cipant place s-ckers
on their top 3 choices.
Data Review: Here’s What! So
What? Now What!(A follow-‐up to the Mul-ple Perspec-ve Strategy)
(2 of 2)
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Purpose
To conduct a needs assessment as to
where the district/building is on the range
of implementa-on.
Direc)ons
Introduc)on:
• Describe the protocol and purpose
• Each group gets a packet of the rubrics
Process:
Divide into 4 teams
• Individually, team members will evaluate the assigned rubric, marking each criteria as no
evidence, implemen-ng, transi-oning, or modeling.
• Team members will share their individual results for each criteria in a “Round Robin”
manner. One person in the group will act as the recorder.
• Small groups will come to overall consensus, marking only one ra-ng for each criteria
before sharing with overall group as a whole. Iden-fying each criteria ranking, overall
ranking, what we are doing well and what needs improvement (use graphic organizer)
• Groups will share out with the large group using the following:
★Iden-fying their criteria and give a summa-ve ra-ng based on the most circled ra-ng
in each area, along with ra-onale as to why they came to the decision.
★Facilitator will mark the summa-ve criteria on the large display or chart paper
★Groups can take a break and do a short informal gallery walk
• Group discussion about what they see/no-ce about the data as a whole.
• Each group member will get 2 dot s-ckers and places those s-ckers next to 2 areas they
want to focus on with majority being the final decision.
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Prepara)on
Materials/Supplies:
• Copies KESA Rubrics
• Copy of the protocol
• Highlighters/Pens/Pencils
• Graphic Organizer
Time:
Groupings: Divide Groups into 4 groups of
4-‐5 members or groups of 4-‐5 with several
groups working on the same rubric
Pre-‐work:
Par)cipants
Any of the following:
• Administrators
• District Leadership Teams
• School Improvement Teams
• Stakeholder groups from mul-ple
buildings
Pre-‐Assessment Carousel (1 of 2)
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Tips (Op)onal)
Group Disagreement:
If group is not in
agreement, they will
discuss, sharing their points
of view to support their
results. Using a sentence
stem example “I marked
this because/I feel this way
because…”.
• Remind the group that
listening is important.
• Facilitator can move
around and assist teams
to come to consensus
• Take a break arer group
sharing for gallery walk
• Pre-‐assign 1st person to
start talking(tallest, most
buRons, longest hair, etc)
Varia)ons (Op)onal)
• Divide into mul-ple seqngs
• Pre-‐assign teams and come
with rubrics pre-‐rated
• Play music before, during or
arer the work.
Professional Learning
Standard (s)
Learning Communi)es
• Con-nuous Improvement
• Collec-ve Responsibility
• Goal Alignment
Data
• Analyze System Data
• Assess Progress
Learning Designs
• Promote Ac-ve
Engagement & Deep
Learning That Inspires
Ac-on
Outcomes
• Build coherence through
alignment
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Direc)ons -‐ cont
Debriefing:
Discuss final results, takeaways and next steps in the process, including how informa-on will
be shared with all stakeholders.
(2 of 2)
Pre-‐Assessment Carousel
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Par$cipants
All#staff;#leadership#teams;#administrators
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Purpose
The#Five#Rs#Frayer#Model#is#a#four:part#
graphic#organizer#for#analyzing#and#
understanding#the#Responsive2Culture2
rubric.#For#each#component,#the#Five#Rs#
Frayer#Model#asks#parBcipants#to#define#
the#component,#pinpoinBng#its#most#
important#characterisBcs;#and#then#
provide#both#examples#and#non:examples #
of#the#component.#The#strength#of#the#
model#lies#in#requiring#parBcipants#to#
both#analyze#the#component’s#meaning,#
and#then#apply#that#meaning#to#the#
determinaBon#of#examples#and#non:
examples.##See#graphic#below.#
Prepara$on
Materials/Supplies:
• Frayer#Model#graphic#organizer,#one#for#each#
subgroup#
• Copies#of#the#KESA#Responsive2Culture2
overview#and#component#rubrics#
• WriBng#utensils
• Highlighters
• Post:its
Time:2#60:90#minutes
Groupings:
• A#sub:group#for#each#component#of#
Responsive#Culture#rubric#(4).
• Ideal#subgroup#size#is#2:3;#for#large#groups#
facilitator#may#choose#to#increase#subgroup#
sizes.
Pre=work:
• Print#copies#of#graphic#organizer#(or#draw#on#
chart#paper)#and#rubrics.
• Use#sample#or#complete#your#own#graphic#
organizer#for#modeling#process.
Adapted from Expeditionary Learning (2013)
Appendix: Protocols and Strategies.
Five%Rs%Frayer%Model
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Direc)ons
Introduc)on:
Explain the Five Rs Frayer Model graphic organizer to the whole group, using a component
from one of the other Rs to model the use of the graphic organizer.
Process:
1. Par-cipants break up into subgroups and move to a designated table or loca-on within
the mee-ng room.
2. Assign each subgroup one of the components; have these subgroups collaborate to
complete the organizer.
3. Subgroups present their models to the whole group.
Debriefing:
• Invite par-cipants to reflect on the implicit learning target (analyzing and understanding
the Responsive Culture rubric).
• Ask volunteers to share with the whole group a one-‐sentence affirma-on from the Five Rs
Frayer Model that helped them to understand what it means for a school/district to model
a Responsive Culture.
Tips (Op)onal)
Component 1:
Leadership is four pages.
The facilitator may want
to divide it among two or
more subgroups.
Varia)ons (Op)onal)
1. Focus on one component per
mee-ng so all groups are
comple-ng a model for the same
component.
2. Conduct this protocol with all Rs
in the KESA framework.
3. Use a Gallery Walk instead of
each group sharing their model.
4. Cold call on several par-cipants
during debriefing stage.
Standards for
Professional Learning
Learning Communi)es
• Con-nuous Improvement
• Collec-ve Responsibility
•Data
• Analyze System Data
• Assess Progress
Learning Designs
• Promote Ac-ve
Engagement & Deep
Learning That Inspires
Ac-on
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(2 of 2)
Five Rs Frayer Model
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Direc)ons
Introduc)on:
Every decision, solu-on, strategy or change that we want to implement impacts the system
in some way. By iden-fying the areas that will be affected and the types of impact that may
occur, leaders and par-cipants can make plans, using this informa-on to reduce the amount
of disrup-on, anxiety, and/or confusion. When using this protocol with several changes that
are being implemented, the findings can help leaders determine the order of
implementa-on or if some will be delayed or discarded.
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Purpose
To determine the consequences and
effects on all components of a system
prior to implemen-ng the proposed
decision/strategy/change. Once this
impact has been determined,
implementa-on may occur, or a decision
NOT to implement may happen.
This strategy can be used to help priori-ze
the order of several proposed changes or
which decision, strategy, or change will be
implemented based on the poten-al
effects.
Par)cipants
Stakeholders who have been briefed on
the proposed change and will be
impacted by that change either as a
leader or par-cipant or both.
Prepara)on
Materials/Supplies:
• Clearly defined solu-on/decision/
strategy/change that will be analyzed
for its impact.
• All necessary data and informa-on
regarding the proposed decision/
strategy/change that is being analyzed
for its impact.
• S-cky Notes
• Large S-cky Poster
• Markers, highlighters, pensTime:
Time: 120 minutes. 30 minutes per
sec-on (1, 2, 3) and 30 minutes for the
debriefing if using mul-ple groups.
Groupings: 4-‐6 per group
Pre-‐work: Brief those who will be
involved so they become familiar with the
proposed solu-ons/decision/strategy/
change that will be analyzed for its
impact.
Impact Analysis
(1 of 3)
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Direc)ons -‐ cont
Process:
1. Brainstorm the areas or individuals that will be affected by the proposed change. Use S-cky
Poster, markers, and s-cky notes for brainstorming ac-vi-es to create a visual. Pick one of
the following approaches or combine them as needed:
a. Organiza-onal Approachi. Departments
ii. Processes
iii. Stakeholders/customers
iv. Groups of people
b. Components of an Organiza-on using McKinsey’s 7S Modeli. Strategy
ii. Structure
iii. Systems
iv. Shared Values
v. Skills
vi. Styles
vii. Staff
2. Once you have iden-fied the areas of impact that you will study (see 1a and 1b), then
breakdown those areas into smaller subsets so you can look at all that will be affected as
-me allows. Avoid micromanaging this aspect of the analysis by geMng bogged down in too
many details.
a. Work through the lists iden-fying the posi-ve and nega-ve consequences (impacts) that
may occur as a result of implemen-ng this proposed change.
b. Es-mate the size and cost of the impact.
3. Managing the consequences of proposed change:
a. If this has been done as part of a decision-‐making process, determine if the nega-ve
impacts outweigh the benefits in terms of cost, -me and effort.
b. If this proposed change is a “go” then you will:
i. Consider the things you will need to do to manage the impact of this change and
ii. How you will prepare staff to create buy-‐in for this change and support then in the
iii. Prepare a con-ngency strategy in case nega-ve consequences arise minimize
nega-ve consequences implementa-on process.
Debriefing:Review the findings and the ac-ons that have been planned based on the findings.If other
changes are to be implemented, consider how each proposed change will affect the system and
the elements of the system to priori-ze, plan for, and support effec-ve implementa-on.
(2 of 3)
Impact Analysis
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Tips (Op)onal)
Consider the context of the
proposed change (rarely
are things accomplished in
isola-on).
Consider how people will
react to the changes (or
proposed change), working
for or against it.
Varia)ons (Op)onal)
Arer reviewing the findings
and determining some ac-ons
for several proposals, priori-ze
the implementa-on of
iden-fied solu-ons/changes
based on what is “doable” and
the affect it will have on the
success of any or all of the
proposed solu-ons.
Standards for
Professional Learning
Leadership
• Develop capacity for
learning and leading
• Create support systems
and structures
Resources
• Priori-zing human, fiscal,
• material, technological,
and -me needs
Learning Designs
• Apply Learning Theories,
Research, and Models
• Promote ac-ve
engagement & deep
learning that inspires
ac-on
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(3 of 3)
Impact Analysis
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Par)cipants
Stakeholders with a working knowledge of
the topic or data that is to be examined.
Direc)ons
Introduc)on:
The purpose of this protocol is to drill down to a root cause in a manner that provokes and
promotes deeper dialogue to determine the WHY behind the gap or deficiency that has been
iden-fied. It is done by using “why” ques-ons as a probe which deepens the dialogue,
reduces the amount of opinion injected into the discussion, and promotes inclusion from all
par-cipants as they work to iden-fy causes that lead to solu-ons. To learn more about Root
Cause Analysis, click here.
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Purpose
To examine gaps in performance or
expecta-on arer reviewing available data
on a specific topic, issue or purpose. This
can be done in conjunc-on with KESA
Accredita)on Rubric reviews, school
improvement data reviews, or when
assessing the effec-veness of
professional learning.
Prepara)on
Materials/Supplies:
• Copies of available, relevant data as it
relates to the topic/issue.
• Copies of KESA Rubrics and Standards for
Professional Learning as appropriate for
above data.
• Large S-cky Poster Pad
• Markers
• S-cky notes
Time: 60 minutes per issue/topic/problem
Groupings: 4-‐6 people per group with a
facilitator (can be a group member too).
Pre-work: Examine data as it relates to the
topic/issue. Read KESA Rubric applicable to
topic/issue, if appropriate.
Drilling Down to Root Cause
(1 of 3)
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Tips (Op)onal) Varia)ons (Op)onal) Professional Learning
Standard (s)
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Direc)ons -‐ cont
Process: (30 minutes)
1. Define the problem/issue. What do you see happening (or not happening)?
2. What are the specific symptoms, behaviors, or ac-ons associated with this problem/issue?
3. Review Data: What proof do you have that the problem exists? How long has the problem
existed? What has been the impact as a result of this problem/issue?
4. To determine the cause:
a. Each person in the group asks 5 WHY ques-ons about the problem/issue. Write 1
ques-on per s-cky note.
b. Draw a circle in the center of a Large S-cky Note Poster with the problem or issue
named inside the circle.
c. Each person places their 5 s-cky note ques-ons on the Poster.
d. Facilitator leads the discussion of each ques-on and organizes the ques-ons into
topical groupings surrounding the central issue (circle).
e. Have the group ask addi-onal ques-ons (write 1 per s-cky note) and affix the s-cky
note to the sec-on to which it applies.
f. Drill down to the smallest component of the problem/issue to determine:
i. What sequence of events led to the problem?
ii. What condi-ons allow the problem to occur?
iii. What other related issues or problems have occurred/are occurring?
5. Arer iden-fying a causal factor, u-lize the ques-oning strategy (above) to ask addi-onal
probing ques-ons that will lead to possible solu-ons.
Debriefing: (30 minutes)
1. Summarize the issue/problem and the iden-fied root cause(s).
2. Explore possible solu-ons and changes that must occur to implement solu-ons.
3. Determine how the solu-on(s) will be implemented.
4. Who will be responsible for implementa-on, support, evalua-on, and follow up during the
implementa-on process?
5. Predic-ng Effects of Possible Solu-ons:
a. Consider: What are the risks of implementa-on? What are the posi-ve and nega-ve
consequences that could happen by implemen-ng the possible solu-ons?
b. What happens if ac-on is not taken or not completed?
(2 of 3)
Drilling Down to Root Cause
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Tips (Op)onal)
• Ideally: Provide a
facilitator that is not part
of the group.
• Begin with the obvious
ques-ons and then
con-nuing to ask “why”
ques-ons to dig deeper.
• Facilitator may also have
to ask “why” ques-ons
throughout the process
to prompt deeper
thinking.
• Have par-cipants who
make statements,
rephrase them into
ques-ons.
Varia)ons (Op)onal)
• Use different groups to
explore different issues/
problems in the same
seqng.
• Share what was learned
and/or determined with
whole group.
• If like groups are tackling
the same issue/problem,
compare findings and ask
addi-onal ques-ons to
explore differences.
Standards for
Professional Learning
Learning Communi)es
• Engage in con-nuous
improvement
• Develop collec-ve responsibility
• Create alignment and
accountability
Data
• Analyze, Student, Educator, and
System Data
• Assess progress
• Evaluate impact of professional
learning
Resources
• Monitoring how resources are
used
Learning Designs
• Apply Learning Theories,
Research, and Models
• Promote ac-ve engagement &
deep learning that inspires
ac-on.
Outcomes
• Build coherence through
alignment
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(3 of 3)
Drilling Down to Root Cause
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Par)cipants
Building or district leadership and staff
Direc)ons
Introduc)on:
Study the KESA Category
Distribute and/or project the protocol to explain process to par-cipants.
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Purpose
To analyze the prac-ces of buildings or
districts as it pertains to each KESA
Accredita-on Category. This protocol
allows par-cipants to understand both
internal and external factors that are
favorable or unfavorable by
determining Strengths, Weaknesses,
Opportuni-es and Threats (SWOT).
Prepara)on
Materials/Supplies:
• 1 copy of the KESA Category Rubric (4
components) per par-cipant.
• 1 Graphic Organizer Note Guide per
par-cipant
• Timing device
• Wri-ng device
• Chart paper
Time: 45-‐60 minutes or more
Groupings: 4-‐6 par-cipants per sub group
Pre-‐work:
• Facilitator creates the Graphic Organizer
• 1st read of the KESA Category prior to this
protocol
• Guiding ques-ons developed.
S.W.O.T. Protocol for KESA
Categories
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Direc)ons -‐ cont
Process:
1. Facilitator shares the category and component rubric and reviews the KESA Category content
while par-cipants take notes.
2. Facilitator poses 1-‐2 key ques-ons to help guide the conversa-on.
3. Par-cipants ask non-‐evalua-ve ques-ons about the KESA informa-on. Facilitator answers with
facts.
4. Par-cipants in the sub group discuss the strengths, weaknesses, opportuni-es and threats of
the building or district policies and/or ac-ons as it relates to the KESA Category.
5. Recorder completes the SWOT quadrant (graphic organizer) on chart paper for each sub group.
6. Conduct a gallery walk to review all subgroup S.W.O.T. entries. Par-cipants note similari-es and
differences to get the whole picture.
7. Facilitator leads whole group discussion on possible solu-ons, ac-ons, ques-ons, or next steps.
Debriefing:
Par-cipants create a proposed plan of ac-on.
Tips (Op)onal)
Example of graphic
organizer
Varia)ons (Op)onal)
• If working with a small
group,keep everyone
together.
• Larger group: Assign 1-‐2
subgroup(s) a different KESA
Category.
• Alike subgroups could
brainstorm possible solu-ons,
ques-ons, ac-ons, and next
steps.
• Whole group sharing would
be a repor-ng of ideas from
each subgroup.
Standards for
Professional Learning
Learning Designs
• Promote ac-ve
engagement and deep
earning that inspires
Learning Communi)es
• Develop collec-ve
responsibility
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S.W.O.T. Protocol for KESA
Categories
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Purpose
Helping community members to
understand the KESA 5 R’s standards
Par)cipants
Parents, Community Members, District
Administra-on, Board Members
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Prepara)on
Materials/Supplies:
Copy of each of the different KESA
accredita-on standards and 5 R’s rubrics,
Comparison note taking graphic organizer.
Time: 40 minutes to 1 hour
Groupings: 4-‐6 people
Pre-‐work: Create a prepared presenta-on
about previous mee-ng and notes.
Comparison note taking graphic organizer.
Direc)ons
Introduc)on:
Review of previous mee-ng notes & results. Ask the ques-on “How do we compare to other
districts?”
Process:
1. Break into 4-‐6 people. Look at the dashboard from district of comparable size. (not own district)
Groups will evaluate a dashboard overview to determine strengths and areas of improvements.
2. Par-cipants can ask clarifying ques-ons.
3. Facilitator ask each group its findings to share with whole group. Facilitator or another staff
member takes notes about each groups’ results.
4. Facilitator summarizes key points and reoccurring theme between the different dashboards.
5. Facilitator shares dashboard from their district to make comparisons from previous evaluated
dashboard in order to highlight comparisons.
Debriefing:
Through an online survey or paper copy par-cipants can make sugges-ons ways to improve.
Professional Learning
Standard (s)
Learning Communi-es,
Leadership, Resources,
Data, Learning Design,
Implementa-on, Outcomes
Varia)ons (Op)onal)
Comparisons could be made by
building in larger districts or
other schools.
Tips (Op)onal)
Have a staff member per small
group to help discussion and
answer ques-ons.
Where Do We Stand:
A Comparison to Other Districts
(1 of 2)
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(2 of 2)
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Purpose
To conduct a needs assessment,
determining where the district/building is
one the range of implementa-on.
Direc)ons
Introduc)on:
• Describe the protocol and purpose
• Discuss what will be considered consensus. Examples can include: “I can live with the decision as
long as I am heard”, “What is best for the group”, “Majority Rule”, “Thumbs Up or Down”
• Each group gets a packet of each standard rubric and the overview
• Assign groups a specific KESA Rubric
• Iden-fy group recorder
Process:
• Divide into 4 teams or mul-ple of teams in groupings of 4-‐5, with several groups working on the
same rubrics.
• Individually, team members will evaluate the assigned rubric, marking each criteria as no
evidence, implemen-ng, transi-oning, or modeling.
• Team members will share their individual results for each criteria in a “Round Robin” manner.
One person in the group will act as the recorder.
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Par)cipants
Any of the following:
• PDC
• District Leadership Team
• School Improvement Team
• Stakeholder groups from mul-ple
buildings
Prepara)on
Materials/Supplies:
• Copies KESA Rubrics
• Copy of the protocol
• Overview of KESA 5 R’s on large paper/display
• Highlighters/Pens/Pencils
• Graphic Organizer
• Dot S-ckers
Time: 2.5 – 3 hours
Groupings:
Divide Groups in to 4 groups of 4-‐5 members or
groups of 4-‐5 with several groups working on
the same rubric
Pre-‐work:
Par-cipants review the rubrics prior to mee-ng
Needs Assessment
(1 of 2)
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Direc)ons -‐ cont
Process: Cont
• Small groups will come to overall consensus, marking only one ra-ng for each criteria before
sharing with overall group as a whole. Iden-fying each criteria ranking, overall ranking, what we
are doing well and what needs improvement (use graphic organizer)
• Groups will share out with the large group using the following:
✴Iden-fy their criteria and give a summa-ve ra-ng based on the most circled ra-ng in each
area, along with ra-onale as to why they came to the decision.
✴Facilitator will mark the summa-ve criteria on the large display or chart paper
✴Groups can take a break and do a short informal gallery walk
• Group discussion about what they see/no-ce about the data as a whole.
• Each group member will get 2 dot s-ckers and places those s-ckers next to 2 areas they want to
focus on with majority being the final decision.
Debriefing:
Discuss final results, takeaways and next steps in the process, including how informa-on will be
shared with all stakeholders.
Varia)ons (Op)onal)
• Could be broken into
mul-ple seqngs
• Pre-‐assign teams and
come with rubrics
pre-‐rated
• Could play music
before, during or
arer the work.
•
Standards for
Professional Learning
Learning Communi)es
• Con-nuous Improvement
• Collec-ve Responsibility
• Goal Alignment
Data
• Analyze System Data
• Assess Progress
Learning Designs
• Promote Ac-ve Engagement and
Deep Learning that Inspires
Ac-on
Outcomes
• Build coherence through
alignment
Tips (Op)onal)
Group
• Disagreement: If group is not in
agreement, they will discuss,
sharing their points of view to
support their results. Using a
sentence stem example “I marked
this because/I feel this way
because…”.
• Remind the group that listening is
important.
• Facilitator can move around and
assist teams to come to
consensus
• Take a break arer group sharing
for gallery walk
• Pre-‐assign 1st person to start
talking (tallest, most buRons,
longest hair, etc)
(2 of 2)
Needs Assessment
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Purpose
allow educators to iden-fy what data
they already have within their
building/district for each of the Rs ..
and to begin the conversa-on about
geqng beRer
Par)cipants
district/building leadership teams
Prepara)on
Materials/Supplies: Copies of rubrics,
graphic organizers, list of “data” cut into
strips and put in an envelope, markers,
poster sheets
Time: 45-‐60 minutes
Groupings: 4-‐6 members
Pre-‐work: Prepare the graphic organizers
on posters, cut the strips of data
Direc)ons/Instruc)ons/Steps/Process
Introduc)on: Explain that the building/district already has data and that we want to organize
our data into the 4 Rs AND ACTE.
Process:
• Form groups of 4-‐6
• Half the groups will use the 4Rs and the other half will use the ACTE
• Step 1: Using the strips of “data,” each group will sort the strips to match the correct R or
ACTE
• Step 2: Using markers, highlight the data their district already has and ADD data they have
that is not included in the strips
• Step 3: Report out to the group. Iden-fy similari-es/differences
Debriefing: Celebrate our learning and that we are already ON OUR WAY. Next steps.
Tips (Op)onal)
• Lots of space and
tables for great
conversa-ons
• Recreate graphic
organizers on large
easel pad
Varia)ons (Op)onal)
• Groupings -‐ Create
elementary, middle and high
schools tables
• Select the “data” that works
for your system. Add other
data.
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Standards for
Professional Learning
Data
• Analyze System Data
• Assess Progress
Learning Designs
• Promote Ac-ve Engagement
and Deep Learning that
Inspires Ac-on
Data, Data, Everywhere (1 of 4)
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DataACT
Academic Scholarships
Arer School Programs
AimsWeb
AP Courses
ASVAB
ARendance
Buildings -‐ courses offered, # of instruc-onal hours, student enrollment, athle-cs/ac-vi-es, 504 compliance,
Title IX compliance, Special educa-on
CBM
Community/parent Involvement
Class Size
Career Plan on Track
College/VT Reten-on
College/VT GPA
College/VT Comple-on
DIBELS
Discipline Records
Employment During High School
Extracurricular par-cipa-on
Extracurricular Leadership
Fine Arts Courses (AP Scores,)
Fine Arts contests/awards -‐ Scholas-c Art Awards, Project-‐based assessments, contests/compe--ons, district
and state fes-vals, large and small group
Forma-ve Assessments
Free/reduced #s
GPA
Grades
Gradua-on Rate
Industry-‐Recognized Cer-ficates
Local Common Assessments
Military Enlistment
Pathways Completers
Post-‐Secondary Remedia-on
PSAT
Reading Levels
Service Work for Students
SAT
Social, Emo-onal, and Character Development Program (SECD)
Service Work
Service Leadership
Social-‐Emo-onal Adjustment
Standards for Professional Learning
State Assessments
Student Involved Conferences
Transporta-on (How students get to school)
Teacher Leadership
Teacher -‐ experience, educa-on, years in district, skills, cer-fica-ons, exper-se, learning communi-es
Work Keys
(2 of 4)
Data, Data, Everywhere
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Relationships Relevance
ResponsiveCulture
Rigor
(3 of 4)
Data, Data, Everywhere
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AcademicCognitive
TechnicalCareer-Specific
Employability Post-SecondaryEvidence
(4 of 4)
Data, Data, Everywhere
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Addi&onal Resources
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Other Great Stuff on our Journey
Becoming A Learning School, Joellen Killion and Patricia Roy, 2009
Becoming a Learning System, Stephanie Hirsh, Kay Psencik, and Frederick Brown, LF, 2014
Designing Schools for Meaningful Professional Learning: A Guidebook for Educators, Janice Bradley,
Corwin, 2015
Playbook for Professional Learning: PuMng the Standards into Ac*on, Stephanie Hirsh and Shirley
Hord, 2012
Schools CAN Change, Lick, Clauset, Murphy, LF, 2013
Learning Forward is wri-ng a series of books, each focusing on one of the severn Standards of
Professional Learning. The last three books will be published soon.
★ Reach the Highest Standard in Professional Learning: LEARNING COMMUNITIES, Shirley
Hord and Patricia Roy, Corwin and LF, 2014
★ Reach the Highest Standard in Professional Learning: DATA, Thomas R. Guskey, Patricia Roy,
and Valerie VonFrank, Corwin and LF, 2014
★ Reach the Highest Standards in Professional Learning: LEARNING DESIGNS, Drago-‐Severson,
Roy, Von Frank, LF, 2015
★ Reach the Highest Standards in Professional Learning: IMPLEMENTATION, Fullan, Hord,
Von Frank, LF, 2014
Websites:
★ Learning Forward hRp://learningforward.org/
★ Learning Forward Kansas hRp://learningforwardkansas.org/
★ S-cky Standards hRp://s-ckystandards.org/
There are many resources that support our
learning. Here are a few for you to explore.
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Add Your Own ResourcesPossibility Thinking.....Solu&ons Thinking
Walking the territory is
a lot different than
reading the map.
~Suzanne Bailey
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