collaborative strategic decision-making

Collaborative Strategic Decision-Making

Developing Effective Learning Communities

25 Industrial Park Road, Middletown, CT 06457-1520 · (860) 632-1485

Connecticut State Department of Education · Division of Educational Programs and Services

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The Layout of Professional Development for EIP

Day 1 -Collaborative Strategic Decision-Making Developing a process and framework

Day 2 -Assessment and Reflective Practice Examining the use of assessment Identifying how reflective practice works

Day 3 -Instructional Repertoire Building new ways to develop strategies focused on

improved student outcomes

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Training vs. Technical Assistance

Training Provide direct

instruction on EIP components

Build a foundation of skills

Dialogue about the implementation of EIP from both a school and district perspective

Technical Assistance Provide guided practice

with EIP components Apply skills within the

context of your school and district

Provide direct assistance in building the capacity to expand EIP school-wide and district-wide

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Central Themes

Building a Collaborative Learning Community

Using Strategic Decision-Making

Building Capacity to Develop, Implement and Sustain an Effective Process

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Objectives for Today

To define an overall climate of collaboration among staff, families, and students that will lead to improved student success; and

To develop a strategic decision-making process that will drive high quality instructional practices focused on outcomes for ALL students.

Where To Begin?

Initiating EIP within

Your School and District

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Are You a Leader of Change?

"Only by changing how we think can we change deeply embedded policies and practices. Only by changing how we interact can shared visions, shared understandings and new capacities for coordinated action be established.“

Peter Senge

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The Leadership Team

The responsibilities of the leadership team are: Identifying the need, rationale and

purpose for implementing EIPHow will EIP enhance the current practice

and organizational structures in order to improve the instruction for ALL students?

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The Leadership Team

The responsibilities of the leadership team are:Advocate for the development of the process

and seek a buy-in period from others throughOpen communicationSeeking inputMarketing actions as a “pilot” that is able to be

adjusted

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The Leadership Team

The responsibilities of the leadership team are:Create a professional development plan

that will teach all school and district personnel:The content of EIP componentsThe process of how EIP will be implemented

11Newmann, King, & Young (2000)

School Capacity

School Capacity - The collective power of the full staff to improve student achievement school-wide.

“…Student achievement is affected most directly by the quality of instruction. Instruction in turn is affected by school policy or programs on a variety of issues.”

14(Adapted from Ortiz, 1987; Horner, 1998; Sugai,

2001)

Intensive1-7%(Specialized/Individual Support System)

Intervention5-15%(At-Risk System, Supplemental, Small Groups)

Universal80-90%(District, School-Wide, & Classroom Systems)

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All Students in School

Continuum of Support

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Components of EIPLeadershipCollegial Support & Family PartnershipsStrategic Decision-MakingAssessment & Reflective Practice Instructional Repertoire Accountability & Documentation

Collegial Support & Family Partnerships

Our Learning Community Culture

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Lessons Learned

Early intervention is a philosophy focused on collective responsibility that should be part of a whole school culture, not particular to a core team.

Families are an integral part of the whole school culture.

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“Collaboration is the essential element of effective instructional support.”

(Kovaleski, Tucker, & Stevens, 1996)

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Definition of Collaboration

“Collaboration an interactive process that enables people with diverse expertise to generate creative solutions to mutually defined problems.”

(Idol, Nevin, Paolucci-Whitcomb, 1994)

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What Does it Look Like?

Elements of Collaboration: Examine student(s) needs, including consideration of

cultural and linguistic background; Facilitate decision-making in the school setting; Promote classroom alternatives as first interventions for all

students; Provide support for classroom teachers; Assist in designing and implementing instructional change;

and Share skills, resources, ideas, and materials with

colleagues.

(Adapted from Dettmer, Dyck, & Thurston, 1996)

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Continuum

Collaboration ConsultationCoaching

Mentoring Crisis Support

Co-teaching Peer Coaching

Specific Expertise

Grade Level Teams Parent-Teacher

CommunicationParent Expertise

of ChildS. Gerber

22Stuart Gerber

Information Delivery, Learning Styles

Collaboration,Communication/Listening

Coordinating & Co-planning Instruction(with colleague or team)

Co-teaching

Peer Coaching Mentoring

Consulting: Prescriptive (team or individual)

Consulting: Focus (individual)

Consulting: ObjectivityEnhancement (individual)

Crisis Support

Building a Staff Support Structure

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Collegial Support


Reflective Practice

Collective Responsibility

Co-teaching

Mentoring/Modeling

Specialized Support

“Expert” Assistance

Shared Leadership

Parity

Peer-Coaching

Communication Skills

Collegial Climate

Col

labo

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(Adapted from Ortiz, 1987; Horner, 1998; Sugai, 2001)

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Portraits of Early Intervention

School-wide options can include… Core Team Grade Level Teams Primary & Intermediate Core Teams Cross Grade Level Core Teams Case Partner and Classroom Teacher Ad Hoc Teams (based on student needs) Family Partnerships

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Parental Involvement Definition

Participation of parents in regular, two-way, and meaningful communication involving student academic learning and other school activities ensuring–

That parents play an integral role in assisting their child’s learning;

That parents are encouraged to be actively involved in their child’s education at school;

That parents are full partners in their child’s education and are included, as appropriate, in decision making and on advisory committees to assist in the education of their child

26(Horner, 1998)

Family Partnerships


Collective Responsibility

Parent to Parent Support

Specialized Support

Specialized Assistance

Volunteer Programs

Shared Decision-Making

Parent to Parent Partnerships

Community Partnerships

Communication & Information Sharing

Par

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Strategic Decision-Making

Our Framework for Operation

Uni

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Spe

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Str

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Strategic Decision-Making…

Utilizing a systematic, purposeful process to make evidence-based decisions that focus on student achievement and take into account the full context of the school setting:

CurriculumEnvironmentInstructionStudent(s)

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Decision Making vs. Problem Solving

Problem Solving

Past

Decision Making

FuturePresent

C. Torres & D. Fairbanks,The ASTD Trainer’s Sourcebook

ProactiveReactive Preventative

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Data to Verify

Fro

mT

o

Perception of an Issue Action

What Makes it Strategic?

Data Driven Action

Action

Based on SWIS

Perception of an Issue

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A Paradigm Shift

Reactive Proactive

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Data-Driven

Monitoring of Student Progress

School-Climate & BehaviorInstructional Practice

In-Depth Analysis

Interventions & Monitoring

Intensive Interventions & Monitoring

Implementation Integrity

Uni

vers

al P

ract

ices

Spe

cial

ized

Str

ateg

ies

(Adapted from Ortiz, 1987; Horner, 1998; Sugai, 2001)

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Strategic decision-making is the framework for providing positive outcomes for ALL students.

Strategic decision-making drives changes in instruction in order to effectively meet students’ needs.

There are various kinds of strategic decision-making steps/processes/protocols.

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Indicators of Strategic Decision-Making

Identify the focus area for improvement Determine the desired outcome Generate alternative strategies Examine strategies for impact & feasibility Develop a plan of action that includes a

monitoring system Implement the plan & monitor student progress Evaluate student progress & the plan

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Indicators of a Strategic Decision-Making Process



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Identify the Focus Area for Improvement

What is happening? Frame a question in terms of the impact on

student learning Examine the context by collecting and

analyzing data Develop a hypothesis to define a central area

of focus

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Frame a Question

Frame a question in terms of the impact on student learning Frames our thinking in terms of inquiry vs.

judging Aligns our thinking to student learning

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Framing a Question

Why do we see a need to change? What are the student outcomes that

are/will be impacted by this? What do we already know about the focus

area or concern? What is the question about the student

learning that needs to be answered?

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Examine the Context

Examine the context by collecting and analyzing data Determine when, where, how long, with

whom, and under what conditions Develop a rationale for the occurrence using

data Use evidence to explain what we see as

reason for performance gaps

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The Context

Context of learning

What we teach

Outcomes of Learning

How we teach

Student

Instruction

Environment

Curriculum

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Is it Really a Problem? Perceptions are made from inferences

based on our prior experiences, not evidence. Perceptions can be misleading.

Problems need to be defined with objective, specific, and concrete evidence.

Problems need to be defined in context. e.g., compared to peers, age-appropriate e.g., how we influence, escalate, or create the

problem

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Lesson Learned

Problem “admiration” tends to be the focus rather than strategic decision-making.

If it is only about the “kid”, then we miss a larger understanding of the learning process. Curriculum Environment Instruction Student(s)

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Develop a Hypothesis

Develop a hypothesis to define a central focus Examines the relationship among the context

variables Determines why this is

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Symptoms vs. CausesSymptoms Observable Details A list of separate

concerns

Causes Inferred from

behaviors Underlying

reason/function Determined by

grouping and analyzing objective, observable evidence

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Making a Statement About the Focus Area of Improvement

When {condition or trigger} occurs,

{the student, class, school, etc.} does {focus area},

in order to {perceived function}.

When there is an indoor recess, the students in grade 4 talk

loudly and get out of their seats during lunch, in order to

release energy.

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Let’s Refine Our Process

Given the various aspects of our discussion, which step(s) focus on identifying a focus area for improvement?

What revisions, if any, would you make? Why?

Create your step(s) on your worksheet.

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Indicators of Strategic Decision-Making

Identify the focus area for improvement Determine the desired outcome Generate alternative strategies Examine strategies for feasibility Develop a plan of action that includes a monitoring

system Implement & monitor student progress & the plan Evaluate student progress & the plan

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Determine the Desired Outcome

What do we want to happen?

Define the desired level of performance in terms of student learning

Establish baseline of current level of performance

Determine the specific gap between current and desired performance

Set a target for expected outcome and timeframe for accomplishment

Write the desired outcome in measurable terms

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Define the Desired Performance

Define the desired level of performance in terms of student learningDialogue about the ideal performanceDiscuss what we want for all studentsDetermine the relationship between the

desired outcome and the conditions we need to put into place

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Content Standards vs.Performance Standards

Content standards What gets taught, the

subject matter, the skills and knowledge, and the applications

Set the broad curriculum goals

Performance standards Set the levels of mastery

that must be met in various subject matter

Translate content into specific knowledge and skills that are expected to be demonstrated

Defined at specific grade levels or benchmark years

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One Slice of Curriculum Pie

KU-CRL

What is the essential

content that all people need to know?

What content should most people know?

What content could some people know?

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What Does This Mean? Essential or Critical Content

“Big ideas” Needed to sustain life in the adult world

Core Content “Power Standards” Support achievement on CMT/CAPT

Extended Content “Nice to Knows” Enriches learning beyond core content

University of Kansas Center for Research on Learning

Center for Performance Assessment

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Establish Baseline

Establish baseline of current level of performance Determine what the student currently knows

and is able to do Determine a starting point before anything is

implemented

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Baseline Data

Baseline data needs to align with the focus area for improvement. Clearly define the focus

Observable (can be seen)Measurable (can be counted)Specific (clear terms, no room for a judgment call)

Quantifiable/numbers

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Determine the Gap

Determine the specific gap between current and desired performance Determine what needs to specifically

changeEstablish what the student needs to learnEstablish what conditions are needed to

accelerate student learning

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Demands/Skills

Years in School

The Achievement Gaps

Strategies, Skills, Concepts

Accommodations &/or Modifications

KU-CRL

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What Needs to Be Learned?

Strategies Problem-solving and

decision-making Study skills Coping Compensation Self-awareness Self-management

Skills Able to do Specific applications

Concepts Need to know Abstract ideas

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Set a Target

Set a target for expected outcome and timeframe for accomplishment Determine the grade level performance standard Determine the rate of learning for most students

in this area Use the gap analysis to determine a reasonable

target and a specific timeframe for this target to be achieved

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Writing a Desired Outcome

Clearly define the outcome Observable (can be seen) Measurable (can be counted) Specific (clear terms, no room for a judgment call)

May sometimes require smaller benchmarks When {condition} occurs, {the student}

will {desired outcome} from {baseline} to {target} by {timeline}.

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Indicators of a Strategic Decision-Making



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Generate Alternative Strategies

What can we do? Generate all possible strategies

Address the focus area and accelerate learning

Determine which strategies are different from strategies used in the past or currently being used

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Generating Alternative Strategies

Brainstorming Works well to develop

creative and innovative ideas

Tends to focus on ideas that already exist

Becomes a “brain dump”

Generating Alternative Strategies Focuses on strategies

that are different from what is currently being used

Requires new expertise Structures the process

on strategically developed ideas

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Determine Different Strategies

Determine which strategies are different from strategies used in the past or currently being used Focus on what needs to change

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What is Change? Incremental Change

Limited in scope Aim to improve the

efficiency and effectiveness of an existing structure

Basic structure is sound, but in need of improvement

Deep Change Requires new ways of

thinking and behaving Aim to transform and

permanently alter the structure

Basic structure is “flawed” in need of a complete “overhaul”

Quinn, R. E. (1996). Deep Change: Discovering the Leader Within. San Francisco: Jossey-Bass.

Cuban, L. (1996). Myths about changing schools and the case of special education. Remedial & Special Education (17) (2) 75-82, 128.

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What Do We Change?

Context of learning

What we teach


How we teach

Student(s)

Instruction

Environment

Curriculum

Adapted from Heartland Area Education Agency

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Examine Strategies for Impact and Feasibility

What will work best? Determine which strategies have the greatest

potential for impact on student learning Determine the feasibility of selected strategies Select the strategy or strategies with the

highest impact and feasibility

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Examining Impact

Low Impact on Learning

No Access

Fosters Dependence

High Impact on Learning

High Access to General Curriculum

Fosters Independence

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Determine Feasibility

Determine the feasibility of selected strategies Determine which strategies have research to

support their success Determine which strategies can easily be

implemented with quality Determine which strategies can be incorporated

into the classroom routine and instruction

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High Confidence

Qualified Skills

Easy to Use Resources

Low Confidence

Lack of Skills

Difficult to Use Resources

Examining the Implementer(s)

What changes in the current system/practice would move the selected strategies into the “green zone”?

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Most Like Peers

Enriches Other’s Learning

Easy to Put in the Routine

Least Like Peers

Deters Other’s Learning

Difficult to Put in the Routine

Examining the Integration with Universal Practice

What changes in the current system/practice would move the selected strategies into the “green zone”?

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Select Strategies

Select the strategy or strategies with the highest impact and feasibility Determine which strategy or strategies to use

Based on analysis of impact and feasibilityBased on a comprehensive approach

Prevent Teach Respond

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Three Components to Consider…

PreventEnvironment

Instruction & Curriculum

Social/ Interpersonal

TeachStrategies

Skills

Concepts

RespondReinforcement

Cueing & Feedback

Management

Adapted from Ayers

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Develop a Plan of Action that includes a Monitoring System

What will we do? Determine what the student(s) need(s) to learn Develop a monitoring system that aligns with the

baseline data and a criterion for measuring the progress Align each selected strategy with a primary

implementer, location, frequency and duration of implementation, and a description of how it will be done

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Determine What Needs to be Learned

Determine what the student(s) will learn Determine what strategies does the student(s)

need to learn Determine what skills does the student(s)

need to learn

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Three Components to Consider…

PreventEnvironment

Instruction & Curriculum

Social/ Interpersonal

TeachStrategies

Skills

Concepts

RespondReinforcement

Cueing & Feedback

Management

Adapted from Ayers

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Develop a Monitoring System

Develop a monitoring system that aligns with the baseline data and a criterion for measuring the progress Use the baseline to set the starting point Establish a target goal Project the rate and progression of expected growth Determine how to know if the goal is likely to be met

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How Will We Monitor?

Determine who will monitor the progress Determine the assessment process to

use and connect it to the baseline Predetermine intervals for monitoring Determine a timeline for evaluation

DailyWeekly

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Monitoring vs. Evaluating

Monitoring On-going and frequent Part of the

implementation process

Provide information for adjustments in plan

Evaluating A specific point in time A review of the

implementation process

Provide information for decisions on next steps

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Demands/Skills

Time

The Goal Line

Expectations for All Students

Baseline/Current Level of Performance

Goal

Student’s Projected Growth

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Develop a Plan of Action

Align each selected strategy with a primary implementer, location, frequency and duration of implementation, and a description of how it will be done

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Writing an Action Plan

Effective action plans are clear and concise. What will be done? When will it be done?

(Frequency and Duration)

Where will it be done? Who will do it? How will it be done?

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Action Plan

Progress

Timeline

How

Will it be done

WhenWho will do it

What will be done

Student: Grade:

Desired Outcome:

Baseline Assessment:

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Identify the focus area for improvement Determine the desired outcome Generate alternative strategies Examine strategies for impact & feasibility Develop a plan of action that includes a monitoring

system Implement the plan & monitor student progress Evaluate student progress & the plan

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Implement the Plan and Monitor Student Progress

How are we doing? Monitor the implementation of the plan and

provide the supports needed Monitor the level and rate of progress of

student learning

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Monitor the Plan

Monitor the implementation of the plan and provide the supports needed Determine what was actually implemented Determine contributing factors as to the

quality of implementation

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Reported Consistency of Problem Solving

0%10%20%30%40%50%60%70%80%

GatherInformation

DefineProblem

DetermineObjective

ImplementPlan

MonitorPlan

Always Done Often Done Sometimes Done

Rarely Done Linear (Always Done)Words & Numbers, 2000

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Monitor the Progress

Monitor the level and rate of progress of student learning Monitor on a frequent basis (daily or weekly)

Student progress Implementation Integrity

Check for rate of progress as it relates to the target goal line

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Demands/Skills

Time

Charting Progress



Goal

Student’s Actual Progress


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Evaluate Student Progress and the Plan

What changes occurred? Evaluate and analyze the overall progress by

comparing the baseline data to the outcome data

Examine the degree of implementation integrity of the plan

Determine what changes occurred Use a decision guide to make adjustments

and/or revisions to the plan

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Evaluate the Overall Progress

Evaluate and analyze the overall progress by comparing the baseline data to the outcome data Determine the amount of growth Determine the rate of growth

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Demands/Skills

Time

Charting Progress



Goal

Student’s Actual Progress


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Evaluate the Implementation Integrity

Did we do what we said we would do? Examine what was done through reflective

practice Quality Frequency Addressing focus area

Examine reasons for non-completion or non-compliance

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Reasons for Non-completion or Non-compliance

Focus area was either not clearly defined or directly addressed

Plan was too narrow or too broad Plan did not address changes in action Plan was not analyzed for impact or

feasibility Implementers did not have the right skills

or resources

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Determine Changes in Our Practice

Determine what changes occurred Determine which factors actually changed Determine if they are incremental or deep

change Determine the relationship between the

outcome and these changes

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What Did We Change?

Context of learning

What we teach


How we teach

Student(s)

Instruction

Environment

Curriculum

Adapted from Heartland Area Education Agency

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Decide Next Steps

Use a decision guide to make adjustments and/or revisions to the plan Determine the next set of actions Determine how the plan can be further

enhanced Determine what was learned from the

experience

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Decision-Making Process

Evaluation of Progress

Goal has been met Goal has not been met

Do we need to maintain the plan?

Yes-Embed strategy into universal practice No-Close the plan

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Decision-Making Process

Evaluation of Progress

Goal has been met Goal has not been met

Making expected progress Slow progress No progress

Do we continue plan as is?Revisit selection of strategies

Revisit focus area

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With Your Technical Assistant

Read and dialogue about the article: Dufour, R. (2004). What is a “professional learning

community?” Educational Leadership, 61, 8. Examine the continuum of collegial support and

family partnerships within your school and district What currently exists What needs to change

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On Your Own

1. Revise the wording and flow of the process you developed today Bring in key stakeholders to help you make

the revisions Share and seek input from the entire school

and/or selected district level representation

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On Your Own

2. Select a “case” to use for the next session Single student e.g., a gifted student A specific group of students e.g., ELL A classroom or grade level e.g., improving

math instruction A whole school e.g., lunchroom behavior A whole district e.g., increasing time with non-

disabled peers or a new science curriculum

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Bring with You Next Time

Curriculum guides and example lesson plans related to the focus area

General observations and anecdotal records Student work samples and curriculum-

based assessments General background information Any strategies or plans already tried

collaborative strategic decision-making

Documents

eip schoolwide

school culture

school policy

eip componentsbuild

implementation of eip

initiating eip

quality of instruction

core team