Prioritizing Action Prioritizing Action Planning: What Planning: What comes first?comes first?

Getting to the Workable!Getting to the Workable!

• Life is not neat, parsimonious, logical, nor elegant. Life uses processes we find hard to tolerate and difficult to believe in – mess upon mess until something workable emerges. It takes a lot of repeated mess to get it right.

-Margaret Wheatley & Myron Kellner-Rogers

Unwrapping the PresentUnwrapping the Present

• Answers and directions are not so black and white

• Multiple opinions and data sources are needed to get it right.

• Multiple considerations when deciding the correct direction.

Session objectivesSession objectives

• Review critical system components for moving forward.

• Provide an overview of considerations when prioritizing.

• Show MIM self-study examples.

• Discuss and share from MIM experiences

What do we know about obstacles to What do we know about obstacles to change?change?

• Announcing change is not implementing it.

• A compelling vision about the future is critical.

• Important for organizational change to take place along with school change.

• Need to take time to explore the possibilities. - Taken from Dufour, Eaker, & DuFour, 2008 from Blanchard

Discussion QuestionDiscussion Question

What obstacles to change have you encountered in the MIM process? How have you overcome those obstacles?

GET IT RIGHT!GET IT RIGHT!

The need to get it right…..The need to get it right…..

• Knowing the “right thing” to do is central to school improvement.

• Not that schools and teachers do not work hard, but sometimes poor decisions are made on what to work on in school reform.

• So, making the right decision is critical. - Marzano, 2004 (Richard Elmore)

Considerations in plotting the direction Considerations in plotting the direction (or prioritizing)(or prioritizing)

• Do you have a strong vision?• Do you have buy-in on the self-study?• Do you have a formal problem solving process in

place?• Do you have district or school “sacred cows?• Are there other school improvement initiatives?• Have you built the base – where do your actions

fit in a 3-tiered model?

"Would you tell me, please, which way I ought to go from here?"

"That depends a good deal on where you want to get to," said the Cat.

"I don't much care where--" said Alice.

"Then it doesn't matter which way you go," said the Cat.

"--so long as I get SOMEWHERE," Alice added as an explanation.

"Oh, you're sure to do that," said the Cat, "if you only walk long enough."

--From Alice in Wonderland by Lewis Carroll

Action PlanningAction Planning

A roadmap to where you

(district/school/team) are going.

Do you have a clear vision Do you have a clear vision ….know where you are going?….know where you are going?

Possible questions to ask as a Possible questions to ask as a teamteam

• Can you describe the school you are trying to create with MIM?

• If it was 5 years from now….have we achieved our vision? What does our school look like? How are our practices and results different?

• 60 sec. news flash ----what do we tell our community about our vision for our school? - Dufour, Eaker, Dufour, & Many 2006

Do you have buy-in?Do you have buy-in?

• What processes have you used to keep all staff in the loop in regard to the MIM process? Need to consider what will be embraced?

• Some schools have used meeting communicators, open MIM meetings for any interested, etc.

• May want to consider charts in the workrooms, formal feedback sessions, etc.

• Tentative calendar to address all areas of need.

Discussion QuestionDiscussion Question

What methods has your leadership team used to garner buy-in from the school staff? Community? (Or what will you use?)

Do you have sacred cows?Do you have sacred cows?

• Do you know political cultures related to MIM initiatives?

• Is there a “have to” and “don’t go there” – how viable?

Are there other initiatives? Are we Are there other initiatives? Are we aligned?aligned?

• Important to review other initiatives, both school and district.

• Have you identified key components?

• Are your MIM initiatives related or supportive?

• Will you MIM initiatives bring the “power of more” focus?

Is there alignment?Is there alignment?MIM actions CSIP SI Plan SW Title Other -

Expand universal screening systems to math

Supports  goal of improved math scores with new curriuclum

Supports goal for math achievement (MAP scores)

N/A SPP Indicators

Communication plan for data sharing

Aligns with goal of increased community involvement

N/A N/AAligns with Board goals

Discussion QuestionDiscussion Question

How are you integrating action planning with school improvement initiatives already in place?

What are our needs related to the base What are our needs related to the base of a 3-tiered model?of a 3-tiered model?

• Clear vision and mission

• Collaborative Culture

• Universal screening

• Core evidence-based instructional practices

Maxine

How can you bring it together?How can you bring it together?

• MIM scoring of essential features

• Impact and feasibility ratings.

• Integrated systems.

• Priority for action planning.

 

Rubric Average  

Shared Vision & Commitment

3.3

Leadership3.9

Collaboration4.3

Professional Development

4.0

Mentoring & Coaching3.3

Culturally Responsive4.0

Resources2.6

Family & Community Involvement

3.5

Evidence-based Practices4.0

Data-based Decision-making

4.2

Progress Monitoring3.4

Self-StudyStatus

Subheading Summary

  Status Average

Vision 4

Commitment 4

Communication 2.875

Decisions 3.833333333

Integrated 3.75

Leadership 3.875

Educator Support 4.25

Learning Community 4

Fluency 3

Collaboration 3

Cultural Competency 4

Community Involvement 3

Participation 2

Evidence Based 5

Data System 4.5

Assessment 3.75

Impact/Feasibility

High Impact/High Feasibility Low Impact/High Feasibility

IndicatorPriority for action

plan (y/n)Indicator

Priority for action plan (y/n)

IndicatorPriority for action

plan (y/n)Indicator

Priority for action plan (y/n)

SV 1              

SV 2   FC 4          

SV 3   E 1          

    E 2          

    E 3          

    E 4          

    E 5          

        L 2      

Score Pages

SCORE 3

SV4.     Communication: All school staff, administrators, and families are aware of data patterns/trends and have opportunities to participate in meetings.

L2.    Commitment: Administrators articulate commitment to implementing tiered levels of academic and behavior supports. L7.    Integrated: Administrators and teachers continuously seek ways to integrate processes that maximize resources, better address student needs, and lead to sustainable improved education.

Shar

ed V

isio

n &

Com

mitm

ent

Lead

ersh

ip

Guiding QuestionsGuiding Questions

1.To what extent do we engage in this behavior or address this issue?

2.How much will a change in our practices on this item increase the academic achievement of our students?

3.How much effort will it take to significantly change our practices regarding this issue?

- Marzano, 2003 ASCD

UsingUsing the blueprintthe blueprintBroad area - Missing

componentsBlueprint systems and practices

Possible actions

Evidence based practices

(Also data-based decision, educator support, and progress monitoring have related indicators.)

-Multiple data sources are used to verify evidence based practices.-Formal processes are in place to evaluate the effectiveness of intervention and prevention outcomes.

- School-wide implementation of tiered levels of academic and behavior support begins with answering: Is the core instruction effective? What training and support do teachers need to implement with fidelity? Are student screening and progress monitoring methods credible and appropriate?

PD on best practices in universal screening for academic and behavioral areas.Develop and implement a comprehensive system of screening

Using the blueprintUsing the blueprint

Broad area Missing indicators Systems and practices

Possible actions

Communication as it relates to shared vision,  family / community involvement, and data decisions.

System of  ongoing communication with stakeholders.

Stakeholders are involved in conversations integrating processes and looking at what works related to vision, mission, and values.

Communication plan to share data and problem solve needs.

Data results are routinely summarized in accessible formats.

PD on effective communication systems.

Formal plan developed.

PD / working sessions on how data can be better utilized to support our plan (s).

SummarySummary

• Review the scores, the ratings of impact / fidelity, integrate findings.

• Define broad areas from the above• Ask yourselves the other considerations –

vision, buy-in, sacred cows, other initiatives, and the base.

• Define a small number of priorities.• Review the blueprint systems and practices.• Reflect, inquire, gather input.• Gain consensus on the direction.

Summary Goal Planning Summary Goal Planning WorksheetWorksheet

• Broad Area

• Key Components

• What do we already have in place that is working?

• Where are our gaps?

• SMART Goal Development

• Strategy Explorations

Sample Goal Planning Worksheet Sample Goal Planning Worksheet from Summaryfrom Summary

• Middle School – MIM Goal Planning Worksheet (Shared vision and commitment)• Broad Area – Shared vision and commitment. Commitment to the shared vision is essential for

success and requires effective leadership and collaboration throughout all levels (state, district, and building) and across key stakeholders.

• Key components that are partially missing and were determined to have high impact / high feasibility are as follows: (note: Systems and practices are on pages 20 & 21 of the blueprint.)

• Commitment to school improvement by all stakeholders.• All stakeholders review data trends and have opportunities to provide input.• All school staff, administrators, and parents share a common belief and commitment to using

outcome data for improvement.• All are involved in conversations about integrating process and how pulling together what works

is aligned with vision, mission, and values.• All are involved in data meetings where data is discussed and problem solving occurs.• What do we already have in place that is working?• School vision and commitments developed through our PLC process• Staff are aware of what the vision and commitment means – school and student level.• Data meetings occur – maybe not all are involved in the data meeting process.• Data room to share and disseminate results.• Systems for communication are in place with families. (PTAA, parent portal link, e-mail, PT

conferences)• Where are our gaps?• Parents and community may not be aware of what our vision and commitments are.• Do we hold each other accountable for our vision and commitments?

Con’t Goal WorksheetCon’t Goal Worksheet• Parents and community members are not involved in reviewing data, are not aware of

strategies in place.• Systems above that are in place – may not be fully utilized.• SMART Goal development (brainstorming)• Process outcome – What outcomes do we envision related to processes?• A formal plan of how, when, and what we communicate.

Articulation of our vision. Status checks on commitment.• Student outcome – What outcomes do we envision related to student

performance?• Improved achievement gains for students delineated.• Strategy exploration - What strategies and actions need to be explored to decide

how to address our gap?• Integrate with strategies in family /community involvement and data based decision

indicators around communication and vision.• How can we improve our data review system? How can we garner parent

participation and partnerships in processes?• Review commitment and buy-in---how do we all get behind the self-study and action

plan. Assure alignment with vision and commitments.

Table group discussion Table group discussion questionsquestions

• What obstacles have you encountered with MIM in defining priorities and how have you solved?

• What strategies has your team utilized to get staff buy-in in either the self – study results or deciding priorities?

• How are you integrating action planning with school improvement initiatives already in place?