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Mission POSSIBLE Continuous School Improvement System for Continuous Student Improvement

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Title: Mission POSSIBLE Continuous School Improvement System for Continuous Student Improvement


1
Mission POSSIBLE Continuous School Improvement
System for Continuous Student Improvement
  • ACSIP INSTITUTE
  • SUMMER 2007

2
Planning for the Mission
  • Operational Norms

3
Why do schools need to change?
  • Team Discussion

4
What changes are schools facing?
  • Changing expectations accountability
  • Changing clients

5
How are expectations accountability changing?
6
How are expectations accountability changing?
100
Demonstrating Skill
Time Units
7
Youll never get J curve results from a Bell
curve school. -Larry Lezotte, 2005 Effective
Schools Conference
8
How are clients changing?
  • Increasing number of poor and economically
    disadvantaged
  • Increasing number of minority (especially ELL)
  • Increasing number of special needs students
    (especially learning disabled/educationally
    impaired)

9
Educational Mission
Compulsory learning for all
Compulsory schooling for all learning for many
Schooling for some
10
Are you a school that is teacher-centered or
learner centered? What evidence supports your
answer?
  • Team Discussion

11
How would you describe an effective school?
  • T-Shirt Art

12
Definition of an Effective School
  • An effective school is a school that can, in
    outcome terms, reflective of its learning for
    all mission, demonstrate the presence of equity
    in quality.
  • -Larry Lezotte, 2005 Effective
    Schools Conference

13
Proven Factors Showing Correlation with Student
Achievement
  • WHAT WORKS IN SCHOOLS
  • School Factors
  • Guaranteed viable curriculum
  • Challenging goals effective feedback
  • Parent community involvement
  • Safe orderly environment
  • Collegiality professionalism
  • Teacher Factors
  • Instructional strategies
  • Classroom management
  • Classroom curriculum design
  • Student Factors
  • Home environment
  • Learned intelligence background knowledge
  • motivation
  • EFFECTIVE SCHOOLS
  • Safe orderly environment
  • Clear focused mission
  • Climate of high expectations for success
  • Opportunity to learn student time on task
  • Frequent monitoring of student progress
  • Positive home-school relations
  • Strong instructional leadership

14
Essential Components of Sustainable School
Reform The 5 Ts
15
Theories
  • Effective Schools Framework
  • Strong Instructional Leadership
  • Clear Focused Mission
  • Safe Orderly Environment
  • Climate of High Expectations
  • Frequent Monitoring of Student Progress
  • Positive Home-School Relations
  • Opportunity to Learn Student Time on Task

16
Strong Instructional Leadership
  • In the effective school, the principal acts as an
    instructional leader and effectively and
    persistently communicates that mission to the
    staff, parents, and students. The principal
    understands and applies the characteristics of
    instructional effectiveness in the management of
    the instructional program.

17
Clear Focused Mission
  • In the effective school, there is a clearly
    articulated school mission through which the
    staff share an understanding of and a commitment
    to the instructional goals, priorities,
    assessment procedures, and accountability. Staff
    accept responsibility for students learnings of
    the schools essential curricular goals.

18
Safe Orderly Environment
  • In the effective school, there is an orderly,
    purposeful, businesslike atmosphere which is free
    from the threat of physical harm. The school
    climate is not oppressive and is conducive to
    teaching and learning.

19
Climate of High Expectations
  • In the effective school, there is a climate of
    expectation in which the staff believes and
    demonstrates that all students can attain mastery
    of the essential school skills and they believe
    that they have the capability to help all
    students attain that mastery.

20
Frequent Monitoring of Student Progress
  • In the effective school, student academic
    progress is measured frequently. A variety of
    assessment procedures are used. The results of
    the assessments are used to improve individual
    student performance and also to improve the
    instructional program.

21
Positive Home-School Relations
  • In the effective school, parents understand and
    support the schools basic mission and are give
    the opportunity to play an important role in
    helping the school to achieve the mission.

22
Opportunity to Learn Student Time on Task
  • In the effective school, teachers allocate a
    significant amount of classroom time to
    instruction in the essential skills. For a high
    percentage of this time, students are engaged in
    whole-class or large-group, planned,
    teacher-directed learning activities.

23
Theories
  • Systems Thinking
  • A system is a network of interdependent
    components that work together to accomplish the
    aim of the system
  • A system must
  • Have a clear aim
  • Be managed
  • Have a pervasive sense of mission

24
Systemic forces will win out over the most noble
vision if we do not learn how to recognize, work
with, and gently mold these forces. -Peter
Senge, as quoted in Assembly Required, 2002, p.
32
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26
You and your colleagues are already doing the
best you know how to do, given the conditions in
which you find yourself. -Lezotte, 2002, p. 32
27
Governmental Mandates
Changing Societal Context
Reflect
Mission Core Beliefs Values
Adjust or Affirm
N E W K N O W L E D G E
Leading Indicators Correlates of Effective
Schools
Review
Strategies Tactics Behaviors
Evaluate
Trailing Indicators Student Disaggregated Outcome
Data
Monitor Adjust
Effective Schools Research Proven Practices New
Technology
28
Theories
  • Continuous Improvement Theory

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30
Teams
  • The principal as a key player
  • Provides leadership to guide team through process
  • Goal is to empower his/her staff
  • Supports the team with necessary resources
  • Time
  • Materials
  • Invests in professional growth on a personal
    level and for his/her staff
  • Involving teachers staff
  • Describe improvement stages related processes
    orally in writing
  • Describe tasks time commitments to staff orally
    in writing
  • Extend invitations to participate to all
  • Address personal concerns people may have about
    becoming involved
  • Describe training support available to help
    team members get the job done

31
Teams
  • As a long-term goal, involve parents as full
    partners in school improvement process
  • Consider including other stakeholder groups
  • Community-at-large representatives
  • Students
  • District central office
  • Noncertified staff

32
Highly effective teams are composed of groups of
committed individuals who trust each other have
a clear sense of purpose about their work are
effective communicators within and outside the
team make sure everyone in the team is involved
in decisions affecting the group and follow a
process that helps them plan, make decisions, and
ensure the quality of their work. -Williams,
Byham, Wilson, 1991
33
Teams Team Training
  • Problem-solving skills
  • Brainstorming
  • Clarifying
  • Prioritizing
  • Checking for consensus
  • Action planning
  • Team-building team maintenance skills
  • Establishing norms, mission, goals
  • Building open agendas
  • Understanding of group process and dynamics
  • Interpersonal skills
  • Active listening
  • Giving and accepting positive feedback
  • Conflict resolution
  • Risk taking
  • Self-assessment/self-awareness skills
  • Stress management
  • Increased confidence/self-esteem
  • Leadership skills
  • Sharpened introspection/self-awareness

34
Teams Focusing the Team
  • Team Responsibilities
  • Facilitating the discussion of what the staff
    values and helping achieve consensus on the
    schools purpose
  • Facilitating the development (or review) of the
    building mission statement
  • Collecting analyzing student data sharing
    results and facilitating discussions with and
    among faculty, parents, and other stakeholders
  • Analyzing and sharing results of correlate
    assessment

35
Teams Focusing the Team
  • Team Responsibilities
  • Assisting staff in the identification of
    instructional strengths and concerns
  • Facilitating the setting of school improvement
    goals
  • Reviewing research and proven practices and
    sharing information with staff to assist them in
    determining strategies and activities
  • Designing evaluation procedures
  • Preparing the written improvement plan
  • Monitoring progress on plan implementation

36
Teams Team Practices
  • Set a regular time and plan to meet
  • Solicit agenda items for the next meeting at the
    close of each meeting
  • Solicit agenda items between meetings
  • Solicit agenda items from non-team staff as
    needed
  • Prepare realistic agendas that are balanced in
    focus (e.g., repetitive discussions of at-risk
    students can be counterproductive)
  • Set specific goals or target items for each
    meeting
  • Open one meeting each month with one or two
    minutes of round robin sharing to address joys
    and concerns
  • Keep agendas and meeting minutes in a team file
    or notebook
  • Post agendas and meeting minutes in the office
    and/or teachers lounge
  • Distribute meeting minutes to staff and other
    stakeholders

37
Time
  • Commitment
  • Shared responsibilities
  • Allocation of resources
  • Time
  • Financial
  • Human
  • School level principal responsibilities
  • Time for planning
  • Time for training
  • Time for implementing change
  • Understanding
  • Process that can begin at any time, but-by
    definition-can never be finished
  • Carving Out The Time
  • Volunteer
  • Existing

38
Technology Tools
  • A Communication Tool
  • A Learning Tool
  • A Learning Assessment Tool
  • A Data Collection Analysis Tool
  • An Accountability Tool

39
Technology Tools
  • Communication Tool
  • Newsletters
  • Reporting meeting minutes
  • Announce schedule for upcoming meetings
  • Questionnaires
  • Publishing version in predominant language for
    LEP
  • Websites
  • School information
  • Teacher Web site links
  • Email directory
  • Communication Tool
  • Email
  • Online staff meetings
  • Announcements
  • Parent communication
  • Teacher Collaboration
  • Sharing of lesson plans
  • Curriculum maps
  • Listserv Link
  • Communication across districts, states, etc.

40
Technology Tools
  • Learning Learning Assessment Tool
  • Software Programs
  • Content
  • Student exploration, experimental,
    inquiry-based learning
  • Student intervention
  • Tools
  • Research
  • Distance learning
  • Virtual field trips
  • Interactive learning
  • Formative Assessments
  • Diagnostic testing
  • Immediate feedback

41
Technology Tools
  • Data Collection Analysis Tool
  • Accountability Tool
  • NORMES Web portal
  • EGuide
  • Edusoft
  • Hot Springs Institute
  • SEDL

42
Getting Ready for Continuous Improvement
43
Mission Possible
  • Beginning the Journey
  • Please note information has been added to the
    STUDY portion of todays presentation. You may
    find the new information listed as Federal
    Coordinators Presentation posted at
    http//af1.afsc.k12.ar.us.

44
Clarifying the Schools Core Beliefs Values
the Schools Mission
  • …there is a world of difference between having a
    mission statement and having a sense of mission.
  • -Lezotte, 2002, p. 119

45
Clarifying the Schools Core Beliefs Values
the Schools Mission
  • Core Beliefs Values
  • The strategies, tactics, and behaviors that are
    apparent in the day-to-day working of a school
    are the observable manifestation of the
    underlying beliefs and values of that school.
  • How do we do business?

46
Refocusing
  • What are your beliefs and values about learning
    and the learning capacity of children?
  • What are your beliefs about teaching and its
    impact on student learning?
  • What do you value as an educator?
  • Four Common Places
  • Teachers
  • Students
  • Curriculum
  • Classroom

47
Hillsdale Community Schools
  • Beliefs That Guide Us
  • Education is a Shared Responsibility-achievement
    requires the commitment and participation of
    staff, students, family, community.
  • All Students Can Learn-all students have the
    potential that can be developed.
  • Rates of Learning Vary-the time required for
    mastery has no bearing on the value of the
    learner.
  • All Students Have Unique Skills and
    Talents-individual abilities must be identified
    and nurtured.
  • High Self-Esteem Enhances Success-people develop
    best through sincere praise and validation.
  • Trust is Vital-trust bonds staff, students,
    family, and community.
  • Cooperation is Essential-learning experiences
    must encourage and teach skills which develop a
    cooperative attitude.
  • Optimism is Critical-optimism about people,
    education, and the future serves all of us best.

48
Activity
  • Read pages 28-30 in your binder. Be prepared to
    Think, Pair, Share.

49
What is our mission?
  • Mission
  • The mission of a school is a short statement that
    indicates what the school is seeking to do, where
    it is attempting to go. A mission statement is
    not supposed to be a description of the current
    reality in the school. Instead, the mission
    statement should describe a preferred future.
  • Why do we exist?
  • Where do we want to be?

50
Mission Statement
  • Who will deliver the service?
  • Who will benefit?
  • What is the nature of the service?
  • What constitutes observable evidence that the
    service has been effectively provided?
  • What is the level of accountability?

51
4 Aces of NLR
  • Achievement
  • Acceptance
  • Accountability
  • Assets

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Multiple Measures
54
Collect, Disaggregate, Analyze Multiple
Measures of Data
  • Who is who is not achieving?
  • Achievement
  • Archival
  • Perceptual
  • Why arent students achieving? Create a
    hypothesis.
  • Curriculum gaps or omissions
  • Ineffective instructional strategies
  • Misalignment of assessment practices with
    high-stakes testing requirements
  • Lack of time on task

55
SLE Analysis
56
SLE Analysis…
Source Learning 24/7
57
What does the data tell us?
  • Navigating the NORMES Web portal
  • Combined Subgroup Proficiency Results (ACSIP
    Template)
  • Combined Subgroup Strand Analysis Results
    (ACSIP Strand Performance Report)
  • Passage, Domain, Strand
  • Type of Response
  • Recording, Analyzing, Reporting Results
  • Data Set (Arch Ford web page http//af1.afsc.k12
    .ar.us)
  • Identify Trends
  • Answer the 5 Whys?
  • Where are we now?
  • What are the gaps?

58
DATA SUMMARY REPORT BENCHMARK RESULTS
KEY actual number of students NP
percentage of non-proficient students P
percentage of proficient advanced students
59
KEY actual number of students NP
percentage of non-proficient students P
percentage of proficient advanced students
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Digging Deeper
  • CRT Item Analysis
  • Content Standard
  • Language of Question
  • Level of Questioning
  • Distracters

64
Content Standard
  • What is it that the student must know or be able
    to do?
  • When is this introduced in the curriculum?
  • How is it paced?
  • Is it a power standard?
  • What instructional strategies are used to help
    students master this standard?
  • Have I given students the tools (e.g.
    calculator skills, writing tips, test taking
    skills, etc.) necessary to respond appropriately?
  • Can this standard easily be integrated into other
    curricular areas?

65
Language of Question
  • How is the question worded on the test?
  • Are there vocabulary words used that may hinder
    comprehension?
  • Do I teach and test using the same language?
  • Do I have word/learning walls in my content area
    to support this standard and related vocabulary?

66
Level of Questioning
  • According to Blooms, what is the level of
    questioning used to measure mastery of the
    standard?
  • Highlight the verb(s) in the question. Do I use
    those same verbs in my teaching and testing?
  • Have I taught key or clue words that will
    help students to understand what is being asked
    of them?
  • Is the question multi-layered?

67
Distracters
  • Are there items that distract the student from
    identifying what is being asked, or are there
    items that may confuse the student as he/she
    makes an answer choice?
  • Labels
  • Additional information
  • Multi-layered tasks
  • Conversions
  • Not

68
  • SLE Correlation NPO 1.3 (prior to 2004
    revisions) which states…
  • Apply and master counting, grouping, place value,
    and estimation.
  • Item Analysis
  • -What must the student know or be able to do?
    Content Standard
  • -How is the question worded on the test?
    Language of the Question
  • -According to Blooms, what is the level of
    questioning used to measure mastery
  • of the standard? Level of Questioning
  • -Are there items that distract the student from
    identifying what is being asked, or are there
    items that may confuse the student as he/she
    makes an answer choice? Distracters

69
Disaggregated Data Tools
  • NRT
  • ITBS ACSIP Report of students performing
    above the 50th percentile on each test and
    content subskill for combined subgroup
    populations
  • Performance Profile standard score NPR on
    each test and content subskill for combined
    population
  • School Coded Summary standard score NPR on
    each test for subgroup populations
  • Data Analysis Set cwatts_at_afsc.k12.ar.us

70
NRT Growth Assessment
Standard Scores Show relative development over
time
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Peeling the Data Levels of Looking at Data
  • District
  • K-12 Feeder Patterns
  • School Levels
  • Grade Level
  • Programs Tracks
  • Classroom-teacher
  • Student

74
Data analysis should not be about just gathering
data. It is very easy to get analysis paralysis
by spending time pulling data together and not
spending time using the data. -Bernhardt,
2004, p. 19
75
Peeling the Data Questions to Ask
  • Are there any patterns by racial/ethnic groups?
    by gender? by other identifiers?
  • What groups are doing well?
  • What groups are behind? What groups are on
    target? Ahead?
  • What access and equity issues are raised?
  • Do the data surprise you, or do they confirm your
    perceptions?
  • How might some school or classroom practices
    contribute to successes and failures? For which
    groups of students?
  • How do we continue doing whats working and
    address whats not working for students?

76
Peeling the Data Dialogue to Have
  • How is student performance described? (by
    medians, quartiles, levels of proficiency, etc.)
  • How are different groups performing? Which
    groups are meeting the targeted goals?
  • What dont the data tell you?
  • What other data do you need?
  • What groups might we need to talk to? (students,
    teachers)
  • What are the implications for?
  • Developing or revising policies
  • Revising practices and strategies
  • Reading literature
  • Visiting other schools
  • Revising, eliminating, adding programs
  • Dialogues with experts
  • Professional development goal setting and
    monitoring progress
  • How do we share and present the data to various
    audiences?

77
Sample Questions from a Schools Data Team
  • Are there patterns of achievement based on
    Benchmark scores within subgroups?
  • Are there patterns of placement for special
    programs by ethnicity, gender, etc.?
  • What trends do we see with students who have
    entered our school early in their education vs.
    later? Is there a relationship between number of
    years at our school and our Benchmark scores?

78
Sample Questions from a Schools Data Team
  • Is there a relationship between
    attendance/tardiness and achievement?
  • How do students who have been retained do later?
  • How do our elementary students do in middle
    school?
  • Do findings in our NRT results support findings
    in our CRT results?
  • Can our findings be directly linked to
    curriculum? instruction? assessment?
  • What are our next steps?

79
Making It Personal for Teachers…
  • Teachers can use their own data to…
  • Identify the strengths of their own students
  • Identify the challenges of their own students
  • Identify common misconceptions error patterns
  • Identify their own successful teaching methods
  • Pinpoint areas needed for professional development

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Making It Personal for Students…
  • Students can use their own data to…
  • Reflect on their own knowledge test taking
    strategies
  • Reflect on their strengths weaknesses
  • Set goals for improvement

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Meet someone new…
  • Share 3 things youve learned during the
    institute.

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What are we currently doing?
  • List all of the things you are currently doing to
    address your priorities in regards to student
    achievement.
  • Whats working?
  • Whats not?
  • What can be eliminated?
  • What is not being addressed?
  • How will we address our current issues?
  • Where do we want to be?
  • How can we get to where we want to be?

87
Laundry List
88
Develop Implement Plan of Action
  • What are we going to do about the lack of
    achievement?
  • Target the academic areas in need of improvement
  • Establish 3 to 5 goals
  • Create a specific action plan based on the goals
  • Determine supporting activities needed in order
    to carry out the action plan
  • Establish a timeline for the activities
  • Implement the plan
  • Monitor the progress of activities and their
    effectiveness throughout the school year
  • Evaluate the outcomes of the plan
  • What are the gaps?
  • How can we get to where we want to be?
  • How will we implement?
  • How will we evaluate our efforts?

89
Develop Implement Plan of Action Using ACSIP as
Tool
  • Identify Content Area Goal
  • Supporting Data Sources
  • Benchmarks
  • Reference points that indicate measurement goals
    to be achieved by a certain time, goals against
    which well measure progress
  • Interventions
  • Major initiative we wish to put into place focus
    is on overriding strategy weve hypothesized form
    data analysis addresses goal

90
Develop Implement Plan of Action Using ACSIP as
Tool
  • Actions/Evaluations
  • Task analysis of needed steps to implement
    intervention link to action types identified by
    state
  • How will you know if the selected solution has
    worked to close the achievement gap? (evaluation)
  • Person Responsible
  • Timeline
  • Costs Source of Funds

91
Revising the Plan
  • Strategic plan should be flexible living
    document
  • Faculty should meet at least quarterly to review
    classroom indicators to determine overall progress

92
Innovations to Close Gap
  • Staff must have opportunity to learn what the
    change is what impact it will have, both
    individually collectively
  • The content of staff development as necessary
    means to achieve desired end
  • Its not the number of innovations addressed in
    the staff development plan, but the purposeful
    linkage among them that makes systemic change
    possible manageable

93
Creating Improvement Goals
  • Specific
  • Measurable
  • Attainable, but Challenging
  • Relevant
  • Time-based

94
Sample Improvement Goal
  • All third grade students will exhibit proficiency
    on 2007-2008 common assessments and the 2007-2008
    Primary Benchmark in responding to open-ended
    questions, particularly in content reading
    responses.
  • All fourth grade students will exhibit
    proficiency on 2007-2008 common assessments and
    the 2007-2008 Primary Benchmark in responding to
    multiple choice questions, particularly in
    content and practical reading.

95
Sample Benchmark Statement
  • On the 2006-2007 Third Grade Literacy Primary
    Benchmark, 58 of the combined population, 42 of
    the low socio-economic population, and 38 of the
    special education population scored proficient or
    above. In 2007-2008, 65.88 of all students must
    exhibit proficiency.

96
Continuing the Mission
  • Needs Assessment Goal Setting

97
What does the research say?
  • External Scanning-
  • Finding the Research

98
Scanning for Effective Solutions
  • Is the proposed solution truly responsive to the
    problem?
  • Is there supportive evidence that speaks to the
    effectiveness of the solution in other settings?
  • Is the proposed solution feasible? That is,
    could the school effectively implement that
    solution if adopted?
  • Is the proposed solution desirable? What might
    be the side effects (intended unintended) of
    the solution?
  • Can staff support the implementation steps?
  • Finally, can the solution be generalized across
    the whole school and sustained over time?

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Interventions Major initiative we wish to put
into place focus is on overriding strategy weve
hypothesized form data analysis addresses goal
  • Phonemic Awareness instruction will be provided
    for each student in Grades k-1.
  • Explicit and systematic phonics instruction will
    be provided for each student in Grades k-2.
  • Developmental writing instruction will be
    provided to all students in Grades k-12 in
    alignment with the ELA Framework.

101
LEARNER characteristics, support systems, outside
factors to be addressed
TEACHER skills, knowledge, attitudes
CLASSROOM resources, materials, technology,
environment
IMPROVEMENT GOAL
CURRICULUM appropriate, aligned with standards
SYSTEMS structures, policies, culture
102
Intervention Planning
  • Learner
  • What will you have to do to support the student
    who is struggling with literacy? Involve
    parents? Assess other problems and issues?
    Reduce absenteeism? Begin a tutoring program?
  • Curriculum
  • Is the current literacy curriculum adequate? Do
    you need to align the curriculum with the state
    standards so that students learn what is being
    tested? How will you evaluate and choose a new
    curriculum for literacy? Will you make literacy
    a schoolwide focus in every grade across all
    subject areas?
  • Teacher
  • Do you teachers have the skills and knowledge
    they need to effectively and efficiently teach
    literacy skills? What training will they need?
    How will they get it?

103
Intervention Planning
  • Classroom
  • Are the materials and resources available to
    support the literacy effort? How will technology
    be incorporated into the plan? What additional
    financial resources will you need to provide
    books, support materials, training for teachers,
    release time for teachers to attend training,
    computers, etc.?
  • System
  • Structures How will you organize the school
    day? Will you adopt block scheduling? Increase
    time spend on reading, writing, etc.? What
    structures may obstruct progress on the reform
    effort? How might you deal with these issues?
  • Policies What school or district policies must
    you consider when creating your plan? Can these
    be changed if necessary? Who needs to be in the
    loop when addressing these issues?
  • Culture Do teacher, administrator, and student
    attitudes and behaviors support the reform
    effort? What needs to be done in this area so
    that the plan can be implemented and the goal
    achieved?

104
Actions/Evaluations Task analysis of needed steps
to implement intervention link to action types
identified by state How will you know if the
selected solution has worked to close the
achievement gap? (evaluation)
  • Identification of program/Research
  • Alignment with ELA Framework
  • Instructional Plan
  • Implementation Plan
  • Access to all Students
  • Assessment Plan
  • Professional Development Plan
  • Parental Engagement Plan
  • Plan Evaluation

105
The Plan is the Means, Not the End
  • Team Reading Reflection

106
Now/Then Matrix Visualizing the Destination
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Communicating the Plan
  • Internal Audiences
  • Staff newsletter
  • Student newspaper
  • Staff meeting presentations
  • Informal kick-off gathering for staff
  • Teacher presentations to students
  • Presentations or kick-off gathering for
    parent/teacher organizations
  • External Audiences
  • Brief program, highlighting how community members
    can help
  • Publish in district newsletter
  • Press releases for local media
  • Open house at school
  • Presentation to school board

116
Debriefing After the Mission
  • Plan to Communicate the Plan

117
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118
Getting Things Done Leading the Change
Effort Managing Change
  • Jigsaw Activity

119
Promoting Successful Change
  • Inventory of Prerequisite Factors
  • Necessary for Change

120
Identifying Forces For and Against Change
  • Identify situation, issue, goal (based upon your
    completed checklist).
  • Brainstorm driving/resisting forces.
  • Actions
  • Resources
  • Skills
  • Procedures
  • Attitudes
  • Culture
  • Prioritize forces.
  • Explore reasons behind these forces. Why?
  • Develop strategies to weaken resisting forces and
    strengthen driving forces.

121
Sustaining Change A Leadership Challenge
  • 3, 2, 1 Activity

122
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123
Did you know…
  • Celebration serves as an important vehicle for
    informal communication and mingling across
    groups.
  • Celebration provides opportunities for employees
    to develop a spirit of oneness.
  • Celebration communicates a message that the
    organization cares about employees.
  • People want to know their work matters.
  • Celebrate the inches because they lead to the
    touchdown.

124
Mission Accomplished Celebrating Successes
  • Great Things Weve Done as a Team…
  • Id like to thank the following people… because…
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