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Compliance to Performance

Compliance to Performance. “Applying a Growth Mindset to Federal Programs Administration”. Mr. Sam Foerster Deputy Chancellor of School Improvement and Student Achievement. Gratitude.

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Compliance to Performance

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  1. Compliance to Performance “Applying a Growth Mindset to Federal Programs Administration” Mr. Sam Foerster • Deputy Chancellor of SchoolImprovement and Student Achievement

  2. Gratitude

  3. “If America's scores were limited to those from schools in districts in which the poverty rate was less than 10 percent — Finland's poverty rate is less than 4 percent — the United States would lead the world, and it wouldn't be close… “In fact, if all you did was exclude the American schools that have student bodies that are more than three-quarters poor, U.S. schools would still score 513, just behind Australia, but ahead of the Netherlands, Belgium, Sweden, Germany, Iceland ... well, you get the picture.” • I Got SchooledM. Night Shyamalan

  4. Despite investments of over $700 million per year, Florida’s Title I schools do not demonstrate significantly higher year-over-year improvement than non-Title I schools.

  5. We are the people we’ve been waiting for.

  6. What is a growth mindset? It’s the belief that human qualities, such as intellectual skills, can be cultivated through effort.

  7. What is a growth mindset? It’s the beliefthat the major factor in achievement is not fixed prior ability, but purposeful engagement

  8. What is a growth mindset? It’s the beliefthat setbacks are opportunities to learn, not failures.

  9. We can do… hard things.

  10. Just how powerful a force for serving the underprivileged might ourfederal education programs become if we applied a growth mindset? If we believedin what’s possible and committed ourselves to achieving it?

  11. The next two days are about imagining the possible. Together. How can we shift our federal programs from compliance to performance?

  12. Where to begin? A Goal. A powerful, strategic GOAL.

  13. Step Zero Problem Analysis (why) 5 Whys; Guiding Questions Organized by 5Essentials Domains; Situational Awareness Strategic GoalFormulation POWERFUL criteria Problem ID (what) Data visualizations; Guiding Questions

  14. Step Zero Problem Analysis (why) 5 Whys; Guiding Questions Organized by 5Essentials Domains; Situational Awareness Strategic GoalFormulation POWERFUL criteria Problem ID (what) Data visualizations; Guiding Questions

  15. Step Zero Problem Analysis (why) 5 Whys; Guiding Questions Organized by 5Essentials Domains; Situational Awareness Strategic GoalFormulation POWERFUL criteria Problem ID (what) Data visualizations; Guiding Questions

  16. Step Zero Problem Analysis (why) 5 Whys; Guiding Questions Organized by 5Essentials Domains; Situational Awareness Strategic GoalFormulation POWERFUL criteria Problem ID (what) Data visualizations; Guiding Questions • Does our strategic goal form a credible theory of action? That is, is it causal? • Will reaching our goal serve students by making teaching better? • Can we measure progress toward our strategic goal? • Could our goal arguably have a positive impact on outcomes in multiple grades and subjects? • Would effective implementation result in improvements across multiple 5Essentials domains?

  17. Strong on5Essentials= 10X more likely to improve

  18. Our Big Hairy Audacious Goal: Align our federal educationprograms to drive improvements in those five domains known to predict sustainable improvement in student outcomes.

  19. Does our strategic goal form a credible theory of action? That is, is it causal? Will reaching our goal serve students by making teaching better? Can we measure progress toward our strategic goal? Could our goal arguably have a positive impact on outcomes in multiple grades and subjects? Would effective implementation result in improvements across multiple 5Essentials domains?     

  20. Align our federal educationprograms to drive improvements in those five domains known to predict sustainable improvement in student outcomes. • What do YOU think? • Does this goal capture what we’re trying to do? • If not, then what goal might you propose instead? • If so, then what barriers are in the way? What strategies might be employed?

  21. 8-Step Sections

  22. 8-Step Sections

  23. 8-Step Sections

  24. Desired Outcomes: • Participants select a facilitated 8-Step Planning and Problem Solving Process (8 SPPS) experience most relevant to their interests. • Participants observe how steps 1, 3 and 5 are connected to data collected in steps 8, 7 and 6, respectively. • FDOE benefits from the best thinking in the room. • Arrive at some meaty barriers for use in tomorrow’s consultancy break-out sessions.

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