DAY ONE THURSDAY, JUNE 20, 2013 WELCOME!
OPENING REMARKS Alyssa Whitehead-Bust Chief of Innovation & Reform
Five Foundational Indicators • High-quality, data-driven instruction by building capacity of teachers to lead and to perfect their craft (IL-1) • Equity toward college and career readiness (CEL-1) • School’s vision, mission, and strategic goals support college readiness for all students (SL-1) • Performance management systems ensure a culture of continuous improvement, support, and accountability (HRL-2) • Strategic alignment of people, time, money, and technology to drive student achievement (OL-1)
Before We Start… • Check-In • Restrooms • Phones • Breaks • Time: Pace • Materials/Setup • Wireless Code
Let’s Get This Party Started! introductions
STUDENTS FIRST! • Do the math: How many children will you collectively serve at your table in the 2013-2014 year? • Please write the # in the blank box on the Students First Sheet in your table stand.
General Norms • Students First • Technology • Time: Hands Up • Laugh; Have Fun! • Feedback • Stop, Drop & Poll
STOP, DROP & POLL! 1 MINUTE!
The SSD Journey Where are we going?
Affinity Group Objectives Leaders and leadership teams will: • Understand and apply strategic school design concepts and principles • Identify student need, teacher capacity, and the instructional model at their schools and link these factors to strategic resource use decisions • Assess resource use at their schools and identify priorities for change • Make choices and tradeoffs to select a set of options to restructure resources based on student need, teacher capacity, the instructional model, priorities for change and constraining factors including budget targets and school size • Create a short-term and long-term plan to implement options, potentially including a master schedule, hiring plan, staffing plan, and budget
Affinity GroupFall Highlights • Monthly planning sessions • School tours • Onsite supports and coaching • Opportunities for travel and to apply for funding • Wrap up in January
Camp Objectives • Fundamentals • Ideas • Toolkit
Things to Know • Not doing actual full-blast planning in camp • Dipstick; sampling: process and tools • Thought partnership; idea generation • REDDI: Learn your host school; examine strategic leadership and DPSLF • Common Language
Process • Fundamentals Work • Design Process • Design Features
Roles • Table Support Partners • Activity Support • Thought Partnership • Central Office Resources
Today: Agenda • 8:00 Opening Session • 8:25 SSD Fundamentals • 9:30 Design Basics • 10:20 Design Process Step 1: ASSESS • 11:20 Design Process Step 2: PRIORITIZE • 12:00 Keynote Luncheon: Dr. Darlene Sampson • 01:00 Design Feature: Who?The A-Method for Hiring • 03:00 Design Feature: Roles & Differentiated Supports • 04:45 Closing
FUNDAMENTALS DPSLF: OL1
KEY OBJECTIVES SSD FUNDAMENTALS (OL1) Review common language and approach Review Design Values & Norms Sample the Design Process
What is Strategic School Design? • Strategic School Design is the leadershippractice of intentionally and creatively using resources - time, people, money, technology and space - to maximize educator effectiveness and ensure that every child graduates from high school college and career-ready.
PROCESS The Work of Leadership
Design Principles • Keep a Student-Centered, Holistic Design Mindset • Utilize a Collaborative Design Process • Maintain Awareness of Trade-offs and Interdependencies (ERS)
Trade-offs and Interdependencies Why is having a deliberate process for making choices and tradeoffs important? • There are implicit or explicit trade-offs in all school designs. • Changing one element causes ripples through the whole system. Source: Education Resource Strategies
ERS RESEARCH • ERS Research found that high-performing schools use a similar process to make choices and tradeoffs about organizing resources. Source: Education Resource Strategies
Design-Check! • Equity • Alignment • Sustainability
Design-Check! Alignment • Student Needs-Academic Goals • Educator Effectiveness – Instructional Strategies • Mission and Vision • Instructional Model
The Values of Design & Innovation • Students first • Collaboration and sharing • The freedom of imagination • An insatiable curiosity • Video • Risk-taking • Smart failure • Challenging assumptions • Courage
VALUES IN ACTION Take a fun or engaging photo. 1 point Be a lovecat: Share a best practice, new idea or connect someone to someone else. 2 points Take a risk or create something new and grand. 4 points Challenge an assumption or status quo and reframe! 4 points
Activity : 20 Min5 Day Lunch Plan • Read the instructions. • Go to your assigned group. • Begin by interviewing the interviewee. • Be sure to select one or more persons from your group to share out.
DPSLF: CEL2-E5,CEL2-E5 Analyze student needs and teacher capacity.
SESSION OBJECTIVES ASSESS CEL2-E5,CEL2-E5 Discuss key data and data points for SSD Explore SSD concepts in the UIP and UIP process
ASSESS STUDENT NEEDS ASSESS TEACHER CAPACITY
SSD KEY FACTOR: HIGH QUALITY DATA & UIP PROCESSES/SYSTEMS
Data and Tools • DATA: student performance • DATA: educator effectiveness • TOOL: Uniform Improvement Plan • TOOL: Teacher Inventory Tool
SSD Data Requirements • Accurate, high frequency data systems and Data Inquiry Cycles, aligned with Common Core Strands-Standards • Appropriate data points, aligned with school Academic Goals, from multiple sources. • Thorough disaggregation of data -(grade, content, CCSS Strand-Standard, sub-group, ethnic group) • Controllable root causes- (programs, strategies, alignments, scheduling)
SSD KEY FACTOR: UIP IS A GUIDING TOOL
DO YOU SPEAK SSD? • Academic Goals: • Learning: Goals established for student achievement, based on mastery of Common Core Standards-Strands. • Instructional Strategies: • Teaching: Strategies that teachers implement within the classroom to facilitate students mastery towards the school’s Academic Goal and SWF.
Instructions: Activity: 20 min total • Look through the UIP and highlight: • Student academic goals • Teacher instructional strategies 15 min. • Look through the list and discuss: • Alignment or Misalignment
SSD KEY FACTOR: TEACHER INVENTORY is a utilized tool
Educator Effectiveness • Performance distribution • Rockstars to leverage? • Good to great? • Developing? • Reduce impact/significant support? • Common strengths and weaknesses (& match with priority content) • Vacancies/turnover • Culture and mindset
Activity: 15 min Instructions Getting Started Assign a facilitator Assign a scribe. Assign a timekeeper. Make sure everyone understands the assignment. • Take time to look at the teacher inventory form. • As a group, write answers to the following on a flip chart. • Where would you focus hiring if you have 4 vacancies? • How would you invest your PD dollars? Which group of teachers would benefit most from this decision? • Which teachers would you team together? • What changes would you make in student grouping?
DPSL: CEL2-E5,CEL2-E5 Establish school-wide focus.
SESSION OBJECTIVES PRIORITIZE CEL2-E5,CEL2-E5 Overview of foundations for SSD. Explore school wide focus. Explore resource strategy and management. Select resource priorities that are aligned with your school wide focus.
SSD KEY FACTOR: A strong MISSION AND VISION
SSD KEY FACTOR: An aligned & intentional INSTRUCTIONAL MODEL
Activity: 15 min • Instructional Model • Use the 7 Components of the Instructional Model to think about your school’s model. • Place your school on the scale of the model. • Discuss: • How long was the model this way? Why? What parts have changed recently? Why? How connected is each component with the needs of your students now? If you were to transform any component, which would it be, why and how would you do so?
SSD KEY FACTOR: School-wide focus grounds the work
School-wide Focus (Video Discussion) Group Discussion Questions Getting Started Assign a facilitator Assign a scribe. Share out on a flip chart at the end of the discussion. • What was the major difference between their school-wide focus and our major improvement strategies? • What was the major difference between their process for developing a school-wide focus and our UIP process?