Overview of the RISC Model

1. Overview of the RISC Model • Shared Vision Stakeholders drive systemic change • Leadership All stakeholders develop leadership capacity • Standards-Based Design Standards-Instruction-Assessment-Reporting Learning is the constant, time is the variable • Continuous Improvement Refine processes that foster excellence

2. Guiding Questions What are some tools to help us become more effective leaders? What are ways that we can assess and build leadership in all stakeholders?

3. Why is Leadership Important?

4. “Everyone is a leader in their own way because of their ability to help others. Leaders come in all ages, sizes, and colors. If someone demonstrates leadership, you can bet they were once led themselves.” TiffanieCasados, District 50 Graduate

5. Continuum of Collegialityderived from Judith Warren-Little Joint Work Ostrich: Sticks Head in the Sand Aiding & Assisting Scanning & Storytelling Undermines Sharing of Work True Sharing Leadership Role in Sharing

6. Is it Worth it? Is the change worth it?

7. Managing Effective Change Leader Shared Vision Strategic Plan Right People Baldrige/CIM + + + + = Utopia Happy Hour Shared Vision Strategic Plan Right People Baldrige/CIM = + + + + Lone Ranger Leader Strategic Plan Right People Baldrige/CIM = + + + + Leader Shared Vision Right People Baldrige/CIM = + + + + Scarecrow Leader Shared Vision Strategic Plan Baldrige/CIM Alice in Wonderland = + + + + Leader Shared Vision Strategic Plan Right People Heisman Winner + + + + =

8. What is 1st and 2nd order change? (Waters & Grub, 2004) 1st order change 2nd order change Break with the past Outside of existing paradigms Conflicted with prevailing values and norms Requiring new knowledge and skills to implement Complex Implemented by stakeholders • Extension of the past • Within the existing paradigms • Consistent with prevailing values and norms • Implemented with existing knowledge and skills • Incremental • Implemented by experts

9. Leadership for Incremental and Dramatic Change First order change Second order change Shake up the status quo Expect some things to seem worse Propose new ideas Operate from strong beliefs Tolerate ambiguity and dissent Talk research and theory Create explicit goals for change Define success in terms of goals • Emphasize relationships • Establish strong lines of communication • Be an advocate for the school • Provide resources • Maintain visibility • Protect teachers from distractions • Create culture of collaboration • Look for and celebrate successes Waters, Marzano & McNulty-2006

10. Clock Activity9:00 appointment • Identify the people on your staff for whom this would be 1st and 2nd order. • What leadership skills would you need to support people through the change process?

11. Changes!

12. Remember to use the Parking Lot + ∆ Positive comments Things that need to be changed ? Questions? Ah Ha’s-- Breakthroughs and Understandings

13. The Five Why Process Why is it important to define and develop leadership at all levels?WHY? WHY? WHY? WHY? WHY?

14. How do you define leadership at the classroom level?

15. Example: Flow Charts develops Leadership

16. Example: Experts develop Leadership

17. Example: Goal-Setting Develops Leadership

18. Academic Leadership

19. Example: Affinity Diagrams & Shared Vision build Leadership

20. “Learner-Centered” Approach as Opposed to “Teacher-Directed” Approach to Leadership TRIOS Protocol 1) Join two other people to form a group of three people: Join with people who are not at your table 2) Each person speaks for one minute on the following topic: What is the difference between a “learner-centered” vs. a “teacher-directed” approach to leadership? 3) Others in the group listen without questioning or commenting. Rotate until each person has had a chance to speak.

21. “Learner-Centered” Approach as Opposed to “Teacher-Directed” Approach to Leadership 4) Find two new partners 5) Each person discusses the following topic: What does student leadership look like in a learner-centered classroom?

22. Building leadership capacity in the RISC Model? Useful tools: -Affinity Diagram -Five Whys -Flow Chart -PDCA -Rubrics -Parking Lot -Capacity Matrices

23. What does this look like for students?

24. Other Ideas and Topics • GOALS-Growth Ownership Achievement Leadership Standards • SBS Tools • WEB-Welcome EveryBody • Student-led conferences • Student-led tours • Student Council • Advisory reps • CORE Court • Principals’ Cabinet • Personal Social Standards-PbyP

25. HTH builds Leadership in its Stakeholders • Embed RISC Stakeholder video

26. Guiding Questions for Leadership What are some tools to help us become more effective leaders? What are ways that we can assess and build leadership in all stakeholders?

27. Parking Lot + ∆ Positive comments Things that need to be changed ? Questions? Ah Ha’s-- Breakthroughs and Understandings

28. Overview of the RISC Model • Shared Vision Stakeholders drive systemic change • Leadership All stakeholders develop leadership capacity • Standards-Based Design Standards-Instruction-Assessment-Reporting Learning is the constant, time is the variable • Continuous Improvement Refine processes that foster excellence

29. Guiding Questions Why is it important to Continuously Improve? What tools and processes support Continuous Improvement? How do we measure, how often, and report it?

31. District 50 Design and Delivery Guide Developing Awareness and Understanding Create a shared vision and code of conduct aligned at District, School and Classroom level. Develop a Management Action Plan (MAP) for District and Schools (Including a communication plan). Identify Key Performance Indicator’s (KPI’s) and cycle times. Developing Awareness Train BOE and leaders on the model. Build parent and student awareness. Building Understanding Train whole staff on the model. Take a vote of confidence. Identify Guaranteed Viable Curriculum (GVC) with wiki for transparency. Train all staff on Beacon strategies and learner-centered tools. Create a support system for Beacons to problem solve. Create a toolkit of tools, processes with examples. Train Beacon teachers. Develop assessment philosophy and assessments aligned to GVC. Raise level of rigor using (Marzano/ Bloom) taxonomy. Continue to build parent understanding. Create and professionally develop an instructional model. Create recording and reporting tools. Align district policies and procedures: graduation, transcripts, eligibility, promotion, teachers’ and administrators’ evaluations. Create a system alignment from District to state/ higher education. Create District/Business partnership. Begin to open practice for others to see (conferences, media, symposium). Build budget and staffing for SBS.

32. 1st Implementation and Routine Use and Refinement Pre-assess students; crosswalk and transition from grade levels to performance levels. Initiating 1st Implementation Create a standards-based report card. Create schedules for performance levels. Create SBS induction for new employees. Collect baseline data on KPIs. Conduct site visits for internal and external feedback. Determine program redundancy and obsolescence from old to new system. Budget and staffing for SBS. Define proficiency and identify exemplars to post on wiki. Develop protocol for parent conferencing. Train parents on electronic reporting tool. Gather input from users on GVC, instructional model, assessments and R/R tool. Create a balanced scorecard transparent to all stakeholders based on district shared vision. Using Routinely and Refining Provide Learning Labs for staff who want to improve practice. Provide Intensives for staff who need more training. Celebrate 1st successes. Provide professional development based on needs from evaluation tools. Check and adjust instructional model. Check and adjust assessments. Revitalize shared vision. Monitor KPI’s on cycletimes. Check and adjust GVC. Create a process to celebrate successes. Check and adjust recording and reporting tools. Update balanced scorecard on website. Recruit, induct, and PD staff on standards-based system. Recruit, induct and PD leadership on standards-based system.

37. What does continuous improvement look like in the RISC model? • Nothing in a RISC system is stagnant. Change and improvement are constants. • A RISC system encourages both introspection and innovation. • RISC’s continuous improvement process-vision, implement, study, act-can be used at the individual and organizational levels. • D50 uses the PDCA process: Plan, Do, Check, and Adjust

38. What does Continuous Improvement look like?Student, Teacher, Principal and Superintendent

39. PDCA Process Tool Purpose: To set goals, design the plan for goal attainment and assess the success of the plan PLAN What is the goal? DO How do you implement it? CHECK Was it a success? ADJUST What WILL you change or do differently?

40. PDCA Sample

41. PDCA Sample

42. KPI’s and Cycle Times • KPI’s=Key Performance Indicators • What are the measures you will use to continuously improve? • What is your baseline data? • Cycle Times • How often do you collect data? • How can you make your results transparent?

43. Guiding Questions Why is it important to Continuously Improve? What tools and processes support Continuous Improvement? How do we measure, how often, and report it?

44. Parking Lot + ∆ Positive comments Things that need to be changed ? Questions? Ah Ha’s-- Breakthroughs and Understandings

45. Goals: Participants will… • Understand the RISC Model and the four components • Learn and apply quality tools and processes to create systems of excellence • Analyze the application of RISC concepts to your classroom and school

46. Please complete the RISC Evaluation • This is how we get better! • Your feedback is important to us!

47. Denver, Colorado 1-877-357-9080 Wasilla, Alaska 907-357-9080

48. Do you have buy-in or are you committed? Are YOU the Chicken? = Or the Pig?

49. Commit-o-gram How committed are you to moving forward? • Commit-o-gram=A tool that provides a quick assessment on how people feel about an issue • Use dot with no names to be more authentic • Determine what you want measured (How committed are folks to moving forward with?) • Discuss how this can guide future actions (moral purpose, burning issues etc.)

50. Quadrant Commit-o-gram • Ready to do it in my classroom, district, state- Get out of my way! • Ready to do it in my school. • Ready to commit to more training. • Even with more training, I’m not committed to this change.