Prioritizing Action Planning: What comes first?

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Prioritizing Action Planning What comes first?
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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

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Unwrapping 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.

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Session 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

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What do we know about obstacles to 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

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Discussion Question

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

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GET IT RIGHT!
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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)

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Considerations in plotting the direction (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?

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• "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

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Action Planning

• A roadmap to where you
• (district/school/team) are going.

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Do you have a clear vision .know where you are
going?
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Possible questions to ask as a team

• 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

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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.

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Discussion Question

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

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Do you have sacred cows?

• Do you know political cultures related to MIM
  initiatives?
• Is there a have to and dont go there how
  viable?

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Are there other initiatives? Are we 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?

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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/A Aligns with Board goals
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Discussion Question

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

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

• Clear vision and mission
• Collaborative Culture
• Universal screening
• Core evidence-based instructional practices

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Maxine
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How can you bring it together?

• MIM scoring of essential features
• Impact and feasibility ratings.
• Integrated systems.
• Priority for action planning.

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Self-Study

• Status

  Rubric Average  
Shared Vision Commitment 3.3  
Leadership 3.9  
Collaboration 4.3  
Professional Development 4.0  
Mentoring Coaching 3.3  
Culturally Responsive 4.0  
Resources 2.6  
Family Community Involvement 3.5  
Evidence-based Practices 4.0  
Data-based Decision-making 4.2  
Progress Monitoring 3.4  
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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
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Impact/Feasibility
High Impact/High Feasibility High Impact/High Feasibility High Impact/High Feasibility High Impact/High Feasibility Low Impact/High Feasibility Low Impact/High Feasibility Low Impact/High Feasibility Low Impact/High Feasibility
Indicator Priority for action plan (y/n) Indicator Priority for action plan (y/n) Indicator Priority 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      
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Score Pages
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Guiding Questions

• 1.To what extent do we engage in this behavior or
  address this issue?
• How much will a change in our practices on this
  item increase the academic achievement of our
  students?
• How much effort will it take to significantly
  change our practices regarding this issue?
• - Marzano, 2003
  ASCD

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Using the blueprint
Broad area - Missing components Blueprint 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
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Using 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).
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Summary

• 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.

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Summary Goal Planning Worksheet

• Broad Area
• Key Components
• What do we already have in place that is working?
• Where are our gaps?
• SMART Goal Development
• Strategy Explorations

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Sample Goal Planning Worksheet from 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?

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Cont 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.

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Table group discussion questions

• 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?