Digging In to The SI Framework

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Digging In to The SI Framework

• Purpose
• To operationalize use of the SI Framework to help
  create a culture of continuous improvement
• Outcomes
• Participants will
• Use the SI Framework to help prioritize
  individual building needs
• Identify key messages to share with critical
  stakeholder groups
• Understand and apply the SI Framework as a system

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Icebreaker

• Share your name, position
• Explain an SI Goal or continuous improvement
  initiative you are working on

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Where We Left Off

• April 2006 School Improvement Conference SI
  Framework unveiled
• Statewide focus on coherence
• Draft rubrics shared
• Conversation Starter Kit
• Common Vocabulary

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Whats New

• Draft SI plan template which includes all
  requirements that need to be addressed
• Fall SI Conference November 6, 2006
• Dr. Brian McNulty to review SI Framework and
  offer guidance re "essential" benchmarks

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Whats Clear

• Widespread support for the SI Framework exists
  SBOE approved Dec. 2005.
• MDE is putting resources in to maintaining the SI
  website
• There will be a collection of Indicator data this
  year.
• MDE will align support services to SI Framework

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Framework as a Statewide Filter

• Accreditation Performance Indicators
• Title I
• Grant Criteria
• Technical support High priority schools
• Professional development
• Special Education CIMS
• High School Redesign
• MDE cross-functional work

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Whats Cloudy

• No clarification yet whether collection of
  Indicator data will be on previous or newly
  identified Indicators
• Role of Indicators and scoring process within Ed
  YES!
• Timelines
• Tools
• Electronic building template reporting process
• District template

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The Forecast

• Continued focus will only increase in coming
  years high pressure front
• SI Framework vital tool in establishing climate,
  culture for true SI to occur focused on success
  for all students

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School Improvement Defined

• A collaborative process through which staff
• identifies strengths and weaknesses of the
  entire school operation, and
• uses the information to make changes in
  deliberate, cohesive, observable and measurable
  student outcomes.

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The Challenge

• Provide a comprehensive framework based on
  current research and best practice to serve as a
  road map to support continuous school improvement.

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The 5 Strands and 12 Standards

Strand I TEACHING for LEARNING
Strand II - LEADERSHIP
INSTRUCTIONAL LEADERSHIP
CURRICULUM
INSTRUCTION
SHARED LEADERSHIP
ASSESSMENT
OPERATIONAL RESOURCE MNGT.
Strand III - PERSONNEL PROF. LEARNING
Strand IV - SCHOOL/ COMMUNITY RELATIONS
Strand V - DATA INFORMATION MANAGEMENT
PERSONNEL QUALIFICATIONS
PARENT/FAMILY INVOLVEMENT
DATA MANAGEMENT
PROFESSIONAL LEARNING
COMMUNITY INVOLVEMENT
INFORMATION MANAGEMENT
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SI Framework as a System

• Strands are NOT stand alone
• Interdependent and interwoven
• Reflect a systems view

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SI Framework as a System

• High School Redesign
• Balanced Assessment System
• Components of Effective Practice

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Domain 1 Planning and Preparation
Classrooms quality instruction increasing
student achievement happens here Buildings data
driven decisions, school improvement
planning District data collection, analysis,
and oversight
Domain 3 Instruction
Domain 3 Instruction
Domain 2 The Classroom Environment
Domain 4 Professional Responsibilities
Domain 4 Professional Responsibilities
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Activity 1- Connecting to the System of the SI
Framework

• Your task
• Think about a continuous improvement goal or
  initiative you are involved in within your
  building/district/organization.
• Review the 5 Strands 12 Standards, noting
  specific ways in which they are or could be in
  support of the initiative.
• Using SI Framework web, map out key aspects
  within each Strand to be considered or addressed.

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Activity 1 Sharing

• Small groups share your web within group
• Whole Group sharing
• Report out on key initiatives and connections
  across Framework Strands Standards
• Any major Ah-has or new ideas that emerged
  from small group dialogue?

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Harvesting a Strand

• Strand I Teaching for Learning
• Curriculum
• Aligned, Reviewed, Monitored Communicated
• Instruction
• Planning
• Delivery
• Assessment
• Aligned to Curriculum Instruction
• Data Reporting and Use

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Activity 2 Harvesting Strand I Teaching for
Learning

• Review Strand I materials definition,
  standards, benchmarks, key characteristics
• Answer the following questions
• How does your work interface with this strand?
• What strengths and challenges do you see for your
  building/district/organization within this
  strand?
• Are any concepts in this strand unclear to you,
  or potentially to those you work with?

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Activity 2 Sharing

• Within grade level groups, share your
  observations about
• Your role
• Strengths, challenges
• Concepts needing clarification
• As a whole group, process concepts needing
  clarification

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Lets Dig In

• To LUNCH!

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Conversation Starter/Strategy Cards

• Purpose
• Process for use
• Demonstration Practice

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Activity 3Modeling the Strategy Cards

• Arrange in groups of 4 or 5 (If with your
  colleagues, work with them!)
• Get out
• one set of Strand I Teaching for Learning Cards
• Strategy Card Poster
• Direction sheet
• Follow verbal directions use direction sheet to
  clarify (You can ask, too)

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Activity 3 Sharing

• Each group report out
• Did this tool increase your understanding of
  Strand I?
• How effective would this tool be in identifying
  strengths/weaknesses within buildings?
• How could this tool help building staff identify
  areas of need and begin the process of
  prioritizing?

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Rutabagas and Rubrics

• What the (_at_ was MDE thinking?
• Whats in there?
• Whats the value?

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Applying the Rubrics

• Revisit earlier examples
• High School Redesign
• Balanced Assessment

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Activity 4 Applying The Rubrics

• Working In your Activity 3 Group, select record
  a strength and a challenge from your poster.
• Identify if the strength and challenge would fall
  under Curriculum, Assessment or Instruction.
• Using the rubric(s) aligned with selected areas
  of strength and challenge, discuss the rating you
  would assign.
• Review/record possible data sources and examples
  of documentable/observable results listed in
  rubric, and discuss how helpful/viable these
  would be.

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Activity 4 Sharing

• Whole group discussion What is the value of the
  rubrics as you see them?
• How helpful/viable are the possible data sources
  and examples of documentable/ observable results
  listed in rubric?

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Activity 5 Harvesting Large Yields

• Assemble in groups of 4-5
• As a group, respond to assigned scenario by
  developing a presentation outline that
  introduces/addresses/integrates the SI Framework
• Each group must
• Establish the purpose and outcomes of
  presentations
• Identify the key messages, format, and process

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Next Steps

• Tomorrows agenda
• Activity 5 Sharing
• Integrating the SI Framework into your systems
• Feedback
• What worked?
• What do you still have questions about?
• What can we do tomorrow to help make the SI
  Framework more useable?

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Good Morning, Yall!

• Feedback from yesterday
• Activity 5 - Scenario sharing
• Integrating the SI Framework into your system
• Action planning

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Activity 5 Sharing

• Each group explain scenario
• Share purpose and outcomes of presentation
  outline
• Share the key message, format, and process
  developed

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Integration

• Beginning the conversation about Continuous
  Improvement
• Its all about
• Collaboration
• Values
• Beliefs
• Culture
• Coherence
• with the goal being success for all students

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Collaboration

• Strand II, Standard 2 Shared Leadership
• All staff have collective responsibility for
  student learning
• Benchmark B Continuous Improvement
• Key Characteristic I Shared Vision Mission

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Importance of Personal Vision

• Shared visions emerge from personal visions.
  This is how they derive their energy and how they
  foster commitment
• If people dont have their own vision, all
  they can do is sign up for someone elses. The
  result is compliance, never commitment.
• - Peter Senge
• The Fifth Discipline

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Setting the Stage for Vision, Values, Mission

• Video Clip - Failure is not an Option
• As you watch, think about your own
  school/district organizational culture.

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Activity 6a Importance of Personal Vision

• Identify your personal vision around the
  following prompt
• If failure was truly not an option for any
  student, what would be different in your
  building/organization 5 years from now within
  each of the 5 SI Framework Strands?

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Activity 6b Collective Vision and Values

• Going from personal to collective vision
• Meet in groups of 4-5
• Look across individual visions and
• identify chart commonalities or critical
  points within each of the 5 strands
• Meet with another group to share collective
  visions and identify commonalities chart.
• Whole group discussion

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Activity 6c Collective Vision and Values

• In combined group, identify core values beliefs
  that would need to be in place to move toward
  collective vision (use Vision and Values Guiding
  Questions document)
• Determine chart critical values and beliefs
• Reflect individually on your building/
  organization in relation to values and beliefs
  identified

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Activity 6 Sharing

• Whole group discussion How could this
  concept/activity be used in your setting?

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Mission Statement

• Statement of schools/districts essential
  purpose its reason for being.
• Video clip - Failure is not an Option

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That was then

• Traditional Mission Effective Mission
• Vague, generic Clear, specific
• Says all kids can learn Says what all
• but doesnt define learning students will learn
• Does not address response Indicates response
• when students dont when students dont
• learn learn

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Activity 7 Mission Statement

• Using your building/district/organizational
  Mission statement, determine whether it address
  the following
• What you want to do
• How you will know if you are succeeding
• What will you do to ensure success for all

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Activity 7 Sharing

• Do our mission statements reflect our current
  realities?

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Mission Statement Example

• The mission of our school is to create and
  maintain a trusting and nuturing environment to
  ensure every member of the school community
  reaches a high level of personal and academic
  achievement as determined by local, state and
  national standards. We commit to a comprehensive
  system of support to assure this outcome.
• -Adapted from Failure is Not an Option

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Activity 8 Action StepsEnsuring a Bumper Crop

• Whats gonna be different back at the ranch?
• What have been your most critical learnings
• Who you need to share them with
• Why
• When
• How
• Where

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Activity 8 Sharing

• Turn to your neighbor and share one key concept
  you are taking away with you.
• Large group sharing

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Happy Trails

• Outcomes howd we do?
• One and a half days one and a half strands
• We know there are five
• Our hope
• Continued opportunities and resources
• We know where you live!