2016 facilitator’s guide€¦ · day 2: how are we doing, and how can we do better, for all...

DAY 2: HOW ARE WE DOING, AND HOW CAN WE DO BETTER, FOR ALL STUDENTS?

GCIPL Day 2 • 2016 Facilitator Guide •

2016 FACILITATOR’S GUIDE

DAY 2 · Louisville

Value Sort • 60 Minutes School Data • 120 Minutes

Question Formulation Technique • 60 Minutes Behavioral Styles • 75 Minutes

Storytelling • 60 Minutes

Homework Plans • 45 Minutes

PACKING LIST Name Printing details Number To

Pack for GCIPL

If done separately from Day 1, also review Day 1 for set-up materials also needed for Day 2

Facilitator Guide Double-sided sheets, stapled, bold color of paper

4

Participant Booklet Stapled booklet, color printing 40

EdGuides – entire publication Double sided, color, stapled 35

School Data PowerPoint 6 slides per page, double sided, color 40

Overall Data Packet – unique one for each person, including facilitator (put in alpha order by first name)

Double sided sheets, color printing, stapled

One for each

Value Sort Cards One per participant 40

Welcoming schools survey Single pages, single sided, color printing

40

Chart Paper, Markers, and Tape Lots

Easel, Laptop, projector, USB connector, USB drive, screen and speakers to show:

Day 2 PowerPoint (include School Data)

One of each



VALUE SORT • 60 MINUTES Goal Materials

This "Value Sort" exercise will allow us to think about our own values and consider the values of others we interact with, whether at work or activities in which we are involved or, in this case, our future interactions with other parents, school personnel and even students.

Value Sort Cards

Targets

This learning activity will be successful if, when we’re done, participants:

Understand how their own values can affect interactions with others

Have a stronger awareness and sensitivity to their own values and that not everyone has the same values, which impact what people view as important

PAGE 1 PPT1

Welcome participants and review essential question, goals and agenda for the full day.

Now that we have seen the new standards, we will now look at how students are doing compared to those standards and think about questions you may want to ask at your school.

PAGE 2 PPT2 Value Sort Exercise Learning Targets This learning activity will be successful if, when we’re done, participants: 1. Understand how their own values can affect interactions with others 2. Have a stronger awareness and sensitivity to their own values and that not everyone has the same values, which impact what people view as important. Value Sort: What is a value? Values are defined as a person's principles or standards of behavior, one's judgment of what is important in life. Knowing what we value most in our work, relationships, and other commitments makes it easier to respond to opportunities and conflicts with integrity. The Value Sort is an excellent way to reflect upon what is most important to you personally and it is also a great way to stimulate conversations with peers, colleagues and family members. This "Value Sort" exercise will allow us to think about our own values and consider the values of others we interact with, whether at work or activities in which we are involved or, in this case, our future interactions with other parents, school personnel and even students.



You have been given a set of value cards. Take a few minutes to look through these cards and select the five that you identify as your own values - remember, your own judgment of what is important in life. (give them time to read the cards and select their top five) Next action steps will be given when you have selected your five top values. Remainder of instructions: Randomly ask several in the class to share a few of their values but don’t ask why at this point – just a couple of minutes. Next instructions: OK, now, pick three from those five – three that are most important to you. Allow a few minutes for this. Everybody have their top three? Was that easy or did you find it difficult? Get a few responses. Next instructions: OK, NOW, pick one. What is the value that means the most to you? What would you fight for? What would you die for? After everyone selects one, go around the room and ask if they will share their #1 value and why (if they aren’t comfortable sharing, no problem). After sharing, ask these questions: How do you think recognizing the value you treasure most will help you in your interactions with others? Do you think people who know you well would pick that as your #1 value? And, you want to lead the participants to thoughts about respecting other people’s values (that may be way different than their own) in a working group environment, or in working with their children’s teachers, administrators. And maybe ask them to talk about how they might find out another’s values, ideas for conversation starters or questions they might ask. Ask them to write their #1 value on their table tents. An obvious way for everyone to know each other’s values and to consider those values as they are working in groups in the days ahead.



SCHOOL DATA • 120 MINUTES Goal Materials

Develop lasting ability to identify key kinds of data available for all schools and key achievement-related issues shown in data for your own school.

EdGuide Packets Overall Data Packet (custom one

per participant) School Data PowerPoint (6 slides

to a page, double sided, color) for each participant

Targets

This learning activity will be successful if, when we’re done, participants see themselves as ready to:

Ready to ask and learn about student results for their own schools

Ready to ask and learn about their schools’ approaches to strengthening those results

Assessment Mini-lecture (15 Minutes)

PPT 3

Turn to PAGE 3 Have volunteers read Learning Targets. Tell them that they will not be using their Participant Booklet for this workshop.

PPT 4

Distribute EdGuide packet.

Explain EdGuides:

Kentucky EdGuides from the Prichard Committee offer quick briefings on key state education strategies. You can always find them at www.prichardcommittee.org, or www.tinyurl.com/2016GCIPLtools. You can choose the topics you want to study and download or print them as you need them. Today, we will look at the ones on Statewide Assessment of Student Learning and Quality of Learning Programs.

Using the EdGuides:

Ask participants to turn to the Statewide Assessment for Student Learning (the one with Goals & Results 1.2 in the green header)

Review the basic contents. (This is a very fast chance for parents to learn what is tested and when, and see that there are answers about the kinds of items tested and when. It’s a simple information warm up)

Ask them to turn to the Quality of Learning Programs (the one with Goals & Results 1.3 in the green header), and explain that this is how Kentucky checks quality in the subjects that aren’t tested.

Again, review the basic contents. (If asked whether schools can give themselves good scores just to look good, admit it’s possible, but point out the statewide scores in the EduGuide: if everyone had scored themselves at the top, it would be 3.0 across the board. Also note that the state will review some schools’ program reviews, and that parents and others at the school can also contribute to making sure the reporting is accurate.)

Tell them that the school report cards are the source for the custom data packet for their identified school. The school report card is available at the link given in the booklet.



A Bit of Practice With The data (10 Minutes)

PPT 5 Share the bold goal

PPT 6 Add that proficient KPREP scores are evidence of students being on track

PPT 7 and 8 Name the school report card and point out that GCIPL uses the same data.

PPT 9 Remind participants about novice, apprentice, proficient, and distinguished and ask them to compare the two schools shown.

PPT 10-12 Talk through 2 bar chart slides, letting participants answer and encouraging discussion.

Diving into the Achievement Data (15 Minutes)

Distribute the data packets. Tell them that the reflections for this workshop are included in this data packet and not in the participant booklet.

PPT 13 Which Subjects are strongest? Model deciding on strongest subjects.

Turn projector off, Work from sample Overall Data Packet

Review four tasks on page 1. Read top of page 2 and walk them through data on page 3 to clarify what’s what.

Ask participants to do Task 1, using just pages 2-5. Add that once they have done their own look at the numbers, they should compare with a neighbor and discuss what they see. Point out Number Lovers on pg. 15.

Debrief by asking five volunteers to share what they saw

Growth, Readiness, Graduation (15 Minutes)

Read top of page 6, and ask participants to do Task 2, which has additional data and uses pages 6-10.

Debrief with five more thoughts.

Program Reviews (10 Minutes)

Ask participants to move on to Task 3 which uses pages 11-13, and think about how they can learn more about what is happening in their school for these subjects.

Debrief by having participants ask questions and share insight from their school.

Reflection Questions (15 Minutes)

Ask participants to move on to Task 4 and thinking about what else they want to learn.

BOLD GOAL (15 Minutes)

Turn projector back on.

PPT 14-15

Review the bold goal again, this time allowing that the current Program Review scores are very high suggesting that nearly all programs are really great, and the Department of Education has begun a process of checking sample schools and getting educators to think more carefully about how well they meet each expectation.

Debrief by sharing out a few questions, comments, or insights.



QUESTION FORMULATION TECHNIQUE • 60 MINUTES Goal Materials

Develop lasting ability to reflect on how to lead a sustained effort to strengthen student performance and parent engagement in collaboration with local schools

Flip chart pages and markers

Targets


Use this Question Formulation Technique to improve their own questions

Use this Question Formulation Technique with others as a way of preparing to be better partners, questioners, and learners

Turn to PAGE 5

PPT 16 Read Goal and Learning Targets

How we’ll try the technique (5 Minutes)

This learning activity will be successful if, when we are done, participants see themselves as ready to:

Use this Question Formulation Technique to improve their own questions

Use this Question Formulation Technique with others as a way of preparing to be better partners, questioners, and learners

The Question Formulation Technique (QFT) is a strategy that allows anyone, no matter their educational, income or literacy level, to learn to ask better questions and participate more effectively in decisions that affect them. Those who are farthest from power can think for themselves and can effectively advocate for themselves, their families and their communities.

The role of facilitator includes being the timekeeper.

As the Facilitator, participants will be guided through a “process” that they might use as a tool to take back to their school. The focus will be on the work generated by the small groups, not the facilitator. Reiterate that learning the “process” not developing an action plan at this time, is the major focus of this workshop.

Brainstorm list of issues (5 Minutes)

Put flip chart paper on 5 break out tables

Ask the large group to brainstorm a list of school issues, reminding them that brainstorming is not a discussion vehicle.

Record their ideas on flip chart



Count off by 3 to form groups. (There should be 6 at each table) Have each group move to a round table.

Instruct small groups to assign a reporter and recorder and then assign an issue to the groups and instruct them to write it on the top of their flip chart paper. It is ok for 2 or more groups to pick the same issue.

PAGE 6 QFT Chart

Step 1 Brainstorm (5 minutes) Instruct the group to brainstorm as many questions as they can about the chosen issue and remind the recorder to write the question down exactly as stated. The recorder is not to skip over any question even if it leads to another question. Also, tell the group not to stop to analyze, judge or try to answer the question. If a participant thinks of a statement, change it into a question. PAGE 7 Step 2 Closed-ended and open-ended questions (five minutes) Explain to the participants the difference between closed-ended vs. open-ended questions.

Closed-ended question are answered with a simple “yes” or “no”. Open-ended questions require more explanation. Ask the participants:

What are the advantages of closed-ended questions? Answer to listen for: it gives us a yes or no answer without ambiguity or vagueness

What are the disadvantages of closed-ended questions? Answer to listen for: we don’t hear extenuating circumstances.

What are the advantages of open-ended questions? Answer to listen for: the questioner gets more information and the answer may lead to more question and a greater depth of understanding.

What are the disadvantages of open-ended questions? Answer to listen for: we may not get a direct answer to our question.

Ask the groups to review their list of questions, check for any closed-ended questions and make all closed-ended questions open-ended. Suggest to the participants that using words like WHAT, WHY, HOW, WHERE, WHEN will help in changing closed-ended questions to open-ended questions

PAGE 14 AGAIN

Step 3 Prioritizing (five minutes)

Instruct the groups to choose and star the 3 questions that will get them closer to the answers they are looking for regarding the issue they chose. Remind participants that by choosing three questions they will be prioritizing their questions.



Step 4 Branching off (five minutes) Instruct the groups to choose one of the 3 prioritized questions to focus on. Tell the recorder to write this question on top of new page of flip chart. Tell the group to be sure and hang their work off each flip chart paper, on a wall convenient to the group. Ask the group to brainstorm more questions about that one prioritized question. Inform the group this step is called branching off. Step 5 Prioritizing again (five minutes) Ask each of the small groups to look at the questions they’ve generated during the branching off step. Ask them to prioritize again by choosing three questions to focus on and marking those questions with a star. Remind participants to think about the original issue the group is focusing on and to prioritize their questions that will best get to the heart of the issue.

Tell the participants that these are the last 3 priority questions. Review steps after process is completed (5 minutes): Review the steps with the participants that were taken so far as part of the QFT process:

We have Brainstormed questions by looking at an issue and asking many questions about it

We discussed the difference between open-ended and closed-ended questions and changed all questions to open-ended

We Prioritized questions choosing the 3 most important ones

We then continued by Branching off – choosing one question and brainstorming more questions about that question

Finally we Prioritized questions again about the issue. Review possible steps to take it to the next level (5 minutes): Ask participants now that they have formulated their own questions what action can they take? ( listen for: i.e., last 3 priority questions could be divided up with group and made into action items and develop a plan; last one priority question could be addressed by group and made into an action item and develop a plan). Sharing out (10 minutes)

Ask each small group to share/report out the original issue they chose and the last 3 priority questions they finally identified as questions they really want answers to. With the large group, ask what was learned, what was the value of formulating your own questions?

Ask the participants how can they use what they learned today?



BEHAVIORAL STYLES • 75 MINUTES Goal Materials

Develop lasting ability to explore the diverse perspectives within your own community, including student and parent thinking about student achievement

Behavioral styles evaluation sheets

Behavioral Styles skit (name tags, script, props, chairs, table)

Targets


Identify strengths of each behavior style

Use understanding of their own style to be a better collaborator

Use understanding of others’ styles to be a better partner and leader

Opening/Introduce

Topic/Purpose Time Activity/Script Supplies

Opening/

Introduce concept of behavioral styles

5 min Share goal and learning targets from booklet page 10

PPT 17-18: Learning targets

Flip chart and markers

Round Robin 10 min Round Robin:

Instruct participants to think about

someone they consider an effective leader

and jot down three traits. There’s space

for this in their participant booklets on

page 10

Ask them to share one of the traits they

have listed.

List the traits on a flipchart

Post the list

Tell participants this list will be revisited.

PPT 19:

Round Robin

Flip chart and markers for facilitator

Introduction to behavioral style theory

5 min Mini-lecture:

Paraphrase the following explanation of behavioral styles from page 10

Behavioral styles are a partial description

of a personality. Personalities are all a

combination of either supporting or

PPT 20: Behavioral Styles



controlling and direct or indirect

behaviors. All of us display a dominant

pattern. It does not describe the entire

personality, but it is a recurring and

predictable element.

There is no best behavioral style. A style’s

effectiveness in a particular situation

depends on a person’s ability to be flexible

and apply their strengths to compensate

for their weaknesses...or the weaknesses

of the person they are working with.

Inventory and plotting

15 min Individual Activity:

In the large group, complete the behavioral styles evaluation:

Call attention to the form in the booklet

on page 11

Read the directions aloud and slowly

Allow 10 minutes to complete the

evaluation

Explain plotting, using the PPT

Allow 5 minutes for plotting on page 12

Facilitator Note: The two top scores should total 9 and the two bottom scores should total 9. S+C=9 and D+I=9

PPT 21:

Evaluation

Behavioral styles evaluation sheets

PPT 22: Plotting Grid

Identifying traits to allow participants to recognize the strengths and weaknesses of their personal style and look how it relates to their leadership skills

Charting behavioral styles

45 min

20 min

20 min

Large Group Activity:

Ask and record the number of each style on the flip chart.

Say or paraphrase:

Write your name on the color post-it

identifying your behavioral style.

Chart a bar graph just as you did for

learning styles.

Go to your table identified by your table

tent.

Facilitator Note: Do not instruct participants to put the name of the bird on the flip charts (see if they do it on their own --- or not.)

Small Group Activity:

PPT 23: Birds in Quadrants

PPT 24:

Creating Data

Prefab flip chart, 4 colors post-its, marker

Flip chart paper, markers for each group.



Instruct participants list on flip chart paper

characteristics of their style they consider to

be:

a. Strengths

b. Challenges

c. Leadership qualities

Large Group Discussion:

Instruct each small group to report on discussion to large group.

Facilitator Note: Have participants return to the U after reporting out.

Mini-lecture:

It is possible for us to move in and out of

any of the different styles as a result of life

circumstance. One may be an owl in a

personal life, but have a job that requires

skills more closely related to eagle, dove

or peacock characteristics.

Our parenting personality may be

different from our social personality.

Life changes may also move us to a

different point on the behavior axis.

Marriage, job change or death of a loved

one, may create a need to change the way

we approach things, thus moving us to a

different behavior style.

Show PPTs with lists of characteristics of each bird to reinforce and validate what they have learned by brainstorming. Tell them they can take notes on page 14.

PPT 25: Group Activity

PPT 26: Dove

PPT 27: Peacock

PPT 28: Eagle

PPT 29: Owl

Making Connections 5 min Review:

Paraphrase the following:

There is no “best” or preferred style

All styles have valuable traits that can

contribute to leadership and teamwork

Understanding behavioral styles is powerful

and will help participants reach their goals.



The power will be enhanced by applying two rules:

1. First is the Golden Rule, which is? (Ask

participants to fill in the blank) Answer:

Do unto others as you would have them

do unto you or treat others the way you

want to be treated. (Page 15 has space for

them to take notes)

2. Second is the use of the Platinum Rule.

Ask if anyone knows this rule.

Answer: The platinum rule is “Do unto others as they would like done unto them,” or treat others the way they want to be treated.

Question to group: What is the difference in the 2 rules?

Answer: Treat others the way that is best for them.

By observing others’ behavioral clues, we can communicate more effectively which, in turn, will get us what we want!

PPT 30: Golden Rule

PPT 31: Platinum Rule

Optional Activity

Behavioral Styles skit to demonstrate how all styles can be detrimental to group process.

Processing the skit to make participants think of how each style affects the others

5 min

10 min

Large group activity:

Tell participants they will now experience

a demonstration of how this works.

Using presenter, visiting Fellows, other

staff, or participants, play out the

behavioral styles skit with all styles very

exaggerated.

Ask:

What was wrong with the meeting?

What traits did you see?

What can we do to change this to a positive

meeting? (Record on a flip chart)

Refer group to “How to modify your style”

handout

Behavioral Styles skit (name tags, script, props, chairs, table)

Application 15 min Large Group Discussion:

Refer back to the leadership chart (made

at the beginning of the session) listing

characteristics of leaders.

Identify which behavioral style group each

List from earlier discussion on facilitator’s flip chart. Markers

PPT 32:



trait falls into

Stress that often it falls into more than

one group.

Stress that all need to achieve balance for

maximum effectiveness and value

qualities we do not have.

What We Learned

Reflection 10 min Ask participants to complete reflection on page 16 of their booklet

Ask them to complete comment sheets

Point out added materials noted at bottom of page 16

PPT 33: Reflections



STORYTELLING • 60 MINUTES Goal Materials

Develop lasting ability to recognize key strategies to raise student performance and key resources available to support students with varied learning needs and interests (this time from personal experience)

Comment Sheet

Targets

This learning is successful if participants see themselves as ready to:

Share some examples of successful learning that they understand from personal experience

Compare those examples to current ways students learn in Kentucky schools

Compare those examples to the kinds of learning discussed earlier today

Consider using storytelling to build relationships with other parents to support student achievement

PAGE 15 Read the Goal and Learning Targets Divide large group by numbering off to create small groups of 4 or 5 (eg. Count off by 3 for form groups)

Do the Cheer! (at facilitators discretion)

Once Upon A Time:

The Role of Storytelling in Community Building and Social Change The experience of telling and listening to stories, whether through events, drama or media, is core to the human experience and a key practice for those seeking to build authentic community and cultivate consciousness through various perspectives. Share a brief personal story or a brief story connected to the education aims of the workshop.

In your small groups, please do one round of story-telling and then pause for some additional sharing:

Round 1: Take turns sharing your name and the story of how you got your name

Round 2: Take turns sharing a personal story about “I’m glad I learned to _____________. Here’s the story of how I learned to do that.”

Round 3: Take turns sharing a personal story about “I’m glad my child learned to _____________. Here’s the story of how my child learned to do that.”

As the groups begin, quietly ask one member of each group to make sure everyone has the opportunity to participate.



As a brief closing, Brainstorm how the kinds of stories shared with the group can be used to help build teams and partnerships at schools.

Add: As we begin to build relationships with one another, we learn it is important to recognize and acknowledge the feelings and attitudes of others especially as it relates to engaging other parents- as those experiences may not be our own, they connect each of us nevertheless in our hopes and dreams for ALL our children.

Suggest to participants that when they return to their room to write a short letter to their child to share their learning story with them.

Ask participants to complete reflection and the comment sheet.



HOMEWORK PREP • 45 MINUTES Goal Materials

Develop lasting ability to plan, lead, and reflect on a sustained effort to strengthen student performance and parent engagement in collaboration with local schools

Welcoming schools survey

Targets

The learning today, and for the homework itself, is successful if participants see themselves as ready to:

Work with some other parents to complete a Welcoming Schools Survey

Locate state standards and student work showing how their schools are addressing those standards

Interview a school leader about key issues

Share and use what they have learned with others.

Turn to PAGE 16 and 17

PPT 34 Read Goal and Learning Targets

Distribute copies of the welcoming schools survey

Assignment 1: Welcoming Schools Survey This assignment gathers evidence about how your school currently works with parents. Please:

Find some other parents to work with, expanding beyond the GCIPL group Work as a team to fill out the Welcoming Schools Survey Keep track of some of the evidence your group shares to support those answers Notice if all types of student populations and their families are addressed in this survey

Assignment 2: Standards and Student Work This assignment gathers evidence about state standards and how your school is implementing them. Please:

Choose a subject and a grade that interests you

Locate the Kentucky Academic Standards (KAS) for that grade at your school or at www.education.ky.gov

Capture some evidence on how recent student work matches up to those standards.

Assignment 3: School Improvement Interview This assignment adds to how you understand your school’s data and what you know about your school’s improvement efforts and it also builds your relationships with at least one key player in that work. Please:

Schedule an interview with a leader at your school.

Share that you have been looking at the school’s test scores and program review results, the Missing Piece of the Proficiency Puzzle rubric, and you have learned a bit about PGES. Now you are hoping to get some more insight into what is happening.

Ask questions about: o Most important positives or accomplishments at the school

o Most important challenges at the school

http://www.education.ky.gov/



o Most important strategies for meeting those challenges

o Evidence so far on whether those strategies are working

o What kinds of added engagement with parents could be helpful with those challenges

Invite a school leader and other GCIPL Fellows from your school or district to attend Day 5 to help you with the design of your Action Plan (your CSC can help with this part). (THIS IS VERY IMPORTANT!)

Make yourself some notes right after you finish, so you remember the important things you learned and also any important areas where you want or need to know more

Take questions and answer them. Review Parking Lot questions.

PPT 35 Do Plus/Minus/Delta

PPT 36 Remind everyone to turn in their comment sheets and check to see if site coordinator has, Funding Support Forms, Photograph Release Forms and all additions/corrections to Participants List and Yearbook Form.

See you at the next GCIPL session at

_________________ on ___________________!

(location) (date)

2016 facilitator’s guide€¦ · day 2: how are we doing, and how can we do better, for all...

Documents