acl oct.2015 session hfis_reeves.burt
TRANSCRIPT
![Page 1: Acl oct.2015 session hfis_reeves.burt](https://reader035.vdocuments.site/reader035/viewer/2022070521/58eff5501a28ab7c2a8b45f3/html5/thumbnails/1.jpg)
Time Event Presenter/Speaker
8:30-9:00 2014-15 SCHECH’s Overview – All those participating in State Board credit must attend
Ms. Lorie Wolfe
9:00-9:15 General Session – Welcome and Announcements WMU TEAM
9:15- 10:45 High Fidelity Implementation and Sustainability Dr. Walter Burt & Dr. Patricia Reeves
10:45-11:00 Break
11:00-Noon High Fidelity Implementation and Sustainability cont.
Noon-1:00 Lunch
1:00-2:45 Group work with Sustainability
2:45-3:00 Break
3:00-4:00 Principal Leadership Research Dr. Jianping Shen
4:00-4:15 Closing Remarks Dr. Nancy Mansberger
Welcome to ACLToday’s Agenda
![Page 2: Acl oct.2015 session hfis_reeves.burt](https://reader035.vdocuments.site/reader035/viewer/2022070521/58eff5501a28ab7c2a8b45f3/html5/thumbnails/2.jpg)
Photo by VinothChandar - Creative Commons Attribution License http://www.flickr.com/photos/44345361@N06 Created with Haiku Deck
![Page 3: Acl oct.2015 session hfis_reeves.burt](https://reader035.vdocuments.site/reader035/viewer/2022070521/58eff5501a28ab7c2a8b45f3/html5/thumbnails/3.jpg)
![Page 4: Acl oct.2015 session hfis_reeves.burt](https://reader035.vdocuments.site/reader035/viewer/2022070521/58eff5501a28ab7c2a8b45f3/html5/thumbnails/4.jpg)
Objectives
• Examine the elements of High Fidelity Implementation and Sustainability (HFIS) of renewal initiatives
• Work in school teams to think about and plan for HFIS if one or more of your major renewal initiatives
• Compare ideas about HFIS in school renewal work
![Page 5: Acl oct.2015 session hfis_reeves.burt](https://reader035.vdocuments.site/reader035/viewer/2022070521/58eff5501a28ab7c2a8b45f3/html5/thumbnails/5.jpg)
Deliverables• Recognize and celebrate what you have accomplished so far with one or more of your school’s major renewal initiatives
• Complete a plan for HFIS for, at least, one of your school’s major renewal initiatives (or full a set of aligned initiatives)
![Page 6: Acl oct.2015 session hfis_reeves.burt](https://reader035.vdocuments.site/reader035/viewer/2022070521/58eff5501a28ab7c2a8b45f3/html5/thumbnails/6.jpg)
IntroductionNCLB and RTTT legislative fiats have placed tremendous pressure on school staff to improved student achievement
In many cases, this requires deep, second order change
That kind of change requires strategies to achieve full and sustainable implementation
![Page 7: Acl oct.2015 session hfis_reeves.burt](https://reader035.vdocuments.site/reader035/viewer/2022070521/58eff5501a28ab7c2a8b45f3/html5/thumbnails/7.jpg)
![Page 8: Acl oct.2015 session hfis_reeves.burt](https://reader035.vdocuments.site/reader035/viewer/2022070521/58eff5501a28ab7c2a8b45f3/html5/thumbnails/8.jpg)
![Page 9: Acl oct.2015 session hfis_reeves.burt](https://reader035.vdocuments.site/reader035/viewer/2022070521/58eff5501a28ab7c2a8b45f3/html5/thumbnails/9.jpg)
• A body of research shows principals have a significant influence on improving student achievement (Hallinger & Leithwood, 1996; The Wallace Foundation, 2013)
• Especially when they know how to lead an initiative to improve student outcomes to high levels of implementation and sustainability (Waters, 2014)
![Page 10: Acl oct.2015 session hfis_reeves.burt](https://reader035.vdocuments.site/reader035/viewer/2022070521/58eff5501a28ab7c2a8b45f3/html5/thumbnails/10.jpg)
• Developing leadership capacity to improve school conditions is difficult work - few educators have the background and experience to do this important work (Fullan, 2001, 2005; Wayman, Midgley & Stringfield, 2006)
• Studies show we know more about how to start initiatives than to fully implement and sustain them (Waters, 2013; Grenny et al, 2011).
![Page 11: Acl oct.2015 session hfis_reeves.burt](https://reader035.vdocuments.site/reader035/viewer/2022070521/58eff5501a28ab7c2a8b45f3/html5/thumbnails/11.jpg)
An increasing number of studies suggest excellent schools have excellent principals (Hallinger & Leithwood, 1996; Leithwood, 2003)
But, many excellent principals have limited experience pushing a change initiative to deep and sustainable levels of implementation (Marzano, 2013)
![Page 12: Acl oct.2015 session hfis_reeves.burt](https://reader035.vdocuments.site/reader035/viewer/2022070521/58eff5501a28ab7c2a8b45f3/html5/thumbnails/12.jpg)
• Principals must, not only focus on student achievement, they must also support the intellectual and emotional work of teachers (Hargraves, Moore, & Manning, 2001)
• And, it often requires deep emotional and intellectual work to work through the complexity of second order change (Marzano, Waters, & McNally, 2009)
![Page 13: Acl oct.2015 session hfis_reeves.burt](https://reader035.vdocuments.site/reader035/viewer/2022070521/58eff5501a28ab7c2a8b45f3/html5/thumbnails/13.jpg)
Achievement Centered Leadership Renewal Work
As your renewal work support team, we are interested in how our work together translates to sustainable change in your schools for improved student success
![Page 14: Acl oct.2015 session hfis_reeves.burt](https://reader035.vdocuments.site/reader035/viewer/2022070521/58eff5501a28ab7c2a8b45f3/html5/thumbnails/14.jpg)
You have worked hard to plan renewal work, so…
Today, our work will focus on just that…
Helping you think about and plan for HFIS of the renewal work you build together for your school
![Page 15: Acl oct.2015 session hfis_reeves.burt](https://reader035.vdocuments.site/reader035/viewer/2022070521/58eff5501a28ab7c2a8b45f3/html5/thumbnails/15.jpg)
We will start by sharing a framework for HFIS
• We collected data from previous cohorts to determine what factors enhance implementation and sustainability of the renewal activities and what factors created barriers
• We also consulted the research of others
![Page 16: Acl oct.2015 session hfis_reeves.burt](https://reader035.vdocuments.site/reader035/viewer/2022070521/58eff5501a28ab7c2a8b45f3/html5/thumbnails/16.jpg)
THE STUDY FINDINGS
First, we looked at responses regarding the implementation and sustainability of renewal activities that involve Data Informed Decision Making (DDIM)
![Page 17: Acl oct.2015 session hfis_reeves.burt](https://reader035.vdocuments.site/reader035/viewer/2022070521/58eff5501a28ab7c2a8b45f3/html5/thumbnails/17.jpg)
FINDINGS OF STUDY – IMPLEMENTATION OF DIDM ACTIVITIES
![Page 18: Acl oct.2015 session hfis_reeves.burt](https://reader035.vdocuments.site/reader035/viewer/2022070521/58eff5501a28ab7c2a8b45f3/html5/thumbnails/18.jpg)
FINDINGS OF STUDY – IMPLEMENTATION OF DIDM ACTIVITIES
DIDM ACTIVITIES RENEWAL ACTIVITIES EVOLVE
Data Discussions Modify the Use of Data Walls
PLCs Included more time for PLCs
Data Teams Changed Data Leadership Team to Instructional Leadership Team
Data Notebooks Use data Differently – Created “Power Hours”
Data, Assessment Focus Teams and Data Walls
Incorporate Renewal Activities into the School Improvement Process
![Page 19: Acl oct.2015 session hfis_reeves.burt](https://reader035.vdocuments.site/reader035/viewer/2022070521/58eff5501a28ab7c2a8b45f3/html5/thumbnails/19.jpg)
FINDINGS: Sustaining means “continuing as is”
Respondent Excerpts
#1 "... informed decision making based on DIBEL's data....“
#2 "Data discussions with all staff.“
#6 “Data informed decisions are made utilizing the systematic strategies developed through WMU.”
#8 “We incorporated all our renewal activities into our school quality plan along with the methods for measurement.”
![Page 20: Acl oct.2015 session hfis_reeves.burt](https://reader035.vdocuments.site/reader035/viewer/2022070521/58eff5501a28ab7c2a8b45f3/html5/thumbnails/20.jpg)
FINDINGS: Sustaining means “continuing as is”
Respondent Excerpts
#10 “All teachers participate in Professional Learning Community (PLC) meetings. These meetings are scheduled to allow grade level and multi-grade level teachers to meet and plan instruction using data. These meetings are held once per week.”
#11 “Our school continues to use the Data Team process for units of instruction.”
#12 “Decisions are made based on student need. We use data notebooks w/intervention notes. All staff are using.”
#15 “Data, Assessment Focus Team, and Data Walls will start back-up for 2nd Semester . These strategies are embedded in our SIP, and is a consistent component of staff meetings.”
![Page 21: Acl oct.2015 session hfis_reeves.burt](https://reader035.vdocuments.site/reader035/viewer/2022070521/58eff5501a28ab7c2a8b45f3/html5/thumbnails/21.jpg)
FINDINGS: Sustaining means “evolving given the changing context”
Respondent Excerpts
#5 “We have decided to not push Data Walls as much as we have in the past. We do look at data monthly at Grade Level Meetings and have a clear overall picture which we use to drive our instruction for that month. We no longer feel the need to post the data in our classrooms.”
#9 “We are currently structuring our grade level PLC's to include more time allotted to at least an hour. Providing this extra time really allows our team to analyze the data and develop a plan of action.”
![Page 22: Acl oct.2015 session hfis_reeves.burt](https://reader035.vdocuments.site/reader035/viewer/2022070521/58eff5501a28ab7c2a8b45f3/html5/thumbnails/22.jpg)
FINDINGS: Sustaining means “evolving given the changing context”
Respondent Excerpts
#10 “Last year our school had a data leadership team which met to discuss the various data that was used to plan for school improvement in reading, math and behavior. This year our leadership developed the idea of using an Instructional Leadership Team to help guide the best practices and teaching learning that would drive increased student achievement by using data. The ILT meets once per month and then filters the information to the PLC's. Administration monitors the progress and the ILT is in constant position to adjust best practices as needed to address any concerns as cited by the school data.”
![Page 23: Acl oct.2015 session hfis_reeves.burt](https://reader035.vdocuments.site/reader035/viewer/2022070521/58eff5501a28ab7c2a8b45f3/html5/thumbnails/23.jpg)
FINDINGS: Sustaining means “evolving given the changing context”
Respondent Excerpts
#11 “We are beginning to use our data in different ways now. Teachers and teams are creating "power hours" or "team time" to better meet the needs of our students based on what our data tell us.”
#13 “... we are now using data in different ways, including a new initiative called Power Hour. We also are deeply committed to Professional Learning Communities (or Critical Friends Groups) which is a big part of school improvement and professional growth.”
![Page 24: Acl oct.2015 session hfis_reeves.burt](https://reader035.vdocuments.site/reader035/viewer/2022070521/58eff5501a28ab7c2a8b45f3/html5/thumbnails/24.jpg)
FINDINGS: Sustaining means “incorporating into the overall school improvement process”
Respondent #13: “EVERYTHING is based on data”
respondents #8: “We incorporated all our renewal activities into our school quality plan”
![Page 25: Acl oct.2015 session hfis_reeves.burt](https://reader035.vdocuments.site/reader035/viewer/2022070521/58eff5501a28ab7c2a8b45f3/html5/thumbnails/25.jpg)
FINDINGS OF STUDY
![Page 26: Acl oct.2015 session hfis_reeves.burt](https://reader035.vdocuments.site/reader035/viewer/2022070521/58eff5501a28ab7c2a8b45f3/html5/thumbnails/26.jpg)
FINDINGS: Changes attributed to the Grant Project by the respondents
61% mentioned that “we now decide school improvement goals based on student and school data” and they attributed the change to the grant project.
64.3% indicated “we now decide school improvement strategies based on student and school data.”
![Page 27: Acl oct.2015 session hfis_reeves.burt](https://reader035.vdocuments.site/reader035/viewer/2022070521/58eff5501a28ab7c2a8b45f3/html5/thumbnails/27.jpg)
![Page 28: Acl oct.2015 session hfis_reeves.burt](https://reader035.vdocuments.site/reader035/viewer/2022070521/58eff5501a28ab7c2a8b45f3/html5/thumbnails/28.jpg)
![Page 29: Acl oct.2015 session hfis_reeves.burt](https://reader035.vdocuments.site/reader035/viewer/2022070521/58eff5501a28ab7c2a8b45f3/html5/thumbnails/29.jpg)
Additional Changes attributed to the Grant Project by the respondents
60% indicated that they now engage stakeholders more in school decisions
60 % indicated that their SIP process now builds upon previous efforts, rather than starting from scratch
![Page 30: Acl oct.2015 session hfis_reeves.burt](https://reader035.vdocuments.site/reader035/viewer/2022070521/58eff5501a28ab7c2a8b45f3/html5/thumbnails/30.jpg)
53.3% indicated that their school improvement process is more focused on improving student achievement
53.3 % indicated that they now have a process in place to ensure that SIP work is continuous
![Page 31: Acl oct.2015 session hfis_reeves.burt](https://reader035.vdocuments.site/reader035/viewer/2022070521/58eff5501a28ab7c2a8b45f3/html5/thumbnails/31.jpg)
Additional Changes attributed to the Grant Project by the respondents
46.7 indicated that their school improvement strategies are more coordinated and aligned with one another
40 % indicated that more of the impetus for change comes from teachers as well as external forces
40% indicated that they now monitor the progress of their school improvement initiatives more and adjust as needed
![Page 32: Acl oct.2015 session hfis_reeves.burt](https://reader035.vdocuments.site/reader035/viewer/2022070521/58eff5501a28ab7c2a8b45f3/html5/thumbnails/32.jpg)
FINDINGS: Facilitators and Barriers for Sustaining Renewal Activities
– “Staff participation, collaboration and commitment”
– “leadership effort to put a structure in place”
– “coordinated and aligned (SIP) strategies”
![Page 33: Acl oct.2015 session hfis_reeves.burt](https://reader035.vdocuments.site/reader035/viewer/2022070521/58eff5501a28ab7c2a8b45f3/html5/thumbnails/33.jpg)
FINDINGS: Facilitators and Barriers for Sustaining Renewal Activities
BarriersLeadership and staff turnoverTime availability to follow throughDistrict level factors, e.g. finances, support, and focus“Re-allocating” or “micro-managing”Staff commitment – “not all on board”
![Page 34: Acl oct.2015 session hfis_reeves.burt](https://reader035.vdocuments.site/reader035/viewer/2022070521/58eff5501a28ab7c2a8b45f3/html5/thumbnails/34.jpg)
FINDINGS: Facilitators and Barriers for Sustaining Renewal Activities
– “Staff participation, collaboration and commitment”
– “leadership effort to put a structure in place”
– “coordinated and aligned (SIP) strategies”
![Page 35: Acl oct.2015 session hfis_reeves.burt](https://reader035.vdocuments.site/reader035/viewer/2022070521/58eff5501a28ab7c2a8b45f3/html5/thumbnails/35.jpg)
Sustainability – Lessons Learned From the Literature and WMU Research
Big Idea 1: Sustainability is a by-product of high fidelity
implementation
![Page 36: Acl oct.2015 session hfis_reeves.burt](https://reader035.vdocuments.site/reader035/viewer/2022070521/58eff5501a28ab7c2a8b45f3/html5/thumbnails/36.jpg)
Sustainability – Lessons Learned From the Literature and WMU Research
Big Idea 2: High Fidelity Implementation requires ongoing
monitoring and adjusting
![Page 37: Acl oct.2015 session hfis_reeves.burt](https://reader035.vdocuments.site/reader035/viewer/2022070521/58eff5501a28ab7c2a8b45f3/html5/thumbnails/37.jpg)
Sustainability – Lessons Learned From the Literature and WMU Research
We Created a Framework to Guide Your HFIS Efforts (From our findings and other Studies)
![Page 38: Acl oct.2015 session hfis_reeves.burt](https://reader035.vdocuments.site/reader035/viewer/2022070521/58eff5501a28ab7c2a8b45f3/html5/thumbnails/38.jpg)
LeadershipVisionCommunicationTransparencyDistributionConstancy
People PowerLearningResponsibilityMotivationRecognitionSupportInclusion
ConditionsSystemsProcessesResourcesPracticesPoliciesProceduresMonitoring
Vital Behaviors (adult & student)Success IndicatorsMeasuresData CollectionData Analysis
Focus
Results
AlignmentCapacity
4-Quadrants Of HFIS*
LCL.CohortB.Summer2014.Reeves/Burt*High Fidelity Implementation and Sustainability
![Page 39: Acl oct.2015 session hfis_reeves.burt](https://reader035.vdocuments.site/reader035/viewer/2022070521/58eff5501a28ab7c2a8b45f3/html5/thumbnails/39.jpg)
Today, we will work with you to put our findings to work
As you plan for HFI&S in Your Renewal Work
![Page 40: Acl oct.2015 session hfis_reeves.burt](https://reader035.vdocuments.site/reader035/viewer/2022070521/58eff5501a28ab7c2a8b45f3/html5/thumbnails/40.jpg)
Identify one or more of your school’s renewal initiatives that you believe will require significant effort to fully implement and sustain. Write the initiative or initiatives at the top of your HFI&S planning guide handout along with your school name.
![Page 41: Acl oct.2015 session hfis_reeves.burt](https://reader035.vdocuments.site/reader035/viewer/2022070521/58eff5501a28ab7c2a8b45f3/html5/thumbnails/41.jpg)
Prepare to Work
Please have ready the ACL Framework for High Fidelity
Implementation and Sustainability Handout
![Page 42: Acl oct.2015 session hfis_reeves.burt](https://reader035.vdocuments.site/reader035/viewer/2022070521/58eff5501a28ab7c2a8b45f3/html5/thumbnails/42.jpg)
Planning for HFI&S – Part 1
1. First, we will address quadrant 1 of the HFI&S model. This is the Leadership Focus part of the model where we insure that we create the leadership commitment and focus to coordinate and sustain effort and achieve full implementation.
2. Using page 1 of the HFI&S Planning Guide handout, read and dialogue together about the five elements of Leadership Focus.
3. Next, read the guiding questions and determine how you plan to address each of the five elements.
4. Record your ideas in the “Our Plan “ column.5. Decide which member of your team will lead the sharing with another
school after this work time.
![Page 43: Acl oct.2015 session hfis_reeves.burt](https://reader035.vdocuments.site/reader035/viewer/2022070521/58eff5501a28ab7c2a8b45f3/html5/thumbnails/43.jpg)
Now, it is time to share your Leadership Focus ideas with another school.
![Page 44: Acl oct.2015 session hfis_reeves.burt](https://reader035.vdocuments.site/reader035/viewer/2022070521/58eff5501a28ab7c2a8b45f3/html5/thumbnails/44.jpg)
Planning for HFI&S – Part 21. Now we will address quadrant 2 of the HFI&S model. This is the
Capacity Development and Deployment part of the model. It is also where the rubber meets the road for translating your renewal strategies into observable actions that you can monitor.
2. Using page 2 of the HFI&S Planning Guide handout, read and dialogue together about the six elements of Capacity Development and Deployment.
3. Next, read the guiding questions and determine how you plan to address each of the six elements.
4. Record your ideas in the “Our Plan “ column.5. Pick a different member of your team to lead the sharing with another
school after this work time.
![Page 45: Acl oct.2015 session hfis_reeves.burt](https://reader035.vdocuments.site/reader035/viewer/2022070521/58eff5501a28ab7c2a8b45f3/html5/thumbnails/45.jpg)
Now, it is time to share your Capacity Development and Deployment ideas with another school.
![Page 46: Acl oct.2015 session hfis_reeves.burt](https://reader035.vdocuments.site/reader035/viewer/2022070521/58eff5501a28ab7c2a8b45f3/html5/thumbnails/46.jpg)
Planning for HFI&S – Part 31. Now we will address quadrant 3 of the HFI&S model. This is the
Alignment and Integration part of the model. It is where you examine what adjustments and adaptations you need to make in your school systems, processes, resources, practices, procedures, and policies to support your initiative(s). It is also where you think about how the initiative will be integrated into the school (rather than be an “add-on”).
2. Using page 3 of the HFI&S Planning Guide handout, read and dialogue together about the four elements of Alignment and Integration.
3. Next, read the guiding questions and determine how you plan to address each of the four elements.
4. Record your ideas in the “Our Plan “ column.5. Pick a different member of your team to lead the sharing with another
school after this work time.
![Page 47: Acl oct.2015 session hfis_reeves.burt](https://reader035.vdocuments.site/reader035/viewer/2022070521/58eff5501a28ab7c2a8b45f3/html5/thumbnails/47.jpg)
Now, it is time to share your Alignment and Integration ideas with another school.
![Page 48: Acl oct.2015 session hfis_reeves.burt](https://reader035.vdocuments.site/reader035/viewer/2022070521/58eff5501a28ab7c2a8b45f3/html5/thumbnails/48.jpg)
Planning for HFI&S – Part 41. Now we will address quadrant 4 of the HFI&S model. This is the
Monitoring of Implementation and Results of the model. It is where you monitor evidence of implementation fidelity and integrity. It is also where you measure the impact the initiative is making on student results and/or the conditions that support student results.
2. Using page 4 of the HFI&S Planning Guide handout, read and dialogue together about the four elements of Monitoring of Implementation and Results.
3. Next, read the guiding questions and determine how you plan to address each of the four elements.
4. Record your ideas in the “Our Plan “ column.5. Pick a different member of your team to lead the sharing with another
school after this work time.
![Page 49: Acl oct.2015 session hfis_reeves.burt](https://reader035.vdocuments.site/reader035/viewer/2022070521/58eff5501a28ab7c2a8b45f3/html5/thumbnails/49.jpg)
Now, it is time to share your Monitoring of Implementation and Results ideas with another school.
![Page 50: Acl oct.2015 session hfis_reeves.burt](https://reader035.vdocuments.site/reader035/viewer/2022070521/58eff5501a28ab7c2a8b45f3/html5/thumbnails/50.jpg)
Thank you for working on and sharing your HFI&S ideas and Plans!
• Now, we would like to debrief our experience with HFI&S thinking and planning…
• What did you learn from today’s work?