Ambassador Design Team meeting #3

February, 2015

Seating Assignments

• Please sit where you last left off on Jan 28th

– Tables are organized by draft value

Meeting Goals

• Revise and Immerse– Revise value(s)/statements as a result of public feedback– Understand what a “priority” is and how we will know when we’ve

created one– Begin developing priorities

Meeting Agenda

Time Activity 5:30-5:45 Process Insights Across Values Feedback5:45-6:20 Revise group-specific feedback6:20-6:45 Brainstorming priorities6:45-7:20 Exploring & developing priorities7:20-7:30 Next Steps and Closing

Meeting Values

•Curiosity •Empathy •Optimism

Process GPS

SECTION 1: PROCESSING INSIGHTS ACROSS VALUES FEEDBACK

Values Prototype Survey Response

Source # of Participants

Public 99

Strategy Review Team 68

RI Department of Education 25

TOTAL 192

I agree with the 6 values chosen to guide RI public education.”

“I agree with the values statements used to define these guiding values.”

Overall Findings – Plus

• “Overall, they are excellent general principles. This is hard work to do without resorting to jargon. I think these are generally clear, understandable and jargon-free.”

Overall Findings – Delta

• “Innovation - RI needs to value innovation by educators, students, the community, etc.”

Overall Findings – Delta

• “I'd separate out engaged from accountable and either make into two separate values or consider whether engaged could be combined with support in some way.”

Overall Findings – Delta

• “I'm still a bit concerned that the values are too broad and I worry that they won't come to anything”

TASK #1 - VALUE REVISIONS

Agree Upon Roles–Facilitator–Timekeeper–Scribe

Instructions

1. Review Feedback Report for your group’s value (5 mins) 2. Use Plus/Delta Sheet to identify key positives and changes

(5 mins) 3. Share out whole group (1.5 mins each) (Chart and place

check by repeated idea)

Instructions

4. Engage in group discussion on how to improve value based upon feedback (15 mins)

5. Identify two volunteers, at least one core member, who will produce the next version of the values description

6. Report Out (1 minute per group)

Values Volunteers Wanted

• 2 volunteers, at least 1 Core Member• Commit to workshop the value and statement off-table as part

of homework• Submit by Feb 20.• Write names on your current product

Sharing Out

• What did you hear? • What major changes will you be making? • Who will be leading the next steps?

SECTION 2: DEFINING PRIORITIES

The Blueprint for the Final Product7-10 page document, limited narrative, measurable, and actionable

ValuesThe 5-7 core principles that will be the drivers of the plan and the litmus test for eventual content

Priority Areas & Key OutcomesApproximately 3-5 high level priority areas with ~ 3 key outcomes that characterize each

StrategiesThe 3-5 significant actions that RIDE will take over the next five years to advance each priority areas and

achieve the key outcomes

Established by RIDE:Measureable Objectives, Resourcing, and Operational Plans

Values = Why?

Priority Areas = What?

Strategies = How?

A Focus on the First Two Products

Values – The WhysThe core principles or beliefs that drive the plan and are

the litmus test for content

Priority Areas – The WhatsThe “big bets”

What is not a priority?

• Priority ≠ Everything the organization does• Priority ≠ Everything everyone wants the organization to do• Priority ≠ Everything we could do• Priority ≠ A sure thing

TASK #2 – DRAFTING PRIORITIES

The Task:

• Developing draft priorities• Using topical areas as process tool• Please select one of the following topics and move to the

proper table.• Min 2, max 5 per topic.

Table Topic Areas

1. Family and Community Engagement2. Educator Quality3. Personalized Learning4. Postsecondary Preparedness5. Standards, Curriculum, and Assessments6. Learning Environments7. Resources

BREAK

BRAINSTORMING PRIORITIES

What is the most important action that Rhode Islanders can take to ensure success for all students?

Why brainstorm?

• Quantity of ideas can improve quality of product• Push creative edges of solutions to problems• Easy to be stuck in echo chamber of education.

Challenge your assumptions to push your thinking.

Every contribution is worthwhile

• Even weird, way-out ideas• Even confusing ideas• Even silly ideas

Suspend Judgment

•We won’t evaluate each other’s ideas•We don’t censor our own ideas•We’ll save these ideas for later

discussions

What is the most important action that Rhode Islanders can take to ensure success for all students?

Prompt 1 – 1 minute – 3 ideas

•No roadblocks•forget politics, budgets, time constraints, etc. •pie in the sky ideas

Prompt 2 – 1 minute – 3 ideas

• Roadblock has been added,

•This must be done for free. • Think of something that is really about shifting

how we think and or act that can be done without any real cost.

Prompt 3 – 1 minute – 3 ideas

•Shake things up• This priority will challenge the

status quo (as you define it) and really alter something about the education system as we know it.

Share Out

• Share your favorite brainstorms out with your table. (3 min)

• Share 1 favorite per table with whole group.

DEVELOPING PRIORITIES

Goal: Create a list of early draft priority statements

• Process: 1. Individual exploration time2. Talk about filters3. Small group writing time4. Sharing out

Exploring Priorities - Sources of Inspiration

1. Brainstorms2. Quantitative results from original survey of RI3. Your homework for 1-28 - suggesting values (Some of

your suggested values may actually be priorities)4. Current homework- What are their big ideas and what

big ideas did they hear from others?

Exploring Priorities – Instructions (5 min)

• Silently…–Look across all sources of data –What’s is bubbling up? What resonates across

the sources? –Record emerging potential priorities or big

actions

PRIORITIES “YES” TEST

A priority

• Is actionable• It is clear that a specific action is

being taken.

• You can picture the action taking place.

A priority

• Is informed • A series of well-informed, well-

educated bets

• Based on data

• Visible in the community’s beliefs

• Grounded in best practices

A priority

• Is current and future facing• Aspirational & audacious

• Balances problem solving with pursuing a vision for transforming the system

A priority

• Acts as an umbrella for more specific actions• Is not itself a component of a

broader transformational idea

Priority? Let’s discuss.

Is it a priority?

• Ex. 1 – Providing High quality pre-K education for all students

Priority Tests

• The Action: a specific action that can make a significant impact• The Data: informed by data and best

practices• The Umbrella: covers all the major

subparts that make up the idea – it is the stand alone big idea • The Balance Beam: balances a focus on

future vision with present problem solving. It is aspirational and audacious.

Priority? Let’s discuss.

Is it a priority?

• Ex. 2 – Giving each child a laptop

Priority Tests • The Action: a specific action that can

make a significant impact• The Data: informed by data and best

practices• The Umbrella: covers all the major

subparts that make up the idea – it is the stand alone big idea

• The Balance Beam: balances a focus on future vision with present problem solving. It is aspirational and audacious.

Priority? Let’s discuss.

Is it a priority?

• Ex. 3 – Ensure educator quality

Priority Tests

• The Action: a specific action that can make a significant impact• The Data: informed by data and best

practices• The Umbrella: covers all the major

subparts that make up the idea – it is the stand alone big idea • The Balance Beam: balances a focus on

future vision with present problem solving. It is aspirational and audacious.

Activity – Define Priorities for Your Table

• Agree upon roles: facilitator, timekeeper, scribe• Use the “Priorities Yes Test” • Record a small number of priorities or “big actions” on

chart paper.

Share Out

SECTION 3: CLOSURE AND NEXT STEPS

Cautions – This is still early…

• Think of these as early thinking and not a draft• More filters will be added later• Space for other divergent ideas, things left behind, etc.

will be built in later

What will success look like?

• Focused, Coherent, and Synergistic• A few, key carefully considered

actions to focus the system’s work on that, when put together, create a powerful engine for systemic improvement

• Priorities are tightly interrelated and complementary

What will success look like?

• Potential for significant impact on student outcomes • The combination of priorities have

the potential to make positive impact on students

What will success look like?

• Aligned to our values • The collection of priorities are

aligned to our values and help us to realize them

Process GPS

• Focus• Applying new filters• Honoring the data &

research

1/10 1/28 2/11 2/25 3/11 3/25 4/8 4/22 5/2 5/6 5/20 6/3 6/17

Community Input to the Development Cycle

OU

TPUT

OU

TPUT

RI Survey Data Strategy ReviewTeam

Community Meeting & Strategy Review

Team

Specialized Groups & Strategy

Review TeamStrategy Review

TeamINPU

T

INPU

T

CYCLE 1 CYCLE 2 CYCLE 3 CYCLE 4 Finalize

Values Draft Priorities & Key Outcomes

Refine Priorities & Key Outcomes; Begin Strategies

Final PlanRefine Priorities, Outcomes &

Strategies

Next Steps

• Homework–Updated values due 2/20–Getting informed (data, best practices, RIDE

context & more)• Importance of homework

Next Steps

• Hold May 2nd

• Link for feedback

Acknowledging Feedback

• Location, location, location• Start on time• Less talking/teaching

#edvoicesri