Collaborative Leadership: One Districts Story

David Hehl, Executive Director of Student Services

Teresa Polson, District Coordinator

Erica Ekstrom, District Coordinator

Valley View CUSD

Session Overview

• This session will focus on the structure for developing a district leadership team that focuses on merging the district initiatives

• The session will include a discuss on the key stakeholders, issues to consider, conceptual framework, engaging involvement, and roles.

OUTCOMES

SYSTEM

S

DATA

PRACTICES

Supporting Decision Making

Supporting Student Behavior

Supporting Social Competence & Academic Achievement

Supporting Staff

Behavior

Why do you need a DLT?

• Develop a strategic plan– (road map outlining where the district is going,

what the are priorities, and timelines)

• Provide platform for all stakeholders to voice their thoughts, concerns, etc

• Defining roles

Who should be on the DLT?

• Administrators– principals, superintendents

• Special Education– Director, Asst. Director

• School Personnel– Psychologist, Social Workers,

Teachers, Reading Specialists

• Professional Development• Union• PBIS Network• Parents• Board Members

Engagement

• What will keep the stakeholders at the table?

• What is the overall function of the team?

• How do you gauge progress?

Engagement

• Early meetings had union representation

• School board involvement

• Administrative buy-in

• Incentive for maintaining involvement

What data should you review?

• School-wide discipline data (universal, secondary, and tertiary) as needed

• Educational Environment (EE) Data

• Curriculum-based measurement (CBM)

• Common assessments

0

10

20

30

40

50

60

70

80

90

1stQtr

2ndQtr

3rdQtr

4thQtr

East

West

North

What systems should be addressed?

• Data collection methods

• Communication of data to school personnel and central administration

• Professional Development (Trainings)

Pitfalls/Challenges

• Keeping stakeholders at the table

• The reality of time

Valley View CUSDDemographics

• Enrollment (FY 2006)– 17,396

• Racial/Ethnic background– White (38.1%)– Black (25.4%)– Hispanic (28.8%)– Asian/Pacific Islander (6.0%)– Native American (0.1%)– Multiracial/Ethnic (1.7%)

• 12 Elementary Schools• 5 Middle Schools• 2 High Schools• Early Childhood Center

Schools’ Level of Implementation

2 High Schools Emerging

2 Middle Schools Emerging

3 Middle Schools Implementing

10 Elementary Schools Implementing

2 Elementary Schools Fully Implementing

1 Early Childhood Center Emerging

Systemic Thinking

• Requires rowing in the same direction