October 16, 2018

ExCEL’s Program Manager’s Meeting

“Do Now” Activity

Login to E-QAP: https://sfusdexcel.force.com/QAP/login

Password resets email:Justin Paz at pazj@sfusd.edu

Before meeting starts

“Do Now” Activity - Login to E-QAP

10:00-10:10 Welcome/Review Agreements, SFUSD Norms & Equity Frame

10:10-11:10 Warm Demander: The Umbrella for our Best Practices

11:10-11:50 E-QAP- Mile Marker #1Warm Demanders- Leading Site Coordinators in QAP Journey using the E-QAP

11:50-11:55 What’s Next?MiIe Marker #1 Enrollment Form Survey

11:55-12:00 Closing Activity - Table

AGENDA

Practical Outcomes Experiential Outcomes

● Learn about the Scope & Sequence of being a Warm Demander

● Share expertise around Mile Marker #1!

● Creating a sense of unity

● Increased ownership and connection to the shared work

● Feeling heard and valued

● Being systematically aware to identify and transform systems of oppression

Hopes & Dreams for Today!

How do we want to BE with each other?

SFUSD Norms• Keep equity at the center for students and adults

• Be engaged and present• Be part of the solution

SEL Competency for the Day

Self Management - Making a commitment to lifelong learning in support of both the

program’s goals and your own goals.

Warm DemanderMaking Connections to Our

Work

Block PARTY!!!

We read texts and share our experiences as a way to ground ourselves in WHY we should do the work

Cultural Humility

We spent some time diving into the concept of cultural humility and why Self-Reflection & Life Long LEARNING is essential in our work

Culture in our Work

We spent some time diving into the concept of cultural humility and why WHO WE ARE matters in how we approach our work.

Leadership We spent some time thinking about who we are as a leader and what kind of leader we strive to be because HOW we show up to do the work matters.

Our Journey so far…..July

What Kind of Demander AM I?

Moving from Dependent to Independent

MOVING FROM: Dependent STAFF TO: Independent STAFF Role of PM is to create systems/structures to MOVE STAFF from dependent to independent

Dependent on ExCEL and/or ExCEL program manager to carry most of the cognitive load for the QAP journey

Relies on ExCEL and/or ExCEL Program manager to carry some of the cognitive load for the QAP journey temporarily

■ Do they have the knowledge■ Do they have the capacity

Is unsure how to tackle a new challenge/task in the QAP journey

Utilizes strategies and processes for tacking a new task/challenge in the QAP journey

■ Do they have the knowledge■ Do they have the capacity

Has difficulty completing a new challenge/task in the QAP journey without being led through the steps (scaffolding)

Regularly/Proactively attempts new tasks/challenges without being provided scaffolding.

■ Do they have the knowledge■ Do they have the capacity

Will be passive rather than proactive in asking for support and/or taking advantage of support and resources to ensure the success of QAP journey

Has own cognitive strategies for getting unstuck.

■ Do they have the knowledge■ Do they have the capacity

Doesn’t retain information well or doesn’t “get it”

Has ability to retrieve information from long term memory.

■ Do they have the knowledge■ Do they have the capacity

Emerging, Meets Expectations or Exemplary

We spent some time thinking about where our staff fall on the continuum from emerging to exemplary

Getting to Exemplary

We spent some time thinking about to move our staff to exemplary

Our Journey so far…..September

Getting to Exemplary...• Set a deadline for mastery• Set up benchmarks to check on progress and provide

corrective feedback• Share what you are willing to do in support as an ally - be

specific• Be explicit about your belief in their capacity to master• Forewarn them that you will ask them to stretch

themselves - the brain is a muscle!• Ask them explicitly what they intend to do as part of the

partnership towards mastery• Create some type of positive ritual to mark the occasion • Have them write down key agreements from the

conversation

Warm Demander - A DEEPER dive

I must BE a coach who:

➔ Earns the right to demand engagement and effort

➔ Builds rapport and trust

In order to DO the work of:

➔ Holding high standards

➔ Moving those we support from dependent to independent learners

Warm Demander

I must DO as coach:

➔ Hold high standards➔ Support Independent Learning

In order to CHANGE:

➔ Outcomes for youth➔ Skills and experience of those I

support

Getting Started

BE DO CHANGE

Who do I need to BE in order to DO the work I

want to do?

Mingle MingleLet’s start by examining the quotes we revisit each meeting and taking some time to analyze how they apply to and strengthen our work

1) Listen to the quote

2) Find a partner based on the given criteria

3) Talk for 3 minutes about the prompt4) Repeat

SFUSD Equity Definition

The work of eliminating oppression, ending biases, and ensuring equally high outcomes for all participants through the

creation of multicultural, multilingual, multiethnic, multiracial practices and conditions; removing the

predictability of success or failure that currently correlates with any

social or cultural factor.

18

Find a partner who is wearing the same shoe style as you

Prompt:

What does it look like to be a champion of equity when coaching your site coordinators?

Prompt: What majority group do you identify with (for example: able-bodied) and how might it affect your interactions with those you support?

Find a partner who has a similar hair length as you

Find a partner who is wearing the same shirt color family as you

Prompt: What SEL skills could be fostered to move program leaders to the self reflection that they are the decisive element?

Find a partner who has the same sign as you (ROCK, PAPER, OR SCISSORS)

Return to your seat and find an elbow partner

Prompt: Where do you see yourself most in this paradigm of being a warm demander?

Framing Our WorkSystemic oppression Racism Implicit Bias Sexism

Homophobia

Framing Our Work

Being A Warm Demander:Building an Effective Learning Partnership

Systemic oppression Racism Implicit Bias Sexism

Homophobia

Framing: The Supports for Warm Demanding

Cultural Humility Healing Informed Practices

Restorative PracticesQuestioning

Implicit Bias

Fostering SEL competencies

Cultural HumilityHealing Informed Practices

Restorative PracticesQuestioning

Implicit Bias

Fostering SEL competencies

Our Continued Journey (2018-2019)BE

● Overview of Warm Demander● Cultural Humility and Implicit Bias● Restorative and Healing Informed Practice

DO

● The Process of Coaching for Independence● Coaching a Leader

FOSTERING COMPETENCIESActivity: Discuss the scope and sequence with your table along with what you have already tried. Determine some additions or changes you would make to the scope and sequence in response to the prompts on the next slide.

Warm Demander Scope Feedback

1. Do you feel that there are any components of being a warm demander that are missing in the scope and sequence? Be specific.

2. Are there specific aspects of cultural humility or implicit bias you want support around?

3. Are there specific aspects of restorative or healing/trauma informed practices you want support around?

4. Are there any processes you already use to coach your staff toward independence that you want to share? Are there any areas you want to focus on?

5. What aspects of leadership do you feel your site coordinators need the most support with?

Mile Marker #1

Complete by 10/31 Enter into Salesforce 11/7

Your Role As a Program Manager is to:Serves as a guide to motivate

stakeholders on the QAP Journey (Site Coordinators, Academic Liaisons,

Principals, and Program Leaders).

Conducts program observations using the QAP Program Walkthrough tool and YPQA.

Becoming “very competent with the technical side of”

Mile Marker #1

E-QAP in Salesforce QAP Binder EMS

Areas of Importance - Mile Marker #1

QAP Binder Page 16

Instructions

1. Each table will Assign roles, read, Discuss

and become experts on a section of Mile Marker #1 (handout given)

2. You will have 10 mins to discuss the key points.

3. Your table will scribe on chart paper your table’s presentation.

4. Each table will present on their section of Mile Marker #1 (2 mins to present)

Designate Roles at each table

Facilitator Time Keeper

Scribe Presenter(s)

Program

Walkthrough

Basic Elements

Assessment

Attendance Review Planning & Follow-up

Cross Pollination & Environment

Becoming “very competent with the Technical

side of” mile marker #1”

Item Table # Areas of Importance

Basic Elements Assessment 1 & 6 QAP Binder- page 86-90

E-QAP MM#1- Second Tab

Program Walkthrough 2 & 7 QAP binder- page 49-82

E-QAP- MM#1 first tab

Attendance Review 3 & 8

QAP Binder- page 25 and 83-85E-QAP MM#1- Fourth tab

EMS- Under Attendance ComplianceAttendance Protocol page 3

Environment Cross Pollination 4 E-QAP- Third Tab

QAP Binder - page 26

Planning and Follow-up 5 QAP Binder- page 25

Basic Elements Assessment - Table 1 and 6

Completed by: October 31, 2018 Entered by: November 7, 2018

Location: E-QAP (Salesforce)

Completed by: Program Manager and/or Site Coordinator

1. Complete the Basic Elements Assessment in MM#12. These make up part of the basic elements in your windows and make up all

the basic elements in your wheels.3. Mobile Friendly4. Sites can access a copy of the Basic Elements Assessment on the HUB

Program Walkthrough - Table 2 and 7

Completed by: October 31, 2018 Entered by: November 7, 2018

Location: E-QAP (Salesforce)

Completed by: Program Manager and Site Coordinator

Recap:

1. Conduct the Program Walkthrough in all Environments2. The Best Practices are observable during program 3. mobile friendly4. Sites can access a copy of the PWT on the HUB5. TIP: Read through the tools to familiarize yourself with the documents

before conducting the walkthrough. 6. There are two Program Walkthroughs- one for elementary and middle and

the other for High School

Attendance Review - Table 3 and 8

Completed by: October 31, 2018 Entered by: November 7, 2018

Location: E-QAP (Salesforce) AND EMS

Completed by: Program Manager

1. The Attendance Review Tab is to confirm that you have completed the Attendance compliance review in EMS.

2. Attendance protocol : ExCEL will: Run the Attendance Compliance Report from EMS. Contact Program Manager and Sites Coordinators based on this information. CBO will: Bring current attendance system/protocol Potential Solutions to address current findings

Environments & Cross Pollination - Table 4

Environments

1. 4 environments: Snack & Supper, Enrichment, Recreation, Teaching & Learning

Cross Pollination Dashboard

1. This dashboard shows you how well your program integrates the best practices in the windows across all environments.

2. The data contains your Baseline Assessment (BA) along with your site’s Program Walkthrough (PWT) ratings by environment.

Planning and Follow-up - Table 5

Planning:

1. Assemble your PWT team and ensure everyone is familiar with the PWT tool.

2. Decide which grade levels and program leaders you’re going to visit.3. Schedule a time to do your PWT and allow yourself time to enter into

E-QAP4. Schedule the Basic Elements Assessment & Attendance Check

Follow-up:

1. Find a time to meet with the Site Team Members to debrief your notes. It isideal to do this on the same day as your Walk-Through.2. Discuss any findings and develop plans to improve site procedures.3. Ensure information is submitted by the due date.

You will debrief the Mile Marker #1 process with your site coordinators.

● What worked well?● What could be improved as you begin to plan for

Mile Marker #2? - Due 1/30/19

October 30 PM/SC meeting

Enrollment Policy Planning Vote

Step 1: Check your email for “Enrollment Policy”

Step 2: Put an “X” in the column corresponding to your choice

Option 1

Option 2

Closing ActivitySelf Management - Making a commitment to lifelong learning in support of both the program’s goals and your own goals.

On a post-it, write down two areas from today’s meeting that will support you in self management. Take your post-it with you to remind yourself of your lifelong learning and commitment to our youth and families.

Have a wonderful day and . . .

Thank you and have a wonderful day