superintendents symposium sbac now what

SBAC Results...Now What!ACSA

Superintendent’s SymposiumJanuary 27, 2016

Results-Oriented Cycle of Inquiry (ROCI)

District-Level Student Data Analysis Framework & Tool● How did our students do overall?

● How did our student sub-groups

do overall?

● How did our students do in each

grade-level/department?


do in each of our grade-

levels/departments?

District-Level Student Data Analysis Framework & Tool● How did our students do overall?


(AA, Foster Youth, EL) do overall?

● How did our students do in each

grade-level/department?


(AA, Foster Youth, EL) do in each

grade-levels/departments?

Reflection on Adult Actions and Capacity● Because we _______, school leaders ________, empowering teachers to

______, resulting in students _______.

● Because we didn’t _______, school leaders didn’t ______, therefore teachers didn’t ______, resulting in students ______.

● Although we ________, school leaders ______, teachers _____, resulting in students ______.

Necessary adjustments for next cycle:● Supports to school leaders● Supports to teachers

Theory of Action Involves Aligned Action by All in the System

Theory of Action: If, Then Statements

ELLs Student Agency Family Engagement

If we want 75% of our Latino English Learners to meet or exceed standard on the SBAC Summative Assessment, then we must provide teachers with professional development in language development and culturally/linguistically relevant teaching and learning.

If we want students to persevere when faced with challenging assignments, then we must have high expectations and provide opportunities for productive struggle.

If we want families to support reading at home, then we must provide access to culturally relevant and first language reading materials.

Set Goals: District Level Theory of Action (ToA)If we want 75% of Latino English Language Learners to meet or exceed standard on the SBAC Summative Assessment,

then teachers must consistently utilize instructional strategies that are culturally and linguistically responsive,

then principals must provide teachers with professional development, collaboration, and instructional coaching

then the Educational Services team must provide principals with professional development, collaboration, and leadership coaching,

then the Superintendent must provide the Educational Services team ...

then the School Board must provide the superintendent with...

LCAP: Where To Find Evidence of the ToA

LCAP: Where To Find Evidence of the ToA

75% of Latino English Language Learners to meet or exceed standard on the SBAC Summative Assessment,

teachers must consistently utilize instructional strategies that are culturally and linguistically responsive

principals must provide teachers with professional development, collaboration, and instructional coaching

Plan: District Professional Learning Plan (PLP) A Professional Learning Plan operationalizes a District’s Theory of Action. It specifies

● a method for monitoring, as well as indicators of progress● leadership actions, including time and resource allocation● a scope and sequence for professional development (for teachers and

principals)● a plan for collaboration for teachers and principals● a plan for coaching for teachers and principals● detailed roles and responsibilities-- who, what, and by when

Calendar of a District PLPAug/ Sept Oct. Nov. Dec. Jan. Feb. Mar. Apr. May/June

Teacher In-Service Day on CRTL



Teacher, Principal, & Coaches PLC









BoY Cycle Review: Site ILT & Ed Services

Site Visits Site Visits MY Cycle Review: Site ILT & Ed Services

Site Visits Site Visits Spring Cycle Review: Site ILT & Ed Services

Site Visits EoY Cycle Review: Site ILT & Ed Services

Sup’tBoY Chats

MY Chats Cabinet Cycle Review

EoY ChatsCabinet Cycle Review

Board Presentation to Board

Presentation to Board

LCAP: Where To Find Evidence of PLP

LCAP: Where To Find Evidence of the PLP

75% of Latino English Language Learners to meet or exceed standard on the SBAC Summative Assessment,

teacher PLC

facilitated Cycle Review for Ed Services Team

Creating Clarity About the Plan● Ensures that there is as little room as possible for confusion, disorder and

infighting

● Ensures that employees are empowered to fully execute their responsibilities due to clear and consistent message about what is important from their leaders across the organization.

○ How each stakeholder will succeed? (student, teacher, principal, DO, superintendent, Board, parent)

○ What is most important, right now? (intentional decisions)○ Who must do what?

Communicating the Results and the Plan

DO DON’T

Identify your key audience(s) and communicate broadly and often Be defensive or negative

Anticipate your audience’s questions and concerns before they are raised

Repeat a false negative or false information

Develop messages rooted in shared values such as pragmatism Use words like “no,” “not,” “never,” “nothing,” and “none”

Stick to a few (3–4) key messages Rely on slogans and catch-phrases

Acknowledge feelings such as frustration and weariness

Be clear, avoid jargon and break messages down into plain terms for parents and community

Maintain a sincere tone and be authentic

Create a central repository of consistent messages

Practice message discipline – speak with one voice

Communicating Results Expected Positive Results:

Because we (action), teachers were able to (change in adult practice) which contributed to (exciting student achievement results)

Unsurprising Disappointing Results:

Were we didn’t (action), principals didn’t (adult practice that you didn’t see change) which contributed to (disappointing student achievement results)

Communicating Results Mixed or Surprising Results:

We (action) which we thought would lead to (expected outcome for adult practice or student achievement). However (actual changes in adult practice and student achievement). Some potential root causes include (potential explanations).

We didn’t (potential action we didn’t focus on or where we didn’t get traction) so we didn’t expect t see results in that area. However, (positive results in adult practice and student achievement), which may have been due to (potential explanations).

I know we have clarity because... ...all stakeholders (students, teachers, administrators, Board members, parents, community members) are clear and aligned around a strategy that helps them define success and differentiate distractors

...all stakeholders have a clear, current goal around which they rally. They feel a collective sense of ownership for that goal

...all stakeholders understand one another’s roles and responsibilities. They are comfortable asking questions about one another’s work

Cascading CommunicationStructured, interpersonal process of rolling key messages down through the district directly from the Board and the superintendent.

Amazingly...when stakeholders in different parts of the district hear their leaders saying the same things, they actually start to believe that alignment and clarity might be possible.

Cascading Communication of the Plan

BOARD DISTRICT ADMIN SITE ADMIN TEACHERS

Setting Strategic Direction for the District

Setting Tactical Direction for the District

Setting the Operational Direction for the Site

Setting the Operational Direction for the Classroom

Establishing Strategic Structures

Establishing Tactical Structures

Establishing Operational Structures for the Site

Establishing Operational Structures for the Classroom

Providing Support to Superintendent (If, Then)

Providing Support to Site Administrators (If, Then)

Providing Support to Teachers(If, Then)

Providing Support to Students(If, Then)

Ensuring Superintendent Accountability

Ensuring Pricipal Accountability

Ensuring Teacher Accountability

Ensuring Student Accountability

Demonstrating Community Leadership

Demonstrating District Leadership

Demonstrating Site Leadership

Demonstrating Classroom Leadership

LCAP: Where To Find Evidence of Communication?

Act: Implement Plan● Looking Back

○ How are our supports

impacting school leaders and teachers?

○ What are school leaders

and teachers requesting support with?

● Looking Forward○ How will we adjust [the

next meeting] to respond to their needs?

Assess, Reflect, Adjust: Nested Cycle Reviews

Cycle Review ProcessHow well did Sup’t/Cabinet support Ed Services?

How well did Ed Services support school leaders?

How well did School Leaders support teachers?

How well did teachers support students?

How did students do?

High quality Professional Development

High quality Professional Development

Consistent implementation of CRTL practices

Overall

High quality, consistent Coaching

High quality, consistent Coaching

Frequent, immediate Response to Intervention

Sub-Groups

Meaningful, frequent Collaboration

Meaningful, frequent Collaboration

Grade Levels/ Departments

Supportive, frequent Site Walk-throughs

Sub-Groups by Grade Levels/ Departments

Adjustments for Next CycleSynthesized reflection:

● Because we _______, school leaders ________, enabling teachers to ______, resulting in students _______.

● Because we didn’t _______, school leaders didn’t ______, therefore teachers didn’t ______, results in students ______.

● Although we ________, school leaders ______, teachers _____, resulting in students ______.

Necessary adjustments for next cycle:

● Supports to school leaders● Supports to teachers

Response to New InitiativesYou’re plugging away at the plan when another attractive initiative, program, resource comes your way…

What do you need to ask yourselves to identify how to respond?

Partnering

Create an authentic partnership between Educational Services and school leaders in which each person is able to bring their uniqueknowledge, skills, and beliefs to the table to pursue common goals.

Close/RenewCreate a space for reflection on the progress made;

unpacking successes and challenges to create momentum for the year ahead.

ContactLisa Andrew, Ed.DCalifornia Regional Executive [email protected](408) 398-2747

Viviana GarciaDistrict Transformation [email protected](408) 431-9886

superintendents symposium sbac now what

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