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Prioritizing Action Planning: What comes first?. Getting to the Workable!.
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Getting to the Workable! • Life is not neat, parsimonious, logical, nor elegant. Life uses processes we find hard to tolerate and difficult to believe in – mess upon mess until something workable emerges. It takes a lot of repeated mess to get it right. -Margaret Wheatley & Myron Kellner-Rogers
Unwrapping the Present Answers and directions are not so black and white Multiple opinions and data sources are needed to get it right. Multiple considerations when deciding the correct direction.
Session objectives Review critical system components for moving forward. Provide an overview of considerations when prioritizing. Show MIM self-study examples. Discuss and share from MIM experiences
What do we know about obstacles to change? • Announcing change is not implementing it. • A compelling vision about the future is critical. • Important for organizational change to take place along with school change. • Need to take time to explore the possibilities. - Taken from Dufour, Eaker, & DuFour, 2008 from Blanchard
Discussion Question What obstacles to change have you encountered in the MIM process? How have you overcome those obstacles?
The need to get it right….. • Knowing the “right thing” to do is central to school improvement. • Not that schools and teachers do not work hard, but sometimes poor decisions are made on what to work on in school reform. • So, making the right decision is critical. - Marzano, 2004 (Richard Elmore)
Considerations in plotting the direction (or prioritizing) Do you have a strong vision? Do you have buy-in on the self-study? Do you have a formal problem solving process in place? Do you have district or school “sacred cows? Are there other school improvement initiatives? Have you built the base – where do your actions fit in a 3-tiered model?
"Would you tell me, please, which way I ought to go from here?" "That depends a good deal on where you want to get to," said the Cat. "I don't much care where--" said Alice. "Then it doesn't matter which way you go," said the Cat. "--so long as I get SOMEWHERE," Alice added as an explanation. "Oh, you're sure to do that," said the Cat, "if you only walk long enough." --From Alice in Wonderland by Lewis Carroll
Action Planning A roadmap to where you (district/school/team) are going.
Possible questions to ask as a team Can you describe the school you are trying to create with MIM? If it was 5 years from now….have we achieved our vision? What does our school look like? How are our practices and results different? 60 sec. news flash ----what do we tell our community about our vision for our school? - Dufour, Eaker, Dufour, & Many 2006
Do you have buy-in? What processes have you used to keep all staff in the loop in regard to the MIM process? Need to consider what will be embraced? Some schools have used meeting communicators, open MIM meetings for any interested, etc. May want to consider charts in the workrooms, formal feedback sessions, etc. Tentative calendar to address all areas of need.
Discussion Question What methods has your leadership team used to garner buy-in from the school staff? Community? (Or what will you use?)
Do you have sacred cows? • Do you know political cultures related to MIM initiatives? • Is there a “have to” and “don’t go there” – how viable?
Are there other initiatives? Are we aligned? Important to review other initiatives, both school and district. Have you identified key components? Are your MIM initiatives related or supportive? Will you MIM initiatives bring the “power of more” focus?
Discussion Question How are you integrating action planning with school improvement initiatives already in place?
What are our needs related to the base of a 3-tiered model? Clear vision and mission Collaborative Culture Universal screening Core evidence-based instructional practices
How can you bring it together? MIM scoring of essential features Impact and feasibility ratings. Integrated systems. Priority for action planning.
Self-Study Status
Guiding Questions 1.To what extent do we engage in this behavior or address this issue? • How much will a change in our practices on this item increase the academic achievement of our students? • How much effort will it take to significantly change our practices regarding this issue? - Marzano, 2003 ASCD
Summary Review the scores, the ratings of impact / fidelity, integrate findings. Define broad areas from the above Ask yourselves the other considerations – vision, buy-in, sacred cows, other initiatives, and the base. Define a small number of priorities. Review the blueprint systems and practices. Reflect, inquire, gather input. Gain consensus on the direction.
Summary Goal Planning Worksheet • Broad Area • Key Components • What do we already have in place that is working? • Where are our gaps? • SMART Goal Development • Strategy Explorations
Sample Goal Planning Worksheet from Summary • Middle School – MIM Goal Planning Worksheet (Shared vision and commitment) • Broad Area – Shared vision and commitment. Commitment to the shared vision is essential for success and requires effective leadership and collaboration throughout all levels (state, district, and building) and across key stakeholders. • Key components that are partially missing and were determined to have high impact / high feasibility are as follows: (note: Systems and practices are on pages 20 & 21 of the blueprint.) • Commitment to school improvement by all stakeholders. • All stakeholders review data trends and have opportunities to provide input. • All school staff, administrators, and parents share a common belief and commitment to using outcome data for improvement. • All are involved in conversations about integrating process and how pulling together what works is aligned with vision, mission, and values. • All are involved in data meetings where data is discussed and problem solving occurs. • What do we already have in place that is working? • School vision and commitments developed through our PLC process • Staff are aware of what the vision and commitment means – school and student level. • Data meetings occur – maybe not all are involved in the data meeting process. • Data room to share and disseminate results. • Systems for communication are in place with families. (PTAA, parent portal link, e-mail, PT conferences) • Where are our gaps? • Parents and community may not be aware of what our vision and commitments are. • Do we hold each other accountable for our vision and commitments?
Con’t Goal Worksheet • Parents and community members are not involved in reviewing data, are not aware of strategies in place. • Systems above that are in place – may not be fully utilized. • SMART Goal development (brainstorming) • Process outcome – What outcomes do we envision related to processes? • A formal plan of how, when, and what we communicate. Articulation of our vision. Status checks on commitment. • Student outcome – What outcomes do we envision related to student performance? • Improved achievement gains for students delineated. • Strategy exploration - What strategies and actions need to be explored to decide how to address our gap? • Integrate with strategies in family /community involvement and data based decision indicators around communication and vision. • How can we improve our data review system? How can we garner parent participation and partnerships in processes? • Review commitment and buy-in---how do we all get behind the self-study and action plan. Assure alignment with vision and commitments.
Table group discussion questions What obstacles have you encountered with MIM in defining priorities and how have you solved? What strategies has your team utilized to get staff buy-in in either the self – study results or deciding priorities? How are you integrating action planning with school improvement initiatives already in place?
