Stevan Kukic, PhD Director, School Transformation, NCLD skukic@ncld

1. Stevan Kukic, PhD Director, School Transformation, NCLD skukic@ncld.org Moral Imperative Realized: Translating the vision of State Standards into improved outcomes for ALL students, especially those with disabilities

2. “The disruption is great when you are leading the disruption.” -Bob Safian, Fast Company, 2013

3. Efforts and courage are not enough without purpose and direction. John F. Kennedy

4. Vision without action is merely a dream. Action without vision is just passing the time. Vision with action can change, and has changed the world. Joel Barker

5. About Mi Sueno Winery Founded in 1997 by Mexican-Immigrant Rolando Herrera, Mi Sueño Winery is a micro-production winery that produces high-end wines from both Napa and Sonoma Valley. Rolando is the sole-proprietor of Mi  Sueño Winery, Herrera Vineyard Management, and Rolando Herrera Consulting. "Dreaming is free, so why not dream big!"

6. We can, whenever we choose, successfully teach all children whose schooling is of interest to us. We already know more than we need to do that. Whether or not we do it must finally depend on how we feel about the fact that we haven’t so far. Ron Edmonds, 1982 in DuFour et al., 2004

7. The Truth Every organization is perfectly aligned for the results it gets.

8. SEE GET DO

9. The ability to make the complicated simple is an indicator of genius. Albert Einstein

10. RtI is not a special ed initiative. RtI is not a general ed initiative. RtI is an every ed initiative. Judy Elliott

11. The problem: Building the plane while it’s flying.

12. Goat Rodeo Goat Rodeo: A Goat Rodeo AKA Goat Rope, is about the most polite term used by aviation people (and others in higher risk situations) to describe a scenario that requires about 100 things to go right at once if you intend to walk away from it. Example: “This meeting is a goat rodeo”.

15. Another Reality A FEW need Intensive instruction Most will benefit from Intensive Instruction SOME need more support Some need more support NEARLY ALL work in core curriculum A few learn easily What is your reality? Generic Models

18. Data-driven Decision Making • The toughest paradigm shift: From making decisions based on tradition and/or bias to making decisions driven by data • If it works, keep doing it. If it doesn’t, stop doing it.

19. Evidence Based Practice Definition The term “evidence based” means those practices, instruction, interventions that have independent validation that they will produce gains in student outcomes when used with fidelity.

20. Visible Learning by John Hattie, 2009, 2012 • 800 Meta Analysis of 50,000 research articles • 150,000 effect sizes • 240 million students • 100+ Meta Analyses added for 2012 edition

21. Top 15 Influences on Achievement Hattie, 2012

22. Bottom 15 Influences on Achievement Hattie, 2012

24. Focus on Results + Interpersonal Skills = Effective Leadership

25. It ought to be remembered that there is nothing more difficult to take in hand, more perilous to conduct, or more uncertain in its success, than to take the lead in the introduction of a new order of things. Because the innovator has for enemies all those who have done well under the old conditions, and lukewarm defenders among those who may do well under the new.

26. The 4 Roles of Leadership

27. A Revolution Fullan, 2010 When leaders can clearly and succinctly articulate what they are doing, show results, and explain exactly how they got them, you know that they have the skinny. When a lot of leaders do this simultaneously and they cultivate it in others, it becomes a revolution.

28. Making All Systems Go • Resolute Leadership • Intelligent Accountability • Collective Capacity • Individual Capacity • Moral purpose/High Expectations These five components represent a complex resource, one that compounds and multiplies its effect through interrelated use. Fullan, 2010

29. Effective change cannot be accomplished overnight, but skinny change agents can accomplish quality implementation with high impact in remarkable short time frames-much shorter than we hitherto thought possible. Fullan, 2010

30. Deep excitement comes from doing something worthwhile, doing it well, and getting results. Fullan, 2010

31. Collective Capacity Nothing succeeds like collective capacity. Fullan, 2010

32. The Moral Imperative Realized The Moral Imperative Realized is about raising the bar and closing the gap of student achievement for all students—not as a slogan, but as a reality. Fullan, 2011

33. Moral purpose by itself is not a strategy. If you do not know how to implement moral purpose, you really don’t have it. And if you are passionate about it and others don’t get it, you still don’t have it. Fullan, 2011

34. Basics for Making the Moral Imperative a Strategy • Make a personal commitment • Build relationships • Focus on implementation • Develop the collaborative • Connect to the outside • Be relentless (and divert distracters) Fullan, 2011

35. Waiting for “Superman” captures the moral imperative writ large, and writ deep. But in my view, this is not the moral imperative if only a handful of disadvantaged kids get a chance. We need moral purpose actualized, and on a very large scale. Fullan, 2011

36. Becoming “Superman” requires creating dramatically better leadership and working conditions with associated capacity building prior to and during one’s career. Fullan, 2011

37. Waiting for Superman Then the new day, the rest of the career, becomes wildly exciting and energizing when these teachers realize that they don’t have to “wait for Superman” because Superman is us! Fullan, 2011

38. It ain’t moral purpose if it ain’t working. Or as one of Curtis Linton’s (2011) principals put it, “It’s only equity if they actually do it.” Fullan, 2011

39. System Leadership • School leaders who become more committed to linking to other schools while still staying n heir own principalship • School leaders who take positions that oversee or otherwise help other schools • System leaders themselves who undertake direct whole-system reform Fullan, 2011

40. Fullan has shown that real change is possible but only by taking a truly systematic approach. Senge in Fullan, 2010

41. Going to scale means fundamentally developing the system at all levels. Fullan, 1999

42. Schools and Districts Individual schools cannot get on—or if they do, cannot stay on—the moral track unless the whole district is working on the problem. Fullan, 2011

43. Making All Systems Go • Resolute Leadership • Intelligent Accountability • Collective Capacity • Individual Capacity • Moral purpose/High Expectations These five components represent a complex resource, one that compounds and multiplies its effect through interrelated use. Fullan, 2010

44. Elements of a Successful Reform • A small number of ambitious goals • A guiding coalition at the top • High standards and expectations • Collective capacity building with a focus on instruction • Individual capacity building linked to instruction • Mobilizing the data as a strategy for improvement • Intervention in a nonpunitive manner • Being vigilant about “distracters” • Being transparent, relentless, and increasingly challenging Fullan, 2010

45. Resolute leadership, allegiance, and professional power create the conditions for sustainability. Fullan, 2010

46. Top Down v. Bottom Up Top-down change doesn't work--people resist when leaders try to tighten things up. The track record for bottom-up change (let a thousand flowers bloom) is not any better. Fullan, 2010

47. Change flourishes in a “sandwich”. When there is consensus above, and pressure below, things happen. Pascale, 1990, in Fullan, 1993

48. Summary of Findings Regarding Site-Based Management There is little evidence that school-based management produces substantial of sustainable improvements in either the attitudes of administrators and teachers or the instructional components of schools…There is little evidence that school-based management improves student achievement. Malen, Ogawa, and Kranz, 1990

49. Shared Principles + Coherent Strategies + Fidelity of Implementation = Success Kukic, 2011

50. Real, Dynamic Examples