Alaska School Leadership Institute May , 2012 Lexie Domaradzki and Gary Whiteley

1. Alaska School Leadership Institute May, 2012 Lexie Domaradzki and Gary Whiteley

2. Using data to lead in the danger zone Strategy 1: Establish a Sense of Urgency • Use data, feedback, and stories to build a sense of urgency • Engage fresh eyes from inside and outside to help build urgency • Make the status quo look more dangerous than launching into the unknown • Explore the consequences of inaction

3. Empowering others to act on the vision Strategy 5: Empowering Others to Act on the Vision • Remove obstacles or barriers to accomplishing the vision • Model behaviors that are consistent with the new direction and vision • Recognize and reward individual and group actions that move toward the vision

4. Building a powerful guiding coalition Strategy 2: Build a Powerful Guiding Coalition • Reach-out to the high contact and high influence people in the organization • Invest time and energy in learning together as a guiding coalition • Assemble a critical mass of people that can advocate for needed change

5. Session I

6. “The role of the school leader has changed dramatically in the past two decades. In a rapidly changing environment, principals and superintendents no longer serve primarily as supervisors. They are being called on to lead in the redesign of their schools and school systems” (p.12). Educating School Leaders, Arthur Levine (2005)

7. What are the things that you likely need to further Gather and Collect Data about? • Surface level: universal screening, patient check up • Deeper look: Treatment plan, materials, intervention, diagnosis, does the medical match the symptoms, who is really taking the medicine (this is what RTI is)

8. Myopia

9. Think- Pair What would it take to be organized enough to be able to access all of the data necessary to make good decisions?

10. Alfie scenario

11. How is this like or unlike your situation?

13. What challenges does Alfie face once he reviews the data screen shots?

15. How did the data we just examined assist in considering the points below? Strategy 1: Establish a Sense of Urgency • Use data, feedback, and stories to build a sense of urgency • Engage fresh eyes from inside and outside to help build urgency • Make the status quo look more dangerous than launching into the unknown • Explore the consequences of inaction

16. Discuss one or more of these questions with your partner • How can you ensure that data is visited regularly (routinely with simple system wide indictors)? • What kind of processes can you put in place to be sure kids are not placed incorrectly or exited? • What are the current practices in place school/district for routinely examining the data, placing kids? If you have none, what might they be?

17. What options for support do we have in Secondary in a K-12 school? • Structural (grouping, class assignment, use of interventions) • Materials (evidence based, rigorous, pacing, explicit) • Scheduling (credits, course master: elective credits for reading intervention)

20. Gathering and Collecting Information Protocol

21. Closing