Planning in a Time of Transition

1. Planning in a Time of Transition Winter CASE Conference February 2016

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3. Pair and Share Introductions: Pair and Share Find someone that you do not know Introduce yourself, including your school/district and your title Share a current or recent transition that you are encountering at work Be ready to share questions that you have

4. Introductions Lisa Medler, Executive Director of Improvement Planning at CDE Erin Loften, Professional Development Coordinator for Improvement Planning at CDE Lori Benton, Assessment Director at Lewis Palmer School District 38 Amie Cieminski, Director of Professional Development at Weld County School District 6 (Greeley) 4

5. District Background Lewis Palmer School District • Location: Monument • Demographics: 6000 students (5% EL, 10% FRL, 18% minority) • Number of Schools: 5 Elem, 1 MS, 1 K-8, 2 HS • Accountability Plan Types: District Acc w Distinction, All schools at Performance Greeley-Evans School District 6 Location: Greeley and Evans Demographics: 21,000 students (60% Hispanic, 34% White, 23% ELL, 62% FRL) Number of Schools: 25 Schools and 6 Charter Accountability Plan Types: District on Improvement, Schools range Performance to Turnaround

6. Agenda: Planning in Times of Transition Some Basic Models UIP in Transition Online UIP Demo

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8. Starting with the Why WHY? How? What? Based on ideas shared by Simon Sinek’s “Start with the Why” on Ted Talks (2009). https://www.ted.com/talks/simon_sinek_how_great_leaders_inspire_action?language=en 8

9. The Why Behind Your UIP Gather and Organize Data Preparing to Plan Section IV:Target Setting Section IV:Action Planning Section III: Data Narrative Performance Summary and Context Describe Notable Trends Prioritize Performance Challenges Identify Root Causes Identify Major Improvement Strategies Set Performance Targets Why Ongoing: Progress Monitoring Identify Interim Measures Identify Implementation Benchmarks

10. Bridges’ Transition Model From William Bridges’ “Managing Transitions: Making the Most of Changes” (2009) 10

11. Jigsaw Bridges’ Model Activity: Jigsaw Bridges’ Model • Activity Instructions: • Get in a triad. • Decide who will read steps 2, 3 and 4. • Read your assigned section. Use notecatcher, if helpful. • Take turns describing the features of that phase. Teach your partners. • Extra credit: Apply the model to a transition you are experiencing now.

12. Agenda: Planning in Times of Transition Some Basic Models UIP in Transition Online UIP Demo

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14. UIP Flowmap Gather and Organize Data Preparing to Plan Section IV:Target Setting Section IV:Action Planning Section III: Data Narrative Performance Summary and Context Describe Notable Trends Prioritize Performance Challenges Identify Root Causes Identify Major Improvement Strategies Set Performance Targets Ongoing: Progress Monitoring Identify Interim Measures Identify Implementation Benchmarks

15. Transition: Advice for Reviewing Current Performance In the absence of new SPF, how will your team: • Identify plan type assignment? • Gauge the magnitude performance challenge to select priority performance challenges and root causes at the appropriate level? • Identify indicator(s) for which performance did not meet minimum state expectations? • Compare current performance to the previous targets to determine the degree to which improvement strategies seem to be on track? Section IV:Target Setting Gather and Organize Data Preparing to Plan Section III: Data Narrative Section IV:Action Planning Review Performance Summary Describe Notable Trends Prioritize Performance Challenges Identify Root Causes Identify Major Improvement Strategies Set Performance Targets Ongoing: Progress Monitoring Identify Interim Measures Identify Implementation Benchmarks

16. Transition: Advice for Updating Trend Statements Some things to keep in mind: • Use your local data! • Use consistent measures for single trend lines (e.g., CMAS v. TCAP) • Its OK to keep “older” notable trends to keep an eye on them. The School Dashboard may be helpful. • Its OK to combine multiple statements for additional context (e.g., TCAP reading was flat in 2011, 2012 and 2013. Our local measures show a similar pattern, except a notable upward direction in 2014…) • Don’t be shy about explaining the state assessment transition dilemma. Section IV:Target Setting Gather and Organize Data Preparing to Plan Section III: Data Narrative Section IV:Action Planning Review Performance Summary Describe Notable Trends Prioritize Performance Challenges Identify Root Causes Identify Major Improvement Strategies Set Performance Targets What local measures do you have access to now? Ongoing: Progress Monitoring Identify Interim Measures Identify Implementation Benchmarks

17. Transition: Advice for Prioritizing Performance Challenges (PPCs) and Root Causes (RCs) Section IV:Target Setting Gather and Organize Data Preparing to Plan Section III: Data Narrative Section IV:Action Planning Review Performance Summary Describe Notable Trends Prioritize Performance Challenges Identify Root Causes Identify Major Improvement Strategies Set Performance Targets Ongoing: Progress Monitoring Identify Interim Measures Identify Implementation Benchmarks • Choices: • Stick with the 2014 PPCs and RCs ? • Refine? • Select new ones? • Refer to the PPCs and RCs from 2014 UIP. Did the school/district have an impact? Are the issues resolved? • Consider current trends in current data. Do trends support the same or new PPCs/RCs?

18. Transition: Advice on Setting 2015-2016 and 2016-17 Targets Achievement Percentile Rank Report To be released very soon! • Local Assessments • Continuously Available State Data • ACCESS Growth • PWR Measures (Dropout, Graduation Rate, Disaggregated Graduation Rate, Composite ACT) • READ Targets (elementary) • Increase number of student achieving grade level expectations • Reduce number of student with significant reading deficiencies • Others

19. Agenda: Planning in Times of Transition Some Basic Models UIP in Transition Online UIP Demo

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21. Questions to Consider How did you approach the online system? How did you “sell” staff on the change? How did you train staff? How did you follow up? How supportive was leadership? What worked well? What were some lessons learned? What suggestions do you have for CDE? 21

22. Reflection and Networking Activity: Reflection and Networking • Take some time with the reflection sheet • Connect with a partner to walk through your next steps – take turns