Transcript YCCS Delivering on the Promise Rick Schreiber and Wendy

Overview of the RISC Model
• Shared Vision
Stakeholders drive systemic change
• Leadership
All stakeholders develop leadership capacity
• Standards-Based Design
Standards-Instruction-Assessment-Reporting
Learning is the constant, time is the variable
• Continuous Improvement
Refine processes that foster excellence
Guiding Questions
What are some tools to help us become more
effective leaders?
What are ways that we can assess and build
leadership in all stakeholders?
Why is Leadership Important?
“Everyone is a leader in their
own way because of their
ability to help others.
Leaders come in all ages,
sizes, and colors.
If someone demonstrates
leadership, you can bet they
were once led themselves.”
Tiffanie Casados, District 50 Graduate
Continuum of Collegiality
derived from Judith Warren-Little
Ostrich:
Sticks Head
in the Sand
Undermines
Sharing of
Work
Scanning &
Storytelling
Joint
Work
Aiding &
Assisting
True
Sharing
Leadership
Role in
Sharing
Is it Worth it?
Is the change worth it?
Managing Effective Change
Shared
Leader +
Vision +
Strategic
Plan
Shared
+ Vision +
Strategic
Plan
Leader +
+
Leader +
Shared
+
Vision
Strategic
Plan
Shared
Leader +
Vision +
Strategic
Plan
Shared
+
Vision
Strategic
Plan
Leader +
+
Right
People
+ Baldrige/CIM = Utopia
+
Right
People
Happy
=
Baldrige/CIM
+
Hour
+
Right
People
Lone
=
Baldrige/CIM
+
Ranger
+
Right
People
+ Baldrige/CIM = Scarecrow
Alice in
+ Baldrige/CIM = Wonderland
+
+
Right
People
+
= Heisman
Winner
What is 1st and 2nd order
change? (Waters & Grub, 2004)
1st order change
• Extension of the past
• Within the existing
paradigms
• Consistent with prevailing
values and norms
• Implemented with existing
knowledge and skills
• Incremental
• Implemented by experts
2nd order change
• Break with the past
• Outside of existing
paradigms
• Conflicted with prevailing
values and norms
• Requiring new knowledge
and skills to implement
• Complex
• Implemented by
stakeholders
Leadership for Incremental
and Dramatic Change
First order change
Second order change
• Emphasize relationships
• Establish strong lines of
communication
• Be an advocate for the school
• Provide resources
• Maintain visibility
• Protect teachers from
distractions
• Create culture of collaboration
• Look for and celebrate
successes
• Shake up the status quo
• Expect some things to seem
worse
• Propose new ideas
• Operate from strong beliefs
• Tolerate ambiguity and dissent
• Talk research and theory
• Create explicit goals for
change
• Define success in terms of
goals
Waters, Marzano & McNulty-2006
Clock Activity
9:00 appointment
• Identify the people on your staff for
whom this would be 1st and 2nd order.
• What leadership skills would you need
to support people through the change
process?
Changes!
Remember to use the
Parking Lot
+
Positive comments
∆
Things that need to be changed
?
Questions?
Ah Ha’s-- Breakthroughs and
Understandings
The Five Why Process
Why is it important to define and
develop leadership at all levels?
WHY?
WHY?
WHY?
WHY?
WHY?
How do you define leadership at
the classroom level?
Example: Flow Charts
develops Leadership
Example: Experts develop
Leadership
Example: Goal-Setting
Develops Leadership
Academic Leadership
Example: Affinity Diagrams &
Shared Vision build Leadership
“Learner-Centered” Approach as
Opposed to “Teacher-Directed”
Approach to Leadership
TRIOS Protocol
1) Join two other people to form a group of three people:
Join with people who are not at your table
2) Each person speaks for one minute on the following topic:
What is the difference between a “learner-centered” vs. a
“teacher-directed” approach to leadership?
3) Others in the group listen without questioning or commenting.
Rotate until each person has had a chance to speak.
“Learner-Centered” Approach as
Opposed to “Teacher-Directed”
Approach to Leadership
4) Find two new partners
5) Each person discusses the following topic:
What does student leadership look like in a
learner-centered classroom?
Building leadership capacity in the
RISC Model?
Useful tools:
-Affinity Diagram
-Five Whys
-Flow Chart
-PDCA
-Rubrics
-Parking Lot
-Capacity Matrices
What does this look like for students?
Other Ideas and Topics
• GOALS-Growth Ownership Achievement
Leadership Standards
• SBS Tools
• WEB-Welcome EveryBody
• Student-led conferences
• Student-led tours
• Student Council
• Advisory reps
• CORE Court
• Principals’ Cabinet
• Personal Social Standards-PbyP
HTH builds Leadership in its
Stakeholders
• Embed RISC Stakeholder video
Guiding Questions for
Leadership
What are some tools to help us become more
effective leaders?
What are ways that we can assess and build
leadership in all stakeholders?
Parking Lot
+
Positive comments
∆
Things that need to be changed
?
Questions?
Ah Ha’s-- Breakthroughs and
Understandings
Overview of the RISC Model
• Shared Vision
Stakeholders drive systemic change
• Leadership
All stakeholders develop leadership capacity
• Standards-Based Design
Standards-Instruction-Assessment-Reporting
Learning is the constant, time is the variable
• Continuous Improvement
Refine processes that foster excellence
Guiding Questions
Why is it important to Continuously Improve?
What tools and processes support Continuous
Improvement?
How do we measure, how often, and report it?
Systemic Change
External
Evaluation
Celebration
Successes
Initial System
Change
Process repeats
continually.
Implementation
Continuous
Improvement
Action Plans
Monitored by RISC =
Beginning system change
with proven processes and
tools.
Refining
System Change
Implementation
Shared
Vision
Action Plans
Revised
5 Years System
Change - World
Class Organization
Readiness
for Change
Shared Vision ReVisited / Building
Capacity
External
Evaluation
Needs
Assessm ent
Cultural
System Change
Leadership
1st Success
Celebration
Needs
Assessm ent
Monitored by RISC = As the
system sees 1st successes
and the processes are in
place, the organization will
begin to adapt their own
style of processes and tools.
Continuous
Improvement
Monitored by Organization =
Culture of continuous
improvement must be
established for long-term
success.
© 2004 RISC
District 50 Design and Delivery Guide
Developing Awareness and Understanding
Developing
Awareness
Create a shared vision
and code of conduct
aligned at District,
School and Classroom
level.
Develop a Management
Action Plan (MAP) for
District and Schools
(Including a
communication plan).
Identify Key
Performance
Indicator’s
(KPI’s) and
cycle times.
Train BOE and
leaders on the
model.
Building
Understanding
Identify Guaranteed
Viable Curriculum (GVC)
with wiki for
transparency.
Raise level of rigor
using (Marzano/
Bloom) taxonomy.
Create
District/Business
partnership.
Train all staff on
Beacon strategies and
learner-centered
tools.
Create and
professionally develop
an instructional model.
Begin to open practice for
others to see (conferences,
media, symposium).
Create a support
system for Beacons
to problem solve.
Develop assessment
philosophy and
assessments aligned
to GVC.
Build budget and
staffing for SBS.
Create a toolkit of
tools, processes
with examples.
Create recording
and reporting tools.
Align district policies and
procedures: graduation,
transcripts, eligibility,
promotion, teachers’ and
administrators’ evaluations.
Train Beacon
teachers.
Build parent
and student
awareness.
Train whole
staff on the
model. Take a
vote of
confidence.
Continue to build
parent
understanding.
Create a system
alignment from
District to state/
higher education.
1st Implementation and Routine Use and Refinement
Create a
standardsbased
report
card.
Define proficiency
and identify
exemplars to post
on wiki.
Using
Routinely
and Refining
Revitalize shared
vision.
Create a process to
celebrate successes.
Create
schedules for
performance
levels.
Develop
protocol for
parent
conferencing.
Create a balanced
scorecard transparent to
all stakeholders based on
district shared vision.
Monitor KPI’s
on cycle
times.
Check and adjust
recording and
reporting tools.
Create SBS
induction for new
employees.
Pre-assess students;
crosswalk and
transition from grade
levels to performance
levels.
Train parents
on electronic
reporting tool.
Provide Intensives
for staff who need
more training.
Conduct site
visits for
internal and
external
feedback.
Update balanced
scorecard on
website.
Determine program
redundancy and
obsolescence from
old to new system.
Budget
and
staffing for
SBS.
Celebrate 1st
successes.
Gather input
from users on
GVC,
instructional
model,
assessments and
R/R tool.
Provide Learning
Labs for staff who
want to improve
practice.
Check and adjust
instructional
model.
Check and
adjust GVC.
Initiating 1st
Implementation
Collect baseline
data on KPIs.
Provide
professional
development based
on needs from
evaluation tools.
Recruit, induct, and PD
staff on standardsbased system.
Check and adjust
assessments.
Recruit, induct and PD
leadership on standardsbased system.
Process determined
for classroom Shared
Vision: values, beliefs,
rules, vision tied to
schools and /or district
Teachers know
how to unpack
the measurement
topics and rubrics
Teachers
understand and
develop strategies
for grouping
students
Teachers design
Direct Instruction
strategies,
Performance Task
and Thematic Units
Baseline data of
students’
performance level
Planning (Ramping up) Phase
Classroom should
be filled with charts,
poster, and
examples of this
work
Rewriting
standards and
assessments in
students’
language
Teaching
students how to
unpack standards
and assessments
procedures
Grouping of
students
determined
Teaching students
processes (whole
group, small group,
and individual)
Initial Implementation
Re-energize your
Shared Vision
Review/Refine
grouping and
schedules
Review/Refine
class standards
Review/Refine
class assessment
tools/documents
Continuous Improvement Phase (CIP)
Classroom Design and Delivery
Review/Refine
processes and
procedures
RISC Change Continuum, General Replication Timeline
Year 1
Year 2
Year 3
Awareness
Understanding
First Implementation
Routine Use
Refinement
Replication
Year 4
Year 5
What does continuous
improvement look like in the RISC
model?
• Nothing in a RISC system is stagnant.
Change and improvement are constants.
• A RISC system encourages both
introspection and innovation.
• RISC’s continuous improvement processvision, implement, study, act-can be used at
the individual and organizational levels.
– D50 uses the PDCA process: Plan, Do, Check,
and Adjust
What does Continuous
Improvement look like?
Student, Teacher, Principal and Superintendent
PDCA Process Tool
Purpose: To set goals, design the plan for goal
attainment and assess the success of the plan
PLAN What is the goal?
DO How do you implement it?
CHECK Was it a success?
ADJUST
What WILL you change or do differently?
PDCA Sample
Plan
Comprehensive plan overview
with input from appropriate
stakeholders
Do
Timeline with concrete roles and
responsibilities
Check
What evidence will be reviewed to
document progress towards goal?
Adjust
What evidence will be
reviewed to document progress
towards goal?
PDCA Sample
Focus Area Partnerships Date:_October 2008__Author(s):__Wendy Battino______
Plan
Comprehensive plan overview
with input from appropriate
stakeholders
P.2 & M1.2
Do
Timeline with concrete roles and
responsibilities

Published
Materials/Presentations:

P.2.1 By June 2010 four RISC
partners or other nationally
recognized education

professionals/organizations
presentations or publications
reflect modifications (in writing)
that incorporate RISC Model
elements or openly support its
adoption

Create Contact List
including; Larry Lezotte
and his contacts, Bob
Marzano, Michael Furdyk..
Read, research and
synthesize new educational
material, reports and books
that will support RISC, and
add to contact list.
Communicate with contacts
on latest RISC tools and
deliverables, present with
book, reports…
Invite contacts to
Winter/Spring Symposia,
Meetings in lower 48,
Board Meetings.
Check
What evidence will be reviewed to
document progress towards goal?
Contact List and communications
begin by October 12.
 Partners articulate
understanding of RISC
processes in
presentations/publications
 Maintain and update contact
list
 Generating Interest,
recognition…
Deliverables
At least one Presentation or
publication referring to RISC work
published on RISC website by June of
2009.
Adjust
What evidence will be
reviewed to document progress
towards goal?
Refinements on going with
collected presentations or
publications on RISC
published on website by June
of 2010
KPI’s and Cycle Times
• KPI’s=Key Performance Indicators
– What are the measures you will use to
continuously improve?
– What is your baseline data?
• Cycle Times
• How often do you collect data?
• How can you make your results
transparent?
Guiding Questions
Why is it important to Continuously Improve?
What tools and processes support Continuous
Improvement?
How do we measure, how often, and report it?
Parking Lot
+
Positive comments
∆
Things that need to be changed
?
Questions?
Ah Ha’s-- Breakthroughs and
Understandings
Goals: Participants will…
• Understand the RISC Model and the four
components
• Learn and apply quality tools and processes
to create systems of excellence
• Analyze the application of RISC concepts to
your classroom and school
Please complete the RISC
Evaluation
• This is how we get better!
• Your feedback is important to us!
Wasilla, Alaska
Denver, Colorado
907-357-9080
1-877-357-9080
Do you have buy-in or are you
committed?
Are YOU the
Chicken?
Or the Pig?
=
Commit-o-gram
How committed are you to moving
forward?
•Commit-o-gram=A tool that provides a quick
assessment on how people feel about an issue
•Use dot with no names to be more authentic
•Determine what you want measured (How
committed are folks to moving forward with?)
•Discuss how this can guide future actions
(moral purpose, burning issues etc.)
Quadrant Commit-o-gram
• Ready to do it in my classroom, district,
state- Get out of my way!
• Ready to do it in my school.
• Ready to commit to more training.
• Even with more training, I’m not
committed to this change.