Transcript www.birdvilleschools.net

Leadership: Preparing the System for
Transformative Change
Elizabeth A. Clark, Ed.D.
David Holland
2012 Assessment and Graduation Data
Nov 30 TEA document
Feb 21 Communication
Feb 28 TEA document
2012 State Accountability Guesstimates
Considerations
• Best guesstimates based on limitations of
data, accountability information, mental
capacities
• Benefits to the analysis
▫ Better understand the intricacies of the new
accountability system
▫ Help predict where campuses and the district
may land in 2013
▫ Allow for between-campus comparisons
2013 is a transition year
• Four indices
▫ Index 1 – Student Performance
 Available for all campuses and district in 2013
▫ Index 2 – Student Progress
 Available in 2013 (but not calculated for the 2012 data)
▫ Index 3 – Closing Performance Gaps
 Available for Level II performance only in 2013
▫ Index 4 – Postsecondary Readiness
 Advanced performance not available in 2013
 Graduation measures available for district and HS
only
Handouts
• Calculation parameters
• Index calculations
▫ Based on 2012 data
 Assessment data from TAKS (grades 10 & 11),
STAAR and EOC
 Graduation data from 2012 AEIS
▫ Index point range 0-100
▫ Two possible campus and district ratings in 2013
 Met Standard
 Improvement Needed
Index 1 – Student Performance
• Overall percentage meeting STAAR Phase
1 Level II standard or TAKS
Recommended standard
• Inclusions
▫ All tests (M and Alt without cap)
▫ All students
▫ TAKS grade 10 and 11
▫ ELLs with 4 or more years in US schools
▫ October snapshot accountability subset
Index 1 – Student Performance
Reading
Group
Math
Writing
Social Studies
Science
Total
Index 1
n met n tstd n met n tstd n met n tstd n met n tstd n met n tstd n met n tstd % met
pts
79.6
80
BISD All 11737 14191 10888 14169 3327
4813
5272
6213
6339
7829 37563 47215
37563 / 47215 = .796
Page 1
Index 3 – Closing Performance Gaps
• Same tests and performance standards as Index 1,
but TAKS not included for HS
• Snapshot subset, ELLs 4 or more years
• Student groups evaluated
1. Economically disadvantaged
2. Lowest performing race/ethnicity subgroup in
previous year (based on 2011 AEIS)
3. Second-lowest performing race/ethnicity subgroup
in previous year
•
Minimum group size: 20 students (25 in 2/28/13
proposal)
Index 3 – Closing Performance Gaps
Reading
Group Meas
BISD
B
n tstd 794
%
met
71
H
W
I
A
P
T
ED
gp1
gp2
3958
5523
66
518
24
259
6226
24
3958
73
85
71
85
83
84
73
83
73
Race/Ethnicity subgroup
size and performance
pts
max
230
300
Economically
disadvantaged
Page 2
Index 3 – Closing Performance Gaps
Reading
Group Meas
BISD
B
H
W
I
A
P
T
ED
gp1
gp2
n tstd 794
3958
5523
66
518
24
259
6226
24
3958
% met 71
73
85
71
85
83
84
73
83
73
Hispanic
pts
max
230
300
Pacific Islander
Reading Performance - 2011 AEIS
B
87
H
86
W
94
I
96
A
93
P
86
T
91
Page 2
Index 3 – Closing Performance Gaps
Reading
Group Meas
BISD
B
H
W
I
A
P
T
ED
gp1
gp2
n tstd 794
3958
5523
66
518
24
259
6226
24
3958
% met 71
73
85
71
85
83
84
73
+
83
+
73
Sum of all groups
pts
max
= 230
300
3 groups =
300 possible pts
• If only 2 race/ethnicity subgroups meet minimum size,
then 1 group is evaluated.
• If only 1 race/ethnicity subgroup meets minimum size,
then no groups are evaluated.
Page 2
Index 3 – Closing Performance Gaps
Index 3 Summary
Read
230
Math
+
203
Write
+
200
Soc St
+
198
Sci
+
Tot
213 = 1044
Max
Pts
1500
70
1044 / 1500 = .696 = 70%
Page 6
Index 4 – Postsecondary Readiness
• Advanced Performance (not used in 2013)
▫
▫
▫
▫
Index 1 assessments
Snapshot subset, ELLs 4 or more years
Standard: Level II at Recommended (2016)
Student groups
 All students
 7 race/ethnicities
▫ Minimum size: 20 (25 in 2/28/13 proposal)
▫ Numerator: Number of students meeting standard
on one or more tests
Index 4 – Postsecondary Readiness
All
Group
BISD
n
B
%
n
H
%
n
W
%
n
I
% n %
A
n
P
% n
T
%
n
Index
% Tot Max Pts
11124 57 793 43 3961 46 5510 65 65 51 513 69 24 54 258 64 449 800 56
Advanced Performance measure not available in 2013
Page 8
Index 4 – Postsecondary Readiness
• Graduation-Related Measures
▫ 4-year or 5-year graduation rate (use
whichever one results in the highest index
score)
▫ Percentage of graduates with RHSP/DAP
diplomas
Index 4 – Postsecondary Readiness
4-yr Grads
BISD
All
B
85.8 81.1
H
W
81.4 88.4
I
-
A
91.5
P
-
T
-
RHSP/DAP
BISD
All
B
70.9 71.6
H
W
62.9 73.7
I
-
A
83.0
P
-
T
-
BISD
STAAR Measure
Pts
Max
Index
449
800
56
LEP
60.0
SpEd Total
75.3 564
Grad Measures*
Pts
Max
Index
926
1200
77
+
Total
362
Max
700
%
81
Max
500
%
72
Index 4 Overall
67
Index 4 score
for District and
High Schools
Page 9
Rating summary
Index 1
Index 2
Index 3
Index 4 Rating Estimate*
2013 Target
50
na
50
75
BISD
80
70
77
Met Standard
Districts and campuses must meet the target
in at least one index to achieve a rating of
Met Standard
Page 10
Rating Summary
• The good news
▫ Based on these estimates, the district and all
campuses achieved a Met Standard rating
• Caveats
▫
▫
▫
▫
All accountability measures are subject to change
All 4 indices will be fully implemented in 2014
Phase 2 standards will be in place in 2014
Counting ELLs with 2 or more years in US schools
proposed for 2014
▫ TAKS grade 11 only in 2013, no TAKS in 2014
Longitudinal thinking
Eng III
Eng II
How will we ensure that our
current 6th graders are well
prepared for success at the
next level?
4th
2016 & beyond
2016
8th
2015
2014 & 2015
7th
2014
Phase 2
2012 & 2013
6th
2013
Phase 1
5th
SSI in 2016
Eng I
Level II Phase-in
3rd
2nd
1st
Kinder
Final
How do we determine whether our
kindergarten through grade 2 students are
well prepared for success at the next level?
Transformation Model
WRITTEN
Why Change?
Problem/Areas of Concern
Evidence/Data to Support
Your Observations
• What problems or areas of concern necessitate our
need for change? What evidence or data supports
your observations?
• Complete the first two columns of the graphic
organizer, then share with your table and be
prepared to share with the larger group.
District Initiatives
Problem/
Areas of
Concern
Evidence/Data District Initiatives
to Support Your
Observations
• As you think about the areas of concern/problems, what
new initiatives come to mind that have been
implemented this year. How do these initiatives relate to
the problems/concerns?
• Continue to discuss with your table and add to your
graphic organizer.
District Response to Initiatives
Problem
/ Areas
of
Concern
Evidence/
Data to
Support Your
Observations
District
Initiatives
Observations/ Evidence that
progress is being made
• What observations or evidence do you have that
indicate progress is being made toward addressing
the problem of academic performance?
• Continue to discuss with your table and add to your
graphic organizer.
Situation…
How can strong
cultures
impede change?
With an elbow partner,
discuss this and be
prepared to share your
thinking.
Our Response
in order to
equip every
child with
the best
education
possible.
Innovation
• The degree of innovativeness in an
organization is based on how much
organizations are (and allow members
to be) inventive, diverse, creative, and
risk-takers.
• High innovativeness without
adequate Goal Focus does not
necessarily produce improved results.
• Innovation demands proactive change
rather than reactive change.
OHDDC
Adaptation
• The ability to tolerate stress
and maintain stability while
coping with demands of the
environment. This implies that
the organization does not
control the external impetus
for change, but it can control
the process for that change.
• The implication is that leaders who want to have an
adaptive and responsive organization need to be in a
position to facilitate the change process in order to
“tolerate stress” and “maintain stability.”
OHDDC
Goal Focus
• The ability of persons, groups, or
organizations to have clarity,
acceptance, support,
internalization, and advocacy of
goals and objectives. Implicit
within this definition is the
realization that organizational
members may have varying levels
of Goal Focus individually and that
individuals may have varying levels
of Goal Focus for specific goals.
• The level of Goal Focus is a measure of commitment
to the “what” of organizational purposes.
OHDDC
Sequential Steps for Improving Goal Focus
Goal Focus
Building
Capacity
Advocacy
Internalization
Support
Acceptance
Clarity
Activity
• Based on what you have heard
about Innovation, Adaptation,
and Goal Focus, what
implications does this have for:
▫ You as a campus leader?
▫ The district as a whole?
▫ Members of your staff?
• Discuss this at your table and
be prepared to share with the
larger group.
Preparing a System…
• Low-achieving schools need
“tightly controlled teaching and
learning processes from the
center because minimizing
variation across classrooms and
schools is the core driver of
performance improvement at
this level.”
- Porter-Magee,
2010 McKinsey Study of 20 successful
School Systems
Positive Culture
Purkey & Smith
“An academically effective
school is distinguished by its
culture:
 Structure
 Process
 Climate of values & norms
 Focus on successful teaching and
learning”
Snyder & Snyder
“Changing culture through a
systems thinking approach is
based on:
 Organizational planning
 Developing staff
 Developing a program
 Assessing school productivity”
System Alignment is achieved by:
1.
Increasing people’s understanding
and acceptance of the new mission,
goals, and initiatives
2.
Increasing the knowledge and skill
level to do the work
3.
Building on successful past
experiences
4.
Providing accountability through
increased competency and the
willingness of individuals to commit
and advocate for the system
goals/initiatives
Relationships/Behaviors
Factors to Consider in Exercising Leadership
LOW
Initiating Structures/Tasks
HIGH
Is the 2D Model always true?
• People operate at varying
levels of readiness
depending on the situation
• Situational leadership is
necessary in order to align
to the needs/readiness
levels of the “followship”
in any given situation
Follower Readiness
HIGH
R4
MODERATE
R3
R2
LOW
R1
Able and
Able but Unable but Unable and
Willing or Unwilling Willing or Unwilling
Motivated or Insecure Motivated or Insecure
Personal Alignment Requires:
1. Facilitation by the leader to grow
and develop people
from dependent to
interdependent by building
shared commitment to mission,
vision, and values.
2. As trust is gained, synergistic
results are achieved and the
collective “we” moves closer to
advocacy levels.
3. Leaders must have style flexibility
to match variety of situations.
Relationship Behavior
(Supportive Behavior)
Situational Leadership
Task Behavior
(Directive Behavior)
Situational Leadership
Relationship Behavior
(Supportive Behavior)
Participating
Selling
Share ideas and
facilitate in decision
making
Explain decisions and
provide opportunity
for clarification
Delegating
Telling
Turn over
responsibility for
decisions and
implementation
Provide specific
instructions and
closely supervise
performance
Task Behavior
(Directive Behavior)
Style Flexibility Chart
Based on Readiness Levels of Followers
FOLLOWER
READINESS
R-1 These individuals
need structure and
guidance. They prefer the
security of leaders
determining priorities.
R-2 These individuals
need to be convinced that
goals are appropriate.
LEADERSHIP SYLE
GOAL FOCUS
IMPLICATIONS
Because they need direction
and structure, the leader
should provide it through a
telling/directing style.
The leader’s primary
function is to provide
goal clarity. They need
the security of knowing
expectations.
Because they respond best
to leaders who emphasize
both task and relationships,
the selling/encouraging
style is appropriate to
convince them that goals are
important.
The leader’s role is to
gain goal acceptance
from followers who
desire affiliation with the
leader in a structured
environment.
Style Flexibility Chart
Based on Readiness Levels of Followers
FOLLOWER
READINESS
LEADERSHIP SYLE
GOAL FOCUS
IMPLICATIONS
Because they want to be
R-3 These individuals involved in the goalhave demonstrated their
setting process, a
readiness to be involved in participating style is
the goal-setting process.
appropriate.
If these individuals are
involved in the process of
goal development, they will
be at level 3–support.
Because they respond
These individuals
best to leaders who
are capable of accepting
capitalize on their
and independently
readiness to contribute,
carrying out organizational they prefer a
responsibilities.
delegating style.
If they are involved in the
development,
implementation, and
refinement of goals, they will
internalize goals, and some
will have the commitment to
become goal advocates.
R-4
How do you know when to TELL, SELL,
PARTICIPATE, and DELEGATE?
• It depends on the degree to which the
individual has the knowledge and skills to
accomplish the specific task. (Are they
ABLE?)
• It also depends upon the degree to which
the individual is WILLING or MOTIVATED to
accomplish the task. (Are they willing?)
Situational Leadership
Relationship Behavior
(Supportive Behavior)
Leader: Participating
Leader: Selling
Follower: R3
Follower: R2
Share ideas and facilitate
in decision making for
those ABLE, but
UNWILLING/INSECURE
Explain decisions and
provide opportunity for
clarification to those
UNABLE, but WILLING/
MOTIVATED
Leader: Delegating
Leader: Telling
Follower: R1
Follower: R4
Turn over responsibility
for decisions and
implementation to those
ABLE and
WILLING/MOTIVATED
Provide specific
instructions and closely
supervise performance of
those UNABLE and
UNWILLING/INSECURE
Task Behavior
(Directive Behavior)
SITUATIONAL LEADERSHIP
Salient Points
• Leadership is the key to organizational effectiveness (i.e.
Organizational Health) and must permeate the district.
• People range on a continuum of readiness from R1 to R4
depending upon the initiative/situation.
• Leadership is situational.
• Leaders must be able to diagnose accurately in order to
know how to respond appropriately to the readiness
levels of staff relative to a particular situation.
• Most effective leaders have great diagnostic skills and
adjust leadership styles based upon their diagnosis.
Sequential Steps for Improving Goal Focus
Goal Focus
Building
Capacity
Advocacy
Internalization
Support
Acceptance
Clarity
How do you change people’s behavior?
• Change the behavior of the
leader (style flexibility).
• Change the followers’
behavior.
• Change structures and
processes.
• Tell the reason “why”
Sources for organizational feedback
Observe
Ask
Questions
Listen
Clues for Identifying Levels of Goal Focus
Unclear (Below the level of Clarity)
▫ “I have difficulty in seeing….”
▫ “I don’t really understand
why…”
▫ “I don’t understand how…”
▫ “It is unclear…”
▫ “I wish they would make up
their minds and just tell us
what to do.”
Clues for Identifying Levels of Goal Focus
Clarity
▫ “Yes, I know that is one of our
goals but…”
▫ “Yes, I know the “central
office” expects us to…but they
don’t have to implement it..”
▫ “I believe there is a better way
to…”
▫ “He/she said we had input on
the decision, but she/he sure
didn’t hear my suggestion.”
Clues for Identifying Levels of Goal Focus
Acceptance
▫ “I understand why it is
important.”
▫ “You have convinced me
that it is important.”
▫ “You have convinced me
why it is necessary.”
Clues for Identifying Levels of Goal Focus
Support
▫ “We believe it is important
because…”
▫ “In OUR discussion, WE
came to the conclusion…”
▫ “It was a consensus from
OUR group…”
▫ “WE know it works
because…”
Clues for Identifying Levels of Goal Focus
Internalization
▫ “I no longer have to
remind myself of its
importance to our
goal because it has
just become an
integral part of my
daily efforts.”
Clues for Identifying Levels of Goal Focus
Advocacy
▫ “We need to help our peers
be sure to fulfill their
commitment to…”
▫ “We need to be sure that
everyone in our unit is…”
▫ “We need to
convince____that he/she
should…”
▫ “Our unit has an obligation
to…”
How do you know which leadership
style to use?
It is situational…
1. Based upon the
circumstances
2. Based upon the
readiness and
maturity of the
followers
How can you tell the readiness
level or maturity of follower?
It is about
communicating…
1.
2.
3.
4.
Ask the right questions
Listen to what follower say
Observe behaviors
Determine if followers are
willing to own problems and
see solutions
How do you change the readiness
level or maturity of follower?
It is about building
capacity…
1. Change the conversations
2. Explain the whys
3. Change the leader’s
behavior and expectations
4. Change structures and
processes
Readiness Levels Revealed:
Feedback from the System
I am also concerned that with all our new initiatives,
there is a great deal of conflicting information floating
around the district- from what lesson plans should look
like to we MUST post standards in hall with any student
work, to what is or isn't allowed on class websites.
Everything is filtering down through several layers and
seems to be changed or eliminated along the way.
Feb 18 The in-service experience provided today was one of
the best I have attended. I was able to collaborate with
other 1st grade teachers throughout the district and I have
several new ideas to try. I was able to discuss those areas
that are most important to me at this time. We were all
active participants. I would like more district in-service days
like this.
We have 19 different problem-solving plans across the
district – all inspired by the same Bea Luchin training.
As I already had my final two six weeks planned, the time
was not valuable to me
This was the BEST, hands down professional
learning I have had in Birdville since I began in
the 90's!
Planning with other schools is NOT beneficial. Like
it or not, we all teach the same things in the same
six weeks but in DIFFERENT ways according to our
staff strengths and student needs. I NEVER use
the info from planning with other schools. NEVER.
This was one of the BEST days; We were able to look at
TEKS; collaborate about ideas; share with one another
what IS working and what IS NOT working; brainstorm
common assessments, and best of all NOT work on
anything new!! I felt energized, loaded with great ideas
and empowered to want to do my job better.
What are PLCs? I hear about them all the time, but I
am pretty sure we don’t have those on my campus. I
feel like I am missing out on something!
Readiness Levels Revealed:
Feedback from the System
I am also concerned that with all our new initiatives,
there is a great deal of conflicting information floating
around the district- from what lesson plans should look
like to we MUST post standards in hall with any student
work, to what is or isn't allowed on class websites.
Everything is filtering down through several layers and
seems to be changed or eliminated along the way.
The in-service experience provided today was one of the
best I have attended. I was able to collaborate with other 1st
grade teachers throughout the district and I have several
new ideas to try. I was able to discuss those areas that are
most important to me at this time. We were all active
participants. I would like more district in-service days like
this.
We have 19 different problem-solving plans across the
district – all inspired by the same Bea Luchin training.
As I already had my final two six weeks planned, the time
was not valuable to me
This was the BEST, hands down professional
learning I have had in Birdville since I began in
the 90's!
Planning with other schools is NOT beneficial. Like
it or not, we all teach the same things in the same
six weeks but in DIFFERENT ways according to our
staff strengths and student needs. I NEVER use
the info from planning with other schools. NEVER.
This was one of the BEST days; We were able to look at
TEKS; collaborate about ideas; share with one another
what IS working and what IS NOT working; brainstorm
common assessments, and best of all NOT work on
anything new!! I felt energized, loaded with great ideas
and empowered to want to do my job better.
What are PLCs? I hear about them all the time, but I
am pretty sure we don’t have those on my campus. I
feel like I am missing out on something!
Readiness Levels Revealed:
Feedback from the System
I am also concerned that with all our new initiatives,
there is a great deal of conflicting information floating
around the district- from what lesson plans should look
like to we MUST post standards in hall with any student
work, to what is or isn't allowed on class websites.
Everything is filtering down through several layers and
seems to be changed or eliminated along the way.
Feb 18 The in-service experience provided today was one of
the best I have attended. I was able to collaborate with
other 1st grade teachers throughout the district and I have
several new ideas to try. I was able to discuss those areas
that are most important to me at this time. We were all
active participants. I would like more district in-service days
like this.
We have 19 different problem-solving plans across the
district – all inspired by the same Bea Luchin training.
As I already had my final two six weeks planned, the time
was not valuable to me
This was the BEST, hands down professional
learning I have had in Birdville since I began in
the 90's!
Planning with other schools is NOT beneficial. Like
it or not, we all teach the same things in the same
six weeks but in DIFFERENT ways according to our
staff strengths and student needs. I NEVER use
the info from planning with other schools. NEVER.
This was one of the BEST days; We were able to look at
TEKS; collaborate about ideas; share with one another
what IS working and what IS NOT working; brainstorm
common assessments, and best of all NOT work on
anything new!! I felt energized, loaded with great ideas
and empowered to want to do my job better.
What are PLCs? I hear about them all the time, but I
am pretty sure we don’t have those on my campus. I
feel like I am missing out on something!
Goal: All teachers will engage in PLCs to implement the
process of planning for learning.
Leadership
Followship
Goal Focus Level
Roster
Statement
U C A S I
Smith
I just don’t
understand
x
Jones
Adams
I believe it’s
important, but I
am not sure I can
do it without your
help.
I believe in this
work and know I
can do it. I want
to help others,
too.
Readiness Level
Style
Ad R1 R2 R3 R4 T S P D
x
x
x
x
x
x
x
x
Goal: All teachers will be able to use data to determine
appropriate interventions in implementing RtI.
Leadership
Followship
Goal Focus Level
Roster
Statement
Smith
I believe it’s
important, but I
am not sure I can
do it without your
help.
Jones
Adams
U C A S I
x
x
x
Style
Ad R1 R2 R3 R4 T S P D
x
I believe in this
work and know I
can do it. I want
to help others,
too.
I just don’t
understand
Readiness Level
x
x
x
x
x
Activity
Using the graphic organizer, begin to think about individual
team leaders and/or department chairs. Answer the following
questions:
▫ Based upon observations and conversations with key
leaders, can you appropriately identify each person’s
readiness level for the work that we are requiring?
▫ What leadership style would be most appropriate to use
when interacting with key leaders on your campus?
▫ Do you have key leaders at higher readiness levels?
▫ If not, what do you need to do to increase the readiness
level of key leaders to implement new district initiatives?
Activity
• If you are unsure where individuals are in terms of:
readiness to truly lead PLCs:
▫ Readiness to plan for learning using the standards-based
curriculum and clarifying documents
▫ Implementing Tier 1 strategies in the classroom
▫ Providing appropriate interventions
• What will be your plan as a leader of your campus?
• Discuss with your group and record next steps. Each cluster
will report back to the whole group.