Building A Better School - Together 1

Planning – Creating a New Path “Here is Edward Bear, coming downstairs now, bump, bump, bump on the back of his head behind Christopher Robin. It is, as far as he knows, the only way of coming downstairs, but somewhere he feels there is another way, if only he could stop for a moment and think of it.” Milne (1926) 2

What is Planning? The space between where you are and where you want to be Identifying your highest priorities, setting goals and selecting actions that will get you closer to those goals An active process of determining where you are going to spend your time and what you are going to focus on Activity management A prioritized check list 3

Planning To Improve Present Condition Planning Process Desired Condition 4 Where We AreWhere We Want To Be What We Will Do To Get There

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SEE The Results Cycle GETDO School Culture Values Vision Purpose Programs Policies Procedures Rules School Structures Results Achievement Attendance Attitudes Behaviours The Root of the Planning for School and Student Success Process 6

Study Implement Reflect Plan Measure Current State The Planning for School and Student Success Process Collaborative Learning Teams High-Yield Strategies Monitor/Adjust/ Assess Progress Phase 2 Phase 3 Phase 4 Phase 5 Purpose Vision Values Phase 1 Begin With The Heart Bringing hearts, heads, and hands to school-based planning 7

Culture Defined Organizational culture is the result of shared beliefs, values, expectations, and assumptions that direct individual and group thinking and behaviour. The culture shifts when members of an organization change their views of their work world and behave in a new way. Effective Planning can lead to a shift in culture as a result of changes in staff behaviour. 8

Shared Beliefs and School Culture CHARLES DARWIN SCHOOL “We believe all kids can learn...based upon their ability.” THE PONTIUS PILATE SCHOOL “We believe all kids can learn....if they take advantage of the opportunities we give them to learn.” Adapted from DuFour, DuFour, and Eaker (2008) 9

Shared Beliefs and School Culture THE HAPPY VALLEY SCHOOL “We believe all kids can learn...something, and we will help all students experience academic growth in a warm and nurturing environment.” HARBORS OF HOPE HIGH SCHOOL “We believe all kids can learn...and we will work to help all students achieve high standards of learning.” Adapted from DuFour, DuFour, and Eaker (2008) 10

Shared values are the foundation for building productive and genuine working relationships. They: Are the internal compasses that enable people to act independently and interdependently Provide groups with a common reference for making decisions and taking action The Value of Shared Values Kouzes and Posner (2011) 11

Johnson & Johnson Aligning Actions With Values The values that guide our decision making are spelled out in Our Credo. Put simply, Our Credo challenges us to put the needs and well-being of the people we serve first. The Credo was written by Robert Wood Johnson in

Johnson & Johnson Aligning Actions With Values The Actions — On September 29, 1982, a Tylenol scare began when the first of several individuals died in Chicago after ingesting extra-strength Tylenol that had been deliberately laced with cyanide. Within a week, the company pulled thirty-one million bottles of capsules back from retailers. 13

Johnson & Johnson Aligning Actions With Values The Outcome—Johnson & Johnson consistently ranks at the top of the Harris Interactive National Corporate Reputation Survey. It ranks as the world’s most respected company by Barron’s Magazine. 14

A vision describes the future you are trying to create. What we want our organization to become. It provides direction for planning. The vision should be clear, inspiring and able to capture the hearts of members of the organization. Vision 15

Our vision is to be earth's most customer centric company; to build a place where people can come to find and discover anything they might want to buy online. Amazon The Power Of A Vision 16

Purpose Statements Effective purpose statements answer two questions: 1. What are we trying to achieve? 2. What do we do that matters most? 17

Google: Google's purpose is to organize the world's information and make it universally accessible and useful. Behaving On Purpose 18

Study Implement Reflect Plan Measure Current State The Planning for School and Student Success Process Phase 2 Phase 3 Phase 4 Phase 5 Purpose Vision Values Phase 1 Creating an Intention Bringing hearts, heads, and hands to school-based planning 19

Data Based Planning In medicine, diagnosis always precedes treatment. Symptoms are assessed and tests done to determine the current condition of the patient (make a diagnosis). The diagnosis results in a treatment plan which is then implemented and monitored for effectiveness. In school improvement planning, the same process holds true. 20

How Critical is the Evidence? 40% of McDonald’s profits come from Happy Meals. The average ear of corn has eight hundred kernels arranged in sixteen rows. The number of possible ways of playing the first four moves per side in a game of chess is 318,979,564,321. American Airlines saved $40, in 1987 by eliminating one olive from each salad served in first class. 21

Critical Evidence in the Planning Process GOALS What we want to achieve STRUCTURES, SYSTEMS, PROCESSES What we need to change VALUES What we care about What we measure Data for Study Data related to values becomes critical evidence for planning Critical Evidence for Planning Critical evidence is used to set meaningful goals and make necessary changes in structures and systems. The information it provides helps to assess whether progress is being made toward achieving the goals that have been set. Monitor/Adjust 22

Disaggregated Results for Language Arts Students in Grade 3 Percentage reaching acceptable level = 79.5 Percentage reaching excellence level = 13.7 Disaggregated Data: TotalGirlsBoys Acceptable Excellence Failing to Meet Acceptable

Study Implement Reflect Plan Measure Current State The Planning for School and Student Success Process Collaborative Learning Teams Phase 2 Phase 3 Phase 4 Phase 5 Purpose Vision Values Phase 1 Creating an Intention Bringing hearts, heads, and hands to school-based planning 24

Collaborative Learning Team Activities Undertake collective inquiry Establish plans for action Use timely, relevant information to monitor and adjust Outcomes of collaboration are made explicit Commit to continuous improvement Focus on learning Focus on results Work collaboratively Create an agenda and keep minutes 3 Big Ideas Adapted from DuFour, DuFour, & Eaker (2008) 25

Collaborative Learning Teams reflect on the critical evidence to decide: 1.What it tells about their students’ achievement 2.Which critical evidence is most important 3.Which students will be targeted for impact Reflection on critical evidence is the first step in goal setting which must be guided by the school’s values. Teachers cannot focus on more than two or three goals at a time. 26

Criteria for Effective Goals 1. Staff can commit to achieving them 2. Measurable 3. Written in simple, easily understood language 4. Focused on student achievement 5. Linked to year end assessment or other standards-based means of determining student outcomes – usually within a subject area 6. Facilitate comparison of student achievement from year to year Heart Head & Hands 27

S.M.A.R.T. Goals S pecific and Strategic M easurable A ttractive and Attainable R esults Focused Ti me Bound 28

S.M.A.R.T.ER. Goals S trategic and S pecific M easurable A ttainable R esults focused T ime bound E.R. Extra Reach 29

SMARTER GOALS By June of this year 100% of the students in grade 3 will have made at least 3 levels of improvement as measured on our 5 level literacy scale. In addition at least 80% of the students will successfully achieve 5 levels of improvement. 30

Study Implement Reflect Plan Measure Current State The Planning for School and Student Success Process Collaborative Learning Teams High-Yield Strategies Phase 2 Phase 3 Phase 4 Phase 5 Purpose Vision Values Phase 1 Creating an Intention Bringing hearts, heads, and hands to school-based planning 31

Implementing High-Yield Strategies A high-yield strategy is a concept or principle, supported by research or case literature, that will, when successfully applied in a school setting, result in significant improvement in assessed student achievement. Hulley & Dier (2005) 32

Diagnostic Assessment Formative Assessment Summative Assessment Assessment As A High Yield Strategy Desired Results Identified Check Readiness for Success Differentiate Teaching Strategies Assess Student Progress Modify Teaching Strategies Success 33

Establish Purpose and Goals Plan Monitor: Take Action or Modify Actions Monitor: Take Action or Modify Actions Adjust Improvement Loop The Improvement Loop 34

Continuous Improvement Establish Purpose and Goals Next Continuous Improvement Loop Revisit/Clarify Purpose and Goals Improvement Loop One Continuous Improvement Loop Adjust Monitor/Adjust Plan Take Action/ Modify Actions Monitor Take Action/ Modify Actions Monitor Year End Study/Reflect/ Evaluate Information gathered is included in the next planning cycle Year End Study/Reflect/ Evaluate Continuous Improvement 35