1. A Systematic Approach for School Wide Sustained Growth Mark Cerutti – Director of Secondary Education – Elk Grove Unified School District

2. What are you doing right now and how did you decide to do it? How do you determine – – –What to do? – –Who should do it? – –When should it be done? – –What are the risks of doing it? – –What are the risks of not doing it?

3. No Options and Necessities Wasting time, material or human resources is not an option Employing inefficient action is not an option Measuring efficiency and accuracy of actions is a necessity

4. Characteristics of a proven model All decisions emanate from the school’s Mission and Core Values Five integrated key elements of leadership focus A balance of process/system with people power in the school

5. The flexibility of the model is key Fitting a school’s unique environmental and organizational characteristics into the model Not losing sight of the five key elements Evaluating the school’s present condition and the level of leadership required for each key element

6. Key Elements of Leadership for Sustained Growth

7. An example of the Sustained Growth Model in action 21 st Century Successful School – –As each slide is reviewed, keep your school in mind and begin to apply the information to your specific situation

8. Our Mission : “Inspiring and Educating Our Diverse Community to Achieve Excellence”

9. 21 st Century Successful School Core Values PROFESSIONALISM PROFESSIONALISM –21 st Century School Staff Values: Professional behaviors and qualities we instill in our students. Professional behaviors and qualities we instill in our students. Autonomy and innovation while encouraging and supporting collaboration. Autonomy and innovation while encouraging and supporting collaboration. STUDENT ACHIEVEMENT STUDENT ACHIEVEMENT –21 st Century School Staff Values: High expectations for academic achievement and personal growth. High expectations for academic achievement and personal growth. Meeting individual student needs and offering varied paths for student success. Meeting individual student needs and offering varied paths for student success. 21 st CENTURY SUCCESSFUL SCHOOL COMMUNITY 21 st CENTURY SUCCESSFUL SCHOOL COMMUNITY –21 st Century School Staff Values: Parents, community members and local businesses as partners in the education of their children. Parents, community members and local businesses as partners in the education of their children. A safe and inviting campus. A safe and inviting campus. INSTRUCTIONAL PRACTICE INSTRUCTIONAL PRACTICE –21 st Century School Staff Values: Critical thinking and problem solving as the focus of instruction. Critical thinking and problem solving as the focus of instruction. The use of engaging instructional practices. The use of engaging instructional practices.

10. Continuous Improvement Process Human Performance Technology Human Performance Technology –What is the data telling you? –Develop a clear picture of the current reality –What is the ideal –Complete a gap and cause analysis –Implement improvement initiative/s –Evaluate and report progress –Identify and provide PL specific to needed knowledge/skills associated with the organizational improvement Human Performance Technology – International Society for Performance Improvement Human Performance Technology – International Society for Performance Improvement

11. Continuous Improvement Process Department: Project Manager: Administrator: Data Source Data Analysis Results Design, Development and Implementation Program/Initiative Evaluation Professional Learning Needs Knowing What to Look for: What essential data sources have been identified? How and When is the data gathered? Who is responsible for gathering and synthesizing the data? Converting data to meaningful information: When is the data analyzed and by whom? Gap Analysis:  What is the data indicating?  What is the desired level of performance?  What is the current or actual level of performance? Cause Analysis:  What is the cause of the gap identified in the previous step? Is it related to material, financial, or human resources? Knowing what to do: Intervention Selection: What initiatives, programs, modifications will be implemented as a result of the data indicators and gap analysis? What is current research telling us related to the proposed improvement initiative, programming etc.?  Can we replicate?  Do we have to originate? Project Management:  Needs Analysis – Previously completed  Project proposal  Task Analysis  Project implementation  Project completion Knowing how you ’ re doing: Program Evaluation – The Logic Model:  Inputs – What resources are being utilized?  Outputs – What programs, products, and/or services are being provided?  Outcomes – What are the intended, measurable outcomes?  What are the program evaluation data points  When will data be gathered?  Reporting strategy  Is there a need for formative evaluation strategies?  Is there a need for summative evaluation strategies? Making sure we have what it takes to get the job done Throughout the continuous improvement process, what professional learning needs have been identified?  Knowledge-based  Skill-based Are there costs associated with the professional learning needs? Can TOT resources be utilized to support the initiative? Can Site Support Team resources be used to support the initiative?

12. Effective Teams Professional Learning Communities –A focus on student learning –A collaborative culture –Collective inquiry into research-based best practice –Action orientation – professional learning by doing –All members mutually accountable for targeted results Dufour – Professional Learning Communities at Work Dufour – Professional Learning Communities at Work

13. Professional Learning Community Focus Worksheet (2009-10) Effective Teams (PLC) Reflection Tool Elements of an Effective Team (Professional Learning Community) Does not exist Developi ng Sustaini ng What might the team need to get there? What might I need to get there? Focus on Student Learning  Expected results (outcomes) are focused on student performance rather than adult actions.  Members create learning opportunities for students who do not learn the material the first time. Collaborative Culture  Members create products together  Members agree and adhere to co-authored norms/agreements  Members share results in a safe environment  Members support one another ’ s growth and learning Collective Inquiry into research-based best practice  Members build collective knowledge and learn together  Members fluidly share research and catalog their findings Action Orientation – professional learning by doing  Members implement research-based best practices in their classrooms  Members track the effectiveness of those practices with both formative and summative assessments  Members reflect together on implementation of their practice All members mutually accountable for targeted results  Members use data (our reality) to set measurable goals (SMART)  Members share results of pre, post and formative measures  Team periodically and regularly uses self-assessment to foster a culture of continuous improvement

14. Effective Project Management Ensuring talk is moved to measured and evaluated action Effectively managing all phases of the project management cycle: Effectively managing all phases of the project management cycle: –Project Initiation –Project Planning –Project Execution –Project Closure Differentiating between Projects and Issues Differentiating between Projects and Issues Implementing a proven strategy for program evaluation Implementing a proven strategy for program evaluation –(Logic Model of Program Evaluation – University of Wisconsin - Extension)

15. Our Business - A Focus on Essential Teaching and Learning Questions What are we supposed to teach? What are we supposed to teach? –Standards- based content How do we prioritize, sequence and deliver our instruction? How do we prioritize, sequence and deliver our instruction? –Curriculum mapping, instructional design and defined best delivery strategies How do we know they’re learning? How do we know they’re learning? –Formative and summative assessment/progress monitoring What do we do when they’re not learning? What do we do when they’re not learning? –Academic intervention and support

16. 21 st Century Successful School Integration (not an add-on) of the Sustained Growth Model Administration Team Steering/Leadership Team Departments, Grade Level/Course Specific Teams, Specialized Academic Programs Ad-Hoc Action Teams/Committees – –WASC accreditation can and should be integrated into the sustained growth model.

17. Why consider this model? The principles of the Sustained Growth Model originated in the biological sciences and have been used by successful businesses for over 30 years

18. It’s a proven model for sustained growth - Peace Corps Nature Conservancy AmeriCorp Intel Cisco

19. The Sustained growth model enables you to: Accurately predict points of delayed growth Quickly and accurately identify barriers to continued growth Replicate or originate to overcome barriers Minimize the duration of the plateau Maximize the duration of the gain

20. Understanding Sustained Growth It is not perfectly linear in nature It is series of steps of varying width and height

21. Understanding Sustained Growth Point of Delayed Growth Minimize duration of plateau by eliminating barriers to growth Maximize Duration of the Gain Point of Best Practice Replication or Innovation

22. Effective Leadership Must: Have an explicit “making a difference” sense of purpose Use strategies that mobilize many people to tackle touch problems Be held accountable by measured indicators of success, and Be ultimately assessed by the extent to which it awakens people’s intrinsic commitment, their sense of moral purpose. - Adapted from Leading in a Culture of Change, Michael Fullan, 2001

23. “Whatever one’s style, every leader, to be effective, must have and work on his or her moral purpose. Moral purpose cannot just be stated; it must be accompanied by strategies for realizing it. Those strategies are the leadership action that energize people to pursue a desired goal. - Adapted from Leading in a Culture of Change, Michael Fullan, 2001

24. Distributed Leadership, in which formal leaders widely distribute leadership responsibilities among various groups in the organization, plays a crucial role in generating school reform and instructional improvement. Richard Elmore Building a New Structure for School Leadership

25. Improve your ability to accurately predict success and growth Determine correlations among actions and results Reduce reactivity Increased target, pro-activity Eliminate random acts of improvement Increase targeted, measured interventions

26. Ready for Learning Ready for Change Ready for Resistance Ready for Frustration Organization Change Capacity Personal Change Capacity - Douglas B. Reeves, 2009 0100 50 0 100

27. Move to the upper right quadrant! Doug Reeves – – –Organizational Change Capacity Ready for Change – –Learning Leadership Leading – High results and High Understanding

28. Learning Leadership - Only by evaluating both cause and effect can educators understand the complexities of student achievement and the efficacy of teaching and learning practices. (Adapted from the work of Doug Reeves) High Scores Student Achievement Low Scores Lucky High Results Low Understanding Leading High Results High Understanding Losing Low Results Low Understanding Learning Low Results High Understanding Understanding what improved student performance Low LevelHigh Level

29. Are you ready to accept the challenge of sustained growth?

30. Thank You - If you are interested in further information – please contact me: – –mcerutti@egusd.netmcerutti@egusd.net