1. NISD Leadership Academy
The Real Life ESCAPE Game

4. Our process DISCOVER DESIGN REFINE
new perspectives on continuing efforts and challenges
fresh, aligned approaches to reframed problems of practice
plans based on emerging evidence, reflection, and learning
A quick look at critical paths for the effort and key contributors for each stream of work.

6. NEEDS ASSESSMENT
Combines the essential elements of multiple areas of measurement: Student Learning, Demographics, Perceptions, and School Processes
Identifies an area(s) that campuses may need to address (can be content, sub- group, achievement gaps, processes, resources, etc.)

7. What information means the most to us? Why?
NEEDS ASSESSMENT
What information means the most to us? Why?

8. Convergent vs. Divergent Thinking

9. DISCOVER
Demographics
Student Learning
School Processes
Perceptions

10. 4 Multiple Measures of Data
DISCOVER
SELECT
NEEDS
4 Multiple Measures of Data

11. Demographics What do we do really well?
What student groups are excelling?
What programs are excelling?
What support systems are in place?
How do we know?
Who are we? Sub-pops?
In what programs do we have the most participation? The least?
Do our opportunities match our beliefs systems?
Dropout, completion, attendance rates?
Discipline/sub-pops?
College credit at graduation?

12. Student Academic Achievement
Where does are campus excel?
What content and/or grade level seems to perform at the highest level?
What tools/interventions/strategies yielded the greatest results?
Why?
How are our students doing? What groups excelled? What groups struggled?
State vs benchmark data?
Where do we see achievement gaps?
How do we know?
May use statements, data charts, etc.

13. Processes & Programs
What are some programs or initiatives that are going really well on your campus?
What strengths does your campus show regarding expectations for students to engage in authentic work and solve complex problems?
Where are your strengths in instructional planning? How are PLC impacting students?
Does the rigor and relevance of instruction align with TEKS? Is it cognitively demanding? How do you know?
What programs provide intervention? Enrichment?
How does the campus ensure that needs are analyzed and prioritized?
How does the campus intentionally support all students? All teachers?

14. PERCEPTIONS
What are some strengths in the way the campus communicates with home & community?
What systems are in place that positively impact either discipline or attendance or both?
What are things in terms of parent involvement that the campus does really well?
What are some recognitions your campus/ teachers/students have received?
How would students/teachers describe your campus? How is this the same or different from teachers’ descriptions? Describe learning experiences?
Do all student groups have the same perceptions? How do you know?
Do campus events/activities promote widespread student participation?
How are parents & community involved in your school?

15. Perceptions
Area of Focus
Processes
Demographics
Student Learning

16. The difficulty lies not so much in developing new ideas as in escaping the old ones.
-John Maynard Keynes

19. Campus Goal You are Here! Needs Assessment
Combines the essential elements of multiple areas of measurement: Student Learning, Demographics, Perceptions, and School Processes
Identifies an area(s) that campuses may need to address (can be content, sub-group, achievement gaps, processes, resources, etc.)
Describes the ultimate outcome the campus plans to reach
Tied to District Strategic Goals / Priority Goals
Takes the form of a statement that is specific, measurable, achievable, relevant to district goals, and time bound (SMART)
You are Here!

20. Campus Goal Describes the ultimate outcome the campus plans to reach
Tied to District Strategic Goals / Priority Goals
Takes the form of a statement that is specific, measurable, achievable, relevant to district goals, and time bound

24. To have the perfect summer family vacation

26. To have the perfect summer family vacation?

27. To take the family on a road trip to California in 6 months that will result in everyone having at least one positive experience every day of the 7 day trip.

28. To take the family on a road trip to California in 6 months that will result in everyone having at least one positive experience every day of the 7 day trip.

29. To take the family on a road trip to California in 6 months that will result in everyone having at least one positive experience every day of the 7 day trip.

31. Problem of Practice You are Here! Needs Assessment Problem of Practice
Combines the essential elements of multiple areas of measurement: Student Learning, Demographics, Perceptions, and School Processes
Identifies an area(s) that campuses may need to address (can be content, sub-group, achievement gaps, processes, resources, etc.)
Needs Assessment
Describes the ultimate outcome the campus plans to reach
Tied to District Strategic Goals / Priority Goals
Takes the form of a statement that is specific, measurable, achievable, relevant to district goals, and time bound (SMART)
Problem of Practice
(Purpose Map)
The underlying challenge you and your team must resolve to reach the goal
Based on STUDENT LEARNING NEEDS identified in your needs assessment and Five-Why’s protocol
May take the form of a question that can be explored and tested through a design and impact assessment process
You are Here!

32. Problem of Practice
The underlying challenge you and your team must resolve to reach the goal
Based on STUDENT LEARNING NEEDS identified in your needs assessment and Five-Why’s protocol
May take the form of a question that can be explored and tested through a design and impact assessment process

33. To take the family on a road trip to California in 6 months that will result in everyone having at least one positive experience every day of the 7 day trip.

35. To take the family on a road trip to California in 6 months that will result in everyone having at least one positive experience every day of the 7 day trip.
Our children do not want to go on a road
trip with us.

36. Our children do not want to go on a road trip with us.
To take the family on a road trip to California in 6 months that will result in everyone having at least one positive experience every day of the 7 day trip.
Our children do not want to go on a road
trip with us.
They would rather hang out with their friends and be on social media.

37. Our children do not want to go on a road trip with us.
To take the family on a road trip to California in 6 months that will result in everyone having at least one positive experience every day of the 7 day trip.
Our children do not want to go on a road
trip with us.
They would rather hang out with their friends and be on social media.
Our children don’t have a strong sense of connection to the family.

38. Our children do not want to go on a road trip with us.
To take the family on a road trip to California in 6 months that will result in everyone having at least one positive experience every day of the 7 day trip.
Our children do not want to go on a road
trip with us.
They would rather hang out with their friends and be on social media.
Our children don’t have a strong sense of connection to the family.
Our children haven’t spent much quality time together or with us so that we can develop those connections.

39. Our children do not want to go on a road trip with us.
To take the family on a road trip to California in 6 months that will result in everyone having at least one positive experience every day of the 7 day trip.
Our children do not want to go on a road
trip with us.
They would rather hang out with their friends and be on social media.
Our children don’t have a strong sense of connection to the family.
Our children haven’t spent much quality time together or with us so that we can develop those connections.
Our children have been too busy with all of the different events that they are involved in.

40. Our children do not want to go on a road trip with us.
To take the family on a road trip to California in 6 months that will result in everyone having at least one positive experience every day of the 7 day trip.
Our children do not want to go on a road
trip with us.
They would rather hang out with their friends and be on social media.
Our children don’t have a strong sense of connection to the family.
Our children haven’t spent much quality time together or with us so that we can develop those connections.
Our children have been too busy with all of the different events that they are involved in.
Our children are overscheduled and do not have the opportunity to develop deep relationships
with us or each other.

41. Our children do not want to go on a road trip with us.
To take the family on a road trip to California in 6 months that will result in everyone having at least one positive experience every day of the 7 day trip.
Our children do not want to go on a road trip with us.
They would rather hang out with their friends and be on social media.
Our children don’t have a strong sense of connection to the family.
Our children haven’t spent much quality time together or with us so that we can develop those connections.
Our children have been too busy with all of the different events that they are involved in.
Our children are overscheduled and do not have the opportunity to develop deep relationships
with us or each other.

42. Our children do not want to go on a road trip with us.
To take the family on a road trip to California in 6 months that will result in everyone having at least one positive experience every day of the 7 day trip.
Our children do not want to go on a road
trip with us.
They would rather hang out with their friends and be on social media.
Our children don’t have a strong sense of connection to the family.
Our children haven’t spent much quality time together or with us so that we can develop those connections.
Our children have been too busy with all of the different events that they are involved in.
Our children are overscheduled and do not have the opportunity to develop deep relationships
with us or each other.
How can we provide our children with fewer commitments in their lives and deeper family relationships?

43. Our children do not want to go on a road trip with us.
To take the family on a road trip to California in 6 months that will result in everyone having at least one positive experience every day of the 7 day trip.
Our children do not want to go on a road
trip with us.
They would rather hang out with their friends and be on social media.
Our children don’t have a strong sense of connection to the family.
Our children haven’t spent much quality time together or with us so that we can develop those connections.
Our children have been too busy with all of the different events that they are involved in.
Our children are overscheduled and do not have the opportunity to develop deep relationships
with us or each other.
How can we provide our children with fewer commitments in their lives and deeper family relationships?

45. Our children do not want to go on a road trip with us.
To take the family on a road trip to California in 6 months that will result in everyone having at least one positive experience every day of the 7 day trip.
Our children do not want to go on a road
trip with us.
They would rather hang out with their friends and be on social media.
Our children don’t have a strong sense of connection to the family.
Defining Campus Goals
Our children haven’t spent much quality time together or with us so that we can develop those connections.
Our children have been too busy with all of the different events that they are involved in.
Our children are overscheduled and do not have the opportunity to develop deep relationships
with us or each other.
Our children need fewer commitments in their lives and deeper family relationships?

46. Campus Improvement Plan
Needs Assessment
Combines the essential elements of multiple areas of measurement: Student Learning, Demographics, Perceptions, and School Processes
Identifies an area(s) that campuses may need to address (can be content, sub-group, achievement gaps, processes, resources, etc.)
Describes the ultimate outcome the campus plans to reach
Tied to District Strategic Goals / Priority Goals
Takes the form of a statement that is specific, measurable, achievable, relevant to district goals, and time bound (SMART)
Campus Goal(s)
The underlying challenge you and your team must resolve to reach the goal
Based on STUDENT LEARNING NEEDS identified in your needs assessment and Five-Why’s protocol
Takes the form of a question that can be explored and tested through a design and impact assessment process
Problem of Practice
(Purpose Map)
Based on
Describes a chain of events that resolve the student learning needs (problem of practice)
Becomes the INSTRUCTIONAL FOCUS the staff will engage in to address the student learning needs (problem of practice)
Takes the form of an “if/then/then/finally” statement or a flow chart
Changes as the staff experience learning or success
Theory of Action
Campus Improvement Plan