1. Implementation, Monitoring, and NM DASH

2. The Golden Circle

3. Ideal State

4. Offline Planning Process
Step 1 – Build Core Team
Step 2 – Analyze Student Data & Set Student Achievement Goals
Step 3 – Identify Focus Areas
Step 4 – Conduct Root Cause Analysis
Step 5 – Create Desired Outcomes & Define
Critical Actions
Step 6 – Monitor Implementation
Annual
Plan
90-day Plan

5. Our Work Today: Advancing the Ideal State

6. Agenda
Overview and Purpose
Implementation
Break
Monitoring

7. Implementation Proceed with Critical Actions
To maintain an ongoing focus on implementation…
Proceed with Critical Actions
Communicate with Stakeholders

8. Proceed with Critical Actions
Implementation
To maintain an ongoing focus on implementation…
Proceed with Critical Actions
Communicate with Stakeholders

9. Proceed with Critical Actions
Proceed with planned Critical Actions with attention to Progress Indicators and goals
District works to secure technical assistance (TA), professional development (PD), and other resources in support of Critical Actions
Critical Actions are accomplished under the supervision of the principal and district representative
Track progress toward completion of Critical Actions (meaningful documentation)

10. Quick Wins Critical Actions and Progress Indicators that…
Are grounded in data
Are obtainable in 4 to 6 weeks
Build a culture of success
Create a sense of self-efficacy
Create a sense of self-efficacy – one of the highest correlates of student achievement in the research on school improvement

11. Reflection
Which Critical Actions and Progress Indicators in your 90-day Plan might serve as Quick Wins?

12. Table Discussion
What structures, systems, and/or visuals do you use or will you use to maintain an ongoing focus on the 90-day Plan Critical Actions?

13. Sharing

14. Communicate with Stakeholders
Implementation
To maintain an ongoing focus on implementation…
Proceed with Critical Actions
Communicate with Stakeholders

15. Communication
Core Team regularly communicates relevant details of 90-day Plan with instructional staff, parents, community members, and other stakeholders.
Critical Actions
Progress Indicators
Benchmark Goals

16. Communication Considerations
Credibility and urgency
Stakeholders – who, why, how
Ownership
Quick Wins

17. Table Talk
Reflecting on your Annual and 90-day Plan, what relevant details will you need to communicate?
For example: Critical Actions, Progress Indicators, Benchmark Goals

18. Establishing Credibility and Urgency
Establishing a clear vision not only lends a sense of credibility and urgency to the change effort, but it can also help mitigate some of the uncertainty that frequently accompanies change.
Lewis, et al. (2006) Advice on communicating during organizational change. International Journal of Business Communication.

19. Establishing Credibility and Urgency
If people know where the organization is headed and the purpose for their actions, then they are more likely to stay the course in seeing the change through to its fruition, despite any challenges a change initiative presents.
Lewis, et al. (2006) Advice on communicating during organizational change. International Journal of Business Communication.

20. Engaging Stakeholders
Participation gives stakeholders a sense of control and reduces uncertainty about their changing circumstances, such that if people can feel a part of the implementation process, they will be more committed to the change and thus less resistant to its goals and objectives.
Lewis, et al. (2006) Advice on communicating during organizational change. International Journal of Business Communication.

21. Table Talk Who are your stakeholders?
Who will communicate with your stakeholders and what structures will you use?
subgroups

22. Ownership Foster clear sense of schoolwide Focus Areas and goals
Promote deeper understanding of the plan
Build commitment to the plan
Tap into the insight and creativity of stakeholders

23. Quick Wins Grounded in data Obtainable in 4 to 6 weeks
Build a culture of success
Create a sense of self-efficacy
Create a sense of self-efficacy – one of the highest correlates of student achievement in the research on school improvement

24. Why Communicate Quick Wins?
Create momentum, confidence, hope, commitment, and an atmosphere of change
Allow stakeholders to believe they can make a difference and become part of the solution

25. Reflection
What are your initial thoughts around a strategy for communication to build momentum for change and garner support for the plan?

26. Break

27. Monitoring Defined
To observe and check the progress or quality of (something) over a period of time; keep under systematic review.

28. The Why – Monitoring Table Talk: Why should school plans be monitored?
What is the purpose of monitoring these plans?

29. The Why – Monitoring
To determine the extent to which actions are having a positive impact on the quality of teaching and learning at a school
To make needed adjustments to the plan based on data to maximize the positive impact

30. The How – Monitoring Key Questions: How will plans be monitored?
What process will be used?

31. Visual
Add yellow

32. 30- and 60-day Reviews Process and Activities
Core team conducts reviews at 30- and 60-day intervals to document progress and inform adjustments to 90-day Plan
Use reflection tool to guide discussion and data review
Enter results of review into NM DASH

33. 30- and 60-day Reviews Inputs
90-day Plan including Critical Actions, Progress Indicators and Potential Adjustments
Quantitative and qualitative data results/analysis
TA and PD evaluations
After monitoring:
Results of 30-day (or last) monitoring cycle results

34. 30- and 60-day Reviews Template - Pages 15-16 in manual
Adapted from PPE Monthly Reflective Guide
Individualized
Based on data
Iterative

35. Reflective Guide
To what extent does evidence exist showing progress towards 90-day Plan Desired Outcomes, Critical Actions, and Progress Indicators?
Given the school’s current reality, what adjustments should be made to the 90-day Plan?
What supports does the Core Team and school require from the district?

36. 30- and 60-day Reviews on DASH

37. 30- 60- day Reflective Guide Example 1 pgs. 18-19

38. Example 1, cont.

39. The What – Monitoring What is the result of monitoring?
Determine extent of plan’s positive impact thus far.
What is the proof of reaching the “Why”?
Made necessary adjustments based on data to maximize positive impact.

40. Proceed with Critical Actions
After monitoring:
Track progress toward completion of Critical Actions (meaningful documentation)
Core Team uses results of monitoring activities to identify adjustments and/or inform development of 90-day plan
Update progress of Critical Actions in NM DASH

41. Your Turn: Example 2 pgs. 21-22

42. Your Turn: Table Discussion
Given the school’s current reality, what adjustments should be made to the 90-day Plan?
What supports does the Core Team and school require from the district?

43. Sharing

44. 30- and 60-day Reviews – Now What?
Outputs
Adjustments (as needed) to plan components (e.g. critical actions) or details to inform development of next 90-day Plan based on review of progress indicators at 30- and 60-day intervals
Communicate to key stakeholders about progress and important adjustments

45. Visual

46. 90-day Reviews Process and Activities
Core Team conducts review at end of 90-day Plan cycle to document progress and inform development of subsequent 90-day Plan and/or next Annual Plan
Use reflection tool to guide discussion and data review
Enter results of review into NM DASH

47. 90-day Reviews
Inputs
Annual Plan/90-day Plans including Critical Actions, Progress Indicators and Potential Adjustments
Quantitative and qualitative data results/analysis
TA and PD evaluations
After monitoring:
Results of 30- and 60-day monitoring results
Previous 90-day Plan (if applicable)

48. 90-day Reviews Template – Pages 26-27 in manual
Adapted from University of Virginia School Turnaround Program
Individualized
Based on data
Crystallize reflections
Clear link to next plan

49. 90-day Plan Guided Reflection
Reflect on Progress Indicators and Benchmark Goals
To what extent has this 90-day Plan made a positive impact on teaching and learning?
Synthesize & Think Forward
Critical Actions that made the biggest impact
Lessons learned in implementation; barriers uncovered moving forward
Potential major adjustments to Annual Plan
Potential next Desired Outcome (next 90-day Plan)

51. 90 Day Reflection Example pgs. 29-30

52. Your Turn: Table Discussion
Given the school’s current reality, what potential major adjustments should be made to the Annual Plan?
What is a potential desired outcome for next semester for this focus area?

53. Sharing

54. The What – Monitoring What is the result of monitoring?
Determine extent of plan’s positive impact.
What is the proof of reaching the “Why”?
Revisit Steps 1-4 to make necessary adjustments to Annual Plan.
Repeat Steps 5 and 6 based on data to establish next 90-day Plan.

55. 90-day Reviews
Outputs
Details to inform development of next 90-day Plan OR next Annual Plan and 90-day Plan based on review of Progress Indicators

56. 90-day Reviews – Now What? Return to Annual Plan (Steps 1-4)
Repeat Steps 5 & 6
Communicate

57. Communication Considerations
Credibility and urgency
Stakeholders – who, why, how
Ownership
Quick Wins

59. Navigating and Using NM DASH

60. NM DASH – Getting Help Resource Library
Download DASH help documentation and quick guides
Access workbook materials and support documentation
Find additional readings and information
DASH
Pose technical questions
Request additional ad hoc assistance (e.g., virtual or by phone)

61. Reflection as You Leave
What are your next steps in your school and district to prepare for:
successful implementation and monitoring; and
successful use of NM DASH to manage your Annual and 90-day Plans?
Who do you need to bring together and what are the timelines?

62. Thank You