Wisconsin SMART School Academy

2016-2017 Wisconsin SMART School Academy
Session III, Day 5 March 7, 2017 Time: 15 minutes (1/4 slides) Resources Required: N/A Purpose: Introduction to Session III Lecture Notes: Activity Notes: FACILITATOR NOTE: © 2017 SMART Learning Systems, LLC

© 2017 SMART Learning Systems, LLC
Session III Overview Purpose: Assure effective implementation of goal-related strategies and professional learning by supporting school teams through the change process Concept: Reflection Bridges: Day 5 - Results Day 6 - Change Time: 15 minutes (2/4 slides) Resources Required: Participant Manual, Overview tab, page 5 Purpose: Introduction to Session III Lecture Notes: Quickly review the purpose, concept and bridges for this session then pull it all together with the following: Implementation – the key to getting results! You can have the world’s best plan but it is the quality of the implementation of that plan that determines the quality of the results. Implementation is the key to getting results and not surprisingly, the point in the process where you will begin to see the rise in resistance. Why? People are actually going to have to change what they have been doing, in some cases for 30 or more years. Activity Notes: FACILITATOR NOTE: © 2017 SMART Learning Systems, LLC

Session III Overview Essential Question: How does reflection on results support change? Outcomes Agenda Overview Time: 15 minutes (3/4 slides) Resources Required: Participant Manual, Overview tab, pages 5 and 6 Purpose: Introduction to Session III Lecture Notes: Essential Question: How does reflection on results support change? Have them read through the outcomes individually and then review the Agenda, pointing out when lunch and breaks are scheduled. Activity Notes: FACILITATOR NOTE: © 2017 SMART Learning Systems, LLC

SMART School Improvement Process
Step #5 Analyze and refocus Begin again! Step #4 Develop action plans Between Steps Implement plans Step #3 Select strategies Between Steps Explore professional learning options Step #2 Create school SMART goal Between Steps Investigate effective practices Time: 15 minutes (4/4 slides) Resources Required: N/A Purpose: Introduction to Session III – Transition Slide: Where are we in the Process? Lecture Notes: By now, this should be a familiar image to you. We continue to bring you back to the big picture of the whole process so that you can see where you’ve been and where you’re going next. (CLICK to reveal first triangle) The essential question of our first session was “How do we, as a community of learners, focus on student growth.” You learned how to identify your school’s Greatest Area(s) of Need, both through perceptions and data gaps and trends. The data were then used to create your school SMART Goal Tree. (CLICK to reveal the second triangle) The essential question of Session II was “How does a collaborative culture impact adult and student learning? You learned how to investigate new and promising practices in the classroom and team, selected school-wide strategies for implementing promising practices and explored professional learning needs and options which then became part of a larger action plan for implementation. (CLICK to reveal third triangle) Session III is all about execution and continuous improvement. As we finish up learning the final steps of the process, we will move more deeply into the skills you will need to coach the process in your schools and districts. This is the support that your staff and school-based leaders will need to sustain their leadership for school improvement. Activity Notes: Step #1 Isolate need Between Steps Gather and analyze data © 2017 SMART Learning Systems, LLC

Timeline, Responsibilities & Resources
Action Plan Tasks Desired Outcomes Evidence Professional Learning Support Timeline, Responsibilities & Resources Time: 30 minutes (1/1 slide) Resources Required: Participant Manual, page and SMART Action Plan Rubric Purpose: Fine tune action plans for deeper understanding of their purpose and use Lecture Notes: Last session you learned a process for planning that was based on the PDSA cycle. The planning process culminates in an agreed upon set of actions that the team believes will lead them to the attainment of their goal(s). Activity Notes (30 min.): Use the handout (SMART Action Plan Rubric) to assess the work you have done on your action plan to date. If you have not begun to build your Action Plan, use the Rubric to help you define the elements of your plan that you do have and how you will use them. Record your ah-has as you go. Where do you need to do more work? What are your strong points? © 2017 SMART Learning Systems, LLC

Reflection What have you done between Session II and today to prepare your system for the effective implementation of your action plan? Time: 30 minutes (1/1 slides) Resources Required: Not in Participant Manual Purpose: Reflect on progress toward implementation / getting the culture ready for change Lecture Notes: We’d like you to reflect on the work you have done between Session II and Session III. What challenges or opportunities arose? What “ah ha’s” did you experience? What happened as a result of engaging a broader set of viewpoints? How would you characterize your culture in terms of its capacity to lead change / improvement? What evidence do you have that illustrates your schools’ or district’s readiness for effective implementation? Activity Notes (30 min.): As teams, take about 10 minutes to agree on an example / story you are comfortable sharing with the rest of the group and identify either a brief quote or a song that reflects what you are doing to prepare your system for improvement. Share with the rest of the group.

Between Steps 4 and 5: Implement Plans
Time: 45 min. (1/10 slides – 1 min.) Resources Required: N/A Purpose: Introduce next steps in the process Lecture Notes: Implementation – the key to getting results! You can have the world’s best plan but it is the quality of the implementation of that plan that determines the quality of the results. Implementation is the key to getting results and not surprisingly, the point in the process where you will begin to see the rise in resistance. Why? People are actually going to have to change what they have been doing, in some cases for 30 or more years. Activity Notes: N/A

Step #5 Analyze and refocus Begin again! Step #4 Develop action plans Between Steps Implement plans Step #3 Select strategies Between Steps Explore professional learning options Step #2 Create school SMART goal Between Steps Investigate effective practices Time: 45 min. (2/10 slides – total of 5 min. with debrief) Resources Required: Participant Manual, pages 98 and 99 Purpose: Introduce the Between Steps #4 and #5 content Lecture Notes: We are here! Activity Notes: Read through the Planning Guide for SMART School Improvement that appears on page 98 of your participant manual, process tab. Debrief the content Step #1 Isolate need Between Steps Gather and analyze data © 2017 SMART Learning Systems, LLC

SMART Action Plans Specific and Strategic Steps and Tasks Measurable Outcomes Using Multiple Evaluation Methods Attainable Timelines Roles and Responsibilities Clearly Defined Target Monitoring Embedded Within the Plan Time: 45 min. (3/10 slides – 2 minutes) Resources Required: N/A Purpose: Show elements of SMART Action Plans Lecture Notes: Last session we shared our definition of a SMART Action Plan and we shared what it might look like and include. Take a moment to look back at the sample on page 96 of your participant manual. This Action Plan example provides big chunks of agreements about what the team has decided to do and what they will need to do it. It is a 5000 foot view of strategic actions aligned to professional learning, evidence and resources. Activity Notes: © 2017 SMART Learning Systems, LLC

Blueprint for Implementation
Time: 45 min. (4/10 slides – 2 min.) Resources Required: Participant Manual; Process Tab; page 103 Purpose: Understand roll-out as a process and learn tools for mapping out the implementation plan. Lecture Notes: Going from plan to implementation will require more specificity. Think about your implementation plan as a blueprint for action. What is the value of a blueprint? What does it tell you? (Specifications of size, dimensions, organization of space, etc. In other words, a more detailed picture of the “project.”) Compare the example on page 103 to the one you looked at on page 96. You’re still going to need to schedule time, sequence of events, roles, responsibilities and resources. For this, we want you to spend some time examining some of the process planning tools that can help your team develop your implementation blueprint with the right amount of detail to get you started and keep you going. Activity Notes: © 2017 SMART Learning Systems, LLC

Grade Level SMART Goal Tree in support of the School SMART Goal Goal Indicators Targets Measures By (1 year), ___% of all 5th grade students will be proficient or above in (school GAN) Tested standard in content area aligned with school GAN indicators Common Formative Assessment # of students Common Assess-ment Target (# of students) Blue Baseline Green Yellow Red Progress Check Results Time: 45 min. (5/10 slides – 4 minutes for this and the next slide.) Purpose: Tie school improvement plans to PLC goals and actions Resources Required: Lecture Notes: Activity Notes: N/A © 2017 SMART Learning Systems, LLC

Department/Course SMART Goal Tree in support of the School SMART Goal
Targets Indicators Measures Course Test Advanced 20% 90% Goal Standard Proficient 70% Below 10% Far Below 0% X% pass Algebra by end of semester Time: 45 min. (6/10 slides – 4 min. for this and the previous slide) Purpose: Tie school improvement plans to PLC goals and actions Resources Required: N/A Lecture Notes: School SMART Goal is math. It can be this simple. However, for subjects not teaching Math, they would need to examine their content or process standards to see what they can do to support the Math goal. For example, in Art, it might be geometric shapes and structures. For Social Studies it might be a related content using statistics or graphing trends. For Science it might be applying the scientific method for data inquiry around a theory. In most areas, a measurement focus, word problems and applications, and / or problem solving and critical thinking could serve as a departmental focus in support of a school-wide Math goal. Activity Notes: N/A © 2017 SMART Learning Systems, LLC

Option A: Fine Tuning Your Plan
Based on your self-assessment using the SMART Action Plan Rubric, continue to make adjustments or use this time to create your Action Plan. Tasks Desired Outcomes Evidence Professional Learning Support Resources Time: 45 min. (7/10 slides – 1 minute for 3 options) Purpose: Improve action plans based on self-assessment Resources Required: Team Action Plans and Rubric Lecture Notes: Activity Notes: Fine tune your plan based on your team’s assessment using the SMART Action Planning Rubric. If you haven’t begun or are just getting started in developing your action plan, use this time to further your progress. Facilitator Note: This and the next 2 slides are offered as options © 2017 SMART Learning Systems, LLC

Option B: Addressing Time
Discuss how you will address the issue of time for professional learning and implementation of new practices. What are some things that you have done in your school to address the challenge of time to implement new learning and test out new practices? Time: 45 minutes (8/10 slides – 1 minute for 3 options) Resources Required: N/A Purpose: Understand the importance of time as a resource for implementing school improvement plans Lecture Notes: Activity Notes: Discuss how you will address the issue of time for professional learning and implementation of new practices. Adjust your action plan accordingly. Facilitator Note: This and slides 15 and 17 are offered as options. Direct them to the web page for the NSDC article, Think Outside the Clock © 2017 SMART Learning Systems, LLC

Option C: Supporting Goals
School Results Goal School Indicators School Measures School Targets Create an example of a supporting PLC grade-level or departmental goal that you can use as an illustration when sharing with PLCs/teams back home. Time: 45 min. (9/10 slides – 1 minute for 3 options) Purpose: Tie school improvement plans to PLC goals and actions Resources Required: Not in Participant Manual Lecture Notes: Activity Notes: Create a PLC level goal that supports your team goal. Use this an an example that you can share with your colleagues back home. Facilitator Note: This and the previous 2 slides are offered as options. © 2017 SMART Learning Systems, LLC

Step#5: Analyze and Refocus
Time: 70 min. (1/17 slides – 1 minute transition) Resources Required: N/A Purpose: Transition to Step #5 Lecture Notes: This step is all about progress monitoring and adjustments – the study and act portion of the PDSA cycle. Activity Notes:

Step #5 Analyze and refocus Begin again! Step #4 Develop action plans Between Steps Implement plans Step #3 Select strategies Between Steps Explore professional learning options Step #2 Create school SMART goal Between Steps Investigate effective practices Time: 70 min. (2/17 slides – 5 minutes) Resources Required: Participant Manual, Process Tab, pages 102 and 103 Purpose: Orientation to where we are in the process Lecture Notes: Activity Notes: Read through the Planning Guide for Step #5 on page 102 and discuss the questions on page 103. Document your conversation. Step #1 Isolate need Between Steps Gather and analyze data © 2017 SMART Learning Systems, LLC

Targets Small, incremental steps toward the results goal Time: 70 min. (3/17 slides) Resources Required: Participant Manual, pages 98. Purpose: Anticipatory set for conversations on targets Lecture Notes: The statements that appear on page 98 define what targets do for us from both a practical and a motivational perspective. We’d like to give you a little time to talk about why targets are an important part of the school improvement process. Activity: Take a quick moment to read through the bullets. (CLICK to next slide for activity) © 2017 SMART Learning Systems, LLC

SMART Goal Tree Template
School Results Goal School Indicators School Measures School Targets “R” Plug your Results Goal in here “S” Specific Area of Concern “M” “A” and “T” “M” “A” and “T” “S” Specific Area of Concern “M” “A” and “T” “M” “A” and “T” Time: 70 min. (4/17 slides – 2 minutes) Resources Required: Not in Participant Manual Purpose: Reintroduce the SMART Tree Diagram to identify how targets connect to the goal Lecture Notes: This is a slide you’ve seen before. We’re returning to it to illustrate the connection between the targets, the goal and the SMART acronym. Note that the Targets are directly connected to the measures. You are estimating the amount of progress you can make over a specific period of time on the measure to which the target is attached. Conceivably, over the course of the timeframe of your goal (1 year, 2 years or 3 years), your targets will incrementally get you to the goal. Start with the end in mind and map out the incremental steps it will take to achieve your goal. Activity Notes: “S” Specific Area of Concern “M” “A” and “T” “M” “A” and “T” © 2017 SMART Learning Systems, LLC

Setting Good Targets A target expresses where we want to be within a given time frame; our assessments tell us how quickly we are getting there (or not). A good target is a stretch. It sets a challenge. It is something that those setting the target feel is attainable. Give yourself about an 80% chance of achieving your target within the time frame you specify. Targets should add up to goal attainment. Time: 70 min. (5/17 slides –1 minutes) Resources Required: N/A Purpose: Understand the qualities of a good target. Lecture Notes: These four items provide additional clarity for what a good target includes. In just a moment, we’re going to ask you to assess your goal targets against these criteria and give yourself a grade. (Review the four bullets in preparation for the next activity) © 2017 SMART Learning Systems, LLC

Spring 2015 Results Focus: Subgroups All Grades Measure: District Annual Writing Prompt Time frame for Target Monitoring Spring 2016 Results Percent Expected To Meet / Exceed Standard Subgroups: Base-line Data Current Data Targets Yr. 1 Yr. 2 Yr. 3 End of Year % ELL 40% 1 50 2 65 3 75 Spec. Ed. 25% 30 40 FRL 32% 60 Writing Grade: B+ Time: 70 min. (6/17 slides – 5 min. of 30 min. for complete exercise) Resources Required: Chart paper and markers Purpose: Illustrate the product for this activity – Dissecting the target template Lecture Notes: This is a picture of what we’re going to ask you to do with one of your target templates in just a few minutes. You’ll post it on a piece of chart paper and then identify all the important pieces of your template. Activity Notes: Show this slide while they are working. Walk through the example so they can see how the “anatomy” is based on their decisions about how they put their target templates together. They should be able to explain their target template decisions. This exercise pushes them to not just review but to justify why they decided to complete the template the way they did. And, if they can’t, what they need to do to improve or refine it. Read the summary box – rationale for their grade. Facilitator Note: The teams will remain at their own tables but the charts should be posted at the end of the activity so others can see what they have done. Summary: We believe these targets are challenging but attainable because we have already begun to focus on these subgroups and have writing interventions in place. They leave us short of our goal and we can only measure annually. The whole target needs to be supplemented with formative results. © 2017 SMART Learning Systems, LLC 21

Spring 2014 Results Focus: Grades 3-5 Spring 2015 Results Measure: Common Pre-Post District Assessment Time frame for Target Monitoring Percent Expected To Meet / Exceed Standard Focus: Reading Grades 3-5 Beginning in Base-line Data Spring 2014 % Levels 3 & 4 Current Year Actual Data -Spring Targets Yearly Spring Data Grade 3 & Cohort 1 56% 62% 70% 2015 60% 2016 65% 2017 75% Grade 4 Cohort 2 48% 58% 55% 63% Grade 5 Cohort 3 69% 73% 66% 68% Reading Grade: C Time: 70 min. (7/17 slides – 5 min. of 30 min. for complete exercise) Resources Required: Chart paper and markers Purpose: Illustrate how cohort analyses can be used to create targets. Lecture Notes: Walk through this example. Facilitator Note: The teams will remain at their own tables but the charts should be posted at the end of the activity so others can see what they have done. Summary: This template tries to do too much. We would recommend having two templates, one that follows the grades over time and the other that follows the cohorts over time. We also believe these target percentages were not challenging enough and should probably have been increased after the results came in. We would like a target template that allows us to monitor more frequently using one or two data points during the year. We would also like to follow our cohort groups into middle school to see if they are continuing to improve. 22

Summary: Formative measure allows for periodic monitoring and
Baseline Results Number of Students In Algebra I Subject: Algebra I (Operations) Grade: Department: Subject: Subgroup: N= 105 Students Current Data (# of ALL students) Forms Target (# of ALL students) Green 8 Baseline 14 Blue 24 30 Yellow 28 36 Red 44 25 23 Progress Check 35 27 45 15 10 Results What Now? 52 Measure: District Math Benchmark Assessment District Benchmark Projected # of Students on Mid-point Exam Projected # of Students on Final Exam Actual # of Students On Mid-point Exam Time: 70 minutes (8/15 slides) Resources Required: Not in participant manual Purpose: Common Assessment Targets by zone/student Lecture Notes: Walk through this example to show how formative assessments using zone analyses are used to create the targets. In this example, the end result still leaves 4 students short of meeting the standard. Additional supports would need to be provided for those students. Activity Notes: Plan Forward Actual # of Students On Final Exam Grade: A- Summary: Formative measure allows for periodic monitoring and adjustment of practice. Targets are realistic, measurable and time-bound. © 2017 SMART Learning Systems, LLC 23

Monitoring Progress of Cohorts
Time: 70 min. (9/15 slides) Resources Required: N/A Purpose: Understand how targets are used to monitor progress ongoing Lecture Notes: This is a hand-sketched example from a previous Academy team that decided to review cohort information on a regular basis. It lays out a plan for annual progress monitoring at the school level across the grades. Activity: © 2017 SMART Learning Systems, LLC

Activity ~ Anatomy of a Target
Post one of your target templates on a piece of chart paper. Identify the parts and specific details of your targets within each part. How challenging is your target? How attainable is your target? Give yourself a grade. Summarize why you gave yourself the grade you did and how you will use the target template for monitoring progress toward your goal. Time: 70 min. (10/17 slide – 30 min. including set-up and debrief) Resources Required: Chart paper and markers; Target Template Handouts Purpose: Refine and improve their own goal targets Lecture Notes: Activity Notes: Review the 4 part instructions Facilitator Note: The teams will remain at their own tables but the charts should be posted at the end of the activity so others can see what they have done. © 2017 SMART Learning Systems, LLC

Monitoring Progress Using Targets
Have a regularly scheduled time and place for reviewing target attainment. Make it visual! Use common formative assessments to gather valuable information frequently enough to adjust practice and/or introduce interventions. Know exactly which children are meeting the targets and which are not. Differentiate accordingly. Share your team and classroom targets and progress with your students. Celebrate! Time: 70 min. (11/17 slides – 5 minutes) Resources Required: N/A Purpose: Understand how targets are used to monitor progress ongoing Lecture Notes: These are suggestions for how you will use your targets to monitor progress and share results on an ongoing basis. If you think back to your SMART Action Plans, we asked you to identify a schedule for reviewing your targets. Typically that coincides with the assessment schedule, but it might also include some perceptual, observational or other event-driven reason for looking at your progress such as the end of a unit, trimester, quarter or semester, parent-teacher conferences, etc. The more you can build formative assessments into your plan, the better but be sure not to over-burden teachers and students with too much testing. Assessments for learning (a la Chappuis and Stiggens) provide valuable feedback informally and do not require testing events per se. This should become a systematic practice for PLCs at the unit level. Matching up student names and faces with performance data (especially in zone analyses) will lead to informed differentiation and intervention. Even a good target is improved when the numbers are taken to the individual student level for analysis. Finally, the targets should not be a mystery to your students. As entire classrooms demonstrate growth, there is reason for celebration. When students know they have been part of contributing to a larger classroom success, they are reinforced in their efforts. Activity: © 2017 SMART Learning Systems, LLC

Time: 70 min. (12/17 slides –minutes) Resources Required: N/A Purpose: Show examples of visual progress monitoring Lecture Notes: These charts are outside a principal’s office in a middle school. They illustrate movement up through the zones for every child in the middle school (column at the right) and for all students by name in four core academic areas by section (i.e. English Language Arts 3rd, 4th, 5th and 6th period). The data are not accessible to the public and are used by the principal to talk with PLCs about flexible grouping strategies, RtI needs, additional support resources for the teacher(s) (e.g., reading resource teacher or instructional coach). © 2017 SMART Learning Systems, LLC

Time: 70 min. (13/17 slides –minutes) Resources Required: N/A Purpose: Show examples of visual progress monitoring Lecture Notes: This is a teachers’ work room where the 3rd grade teachers are moving index cards with students’ names and the specific indicators the students are working on in a particular unit of study. They place a colored dot on the index cards to illustrate where the students began on the baseline assessment. As they improve, they move the index cards up to the next higher level(s). Not the distribution in this photo. © 2017 SMART Learning Systems, LLC

Time: 70 min. (14/17 slides –minutes) Resources Required: N/A Purpose: Show examples of visual progress monitoring Lecture Notes: This is toward the end of the unit. Note the number of index cards left in the red zone compared to the baseline on the previous slide. Note the number of blue and green cards now. © 2017 SMART Learning Systems, LLC

CELEBRATE!! Time: 70min. (15/17 slides) Resources Required: N/A Purpose: Show examples of visual monitoring Lecture Notes: This was actually at the the midpoint of the unit where the movement from red zone to yellow and higher was being celebrated by these teachers. © 2017 SMART Learning Systems, LLC

Discussion ~ Target Monitoring
Why are targets important? What is the purpose and use of different types of assessment targets? How can targets be used to: Monitor progress toward the goal Evaluate interventions Differentiate instruction Why is it important to celebrate even small steps or partial steps? Time: 70 min. (16/17 slides – 20 minutes) Resources Required: Participant Manual, Process Tab, page 99; Chart paper and Marker Purpose: Affirm the role and multiple uses of targets Lecture Notes: Activity Notes: Discuss and document on chart paper your team’s responses to the questions on page 99. Clarification of Question 2b: Question 2b is asking for the when and why you would use certain types of assessments and certain types of target templates. For example, under what circumstances would you look at targets for all students in the school? When might you monitor cohort data instead or in addition to all students? Why might you look at the data in terms of grade level targets? What is the purpose for monitoring student performance by zones? © 2017 SMART Learning Systems, LLC

INSERT VIDEO HERE – Baby’s first steps
Time: 70 minutes (17/17 slides – 1 minute) Resources Required: N/A Purpose: Illustrate the value of celebration, small steps and encouragement from one’s leader. Link learning to targets (we don’t always get it right the first time) with next segment on coaching. Lecture Notes: We have talked about the power of small steps and celebrations as an important reminder to leaders that this is a growth process. Each step leads to greater confidence and efficacy on the part of the learner which then leads to greater gains in the long term.

Challenge Myself as a Coach
Time: 30 minutes (Slide 1/2) Resources Required: Session Cover Page 129 Purpose: Transition into the coaching tab Lecture Notes: Share the information as a transition into coaching. Emphasize the purpose of the learning through the theme. What do I need to implement the SSIP? How can a coach accelerate my capacity to learn this process, implement the process, and accelerate my growth as a coach back in my building. BELIEVE THAT EVERYONE IS CAPABLE OF LEARNING…USING QUESTIONS TO TEACH THEM HOW TO FISH. ALL RESOURCES, LEARNING, ETC. ARE DELIBERATELY SIMULATED. COACHES ASSIST IN TRANSFER OF KNOWLEDGE TO BUILDING. Activity Notes: Read quotes on the session cover page and respond as to which speaks to you and why. © 2017 SMART Learning Systems, LLC

Recreate the SMART School Improvement Process Time: 30 minutes (Slide 2/2) Resources Required: Journals, chart paper, markers and blank stair steps hand out, Participant Manual pages (after activity) Purpose: Bridge the process to coaching the process Lecture Notes: Working in building teams, individuals will recreate the Data Logic Chain or SSIP from memory in their journals. Work individually and silently. No assistance from anyone else. This is to make the individuals aware of what they know and need to know about the process for setting learning goals when we talk about the Competency Ladder. (3 min) After 3 min., the individuals share what they have as a team. Can the team collectively complete the DLC WITHOUT using resources and only the team’s current knowledge to complete the diagram? Have them collaboratively create the steps and label them on a piece of chart paper, based only on their collective, individual contributions. (5 min.) Go around the room and have each team share their charts. As they go around the room teams can add (using a new color) to their own charts what they are learning from others in the room. What did this lesson teach you about what you know and what you need to know? How did you feel about working on this individually compared to working on this collectively? The Academy’s focus up to this point is to teach you the process and how to use the process to duplicate it back into your building. What would happen if you skipped one of the steps on the Data-Logic Chain? What would happen to your results? What is the difference working individually and working collectively toward a common goal? The process is the constant. The process does not change. However, the teams are comprised of different styles, experiences, contexts, leaders, teachers. HOW DO WE ENSURE THE PROCESS WILL BE IMPLEMENTED THE WAY IT WAS TAUGHT TO YOU? (hopefully someone will say…Coaching!!!) We are going to make a transition today…moving from learning the process to learning how to COACH the process. Activity Notes: © 2017 SMART Learning Systems, LLC

SMART Coaching Cycle STAGE 4: Plan to Take Action STAGE 1: Set the Foundation STAGE 3: Identify the Need for Change STAGE 2: Examine the Data Time: 45 minutes (Slide 1/2 - 2 minutes) Resources Required: Participant Manual, page 125 Purpose: Review the four stages around the SMART Coaching Cycle Lecture Notes: Introduce the SMART Coaching Cycle and highlight each stage as follows: Stage 1: Set the Foundation. This stage is critical for developing the relationship between the coach and the client. Stage 2: Examine the Data allows the coach and client to look at the reality of the situation through different perspectives, lenses, and data sources to validate or dispute current perceptions. Stage 3: Identify the Need for Change: This stage shifts the current mindset into future possibilities for better results. The coach uses powerful questions for the client to establish a future vision of self, team, and/or organization. Stage 4: Plan to Take Action: Every coaching conversation should end with the client taking an action step or steps toward the goal. This stage is critical for improvement. The next coaching conversation relies on the action of the client to achieve his/her goal. Activity Notes: This activity is to introduce Stage 1 in greater depth. © 2017 SMART Learning Systems, LLC

10 min. - Individually read p Highlight 5 words. 10 min. - As a team, share individuals’ 5 words. 10 min. - Create a visual representation illustrating Stage 1: Set the Foundation. Be prepared to share your visual representation. Time: 45 minutes (Slide 2/2) Resources Required: Lots of stuff Purpose: Bridge learning the process to coaching the process Lecture Notes: Reference p Individually read the article and as a team select 5 words from the article that speaks to them about what it means to Coach the SSIP. The team will create a collage fusing 5 words as the focus of their design Materials for the collage are to be found on the team’s personal being or belongings. Share collages What do the collages represent about each building team? How are they similar? How are they different? The Data Logic Chain is a constant. It does not change. But you do see that every collage was different because each school is diverse in context, people, children, neighborhoods. The role of the coach is to believe everyone is capable of creating a common results oriented goal and to be coached through the SSIP to reach that goal. This is the hat that you will be wearing during the rest of the Academy and back in your buildings. Know the process Facilitate the process Coach individuals and teams through the process (SMART coaches have modeled that for you!!!) Activity Notes: © 2017 SMART Learning Systems, LLC

SMART Coaching Cycle: Stages and Competencies
Time: 75 minutes (Slide 1/2 - 3 minutes) Resources Required: Participant Manual, page 135 Purpose: To Introduce the SMART Coaching Competencies for coaching the SMART School Improvement Process Lecture Notes: Notice the SMART in the title of the Coaching Cycle. Up to this point, we used the cycle to coach generic issues for you to practice. The role of a SMART coach is to use this cycle to coach the SMART School Improvement Process The coach’s role is to ensure the SSIP is implemented and sustained at a high level of integrity and fidelity. The ultimate result is to continuously look at improving the quality of what we do in our school systems The SMART Coaching competencies are designed to assist coaches in self-assessing to move from unconscious competence to Mastery of all the competencies. We begin to look at the competencies in each stage in greater detail on page 24 Activity Notes: Question the audience: What competencies have you experienced in your SMART Coaching sessions? © 2017 SMART Learning Systems, LLC

SMART Coaching Competencies
Where are you as a team (collective) with these competencies? Where would you want to be in a year, in five years as a coach of the SMART School Improvement Process? How will you support each other to coach this process with our team and our building? Outcome: Become familiar with mastery of each competency. Time: 75 minutes (Slide 2/2 – 40 minutes) Resources Required: Participant Guide, pages Purpose: Acquaint participants with expectations for coaching the SMART School Improvement Process. Outcome: Become familiar with the Coaching Competencies as a growth model to coach the SMART School Improvement Process. Lecture Notes: Activity Notes: They will be working in their school teams. Step 1: As you read the mastery column of the SMART Coaching Competencies of your assigned stage, highlight behaviors and skills. (5-7 minutes). Individually, share with the team, your highlighted behaviors and skills. What are key descriptors for each competency? (20 minutes) Where are you as a team (collective) with these competencies? FACILITATOR NOTE: We are raising your awareness of a mastery coach and an emerging coach. (15 minutes) Where would you want to be in a year, in five years as a coach of the SMART School Improvement Process? How will you support each other to coach this process with our team and our building? FACILITATOR SUMMARY: All stages are critical every time you coach How are you feeling as a SMART Leadership team to coach the SMART School Improvement Process FACILITATOR NOTE: (Optional) Have the table groups write down their questions for each stage on chart paper and post. For audiences of 35 or less, the groups can walk around the room and write down some of the questions for future use. © 2017 SMART Learning Systems, LLC

Evening Learning Opportunity
Complete…Reflections about Coaching Session III Participant Manual Coaching the Process Tab Page 142 Time: 1 minute (1/1 slides) Purpose: Prepare for Day 6 Resources Required: Participant Manual Page 142 Lecture Notes: Activity Notes:

Building capacity for student-focused, goal directed learning
Thank you SMART People! Purpose: Show as the participants leave the room Lecture Notes: Activity Notes: Resources Required: Not in Participant Manual smartlearningsystems.com Building capacity for student-focused, goal directed learning

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