1. Ambassador Design Team meeting #5 March 11, 2015

2. What’s your 6 word story for today? For example: “Nervously anticipating production of next prototype.” Write yours! & Share it!?! #EdVoicesRI

4. Chat with One New Person Find a person you haven’t had a one on one chat with before. Share a story of a Rhode Island young person who has impacted your life… (2 minutes per person)

5. The Momentum Builds Education Exchanges

6. Internal Engagement

7. SRT

8. Meeting Goals/Definition of Success Produce Prototype II including creation of clear, concise, and compelling: – revised draft values statements – revised draft priority statements

9. Meeting Agenda TimeActivity 5:30-5:40Welcome/Goals 5:40-6:10Revising Values 6:10-7:05Revising Priorities 7:05-7:15Commissioner Address 7:15-7:25Review/Previewing 7:25-7:30Next Steps/Close Out

10. Meeting Values Curiosity Empathy Optimism

11. Process GPS Revised Values Revised Priorities What about Key Outcomes?! We will address them in the next cycle.

12. Our Approach Listening and Learning from Stakeholders Rapid Idea Generation Stakeholder Feedback Increasingly Improved Product

13. So… how does this feel?! TOOOO FAST!What are we missing?!

14. It’s Working!!! “I love these changes. This is a strong value and encompasses so much important work.” “Great new version” “Getting better”

15. SECTION 1: CREATING VALUES PROTOTYPE

16. TASK #1 – NEW VALUES PROPOSALS

17. Should we add new values? Yes, if…. Critical to our plan Adds a new perspective to our work Shared by many, both in the room and in the state Not redundant

18. Suggested Values – Any Pass Our Tests? I worry that we (or me) might be merging responsibility and support together. I thought the original Responsibility is about collaboration to support student success whereas Support was about systems and structures for all stakeholders (whole child/wellness, effective teacher/leader training, multiple pathways, additional special populations supports, etc.). Actually this last part was all embedded in Quality. Now, I am not sure about them. I think we need to look more closely at Responsibility and Support and either merge or separate them better. Early Childhood MUST be included. Investing earlier will yield a high ROI as the need for remedial interventions will diminish throughout the continuum.

19. Suggested Values – Any Pass Our Tests? (This is probably more of a priority than a value, but want to throw it out there): "Refinement" or "Prioritizing" In our education system, Rhode Islanders value streamlining and prioritizing educational responsibilities so that resources are best utilized to ensure student success. Rhode islanders support legislative policies and goals that ensure excellence in education for our students today WE VALUE A LIBERAL ARTS EDUCATION, AUGMENTED BY EXPERIENTIAL LEARNING.

20. Suggested Values – Any Pass Our Tests? In our education system, Rhode Islanders value schools where children can effectively learn in safe and secure surroundings. In our education system, Rhode Islanders value local decision-making in order to provide greater responsiveness to demonstrated student needs. Although we have discussed the importance of cultural competency, and other matters of diversity, these themes are missing from the value statements

21. Potential New Value Statements - Safety – Safety: In our education system, Rhode Islanders value schools where children can effectively learn in safe and secure surroundings.

22. Potential New Value Statements - Autonomy Original: In our education system, Rhode Islanders value local decision- making in order to provide greater responsiveness to demonstrated student needs. – Proposed: – Autonomy: In Rhode Island, we value local decision-making and innovation in response to student needs.

23. Potential New Value Statements - Diversity – Original Feedback: – Although we have discussed the importance of cultural competency, and other matters of diversity, these themes are missing from the value statements – Proposed: – Diversity: In Rhode Island, we value individual differences as a strength and asset of our schools and communities.

24. Turn and Talk and Dot Vote When Ready DISCUSS Critical to our plan (?) Adds a new perspective to our work (?) Shared by many, both in the room and in the state (?) Not redundant (?) VOTE Do you support moving the value statement forward for ADT revision and public feedback? – Add comments via sticky notes

25. Proposed New Value Statements – Safety: In our education system, Rhode Islanders value schools where children can effectively learn in safe and secure surroundings. – Autonomy: In Rhode Island, we value local decision-making and innovation in response to student needs. – Diversity: In Rhode Island, we value individual differences as a strength and asset of our schools and communities.

26. TASK #2 – UPDATING EXISTING VALUES FOR PROTOTYPE

27. Small Groups Form groups of 2-4 Review feedback from fellow ADT members on this value (if applicable) Revise statements as needed to strengthen them – Clear – Concise – Compelling This is revision – add & remove to improve

28. TableValue 1Quality 2Responsibility 3Personalization 4Equity 5Preparedness 6Support 7Safety 8Autonomy 9Diversity

29. Group Share Out My name is… Our value statement is…

31. SECTION 2 – DRAFTING PRIORITIES

33. TASK #1 – REVIEW FEEDBACK ON PRIORITY STATEMENTS

34. Priority #1: High Quality PD How is how “high quality” defined? Takes more than just PD

35. Priority #2: Forging Partnerships Is it a priority? “Forging”

36. Priority #3: Resources Fiscal is too limiting; other kinds of resources Where is equitable What does “appropriate” mean? How is “student need” defined?

37. Priority #4: Pathways Pathways vs. Personalized

38. Priority #5: Testing Very Important Topic Should this be a priority? “Audit?” Expand the definition of assessment beyond state standardized tests alone

39. Priority #4: Pathways Pathways vs. Personalized

40. Focus on #4 “Is it about personalizing college and career pathways or about personalizing instruction to ensure college and career readiness- improving achievement and closing the gaps”?

41. Focus on #4 “Is it about personalizing college and career pathways or about personalizing instruction…?”

42. Focus on #4 Focus on 4 – Read pp. 8-9 including feedback. – Turn and talk. – Share out observations.

43. Focus on #4 “Is it about personalizing college and career pathways or about personalizing instruction…?” Are pathways in the service of personalized learning? – If so, what are the implications?

44. Using our Priority Yes Test

45. The Umbrella Test Rephrased: Does one of these act as an umbrella for the other?

46. Proposed Change Priority = Personalized Education – Strategy = Pathways for learning

47. TASK #2 – IDENTIFY NEW PRIORITY STATEMENTS

48. Have we missed any additional priorities? (10 min) TableBucket* 1Early Childhood Education 2Technology in Education 3STEAM Education 4Global/Bilingual Education 5Extended Learning Opportunities 6College, Career and Life Read 7Whole Child *Uncategorized = All groups

49. Testing the proposed priorities Apply the priorities test, especially the umbrella – If YES - chart paper it – If NO – Does it fit under a priority area? – Yes – It may be a strategy. » sticky note it and put it under the correct priority area. – No – No action.

50. Using our Priority Yes Test

51. Reminder - Fist to Five A fist means, “I vote NO." or in consensus it means, "I object and will block consensus (usually on moral grounds).” 1 finger means, “I’ll just barely go along.” or, “I don’t like this but it's not quite a no." or, “I think there is lots more work to do on this proposal.” In consensus this indicates standing aside, or not being in agreement but not blocking the consensus. 2 fingers means “I don’t much like this but I’ll go along.” 3 fingers means, “I’m in the middle somewhere. Like some of it, but not all.” 4 fingers means, “This is fine.” 5 fingers means, “I like this a lot, I think it’s the best possible decision.”

52. BREAK

53. TASK #3 - REVISING EXISTING PRIORITY STATEMENTS FOR PROTOTYPE II

54. Revising Priorities (30 minutes) Form groups of 3+ Review feedback on priority statement Make recommended edits Share out

55. TableBucket* 1PD/Educator Knowledge 2Partnerships 3Resources 4Personalization (formerly Pathways) 5Testing Practices 6Early Childhood 7Global/Bilingual

56. Prototype II - Gradients of Agreement NOT a final vote. Future work to improve further, test them and reduce number further

57. What level of support is optimal? Adapted from Facilitator’s Guide to Participatory Decision-Making, 2 nd edition, Sam Kaner, Jossey- Bass 2007 Enthusiastic Support is necessary when the issue involves: Lukewarm Support is good enough when the issue involves: HIGH STAKESOVERALL IMPORTANCELOW STAKES LONG-TERMDURATION OF IMPACTSHORT-TERM

58. Gradient of Agreement Adapted from Facilitator’s Guide to Participatory Decision-Making, 2 nd edition, Sam Kaner, Jossey- Bass 2007 EndorsementEndorsement with a Minor Point of Contention Agreement with Reservations Stand AsideFormal Disagreement, but Willing to Go with Majority Block “I like it.”“This is fine.”“I’m in the middle somewhere. I like some of it, but not all.” “I don’t much like this, but I’ll go along.” “I’ll just barely go along.” “I vote NO.”

59. Post-It “Temperature” Check EndorsementEndorsement with a Minor Point of Contention Agreement with Reservations Stand AsideFormal Disagreement, but Willing to Go with Majority Block 543210

61. SECTION 3 – GETTING SYNERGISTIC

62. What will success look like? Focused, Coherent, and Synergistic A few, key carefully considered actions to focus the system’s work on that, when put together, create a powerful engine for systemic improvement Priorities are tightly interrelated and complementary

63. Temperature Check of Set of Priorities Place your bets on the best combination of three. – 3 dots per person for voting. – 1 dot per value.

64. SECTION 4 – COMMUNITY TIME

65. ADT Feedback- It’s Moving too fast (Proposal to Add Meeting)

66. We’re listening It was a little fast paced and I felt like just when we were getting into the meat or substance, it was time to move on. We are moving at a very quick pace, but I am not sure there is another option. Slow down and reflect. Even if we need to add time. It is important!

67. ADT Feedback- It’s Moving too fast (Proposal to Add Meeting) I pity the fool who isn’t at the meeting on April 1 st !

68. SECTION 5 – NEXT STEPS

69. Announcements

70. #EdVoicesRI

72. Strategy Defined Definition of Strategy: the major actions that will occur to advance the priorities and achieve the key outcomes. Role of Strategy: Strategies describe the bodies of work at a high-level and with clarity, but do not prescribe work plans or fine-grained tasks.

73. Values = Why? Priority Areas = What? Strategies = How?

74. Using our Priority Yes Test