1. Ambassador Design Team meeting #2 January 29, 2015

2. Seating Assignments NameTable #

3. Hearing from Students Video Clip

4. Meeting Goals Develop draft value statements Strengthen connections by practicing inquiry Understand next steps

5. Meeting Agenda TimeActivity 5:30-5:50Section 1: Overview/Updates 5:50-6:30Section 2: Brainstorming Values 6:35-7:20Section 3: Sharing Out Value Descriptions 7:20-7:30Section 4: Closure/Next Steps

6. Striking a Balance Effective Meeting Task Relationship Process

7. Meeting Values Curiosity Empathy Optimism

8. Encouraging Curiosity Inquiry Advocacy

9. Practicing Inquiry Define Inquiry: Group Question: What does it look like in practice? Collective Commitment – Seek to ask questions

10. Process GPS

11. A note about today “Rapid Prototyping” – Will feel fast – Will wish we had more time – Will seem incomplete

12. We are just starting the ball rolling – Today’s product won’t be perfect Brainstorm like every idea is your best and prototype like every idea is your worst Resign yourselves to discomfort of imperfection Agree on what goes out to get feedback

13. SECTION 2: DEVELOPING VALUES

14. So What is a Value? 3 Frames

15. The Blueprint for the Final Product 7-10 page document, limited narrative, measurable, and actionable Values The 5-7 core principles that will be the drivers of the plan and the litmus test for eventual content Priority Areas & Key Outcomes Approximately 5 high level priority areas with ~ 3 key outcomes that characterize each Strategies The 3-5 significant actions that RIDE will take over the next five years to advance each priority areas and achieve the key outcomes Established by RIDE: Measureable Objectives, Resourcing, and Operational Plans

16. Values Defined Definition of Value: a set of beliefs that have profound and enduring meaning and can (and should) be visible in every major decision we make and in the educational system we manage. Role of Values: Value statements unify our team, and later, our state around a common purpose.

17. Priority Defined Definition of Priority: A set of strategically chosen areas of work described with clarity and focus and around which Rhode Island can align resources and effort. – “key outcomes” that provide a clear and measurable picture of success. Role of Priorities: Priorities describe our team’s “big bets”, the focused areas of work that we believe can and will have the largest positive impact on Rhode Island students

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

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

20. A Focus on the First Two Products Values – The Whys The core principles or beliefs that drive the plan and are the litmus test for content Priority Areas – The Whats The “big bets”

21. What a value is NOT A big bet A key priority

22. Let’s Apply the Yes Test: Do Our Team’s Values Pass the Test? Curiosity Empathy Optimism

23. Our Values as a Team Curiosity Empathy Optimism Is the value… 1. Close to our hearts? Does it makes you think: “Heck yes!” “Of course!” “Doesn’t this go without saying?”

24. Our Values as a Team Curiosity Empathy Optimism Can it be used as… 2. The North Star for our work? a concept so important it cannot be abandoned or ignored. “Everything we do can support and be guided by this value.”

25. Our Values as a Team Curiosity Empathy Optimism Is the statement… 3. Content neutral? Not specific to only a single part of our work meaningful to everyone, without jargon. It makes you think, “This makes sense. I don’t need specific context or explanations to understand it.”

26. Today’s Task – Identify Values and Write a Description 1.Using your panel, Identify one to two values (1-3 words each) that pass our values test 2.Develop a descriptive sentence(s) that explains the value as it relates to the Rhode Island education system

27. Hypothetical Frame – Why Strategic Plan This Way?

28. Hypothetical Value + Description How does it do with our filter? – Close to your heart – the soul/foundation of the plan, strong belief, core aspiration – North Star for the system – guide for all major priorities in the plan and later for implementation – Content neutral – clear and understandable concept, absent of jargon, not specific to single part of education system

29. Testing the Filter on Actual Examples Does “Quality teachers and administrators” pass the test? Where is the value that it’s trying to get at? How does it do with our filter? – Close to your heart – the soul/foundation of the plan, strong belief, core aspiration – North Star for the system – guide for all major priorities in the plan and later for implementation – Content neutral – clear and understandable concept, absent of jargon, not specific to single part of education system

30. What does success look like today? Do we have 5-7 values overall for the plan? Does each value apply to all parts of the system? Is each value 1-3 words?

31. TASK #1 - BRAINSTORM VALUES

32. Agree Upon Roles – Facilitator – Timekeeper – Scribe

33. Task #1 - Brainstorm Values Table Assignments Table 1- Panel A Table 2- Panel B Table 3- Panel C Table 4- Panel D Table 5 – Panel E Table 6 – Panel F Instructions 1.Test your values: Which still pass? (2 min) 2.Group share: Which of your value statements might be included in the panel? Why? (1 min silence then 30 sec./person share )

34. 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.”

35. Task #1 - Brainstorm Values Table Assignments Table 1- Panel A Table 2- Panel B Table 3- Panel C Table 4- Panel D Table 5 – Panel E Table 6 – Panel F Instructions 3.Brainstorm values that are found in this panel (include any homework values that relate) (10 min) 4.Run the value(s) through the filter (which ones meet the test) (3 min) 5.Fist to five the final list for your table (2 min) 6.Write the list (with clarifying statements) on chart paper and post

36. What does success look like today? Do we have 5-7 values overall for the plan? Does each value apply to all parts of the system? Is each value 1-3 words?

37. Instructions 3.Brainstorm values (1-3 words) that are found in this panel (include any homework values that relate) (10 min) 4.Run the value(s) through the filter (Which one or two meet the test?) (3 min) 5.Fist to five the final value(s) for your table (2 min) 6.Write value(s) (with optional clarifying statements) on chart paper and post

38. Check for overlap & set up for success?

39. Temperature Check _ dots per person for voting. one dot per value.

40. After Break - Draft Value Descriptions Table Assignments Table 1- Panel A Table 2- Panel B Table 3- Panel C Table 4- Panel D Table 5 – Panel E Table 6 – Panel F Instructions 1.Draft statement to describe value(s)

41. Choose 1 person to represent your value for next activity Choose the value you want to help describe – (no more than 4 per group)

42. BREAK

43. TASK #2 - DRAFT VALUE DESCRIPTIONS

44. Goal - Develop a value description that is like the following: – “In our education system, Rhode Islanders value inclusive processes to set the state's education priorities. We believe openness engenders trust and trust boosts collaboration.”

45. Draft Value Descriptions Table Assignments Table 1- Panel A Table 2- Panel B Table 3- Panel C Table 4- Panel D Table 5 – Panel E Table 6 – Panel F Roles – Facilitator – Timekeeper – Scribe – Presenter Instructions Draft statement to describe value(s) (15 minutes) 1.Silent write (2 min) 2.Share out 3.Group discussion and write

46. SECTION 3: SHARING OUT VALUES

47. What does success look like today? Do we have 5-7 values overall for the plan? Does each value apply to all parts of the system? Is each value 1-3 words?

48. Sharing Protocol

49. 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 TOUGHDIFFICULTY OF THE PROBLEM SIMPLE HIGH INVESTMENT STAKEHOLDER BUY-INLOW INVESTMENT

50. 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.”

51. 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

52. SECTION 4: CLOSURE AND NEXT STEPS

53. 1/10 1/28 2/11 2/25 3/11 3/25 4/8 4/225/2 5/6 5/20 6/3 6/17 Community Input to the Development Cycle OUTPUT RI Survey Data Strategy Review Team Community Meeting & Strategy Review Team Specialized Groups & Strategy Review Team Strategy Review Team INPUT CYCLE 1 CYCLE 2 CYCLE 3CYCLE 4 Finalize Values Draft Priorities & Key Outcomes Refine Priorities & Key Outcomes; Begin Strategies Final Plan Refine Priorities, Outcomes & Strategies

54. Community input

55. What organizations should we contact? We need your input

56. Next Steps Iterating values Reminder - Feb 11 th for all members Hold May 2 nd Field trip potential – Who is interested? Link for feedback

58. Gradient of Agreement Adapted from Facilitator’s Guide to Participatory Decision-Making, 2 nd edition, Sam Kaner, Jossey- Bass 2007 6421 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.” Enthusiastic Support

59. Gradient of Agreement Adapted from Facilitator’s Guide to Participatory Decision-Making, 2 nd edition, Sam Kaner, Jossey- Bass 2007 1174 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.” Lukewarm Support

60. Gradient of Agreement Adapted from Facilitator’s Guide to Participatory Decision-Making, 2 nd edition, Sam Kaner, Jossey- Bass 2007 133323 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.” Ambiguous Support

61. Gradient of Agreement Adapted from Facilitator’s Guide to Participatory Decision-Making, 2 nd edition, Sam Kaner, Jossey- Bass 2007 353011 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.” What would you call this level of support?