1. How is this work different?

2. Targeted Improvement Plan

3. Turnaround Plan

4. 1 st order change 2 nd order change

5. 1 st order change Refers to an extension of past practices and typically focuses on doing a better job at what is already being done NON-TRANSFORMATIONAL “First- and Second-Order Change,” Leadership and Institutional Change, accessed February 8, 2016, http://www.thenationalacademy.org/ready/change.html.

6. 2 nd order change Complex change that exceeds existing paradigms and requires new knowledge and skills TRANSFORMATIONAL “First- and Second-Order Change,” Leadership and Institutional Change, accessed February 8, 2016, http://www.thenationalacademy.org/ready/change.html.

7. Turnaround is about SYSTEMIC CHANGE

8. Systemic Change Is comprehensive, with a fundamental change in one aspect of the system requiring fundamental changes in other aspects to be successful. In education, systemic change requires that it pervades all levels of the system: classroom, building, district…Efforts to create systemic change must recognize the interdependence of all components of the system…The community must develop a vision of their ideal educational system, create and take ownership of a shared vision, and develop a passion for their new vision. Charles M. Reigeluth and Robert J. Garfinkle, Systemic Change in Education (Education Technology Publications, 1994), https://systemicchange.files.wordpress.com/2009/07/systemic-change-in-education.pdf.

9. Identify the key concepts in this definition and discuss how undergoing SYSTEMIC CHANGE affects your planning.

10. Systemic Change Is comprehensive, with a fundamental change in one aspect of the system requiring fundamental changes in other aspects to be successful. In education, systemic change requires that it pervades all levels of the system: classroom, building, district…Efforts to create systemic change must recognize the interdependence of all components of the system…The community must develop a vision of their ideal educational system, create and take ownership of a shared vision, and develop a passion for their new vision. Charles M. Reigeluth and Robert J. Garfinkle, Systemic Change in Education (Education Technology Publications, 1994), https://systemicchange.files.wordpress.com/2009/07/systemic-change-in-education.pdf.

12. Systemic Change Is comprehensive, with a fundamental change in one aspect of the system requiring fundamental changes in other aspects to be successful. In education, systemic change requires that it pervades all levels of the system: classroom, building, district…Efforts to create systemic change must recognize the interdependence of all components of the system…The community must develop a vision of their ideal educational system, create and take ownership of a shared vision, and develop a passion for their new vision. Charles M. Reigeluth and Robert J. Garfinkle, Systemic Change in Education (Education Technology Publications, 1994), https://systemicchange.files.wordpress.com/2009/07/systemic-change-in-education.pdf.

14. Turnaround is about SYSTEMIC CHANGE

15. Our focus…

18. Tony. Wagner and Robert. Kegan, Change Leadership: A Practical Guide to Transforming Our Schools (San Francisco: Jossey-Bass, 2006).

19. What does this mean?

20. Our purpose… is to share a process that will help you explore what parts of your system are causing your current results, so that you can dramatically improve your performance in 2 years

21. SYSTEMS ANALYSTS study an organization’s current systems and procedures and design solutions to help the organization operate more efficiently and effectively. Adapted from: “Computer Systems Analysts : Occupational Outlook Handbook: : U.S. Bureau of Labor Statistics,” accessed February 9, 2016, http://www.bls.gov/ooh/

22. What is a SYSTEM ?

23. A system is an assemblage of parts working towards a common goal. INSERT CITATION What is a SYSTEM ?

24. T.E.A.M.

25. INPUTPROCESSOUTPUT

26. INPUTPROCESSOUTPUT

27. INPUTPROCESSOUTPUT Understanding this concept helps clarify what different data sources tell you about your system.

28. INPUT Knowns Demographics Existing resources Current capacity Human capital

29. As leaders, it is your responsibility to take the resources, teachers, and students you have and develop a system that ensures every child is successful.

30. INPUTPROCESS Knowns Demographics Existing resources Current capacity Human capital How you operate Designed with inputs in mind Designed to produce desired outcomes Must be monitored and changed on an ongoing basis

31. INPUTPROCESSOUTPUT Knowns Demographics Existing resources Current capacity Human capital How you operate Designed with inputs in mind Designed to produce desired outcomes Must be monitored and changed on an ongoing basis Outcomes or desired results Determined by the effectiveness of systems/processes Signals whether a change is needed Formative/interim/ summative

32. What is a SYSTEM ?

33. Critical Success Factors

34. What is a SYSTEM ? Support Systems

35. What is a SYSTEM ? Processes & Procedures Communications Organizational Structure Capacity & Resources

36. In operation, what would the COMMUNICATIONS Support System look like for the CSF SCHOOL CLIMATE?

37. TURNAROUND PLAN: Needs Summary and Turnaround Plan

38. Operationalizing the TAIS Framework 1.Align a critical success factor with a support system (for example, school climate with communications)

39. Operationalizing the TAIS Framework Academic Performance Use of Quality Data Leadership Effectiveness Increased Learning Time Family/ Community Engagement School Climate Teacher Quality Capacity & Resources Communications Processes & Procedures Organizational Structure

40. Operationalizing the TAIS Framework 2. Discuss what the support system would look like in operation for the CSF to which it aligned.

41. Your goal is to turnaround your school

42. Common Mistakes Allowing too much complacency Failing to create a guiding coalition Underestimating the power of VISION Under-communicating the VISION Permitting obstacles to block the new VISION Failing to create short-term wins Declaring victory too soon Neglecting to anchor the changes in the new culture John P. Kotter, Leading Change (Harvard Business Review, 2012).

43. Discuss which of these COMMON MISTAKES you have made when leading change.

45. Our purpose… is to share a process that will help you explore what parts of your system are causing your current results, so that you can dramatically improve your performance in 2 years

46. 1.Determine where you want to be 2.Determine where you are 3.Determine how to get there

48. STEP 1 Determine where you want to be

49. STEP 1STEP 2STEP 3 STEP 1 Determine where you want to be

50. STEP 1STEP 2STEP 3 STEP 2 Determine where you are

51. STEP 1STEP 2STEP 3 Determine how you will get there

52. STEP 1 Determine where you want to be

54. STEP 1STEP 2STEP 3

55. STEP 1STEP 2STEP 3

56. STEP 1STEP 2STEP 3 PHASE 1: Describe your ideal school Our purpose Our purpose is to understand that the vision serves to inspire, motivate, and engage all stakeholders and sets the context for systemic change.

57. TURNAROUND PLAN: Outcome and Communication

58. STEP 1STEP 2STEP 3 PHASE 1: Describe your ideal school ACTION 1: Create a mental image ACTION 2: Record the list of adjectives

59. ACTIVITY 1.Create a mental image of your ideal campus 2.Write down what it “looks like, sounds like and feels like”

60. STEP 1STEP 2STEP 3 PHASE 2: Revisit the core value, VISION and Mission Our purpose Our purpose is to understand that the vision serves to inspire, motivate and engage all stakeholders and sets the context for systemic change.

61. STEP 1STEP 2STEP 3 PHASE 2: Revisit the core value, VISION and Mission Action 1: Discuss how long has it been in place. Action 4: Discuss if and how the vision represents the ideal school. Action 3: Determine if and how many people feel connected and inspired by the vision and mission. Action 2: Determine how many people understand the vision and mission and if it guides the work.

62. STEP 1STEP 2STEP 3 PHASE 3: Establish the Vision for Turnaround Our purpose Our purpose is to understand that the vision serves to inspire, motivate and engage all stakeholders and sets the context for systemic change.

63. STEP 1STEP 2STEP 3 PHASE 3: Establish the Vision for Turnaround ACTION 1: Identify a guiding coalition ACTION 2: Turn ideal school into turnaround vision ACTION 3: Represent your highest aspiration

64. Discuss how creating a vision can guard against the “8 common mistakes.”

65. Common Mistakes Allowing too much complacency Failing to create a guiding coalition Underestimating the power of VISION Under-communicating the VISION Permitting obstacles to block the new VISION Failing to create short-term wins Declaring victory too soon Neglecting to anchor the changes in the new culture John P. Kotter, Leading Change (Harvard Business Review, 2012).

67. KEY CONSIDERATIONS Ensure that you have a vision for turnaround Ensure a sense of ownership through collaboration Ensure that the vision and it’s importance is communicated to all stakeholders Ensure that your guiding coalition includes the motivated and influential stakeholders

68. On your action planning template begin to outline your next steps for completing Step 1: “Determine where you want to be”. NEXT STEPS

69. STEP 2 Determine where you are

71. STEP 1STEP 2STEP 3

72. STEP 1STEP 2STEP 3 PHASE 1: Analyze OUTPUT data Our purpose Our purpose is to help you understand that that output data (e.g., academic performance) is simply a signal that your system is not operating at peak performance, and can be used to filter your analysis.

73. TURNAROUND PLAN: Needs Summary and Turnaround Plan

74. STEP 1STEP 2STEP 3

75. STEP 1STEP 2STEP 3 PHASE 1: Analyze OUTPUT data ACTION 1: Create an inventory of OUTPUT data by CSF

76. PHASE 1: Analyze OUTPUT data ACTION 1: Create an inventory of OUTPUT data by CSF

77. ACTIVITY 1.Check off all OUTPUT data sources your campus currently has available. 2.Add local data sources that are available at your campus 3.Determine if you are lacking data.

78. STEP 1STEP 2STEP 3 PHASE 1: Analyze OUTPUT data ACTION 1: Create an inventory of OUTPUT data by CSF ACTION 2: Determine for each CSF where you would like your campus performance to be in two years.

79. STEP 1STEP 2STEP 3 PHASE 1: Analyze OUTPUT data ACTION 1: Create an inventory of OUTPUT data by CSF. ACTION 2: Determine for each CSF where you would like your campus performance to be in two years. ACTION 3: Determine for each CSF your campus’ current performance.

80. Beyond student performance data, what data could be used to indicate the impact of “Use of Quality Data to Drive Instruction?”

82. STEP 1STEP 2STEP 3 PHASE 1: Analyze OUTPUT data ACTION 1: Create an inventory of OUTPUT data by CSF ACTION 2: Determine for each CSF where you would like your campus performance to be in two years. ACTION 3: Determine for each CSF your campus’ current performance. ACTION 4: Identify 3-4 lowest performing CSFs

83. STEP 1STEP 2STEP 3 PHASE 1: Analyze OUTPUT data ACTION 1: Create an inventory of OUTPUT data by CSF ACTION 2: Determine for each CSF where you would like your campus performance to be in two years. ACTION 3: Determine for each CSF your campus’ current performance. ACTION 4: Identify 3-4 lowest performing CSFs ACTION 5: Analyze output by CSF (or for the lowest performing CSF) for the past 3 years and determine/capture trends.

84. Discuss the importance of analyzing longitudinal data.

86. TURNAROUND PLAN: Historical Narrative

87. KEY CONSIDERATIONS Ensure that your campus has results-based data for each CSF Ensure that your campus has a shared understanding of the ideal outcome for each CSF Ensure that your campus is aware of the current results for each CSF Best practice is to analyze output data by CSF over a 3-5 year period.

88. On your action planning template begin to outline your next steps for completing this PHASE 1 of the “Determine where you are” step. NEXT STEPS

89. STEP 1STEP 2STEP 3 PHASE 2: Analyze INPUT data Our purpose Our purpose is to help you understand that knowing the demographic composition and what capacity and resources the campus (i.e., INPUTS) has informs how to develop systems/processes that yield your desired results.

90. TURNAROUND PLAN: Needs Summary and Turnaround Plan

91. STEP 1STEP 2STEP 3

92. PHASE 2: Analyze INPUT data ACTION 1: Create an inventory of INPUT data by CSF, or by the 3 lowest performing CSFs.

93. ACTIVITY 1.Check off all INPUT data sources your campus currently has available. 2.Add local data sources that are available at your campus 3.Determine if you are lacking data.

94. STEP 1STEP 2STEP 3 PHASE 2: Analyze INPUT data ACTION 1: Create an inventory of INPUT data by CSF, or by lowest performing CSF identified in Phase 1 ACTION 2: Analyze current input data compared with output data for the current year by CSF, or by the lowest performing CSF

95. Discuss the what type of discoveries would you expect when comparing INPUT data to OUTPUT data?

97. STEP 1STEP 2STEP 3 PHASE 2: Analyze INPUT data ACTION 1: Create an inventory of INPUT data by CSF, or by lowest performing CSF identified in Phase 1 ACTION 3: Create a campus profile using current INPUT data ACTION 2: Analyze current input data compared with output data for the current year by CSF, or by the lowest performing CSF

98. ACTION 4: Analyze campus profile for the past 3-5 years to determine how the campus’ profile has changed STEP 1STEP 2STEP 3 PHASE 2: Analyze INPUT data ACTION 1: Create an inventory of INPUT data by CSF, or by lowest performing CSF identified in Phase 1 ACTION 3: Create a campus profile using current INPUT data ACTION 2: Analyze current input data compared with output data for the current year by CSF, or by the lowest performing CSF

99. ACTION 4: Analyze campus profile for the past 3-5 years to determine how the campus’ profile has changed STEP 1STEP 2STEP 3 PHASE 2: Analyze INPUT data ACTION 1: Create an inventory of INPUT data by CSF, or by lowest performing CSF identified in Phase 1 ACTION 3: Create a campus profile using current INPUT data ACTION 2: Analyze current input data compared with output data for the current year by CSF, or by the lowest performing CSF ACTION 5: Discuss possible trends and patterns between INPUTS and OUTPUTs for the past 3-5 years.

100. KEY CONSIDERATIONS Ensure that your campus has input data for each CSF. Ensure that your campus has a clear understanding of connection between CSF performance (i.e., OUTPUT) by various INPUTS (i.e., student groups, teacher demographics, and resource allocation. Best practice is to analyze INPUT data by CSF over a 3-5 year period.

101. On your action planning template outline your next steps for completing this PHASE 2 of the “Determine where you are” step. NEXT STEPS

102. STEP 1STEP 2STEP 3

103. STEP 1STEP 2STEP 3 PHASE 3: Analyze Process Data Our Purpose for this phase is to help you determine how, and what parts, of your current processes are designed to create outputs (results) given your inputs (knowns).

104. “Where outcomes are evaluated without knowledge of implementation, the results seldom provide a direction for action because the decision maker lacks information about what produced the observed outcomes (or lack of outcomes)” Michael Quinn Patten

105. TURNAROUND PLAN: Support Systems & CSFs

106. STEP 1STEP 2STEP 3 PHASE 3: Analyze Process Data ACTION 1: Create an inventory of process data by CSF

107. ACTIVITY 1.Check off all Process data sources your campus currently has available. 2.Add local data sources that are available at your campus

108. STEP 1STEP 2STEP 3 PHASE 3: Analyze Process Data ACTION 1: Create an inventory of process data by CSF ACTION 2: Outline processes within each CSF

109. STEP 1STEP 2STEP 3 PHASE 3: Analyze Process Data ACTION 1: Create an inventory of process data by CSF ACTION 3: Conduct a SWOT for each lowest performing CSF ACTION 2: Outline processes within each CSF

110. ACTIVITY 1.Identify 3 lowest performing CSFs 2.Use 1 SWOT per CSF 3.Analyze each CSF through (S) Strengths and (W) Weaknesses

111. STEP 1STEP 2STEP 3 PHASE 3: Analyze Process Data ACTION 1: Create an inventory of process data by CSF ACTION 3: Conduct a SWOT for each lowest performing CSF ACTION 2: Outline processes within each CSF ACTION 4: Determine if processes are designed to get desired outputs (results) within each CSF selected

112. STEP 1STEP 2STEP 3 PHASE 3: Analyze Process Data ACTION 1: Create an inventory of process data by CSF ACTION 3: Conduct a SWOT for each lowest performing CSF ACTION 2: Outline processes within each CSF ACTION 4: Determine if processes are designed to get desired outputs (results) within each CSF selected ACTION 5: Look for commonalities across each CSF selected

113. Look for commonalities across each CSF selected

114. STEP 1STEP 2STEP 3 PHASE 3: Analyze Process Data ACTION 1: Create an inventory of process data by CSF ACTION 2: Outline processes within each CSF ACTION 4: Determine if processes are designed to get desired outputs (results) within each CSF selected ACTION 5: Look for commonalities across each CSF selected ACTION 6: Refer to past plans to analyze past processes ACTION 3: Conduct a SWOT for each lowest performing CSF

115. Discuss the similarities and differences between problem statements, annual goals root causes, strategies, and interventions from past plans.

117. KEY CONSIDERATIONS Ensure that your campus has a shared understanding of the support systems Ensure that your campus has a clear understanding of current processes for each CSF Ensure that past plans are analyzed Best practice is to analyze process data by CSF over a 3- 5 year period.

118. On your action planning template outline your next steps for completing PHASE 3 of the “Determine where you are” step. NEXT STEPS

120. TURNAROUND PLAN: Systemic Root Cause

122. STEP 1STEP 2STEP 3 PHASE 4: Identifying Systemic Root cause Our Purpose for this phase is to help you identify the campus’ systemic root cause.

123. Systemic Root Cause – A systemic root cause is a persistent and pervasive condition or reason that affects most levels of a campus (i.e., majority of grades, subjects, critical success factors, student groups, and staff members) and is identified as the primary factor leading to low performance.

125. STEP 1STEP 2STEP 3 PHASE 4: Systemic Root Cause ACTION 1: Conduct the 10, 5, 5 process

126. STEP 1STEP 2STEP 3 PHASE 4: Systemic Root Cause ACTION 1: Conduct the 10, 5, 5 process ACTION 2: Narrow possible reasons with 2 Circles

127. STEP 1STEP 2STEP 3 PHASE 4: Systemic Root Cause ACTION 1: Conduct the 10, 5, 5 process ACTION 2: Narrow possible reasons with 2 Circles ACTION 3: Identify data that validates root cause

128. STEP 1STEP 2STEP 3 PHASE 4: Systemic Root Cause ACTION 1: Conduct the 10, 5, 5 process ACTION 2: Narrow possible reasons with 2 Circles ACTION 3: Identify data that validates root cause ACTION 4: Conduct 5 why’s to dig deeper

129. KEY CONSIDERATIONS Ensure that your campus has conducted a thorough systemic data analysis before conducting the root cause process Ensure that data is used to validate the systemic root cause selection Ensure that your team understands addressing the root cause will impact most campus systems

130. On your action planning template outline your next steps for completing this PHASE 4 of the “Determine where you are” step. NEXT STEPS