Educational Services Division
Leadership Team Meeting
December 13, 2013
Local Control Accountability Plan
• Annual Goals in Eight Specified Areas
– District wide goals
– Goals for each subgroup
• Specific Actions to Achieve Goals
– Each action must be aligned with budget
• Input and Review Process
– Advisory groups review and comment
– LEA responds to comments in writing
Districts
Counties
Charters
Significant subgroup now
defined as 30
Significant subgroup
Foster youth defined as
15
• SBE required to adopt template for LCAP by
March 31, 2014.
• June 2014, LEA Board Approval
• Due July 1, 2014
Solicit written comments
from public.
Develop proposed
plan.
52062.a(4): superintendent
shall review school plans
and ensure that the specific
actions included in the LCAP
are consistent with the
strategies included in the
school plans
Present proposed plan
to parent advisory
committees for review
and comment.
Governing Board solicits
recommendations and
comments from public at
public hearing.
Consult with
school employees,
parents, students
and local
bargaining units.
Respond in
writing to
comments from
public and
advisory
committees.
Adopt Plan at
subsequent public
meeting.
Must be adopted by
July 1, 2014
LCAP actions must be consistent
with local bargaining agreements.
COE reviews plan content and
alignment of budget.
Seeks clarification about contents
of plan from district by
August 15.
Submits locally approved plan
to COE five days after adoption.
COE reviews plan clarification.
Responds to COE request for
clarification within 15 days.
Submits recommended amendments
to plan back to district within 15
days.
COE reviews plan amendments.
Considers COE recommendations
in a public hearing within 15 days.
Reviews plan to determine if it meets
requirements (adheres to SBE
Template and aligns with district
budget).
If plan meets requirements,
approves plan by October 8.
If plan does not meet
requirements, does not
approve plan; provides
support.
Clean up legislation
clarifies the budget
cannot be approved
before LCAP is
adopted.
• 3-Year Plan- Revised Annually
• Rubrics Adopted by October 1, 2015
• Annual Review/Revision of Plan – July 1, 2015
Support for Districts
• Three Reasons Districts Could be Flagged for
Additional Support
– LCAP Not Approved by COE (template or budget)
– District Requests Assistance
– District Not Improving Student Outcomes
• In more than one state priority area for at least one sub
group.
Also must identify evidence-based programs
that could be used to meet goals.
If LEA is identified as persistently
underperforming.
Janelle’s Key Points
• LCFF changes focus from compliance to
performance.
• LCAP describes what you will do for kids and
what you will spend to do so.
• Performance driven - what do all kids need
and how will you meet their needs.
• Local Planning - tells the local story based on
the local needs and goals.
Initial Categories
LCAP
• Stakeholder Engagement
• Needs (data analysis)
• Goals (8 state priorities; all students +
subgroups)
• Performance Indicators
• Services
• Budget
What’s Next?
• SBE Response in November
• Letter From Key Legislators to SBE
• Actual Text of the Law
Questions?
Table Groups
Outcome
1. Familiarize ES team members with LCAP
priorities and apply knowledge about
Implementation Science drivers to sample LCAP
action plans.
2. Create a short, succinct set of action steps
focused on promoting an LCAP priority, learn
about implementation drivers, and write several
added action steps that reflect each
implementation driver.
Our Goal
Goal: District will implement six to eight CCSS aligned
units of study in 100% of all ELA classes by the end
of the 2016-17 school year.
•
•
•
•
•
District will write three CCSS aligned units of study in the 2013-2014
school year. (Exploration)
District will write three CCSS aligned units of study in the 2014-15 school
year. (Exploration)
District will train all teachers to implement CCSS aligned units of study and
refine CCSS units of study in the 2014-15 school year. (Installation)
District will continue to support teachers to implement CCSS aligned units
of study and refine CCSS units of study in the 2015-16 school year. (Initial
Implementation)
District will fully implement CCSS aligned units of study per year in 100%
of all ELA classes in the 2016-17 school year. (Full Implementation)
Brainstorm
What might be the necessary action steps to
achieve this goal?
Goal: District will implement six to eight CCSS aligned
units of study in 100% of all ELA classes by the
2016-17 school year.
Potential Actions
•
•
•
•
•
•
•
•
Professional development for unit authors.
Build district common unit template.
Establish instructional sequence of standards.
Authors write units of study.
Training on units of study for non authors.
Schedule collaboration time to discuss unit
implementation.
Schedule coaching support during implementation.
Schedule teacher collaboration to discuss
implementation of units of study.
Your Turn
In your table groups: Develop a list of possible
action steps for your assigned goals on large
post it notes posted on chart paper. Use
markers, be brief, be large.
Group 1 and 2:
Group 3 and 4:
Group 5 and 6:
Group 7 and 8:
A-G Completion
Truancy Rate
Parent Engagement
Suspension Rate
http://globalimplementation.org/_static/gii/uploads/files//plenary_411_fixen_slides_frameworks_to_integrate.pdf
Reviewing Our Action Steps
Performance Assessment (Practice Profile)
Competency Drivers
Organizational Drivers
Leadership Drivers
Potential Actions
•
•
•
•
•
•
•
•
Professional development for unit authors. (Training)
Build district common unit template.
Establish instructional sequence of standards.
Authors write units of study.
Training on units of study for non authors. (Training)
Schedule collaboration time to discuss unit
implementation. (Coaching)
Schedule coaching support during implementation.
(Coaching)
Schedule teacher collaboration to discuss
implementation of units of study. (Coaching)
Reviewing Your Action Steps
Performance Assessment (Practice Profile)
Competency Drivers
Organizational Drivers
Leadership Drivers
Competency Drivers
http://www.touchpointdashboard.com/wp-content/uploads/2013/07/measure.jpg
Performance Assessment
Definition: Performance assessments define
the practices that teachers and/or students
will do differently based on new learning.
Performance assessment indicate the” vital
behaviors” to implement a new practice.
Performance Assessments are commonly
called Practice Profiles.
http://www.touchpointdashboard.com/wp-content/uploads/2013/07/measure.jpg
Developing a Practice Profile
List expectations in left column: Identify the “WHAT.”
Discuss list as a whole.
o Is anything missing?
o Are there any commonalities that can be combined?
Assign a letter to each item (A, B, C,…) on left side of chart paper.
o Discuss each item individually.
▪ Define/describe the vital behaviors if the “what” is ideally
implemented. (Column 4)
▪ Define/describe the vital behaviors if the “what” is
acceptably implemented. (Column 3)
▪ Define/describe the vital behaviors if the “what” is partially
implemented. (Column 2)
•
•
Sample Practice Profile
Performance Assessment
Reflective Questions
Related to CCSS Units of Study Goal:
Have we defined what full implementation of CCSS ELA
Units of Study will look like (created a practice profile)?
Who contributed to this definition?
Are all practitioners aware of the continuum of progress
to full implemention?
How will we gather and monitor progress toward full
implementation?
Who will be responsible for monitoring?
How will we refine this definition as implementation
progresses?
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Potential Actions-Revised
Professional development for unit authors. (Training)
Build district common unit template and develop a rubric (Practice
profile) to evaluate written units of study. (Performance
Assessment)
Training on unit of study content. (Training)
Establish instructional sequence of standards.
Authors write units of study.
Training on units of study for non authors. (Training)
Schedule collaboration time to discuss unit implementation.
(Coaching)
Schedule coaching support during implementation. (Coaching)
Schedule teacher collaboration to discuss implementation of units
of study. (Coaching)
Implement units of study based on established practice profile.
(Performance Assessment)
Performance Assessment
Reflective Questions
Related to your goal:
Have we defined what full implementation of the goal
will look like (created a practice profile)?
Who contributed to this definition?
Are all practitioners aware of the continuum of progress
to full implemention?
How will we monitor progress toward full
implementation?
Who will be responsible for monitoring?
How will we refine this definition as implementation
progresses?
•
•
•
•
•
•
Competency Drivers
http://www.touchpointdashboard.com/wp-content/uploads/2013/07/measure.jpg
•
Selection
Selecting
o
o
o
•
o
Organization staff (teachers, coaches,
administrators).
Implementation teams.
Practitioners.
Purveyors.
The right fit?
Match organizational needs/priorities.
o Knowledge and experience.
o Values and ethics.
o What can be taught? What can’t be taught?
o
Staff Selection Practices
Define needs and characteristics for your
team:
Organizational needs/priorities.
o Knowledge and experience.
o Values and ethics.
o What can be taught? What can’t be taught?
o
o
Recruit opinion leaders
Revise interview process
as needed (long term).
Match candidates to
expectations.
http://fritzboyle.com/wp-content/uploads/2011/01/Ikea-Job-Interview1.jpg
•
•
Training
Effective uses of innovations requires
behavior change at all levels.
Skills can be introduced in training.
o
o
o
•
o
Research and theory.
Information and application.
Build the training to demonstrate/experience the
expected behavior.
Behavior rehearsals.
Learning really takes place on the job with
the help of a consultant/coach.
o
Implementation & feedback.
http://chefshelpingchefs.com/training/
21st Century Professional Learning
Job Embedded
Collaborative
Technology/Media Based
Inquiry-based
Differentiated
21st Century Workforce Skills
Application-based
Models Desired Expectations
Coaching
http://www.learningforward.org/docs/pdf/facilitatorguide.pdf?sfvrsn=2
http://mentoring-association.org/resources/best-pr-frwks/concept-fndn-frwks/mentoring-the-bridge-for-growth/
Competency Drivers
Reflective Questions
Related to CCSS Units of Study Goal:
•
•
•
•
•
How is coaching, training and selection used to ensure
students are supported in CCSS Units of Study?
How is coaching, training and selection used to support
instructional systems?
How is coaching, training and selection used to support
teachers with collaboration on designing CCSS ELA Units of
Study lessons utilizing 21st century skills?
How is the effectiveness of coaching, training and selection
being monitored to ensure effective implementation?
What coaching, training and selection will ensure that all
students and stakeholders will have access to CCSS ELA
Units of Study to catapult their learning?
•
•
•
•
•
•
•
•
•
•
•
•
Potential Actions-Revised
Select implementation team members based on established
criteria.(Selection)
Professional development for unit authors (Training) Identify authors
based on an established selection criteria (Selection)
Build district common unit template and develop a rubric (Practice profile)
to evaluate written units of study (Performance Assessment)
Training on unit of study content (Training)
Establish instructional sequence of standards
Authors write units of study
Training on units of study for non authors (Training)
Schedule collaboration time to discuss unit implementation (Coaching)
Schedule coaching support during implementation (Coaching)
Schedule teacher collaboration to discuss implementation of units of
study (Coaching)
Implement units of study based on established practice profile
(Performance Assessment)
Leadership coaching for administrators (Coaching)
Competency Drivers
Reflective Questions
Related to your goal:
How is coaching, training and selection used to ensure
students are supported by implementing your goal?
How is coaching, training and selection used to support
instructional systems?
How is coaching, training and selection used to support
teachers with collaboration on your goal?
How is the effectiveness of coaching, training and
selection being monitored to ensure effective
implementation?
What coaching, training and selection will ensure that all
students and stakeholders will have access to your goal
to catapult their learning?
•
•
•
•
•
Competency Drivers
http://www.touchpointdashboard.com/wp-content/uploads/2013/07/measure.jpg
Decision Support Data Systems
System to assess performance of the
organization and system to help ensure
continuing implementation of practitioner
competencies over time.
What data do you collect to ensure effective
implementation and to continue to meet
individual needs over time.
What Kind of Data?
Collect data about
effectiveness of:
o
Training
Coaching
Performance
assessment
(Practice Profile)
o
Selection
o
o
Training/Coaching Data Sources
Training attendance
New teacher hires
Assessment on training
Practice profile reports
Written coaching service delivery plan w/ data
on fidelity
Feedback from:
* teachers coached
* coach’s observations
Other Data Sources
*
*
*
*
*
*
*
*
Implementation team formal updates (email).
Replies to formal updates.
Staff meeting feedback.
Grade level meeting feedback.
Dept. meeting feedback.
Family involvement meeting feedback.
Community group meeting feedback.
Business group feedback.
Competency Drivers
http://www.touchpointdashboard.com/wp-content/uploads/2013/07/measure.jpg
•
Decision Support Data Systems AND
Facilitative Administration
Facilitative
Administration: The
proactive, vigorous, and
enthusiastic attention by the
district to reduce or eliminate
implementation barriers and
create an administratively
more hospitable environment
for practitioners. Respond
to the Data
o
Policies
o
Procedures
o
Funding
o
Regular feedback on drivers
o
Creating resources and supports
www.nicholashind.co
m
www.nicholashind.com
Table Talk
Where have you
removed barriers to
implementation and
created more
hospitable
environment for your
practitioners?
1. Feedback from workshop
2. Performance assessment data
3. Lesson Planning Organizer
4. Coaching feedback
Competency Drivers
http://www.touchpointdashboard.com/wp-content/uploads/2013/07/measure.jpg
Systems Intervention
www.zazzle.com
1. Attending to multi-level
alignment & barrier removal.
2. Maintaining focus.
3. Creating and staying
connected to champions.
4. Intervening to change policies
and funding contingencies.
5. Remaining vigilant at local,
state and federal levels for
both windows of opportunity and threats to fidelity
and sustainability.
Systems Intervention
1. How are you
keeping parents
informed and
engaged?
2. How is the
community
informed and
engaged?
3. How are you
engaging the press
4. Aligning external
mandates that impact
the intitiative
5. Spotlight
success/movement.
6. How are you
intervening to make
sure initiatives are
integrated or
complementary?
Organizational Drivers
Reflection Questions
Related to CCSS ELA Units of Study goal:
Systems Intervention:
o What external forces might impact the district and/or site ability to
implement CCSS ELA Units of Study? (legislation, budget,
community resources, etc.)
Facilitative administration:
o What internal organizational systems are in place in order for the
district/site to implement CCSS ELA Units of Study?
o What barriers must be removed in order for the district/site to
implement CCSS ELA Units of Study?
Decision Support Data Systems:
o What data points are needed to support the successful
implementation of CCSS ELA Units of Study?
o What collaboration systems are needed to support the successful
implementation of CCSS ELA Units of Study?
o How are the data and collaboration systems being monitored to
ensure effective implementation of CCSS ELA Units of Study?
•
•
•
Potential Actions-Revised
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Select implementation team members based on established criteria.(Selection)
Inform and gather feedback from parents about Units of Study initiative. (Systems
Intervention). Survey students.
Professional development for unit authors (Training) Identify authors based on an
established selection criteria (Selection)
Build district common unit template and develop a rubric (Practice profile) to
evaluate written units of study (Performance Assessment)
Training on unit of study content (Training)
Establish instructional sequence of standards
Authors write units of study
Training on units of study for non authors (Training)
Schedule collaboration time to discuss unit implementation (Coaching)
Schedule coaching support during implementation (Coaching)
Schedule teacher collaboration to discuss implementation of units of study
(Coaching)
Implement units of study based on established practice profile (Performance
Assessment)
Collect data on training, coaching,and practice profile (Decision Support Data
System) and adjust support accordingly (Facilitative Administration)
Leadership coaching for administrators (Coaching)
Organizational Drivers
Reflection Questions
Related to your goal:
Systems Intervention:
o What external forces might impact the district and/or site ability to
implement your goal? (legislation, budget, community resources, etc.)
Facilitative administration:
o What internal organizational systems are in place in order for the
district/site to implement your goal?
o What barriers must be removed in order for the district/site to
implement your goal?
Decision Support Data Systems:
o What data points are needed to support the successful
implementation of your goal?
o What collaboration systems are needed to support the successful
implementation of your goal?
o How are the data and collaboration systems being monitored to
ensure effective implementation of your goal?
•
•
•
Through each replication, we become more clear in
our implementation efforts.
http://zerobearblog.blogspot.com/2012/01/this-duck-business-is-for-birds.html
http://globalimplementation.org/_static/gii/uploads/files//plenary_411_fixen_slides_frameworks_to_integrate.pdf
Leadership
•
•
Technical
Adaptive
Technical and Adaptive Change
https://www.google.com/search?q=adaptive+leadership&rlz=1C1CHMO_enUS472US472&source=lnms&tbm=isch&sa=X&ei=PpkCUomgJcGuiQLbnIHADA&
ved=0CAkQ_AUoAQ&biw=1517&bih=735&sei=QpkCUt7XL8LTiwLS44GgDA#facrc=_&imgdii=_&imgrc=znORRMwLXQKOM%3A%3BB5NgNNMdUqTnHM%3Bhttp%253A%252F%252Fwww.management.com.ua%252Fcm%252Fcm0431.gif%3Bhttp%253A%252F%252Fwww.management.com.ua%252Fcm%252Fcm043.html%3B400%3B187
TECHNICAL LEADERSHIP
●
Might be thought of as good
management.
● The leader guides the overall process
and is more “in charge”.
● Used for challenges that :
○ We understand and have the skills to fix.
○ The path to the solution is largely known.
○ There is a clear agreement on what needs
to be done and how to do it.
http://nirn.fpg.unc.edu/learnimplementation/implementationdrivers/leadership
Technical Leadership
Technical Challenges
●
Views and values are aligned
● Definition of problem is clear
● Solution and implementation
of solution is relatively clear
Technical Responses
•
•
•
•
Setting goals & use your norms
Managing time and effort
Solving problems of known
dimensions
Clarify roles and responsibilities
http://nirn.fpg.unc.edu/learnimplementation/implementationdrivers/leadership
ADAPTIVE LEADERSHIP
● Required in the zone of complexity where
there is little agreement and less certainty.
● The leader is not the primary locus of
responsibility.
● Needed to manage the change process when
systems are being changed on purpose.
● Used for challenges that:
○ Cannot be solved with existing know-how.
○ Require confronting conflict and changing
hearts/ minds is needed.
○ Involve differing perspectives among
stakeholders.
○ Requires learning by all to define the solution.
http://nirn.fpg.unc.edu/learnimplementation/implementationdrivers/leadership
Adaptive Leadership
Adaptive Challenges
•
Legitimate competing
perspectives emerge
● Definition of problem unclear
● Solution and implementation
not clear and requires
learning
Adaptive Responses
●
●
●
●
●
Identify the adaptive challenge
Regulate distress
Maintain disciplined attention
Protect all voices
Give the work back to the people
http://nirn.fpg.unc.edu/learnimplementation/implementationdrivers/leadership
RESISTANCE TO CHANGE
People usually do
not resist change.
They resist:
Loss
Incompetence
Disloyalty
•
•
•
RESISTANCE EMOTIONS
LOSS
• Identity
• Time
• Resources • Job
• Comfort
• Life
“Who am I, what do I believe?”
INCOMPETENCE
“What makes my life/ work
meaningful?”
“I don’t know how to do this.”
“Will I be good at this?”
DISLOYALTY
• People
• Concepts/
Ideas
• Practices
Leadership Drivers
Reflection Questions
Related to the CCSS ELA Units of Study goal:
Technical leadership
Do site/district leaders have the knowledge & skills to answer technical
questions related to the implementing CCSS ELA Units of Study?
Do site/district leaders have the ability to recognize the different levels of
knowledge, understanding, and needs of the staff?
Adaptive leadership
● Do leaders have the ability to address the fears, anxiety and resistance
related to implementation of the CCSS ELA Units of Study?
Do leaders have the ability to respond to the different levels of knowledge,
understanding, and needs of the staff?
Do leaders have the ability to integrate instructional and district systems
interdependently to ensure successful implementation of Units of Study?
Do leaders effectively communicate goals, objectives and action steps to
all stakeholders in order to ensure the successful implementation of Units
of Study?
Do leaders monitor and reflect on the effectiveness of Units of Study and
Unit of Study support systems and adjust as necessary?
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Potential Actions-Revised
Select implementation team members based on established criteria.(Selection)
Inform and gather feedback from parents about Units of Study initiative. (Systems Intervention)
Professional development for unit authors (Training) Identify authors based on an established selection
criteria (Selection) Training on units of study for administrators. Include administrators in development
process (Technical leadership). Support administrators with adaptive leadership implementation. strategies
(Adaptive leadership)
Build district common unit template and develop a rubric (Practice profile) to evaluate written units of study
(Performance Assessment)
Training on unit of study content (Training)
Establish instructional sequence of standards
Authors write units of study
Training on units of study for non authors (Training)
Schedule collaboration time to discuss unit implementation (Coaching)
Schedule coaching support during implementation (Coaching)
Schedule teacher collaboration to discuss implementation of units of study (Coaching)
Implement units of study based on established practice profile (Performance Assessment)
Collect data on training, coaching,and implementation processes (Decision Support Data System) and
adjust support accordingly (Facilitative Administration)
Provide leadership coaching for administrators (Coaching) on adaptive leadership strategies and supporting
teachers with implementation (Adaptive Leadership).
Establish collaboration opportunities for administrators to reflect and discuss implementation successes and
challenges. (Adaptive leadership)
Support principals with revision of school plans to support implementation of units of study and make
connections to other initiatives.
Leadership Drivers
Reflection Questions
Related to your goal:
Technical leadership
Do site/district leaders have the knowledge & skills to answer technical
questions related to the implementing the goal?
Do site/district leaders have the ability to recognize the different levels of
knowledge, understanding, and needs of the staff?
Adaptive leadership
Do leaders have the ability to address the fears, anxiety and resistance
related to implementation of the goal?
Do leaders have the ability to respond to the different levels of knowledge,
understanding, and needs of the staff?
Do leaders have the ability to integrate instructional and district systems
interdependently to ensure successful implementation of the goal?
Do leaders effectively communicate goals, objectives and action steps to
all stakeholders in order to ensure the successful implementation of goal?
Do leaders monitor and reflect on the effectiveness of the goal and support
systems related to the goal and adjust as necessary?
•
•
•
•
•
•
•
Through each replication, we become more clear in our
implementation efforts.
http://zerobearblog.blogspot.com/2012/01/this-duck-business-is-for-birds.html