Collaborative Strategic Decision-Making
description
Transcript of Collaborative Strategic Decision-Making
![Page 1: Collaborative Strategic Decision-Making](https://reader034.fdocuments.net/reader034/viewer/2022051402/56815a0c550346895dc758d1/html5/thumbnails/1.jpg)
Collaborative Strategic Decision-Making
Developing Effective Learning Communities
25 Industrial Park Road, Middletown, CT 06457-1520 · (860) 632-1485
Connecticut State Department of Education · Division of Educational Programs and Services
![Page 2: Collaborative Strategic Decision-Making](https://reader034.fdocuments.net/reader034/viewer/2022051402/56815a0c550346895dc758d1/html5/thumbnails/2.jpg)
2
The Layout of Professional Development for EIP
Day 1 -Collaborative Strategic Decision-Making Developing a process and framework
Day 2 -Assessment and Reflective Practice Examining the use of assessment Identifying how reflective practice works
Day 3 -Instructional Repertoire Building new ways to develop strategies focused on
improved student outcomes
![Page 3: Collaborative Strategic Decision-Making](https://reader034.fdocuments.net/reader034/viewer/2022051402/56815a0c550346895dc758d1/html5/thumbnails/3.jpg)
3
Training vs. Technical Assistance
Training Provide direct
instruction on EIP components
Build a foundation of skills
Dialogue about the implementation of EIP from both a school and district perspective
Technical Assistance Provide guided practice
with EIP components Apply skills within the
context of your school and district
Provide direct assistance in building the capacity to expand EIP school-wide and district-wide
![Page 4: Collaborative Strategic Decision-Making](https://reader034.fdocuments.net/reader034/viewer/2022051402/56815a0c550346895dc758d1/html5/thumbnails/4.jpg)
4
Central Themes
Building a Collaborative Learning Community
Using Strategic Decision-Making
Building Capacity to Develop, Implement and Sustain an Effective Process
![Page 5: Collaborative Strategic Decision-Making](https://reader034.fdocuments.net/reader034/viewer/2022051402/56815a0c550346895dc758d1/html5/thumbnails/5.jpg)
5
Objectives for Today
To define an overall climate of collaboration among staff, families, and students that will lead to improved student success; and
To develop a strategic decision-making process that will drive high quality instructional practices focused on outcomes for ALL students.
![Page 6: Collaborative Strategic Decision-Making](https://reader034.fdocuments.net/reader034/viewer/2022051402/56815a0c550346895dc758d1/html5/thumbnails/6.jpg)
Where To Begin?
Initiating EIP within
Your School and District
![Page 7: Collaborative Strategic Decision-Making](https://reader034.fdocuments.net/reader034/viewer/2022051402/56815a0c550346895dc758d1/html5/thumbnails/7.jpg)
7
Are You a Leader of Change?
"Only by changing how we think can we change deeply embedded policies and practices. Only by changing how we interact can shared visions, shared understandings and new capacities for coordinated action be established.“
Peter Senge
![Page 8: Collaborative Strategic Decision-Making](https://reader034.fdocuments.net/reader034/viewer/2022051402/56815a0c550346895dc758d1/html5/thumbnails/8.jpg)
8
The Leadership Team
The responsibilities of the leadership team are: Identifying the need, rationale and
purpose for implementing EIPHow will EIP enhance the current practice
and organizational structures in order to improve the instruction for ALL students?
![Page 9: Collaborative Strategic Decision-Making](https://reader034.fdocuments.net/reader034/viewer/2022051402/56815a0c550346895dc758d1/html5/thumbnails/9.jpg)
9
The Leadership Team
The responsibilities of the leadership team are:Advocate for the development of the process
and seek a buy-in period from others throughOpen communicationSeeking inputMarketing actions as a “pilot” that is able to be
adjusted
![Page 10: Collaborative Strategic Decision-Making](https://reader034.fdocuments.net/reader034/viewer/2022051402/56815a0c550346895dc758d1/html5/thumbnails/10.jpg)
10
The Leadership Team
The responsibilities of the leadership team are:Create a professional development plan
that will teach all school and district personnel:The content of EIP componentsThe process of how EIP will be implemented
![Page 11: Collaborative Strategic Decision-Making](https://reader034.fdocuments.net/reader034/viewer/2022051402/56815a0c550346895dc758d1/html5/thumbnails/11.jpg)
11Newmann, King, & Young (2000)
School Capacity
School Capacity - The collective power of the full staff to improve student achievement school-wide.
“…Student achievement is affected most directly by the quality of instruction. Instruction in turn is affected by school policy or programs on a variety of issues.”
![Page 12: Collaborative Strategic Decision-Making](https://reader034.fdocuments.net/reader034/viewer/2022051402/56815a0c550346895dc758d1/html5/thumbnails/12.jpg)
12
![Page 13: Collaborative Strategic Decision-Making](https://reader034.fdocuments.net/reader034/viewer/2022051402/56815a0c550346895dc758d1/html5/thumbnails/13.jpg)
13
![Page 14: Collaborative Strategic Decision-Making](https://reader034.fdocuments.net/reader034/viewer/2022051402/56815a0c550346895dc758d1/html5/thumbnails/14.jpg)
14(Adapted from Ortiz, 1987; Horner, 1998; Sugai,
2001)
Intensive1-7%(Specialized/Individual Support System)
Intervention5-15%(At-Risk System, Supplemental, Small Groups)
Universal80-90%(District, School-Wide, & Classroom Systems)
Sch
ool-W
ide
Indi
vidu
al S
uppo
rt
All Students in School
Continuum of Support
![Page 15: Collaborative Strategic Decision-Making](https://reader034.fdocuments.net/reader034/viewer/2022051402/56815a0c550346895dc758d1/html5/thumbnails/15.jpg)
15
Components of EIPLeadershipCollegial Support & Family PartnershipsStrategic Decision-MakingAssessment & Reflective Practice Instructional Repertoire Accountability & Documentation
![Page 16: Collaborative Strategic Decision-Making](https://reader034.fdocuments.net/reader034/viewer/2022051402/56815a0c550346895dc758d1/html5/thumbnails/16.jpg)
Collegial Support & Family Partnerships
Our Learning Community Culture
Col
labo
ratio
nC
onsu
ltatio
n
![Page 17: Collaborative Strategic Decision-Making](https://reader034.fdocuments.net/reader034/viewer/2022051402/56815a0c550346895dc758d1/html5/thumbnails/17.jpg)
17
Lessons Learned
Early intervention is a philosophy focused on collective responsibility that should be part of a whole school culture, not particular to a core team.
Families are an integral part of the whole school culture.
![Page 18: Collaborative Strategic Decision-Making](https://reader034.fdocuments.net/reader034/viewer/2022051402/56815a0c550346895dc758d1/html5/thumbnails/18.jpg)
18
“Collaboration is the essential element of effective instructional support.”
(Kovaleski, Tucker, & Stevens, 1996)
![Page 19: Collaborative Strategic Decision-Making](https://reader034.fdocuments.net/reader034/viewer/2022051402/56815a0c550346895dc758d1/html5/thumbnails/19.jpg)
19
Definition of Collaboration
“Collaboration an interactive process that enables people with diverse expertise to generate creative solutions to mutually defined problems.”
(Idol, Nevin, Paolucci-Whitcomb, 1994)
![Page 20: Collaborative Strategic Decision-Making](https://reader034.fdocuments.net/reader034/viewer/2022051402/56815a0c550346895dc758d1/html5/thumbnails/20.jpg)
20
What Does it Look Like?
Elements of Collaboration: Examine student(s) needs, including consideration of
cultural and linguistic background; Facilitate decision-making in the school setting; Promote classroom alternatives as first interventions for all
students; Provide support for classroom teachers; Assist in designing and implementing instructional change;
and Share skills, resources, ideas, and materials with
colleagues.
(Adapted from Dettmer, Dyck, & Thurston, 1996)
![Page 21: Collaborative Strategic Decision-Making](https://reader034.fdocuments.net/reader034/viewer/2022051402/56815a0c550346895dc758d1/html5/thumbnails/21.jpg)
21
Continuum
Collaboration ConsultationCoaching
Mentoring Crisis Support
Co-teaching Peer Coaching
Specific Expertise
Grade Level Teams Parent-Teacher
CommunicationParent Expertise
of ChildS. Gerber
![Page 22: Collaborative Strategic Decision-Making](https://reader034.fdocuments.net/reader034/viewer/2022051402/56815a0c550346895dc758d1/html5/thumbnails/22.jpg)
22Stuart Gerber
Information Delivery, Learning Styles
Collaboration,Communication/Listening
Coordinating & Co-planning Instruction(with colleague or team)
Co-teaching
Peer Coaching Mentoring
Consulting: Prescriptive (team or individual)
Consulting: Focus (individual)
Consulting: ObjectivityEnhancement (individual)
Crisis Support
Building a Staff Support Structure
Col
labo
ratio
nC
onsu
ltatio
n
![Page 23: Collaborative Strategic Decision-Making](https://reader034.fdocuments.net/reader034/viewer/2022051402/56815a0c550346895dc758d1/html5/thumbnails/23.jpg)
23
Collegial Support
All Students in School
Reflective Practice
Collective Responsibility
Co-teaching
Mentoring/Modeling
Specialized Support
“Expert” Assistance
Shared Leadership
Parity
Peer-Coaching
Communication Skills
Collegial Climate
Col
labo
ratio
nC
onsu
ltatio
n
(Adapted from Ortiz, 1987; Horner, 1998; Sugai, 2001)
![Page 24: Collaborative Strategic Decision-Making](https://reader034.fdocuments.net/reader034/viewer/2022051402/56815a0c550346895dc758d1/html5/thumbnails/24.jpg)
24
Portraits of Early Intervention
School-wide options can include… Core Team Grade Level Teams Primary & Intermediate Core Teams Cross Grade Level Core Teams Case Partner and Classroom Teacher Ad Hoc Teams (based on student needs) Family Partnerships
![Page 25: Collaborative Strategic Decision-Making](https://reader034.fdocuments.net/reader034/viewer/2022051402/56815a0c550346895dc758d1/html5/thumbnails/25.jpg)
25
Parental Involvement Definition
Participation of parents in regular, two-way, and meaningful communication involving student academic learning and other school activities ensuring–
That parents play an integral role in assisting their child’s learning;
That parents are encouraged to be actively involved in their child’s education at school;
That parents are full partners in their child’s education and are included, as appropriate, in decision making and on advisory committees to assist in the education of their child
![Page 26: Collaborative Strategic Decision-Making](https://reader034.fdocuments.net/reader034/viewer/2022051402/56815a0c550346895dc758d1/html5/thumbnails/26.jpg)
26(Horner, 1998)
Family Partnerships
All Students in School
Collective Responsibility
Parent to Parent Support
Specialized Support
Specialized Assistance
Volunteer Programs
Shared Decision-Making
Parent to Parent Partnerships
Community Partnerships
Communication & Information Sharing
Par
tner
ship
sS
peci
fic A
ssis
tanc
e
![Page 27: Collaborative Strategic Decision-Making](https://reader034.fdocuments.net/reader034/viewer/2022051402/56815a0c550346895dc758d1/html5/thumbnails/27.jpg)
Strategic Decision-Making
Our Framework for Operation
Uni
vers
al P
ract
ices
Spe
cial
ized
Str
ateg
ies
![Page 28: Collaborative Strategic Decision-Making](https://reader034.fdocuments.net/reader034/viewer/2022051402/56815a0c550346895dc758d1/html5/thumbnails/28.jpg)
28
Strategic Decision-Making…
Utilizing a systematic, purposeful process to make evidence-based decisions that focus on student achievement and take into account the full context of the school setting:
CurriculumEnvironmentInstructionStudent(s)
![Page 29: Collaborative Strategic Decision-Making](https://reader034.fdocuments.net/reader034/viewer/2022051402/56815a0c550346895dc758d1/html5/thumbnails/29.jpg)
29
Decision Making vs. Problem Solving
Problem Solving
Past
Decision Making
FuturePresent
C. Torres & D. Fairbanks,The ASTD Trainer’s Sourcebook
ProactiveReactive Preventative
![Page 30: Collaborative Strategic Decision-Making](https://reader034.fdocuments.net/reader034/viewer/2022051402/56815a0c550346895dc758d1/html5/thumbnails/30.jpg)
30
Data to Verify
Fro
mT
o
Perception of an Issue Action
What Makes it Strategic?
Data Driven Action
Action
Based on SWIS
Perception of an Issue
![Page 31: Collaborative Strategic Decision-Making](https://reader034.fdocuments.net/reader034/viewer/2022051402/56815a0c550346895dc758d1/html5/thumbnails/31.jpg)
31
A Paradigm Shift
Reactive Proactive
![Page 32: Collaborative Strategic Decision-Making](https://reader034.fdocuments.net/reader034/viewer/2022051402/56815a0c550346895dc758d1/html5/thumbnails/32.jpg)
32
Strategic Decision-Making
All Students in School
Data-Driven
Monitoring of Student Progress
School-Climate & BehaviorInstructional Practice
In-Depth Analysis
Interventions & Monitoring
Intensive Interventions & Monitoring
Implementation Integrity
Uni
vers
al P
ract
ices
Spe
cial
ized
Str
ateg
ies
(Adapted from Ortiz, 1987; Horner, 1998; Sugai, 2001)
![Page 33: Collaborative Strategic Decision-Making](https://reader034.fdocuments.net/reader034/viewer/2022051402/56815a0c550346895dc758d1/html5/thumbnails/33.jpg)
33
Strategic Decision-Making
Strategic decision-making is the framework for providing positive outcomes for ALL students.
Strategic decision-making drives changes in instruction in order to effectively meet students’ needs.
There are various kinds of strategic decision-making steps/processes/protocols.
![Page 34: Collaborative Strategic Decision-Making](https://reader034.fdocuments.net/reader034/viewer/2022051402/56815a0c550346895dc758d1/html5/thumbnails/34.jpg)
34
Indicators of Strategic Decision-Making
Identify the focus area for improvement Determine the desired outcome Generate alternative strategies Examine strategies for impact & feasibility Develop a plan of action that includes a
monitoring system Implement the plan & monitor student progress Evaluate student progress & the plan
![Page 35: Collaborative Strategic Decision-Making](https://reader034.fdocuments.net/reader034/viewer/2022051402/56815a0c550346895dc758d1/html5/thumbnails/35.jpg)
35
Indicators of a Strategic Decision-Making Process
Identify the focus area for improvement Determine the desired outcome Generate alternative strategies Examine strategies for impact & feasibility Develop a plan of action that includes a
monitoring system Implement the plan & monitor student progress Evaluate student progress & the plan
![Page 36: Collaborative Strategic Decision-Making](https://reader034.fdocuments.net/reader034/viewer/2022051402/56815a0c550346895dc758d1/html5/thumbnails/36.jpg)
36
Identify the Focus Area for Improvement
What is happening? Frame a question in terms of the impact on
student learning Examine the context by collecting and
analyzing data Develop a hypothesis to define a central area
of focus
![Page 37: Collaborative Strategic Decision-Making](https://reader034.fdocuments.net/reader034/viewer/2022051402/56815a0c550346895dc758d1/html5/thumbnails/37.jpg)
37
Frame a Question
Frame a question in terms of the impact on student learning Frames our thinking in terms of inquiry vs.
judging Aligns our thinking to student learning
![Page 38: Collaborative Strategic Decision-Making](https://reader034.fdocuments.net/reader034/viewer/2022051402/56815a0c550346895dc758d1/html5/thumbnails/38.jpg)
38
Framing a Question
Why do we see a need to change? What are the student outcomes that
are/will be impacted by this? What do we already know about the focus
area or concern? What is the question about the student
learning that needs to be answered?
![Page 39: Collaborative Strategic Decision-Making](https://reader034.fdocuments.net/reader034/viewer/2022051402/56815a0c550346895dc758d1/html5/thumbnails/39.jpg)
39
Examine the Context
Examine the context by collecting and analyzing data Determine when, where, how long, with
whom, and under what conditions Develop a rationale for the occurrence using
data Use evidence to explain what we see as
reason for performance gaps
![Page 40: Collaborative Strategic Decision-Making](https://reader034.fdocuments.net/reader034/viewer/2022051402/56815a0c550346895dc758d1/html5/thumbnails/40.jpg)
40
The Context
Context of learning
What we teach
Outcomes of Learning
How we teach
Student
Instruction
Environment
Curriculum
![Page 41: Collaborative Strategic Decision-Making](https://reader034.fdocuments.net/reader034/viewer/2022051402/56815a0c550346895dc758d1/html5/thumbnails/41.jpg)
41
Is it Really a Problem? Perceptions are made from inferences
based on our prior experiences, not evidence. Perceptions can be misleading.
Problems need to be defined with objective, specific, and concrete evidence.
Problems need to be defined in context. e.g., compared to peers, age-appropriate e.g., how we influence, escalate, or create the
problem
![Page 42: Collaborative Strategic Decision-Making](https://reader034.fdocuments.net/reader034/viewer/2022051402/56815a0c550346895dc758d1/html5/thumbnails/42.jpg)
42
Lesson Learned
Problem “admiration” tends to be the focus rather than strategic decision-making.
If it is only about the “kid”, then we miss a larger understanding of the learning process. Curriculum Environment Instruction Student(s)
![Page 43: Collaborative Strategic Decision-Making](https://reader034.fdocuments.net/reader034/viewer/2022051402/56815a0c550346895dc758d1/html5/thumbnails/43.jpg)
43
Develop a Hypothesis
Develop a hypothesis to define a central focus Examines the relationship among the context
variables Determines why this is
![Page 44: Collaborative Strategic Decision-Making](https://reader034.fdocuments.net/reader034/viewer/2022051402/56815a0c550346895dc758d1/html5/thumbnails/44.jpg)
44
Symptoms vs. CausesSymptoms Observable Details A list of separate
concerns
Causes Inferred from
behaviors Underlying
reason/function Determined by
grouping and analyzing objective, observable evidence
![Page 45: Collaborative Strategic Decision-Making](https://reader034.fdocuments.net/reader034/viewer/2022051402/56815a0c550346895dc758d1/html5/thumbnails/45.jpg)
45
Making a Statement About the Focus Area of Improvement
When {condition or trigger} occurs,
{the student, class, school, etc.} does {focus area},
in order to {perceived function}.
When there is an indoor recess, the students in grade 4 talk
loudly and get out of their seats during lunch, in order to
release energy.
![Page 46: Collaborative Strategic Decision-Making](https://reader034.fdocuments.net/reader034/viewer/2022051402/56815a0c550346895dc758d1/html5/thumbnails/46.jpg)
46
Let’s Refine Our Process
Given the various aspects of our discussion, which step(s) focus on identifying a focus area for improvement?
What revisions, if any, would you make? Why?
Create your step(s) on your worksheet.
![Page 47: Collaborative Strategic Decision-Making](https://reader034.fdocuments.net/reader034/viewer/2022051402/56815a0c550346895dc758d1/html5/thumbnails/47.jpg)
47
Indicators of Strategic Decision-Making
Identify the focus area for improvement Determine the desired outcome Generate alternative strategies Examine strategies for feasibility Develop a plan of action that includes a monitoring
system Implement & monitor student progress & the plan Evaluate student progress & the plan
![Page 48: Collaborative Strategic Decision-Making](https://reader034.fdocuments.net/reader034/viewer/2022051402/56815a0c550346895dc758d1/html5/thumbnails/48.jpg)
48
Determine the Desired Outcome
What do we want to happen?
Define the desired level of performance in terms of student learning
Establish baseline of current level of performance
Determine the specific gap between current and desired performance
Set a target for expected outcome and timeframe for accomplishment
Write the desired outcome in measurable terms
![Page 49: Collaborative Strategic Decision-Making](https://reader034.fdocuments.net/reader034/viewer/2022051402/56815a0c550346895dc758d1/html5/thumbnails/49.jpg)
49
Define the Desired Performance
Define the desired level of performance in terms of student learningDialogue about the ideal performanceDiscuss what we want for all studentsDetermine the relationship between the
desired outcome and the conditions we need to put into place
![Page 50: Collaborative Strategic Decision-Making](https://reader034.fdocuments.net/reader034/viewer/2022051402/56815a0c550346895dc758d1/html5/thumbnails/50.jpg)
50
Content Standards vs.Performance Standards
Content standards What gets taught, the
subject matter, the skills and knowledge, and the applications
Set the broad curriculum goals
Performance standards Set the levels of mastery
that must be met in various subject matter
Translate content into specific knowledge and skills that are expected to be demonstrated
Defined at specific grade levels or benchmark years
![Page 51: Collaborative Strategic Decision-Making](https://reader034.fdocuments.net/reader034/viewer/2022051402/56815a0c550346895dc758d1/html5/thumbnails/51.jpg)
51
One Slice of Curriculum Pie
KU-CRL
What is the essential
content that all people need to know?
What content should most people know?
What content could some people know?
![Page 52: Collaborative Strategic Decision-Making](https://reader034.fdocuments.net/reader034/viewer/2022051402/56815a0c550346895dc758d1/html5/thumbnails/52.jpg)
52
What Does This Mean? Essential or Critical Content
“Big ideas” Needed to sustain life in the adult world
Core Content “Power Standards” Support achievement on CMT/CAPT
Extended Content “Nice to Knows” Enriches learning beyond core content
University of Kansas Center for Research on Learning
Center for Performance Assessment
![Page 53: Collaborative Strategic Decision-Making](https://reader034.fdocuments.net/reader034/viewer/2022051402/56815a0c550346895dc758d1/html5/thumbnails/53.jpg)
53
Establish Baseline
Establish baseline of current level of performance Determine what the student currently knows
and is able to do Determine a starting point before anything is
implemented
![Page 54: Collaborative Strategic Decision-Making](https://reader034.fdocuments.net/reader034/viewer/2022051402/56815a0c550346895dc758d1/html5/thumbnails/54.jpg)
54
Baseline Data
Baseline data needs to align with the focus area for improvement. Clearly define the focus
Observable (can be seen)Measurable (can be counted)Specific (clear terms, no room for a judgment call)
Quantifiable/numbers
![Page 55: Collaborative Strategic Decision-Making](https://reader034.fdocuments.net/reader034/viewer/2022051402/56815a0c550346895dc758d1/html5/thumbnails/55.jpg)
55
Determine the Gap
Determine the specific gap between current and desired performance Determine what needs to specifically
changeEstablish what the student needs to learnEstablish what conditions are needed to
accelerate student learning
![Page 56: Collaborative Strategic Decision-Making](https://reader034.fdocuments.net/reader034/viewer/2022051402/56815a0c550346895dc758d1/html5/thumbnails/56.jpg)
56
Demands/Skills
Years in School
The Achievement Gaps
Strategies, Skills, Concepts
Accommodations &/or Modifications
KU-CRL
![Page 57: Collaborative Strategic Decision-Making](https://reader034.fdocuments.net/reader034/viewer/2022051402/56815a0c550346895dc758d1/html5/thumbnails/57.jpg)
57
What Needs to Be Learned?
Strategies Problem-solving and
decision-making Study skills Coping Compensation Self-awareness Self-management
Skills Able to do Specific applications
Concepts Need to know Abstract ideas
![Page 58: Collaborative Strategic Decision-Making](https://reader034.fdocuments.net/reader034/viewer/2022051402/56815a0c550346895dc758d1/html5/thumbnails/58.jpg)
58
Set a Target
Set a target for expected outcome and timeframe for accomplishment Determine the grade level performance standard Determine the rate of learning for most students
in this area Use the gap analysis to determine a reasonable
target and a specific timeframe for this target to be achieved
![Page 59: Collaborative Strategic Decision-Making](https://reader034.fdocuments.net/reader034/viewer/2022051402/56815a0c550346895dc758d1/html5/thumbnails/59.jpg)
59
Writing a Desired Outcome
Clearly define the outcome Observable (can be seen) Measurable (can be counted) Specific (clear terms, no room for a judgment call)
May sometimes require smaller benchmarks When {condition} occurs, {the student}
will {desired outcome} from {baseline} to {target} by {timeline}.
![Page 60: Collaborative Strategic Decision-Making](https://reader034.fdocuments.net/reader034/viewer/2022051402/56815a0c550346895dc758d1/html5/thumbnails/60.jpg)
60
Indicators of a Strategic Decision-Making
Identify the focus area for improvement Determine the desired outcome Generate alternative strategies Examine strategies for impact & feasibility Develop a plan of action that includes a
monitoring system Implement the plan & monitor student progress Evaluate student progress & the plan
![Page 61: Collaborative Strategic Decision-Making](https://reader034.fdocuments.net/reader034/viewer/2022051402/56815a0c550346895dc758d1/html5/thumbnails/61.jpg)
61
Generate Alternative Strategies
What can we do? Generate all possible strategies
Address the focus area and accelerate learning
Determine which strategies are different from strategies used in the past or currently being used
![Page 62: Collaborative Strategic Decision-Making](https://reader034.fdocuments.net/reader034/viewer/2022051402/56815a0c550346895dc758d1/html5/thumbnails/62.jpg)
62
Generating Alternative Strategies
Brainstorming Works well to develop
creative and innovative ideas
Tends to focus on ideas that already exist
Becomes a “brain dump”
Generating Alternative Strategies Focuses on strategies
that are different from what is currently being used
Requires new expertise Structures the process
on strategically developed ideas
![Page 63: Collaborative Strategic Decision-Making](https://reader034.fdocuments.net/reader034/viewer/2022051402/56815a0c550346895dc758d1/html5/thumbnails/63.jpg)
63
Determine Different Strategies
Determine which strategies are different from strategies used in the past or currently being used Focus on what needs to change
![Page 64: Collaborative Strategic Decision-Making](https://reader034.fdocuments.net/reader034/viewer/2022051402/56815a0c550346895dc758d1/html5/thumbnails/64.jpg)
64
What is Change? Incremental Change
Limited in scope Aim to improve the
efficiency and effectiveness of an existing structure
Basic structure is sound, but in need of improvement
Deep Change Requires new ways of
thinking and behaving Aim to transform and
permanently alter the structure
Basic structure is “flawed” in need of a complete “overhaul”
Quinn, R. E. (1996). Deep Change: Discovering the Leader Within. San Francisco: Jossey-Bass.
Cuban, L. (1996). Myths about changing schools and the case of special education. Remedial & Special Education (17) (2) 75-82, 128.
![Page 65: Collaborative Strategic Decision-Making](https://reader034.fdocuments.net/reader034/viewer/2022051402/56815a0c550346895dc758d1/html5/thumbnails/65.jpg)
65
What Do We Change?
Context of learning
What we teach
Outcomes of Learning
How we teach
Student(s)
Instruction
Environment
Curriculum
Adapted from Heartland Area Education Agency
![Page 66: Collaborative Strategic Decision-Making](https://reader034.fdocuments.net/reader034/viewer/2022051402/56815a0c550346895dc758d1/html5/thumbnails/66.jpg)
66
Indicators of a Strategic Decision-Making
Identify the focus area for improvement Determine the desired outcome Generate alternative strategies Examine strategies for impact & feasibility Develop a plan of action that includes a
monitoring system Implement the plan & monitor student progress Evaluate student progress & the plan
![Page 67: Collaborative Strategic Decision-Making](https://reader034.fdocuments.net/reader034/viewer/2022051402/56815a0c550346895dc758d1/html5/thumbnails/67.jpg)
67
Examine Strategies for Impact and Feasibility
What will work best? Determine which strategies have the greatest
potential for impact on student learning Determine the feasibility of selected strategies Select the strategy or strategies with the
highest impact and feasibility
![Page 68: Collaborative Strategic Decision-Making](https://reader034.fdocuments.net/reader034/viewer/2022051402/56815a0c550346895dc758d1/html5/thumbnails/68.jpg)
68
Examining Impact
Low Impact on Learning
No Access
Fosters Dependence
High Impact on Learning
High Access to General Curriculum
Fosters Independence
![Page 69: Collaborative Strategic Decision-Making](https://reader034.fdocuments.net/reader034/viewer/2022051402/56815a0c550346895dc758d1/html5/thumbnails/69.jpg)
69
Determine Feasibility
Determine the feasibility of selected strategies Determine which strategies have research to
support their success Determine which strategies can easily be
implemented with quality Determine which strategies can be incorporated
into the classroom routine and instruction
![Page 70: Collaborative Strategic Decision-Making](https://reader034.fdocuments.net/reader034/viewer/2022051402/56815a0c550346895dc758d1/html5/thumbnails/70.jpg)
70
High Confidence
Qualified Skills
Easy to Use Resources
Low Confidence
Lack of Skills
Difficult to Use Resources
Examining the Implementer(s)
What changes in the current system/practice would move the selected strategies into the “green zone”?
![Page 71: Collaborative Strategic Decision-Making](https://reader034.fdocuments.net/reader034/viewer/2022051402/56815a0c550346895dc758d1/html5/thumbnails/71.jpg)
71
Most Like Peers
Enriches Other’s Learning
Easy to Put in the Routine
Least Like Peers
Deters Other’s Learning
Difficult to Put in the Routine
Examining the Integration with Universal Practice
What changes in the current system/practice would move the selected strategies into the “green zone”?
![Page 72: Collaborative Strategic Decision-Making](https://reader034.fdocuments.net/reader034/viewer/2022051402/56815a0c550346895dc758d1/html5/thumbnails/72.jpg)
72
Select Strategies
Select the strategy or strategies with the highest impact and feasibility Determine which strategy or strategies to use
Based on analysis of impact and feasibilityBased on a comprehensive approach
Prevent Teach Respond
![Page 73: Collaborative Strategic Decision-Making](https://reader034.fdocuments.net/reader034/viewer/2022051402/56815a0c550346895dc758d1/html5/thumbnails/73.jpg)
73
Three Components to Consider…
PreventEnvironment
Instruction & Curriculum
Social/ Interpersonal
TeachStrategies
Skills
Concepts
RespondReinforcement
Cueing & Feedback
Management
Adapted from Ayers
![Page 74: Collaborative Strategic Decision-Making](https://reader034.fdocuments.net/reader034/viewer/2022051402/56815a0c550346895dc758d1/html5/thumbnails/74.jpg)
74
Indicators of a Strategic Decision-Making
Identify the focus area for improvement Determine the desired outcome Generate alternative strategies Examine strategies for impact & feasibility Develop a plan of action that includes a
monitoring system Implement the plan & monitor student progress Evaluate student progress & the plan
![Page 75: Collaborative Strategic Decision-Making](https://reader034.fdocuments.net/reader034/viewer/2022051402/56815a0c550346895dc758d1/html5/thumbnails/75.jpg)
75
Develop a Plan of Action that includes a Monitoring System
What will we do? Determine what the student(s) need(s) to learn Develop a monitoring system that aligns with the
baseline data and a criterion for measuring the progress Align each selected strategy with a primary
implementer, location, frequency and duration of implementation, and a description of how it will be done
![Page 76: Collaborative Strategic Decision-Making](https://reader034.fdocuments.net/reader034/viewer/2022051402/56815a0c550346895dc758d1/html5/thumbnails/76.jpg)
76
Determine What Needs to be Learned
Determine what the student(s) will learn Determine what strategies does the student(s)
need to learn Determine what skills does the student(s)
need to learn
![Page 77: Collaborative Strategic Decision-Making](https://reader034.fdocuments.net/reader034/viewer/2022051402/56815a0c550346895dc758d1/html5/thumbnails/77.jpg)
77
Three Components to Consider…
PreventEnvironment
Instruction & Curriculum
Social/ Interpersonal
TeachStrategies
Skills
Concepts
RespondReinforcement
Cueing & Feedback
Management
Adapted from Ayers
![Page 78: Collaborative Strategic Decision-Making](https://reader034.fdocuments.net/reader034/viewer/2022051402/56815a0c550346895dc758d1/html5/thumbnails/78.jpg)
78
Develop a Monitoring System
Develop a monitoring system that aligns with the baseline data and a criterion for measuring the progress Use the baseline to set the starting point Establish a target goal Project the rate and progression of expected growth Determine how to know if the goal is likely to be met
![Page 79: Collaborative Strategic Decision-Making](https://reader034.fdocuments.net/reader034/viewer/2022051402/56815a0c550346895dc758d1/html5/thumbnails/79.jpg)
79
How Will We Monitor?
Determine who will monitor the progress Determine the assessment process to
use and connect it to the baseline Predetermine intervals for monitoring Determine a timeline for evaluation
DailyWeekly
![Page 80: Collaborative Strategic Decision-Making](https://reader034.fdocuments.net/reader034/viewer/2022051402/56815a0c550346895dc758d1/html5/thumbnails/80.jpg)
80
Monitoring vs. Evaluating
Monitoring On-going and frequent Part of the
implementation process
Provide information for adjustments in plan
Evaluating A specific point in time A review of the
implementation process
Provide information for decisions on next steps
![Page 81: Collaborative Strategic Decision-Making](https://reader034.fdocuments.net/reader034/viewer/2022051402/56815a0c550346895dc758d1/html5/thumbnails/81.jpg)
81
Demands/Skills
Time
The Goal Line
Expectations for All Students
Baseline/Current Level of Performance
Goal
Student’s Projected Growth
![Page 82: Collaborative Strategic Decision-Making](https://reader034.fdocuments.net/reader034/viewer/2022051402/56815a0c550346895dc758d1/html5/thumbnails/82.jpg)
82
Develop a Plan of Action
Align each selected strategy with a primary implementer, location, frequency and duration of implementation, and a description of how it will be done
![Page 83: Collaborative Strategic Decision-Making](https://reader034.fdocuments.net/reader034/viewer/2022051402/56815a0c550346895dc758d1/html5/thumbnails/83.jpg)
83
Writing an Action Plan
Effective action plans are clear and concise. What will be done? When will it be done?
(Frequency and Duration)
Where will it be done? Who will do it? How will it be done?
![Page 84: Collaborative Strategic Decision-Making](https://reader034.fdocuments.net/reader034/viewer/2022051402/56815a0c550346895dc758d1/html5/thumbnails/84.jpg)
84
Action Plan
Progress
Timeline
How
Will it be done
WhenWho will do it
What will be done
Student: Grade:
Desired Outcome:
Baseline Assessment:
![Page 85: Collaborative Strategic Decision-Making](https://reader034.fdocuments.net/reader034/viewer/2022051402/56815a0c550346895dc758d1/html5/thumbnails/85.jpg)
85
Indicators of a Strategic Decision-Making
Identify the focus area for improvement Determine the desired outcome Generate alternative strategies Examine strategies for impact & feasibility Develop a plan of action that includes a monitoring
system Implement the plan & monitor student progress Evaluate student progress & the plan
![Page 86: Collaborative Strategic Decision-Making](https://reader034.fdocuments.net/reader034/viewer/2022051402/56815a0c550346895dc758d1/html5/thumbnails/86.jpg)
86
Implement the Plan and Monitor Student Progress
How are we doing? Monitor the implementation of the plan and
provide the supports needed Monitor the level and rate of progress of
student learning
![Page 87: Collaborative Strategic Decision-Making](https://reader034.fdocuments.net/reader034/viewer/2022051402/56815a0c550346895dc758d1/html5/thumbnails/87.jpg)
87
Monitor the Plan
Monitor the implementation of the plan and provide the supports needed Determine what was actually implemented Determine contributing factors as to the
quality of implementation
![Page 88: Collaborative Strategic Decision-Making](https://reader034.fdocuments.net/reader034/viewer/2022051402/56815a0c550346895dc758d1/html5/thumbnails/88.jpg)
88
Reported Consistency of Problem Solving
0%10%20%30%40%50%60%70%80%
GatherInformation
DefineProblem
DetermineObjective
ImplementPlan
MonitorPlan
Always Done Often Done Sometimes Done
Rarely Done Linear (Always Done)Words & Numbers, 2000
![Page 89: Collaborative Strategic Decision-Making](https://reader034.fdocuments.net/reader034/viewer/2022051402/56815a0c550346895dc758d1/html5/thumbnails/89.jpg)
89
Monitor the Progress
Monitor the level and rate of progress of student learning Monitor on a frequent basis (daily or weekly)
Student progress Implementation Integrity
Check for rate of progress as it relates to the target goal line
![Page 90: Collaborative Strategic Decision-Making](https://reader034.fdocuments.net/reader034/viewer/2022051402/56815a0c550346895dc758d1/html5/thumbnails/90.jpg)
90
Demands/Skills
Time
Charting Progress
Expectations for All Students
Baseline/Current Level of Performance
Goal
Student’s Actual Progress
Student’s Projected Growth
![Page 91: Collaborative Strategic Decision-Making](https://reader034.fdocuments.net/reader034/viewer/2022051402/56815a0c550346895dc758d1/html5/thumbnails/91.jpg)
91
Indicators of a Strategic Decision-Making
Identify the focus area for improvement Determine the desired outcome Generate alternative strategies Examine strategies for impact & feasibility Develop a plan of action that includes a
monitoring system Implement the plan & monitor student progress Evaluate student progress & the plan
![Page 92: Collaborative Strategic Decision-Making](https://reader034.fdocuments.net/reader034/viewer/2022051402/56815a0c550346895dc758d1/html5/thumbnails/92.jpg)
92
Evaluate Student Progress and the Plan
What changes occurred? Evaluate and analyze the overall progress by
comparing the baseline data to the outcome data
Examine the degree of implementation integrity of the plan
Determine what changes occurred Use a decision guide to make adjustments
and/or revisions to the plan
![Page 93: Collaborative Strategic Decision-Making](https://reader034.fdocuments.net/reader034/viewer/2022051402/56815a0c550346895dc758d1/html5/thumbnails/93.jpg)
93
Evaluate the Overall Progress
Evaluate and analyze the overall progress by comparing the baseline data to the outcome data Determine the amount of growth Determine the rate of growth
![Page 94: Collaborative Strategic Decision-Making](https://reader034.fdocuments.net/reader034/viewer/2022051402/56815a0c550346895dc758d1/html5/thumbnails/94.jpg)
94
Demands/Skills
Time
Charting Progress
Expectations for All Students
Baseline/Current Level of Performance
Goal
Student’s Actual Progress
Student’s Projected Growth
![Page 95: Collaborative Strategic Decision-Making](https://reader034.fdocuments.net/reader034/viewer/2022051402/56815a0c550346895dc758d1/html5/thumbnails/95.jpg)
95
Evaluate the Implementation Integrity
Did we do what we said we would do? Examine what was done through reflective
practice Quality Frequency Addressing focus area
Examine reasons for non-completion or non-compliance
![Page 96: Collaborative Strategic Decision-Making](https://reader034.fdocuments.net/reader034/viewer/2022051402/56815a0c550346895dc758d1/html5/thumbnails/96.jpg)
96
Reasons for Non-completion or Non-compliance
Focus area was either not clearly defined or directly addressed
Plan was too narrow or too broad Plan did not address changes in action Plan was not analyzed for impact or
feasibility Implementers did not have the right skills
or resources
![Page 97: Collaborative Strategic Decision-Making](https://reader034.fdocuments.net/reader034/viewer/2022051402/56815a0c550346895dc758d1/html5/thumbnails/97.jpg)
97
Determine Changes in Our Practice
Determine what changes occurred Determine which factors actually changed Determine if they are incremental or deep
change Determine the relationship between the
outcome and these changes
![Page 98: Collaborative Strategic Decision-Making](https://reader034.fdocuments.net/reader034/viewer/2022051402/56815a0c550346895dc758d1/html5/thumbnails/98.jpg)
98
What Did We Change?
Context of learning
What we teach
Outcomes of Learning
How we teach
Student(s)
Instruction
Environment
Curriculum
Adapted from Heartland Area Education Agency
![Page 99: Collaborative Strategic Decision-Making](https://reader034.fdocuments.net/reader034/viewer/2022051402/56815a0c550346895dc758d1/html5/thumbnails/99.jpg)
99
Decide Next Steps
Use a decision guide to make adjustments and/or revisions to the plan Determine the next set of actions Determine how the plan can be further
enhanced Determine what was learned from the
experience
![Page 100: Collaborative Strategic Decision-Making](https://reader034.fdocuments.net/reader034/viewer/2022051402/56815a0c550346895dc758d1/html5/thumbnails/100.jpg)
100
Decision-Making Process
Evaluation of Progress
Goal has been met Goal has not been met
Do we need to maintain the plan?
Yes-Embed strategy into universal practice No-Close the plan
![Page 101: Collaborative Strategic Decision-Making](https://reader034.fdocuments.net/reader034/viewer/2022051402/56815a0c550346895dc758d1/html5/thumbnails/101.jpg)
101
Decision-Making Process
Evaluation of Progress
Goal has been met Goal has not been met
Making expected progress Slow progress No progress
Do we continue plan as is?Revisit selection of strategies
Revisit focus area
![Page 102: Collaborative Strategic Decision-Making](https://reader034.fdocuments.net/reader034/viewer/2022051402/56815a0c550346895dc758d1/html5/thumbnails/102.jpg)
102
With Your Technical Assistant
Read and dialogue about the article: Dufour, R. (2004). What is a “professional learning
community?” Educational Leadership, 61, 8. Examine the continuum of collegial support and
family partnerships within your school and district What currently exists What needs to change
![Page 103: Collaborative Strategic Decision-Making](https://reader034.fdocuments.net/reader034/viewer/2022051402/56815a0c550346895dc758d1/html5/thumbnails/103.jpg)
103
On Your Own
1. Revise the wording and flow of the process you developed today Bring in key stakeholders to help you make
the revisions Share and seek input from the entire school
and/or selected district level representation
![Page 104: Collaborative Strategic Decision-Making](https://reader034.fdocuments.net/reader034/viewer/2022051402/56815a0c550346895dc758d1/html5/thumbnails/104.jpg)
104
On Your Own
2. Select a “case” to use for the next session Single student e.g., a gifted student A specific group of students e.g., ELL A classroom or grade level e.g., improving
math instruction A whole school e.g., lunchroom behavior A whole district e.g., increasing time with non-
disabled peers or a new science curriculum
![Page 105: Collaborative Strategic Decision-Making](https://reader034.fdocuments.net/reader034/viewer/2022051402/56815a0c550346895dc758d1/html5/thumbnails/105.jpg)
105
Bring with You Next Time
Curriculum guides and example lesson plans related to the focus area
General observations and anecdotal records Student work samples and curriculum-
based assessments General background information Any strategies or plans already tried