Looking Back

Relevance and Engagement

• 20% of our Jeffco schools have had at least one person trained in project based learning.

• Students who focus on deeper learning (skills tied to Jeffco 2020 competencies) are 9% more likely to graduate from high school in four years. *

*Does Deeper Learning Improve Student Outcomes? Results from the study of Deeper Learning: Opportunities and Outcomes. Washington, DC. American Institute of Research. September 2014.

Jeffco 2020 Resources

Upcoming LSA Trainings

• 11/9 @ 12:30-1:45

– Tools to Help Facilitate the Jeffco 2020 Vision in Your School

• Overview of the available tools

• 11/10 @ 1:30 – 3:00

– Bringing the 2020 Vision to Life: Strategies for Your Classroom and School

• Project Based Learning and Performance

Based Assessments

All PrincipalsNovember 1, 2016

“The strength of the team is each individual member.

The strength of each member is the team.”

-Phil Jackson

Agenda

-2017-18 SBB Planning

-New*Principal Assessment Center 3 year Certification

-Principal Evaluation Framework Pilot Update

-Interviewing for Empathy: Design Thinking Skill

The Importance of the Principal Leadership

“Education research shows that most school variables, considered separately, have at most small effects on learning. The real payoff comes when individual variables combine to reach critical mass. Creating the conditions under which that can occur is the job of the principal.”

-Wallace Foundation, 2011, p.3

Growth Mindset

SBB Update for 2017-18 Planning Cycle

All Principal MeetingNovember 1, 2016

School Budgets Driven by Scarcity● Limited Resources

○ Negative Factor○ Unfunded Mandates○ Governor's Budget

Proposal○ Enrollment Realities

● Unlimited WantsMore ○ Interventionists ○ Mental health supports○ Personalized learning

supports○ Resources for at

risk/impacted students and families

$$ $

Scarcity Requires Thoughtful Decision Making

To increase supports for students (i.e., the benefit), reductions have to occur elsewhere (i.e., cost).

Why SBB?To provide the opportunity for principals, with input from all stake-holders, to make site-specific, student-based, decisions on the deployment of resources to obtain the greatest student achievement outcomes.

Para-professionals

Small Class Size

Interventions & Technology

Why SBB?Flexibility: Support individual school strategies that target student needs and school achievement goals�Empower principals to make decisions about the use of resources for the benefit of students

Equity: Uniform and consistent funding across all schools�Provide resources based on individual student needs

Transparency: Funding formula is simple and accessible to all stakeholders

Lessons Learned in Year 1 & 2 of SBBYear 1 (2015-16)

● Enhancement is needed for the nVision reports as compared/aligned to the Hyperion budgeting tool

● Funds are needed to support Reduced Lunch qualifying students

● More flexibility in staffing (Instructional Coaches, Class Sizes, Support Staff)

● Better predictability of declining enrollment/impact of Choice Enrollment

● Desire for more help for small schools with high-impact student population

Year 2 (Current School Year)

● Increase strategic allocations for impacted populations

● Reduce the “cliffs” for small school allocation “cut points”

● Continue to enhance:○ More flexibility in staffing (Instructional

Coaches, Class Sizes, Support Staff)○ Better predictability of declining enrollment

& impact of Choice Enrollment

Adjustments to SBB Factors for 2017-18

To be determined following Governor’s Forecast, 3A/B Results, further ESSA guidelines

Under consideration:

● “Large school reduction” factor● Smaller “cliffs” for small school

adjustments● Possible addition of “strategic impact”

funds

School Work for Nov/Dec/Jan: Stakeholder Input● Educate your stakeholders on:

○ Unified Improvement Plan/School Improvement Reviews and Focus

○ Enrollment Realities and the Governor's Draft Budget

● Conduct a process to systematically gather input from your stakeholders:○ School Accountability Committee (SAC)○ School Collaborative Team/Structure (Article 10)

■ Priorities for the school community?

■ Trade-offs willing to make to support priorities?

● Discuss possible enrollment fluctuations and plan accordingly

Micro Brainstorm

What “lesson learned” can you share for gathering input from stakeholders to inform your resource allocation or budget process?

School Work for January: Develop Preliminary Budgets● Draft Budget Factors and Central Allocations will be distributed prior to

Winter Break○ Based on Feedback from School Leaders

● Utilize input from stakeholder groups and develop an initial budget to

address your needs and wants

● Review draft with your Achievement Director and Budget partner

● If applicable, request variance

● Identify possible changes to staffing and communicate with HR/Ach Dir

● Continue to educate your stakeholders

Bottom line...There is no perfect system, but we will to work to improve and enhance our system to work as effectively as possible to support student growth...

School Accountability Assurances Submission...

Coming in January

Part of the DAC process to collect insight from all SACs on budget process

To be completed by SAC Chair and Principal

● Assurances of SAC expectations○ Key resource allocations from your

SAC conversations○ Committee make-up○ At least quarterly meetings○ Review of UIP and progress

monitoring○ Plan to review school fees and

scheduling for 2017-18 school year

New Principal Assessment Center CertificateFor In-District and Out-of-District Candidates

Prin

cipal

Poo

l :

Asse

ssm

ent C

ente

r -Required for All In-District and Out-of-District Principal Candidates

● Successful completion of the Assessment Center process will provide a 3-year “Certificate” to be considered for current and future Principal Pool/Openings

○ Encourage candidates that meet qualifications but want a “particular posting” to apply THIS CYCLE!

○ Application window will be December through January 6, 2017

○ Does not apply to “sitting” Jeffco Principals

Principal Pool Application Requirements

Elementary

-Principal License

-Minimum 2 years leadership experience that can include: dean, instructional coach, assistant principals, district leadership position

-Complete application submission

Secondary

-Principal license

-Minimum 2 (prefered 3 or more) years of assistant principal experience

-Complete application submission

Principal Evaluation Framework

Pilot Update

Principal Evaluation Framework-Incorporating Feedback Gathered this Summer

-Piloting with 2 Achievement Directors

-One Achievement Director is structuring feedback to enable evaluation of current rubric to the Jeffco constructed rubric

-Spring review with PAC

-Target implementation system wide for 2017-18 school year(depending on pilot outcomes)

REMINDER: If you submit retirement paperwork byDECEMBER 1st, you do not have to complete the Principal Self-Evaluation document...just saying...

System Communication-Leadership Memo!

Principal Advisory Committee (PAC)

● Affirmed LM as the most effective tool

● Cabinet committed to using LM consistently

● Cabinet is utilizing PAC & leadership focus groups to support problem solving and communication matters

Leadership Memo Best Practice Reminder

● Gather your team for 10-15 minutes weekly to:○ Review○ Assign○ Distribute &○ Delete!

Interviewing for Empathy in Design

Thinking:Principals and

Achievement Directors

Achievement Directors want to hear from you● Ach. Dirs. Professional Learning with Leadership+Design Group● Ach. Dirs. are three years into the positions in Jeffco● Ach. Dirs. continue to seek ways to refine and revise the position

to best support our principals and schools● Ach. Dirs. want to learn from our principal partners in order to

improve our impact● By mid-January, Ach. Dirs. will be interviewing

principals who are not within their own group

Why?

Process for securing interviews

● An Ach. Dir. colleague reaches out to a principal and requests time for an interview. (30 min to 60 min)

● Principal feedback will be captured through a Google Form to feed trend data.

● This is not about your Ach. Dir. specifically. It’s about the work of the team.

● This is also practice for Ach. Dirs. with the interviewing for empathy skill development

Stru

cture

of

Inte

rvie

ws

● Ach. Dir. will ask 3-4 key questions with follow ups as relevant○ Describe a time when the work of an

Ach. Dir. was:■ Impactful■ Frustrating■ Challenging in a good way

○ Provide insight about how the SIET could be structured to best support principals and schools

● Please know that not all principals can or will be interviewed

Jim Knight’s Improvement “Impact” Cycle

Identify(Current Reality)

LearnImprove

Continuous Improvement Definition and Purpose

A continuous improvement process is an ongoing effort to improve products, services, or processes. These efforts can seek "incremental" improvement over time.

Collaboration

Coaching Consulting

FOCUS

Principal as Lead Learner...“What we see is that organizations that are really high-performing have a lot of similar traits, and one of those is this continuous improvement or continuous learning culture,” he continued. “That type of learning environment will trickle down to the students, where they see it as their charge to be constantly improving learning.” Jason Dougal

CEO, National Institute for School Leadership

To achieve Jeffco 2020...

...we must continuously improve!