Acl oct.2015 session hfis_reeves.burt

Time Event Presenter/Speaker

8:30-9:00 2014-15 SCHECH’s Overview – All those participating in State Board credit must attend

Ms. Lorie Wolfe

9:00-9:15 General Session – Welcome and Announcements WMU TEAM

9:15- 10:45 High Fidelity Implementation and Sustainability Dr. Walter Burt & Dr. Patricia Reeves

10:45-11:00 Break

11:00-Noon High Fidelity Implementation and Sustainability cont.

Noon-1:00 Lunch

1:00-2:45 Group work with Sustainability

2:45-3:00 Break

3:00-4:00 Principal Leadership Research Dr. Jianping Shen

4:00-4:15 Closing Remarks Dr. Nancy Mansberger

Welcome to ACLToday’s Agenda

Photo by VinothChandar - Creative Commons Attribution License http://www.flickr.com/photos/44345361@N06 Created with Haiku Deck

Objectives

• Examine the elements of High Fidelity Implementation and Sustainability (HFIS) of renewal initiatives

• Work in school teams to think about and plan for HFIS if one or more of your major renewal initiatives

• Compare ideas about HFIS in school renewal work

Deliverables• Recognize and celebrate what you have accomplished so far with one or more of your school’s major renewal initiatives

• Complete a plan for HFIS for, at least, one of your school’s major renewal initiatives (or full a set of aligned initiatives)

IntroductionNCLB and RTTT legislative fiats have placed tremendous pressure on school staff to improved student achievement

In many cases, this requires deep, second order change

That kind of change requires strategies to achieve full and sustainable implementation

• A body of research shows principals have a significant influence on improving student achievement (Hallinger & Leithwood, 1996; The Wallace Foundation, 2013)

• Especially when they know how to lead an initiative to improve student outcomes to high levels of implementation and sustainability (Waters, 2014)

• Developing leadership capacity to improve school conditions is difficult work - few educators have the background and experience to do this important work (Fullan, 2001, 2005; Wayman, Midgley & Stringfield, 2006)

• Studies show we know more about how to start initiatives than to fully implement and sustain them (Waters, 2013; Grenny et al, 2011).

An increasing number of studies suggest excellent schools have excellent principals (Hallinger & Leithwood, 1996; Leithwood, 2003)

But, many excellent principals have limited experience pushing a change initiative to deep and sustainable levels of implementation (Marzano, 2013)

• Principals must, not only focus on student achievement, they must also support the intellectual and emotional work of teachers (Hargraves, Moore, & Manning, 2001)

• And, it often requires deep emotional and intellectual work to work through the complexity of second order change (Marzano, Waters, & McNally, 2009)

Achievement Centered Leadership Renewal Work

As your renewal work support team, we are interested in how our work together translates to sustainable change in your schools for improved student success

You have worked hard to plan renewal work, so…

Today, our work will focus on just that…

Helping you think about and plan for HFIS of the renewal work you build together for your school

We will start by sharing a framework for HFIS

• We collected data from previous cohorts to determine what factors enhance implementation and sustainability of the renewal activities and what factors created barriers

• We also consulted the research of others

THE STUDY FINDINGS

First, we looked at responses regarding the implementation and sustainability of renewal activities that involve Data Informed Decision Making (DDIM)

FINDINGS OF STUDY – IMPLEMENTATION OF DIDM ACTIVITIES

FINDINGS OF STUDY – IMPLEMENTATION OF DIDM ACTIVITIES

DIDM ACTIVITIES RENEWAL ACTIVITIES EVOLVE

Data Discussions Modify the Use of Data Walls

PLCs Included more time for PLCs

Data Teams Changed Data Leadership Team to Instructional Leadership Team

Data Notebooks Use data Differently – Created “Power Hours”

Data, Assessment Focus Teams and Data Walls

Incorporate Renewal Activities into the School Improvement Process

FINDINGS: Sustaining means “continuing as is”

Respondent Excerpts

#1 "... informed decision making based on DIBEL's data....“

#2 "Data discussions with all staff.“

#6 “Data informed decisions are made utilizing the systematic strategies developed through WMU.”

#8 “We incorporated all our renewal activities into our school quality plan along with the methods for measurement.”

FINDINGS: Sustaining means “continuing as is”

Respondent Excerpts

#10 “All teachers participate in Professional Learning Community (PLC) meetings. These meetings are scheduled to allow grade level and multi-grade level teachers to meet and plan instruction using data. These meetings are held once per week.”

#11 “Our school continues to use the Data Team process for units of instruction.”

#12 “Decisions are made based on student need. We use data notebooks w/intervention notes. All staff are using.”

#15 “Data, Assessment Focus Team, and Data Walls will start back-up for 2nd Semester . These strategies are embedded in our SIP, and is a consistent component of staff meetings.”

FINDINGS: Sustaining means “evolving given the changing context”

Respondent Excerpts

#5 “We have decided to not push Data Walls as much as we have in the past. We do look at data monthly at Grade Level Meetings and have a clear overall picture which we use to drive our instruction for that month. We no longer feel the need to post the data in our classrooms.”

#9 “We are currently structuring our grade level PLC's to include more time allotted to at least an hour. Providing this extra time really allows our team to analyze the data and develop a plan of action.”


Respondent Excerpts

#10 “Last year our school had a data leadership team which met to discuss the various data that was used to plan for school improvement in reading, math and behavior. This year our leadership developed the idea of using an Instructional Leadership Team to help guide the best practices and teaching learning that would drive increased student achievement by using data. The ILT meets once per month and then filters the information to the PLC's. Administration monitors the progress and the ILT is in constant position to adjust best practices as needed to address any concerns as cited by the school data.”


Respondent Excerpts

#11 “We are beginning to use our data in different ways now. Teachers and teams are creating "power hours" or "team time" to better meet the needs of our students based on what our data tell us.”

#13 “... we are now using data in different ways, including a new initiative called Power Hour. We also are deeply committed to Professional Learning Communities (or Critical Friends Groups) which is a big part of school improvement and professional growth.”

FINDINGS: Sustaining means “incorporating into the overall school improvement process”

Respondent #13: “EVERYTHING is based on data”

respondents #8: “We incorporated all our renewal activities into our school quality plan”

FINDINGS OF STUDY

FINDINGS: Changes attributed to the Grant Project by the respondents

61% mentioned that “we now decide school improvement goals based on student and school data” and they attributed the change to the grant project.

64.3% indicated “we now decide school improvement strategies based on student and school data.”

Additional Changes attributed to the Grant Project by the respondents

60% indicated that they now engage stakeholders more in school decisions

60 % indicated that their SIP process now builds upon previous efforts, rather than starting from scratch

53.3% indicated that their school improvement process is more focused on improving student achievement

53.3 % indicated that they now have a process in place to ensure that SIP work is continuous

Additional Changes attributed to the Grant Project by the respondents

46.7 indicated that their school improvement strategies are more coordinated and aligned with one another

40 % indicated that more of the impetus for change comes from teachers as well as external forces

40% indicated that they now monitor the progress of their school improvement initiatives more and adjust as needed

FINDINGS: Facilitators and Barriers for Sustaining Renewal Activities

– “Staff participation, collaboration and commitment”

– “leadership effort to put a structure in place”

– “coordinated and aligned (SIP) strategies”


BarriersLeadership and staff turnoverTime availability to follow throughDistrict level factors, e.g. finances, support, and focus“Re-allocating” or “micro-managing”Staff commitment – “not all on board”


– “Staff participation, collaboration and commitment”

– “leadership effort to put a structure in place”

– “coordinated and aligned (SIP) strategies”

Sustainability – Lessons Learned From the Literature and WMU Research

Big Idea 1: Sustainability is a by-product of high fidelity

implementation


Big Idea 2: High Fidelity Implementation requires ongoing

monitoring and adjusting


We Created a Framework to Guide Your HFIS Efforts (From our findings and other Studies)

LeadershipVisionCommunicationTransparencyDistributionConstancy

People PowerLearningResponsibilityMotivationRecognitionSupportInclusion

ConditionsSystemsProcessesResourcesPracticesPoliciesProceduresMonitoring

Vital Behaviors (adult & student)Success IndicatorsMeasuresData CollectionData Analysis

Focus

Results

AlignmentCapacity

4-Quadrants Of HFIS*

LCL.CohortB.Summer2014.Reeves/Burt*High Fidelity Implementation and Sustainability

Today, we will work with you to put our findings to work

As you plan for HFI&S in Your Renewal Work

Identify one or more of your school’s renewal initiatives that you believe will require significant effort to fully implement and sustain. Write the initiative or initiatives at the top of your HFI&S planning guide handout along with your school name.

Prepare to Work

Please have ready the ACL Framework for High Fidelity

Implementation and Sustainability Handout

Planning for HFI&S – Part 1

1. First, we will address quadrant 1 of the HFI&S model. This is the Leadership Focus part of the model where we insure that we create the leadership commitment and focus to coordinate and sustain effort and achieve full implementation.

2. Using page 1 of the HFI&S Planning Guide handout, read and dialogue together about the five elements of Leadership Focus.

3. Next, read the guiding questions and determine how you plan to address each of the five elements.

4. Record your ideas in the “Our Plan “ column.5. Decide which member of your team will lead the sharing with another

school after this work time.

Now, it is time to share your Leadership Focus ideas with another school.

Planning for HFI&S – Part 21. Now we will address quadrant 2 of the HFI&S model. This is the

Capacity Development and Deployment part of the model. It is also where the rubber meets the road for translating your renewal strategies into observable actions that you can monitor.

2. Using page 2 of the HFI&S Planning Guide handout, read and dialogue together about the six elements of Capacity Development and Deployment.

3. Next, read the guiding questions and determine how you plan to address each of the six elements.

4. Record your ideas in the “Our Plan “ column.5. Pick a different member of your team to lead the sharing with another


Now, it is time to share your Capacity Development and Deployment ideas with another school.


Alignment and Integration part of the model. It is where you examine what adjustments and adaptations you need to make in your school systems, processes, resources, practices, procedures, and policies to support your initiative(s). It is also where you think about how the initiative will be integrated into the school (rather than be an “add-on”).

2. Using page 3 of the HFI&S Planning Guide handout, read and dialogue together about the four elements of Alignment and Integration.

3. Next, read the guiding questions and determine how you plan to address each of the four elements.



Now, it is time to share your Alignment and Integration ideas with another school.


Monitoring of Implementation and Results of the model. It is where you monitor evidence of implementation fidelity and integrity. It is also where you measure the impact the initiative is making on student results and/or the conditions that support student results.

2. Using page 4 of the HFI&S Planning Guide handout, read and dialogue together about the four elements of Monitoring of Implementation and Results.

3. Next, read the guiding questions and determine how you plan to address each of the four elements.



Now, it is time to share your Monitoring of Implementation and Results ideas with another school.

Thank you for working on and sharing your HFI&S ideas and Plans!

• Now, we would like to debrief our experience with HFI&S thinking and planning…

• What did you learn from today’s work?

Education

Acl oct.2015 session hfis_reeves.burt