Unified Schoolwide Analysis (KLN-USA ...
Unified Schoolwide Analysis (KLN-USA)
Process Guide
Updated July 2017
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Table Of Contents Table Of Contents Purpose Preparation for Administration Building Leadership Team Gather Data Needs Assessment Kansas Assessment Program (KAP) Additional Local Data Schedule Identify a Facilitator Preparation for Facilitator Gather Materials 1.Vision Objective: Rationale: Materials: Process: Facilitator Input Follow-up 2. Providing Data Objective: Rationale: Materials: Process: Facilitator Input Follow-up 3. Highest Needs/Priorities Objective: Rationale: Materials: Process: Facilitator Input
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Follow-up 4. Patterns and Trends Objective: Rationale: Materials: Process: Facilitator Input Follow-up 5. Priority Needs/Issues Objective: Rationale: Materials: Process: Facilitator Input Follow-up 6. Desired State Objective: Rationale: Materials: Process: Facilitator Input Follow-up 7. Existing State Objective: Rationale: Materials: Process: Facilitator Input Follow-up 8. Gaps/Barriers Objective: Rationale: Materials: Process: Facilitator Input Follow-up
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Next Steps Appendix Building Leadership Team Needs AssessmentExample of Gathered Data Kansas Assessment Program (KAP)Example Prediction Page Facilitator Circle Map Desired State Graphic Organizer Present Condition Gaps/Barriers
Purpose There are commonly accepted methods for analyzing data related to school improvement. These methods typically include multiple data sources (eg. triangulated data) and a problem-solving process that includes identification and analysis of needs, identification of strategies to address those needs, monitoring implementation, and systematic review and revision of the plan. With a belief in distributive leadership, keeping the decision making in the hands of the Building Leadership Team (BLT), and an understanding that each school has unique strengths, needs, and challenges, the Kansas Learning Network - Unified Schoolwide Analysis (KLN-USA) is a system level problem-solving process built on strategies and structures from The Adaptive School: A Sourcebook for Developing Collaborative Groups (Garmston & Wellman, 2016). By developing effective and responsive collaborative groups, the KLN-USA is a starting point for school improvement efforts, with a recognition of the power of collective efficacy in order to sustain improvement efforts over time.
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Preparation for Administration Building Leadership Team As an initial step towards developing distributive leadership, the KLN-USA relies on a Building Leadership Team (BLT). Considerations for creating a Building Leadership Team can be found in the appendix, as well as at the website for the Kansas Learning Network. It is important that the BLT members represent the various stakeholders in the school as he/she will serve as the conduit for the two-way communication necessary for school improvement. If there is a current BLT, there is no need to create a new team; however, consideration may need to be given with regards to ensuring all stakeholders are represented.
Gather Data Multiple data sources for the KLN-USA includes data from a needs assessment, Kansas Assessment Program (KAP), and local data available to schools. The administrator will gather this data and provide it to the facilitator to use during the process.
Needs Assessment In addition to student outcome data, the KLN-USA includes a needs assessment. The KLN needs assessment was based on the Kansas Education Systems Accreditation (KESA) rubrics and is directly aligned with the school accreditation process in Kansas. The rubrics are organized into the four broad areas of relationships, relevance, rigor, and responsive culture. The needs assessment may be completed together as a full BLT, by individuals on the BLT, or by individuals of the staff. The information gathered should then be compiled. If a school has already completed the KESA rubrics as part of their district accreditation plan, there is no need to complete the rubrics again.
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Directions for facilitating the KESA rubrics with staff can be found at the Kansas State Department of Education website. (Facilitating KESA Rubrics) After the team has completed the needs assessment, the administrator should compile the responses. Examples of how this compilation may look can be found in the appendix and an editable version may be found on the website for the Kansas Learning Network. (https://www.ksdetasn.org/kln).
Kansas Assessment Program (KAP) It is recommended that schools use results from KAP, which may be accessed here: http://datacentral.ksde.org/. Since the KLN-USA is a schoolwide analysis, it is important to ensure all students in the assessed grade levels are represented. This should include schoolwide scores from Math and Reading assessments, as well as the Kansas-English Language Proficiency Assessment. The facilitator will also need access to disaggregated data. In the section title, Providing Data, the building leadership will consider significant student subgroups such as students receiving free and reduced lunch, students with disabilities, racial or ethnic groups, students who are homeless, or English Language Learners.
Additional Local Data These data sources will vary from school to school and district to district depending on available information. The following list is provided for consideration, but should not be interpreted as exhaustive. Each data set should be reflective of the entire school. ● Behavior Data ○ Attendance Rates ○ Tardy Rates ○ Office Referrals ○ ISS/OSS/Expulsion ● Academic Data- Schoolwide ○ Pass/Fail Rates ○ MAP ○ AIMSweb ○ ACT Aspire ● Observational ○ Teacher Walkthrough
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● Demographics ○ Economically Disadvantaged ○ Community Poverty Rates ○ Student Mobility ○ English Language Learners ○ Racial/Ethnic Student Population ○ Other Local Special Student Population
Schedule The KLN-USA takes approximately six hours to complete. The investment of this time with the BLT is important to set the foundation for school improvements efforts. The KLN-USA is meant to occur, as needed, every 4-5 years and can be done concurrently with a school’s accreditation cycle. The administrator should identify and schedule six hours of time for this work. The chart below identifies possible ways this time may be configured. It is up to administration to determine and schedule this time for their BLT. Option 1
Option 2
Option 3
1 Meeting (6 hours)
1st Meeting (2 hours)
1st Meeting (2 hours)
Vision Providing Data Highest Needs/Priorities Patterns and Trends Priority Needs/Issues Desired State Existing State Gaps/Barriers
Vision Providing Data
Vision Providing Data
2nd Meeting (4 hours)
2nd Meeting (2 hours)
Highest Needs/Priorities Patterns and Trends Priority Needs/Issues Desired State Existing State Gaps/Barriers
Highest Needs/Priorities Patterns and Trends Priority Needs/Issues
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3rd Meeting (2 hours) Desired State Existing State Gaps/Barriers
Identify a Facilitator ccording to Garmston & Wellman (2016), “Groups convene to solve problems, make A decisions, develop plans, or clarify information. Facilitators direct processes, choreograph energy, and maintain focus” (p. 106). Administrator’s possess valuable knowledge of the data and are typically deeply invested in the outcome of the process, because of these factors, the KLN recommends another team member facilitate the process. At first, this may feel uncomfortable as most administrators may feel like he/she must lead the BLT. However, appointing someone as the official facilitator allows the administrator to become part of the team and creates the conditions to engage at a deeper level. Allowing others to fulfill the role of facilitator also provides new opportunity to develop skills and distributive leadership. A facilitator’s primary function is to direct the process. He/she must remain neutral and disconnected from the outcome, which may be difficult for the administrator. Being intentional with the selection of the facilitator is important. The document titled, Facilitator, found in the appendix and on the KLN website, will provide considerations to guide the administrator with this decision. Once a facilitator has been identified, provide him/her with the contents of this packet and the gathered data sources. From this point on, it is the job of the facilitator to read and plan for taking the building leadership team through the KLN-USA.
Preparation for Facilitator The facilitator is the director of the KLN-USA. Providing the service to the BLT as the facilitator is often a rewarding experience, but does come with challenges. It is recommended that the facilitator read this packet in its entirety. The next steps will include gathering and preparing any materials and most importantly, choreograph directions. It is important to be aware of and attend to the group’s energy, and remain neutral and unattached to outcomes. See the document entitled Facilitator in the appendix for more information on this role.
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Using Garmston & Wellman (2016) as a foundation, the activities in this process were chosen intentionally and designed to build the collective efficacy of the BLT. Consideration was also given to the variety of adult learning needs and collaborative styles to provide a process for everyone to feel comfortable contributing. While reading the process packet, take note of any wonderings or questions that arise. As part of the Kansas Technical Assistance System Network (TASN), the KLN is a free service available to schools in Kansas and is available to answer questions regarding this process. You may request assistance or ask questions by contacting us through the TASN website (https://www.ksdetasn.org) as well as by direct e-mail.
Michele Hayes
Jodi Henderson
Mary Myers
Jessica Mossman
Kacie Olson
Kayla Preisner
Megan Roberds
Director of the Kansas Learning Network
Implementation Coach
Implementation Coach
Implementation Coach
Implementation Coach
Implementation Coach
Implementation Coach
michele.hayes @swplains.org
jodi.henderson @swplains.org
mary.myers @swplains.org
jessica.mossman @swplains.org
kacie.olson @swplains.org
kayla.preisner @swplains.org
megan.roberds @swplains.org
Gather Materials The facilitator should consult the schedule set up by administration to determine when and what sections to be prepared to facilitate: Vision Providing Data Highest Needs/Priorities Patterns and Trends Priority Needs/Issues Desired State Existing State Gaps/Barriers Each section lists the materials needed to facilitate the work. The facilitator should prepare and gather these materials in preparation for the work.
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Kansas Learning Network - Unified Schoolwide Analysis (KLN-USA) Process Guide The activities, tasks, and structures in the KLN-USA Process Guide were developed to accommodate a variety of collaborative learning styles. Each activity has a brief bulleted outline of the actions, as well as a first person account of what a facilitator might say to carry out the process.
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1.Vision Objective: To begin engaging in system-level thinking, the BLT will be asked to take the perspective of others and describe the current conditions of the school. Once current conditions are recorded (positive & negative) the BLT will identify how they would like the school to be described in the future.
Rationale: Visioning facilitates the development of a common set of hopes for the school, in a non-threatening manner. It is sometimes assumed that all teachers have the same vision for their school and students. This activity requires the BLT to consider their current reality and identify possible sources for change and begin the process of defining their future reality. This activity will be referenced again during the Desired States and Next Steps.
Materials: Large Chart Paper, Markers
Process: ● The BLT brainstorm a list of words that students, staff, parents, and community would use to describe their school. ● The BLT will cross out any words that should not continue to describe their school. ● The BLT will add words that they hope will describe their school in the future. ● Facilitator will add heading _________’s Story in 5 years to the poster ● In small groups of 3-4, BLT members discuss questions: ○ How does this make you feel? ○ Where are some places we can focus on to begin to change our story? ● After the activity, the facilitator should take a clear photo of the vision poster.
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Facilitator Input Today we are going to think flexibly and consider the story of our school from various viewpoints. As you call out words, I will record them on chart paper. The words may be positive, negative, or neutral. They just have to be honest. First, let’s consider how students might describe the school. Make a list of the words and adjectives that students might use when talking about the school. (Provide about 30 seconds wait time while members share out words & adjectives, while recorder documents on the chart paper.) Next, let’s consider how teachers and other staff might possibly describe the school. (Same process as above: 30 seconds wait time; members share out; recorder documents.) Now, how might parents possibly describe the school? (Repeat process.) Lastly, what words would the community use to describe the school? (Repeat Process.) When thinking about the story of our school, which words should we eliminate because we don’t want them to describe our school? Cross out any that we do not want to be part of our story anymore. (Pause) We are ready to begin crafting and shaping a new story, so with that in mind, add any new words that should be part of our story and aren’t yet. (Pause) This is where our team will begin, by crafting and shaping the future of our school to tell a different story. The facilitator will write the heading _____________________’s Story in 5 years. Why does it say in “5 years?” We know that things don’t change overnight. We will have false starts and revisions. Implementation science indicates it takes 5-7 years for sustainable change. We are creating a system where passion and work collide in order sustain continuous improvement regardless of what challenges we face. We know that many variables are out of our control; however, when
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collectively we function with a problem-solving mindset we will be living the plans we create rather than putting them in another binder on the shelf. This cycle of continuous improvement will include identifying root causes, creating data-based action plans, and sustaining those plans through ongoing review and revision to set our students on a course that will allow them to write their own story rather than fall victim to circumstances. Let’s take a minute to consider what we just created. How does this make you feel? Where could we begin our efforts? What are leverage points we may be able to positively influence? Discuss in a small group.
Follow-up Take a photo of the vision poster. Ensure the photo is legible as it will be needed for future activities and will serve as a record of the BLT’s work.
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2. Providing Data Objective: To explore data objectively, without making premature judgement, interpretations, and decisions.
Rationale: Providing data is based on Phase One of the Collaborative Learning Cycle: Activating and Engaging (Garmston & Wellman, 2016). “This initial phase, Activating and Engaging, sets the scene for exploring the data without the data being present. It starts with dialogue about what group members predict that data will look like and a sharing of assumptions about why people think these predictions are likely. The goal is to establish conditions of low threat and full participation so that all group members feel free to contribute their thinking and ideas. When done well, this creates conditions of psychological safety for group members, especially if they are uncertain about the content, the data, or the group process of inquiry” (p. 151).
Materials: Kansas Assessment Program (KAP) Prediction page, Chart Paper, Markers, Recent KAP Data
Process: ● BLT members make predictions of schoolwide performance levels for KAP data. ● BLT members explore the thinking and assumptions behind various predictions. ● BLT members identify system-wide supports for various subgroups and levels of performance (e.g. core, tier 2, tier 3, intervention, etc.). ● Facilitator shares KAP data scores.
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● BLT members will analyze the KAP performance of significant subgroups. ● After the activity, the facilitator should take a clear photo of the predictions poster.
Facilitator Input Today we will examine our students’ performance on the KAP for both reading and math. This may be a new opportunity for many of you. We are going to use a collaborative process that intended to increase our focus, minimize distractions and deepen exploration in order to understand the data. At times, this may be uncomfortable. However, the intentions are to create an atmosphere of low threat and full participation so that all group members feel free to contribute. Keep in mind that this will be surface level for right now, as we continue to work together we will dig deeper. We are going to start with a dialogue about our school’s data, meaning we will be exploring data without making decisions. We will begin by making predictions. After the predictions, we will dialogue about the possible assumptions underlying our predictions. The BLT is charged with engaging in system level work. This activity is intended to help us understand our perspective as an individual and facilitate the shift in thinking necessary to engage at the system level. (Hand out KAP Prediction Page) We will begin by considering schoolwide data. As a reminder, the KAP separates scores into four levels. ● Level 1: The student is performing BELOW grade-level standards. ● Level 2: The student is performing AT grade-level. ● Level 3: The student is performing AT grade level AND functioning at a level of depth and rigor that is considered on track to being college ready. ● Level 4: The student is performing ABOVE grade level AND is on track to being college ready. Keep in mind that KAP building, district, and state-level reports provide summaries of the percent of students at each performance level. Right now we are only considering our most recent assessment results, which represent a snapshot of student performance, and not a comprehensive picture. Let’s first consider the top blue box for ELA. Think about the students you come into contact with, and predict the percent (%) of those students that fall into each category. You are not necessarily trying to predict correctly, you are trying to predict based on the students you see on a regular basis.
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For example, if you teach _____________ your prediction for level ____ might be (higher or lower) than someone teaching ________.Your prediction should be from your perspective. The total should add up to 100. (Create an example that is relevant to your school.) (Give wait time for people to list their predictions) Let’s share our predictions. Remember, this isn’t about being right, it is about exploring the assumptions behind the predictions. On your whiteboard, (or piece of paper) write your prediction for the percentage of students in Level 1 and hold it to your chest. Don’t show anyone. When I say “showdown’ you will turn your board around to show the group your prediction. When all the boards are turned around, quickly record all the predictions at the top of a large poster paper labeled “Level 1”. Use a new chart paper for each level and follow the same procedure. Show your prediction, facilitator records all predictions. Just focus on ELA at this point as you will later complete this process for math. Next, we are going to explore the thinking and assumptions influencing the predictions. We will do this by asking for more information regarding any predictions that you may be curious or surprised about. Utilize this language when discussing, “I’m curious about______.” What are some reasons someone might have predicted__________?” Once a question is posed, anyone in the group can offer a reason for why someone may have made that prediction. Record any responses on the chart paper below the prediction. Engaging in this process facilitates a deeper understanding of the assumptions that individuals bring to the table and helps shift thinking to a broader system level perspective. Now that we’ve had a chance to explore our assumptions you might find yourself wanting to know the actual results. Before we do that, I’m going to ask you to shift your thinking and identify the system-wide supports, programs, interventions, or structures already in place that address the needs of students at each of these levels. (Record responses on the chart paper for each level) Next, I’m going to give you the actual scores for each level. You may record those on the line called “actual scores.” I am also going to give you the scores for some significant subgroups relevant to our school. You may record those scores on the line for each group. Verbally provide the scores or post them on a slide for BLT members to copy on their paper. Then let the numbers hang out there. Have the group take a break, and ask them to individually think about and reflect on the data while they are on break. This
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purposeful break allows for deeper participation in the next section, increased confidence on the part of the group members, and slows down “data enthusiasts” who may inhibit or intimidate others in the group. Now that we know schoolwide scores for ELA, let’s consider how specific populations of students performed in comparison to the whole. This will help us to understand if we have groups of students achieving differently than the entire population. Thinking about our school population, what specific student groups would you consider to be large enough that we should look at their performance levels? Allow time for the group to respond and record the possibilities. The KSDE provides data when there are at least 10 students in that group, this is referred to as n size. Possible groups may include racial/ethnic groups, English Learners, students receiving free or reduced lunch, and students with disabilities. Add those categories to the paper where you recorded the schoolwide performance levels, and I will provide the data for each performance level for each group we identified. Once this process is complete, repeat the process for math: predicting scores, exploring the thinking/assumptions behind the scores, and identifying systems in place to support the various level for math. Lastly, provide data in math for the same subgroups as previously identified.
Follow-up Take a photo of the prediction posters. Ensure the photo is legible as it will be needed for future activities and will serve as a record of the BLT’s work.
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3. Highest Needs/Priorities Objective: The BLT will gather relevant data indicating the school’s highest needs from various data sources.
Rationale: Identifying the highest needs and priorities is based on Phase Two of the Collaborative Learning Cycle: Exploring and Discovering (Garmston & Wellman, 2016). “This phase is the heart of collaborative inquiry. Exploring and discovering requires collective focus, discipline, and group members who are as interested in the observations of others as they are in their own. The goal is to create a shared learning experience." (p. 152). During this phase the facilitator provides both silent processing time and verbal processing time to meet the needs of both types of professionals. This allows all participants to be comfortable with the data and process it in a way that allows them to participate with the group. The jigsaw method is used so that participants are not overwhelmed by the amount of data present. The jigsaw method also requires all participants to contribute their part for a holistic data picture.
Materials: KAP Prediction Page from previous work, Need Assessment and Local Data gathered by the administration (1 copy of each data source for every BLT member) Sticky Notes, Sharpies
Process: ● BLT members jigsaw data sources and spend time individually and socially orienting to the data.
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● BLT members identify data that represents highest needs or priorities and record on sticky notes. ● BLT members review data and determine additional needs or priorities not represented. ● After the activity, the facilitator should take a clear photo of the highest needs sticky notes created by the team.
Facilitator Input To identify and prioritize potential factors that are impacting student achievement at our school we are going to focus on three data sources: KAP, Needs Assessment, and Local Data. This process will give everyone an opportunity to make observations about the data and brainstorm possible ways to categorize that data. We will then utilize a small group of BLT members to organize the potential categories based on patterns and trends. Finally, everyone will have the opportunity to identify what they see is the school’s highest priorities. As you are working through this process, my role as the facilitator is to help you have a conversation about these topics in such a way that you understand each other’s perspectives. I will remain neutral as you are working to identify the highest needs, find patterns/trends, and prioritize target areas. As a first step, we will use the data to identify our highest needs and priorities. To do this we will be using the jigsaw structure. Ideally, the BLT needs to be split into groups of 3-4. Divide all the gathered data including KAP, Needs Assessment, and Local Data and distribute it to small groups. First, we are going to take some time to orient to the data. We will take about 3 minutes of silence for each person to examine the data. Feel free to make notes or write down questions you may have. We are providing this opportunity for those in our group who might need time to quietly process the information without interruption. Hand out and give 3 minutes of silence. Our next task is for the social processors. Let’s take the same amount of time to check in with someone who has the same data. Use this time to ask clarifying questions you may have in order to understand the data.
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Next, let’s take time to write down observation statements. Keeping in line with recommendations from Garmston & Wellman (2016), I’m going to read a quote, “each observation statement should communicate a single idea clearly and numerically. These statements should focus only on observable facts contained in the data without interpretation or inferences” (p. 153). Although there are many things to celebrate, this process is about looking for the highest needs. So the statements you write on sticky notes should reflect student concerns or needs. Statements should be written in quantifiable language. It is helpful to use words like less, more, greater than, mean, median, or range. Stay away from opinion words. You are identifying the highest needs or priorities, so you may record as many observations as you need to complete this task, just be aware that you can’t write down every single piece of data. We will take 5 minutes for this task. Provide 5 minutes Now that you have made data-based observations, we are going to put each sticky note on the wall and take a break. During this break, take time to review all of the observations made by the BLT. As you are doing this keep these questions in mind: ● What are some possible patterns or commonalities you see in the data? ● What might be some priority concerns you have, but do not see represented in the data? Take a 10 minute break. The facilitator may want to adjust this time accordingly, depending on group size/number of observations recorded. Now that you’ve had time to consider everyone’s observations, what information may not be represented by the current data sources, but are areas of priority for students, teachers, or the school in general? Record each concern on a large poster. This is just a time to simply name the concern not discuss it. Thank you for sharing additional concerns, let’s return to the data and see if we might have available data to inform us about some of these. Give the BLT time to go back to the data and write down any additional observations that address the concerns that were brought up and then add them to the wall.
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Have individuals share which concern they are addressing from the list and read their new sticky note, then add it to the wall. As they share, the recorder should make a check mark next to concerns that are addressed in the data. You were able to find data that supports this concern (Point to the recorded paper and verbally list). However, we weren’t able to find information in our current data set to support this concern; however, that does not mean it isn’t important or shouldn’t be considered. It may be that we do have data source, but just didn’t bring to the table today or it may mean that we need a way to collect the data. (Point to the recorded paper and verbally list). What is important is that we have the concerns for future reference. Groups may want to bring additional data at this point because it supports their point of view or they have just remembered they have access to it. If someone asks to bring new data, use phrasing such as, “That sounds like important data we want to utilize at a future date. I’m going to give you the task of sending me that data and bringing it to future meeting so we can use it for decision making at that time. Right now, we are going to focus on the data we already have access to.”
Follow-up Take a photo of the data sticky notes from this activity. Ensure the photo is legible as it will be needed for future activities and will serve as a record of the BLT’s work.
Highest needs/priority sticky notes based on needs assessment and local data the school brought to the table.
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4. Patterns and Trends Objective: The BLT will brainstorm possible ways to categories the highest needs, and utilize a small group to organize the information into categories.
Rationale: Identifying Patterns and Trends is based on Phase Three of the Collaborative Learning Cycle: Organizing and Integrating (Garmston & Wellman, 2016). “Organizing and integrating guides the transition to formal problem finding and problem solving that establishes a foundation for thoughtful and detailed planning processes" (p. 153). This phase begins with categorizing the observation statements made in the previous phase. First the ideas of the BLT are captured in a brainstorming format. A smaller group will then organize the brainstormed information into categories. A smaller group increases efficiency and provides an opportunity to build trust within the BLT. After brainstorming, there will be an opportunity for clarification. This step is important because not all BLT members interpret concepts or phrases the same way. Clarifying these suggestions allows for the whole group to have a common understanding. After clarifying, the BLT members will have the opportunity to advocate for and make suggestions for ways the observations (sticky notes) could be organized. Group decision making is not always easy. This step provides an opportunity in a low threat environment for all voices to be heard before the small group does the categorizing and organizing.
Materials: Sticky notes with observational Highest Needs/Priority Statements, Chart Paper.
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Process: ● BLT members brainstorm possible ideas for categorizing data sticky notes. ● BLT members clarify possible categories for common understanding of all ideas. ● BLT members advocate for the use of specific terms and/or categories to organize the data. ● Small group of BLT members uses what they heard from the large group, and organize the sticky notes into categories. ● After the activity the facilitator should take a clear photo of the brainstormed list of possible categories as well as the finished organized sticky notes.
Facilitator Input Now we are ready to identify patterns and trends in the data. "Data have no meaning. Meaning emerges from collective sense-making by well-structured and skillfully facilitated collaborative groups" (Garmston & Wellman, 2016, p. 147). This is our time to bring meaning to the data by identifying similarities and putting them in a category. The facilitator will need to model the process. “When I look I see ____ and ____. Those are similar because they both have to do with ______. I could put those together and call it _______.” Model how you could pick these sticky notes up and put a category on top of the notes. Once you give the example, take the category off and return the data to it’s original spot so it becomes the group’s data again. We are looking for how concepts may relate to each other. To be respectful of both types of processors, you will have time to reflect silently. On a piece of scratch paper start a list of possible categories from the data-based observations that were made. Don’t worry, right now, about where each data piece fits. It is likely we won’t have a category for every observation. This is a time to simply put ideas on your paper no matter how messy they may be. (Wait time of 2 minutes) Now that you’ve had time to brainstorm your own ideas, we are going to share those ideas with the group. If someone shares an idea that is identical to yours, you may cross it off your list; however, if it is similar, but not quite exactly the same, we want to make sure it is put up on the group’s list. Remember we are brainstorming, so we aren’t evaluating the ideas shared at this point.
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Facilitator, record all ideas on chart paper. Use the language “What might be some other possibilities?” to probe for further ideas. At the beginning I indicated that a small group of BLT members would organize and categorize. The next two steps are important because it gives everyone in the group a voice. As we clarify and advocate the brainstormed ideas, be sure to listen in case you are part of the small group. The step of clarifying is an opportunity to gain understanding about an idea that popped up during the brainstorm. If an idea does not seem clear and needs further clarification or explanation, this is your opportunity to ask questions. Phrase the questions in a nonjudgmental manner. For example, “I see _________. May I ask ______________?” Then the author of that particular idea would provide a brief explanation to clarify the idea. “What questions can I answer about the part of clarifying our ideas? Okay, let’s get started, which observations need clarification?” (This is not a back and forth time or a time to defend ideas. If the group tries to make this into a 2-way dialogue time, or a time to put others ideas down, use the phrasing “Thank you for your observation. Right now we want to leave all ideas on the table.” ) Our next step is advocating. Everyone will have a chance to advocate for a category. If you see a category up there you really think is important and must be used, this will be the time to let others know. To be clear, you are advocating for specific terms to be used in the organization of the data. Advocating statements should be said positively, we aren’t trying to put down anyone’s ideas. You might say “I think one of our categories should be….. because…..” This is not a time to ask questions or clarifying statements that already happened in the last step. This is simply a time to advocate and ensure that others hear your voice regarding the categories. The next step will be for the smaller group to choose the final categories. Now is your opportunity to advocate. You may choose to advocate for as many categories as you’d like. We are going to take another 10 minute break (facilitator, adjust accordingly). During that time, we need 2-3 people to organize the data by selecting the categories based on the ideas and advocacy heard today.
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The small group should have a variety of representation from the BLT. They will use what they have heard in clarifying and advocacy to choose categories from the brainstormed list and make the groupings. Choose the people that volunteer to organize the data and send the rest on break. Make sure the people that volunteer know that not everything must fit into a category; there may be some outliers. The more specific the category, the easier the next step will be. Some groups have found it useful to create subcategories within larger categories.
Follow-up Take a photo of the organized sticky notes and brainstormed list of possible categories. Ensure the photo is legible as it will be needed for future activities and will serve as a record of the BLT’s work.
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5. Priority Needs/Issues Objective: The BLT will identify 2-3 priority areas to begin their school improvement efforts.
Rationale: All of the sticky notes and categories are important or they would not have been brought to the table. It may be difficult to focus on all categories at once. This step utilizes forced choice stickers to identify & prioritize 2-3 categories. These categories will be the initial focus for school improvement work. The remaining categories are noted and will be focused on after the initial 2-3 have become sustainable. Each BLT member will get 3 stickers to indicate his/her priorities. They are given 3 because often people have multiple priorities. This allows individuals to use their stickers to visually demonstrate what is important to them.
Materials: Categorized Sticky Notes, 3 Stickers for each member
Process: ● ● ●
BLT members orient to the categories the small group created. BLT members use priority stickers to voice their opinion on the 2-3 most important priorities where the school should begin their improvement work. After the activity, the facilitator should take a clear photo of the sticky notes with the votes clearly marked. These votes may need to be referenced in future work.
Facilitator Input Welcome back from break. Some of the team members have been hard at work organizing based on patterns and trends in the data. The time for commenting was during clarifying and advocating, so we are just taking a moment to orient
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ourselves to the organized results. Please take a second to look at the categories and outliers. Provide wait time to reorient to the data. (If members try to make comments or advocate for a different grouping, simply say “thank you” and then redirect the group to the task of looking at the categories. If need be, restate the time for commenting has passed and we entrusted these people to make the decision.) Our last task of the day is to prioritize these categories. Point to the center of the priority map. The priorities identified today will become the areas we will focus our work on and align our needs to future goals. This activity provides everyone with input; however, we will use the consensus of the group rather than the individual voice. At this point, the decision-making becomes more about the group than each person getting exactly what he or she wants. It is understood that while some may not be fully in agreement with the group’s decision, each has a professional obligation to carry it out. You are being given the opportunity to indicate your selection of priorities with 3 stickers. We know that if we ask you to identify one priority, efficient decision making could be hindered as we typically have multiple priorities in complex systems, such as schools. Again, you will have 3 opportunities for input on priorities. First, I am going to number each category. Facilitator numbers each category set as 1, 2, 3, 4, 5, etc.. Each of you will be given 3 colored stickers. You will then come up in small groups and place your stickers next to the categories you think should become priorities. You may use all of your stickers to place on one priority or you may use your 3 stickers to spread over more than one priority, depending on what you view as important. At your table, decide which one(s) you want to place your stickers on. Then, write the number of the category on your stickers. This will push you to think critically on your own and not be swayed by group dynamics or pressure. This
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way, your priorities have already been decided before coming up front. Simply match your stickers to the corresponding numbers. Are there any questions I can answer before you write your priority numbers on your stickers? You will have one minute to think and write down your numbers. I will call you up in small groups to place the stickers so we aren’t cramped in one space at once. Wait for stickers to be placed and then narrow down the categories to 2 or 3 of the top choices. Assure the audience that the ones with fewer stickers will NOT be dismissed totally, as we may need to re-visit them in the future. But for our immediate work - this is where we will start. Thank them for their time and effort towards the process.
Follow-up Take a photo of the sticky notes with placed priority stickers and include those that weren’t chosen as well. Ensure the photo is legible as it will be needed for future activities and will serve as a record of the BLT’s work.
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6. Desired State Objective: The BLT will identify the ideal desired state for each priority area.
Rationale: This activity is based on the Existing State-Desired State Map from Garmston & Wellman’s (2016) strategies and moves for effective facilitation. This activity shifts the BLT’s thinking from focusing on needs to focusing on outcomes. It utilizes small groups so that members feel comfortable and confident to place ideas on the table.
Materials: Desired Ideal Condition poster for each priority area
Process: Display the Analysis Template on chart paper, with only the top two sections visible. ● Facilitator will create poster sized analysis template complete with the identified 2-3 priority areas. (1 poster for each identified priority areas) ● In small groups BLT members will define the desired state for each priority area using a carousel method. ● Small groups will rotate so each has a chance to add to the desired state for each priority. ● After the activity, the facilitator should take a clear photo of each desired ideal condition poster.
Facilitator Input Now that we have identified our priorities, the next step is to define the ideal desired state and conditions for each priority in order to establish goals. On the wall is an analysis template for each of the priority areas that we will use to record our work. Split the BLT into small groups, and send each small group to an analysis template poster.
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Now that everyone has a priority area, the group needs to identify skills, knowledge, and behavior to describe the desired state and ideal conditions. What would one see and hear when the desired state is achieved? What would it look like and sound like in our school when the desired state is achieved? Use the ideas you came up with in our very first vision activity (show Vision poster) to help you determine how this need might look in a perfect world. Brainstorm a list of those ideas. Give groups approximately 7 minutes to discuss and write on their poster. Go ahead and rotate to the next poster. First, read what the first group has recorded. Then indicate any additional thoughts that would contribute to the ideal desired condition. Give groups approximately 5 minutes to add to the poster. Now you should be at the last poster, again you are going to read what the groups before you have identified as the desired ideal condition for that priority area, and add your thoughts. Make sure to be specific when identifying skills and behaviors. Give the groups approximately 3 minutes to add to the poster.
Follow-up Take a photo of the desired ideal condition graphic organizer poster for each priority area. Ensure the photo is legible as it will be needed for future activities and will serve as a record of the BLT’s work.
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7. Existing State Objective: The BLT will think flexibly to identify the various viewpoints of the current reality for each priority area.
Rationale: BLT members are representatives, who must think flexibly and advocate for the interests of various groups. This activity requires BLT members to think from the perspective of students, other staff members, parents, and community members. This allows them “to see others as more than their roles and not be trapped by constantly checking for agreement with personal views” (Garmston & Wellman, 2016, p. 137).
Materials: Large Poster of Present Condition for each Priority Area, Chart Markers
Process: ● BLT members will choose a priority area they are most interested in dialoguing about. ● In small groups, BLT members will think flexibly and identify the existing state of the priority area from various perspectives: student, staff, parent, and community. ● After the activity, the facilitator should take a clear photo of each present condition poster.
Facilitator Input Each person is going to have a chance to dialogue about an area where they feel they have expertise or an area they would like to learn more about by listening to the discussion. Each of the priority areas will be addressed today. Take a moment to consider your expertise and determine at which the priority area you would like to spend your time.
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Allow BLT members to go to the priority area of their choice. The small groups do not need to be even, however, each priority area should have at least 2 people to discuss. This is a time to think flexibly from various viewpoints. As a member of the BLT you represent more than yourself. You represent the needs and interests of students, other staff members, parents, and the community. Today we are going to consider each of the priority areas from these perspectives. In your small group, think about what students may currently believe/think about the priority. Record those ideas in the section for “current perspective.” Please be thoughtful and honest. Sometimes you may record conflicting ideas because students have various opinions. You will do this from the perspective of staff, parents, and the community. (Give approximately 10 minutes for the small groups to complete this portion) Now that you have considered the various perspectives about your priority area, move the data sticky notes over to be placed around the current perspectives portion of the analysis template too. The viewpoints, along with current data give us a picture of the current perspective of each priority area.
Follow-up Take a photo of the existing state graphic organizer poster. Ensure the photo is legible as it will be needed for future activities and will serve as a record of the BLT’s work.
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8. Gaps/Barriers Objective: BLT members will consider the present condition to identify the gaps and barriers keeping us from the desired ideal condition.
Rationale: This activity begins by having BLT members choose small groups to break into to discuss each priority area. This choice allows members to discuss the priority area that falls within their interest or expertise and creates engagement in the process. It also utilizes a small group environment so that all participants feel comfortable to share their ideas about the gaps and barriers to a particular priority area.
Materials: Gaps/Barriers T-Chart for each priority area, Chart Markers
Process: ● Small groups will compare the existing state (including quantitative data and qualitative perspective data) to the desired ideal condition to identify gaps and barriers in place. ● After the activity, the facilitator should take a clear photo of each gaps/barriers poster.
Facilitator Input You have identified the existing state of your priority area (point to existing state portion of data analysis template). You have also identified the desired ideal conditions (point to the desired ideal condition portion of the data analysis template).
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During this last stage of the process, you will compare the two states and identify the gaps and barriers that are preventing us from reaching the ideal desired condition. Think about how the two states differ; that is the gap. Then think about why they differ; that is the barrier. Allow small groups enough time to discuss. 15-20 minutes is about average, although some groups take longer.
Follow-up Take a photo of the gaps/barriers poster. Ensure the photo is legible as it will be needed for future activities and will serve as a record of the BLT’s work.
Gap and Barrier T-charts discussed and recorded by small groups for each identified priority area.
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Next Steps The KLN-USA is complete. The next steps for the BLT will include writing specific goals, developing action plans, and implementing those plans to achieve the desired ideal conditions envisioned by the team. The Kansas Learning Network offers resources on creating SMART goals, action plans, and using KansaStar to document work at: https://www.ksdetasn.org/kln/kansas-learning-network-resources.
_________________________________________________________________________________________________ Resources used to support the development of this activity: 1. 2.
Garmston, R.J. & Wellman, B.M. (2016). The adaptive school: A sourcebook for developing collaborative groups (3rd ed.). Lanham, MD: Rowman & Littlefield. Dolcemascolo, M. & McKanders, C. (2014). Adaptive schools foundation seminar: Learning guide (2nd ed.). Highlands Ranch: CO: Thinking Collaborative.
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Appendix Building Leadership Team “No individual alone can transform our schools into places where all children get what they need every day” -- Elena Aguilar
Purpose: “Why are we creating a team?” This team leads building-level system work ● leads building level school improvement work ● leads/facilitates the building needs assessment ● establishes the building’s goals ● develops an action plan for each goal ● guides the implementation of the action plans focusing on successful outcomes for all learners ● analyzes the effectiveness of the action plans ● ensures continual building wide improvement and sustainability of the system ● builds the instructional capacity of the staff to lead the change process
Qualities/Attributes for Consideration: “What makes a successful team member?” ● ● ● ● ● ● ● ● ● ●
holds a belief that student learning is a collective responsibility holds a belief that growth takes a system approach has a growth mindset enters conversations with a spirit of inquiry able to provide honest and professional feedback able to positively promote ideas able to think flexibly and from various perspectives adheres to fidelity of implementation monitors and adjusts decisions believes in the implementation of a tiered system of supports
Roles: “What are the responsibilities of being on this team?” ● ● ● ●
positively promote and communicate the district vision of learning and success communicates the indicators of the district’s strategic plan as measures of learning putting students first create and prioritize goals for the building based on data and aligned to district goals regularly analyze building and grade level data to make decisions that support and implement the school and district goals
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● ● ● ● ● ● ● ●
ensure fidelity in implementation and follow through with plans that are made establishes bidirectional communication and collaboration represent and advocate for the needs of the collaborative teams eliminate barriers to reaching goals and improving the system empower staff to use effective instruction which results in success for all students ensure continual building wide improvement and sustainability of implemented improvement plan. use data to identify and provide building level professional learning needs engage community partners
Selection of the Team Members: “Who will be on the team?” Each collaborative team should have a representative on the BLT who represent the buildings employees. A diverse team includes a variety of viewpoints and may be comprised of the Principal Pre-K Teacher, Non- Core Teacher, General Education Teacher, English Learner Teacher, Counselor, Librarian, Special Education Teacher, and Para/Aide. * Most buildings already have leadership teams and because every building is unique, all BLT’s are not alike. There is no need to create a new, separate BLT for work with KLN or KESA.
Originally Adapted from: Kansas Education Systems Accreditation (KESA), Kansas Multi-Tiered Systems of Support (MTSS), Adaptive Schools (2nd Edition), and Indistar/KansaStar. Revision is based on the Kansas Learning Networks systems-wide approach to school improvement, which encompasses the Kansas State Department of Education's requirements for KESA and Title I Schoolwide Plans. August 2016.
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Needs AssessmentExample of Gathered Data
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Kansas Assessment Program (KAP)Example Prediction Page
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Facilitator Purpose: “Why do we need a facilitator?” ● ● ●
A facilitator manages processes and brings structure so a group can plan, problem-solve, share information, evaluate and make decisions efficiently and effectively A facilitator works to improve group members’ abilities to work together effectively A facilitator is an observer who helps to mediate tensions
Qualities/Attributes for Consideration: What makes an effective facilitator?” ● ● ● ●
Presume positive intentions Develop a curiosity for what the group might know Required to stand in the “not knowing” by entering with an open mind Believe in the group
Roles: What are the responsibilities of the facilitator?” ● ● ● ● ● ● ● ● ● ●
Plan and manage processes and structures for dialogue and discussion Create tasks and agendas to focus work Remain content-neutral Mange four vital currents to maximize the value of meeting time: Attention, energy, information, and logistics. Communicate with staff through formal, planned processes on a regular schedule Keeps focus on instructional improvement and student learning outcomes Check for understanding of the group and paraphrase as needed Manage and remind the group of the norms Encourages everyone to participate Protects participants and ideas from attack
Selection of the Facilitator: “Who will lead the collaborative meetings?” ● ●
The facilitator can be a member of the group who is able to uphold the qualities/attributes and uphold the role to lead a functioning collaborative meeting. The facilitator role may stay static or may rotate through group members depending on the group's needs.
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Circle Map
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Desired State Graphic Organizer
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Present Condition
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Gaps/Barriers
Process Guide
Updated July 2017
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Table Of Contents Table Of Contents Purpose Preparation for Administration Building Leadership Team Gather Data Needs Assessment Kansas Assessment Program (KAP) Additional Local Data Schedule Identify a Facilitator Preparation for Facilitator Gather Materials 1.Vision Objective: Rationale: Materials: Process: Facilitator Input Follow-up 2. Providing Data Objective: Rationale: Materials: Process: Facilitator Input Follow-up 3. Highest Needs/Priorities Objective: Rationale: Materials: Process: Facilitator Input
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Follow-up 4. Patterns and Trends Objective: Rationale: Materials: Process: Facilitator Input Follow-up 5. Priority Needs/Issues Objective: Rationale: Materials: Process: Facilitator Input Follow-up 6. Desired State Objective: Rationale: Materials: Process: Facilitator Input Follow-up 7. Existing State Objective: Rationale: Materials: Process: Facilitator Input Follow-up 8. Gaps/Barriers Objective: Rationale: Materials: Process: Facilitator Input Follow-up
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Next Steps Appendix Building Leadership Team Needs AssessmentExample of Gathered Data Kansas Assessment Program (KAP)Example Prediction Page Facilitator Circle Map Desired State Graphic Organizer Present Condition Gaps/Barriers
Purpose There are commonly accepted methods for analyzing data related to school improvement. These methods typically include multiple data sources (eg. triangulated data) and a problem-solving process that includes identification and analysis of needs, identification of strategies to address those needs, monitoring implementation, and systematic review and revision of the plan. With a belief in distributive leadership, keeping the decision making in the hands of the Building Leadership Team (BLT), and an understanding that each school has unique strengths, needs, and challenges, the Kansas Learning Network - Unified Schoolwide Analysis (KLN-USA) is a system level problem-solving process built on strategies and structures from The Adaptive School: A Sourcebook for Developing Collaborative Groups (Garmston & Wellman, 2016). By developing effective and responsive collaborative groups, the KLN-USA is a starting point for school improvement efforts, with a recognition of the power of collective efficacy in order to sustain improvement efforts over time.
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Preparation for Administration Building Leadership Team As an initial step towards developing distributive leadership, the KLN-USA relies on a Building Leadership Team (BLT). Considerations for creating a Building Leadership Team can be found in the appendix, as well as at the website for the Kansas Learning Network. It is important that the BLT members represent the various stakeholders in the school as he/she will serve as the conduit for the two-way communication necessary for school improvement. If there is a current BLT, there is no need to create a new team; however, consideration may need to be given with regards to ensuring all stakeholders are represented.
Gather Data Multiple data sources for the KLN-USA includes data from a needs assessment, Kansas Assessment Program (KAP), and local data available to schools. The administrator will gather this data and provide it to the facilitator to use during the process.
Needs Assessment In addition to student outcome data, the KLN-USA includes a needs assessment. The KLN needs assessment was based on the Kansas Education Systems Accreditation (KESA) rubrics and is directly aligned with the school accreditation process in Kansas. The rubrics are organized into the four broad areas of relationships, relevance, rigor, and responsive culture. The needs assessment may be completed together as a full BLT, by individuals on the BLT, or by individuals of the staff. The information gathered should then be compiled. If a school has already completed the KESA rubrics as part of their district accreditation plan, there is no need to complete the rubrics again.
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Directions for facilitating the KESA rubrics with staff can be found at the Kansas State Department of Education website. (Facilitating KESA Rubrics) After the team has completed the needs assessment, the administrator should compile the responses. Examples of how this compilation may look can be found in the appendix and an editable version may be found on the website for the Kansas Learning Network. (https://www.ksdetasn.org/kln).
Kansas Assessment Program (KAP) It is recommended that schools use results from KAP, which may be accessed here: http://datacentral.ksde.org/. Since the KLN-USA is a schoolwide analysis, it is important to ensure all students in the assessed grade levels are represented. This should include schoolwide scores from Math and Reading assessments, as well as the Kansas-English Language Proficiency Assessment. The facilitator will also need access to disaggregated data. In the section title, Providing Data, the building leadership will consider significant student subgroups such as students receiving free and reduced lunch, students with disabilities, racial or ethnic groups, students who are homeless, or English Language Learners.
Additional Local Data These data sources will vary from school to school and district to district depending on available information. The following list is provided for consideration, but should not be interpreted as exhaustive. Each data set should be reflective of the entire school. ● Behavior Data ○ Attendance Rates ○ Tardy Rates ○ Office Referrals ○ ISS/OSS/Expulsion ● Academic Data- Schoolwide ○ Pass/Fail Rates ○ MAP ○ AIMSweb ○ ACT Aspire ● Observational ○ Teacher Walkthrough
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● Demographics ○ Economically Disadvantaged ○ Community Poverty Rates ○ Student Mobility ○ English Language Learners ○ Racial/Ethnic Student Population ○ Other Local Special Student Population
Schedule The KLN-USA takes approximately six hours to complete. The investment of this time with the BLT is important to set the foundation for school improvements efforts. The KLN-USA is meant to occur, as needed, every 4-5 years and can be done concurrently with a school’s accreditation cycle. The administrator should identify and schedule six hours of time for this work. The chart below identifies possible ways this time may be configured. It is up to administration to determine and schedule this time for their BLT. Option 1
Option 2
Option 3
1 Meeting (6 hours)
1st Meeting (2 hours)
1st Meeting (2 hours)
Vision Providing Data Highest Needs/Priorities Patterns and Trends Priority Needs/Issues Desired State Existing State Gaps/Barriers
Vision Providing Data
Vision Providing Data
2nd Meeting (4 hours)
2nd Meeting (2 hours)
Highest Needs/Priorities Patterns and Trends Priority Needs/Issues Desired State Existing State Gaps/Barriers
Highest Needs/Priorities Patterns and Trends Priority Needs/Issues
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3rd Meeting (2 hours) Desired State Existing State Gaps/Barriers
Identify a Facilitator ccording to Garmston & Wellman (2016), “Groups convene to solve problems, make A decisions, develop plans, or clarify information. Facilitators direct processes, choreograph energy, and maintain focus” (p. 106). Administrator’s possess valuable knowledge of the data and are typically deeply invested in the outcome of the process, because of these factors, the KLN recommends another team member facilitate the process. At first, this may feel uncomfortable as most administrators may feel like he/she must lead the BLT. However, appointing someone as the official facilitator allows the administrator to become part of the team and creates the conditions to engage at a deeper level. Allowing others to fulfill the role of facilitator also provides new opportunity to develop skills and distributive leadership. A facilitator’s primary function is to direct the process. He/she must remain neutral and disconnected from the outcome, which may be difficult for the administrator. Being intentional with the selection of the facilitator is important. The document titled, Facilitator, found in the appendix and on the KLN website, will provide considerations to guide the administrator with this decision. Once a facilitator has been identified, provide him/her with the contents of this packet and the gathered data sources. From this point on, it is the job of the facilitator to read and plan for taking the building leadership team through the KLN-USA.
Preparation for Facilitator The facilitator is the director of the KLN-USA. Providing the service to the BLT as the facilitator is often a rewarding experience, but does come with challenges. It is recommended that the facilitator read this packet in its entirety. The next steps will include gathering and preparing any materials and most importantly, choreograph directions. It is important to be aware of and attend to the group’s energy, and remain neutral and unattached to outcomes. See the document entitled Facilitator in the appendix for more information on this role.
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Using Garmston & Wellman (2016) as a foundation, the activities in this process were chosen intentionally and designed to build the collective efficacy of the BLT. Consideration was also given to the variety of adult learning needs and collaborative styles to provide a process for everyone to feel comfortable contributing. While reading the process packet, take note of any wonderings or questions that arise. As part of the Kansas Technical Assistance System Network (TASN), the KLN is a free service available to schools in Kansas and is available to answer questions regarding this process. You may request assistance or ask questions by contacting us through the TASN website (https://www.ksdetasn.org) as well as by direct e-mail.
Michele Hayes
Jodi Henderson
Mary Myers
Jessica Mossman
Kacie Olson
Kayla Preisner
Megan Roberds
Director of the Kansas Learning Network
Implementation Coach
Implementation Coach
Implementation Coach
Implementation Coach
Implementation Coach
Implementation Coach
michele.hayes @swplains.org
jodi.henderson @swplains.org
mary.myers @swplains.org
jessica.mossman @swplains.org
kacie.olson @swplains.org
kayla.preisner @swplains.org
megan.roberds @swplains.org
Gather Materials The facilitator should consult the schedule set up by administration to determine when and what sections to be prepared to facilitate: Vision Providing Data Highest Needs/Priorities Patterns and Trends Priority Needs/Issues Desired State Existing State Gaps/Barriers Each section lists the materials needed to facilitate the work. The facilitator should prepare and gather these materials in preparation for the work.
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Kansas Learning Network - Unified Schoolwide Analysis (KLN-USA) Process Guide The activities, tasks, and structures in the KLN-USA Process Guide were developed to accommodate a variety of collaborative learning styles. Each activity has a brief bulleted outline of the actions, as well as a first person account of what a facilitator might say to carry out the process.
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1.Vision Objective: To begin engaging in system-level thinking, the BLT will be asked to take the perspective of others and describe the current conditions of the school. Once current conditions are recorded (positive & negative) the BLT will identify how they would like the school to be described in the future.
Rationale: Visioning facilitates the development of a common set of hopes for the school, in a non-threatening manner. It is sometimes assumed that all teachers have the same vision for their school and students. This activity requires the BLT to consider their current reality and identify possible sources for change and begin the process of defining their future reality. This activity will be referenced again during the Desired States and Next Steps.
Materials: Large Chart Paper, Markers
Process: ● The BLT brainstorm a list of words that students, staff, parents, and community would use to describe their school. ● The BLT will cross out any words that should not continue to describe their school. ● The BLT will add words that they hope will describe their school in the future. ● Facilitator will add heading _________’s Story in 5 years to the poster ● In small groups of 3-4, BLT members discuss questions: ○ How does this make you feel? ○ Where are some places we can focus on to begin to change our story? ● After the activity, the facilitator should take a clear photo of the vision poster.
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Facilitator Input Today we are going to think flexibly and consider the story of our school from various viewpoints. As you call out words, I will record them on chart paper. The words may be positive, negative, or neutral. They just have to be honest. First, let’s consider how students might describe the school. Make a list of the words and adjectives that students might use when talking about the school. (Provide about 30 seconds wait time while members share out words & adjectives, while recorder documents on the chart paper.) Next, let’s consider how teachers and other staff might possibly describe the school. (Same process as above: 30 seconds wait time; members share out; recorder documents.) Now, how might parents possibly describe the school? (Repeat process.) Lastly, what words would the community use to describe the school? (Repeat Process.) When thinking about the story of our school, which words should we eliminate because we don’t want them to describe our school? Cross out any that we do not want to be part of our story anymore. (Pause) We are ready to begin crafting and shaping a new story, so with that in mind, add any new words that should be part of our story and aren’t yet. (Pause) This is where our team will begin, by crafting and shaping the future of our school to tell a different story. The facilitator will write the heading _____________________’s Story in 5 years. Why does it say in “5 years?” We know that things don’t change overnight. We will have false starts and revisions. Implementation science indicates it takes 5-7 years for sustainable change. We are creating a system where passion and work collide in order sustain continuous improvement regardless of what challenges we face. We know that many variables are out of our control; however, when
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collectively we function with a problem-solving mindset we will be living the plans we create rather than putting them in another binder on the shelf. This cycle of continuous improvement will include identifying root causes, creating data-based action plans, and sustaining those plans through ongoing review and revision to set our students on a course that will allow them to write their own story rather than fall victim to circumstances. Let’s take a minute to consider what we just created. How does this make you feel? Where could we begin our efforts? What are leverage points we may be able to positively influence? Discuss in a small group.
Follow-up Take a photo of the vision poster. Ensure the photo is legible as it will be needed for future activities and will serve as a record of the BLT’s work.
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2. Providing Data Objective: To explore data objectively, without making premature judgement, interpretations, and decisions.
Rationale: Providing data is based on Phase One of the Collaborative Learning Cycle: Activating and Engaging (Garmston & Wellman, 2016). “This initial phase, Activating and Engaging, sets the scene for exploring the data without the data being present. It starts with dialogue about what group members predict that data will look like and a sharing of assumptions about why people think these predictions are likely. The goal is to establish conditions of low threat and full participation so that all group members feel free to contribute their thinking and ideas. When done well, this creates conditions of psychological safety for group members, especially if they are uncertain about the content, the data, or the group process of inquiry” (p. 151).
Materials: Kansas Assessment Program (KAP) Prediction page, Chart Paper, Markers, Recent KAP Data
Process: ● BLT members make predictions of schoolwide performance levels for KAP data. ● BLT members explore the thinking and assumptions behind various predictions. ● BLT members identify system-wide supports for various subgroups and levels of performance (e.g. core, tier 2, tier 3, intervention, etc.). ● Facilitator shares KAP data scores.
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● BLT members will analyze the KAP performance of significant subgroups. ● After the activity, the facilitator should take a clear photo of the predictions poster.
Facilitator Input Today we will examine our students’ performance on the KAP for both reading and math. This may be a new opportunity for many of you. We are going to use a collaborative process that intended to increase our focus, minimize distractions and deepen exploration in order to understand the data. At times, this may be uncomfortable. However, the intentions are to create an atmosphere of low threat and full participation so that all group members feel free to contribute. Keep in mind that this will be surface level for right now, as we continue to work together we will dig deeper. We are going to start with a dialogue about our school’s data, meaning we will be exploring data without making decisions. We will begin by making predictions. After the predictions, we will dialogue about the possible assumptions underlying our predictions. The BLT is charged with engaging in system level work. This activity is intended to help us understand our perspective as an individual and facilitate the shift in thinking necessary to engage at the system level. (Hand out KAP Prediction Page) We will begin by considering schoolwide data. As a reminder, the KAP separates scores into four levels. ● Level 1: The student is performing BELOW grade-level standards. ● Level 2: The student is performing AT grade-level. ● Level 3: The student is performing AT grade level AND functioning at a level of depth and rigor that is considered on track to being college ready. ● Level 4: The student is performing ABOVE grade level AND is on track to being college ready. Keep in mind that KAP building, district, and state-level reports provide summaries of the percent of students at each performance level. Right now we are only considering our most recent assessment results, which represent a snapshot of student performance, and not a comprehensive picture. Let’s first consider the top blue box for ELA. Think about the students you come into contact with, and predict the percent (%) of those students that fall into each category. You are not necessarily trying to predict correctly, you are trying to predict based on the students you see on a regular basis.
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For example, if you teach _____________ your prediction for level ____ might be (higher or lower) than someone teaching ________.Your prediction should be from your perspective. The total should add up to 100. (Create an example that is relevant to your school.) (Give wait time for people to list their predictions) Let’s share our predictions. Remember, this isn’t about being right, it is about exploring the assumptions behind the predictions. On your whiteboard, (or piece of paper) write your prediction for the percentage of students in Level 1 and hold it to your chest. Don’t show anyone. When I say “showdown’ you will turn your board around to show the group your prediction. When all the boards are turned around, quickly record all the predictions at the top of a large poster paper labeled “Level 1”. Use a new chart paper for each level and follow the same procedure. Show your prediction, facilitator records all predictions. Just focus on ELA at this point as you will later complete this process for math. Next, we are going to explore the thinking and assumptions influencing the predictions. We will do this by asking for more information regarding any predictions that you may be curious or surprised about. Utilize this language when discussing, “I’m curious about______.” What are some reasons someone might have predicted__________?” Once a question is posed, anyone in the group can offer a reason for why someone may have made that prediction. Record any responses on the chart paper below the prediction. Engaging in this process facilitates a deeper understanding of the assumptions that individuals bring to the table and helps shift thinking to a broader system level perspective. Now that we’ve had a chance to explore our assumptions you might find yourself wanting to know the actual results. Before we do that, I’m going to ask you to shift your thinking and identify the system-wide supports, programs, interventions, or structures already in place that address the needs of students at each of these levels. (Record responses on the chart paper for each level) Next, I’m going to give you the actual scores for each level. You may record those on the line called “actual scores.” I am also going to give you the scores for some significant subgroups relevant to our school. You may record those scores on the line for each group. Verbally provide the scores or post them on a slide for BLT members to copy on their paper. Then let the numbers hang out there. Have the group take a break, and ask them to individually think about and reflect on the data while they are on break. This
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purposeful break allows for deeper participation in the next section, increased confidence on the part of the group members, and slows down “data enthusiasts” who may inhibit or intimidate others in the group. Now that we know schoolwide scores for ELA, let’s consider how specific populations of students performed in comparison to the whole. This will help us to understand if we have groups of students achieving differently than the entire population. Thinking about our school population, what specific student groups would you consider to be large enough that we should look at their performance levels? Allow time for the group to respond and record the possibilities. The KSDE provides data when there are at least 10 students in that group, this is referred to as n size. Possible groups may include racial/ethnic groups, English Learners, students receiving free or reduced lunch, and students with disabilities. Add those categories to the paper where you recorded the schoolwide performance levels, and I will provide the data for each performance level for each group we identified. Once this process is complete, repeat the process for math: predicting scores, exploring the thinking/assumptions behind the scores, and identifying systems in place to support the various level for math. Lastly, provide data in math for the same subgroups as previously identified.
Follow-up Take a photo of the prediction posters. Ensure the photo is legible as it will be needed for future activities and will serve as a record of the BLT’s work.
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3. Highest Needs/Priorities Objective: The BLT will gather relevant data indicating the school’s highest needs from various data sources.
Rationale: Identifying the highest needs and priorities is based on Phase Two of the Collaborative Learning Cycle: Exploring and Discovering (Garmston & Wellman, 2016). “This phase is the heart of collaborative inquiry. Exploring and discovering requires collective focus, discipline, and group members who are as interested in the observations of others as they are in their own. The goal is to create a shared learning experience." (p. 152). During this phase the facilitator provides both silent processing time and verbal processing time to meet the needs of both types of professionals. This allows all participants to be comfortable with the data and process it in a way that allows them to participate with the group. The jigsaw method is used so that participants are not overwhelmed by the amount of data present. The jigsaw method also requires all participants to contribute their part for a holistic data picture.
Materials: KAP Prediction Page from previous work, Need Assessment and Local Data gathered by the administration (1 copy of each data source for every BLT member) Sticky Notes, Sharpies
Process: ● BLT members jigsaw data sources and spend time individually and socially orienting to the data.
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● BLT members identify data that represents highest needs or priorities and record on sticky notes. ● BLT members review data and determine additional needs or priorities not represented. ● After the activity, the facilitator should take a clear photo of the highest needs sticky notes created by the team.
Facilitator Input To identify and prioritize potential factors that are impacting student achievement at our school we are going to focus on three data sources: KAP, Needs Assessment, and Local Data. This process will give everyone an opportunity to make observations about the data and brainstorm possible ways to categorize that data. We will then utilize a small group of BLT members to organize the potential categories based on patterns and trends. Finally, everyone will have the opportunity to identify what they see is the school’s highest priorities. As you are working through this process, my role as the facilitator is to help you have a conversation about these topics in such a way that you understand each other’s perspectives. I will remain neutral as you are working to identify the highest needs, find patterns/trends, and prioritize target areas. As a first step, we will use the data to identify our highest needs and priorities. To do this we will be using the jigsaw structure. Ideally, the BLT needs to be split into groups of 3-4. Divide all the gathered data including KAP, Needs Assessment, and Local Data and distribute it to small groups. First, we are going to take some time to orient to the data. We will take about 3 minutes of silence for each person to examine the data. Feel free to make notes or write down questions you may have. We are providing this opportunity for those in our group who might need time to quietly process the information without interruption. Hand out and give 3 minutes of silence. Our next task is for the social processors. Let’s take the same amount of time to check in with someone who has the same data. Use this time to ask clarifying questions you may have in order to understand the data.
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Next, let’s take time to write down observation statements. Keeping in line with recommendations from Garmston & Wellman (2016), I’m going to read a quote, “each observation statement should communicate a single idea clearly and numerically. These statements should focus only on observable facts contained in the data without interpretation or inferences” (p. 153). Although there are many things to celebrate, this process is about looking for the highest needs. So the statements you write on sticky notes should reflect student concerns or needs. Statements should be written in quantifiable language. It is helpful to use words like less, more, greater than, mean, median, or range. Stay away from opinion words. You are identifying the highest needs or priorities, so you may record as many observations as you need to complete this task, just be aware that you can’t write down every single piece of data. We will take 5 minutes for this task. Provide 5 minutes Now that you have made data-based observations, we are going to put each sticky note on the wall and take a break. During this break, take time to review all of the observations made by the BLT. As you are doing this keep these questions in mind: ● What are some possible patterns or commonalities you see in the data? ● What might be some priority concerns you have, but do not see represented in the data? Take a 10 minute break. The facilitator may want to adjust this time accordingly, depending on group size/number of observations recorded. Now that you’ve had time to consider everyone’s observations, what information may not be represented by the current data sources, but are areas of priority for students, teachers, or the school in general? Record each concern on a large poster. This is just a time to simply name the concern not discuss it. Thank you for sharing additional concerns, let’s return to the data and see if we might have available data to inform us about some of these. Give the BLT time to go back to the data and write down any additional observations that address the concerns that were brought up and then add them to the wall.
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Have individuals share which concern they are addressing from the list and read their new sticky note, then add it to the wall. As they share, the recorder should make a check mark next to concerns that are addressed in the data. You were able to find data that supports this concern (Point to the recorded paper and verbally list). However, we weren’t able to find information in our current data set to support this concern; however, that does not mean it isn’t important or shouldn’t be considered. It may be that we do have data source, but just didn’t bring to the table today or it may mean that we need a way to collect the data. (Point to the recorded paper and verbally list). What is important is that we have the concerns for future reference. Groups may want to bring additional data at this point because it supports their point of view or they have just remembered they have access to it. If someone asks to bring new data, use phrasing such as, “That sounds like important data we want to utilize at a future date. I’m going to give you the task of sending me that data and bringing it to future meeting so we can use it for decision making at that time. Right now, we are going to focus on the data we already have access to.”
Follow-up Take a photo of the data sticky notes from this activity. Ensure the photo is legible as it will be needed for future activities and will serve as a record of the BLT’s work.
Highest needs/priority sticky notes based on needs assessment and local data the school brought to the table.
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4. Patterns and Trends Objective: The BLT will brainstorm possible ways to categories the highest needs, and utilize a small group to organize the information into categories.
Rationale: Identifying Patterns and Trends is based on Phase Three of the Collaborative Learning Cycle: Organizing and Integrating (Garmston & Wellman, 2016). “Organizing and integrating guides the transition to formal problem finding and problem solving that establishes a foundation for thoughtful and detailed planning processes" (p. 153). This phase begins with categorizing the observation statements made in the previous phase. First the ideas of the BLT are captured in a brainstorming format. A smaller group will then organize the brainstormed information into categories. A smaller group increases efficiency and provides an opportunity to build trust within the BLT. After brainstorming, there will be an opportunity for clarification. This step is important because not all BLT members interpret concepts or phrases the same way. Clarifying these suggestions allows for the whole group to have a common understanding. After clarifying, the BLT members will have the opportunity to advocate for and make suggestions for ways the observations (sticky notes) could be organized. Group decision making is not always easy. This step provides an opportunity in a low threat environment for all voices to be heard before the small group does the categorizing and organizing.
Materials: Sticky notes with observational Highest Needs/Priority Statements, Chart Paper.
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Process: ● BLT members brainstorm possible ideas for categorizing data sticky notes. ● BLT members clarify possible categories for common understanding of all ideas. ● BLT members advocate for the use of specific terms and/or categories to organize the data. ● Small group of BLT members uses what they heard from the large group, and organize the sticky notes into categories. ● After the activity the facilitator should take a clear photo of the brainstormed list of possible categories as well as the finished organized sticky notes.
Facilitator Input Now we are ready to identify patterns and trends in the data. "Data have no meaning. Meaning emerges from collective sense-making by well-structured and skillfully facilitated collaborative groups" (Garmston & Wellman, 2016, p. 147). This is our time to bring meaning to the data by identifying similarities and putting them in a category. The facilitator will need to model the process. “When I look I see ____ and ____. Those are similar because they both have to do with ______. I could put those together and call it _______.” Model how you could pick these sticky notes up and put a category on top of the notes. Once you give the example, take the category off and return the data to it’s original spot so it becomes the group’s data again. We are looking for how concepts may relate to each other. To be respectful of both types of processors, you will have time to reflect silently. On a piece of scratch paper start a list of possible categories from the data-based observations that were made. Don’t worry, right now, about where each data piece fits. It is likely we won’t have a category for every observation. This is a time to simply put ideas on your paper no matter how messy they may be. (Wait time of 2 minutes) Now that you’ve had time to brainstorm your own ideas, we are going to share those ideas with the group. If someone shares an idea that is identical to yours, you may cross it off your list; however, if it is similar, but not quite exactly the same, we want to make sure it is put up on the group’s list. Remember we are brainstorming, so we aren’t evaluating the ideas shared at this point.
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Facilitator, record all ideas on chart paper. Use the language “What might be some other possibilities?” to probe for further ideas. At the beginning I indicated that a small group of BLT members would organize and categorize. The next two steps are important because it gives everyone in the group a voice. As we clarify and advocate the brainstormed ideas, be sure to listen in case you are part of the small group. The step of clarifying is an opportunity to gain understanding about an idea that popped up during the brainstorm. If an idea does not seem clear and needs further clarification or explanation, this is your opportunity to ask questions. Phrase the questions in a nonjudgmental manner. For example, “I see _________. May I ask ______________?” Then the author of that particular idea would provide a brief explanation to clarify the idea. “What questions can I answer about the part of clarifying our ideas? Okay, let’s get started, which observations need clarification?” (This is not a back and forth time or a time to defend ideas. If the group tries to make this into a 2-way dialogue time, or a time to put others ideas down, use the phrasing “Thank you for your observation. Right now we want to leave all ideas on the table.” ) Our next step is advocating. Everyone will have a chance to advocate for a category. If you see a category up there you really think is important and must be used, this will be the time to let others know. To be clear, you are advocating for specific terms to be used in the organization of the data. Advocating statements should be said positively, we aren’t trying to put down anyone’s ideas. You might say “I think one of our categories should be….. because…..” This is not a time to ask questions or clarifying statements that already happened in the last step. This is simply a time to advocate and ensure that others hear your voice regarding the categories. The next step will be for the smaller group to choose the final categories. Now is your opportunity to advocate. You may choose to advocate for as many categories as you’d like. We are going to take another 10 minute break (facilitator, adjust accordingly). During that time, we need 2-3 people to organize the data by selecting the categories based on the ideas and advocacy heard today.
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The small group should have a variety of representation from the BLT. They will use what they have heard in clarifying and advocacy to choose categories from the brainstormed list and make the groupings. Choose the people that volunteer to organize the data and send the rest on break. Make sure the people that volunteer know that not everything must fit into a category; there may be some outliers. The more specific the category, the easier the next step will be. Some groups have found it useful to create subcategories within larger categories.
Follow-up Take a photo of the organized sticky notes and brainstormed list of possible categories. Ensure the photo is legible as it will be needed for future activities and will serve as a record of the BLT’s work.
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5. Priority Needs/Issues Objective: The BLT will identify 2-3 priority areas to begin their school improvement efforts.
Rationale: All of the sticky notes and categories are important or they would not have been brought to the table. It may be difficult to focus on all categories at once. This step utilizes forced choice stickers to identify & prioritize 2-3 categories. These categories will be the initial focus for school improvement work. The remaining categories are noted and will be focused on after the initial 2-3 have become sustainable. Each BLT member will get 3 stickers to indicate his/her priorities. They are given 3 because often people have multiple priorities. This allows individuals to use their stickers to visually demonstrate what is important to them.
Materials: Categorized Sticky Notes, 3 Stickers for each member
Process: ● ● ●
BLT members orient to the categories the small group created. BLT members use priority stickers to voice their opinion on the 2-3 most important priorities where the school should begin their improvement work. After the activity, the facilitator should take a clear photo of the sticky notes with the votes clearly marked. These votes may need to be referenced in future work.
Facilitator Input Welcome back from break. Some of the team members have been hard at work organizing based on patterns and trends in the data. The time for commenting was during clarifying and advocating, so we are just taking a moment to orient
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ourselves to the organized results. Please take a second to look at the categories and outliers. Provide wait time to reorient to the data. (If members try to make comments or advocate for a different grouping, simply say “thank you” and then redirect the group to the task of looking at the categories. If need be, restate the time for commenting has passed and we entrusted these people to make the decision.) Our last task of the day is to prioritize these categories. Point to the center of the priority map. The priorities identified today will become the areas we will focus our work on and align our needs to future goals. This activity provides everyone with input; however, we will use the consensus of the group rather than the individual voice. At this point, the decision-making becomes more about the group than each person getting exactly what he or she wants. It is understood that while some may not be fully in agreement with the group’s decision, each has a professional obligation to carry it out. You are being given the opportunity to indicate your selection of priorities with 3 stickers. We know that if we ask you to identify one priority, efficient decision making could be hindered as we typically have multiple priorities in complex systems, such as schools. Again, you will have 3 opportunities for input on priorities. First, I am going to number each category. Facilitator numbers each category set as 1, 2, 3, 4, 5, etc.. Each of you will be given 3 colored stickers. You will then come up in small groups and place your stickers next to the categories you think should become priorities. You may use all of your stickers to place on one priority or you may use your 3 stickers to spread over more than one priority, depending on what you view as important. At your table, decide which one(s) you want to place your stickers on. Then, write the number of the category on your stickers. This will push you to think critically on your own and not be swayed by group dynamics or pressure. This
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way, your priorities have already been decided before coming up front. Simply match your stickers to the corresponding numbers. Are there any questions I can answer before you write your priority numbers on your stickers? You will have one minute to think and write down your numbers. I will call you up in small groups to place the stickers so we aren’t cramped in one space at once. Wait for stickers to be placed and then narrow down the categories to 2 or 3 of the top choices. Assure the audience that the ones with fewer stickers will NOT be dismissed totally, as we may need to re-visit them in the future. But for our immediate work - this is where we will start. Thank them for their time and effort towards the process.
Follow-up Take a photo of the sticky notes with placed priority stickers and include those that weren’t chosen as well. Ensure the photo is legible as it will be needed for future activities and will serve as a record of the BLT’s work.
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6. Desired State Objective: The BLT will identify the ideal desired state for each priority area.
Rationale: This activity is based on the Existing State-Desired State Map from Garmston & Wellman’s (2016) strategies and moves for effective facilitation. This activity shifts the BLT’s thinking from focusing on needs to focusing on outcomes. It utilizes small groups so that members feel comfortable and confident to place ideas on the table.
Materials: Desired Ideal Condition poster for each priority area
Process: Display the Analysis Template on chart paper, with only the top two sections visible. ● Facilitator will create poster sized analysis template complete with the identified 2-3 priority areas. (1 poster for each identified priority areas) ● In small groups BLT members will define the desired state for each priority area using a carousel method. ● Small groups will rotate so each has a chance to add to the desired state for each priority. ● After the activity, the facilitator should take a clear photo of each desired ideal condition poster.
Facilitator Input Now that we have identified our priorities, the next step is to define the ideal desired state and conditions for each priority in order to establish goals. On the wall is an analysis template for each of the priority areas that we will use to record our work. Split the BLT into small groups, and send each small group to an analysis template poster.
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Now that everyone has a priority area, the group needs to identify skills, knowledge, and behavior to describe the desired state and ideal conditions. What would one see and hear when the desired state is achieved? What would it look like and sound like in our school when the desired state is achieved? Use the ideas you came up with in our very first vision activity (show Vision poster) to help you determine how this need might look in a perfect world. Brainstorm a list of those ideas. Give groups approximately 7 minutes to discuss and write on their poster. Go ahead and rotate to the next poster. First, read what the first group has recorded. Then indicate any additional thoughts that would contribute to the ideal desired condition. Give groups approximately 5 minutes to add to the poster. Now you should be at the last poster, again you are going to read what the groups before you have identified as the desired ideal condition for that priority area, and add your thoughts. Make sure to be specific when identifying skills and behaviors. Give the groups approximately 3 minutes to add to the poster.
Follow-up Take a photo of the desired ideal condition graphic organizer poster for each priority area. Ensure the photo is legible as it will be needed for future activities and will serve as a record of the BLT’s work.
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7. Existing State Objective: The BLT will think flexibly to identify the various viewpoints of the current reality for each priority area.
Rationale: BLT members are representatives, who must think flexibly and advocate for the interests of various groups. This activity requires BLT members to think from the perspective of students, other staff members, parents, and community members. This allows them “to see others as more than their roles and not be trapped by constantly checking for agreement with personal views” (Garmston & Wellman, 2016, p. 137).
Materials: Large Poster of Present Condition for each Priority Area, Chart Markers
Process: ● BLT members will choose a priority area they are most interested in dialoguing about. ● In small groups, BLT members will think flexibly and identify the existing state of the priority area from various perspectives: student, staff, parent, and community. ● After the activity, the facilitator should take a clear photo of each present condition poster.
Facilitator Input Each person is going to have a chance to dialogue about an area where they feel they have expertise or an area they would like to learn more about by listening to the discussion. Each of the priority areas will be addressed today. Take a moment to consider your expertise and determine at which the priority area you would like to spend your time.
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Allow BLT members to go to the priority area of their choice. The small groups do not need to be even, however, each priority area should have at least 2 people to discuss. This is a time to think flexibly from various viewpoints. As a member of the BLT you represent more than yourself. You represent the needs and interests of students, other staff members, parents, and the community. Today we are going to consider each of the priority areas from these perspectives. In your small group, think about what students may currently believe/think about the priority. Record those ideas in the section for “current perspective.” Please be thoughtful and honest. Sometimes you may record conflicting ideas because students have various opinions. You will do this from the perspective of staff, parents, and the community. (Give approximately 10 minutes for the small groups to complete this portion) Now that you have considered the various perspectives about your priority area, move the data sticky notes over to be placed around the current perspectives portion of the analysis template too. The viewpoints, along with current data give us a picture of the current perspective of each priority area.
Follow-up Take a photo of the existing state graphic organizer poster. Ensure the photo is legible as it will be needed for future activities and will serve as a record of the BLT’s work.
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8. Gaps/Barriers Objective: BLT members will consider the present condition to identify the gaps and barriers keeping us from the desired ideal condition.
Rationale: This activity begins by having BLT members choose small groups to break into to discuss each priority area. This choice allows members to discuss the priority area that falls within their interest or expertise and creates engagement in the process. It also utilizes a small group environment so that all participants feel comfortable to share their ideas about the gaps and barriers to a particular priority area.
Materials: Gaps/Barriers T-Chart for each priority area, Chart Markers
Process: ● Small groups will compare the existing state (including quantitative data and qualitative perspective data) to the desired ideal condition to identify gaps and barriers in place. ● After the activity, the facilitator should take a clear photo of each gaps/barriers poster.
Facilitator Input You have identified the existing state of your priority area (point to existing state portion of data analysis template). You have also identified the desired ideal conditions (point to the desired ideal condition portion of the data analysis template).
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During this last stage of the process, you will compare the two states and identify the gaps and barriers that are preventing us from reaching the ideal desired condition. Think about how the two states differ; that is the gap. Then think about why they differ; that is the barrier. Allow small groups enough time to discuss. 15-20 minutes is about average, although some groups take longer.
Follow-up Take a photo of the gaps/barriers poster. Ensure the photo is legible as it will be needed for future activities and will serve as a record of the BLT’s work.
Gap and Barrier T-charts discussed and recorded by small groups for each identified priority area.
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Next Steps The KLN-USA is complete. The next steps for the BLT will include writing specific goals, developing action plans, and implementing those plans to achieve the desired ideal conditions envisioned by the team. The Kansas Learning Network offers resources on creating SMART goals, action plans, and using KansaStar to document work at: https://www.ksdetasn.org/kln/kansas-learning-network-resources.
_________________________________________________________________________________________________ Resources used to support the development of this activity: 1. 2.
Garmston, R.J. & Wellman, B.M. (2016). The adaptive school: A sourcebook for developing collaborative groups (3rd ed.). Lanham, MD: Rowman & Littlefield. Dolcemascolo, M. & McKanders, C. (2014). Adaptive schools foundation seminar: Learning guide (2nd ed.). Highlands Ranch: CO: Thinking Collaborative.
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Appendix Building Leadership Team “No individual alone can transform our schools into places where all children get what they need every day” -- Elena Aguilar
Purpose: “Why are we creating a team?” This team leads building-level system work ● leads building level school improvement work ● leads/facilitates the building needs assessment ● establishes the building’s goals ● develops an action plan for each goal ● guides the implementation of the action plans focusing on successful outcomes for all learners ● analyzes the effectiveness of the action plans ● ensures continual building wide improvement and sustainability of the system ● builds the instructional capacity of the staff to lead the change process
Qualities/Attributes for Consideration: “What makes a successful team member?” ● ● ● ● ● ● ● ● ● ●
holds a belief that student learning is a collective responsibility holds a belief that growth takes a system approach has a growth mindset enters conversations with a spirit of inquiry able to provide honest and professional feedback able to positively promote ideas able to think flexibly and from various perspectives adheres to fidelity of implementation monitors and adjusts decisions believes in the implementation of a tiered system of supports
Roles: “What are the responsibilities of being on this team?” ● ● ● ●
positively promote and communicate the district vision of learning and success communicates the indicators of the district’s strategic plan as measures of learning putting students first create and prioritize goals for the building based on data and aligned to district goals regularly analyze building and grade level data to make decisions that support and implement the school and district goals
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● ● ● ● ● ● ● ●
ensure fidelity in implementation and follow through with plans that are made establishes bidirectional communication and collaboration represent and advocate for the needs of the collaborative teams eliminate barriers to reaching goals and improving the system empower staff to use effective instruction which results in success for all students ensure continual building wide improvement and sustainability of implemented improvement plan. use data to identify and provide building level professional learning needs engage community partners
Selection of the Team Members: “Who will be on the team?” Each collaborative team should have a representative on the BLT who represent the buildings employees. A diverse team includes a variety of viewpoints and may be comprised of the Principal Pre-K Teacher, Non- Core Teacher, General Education Teacher, English Learner Teacher, Counselor, Librarian, Special Education Teacher, and Para/Aide. * Most buildings already have leadership teams and because every building is unique, all BLT’s are not alike. There is no need to create a new, separate BLT for work with KLN or KESA.
Originally Adapted from: Kansas Education Systems Accreditation (KESA), Kansas Multi-Tiered Systems of Support (MTSS), Adaptive Schools (2nd Edition), and Indistar/KansaStar. Revision is based on the Kansas Learning Networks systems-wide approach to school improvement, which encompasses the Kansas State Department of Education's requirements for KESA and Title I Schoolwide Plans. August 2016.
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Needs AssessmentExample of Gathered Data
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Kansas Assessment Program (KAP)Example Prediction Page
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Facilitator Purpose: “Why do we need a facilitator?” ● ● ●
A facilitator manages processes and brings structure so a group can plan, problem-solve, share information, evaluate and make decisions efficiently and effectively A facilitator works to improve group members’ abilities to work together effectively A facilitator is an observer who helps to mediate tensions
Qualities/Attributes for Consideration: What makes an effective facilitator?” ● ● ● ●
Presume positive intentions Develop a curiosity for what the group might know Required to stand in the “not knowing” by entering with an open mind Believe in the group
Roles: What are the responsibilities of the facilitator?” ● ● ● ● ● ● ● ● ● ●
Plan and manage processes and structures for dialogue and discussion Create tasks and agendas to focus work Remain content-neutral Mange four vital currents to maximize the value of meeting time: Attention, energy, information, and logistics. Communicate with staff through formal, planned processes on a regular schedule Keeps focus on instructional improvement and student learning outcomes Check for understanding of the group and paraphrase as needed Manage and remind the group of the norms Encourages everyone to participate Protects participants and ideas from attack
Selection of the Facilitator: “Who will lead the collaborative meetings?” ● ●
The facilitator can be a member of the group who is able to uphold the qualities/attributes and uphold the role to lead a functioning collaborative meeting. The facilitator role may stay static or may rotate through group members depending on the group's needs.
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Circle Map
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Desired State Graphic Organizer
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Present Condition
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Gaps/Barriers
