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​ ​Assessment-

Example​ ​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

​ ​According​ ​to​ ​Garmston​ ​&​ ​Wellman​ ​(2016),​ ​“Groups​ ​convene​ ​to​ ​solve​ ​problems,​ ​make 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

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

Michele.hayes @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​ m ​ embers​ ​explore​ ​the​ ​thinking​ ​and​ ​assumptions​ ​behind​ ​various​ ​predictions. ● BLT​ m ​ embers​ ​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​ t​ he​ ​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​ m ​ embers​ ​clarify​ ​possible​ ​categories​ ​for​ ​common​ ​understanding​ ​of​ ​all​ ​ideas. ● BLT​ m ​ embers​ ​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​ ​(3​rd​​ ​ed.).​ ​ ​Lanham,​ ​MD:​ ​ ​Rowman​ ​&​ ​Littlefield. Dolcemascolo,​ ​M.​ ​&​ ​McKanders,​ ​C.​ ​ ​(2014).​ ​ ​Adaptive​ ​schools​ ​foundation​ ​seminar:​ ​ ​Learning​ ​guide (2​nd​​ ​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