The Path to Excellence Superintendent’s 100-Day Report · 1.12.2015 · Structures & Systems –...

The Path to Excellence Superintendent’s 100-Day Report

December 1, 2015

What I’ve been up to…

SuperintendentAdvisoryPanel

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Event/Mee6ngA8endance

•  PTOMee%ngs•  SchoolVisits•  ManagementCouncil•  ECC•  PLC•  DiversityCouncil•  Farmer’sMarket•  HephzibahOpenHouse•  SuperintendentLuncheons•  BacktoSchoolEvents

Listen&LearnTour

Interviewedstudents,faculty,staff,andcommunitymembers

Listen and Learn Tour

Met with more than 54 members of the community during approximately 45 events. These individuals included: •  Students •  Educators •  Principals •  Central Office staff •  Community •  Parents/guardians •  Non-profits •  Youth mentors •  Elected officials •  And many others

Superintendent’s Advisory Panel: Connecting the Dots

Selected a 12-person group comprised of students, parents/guardians and staff to help me:

•  Review data/feedback

gathered during my L&L sessions

•  Identify overarching themes & key next steps

100-Day Report: Initial Themes

•  Strengths: – We express a commitment to diversity – The community values and supports education – We have collaborative partnerships with other

governing bodies (e.g., Village, D200, Library, Park District)

– We maintain programs to educate the whole child (e.g., Arts, PLTW, CEC, IB, iLearn)

– While we are in the entry stages, we have begun to use data to inform instruction and have established teacher leadership roles to support the effort

100-Day Report: Initial Themes

•  Opportunities: “Organizing everything to fit into it…” –  Build a transparent, cohesive educational environment –  Start with why, instead of what

•  Embed in vision and mission •  Prioritize to address challenges •  Communicate and collaborate

•  Concept of organizational coherence seemed to be at center of data: –  “Work collaboratively with school community to create a

clear, shared set of strategic priorities.”

What is Organizational Coherence?

“Great schools‘row as one’; they are quite clearly in the same boat, pulling in the same direction in unison…” - Lickona and Davidson (2005)

100-Day Report Framework

Elements of the Framework •  Instructional Core •  Strategy •  Culture* •  Structure* •  Systems* •  Resources* •  Stakeholder Relationships •  Environment

Agenda

•  Overview of Framework Elements •  D97’s Strengths •  D97’s Potential •  Superintendent’s Priorities for SY16 •  Recommended Timeline and Next Steps


Overview of Framework Elements

Culture

•  “The predominate norms, values, and attitudes that define and drive behavior in the district.” Examples of norms and beliefs to consider include:

–  Attitudes about accountability –  Orientation towards students and staff –  Conflict resolution methods –  Reciprocity between the district office and schools –  Approach to stakeholders

Systems & Structure

•  “Structures help define how the work of the district gets done. It includes how people are organized, who has responsibility and accountability for results, and who makes or influences decisions.”

•  “School districts manage themselves through a variety of systems, which are the processes and procedures through which work gets done.”

•  Structures and Systems may include things such as: –  Roles and responsibilities –  Reporting relationships, teams, informal structures and power –  Accountability mechanisms –  Student assignment –  Organizational learning

Resources

•  “Money is usually the first thing we think about when resources are mentioned. Money is important, but other forms of organizational resources are equally important when it comes to helping all students learn, including:” –  Human resources –  Materials –  Physical assets –  Technology and data –  Safety/security –  Financial

•  These resources should be allocated in fiscally responsible ways that are coherent with our mission and goals.


D97’s Strengths …ability to appreciate what is…

Summary of D97’s Key Strengths

•  COMMITMENTTOEDUCATETHEWHOLECHILD(WANTTHEMTOSUCCEED)

•  COMMUNITYWILLINGNESSTOINVESTIND97•  IBPROGRAMATMIDDLESCHOOLLEVEL•  INTEGRATIONOFARTS,PE,WORLDLANGUAGESANDLIBRARY•  STAFFANDSTUDENTDIVERSITYISCELEBRATED•  STRATEGICUSEOFRESOURCESANDSHAREDSERVICES•  STRONGCOMMUNITYPARTNERSHIPS•  VALUEDIVERSITYOFCOMMUNITY

Culture – Key Strengths

•  Commitment to Educate the Whole Child (want them to succeed) –  “Emphasis on educating the whole child (e.g., arts, PLTW) – I

feel this is a main reason why families invest in D97 and move to/live in Oak Park. Parents want their children to be well-rounded and have opportunities beyond academics.”

–  “I think the district has the kind of a whole child approach… I’m so impressed with community building, civic responsibility, integration of arts into the curriculum in a meaningful way. I’m impressed with what the district is doing to raise good citizens...”


•  Value Diversity of Community –  “I think the strength of the community and the district is the

diversity we have there; it is one of the reasons I stay in Oak Park. I love that we have so many different perspectives, our families are very diverse. I learn a lot. We continue to value each other based on what we bring to each other.”

–  “Most of the families are here deliberatively. They are very loyal to their schools. You will see many people that move here for the diversity. It is important to keep this.”


•  Strong Community Partnerships –  “As a whole, strong community united on many issues. We have

children as our main concern, we try to educate all kids, we work closely with families, we try to get many families involved.”

–  “The collaboration between community agencies and the school district to maintain a quality community.”

–  “The district partnerships and collaborations with the Village of Oak Park and other legislative, business, and other organizational groups in the village, and in this region, because we need these partnerships to maintain and improve the district.”

Structures & Systems – Key Strengths

•  IB Program at Middle School Level –  “IB has brought our two middle schools together, and created

more cohesion between the two that hadn’t been present before. IB has also raised the rigor of instruction, though work still needs to be done here...”

–  “Commitment to IB. I believe the implementation of the IB program will help us achieve our goal of educating the whole child. With this in mind, I would encourage us to strongly consider seeking authorization at the elementary school level

–  “IB is allowing us to diversify our interactions with other students and learn about other people and cultures.”


•  Staff, Student Diversity is Celebrated –  “The diversity of our programs and staff because the district

offers well-rounded programming for our students. The numerous courses and extracurricular activities we offer our students make our district unique.”

–  “I think the diversity in our teaching staff and our administrative staff is important. I think we all have something to contribute to the group. The diversity is cherished here and celebrated. I would like to see that continue.”


•  Integration of Arts, PE, World Languages, & Library

–  “I think the integration that is happening, I love and value the way the kids are integrating with kids of all ability and backgrounds… the education program with a heavy value on arts, inclusion and the sense that everyone belongs at the table.”

–  “We have to continue to support the whole child. We have made investments in the performing arts (drama, music, athletics, clubs)…”

–  “I like doing things like Odyssey of the Mind. We get to brainstorm a lot and it is challenging, it is not easy. I like working in groups. I like to brainstorm.”

Resources – Key Strengths

•  Community Willingness to Invest in D97 –  “Our community [has] faith and belief in D97. No, D97 is not

yet where it hopes to be, but Oak Park has a parent community that pays very high taxes because, generally, they believe there is a good return on their investment.”

•  Strategic Use of Resources, Shared Services –  “… all 5 taxing bodies working together for the overall good

of the village…

–  “The introduction of the SROs in both middle schools. This has proven to be a great success. This has been in practice for the last 10 years. This affords the community and us an opportunity to forge a positive relationship.”


D97’s Potential …and imagine what could be…

Summary of D97’s Potential Areas

•  TRUSTANDCOMMUNICATION•  CLEARVISIONWITHASUSTAINABLEFOCUS•  SYSTEMOFOPERATIONS(HUMANRESOURCES,

TRANSPORTATION,POWERSCHOOL,GRADEBOOK)•  STRUCTURESOFSUPPORT(EQUITYINSTUDENTLEARNING

OPPORTUNITIESANDPROFESSIONALCOLLABORATION)•  DEMONSTRATEOURVALUETOCOMMUNITY(INVESTORS)•  IMPROVEQUALITYOFRESOURCESINSCHOOLS•  WRITTENCURRICULUM

Culture – Potential Areas

•  Trust

–  “…#1 goal is the kids. We all have a voice. Lead us in this direction. Reestablish this partnership – it goes both ways and it is valuable. This is going to reestablish trust. There is not a lot of trust.”

–  “The key is getting more buy-in with the people who are not engaged, the ones who are most impacted by the achievement gap.”

–  “Another area would be developing more of a trusting relationship between the teachers union and the district office….”

–  “We need to create a climate amongst the staff which is positive for leadership and teachers so that the weekly visits are learning moments and not seen as punitive. They should be viewed as an opportunity for growth. We need to develop trust for this to be successful…”

Culture – Potential Areas

•  Communication (internal)

–  “Better communication (internal) is needed, more collaborative communication (versus just telling people what to do), more even messages (one message across the multiple administrators). For example, there are uneven communications around expectations about the evaluation process and inconsistent practices between the buildings.”

–  “Include everyone, not just the teachers. Sometimes the TAs are an afterthought. We want to feel that we are a part of the team...”

–  “Better collaboration between the district and the building principals. We need to build a stronger team.”

Structure & Systems – Potential Areas

•  Clear Vision with a Sustainable Focus –  “Unify the district with a common vision. Have structures in place to

implement that vision.” –  “Being innovative, yet staying focused on designated goals. We tend to

focus on too much and at times don’t accomplish our ‘untended’ goals.”

–  “To clearly define and articulate the goals for this year and future years, which will help staff understand focus for the school year. In the past, we have always seemed to implement too many things at one time and stretched staff out among the many goals/initiatives without clearly defined goals/AIM. This will help staff understand where we are going and why decisions were made (because they either support the goals or action is not taken because it does not align to the goals/focus).”

Structure & Systems – Potential Areas

•  Clear Vision with a Sustainable Focus

– “…In the past, we have had myriad short and long-term goals, which have resulted in us doing a lot of things on a scale from mediocre to relatively well. We have also gotten into the habit of taking on projects/responsibilities that fall outside of our annual goals, which is a practice that has hurt/limited our effectiveness as a district. I think we need to focus on a small number of big picture goals each year and not stray from them or add any unless it is totally necessary.”

– “… getting the schools all moving in the same direction…we have done this at the middle schools with the IB authorization. There is still work to be done.”

– “Being able to have more commonality across the schools. I know it is important for each school to have their own identify, but I think it is important [to be] … more… consistent across the district (for all of the schools).”

Structures & Systems – Potential Areas

•  Develop a System of Operations

–  “We need to open the parent portal for PowerSchool at elementary level asap (parent access to paperless reporting).”

–  “I hope you will delay opening the Gradebook to parents until we’re able to give teachers more training about standards-based grading…”

–  “…Staff needs training for more efficient use of InfoSnap and PowerSchool.”


•  Develop a System of Operations –  “Human Resources should research and recommend a technology

system for recruitment and on-boarding to make the process less paper driven and more efficient.”

–  “Too reactive – staffing needs are determined too late in the year for the upcoming school year.”

–  “Lack of effective recruiting for minority employees.”

–  “There is inconsistency in the way evaluations are done. I’m not sure everyone got the same level of training on Danielson. I think this is very different across the schools.”

Structures & Systems – Potential

•  Structures of Support (Equity & Excellence) Organizational Learning Opportunity –  “… need to find a way to meet all students needs at all levels.”

–  “Oak Park has a great track record of success, but not with every single child..

–  “We have to figure out some plan that will be somewhat effective in moving all children along…Every child should have an opportunity to get a great education here.”

–  “…Oak Park is good with starting things, but when it comes to follow through, that is when it gets lost. Getting people at the table is important. We need to see more community engagement across boundaries.”

Structures & Systems – Potential

•  Structures of Support (Equity & Excellence) Student Learning Opportunity – “…rethink how we do intervention programs (after school programs don’t always work for our families). How can we reach students? Can we restructure our day to support the students?” – “…We are just throwing a lot of intervention and support at students, but not getting the type of return that we want. Finding a way to reach more of those kids across the district is something we need to look at.” – “There are no interventions for those students in the middle school who have been identified as needing additional support. We need to provide the resources so that intervention can be provided during the school day schedule…”

– “… probably improving collaboration with the high school and making sure that transition is more seamless, particularly from an instructional standpoint…”


•  Structures of Support (Equity & Excellence) Professional Learning/Collaboration Opportunity – “We lack training to respond to various needs of students in our classrooms. Thus, we think another teacher should be on hand in the buildings to provide this intervention. Currently, we aren’t staffed with interventionists to provide this level of support…the support is not provided in the regular classrooms [by the teacher].

– “We need to train teachers to understand the data, and to use the data chats to monitor student learning and share/test out the most effective strategy for that learning.”

– “… to the extent that professional development is provided, it is inadequate to eliminate the widely acknowledged ‘achievement gap’ in D97..”

– “We should provide staff with chunks of time for data chats.”

– “… require principals to improve their knowledge base and practice…”

Resources – Potential Areas

•  Demonstrate our Value to Community (Investors) –  “Maintaining what makes Oak Park D97, Oak Park D97: a curriculum rich in both

core subjects and the arts. This will require continued community support (aka, tax dollars) to be earned via high student achievement, transparency, two-way communication, and a teaching staff that universally and unequivocally respects and values parents as partners.”

–  “…that is much harder to ask taxpayers for more money when taxpayers don’t feel they are getting what they are already paying for; a referendum is tough for parents and voters to agree to when there is little to suggest that the money will be used in ways that make sense for all students.”

–  “We have invested a lot in buildings and grounds for the last 20 years. We have to be careful that we don’t let our buildings degrade and no longer meet community standards (e.g., air conditioning and turf fields).”


•  Improve Quality of Resources in Schools –  “Think one of the first things you should focus on is making sure all the

schools emergency plans are up to date and the drills have been scheduled…I think your security should be improved in your office and schools. You should do a very comprehensive review of your plans…”

–  “Bullying and teasing gets out of control…we just have PBIS and it does not really speak to peer resolution. We need something with more depth.”

–  “The iPads don’t always work, sometimes certain Apps don’t work. Then

we have to bring it to the library and then we have to bring it to the classroom.”

–  “It is really hot and hard to learn; in the winter, it is really cold. A better climate it will help you learn.”


•  Need a Written Curriculum in Place (asap)

–  “We need a curriculum that’s consistent from year to year.”

–  “…it has been more reactive, and it [would be] nice to be more proactive. We did not really get into CCSS until it was required by the state…we then pulled together these ‘calendars’ but every grade level’s calendar was different; as well, it depended on who signed up for the summer work. This created inconsistency in the curriculum document…”

–  “…we need a solid scope and sequence/curriculum with materials that would allow us to focus on instruction and differentiation.”

–  “Making the staff feel they are being supported in the implementation of the curriculum and providing assistance in the delivery of the instruction (and finding resources to help them do this)…”


Superintendent’s Priorities SY16

Summary of Dr. Kelley’s SY16 Priorities

•  Trust & Communication [source: CEC Systems Assessment, 2013]

– Use two-way communication, exercise active listening

– Provide opportunities for giving input and feedback about critical decisions that impact teaching and learning

– Communicate how input and feedback will be used

– Community Book Read: Speed of Trust


•  Co-Create Shared Vision, Sustainable Focus –  Host D97 Leadership Vision Retreat in January

•  Venturing into the Future: What will it look like for our students? •  Interactive Discussion: “Equity & Excellence in D97” •  Sharing our Thoughts •  Inside our Classrooms: SAMR in action •  Our Leadership Imperative: How do we lead this? •  Now where do we go? The start of our journey

–  Community Listen & Learn Discussions (Most Likely to Succeed)

–  Conduct community engagement process via ThoughtExchange

–  Develop Strategic Priorities and Accountability System (to monitor and report progress)


•  Advocate for Structure of Supports (Equity & Excellence) Organizational & Professional Learning Opportunity –  Recommend Reorganization Chart to BOE in January –  Hire experienced Chief Academic Officer (CAO) with successful prior experiences

as an innovative K-8 principal with a strong curriculum development background –  Reorganize direct supervision of building principals (10) and curriculum directors

(reporting to new CAO) –  Revise roles of Curriculum Directors to:

–  Director, Organizational Leadership –  Director, Curriculum & IB

–  Create K-8 Curriculum Coordinator positions for key areas (aka ‘Departmental Chairs’)

–  Revise job descriptions and reporting structure for ‘Data/Technology Coaches’ and IB Coordinators

Student Learning Opportunity –  By February 2016, develop strategic staffing plan for reallocation of staffing to

schools based upon population of students needing intervention support.


•  Facilitate Improvements in System of Operations –  Assign D97 staff member to lead conversion of paper Report Card to

paperless reporting initiative, as well as help us maximize use of PowerSchool, which could create other efficiencies.

–  Sr. Director of Human Resources has been charged with developing a “written plan” that outlines how the department can enhance “client” services. Plan will be presented to superintendent by January 15, 2016.

–  Goal Area 4 Work Team has been charged with identifying key non-instructional areas to address and provide recommendations to Board by February 8, 2016, including the financial requirements (in one, two and three years).


•  Assist in Demonstrating Our Value to the Community –  Use tool like ThoughtExchange to gather input from stakeholders –  Use tool like BrightBytes to measure improvements in use of technology –  Use Focus on Finance insert in community mailing (spring 2016)

•  Facilitate Process to Enhance Quality of Resources –  By January, make sure all schools have emergency plans up to date. –  Invite police representatives to attend meetings with principals

(beginning in January, 1x every quarter) –  Request that PBIS coordinators research and recommend student-

centered, conflict resolution training program –  Request analysis of tech support (staffing, salary)

•  Facilitate Adoption of Written Curriculum –  Must happen by SY17 (this cannot be summer work)

•  We need a framework that has interdisciplinary connections across all content, and is culturally responsive, relevant and authentic

•  Scope and sequence should build upon concepts or a theme across grades K-8

•  Add formative assessments aligned to the standards •  PD plan must be written around the new framework •  Master schedules should be coordinated to fit the designed

framework •  Use of collaborative time to make the “framework” district

specific



Timeline (SY16)

Timeline •  December

–  Request that PBIS Coordinators vet and recommend conflict resolution/bullying prevention training program with schools/student leaders

–  Request BOE FAC Committee to commission ‘temp control’ informational report to BOE by the 8th

–  Recommend approval of ThoughtExchange to BOE by the 15th –  Recommend job description for CAO to BOE by the 15th –  Review BrightBytes survey data and approve action plan by 15th –  Invite 1-2 administrators to Lake Zurich to ‘vet’ Analyzing Teaching for

Student Results training session by the 7th –  Meet with association leadership and communications officer to develop

plan for two-way communication by the 23rd –  Request that the ‘Role Committee” meet by the 23rd –  Organize ‘D97 Leadership Vision Retreat’ by the 23rd –  Forward Goal Area 4 Work Team presentation to BOE by the 15th

Timeline •  January

–  Begin QTR Principal Meetings with District Safety Team (pre- Ad Leadership meeting, if possible)

–  Post CAO position by the first week in January –  Introduce community book (theme: Trust) by the 15th –  Human Resource recommendation to Superintendent by the 15th –  Vet ATSR program (training process for principals and teacher leaders) by

the 21st –  Reorganizational recommendation to BOE for consideration (with job

descriptions for new roles) by the 29th –  Host ‘D97 Leadership Vision Retreat’ by the 29th –  January School Visit Focus: School Emergency Plans –  Request analysis of tech support (staffing, salary) –  Request BOE to select cross-role “vision-action coherence planning” group

(8 members, including students, staff, and community) by the 15th

Timeline •  February

–  Interview CAO candidates –  Comparative analysis of Tech Support resources needed to provide iLearn

support to staff and students by the 28th –  Analysis of resources needed to provide intervention support during school day

(staffing levels) for each school to Superintendent by the 28th –  External audit report of resources (materials and programs) currently in use in

classrooms/schools (for intervention support) to the Superintendent by the 28th –  Refine strategic priorities with community input by the 28th –  PBIS Coordinators recommend conflict resolution/bullying prevention training

program to Superintendent by the 28th

•  March –  Appointment of CAO finalist by BOE –  Request draft of “Focus on Finance” for review by the 4th –  Cross-role “vision-action coherence planning” group writes goal, indicators of

success, and timeline for each strategic priority (should be limited to 1-2 priorities) by the 24th

Timeline •  May

–  CAO start date –  Approve “Focus on Finance” insert for community mailing –  Conduct affinity focus groups to gain commitment and buy-in of priorities and

strategic goals by the 13th

–  BOE approval of strategic plan and celebration by the 24th –  BOE approval of D97’s organizational restructure by the 24th

•  June –  Curriculum framework in place for SY17 –  PD plan in place for SY17 –  Approved budget in place for SY17 –  Admin retreat, design operational action plans –  BOE retreat, re-structure meeting agendas –  BOE committee retreat, develop goals for SY17 based upon strategic priorities –  School retreat, develop school goals for SY17 based upon strategic priorities

QUESTIONS?

The Path to Excellence Superintendent’s 100-Day Report · 1.12.2015 · Structures & Systems –...

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