a road map to understanding the kansas educa)on systems ... · kansas educa) on systems ......

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A Road Map to Understanding the

Kansas Educa)on Systems

Accredita)on (KESA) Rela&onships, Relevance,

Responsive Culture, Rigor, Results

A Facilita)on Guide

created by

Learning Forward Kansas (LFKS)

for Kansas Educators

Resou

rcesLe

arn

ing

Desi

gns

Standards for Professional Learning

A Road Map to Understanding the

Kansas Educa)on Systems

Accredita)on (KESA) Rela&onships, Relevance,

Responsive Culture, Rigor, Results

Learning = Change

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Imp

lementation

Learning = Change

Forward

2

Kansas Educators,

Our new accredita-on model focuses on systemic change: Kansas Educa)on Systems

Accredita)on (KESA). The five Rs -‐ Rela-onships, Relevance, Responsive Culture, Rigor,

and Results -‐ include all aspects of teaching with our goal always being student success.

The saying, “It takes a village,” definitely applies in our Kansas schools because student

success is the result of ALL of us working together: our educators, our boards, our

parents, and our patrons. As we strive to improve student achievement, our efforts are

embedded in a culture of con-nuous improvement and collec-ve responsibility, and

supported by systems that create the change we want to happen. This change requires

professional learning that increases educator effec-veness and results for all students.

The strategies/protocols shared in the Learning Forward Kansas (LFKS) Facilita-on Guide,

A Roadmap to Understanding the Kansas Educa)on Systems Accredita)on (KESA), are

powerful “first steps and next steps” to take as districts begin the process of transi-oning

to KESA. They are focused on learning and highlight the truth that leadership and leaders

maRer. It can be personalized for your situa-on. Reflec-ng on your district, your system,

and your students, where do you begin? This document gives you possibili-es.

I invite you to explore the protocols/strategies in this LFKS Facilita)on Guide. These tools

provide a wide-‐range of possibili-es as your district begins the transi-on. I truly

appreciate LFKS’s work on this valuable document and their willingness to share it with

Kansas educators.

Have a great school year.

Brad Neuenswander

Deputy Commissioner, KSDE

Division of Learning Services

[email protected]

August, 2015

mailto:[email protected]

mailto:[email protected]

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Introduc&on

3

Kansas Educators,

The Kansas Educa)on Systems Accredita)on (KESA) is the new model for accredita-on for

our Kansas school districts. Suppor-ng this model is the rich research base of systems

theory, which resoundingly shows that sustained improvement of a system requires viewing

the system as a whole—analyzing each part’s impact on the system. Any change to one part

of the system affects (posi-vely or nega-vely) other parts of the system and, therefore, the

system as a whole. Kansas’ proposed new accredita-on model uses the 21st Century themes

of Rela)onships, Relevance, Responsive Culture, Results and Rigor (“The Five Rs”) as a

framework within which to focus on the quality characteris-cs of an educa-onal system.

This Road Map to Understanding the Kansas Educa)on Systems Accredita)on (KESA)

Facilita)on Guide was developed by Learning Forward Kansas (LFKS) to support school

districts as they seek to understand and implement the new accredita-on process. The

document contains helpful strategies (some-mes called protocols) for more meaningful

communica-on, problem solving, and learning, plus mul-ple op-ons to guide the

professional learning of your district. Professional choice is encouraged in the selec-on of

strategies that will meet your needs. The strategies are engaging and based on the Standards

for Professional Learning adopted by the Kansas Board of Educa-on.

The strategies/protocols are divided into two areas: Building Understanding (Knowing) and

Crea)ng Ac)ons (Doing). The Building Understanding strategies are intended to help

par-cipants develop an understanding of the accredita-on system. They provide an

overview of the process. The Crea-ng Ac-ons strategies are designed to take the learning

deeper and begin to analyze the system and iden-fy next steps for your own school district.

The charts on the following two pages iden-fy the strategies available in this Facilita)on

Guide.

Addi-onal Informa-on about KESA may be found here.

Link: hRp://bit.ly/1T1dhRq

This Facilita)on Guide may be found here. Link: hRp://bit.ly/1Dok4TP

Happy Learning and Leading!

LFKS Board of Directors, Summer 2015

http://www.ksde.org/Default.aspx?tabid=941

http://www.ksde.org/Default.aspx?tabid=941

http://bit.ly/1Dok4TP

http://bit.ly/1Dok4TP

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Learning = Change

Table of Contents

4

Strategy Grid.....................................................................5

Learning Forward Kansas (LFKS)........................................6

Standards for Professional Learning..................................7

First Turn/Last Turn...........................................................8

Making A Great School System..........................................9

HHH Jigsaw................................................................10-‐11

3 Levels of KESA Category Rubrics...............................12-‐13

If PL isn’t the Answer, WHAT IS? ......................................14

The Mul&ple Perspec&ve Protocol...............................15-‐16

Data Review: Here’s What! So What? Now What?...17-‐18

Pre-‐Assessment Carousel............................................19-‐20

5 Rs Frayer Model.......................................................21-‐22

Impact Analysis.....................................................23-‐24-‐25

Drilling Down to Root Cause..................................26-‐27-‐28

S.W.O.T. Protocol for KESA Categories ........................29-‐30

Where Do We Stand:A Comparison to Other Districts.31-‐32

Needs Assessment......................................................33-‐34

Data, Data, Everywhere ...................................35-‐36-‐36-‐38

Addi&onal Resources.......................................................39

Add Your Own Resources.................................................40

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Learning = Change

Strategies Grid

Learning Op&ons

5

Strategy Page (s) Building Understanding

(Knowing)

Creating Actions(Doing)

First Turn/Last Turn 8 X

Making a Great School System 9 X

HHH Jigsaw 10-11 X

3 Levels of KESA Category Rubrics 12-13 X

If Professional Learning Isn’t the Answer, What is?

14 X

The Multiple Perspective Protocol 15-16 X

Data Review: Here’s What! So What? Now What?

17-18 X

Pre-Assessment Carousel 19-20 X

5 Rs Frayer Model 21-22 X

Impact Analysis 23-25 X

Drilling Down to Root Cause 26-28 X

S.W.O.T. for KESA Categories 29-30 X

Where Do We Stand: A Comparison to Other Districts

31-32 X

Needs Assessment 33-34 X

Data, Data, Everywhere 35-38 X

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Learning = Change

Learning Forward

Kansas

VisionExcellent Teaching and Learning Every Day

MissionLearning Forward Kansas builds the capacity of educators to establish

and sustain highly effec&ve professional learning.

Beliefs★Educa&onal leaders include teachers, teacher leaders, and building and district

administrators .

★Professional learning that improves educator effec&veness is fundamental to

student learning.

★All educators have an obliga&on to improve their prac&ce.

★Students are successful when educators assume collec&ve responsibility for

student learning.

★Successful educators create and sustain a culture of learning.

★Effec&ve learning systems commit to con&nuous improvement for all adults

and students.

WebsiteVisit our website for addi&onal resources regarding professional learning.

Link: hOp://learningforwardkansas.org/Contact Us: hfp://bit.ly/1KP3Zc9

6

Walking the territory is

a lot different than

reading the map.

~Suzanne Bailey

http://learningforwardkansas.org


http://bit.ly/1KP3Zc9

http://bit.ly/1KP3Zc9

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Learning = Change

What Are Standards for

Professional Learning?

7

These seven standards guide the planning, facilita)on, implementa)on, follow-‐up,

and evalua)on of professional learning. All seven Standards are used collec&vely

to increase educator effec)veness and results for ALL students.

1. Learning Communi)es •Engage in con*nuous improvement

•Develop collec*ve responsibility

•Create alignment and accountability

2. Leadership•Develop capacity for learning and leading•Advocate for effec*ve professional learning

•Create support systems and structures

3. Resources•Priori*ze human, fiscal, material, technological, and *me needs

•Monitor how resources are used

•Coordinate resources

4. Data•Analyze, Student, Educator, and System Data

•Assess progress

•Evaluate impact of professional learning

5. Learning Designs •Apply Learning Theories, Research, and Models

•Select Learning Designs

•Promote ac*ve engagement and deep learning that inspires ac*on.

6. Implementa)on•Apply research on change

•Sustain support for implementa*on

•Provide construc*ve feedback

7. Outcomes•Meet performance standards

•Address student learning outcomes

•Build coherence through alignment

To learn more about the Standards for Professional Learning

visit LEARNING FORWARD at hOp://learningforward.org/

and LFKS at hOp://learningforwardkansas.org/

http://www.learningforward.org/

http://www.learningforward.org/

http://learningforward.org/


http://learningforwardkansas.org/

http://learningforwardkansas.org/

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Purpose

to introduce the KESA rubrics via a

dialogue

Par)cipants

Educators: teachers, teacher leaders,

administrators

Prepara)on

Materials/Supplies: Copies of the rubrics,

highlighters

Time: 30 minutes

Groupings: groups of 4-‐8

Pre-‐work:

Direc)ons

Introduc)on: Explain the purpose of this protocol

Process:

1. Form groups of 4-‐6

2. Groups select ONE of the rubrics

3. Members read a sec-on of each rubric and highlight 3-‐4 items/phrases that have

par-cular meaning for them.

4. The Facilitator names a person to start sharing in the group.

5. Group members take turns sharing one of their highlighted items but do not comment on

it.They simply name it.

6. In round robin fashion, group members comment about that item with no crosstalk.

7. The group member who ini-ally names the item/phrase now shared his or her thinking

about the item, and therefore gets THE LAST TURN.

8. Repeat the paRern around the table/group.

Debriefing: Takeaways and next steps

Tips (Op)onal)

•Select “first speaker” by

the person, (for example)

wearing blue (Just saying!)

•There is to be no crosstalk.

Explain that crosstalk takes

the focus off the speaker,

changes the topic, and

diminishes the learning

•Monitor and intervene

when crosstalk begins

Varia)ons (Op)onal)

•When possible members

might read the text (rubrics)

before coming the session.

Standards for

Professional Learning

•Learning Communi)es

Collec*ve Responsibility

•Learning Designs Ac*ve

Engagement

•Outcomes Performance

Standard

8

First Turn/Last Turn

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Purpose

educa-ng parents and

community members about how

school systems are accredited.

Par)cipants

Parents, Community Members,

DistrictAdministra-on,

Board Members

9

Prepara)on

Materials/Supplies:

• KESA School Systems Dashboards

• KESA: The 5 R’s Handouts

• Prepared Presenta-on about each sec-on

• Prepared Graphic Organizer for notes on

Time: 30-‐45 Minutes

Groupings: 4-‐6 par-cipants per group assigned to a

KESA handout sec-on

Pre-‐work: Create presenta-on about dashboard

components and explana-on about KESA 5 Rs

Direc)ons

Introduc)on: Use your presenta-on to explain the dashboard components and introduce the 5

R’s. Break into groups of 4-‐6 people and assign each group an R sec-on. Each group will

inves-gate and define a sec-on from the KESA 5 R’s handout.

Process:

• Each group will look at their sec-on of the KESA 5 R’s handout and brainstorm how the district

address each bulleted component.

• Groups nominates a spokesperson that will share their findings with the whole group.

• Facilitator and staff help to record groups’ findings on graphic organizer which is displayed for

en-re audience.

• Compare audience findings to school’s actual dashboard findings, explaining discrepancies.

Debriefing:

Have the audience respond to a survey, complete ques-ons, or comment using technology.

Tips (Op)onal)

Have a staff member

par-cipate in each group

to provide support and

answer ques-ons

Standards for


Learning Communi)es,

Leadership, Resources,

Data, Learning Design,

Implementa)on, Outcomes

Varia)ons (Op)onal)

Have the audience complete

the task as a carousel or round

robin ac-vity

Making A Great School System

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Learning = Change

HHH Jigsaw: Homogeneous -‐ Heterogeneous -‐ Homogenous

Purpose

Build a common understanding of

the KESA components of each

accredita-on category through

collabora-ve dialogue.

Par)cipants

Administrators, district/building

leaders, educa-onal support staff,

teachers, BOE, and community.

Prepara)on

Materials/Supplies: KESA Rubric for selected Accredita-on Category

Highlighter/s-cky notes for iden-fying key sentences,

phrases and words. Wri-ng tools to take notes. Large S-cky

Page + markers

Time: 80 Total Minutes: (45) jigsaw; (25) sharing &

brainstorming during debrief. (10) whole group share.

Groupings:Groups of 4 (Homogenous group) to begin.

Groups of 4 (Heterogeneous group to study

component), returning to Homogenous group.

Pre-‐work: Read Accredita-on Category Rubric

Direc)ons

Introduc)on: The HHH jigsaw ac-vity is designed to have group members understand each

component (sec-on) of a given accredita-on category (R) through reading and collabora-ve

discussion, returning to their original group to share that understanding. Finally the original group

determines the connec-ons between the components, and iden-fies strengths and gaps which

increase understanding of the en-re accredita-on category and brainstorms next steps or what

ac-ons could be taken to address the category.

Process:

1. Create groups of 4.

2. Each member selects one component of the accredita-on category that is to be discussed.

3. Like components groups are formed and will use the 3 Levels Protocol as follows to:

• Par-cipants read through the text (KESA Category Component Rubric)

• Each member selects a sentence that he/she finds significant and shares with the group, saying

what he/she thinks about the passage and what the implica-ons might be. Group members listen

and take notes without discussion.

• Each member selects a phrase that he/she finds significant and shares with the group, saying what

he/she thinks about the passage and what the implica-ons might be. Group members listen and

take notes without discussion.

• Each member selects a word that he/she finds significant and shares with the group, saying what

he/she thinks about the passage and what the implica-ons might be. Group members listen and

take notes without discussion.

• Repeat Steps 2-‐4 for each component (-me permiqng). Each round is 3 minutes/person.

10

(1 of 2)

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Tips (Op)onal)

Provide a note taking guide for

each par-cipant.

Facilitators watch for the

following issues:

• Par-cipants may want to

share more than 1 sentence,

phrase or word

• Par-cipants may deviate from

text to share own opinions or

experiences.

Orderly brainstorming is a

must:

• Use a protocol if deemed

necessary: i.e. turn taking;

round robin; quick write first,

then share; etc.

Varia)ons (Op)onal)

Use playing cards or other

random dividing strategy

to create groups to

increase diversity of

experience, knowledge, or

roles in homogeneous

groups.

Standards for


Learning Designs

• Promotes ac-ve

engagement and deep

learning that inspires

ac-on

Learning Community

• Create alignment and

accountability

Outcomes

• Build coherence through

alignment

11

Direc)ons -‐ cont

Process: cont.

4. Arer comple-ng the 3 rounds, summarize learning to check for understanding,

determining what key points will be shared with each member’s original group.

5. Each member returns to their original group to share what was learned.

6. Members of the original group take turns repor-ng/sharing the key ideas, ac-ons, and the

impact of the selected component.

Debriefing:• Discuss connec-ons between components within the accredita-on category, iden-fying

strengths and gaps, and brainstorming next steps or ac-ons to address this category. Write

on Large S-cky Easel sheet for sharing purposes.

• Have all groups share their brainstorming/next steps with en-re group.

HHH Jigsaw: Homogeneous -‐ Heterogeneous -‐ Homogenous

(2 of 2)

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Resou

rces

Learning = Change

Purpose

Build a common understanding of the

KESA components of each accredita-on

category through collabora-ve dialogue.

Direc)ons

Introduc)on:

Introduce the KESA category and component(s) that will be reviewed during this protocol.

Process:

• Par-cipants read through the text (KESA Category Component Rubric)

• Each member selects a sentence that he/she finds significant and shares with the group,

saying what he/she thinks about the passage and what the implica-ons might be. Group

members listen and take notes without discussion.

• Each member selects a phrase that he/she finds significant and shares with the group,

saying what he/she thinks about the passage and what the implica-ons might be. Group


12

Par)cipants

All stakeholders, including administrators,

district/building leaders, educa-onal

support staff, teachers, BOE, and

community.

Prepara)on

Materials/Supplies:

• 1 copy of the KESA Category Rubric (4

components) per par-cipant.

• 1 note paper per par-cipant

• Highlighters

• Timing device

•Wri-ng device

Time:

45-‐60 minutes/component within each

category. Each round is 5 minutes/word/

phrase/sentence

Groupings:

3-‐5 par-cipants per sub-‐group

Pre-‐work:

Facilitator: Iden-fy the KESA category

that will be reviewed during this protocol.

Par-cipant: None or do 1st read

3 Levels of KESA Category Rubrics

(1 of 2)

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Tips (Op)onal)

• Provide a note taking

guide for each

par-cipant.

• Facilitators watch for the

• following issues:

• Par-cipants may want

to share more than 1

sentence, phrase or

word

• Par-cipants may

deviate from text to

share own opinions or

experiences.

Varia)ons (Op)onal)

Following each round the sub

group responds as a whole for

up to 2 minutes.

If Time is an issue:

Only do 1-‐2 components.

-‐-‐-‐Or-‐-‐-‐-‐

Lightning Round: Each round is

2-‐3 minutes

-‐-‐-‐Or-‐-‐-‐-‐

HHH Jigsaw: See separate

protocol

Standards for


Learning Designs

• Promotes ac-ve

engagement and deep


ac-on

Learning Community


accountability

Outcomes


alignment

13

Direc)ons -‐ cont

Process: cont

• Each member selects a word that he/she finds significant and shares with the group, saying

what he/she thinks about the passage and what the implica-ons might be. Group


• Repeat Steps 2-‐4 for each component (-me permiqng).

• Par-cipants discuss what they heard and what they learned about the KESA Accredita-on

Category.

Debriefing:

Each sub-‐group shares an “aha” or new understanding to add to the collec-ve (whole group)

understanding of the KESA Accredita-on Category.

3 Levels of KESA Category Rubrics

(2 of 2)

Direc)ons

Introduc)on: Explain the purpose is to deepen our understanding of the role of professional

learning in the PROCESS of implemen-ng our new accredita-on model.

Process:

1. As a total group, explore the single-‐page rubric for professional learning (Rigor), reviewing each

component and the levels. (5 minutes). Share themes.

2. Each par-cipant select ONE of the 4 Rs (Rela-onships/green, Relevance/blue, Responsive

Culture/Pink, Rigor/gold). Each group, “R”, will sit together.

3. Each group is challenged with finding where PROFESSIONAL LEARNING has been iden-fied

within each component of their “R” (10 minutes)

4. Iden-fy a reporter in each group and share findings with the total group. (2 minutes each “R”)

Debriefing: Individually, write a Takeaway and a next step. Share with group.

Standards for


Leadership

• Advocate for Professional

Learning

• Support Systems for PL

Learning Designs

• Select Learning Designs

• Ac-ve Engagement

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Learning = Change

Purpose

to iden-fy (document?) the IMPORTANCE

of Professional Learning as districts begin

our new district accredita-on model,

KESA

Par)cipants

Educators: PDCs, teachers, teacher

leaders, administrators

Prepara)on

Materials/Supplies: Copies of the KSEA

Framework and the rubrics;

Time: 20-‐26 minutes

Groupings: Total of 20-‐25, groups of 4-‐6,

Pre-‐work: Prior knowledge of KESA and

the 5 Rs.

Tips (Op)onal)

•Once there are 5-‐6

volunteers for a “R,” ask the

par-cipants to please

select another “R.”

•Monitor and support

when teams have

ques-ons/comments.

•Each person on a team

select a different

component.

Varia)ons (Op)onal)

•If over 30 par-cipants, have

two groups for each “R”

•Par-cipants read the rubrics

before coming to the session.

14

If Professional Learning Isn’t

the Answer, What is?

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Learning = Change

Par)cipants

15

Purpose

This protocol is designed to help make the process of

using mul-ple perspec-ves to enrich transparent

conversa-ons and to make learning more powerful.

This means purposefully seeing what each voice

contributes to the whole. This protocol will be used

before the “Here’s What? So What? and Now What?”

protocol used to analyze data to determine needs and

next steps. This protocol will help teachers view

through their own lens ways to shape some aspects of

their teaching arer hearing contribu-ons from others

and having a beRer understanding of the Kansas

Educa-on Systems Accredita-on ( 5Rs-‐Results and

Relevance), Rose

Standard-‐#7, and the Professional Learning Standards

#4 and #7 adopted by KSDE.

Prepara)on

Materials/Supplies:

• Kansas Educa-on Systems

Accredita-on (KESA) 5Rs

Framework (Results and

Relevance)

• Rose Standards (#7)

• Professional Learning Standards

emphasizing #4-‐Data and #7 Data

adopted by KSDE

Time: 20-‐30 Minutes

Groupings: Groups of 3-‐6 people

Pre-‐work: Facilitator provides the

Kansas Educa-onSystems

Accredita-on Framework, Rose

Standards, and Professional

Learning Standards with

par-cipantsPar)cipants

• District level Administrator uses this protocol

with building leaders

• Building level leaders use this protocol

• with teachers

• Teachers use this protocol with PLC groups

Direc)ons

Introduc)on: The facilitator shares the Kansas Educa-on Systems Accredita-on Framework

(Results and Relevance), Rose Standard #7, and the Professional Learning Standards adopted

by KSDE emphasizing #4-‐Data and #7 Outcomes before the ac-vity for par-cipants

awareness.

The Mul&ple Perspec&ve Protocol (Prerequisite to Here’s What? So What? and Now What?)

(1 of 2)

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Tips (Op)onal)

The Here’s What! So

What?Now What? can

follow the Mul-ple

Perspec-ve strategy.

Varia)ons (Op)onal) Standards for


• Data

• Outcomes

16

Direc)ons -‐ cont

Process: The facilitator presents a ques-on which has emerged from the introduc-on. (e.g.

“What is the importance of the Results/Relevance 5Rs when analyzing data and making

inferences of how it affects teaching and student learning and how the results correlate with

the Rose Standard #7 and the Professional Learning Standards-‐#4 Data and #7 Outcomes.)

• Divide large groups into groups of 3-‐6.

• All par-cipants journal their first thoughts.

• Each par-cipant, in turn, gives their preliminary thinking on the ques-on.

• Then par-cipants give their thinking based upon what they heard from the other

par-cipants. “Having heard all of the other points of view, I now think. . .

Debriefing:

• Each group creates a sharing document/journal (Chart paper of Google Doc) in which

thoughts are presented on how the Kansas Educa-on Systems Accredita-on Framework

(Results/Relevance), Rose Standard #7, and Professional Learning Standards #4-‐Data and

#7 Outcomes correlates with the need to analyze data and determine next steps for

teaching and student progress.

(2 of 2)

The Mul&ple Perspec&ve Protocol(Prerequisite to Here’s What? So What? and Now What?)

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Direc)ons

Introduc)on:

• Explain the func-on of each column. The “Here’s What!” column is filled with specific facts

or informa-on from analyzing the data. The “So What?” column is the groups’

interpreta-on of the data. Why do they think the data is what it is? The “Now What?”

column can be a predic-on, implica-on, or ques-on for further study.

17

Purpose

This protocol will be used to analyze data

to determine needs and next steps.

This protocol could be used by a building

leader with teachers, or teachers in a PLC.

Par)cipants

• District level Administrator uses this

protocol with building leaders

• Building leaders use this protocol with

teachers

• Teachers use this protocol in PLC

groups, with a few adjustments for a

small group

Prepara)on

Materials/Supplies:

• Variety of data (demographics, percep-on,

achievement, process) presented visually

for easy analysis

• S-cky notes

• Highlighters

• Handout for outline of findings -‐ 3 column

worksheet with headings “Here’s What!”,

“So What?”, “Now What?”

• If you use survey data or rubrics, include

the original documents with the data

Time: 4 -‐ 90 minute sessions -‐ one session to

analyze each type of data

Groupings: Groups of 3-‐5 people

Pre-‐work: Facilitator ensures all data is ready

to share with staff

Data Review: Here’s What! So

What? Now What!(A follow-‐up to the Mul-ple Perspec-ve Protocol)

(1 of 2)

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Tips (Op)onal)

• The Mul-ple Perspec-ve

protocol is done prior to

the use of this protocol

Varia)ons (Op)onal) Standards for


Data

Outcomes

18

Direc)ons -‐ cont

Process:

• Divide large group into smaller groups of 3-‐5 people. Each group analyzes their data, lis-ng

the top 5-‐10 findings from their specific piece of data. Following this analysis, each group

completes the “So What?” column for each point.

• Once the “So What?” column is complete, each group does a gallery walk (Or trade your

document (“Here’s What!” and “So What?”) with another group). From the findings, the

next group puts a star or check mark next to each “So What?” they agree with and adds

their “So Whats?” in a different color to the document. Once completed, return the

document to the original creator. The original group spends 5 minutes reviewing the

comments and discussing the op-ons.

• Each group shares the top 5 data points and “So What?” with the large group.

• Once this is complete, each group con-nues the process by comple-ng the “Now What?”

column. Each group creates an ac-on plan addressing the top 3 items on the list.

Debriefing:

• Create a sharing document (Google Doc or chart paper) in which each group writes or

shares an overview of their ac-on plans for the top 3 items.

• As a large group, priori-ze the “Now What?” ideas by having each par-cipant place s-ckers

on their top 3 choices.

Data Review: Here’s What! So

What? Now What!(A follow-‐up to the Mul-ple Perspec-ve Strategy)

(2 of 2)

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Purpose

To conduct a needs assessment as to

where the district/building is on the range

of implementa-on.

Direc)ons

Introduc)on:

• Describe the protocol and purpose

• Each group gets a packet of the rubrics

Process:

Divide into 4 teams

• Individually, team members will evaluate the assigned rubric, marking each criteria as no

evidence, implemen-ng, transi-oning, or modeling.

• Team members will share their individual results for each criteria in a “Round Robin”

manner. One person in the group will act as the recorder.

• Small groups will come to overall consensus, marking only one ra-ng for each criteria

before sharing with overall group as a whole. Iden-fying each criteria ranking, overall

ranking, what we are doing well and what needs improvement (use graphic organizer)

• Groups will share out with the large group using the following:

★Iden-fying their criteria and give a summa-ve ra-ng based on the most circled ra-ng

in each area, along with ra-onale as to why they came to the decision.

★Facilitator will mark the summa-ve criteria on the large display or chart paper

★Groups can take a break and do a short informal gallery walk

• Group discussion about what they see/no-ce about the data as a whole.

• Each group member will get 2 dot s-ckers and places those s-ckers next to 2 areas they

want to focus on with majority being the final decision.

19

Prepara)on

Materials/Supplies:

• Copies KESA Rubrics

• Copy of the protocol

• Highlighters/Pens/Pencils

• Graphic Organizer

Time:

Groupings: Divide Groups into 4 groups of

4-‐5 members or groups of 4-‐5 with several

groups working on the same rubric

Pre-‐work:

Par)cipants

Any of the following:

• Administrators

• District Leadership Teams

• School Improvement Teams

• Stakeholder groups from mul-ple

buildings

Pre-‐Assessment Carousel (1 of 2)

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Tips (Op)onal)

Group Disagreement:

If group is not in

agreement, they will

discuss, sharing their points

of view to support their

results. Using a sentence

stem example “I marked

this because/I feel this way

because…”.

• Remind the group that

listening is important.

• Facilitator can move

around and assist teams

to come to consensus

• Take a break arer group

sharing for gallery walk

• Pre-‐assign 1st person to

start talking(tallest, most

buRons, longest hair, etc)

Varia)ons (Op)onal)

• Divide into mul-ple seqngs

• Pre-‐assign teams and come

with rubrics pre-‐rated

• Play music before, during or

arer the work.


Standard (s)

Learning Communi)es

• Con-nuous Improvement

• Collec-ve Responsibility

• Goal Alignment

Data

• Analyze System Data

• Assess Progress

Learning Designs

• Promote Ac-ve

Engagement & Deep

Learning That Inspires

Ac-on

Outcomes


alignment

20

Direc)ons -‐ cont

Debriefing:

Discuss final results, takeaways and next steps in the process, including how informa-on will

be shared with all stakeholders.

(2 of 2)

Pre-‐Assessment Carousel

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Par$cipants

All#staff;#leadership#teams;#administrators

21

Purpose

The#Five#Rs#Frayer#Model#is#a#four:part#

graphic#organizer#for#analyzing#and#

understanding#the#Responsive2Culture2

rubric.#For#each#component,#the#Five#Rs#

Frayer#Model#asks#parBcipants#to#define#

the#component,#pinpoinBng#its#most#

important#characterisBcs;#and#then#

provide#both#examples#and#non:examples #

of#the#component.#The#strength#of#the#

model#lies#in#requiring#parBcipants#to#

both#analyze#the#component’s#meaning,#

and#then#apply#that#meaning#to#the#

determinaBon#of#examples#and#non:

examples.##See#graphic#below.#

Prepara$on

Materials/Supplies:

• Frayer#Model#graphic#organizer,#one#for#each#

subgroup#

• Copies#of#the#KESA#Responsive2Culture2

overview#and#component#rubrics#

• WriBng#utensils

• Highlighters

• Post:its

Time:2#60:90#minutes

Groupings:

• A#sub:group#for#each#component#of#

Responsive#Culture#rubric#(4).

• Ideal#subgroup#size#is#2:3;#for#large#groups#

facilitator#may#choose#to#increase#subgroup#

sizes.

Pre=work:

• Print#copies#of#graphic#organizer#(or#draw#on#

chart#paper)#and#rubrics.

• Use#sample#or#complete#your#own#graphic#

organizer#for#modeling#process.

Adapted from Expeditionary Learning (2013)

Appendix: Protocols and Strategies.

Five%Rs%Frayer%Model

2(12of22)

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Direc)ons

Introduc)on:

Explain the Five Rs Frayer Model graphic organizer to the whole group, using a component

from one of the other Rs to model the use of the graphic organizer.

Process:

1. Par-cipants break up into subgroups and move to a designated table or loca-on within

the mee-ng room.

2. Assign each subgroup one of the components; have these subgroups collaborate to

complete the organizer.

3. Subgroups present their models to the whole group.

Debriefing:

• Invite par-cipants to reflect on the implicit learning target (analyzing and understanding

the Responsive Culture rubric).

• Ask volunteers to share with the whole group a one-‐sentence affirma-on from the Five Rs

Frayer Model that helped them to understand what it means for a school/district to model

a Responsive Culture.

Tips (Op)onal)

Component 1:

Leadership is four pages.

The facilitator may want

to divide it among two or

more subgroups.

Varia)ons (Op)onal)

1. Focus on one component per

mee-ng so all groups are

comple-ng a model for the same

component.

2. Conduct this protocol with all Rs

in the KESA framework.

3. Use a Gallery Walk instead of

each group sharing their model.

4. Cold call on several par-cipants

during debriefing stage.

Standards for


Learning Communi)es



•Data


• Assess Progress

Learning Designs

• Promote Ac-ve

Engagement & Deep

Learning That Inspires

Ac-on

22

(2 of 2)

Five Rs Frayer Model

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Direc)ons

Introduc)on:

Every decision, solu-on, strategy or change that we want to implement impacts the system

in some way. By iden-fying the areas that will be affected and the types of impact that may

occur, leaders and par-cipants can make plans, using this informa-on to reduce the amount

of disrup-on, anxiety, and/or confusion. When using this protocol with several changes that

are being implemented, the findings can help leaders determine the order of

implementa-on or if some will be delayed or discarded.

23

Purpose

To determine the consequences and

effects on all components of a system

prior to implemen-ng the proposed

decision/strategy/change. Once this

impact has been determined,

implementa-on may occur, or a decision

NOT to implement may happen.

This strategy can be used to help priori-ze

the order of several proposed changes or

which decision, strategy, or change will be

implemented based on the poten-al

effects.

Par)cipants

Stakeholders who have been briefed on

the proposed change and will be

impacted by that change either as a

leader or par-cipant or both.

Prepara)on

Materials/Supplies:

• Clearly defined solu-on/decision/

strategy/change that will be analyzed

for its impact.

• All necessary data and informa-on

regarding the proposed decision/

strategy/change that is being analyzed

for its impact.

• S-cky Notes

• Large S-cky Poster

• Markers, highlighters, pensTime:

Time: 120 minutes. 30 minutes per

sec-on (1, 2, 3) and 30 minutes for the

debriefing if using mul-ple groups.

Groupings: 4-‐6 per group

Pre-‐work: Brief those who will be

involved so they become familiar with the

proposed solu-ons/decision/strategy/

change that will be analyzed for its

impact.

Impact Analysis

(1 of 3)

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Direc)ons -‐ cont

Process:

1. Brainstorm the areas or individuals that will be affected by the proposed change. Use S-cky

Poster, markers, and s-cky notes for brainstorming ac-vi-es to create a visual. Pick one of

the following approaches or combine them as needed:

a. Organiza-onal Approachi. Departments

ii. Processes

iii. Stakeholders/customers

iv. Groups of people

b. Components of an Organiza-on using McKinsey’s 7S Modeli. Strategy

ii. Structure

iii. Systems

iv. Shared Values

v. Skills

vi. Styles

vii. Staff

2. Once you have iden-fied the areas of impact that you will study (see 1a and 1b), then

breakdown those areas into smaller subsets so you can look at all that will be affected as

-me allows. Avoid micromanaging this aspect of the analysis by geMng bogged down in too

many details.

a. Work through the lists iden-fying the posi-ve and nega-ve consequences (impacts) that

may occur as a result of implemen-ng this proposed change.

b. Es-mate the size and cost of the impact.

3. Managing the consequences of proposed change:

a. If this has been done as part of a decision-‐making process, determine if the nega-ve

impacts outweigh the benefits in terms of cost, -me and effort.

b. If this proposed change is a “go” then you will:

i. Consider the things you will need to do to manage the impact of this change and

ii. How you will prepare staff to create buy-‐in for this change and support then in the

iii. Prepare a con-ngency strategy in case nega-ve consequences arise minimize

nega-ve consequences implementa-on process.

Debriefing:Review the findings and the ac-ons that have been planned based on the findings.If other

changes are to be implemented, consider how each proposed change will affect the system and

the elements of the system to priori-ze, plan for, and support effec-ve implementa-on.

(2 of 3)

Impact Analysis

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Tips (Op)onal)

Consider the context of the

proposed change (rarely

are things accomplished in

isola-on).

Consider how people will

react to the changes (or

proposed change), working

for or against it.

Varia)ons (Op)onal)

Arer reviewing the findings

and determining some ac-ons

for several proposals, priori-ze

the implementa-on of

iden-fied solu-ons/changes

based on what is “doable” and

the affect it will have on the

success of any or all of the

proposed solu-ons.

Standards for


Leadership

• Develop capacity for

learning and leading

• Create support systems

and structures

Resources

• Priori-zing human, fiscal,

• material, technological,

and -me needs

Learning Designs

• Apply Learning Theories,

Research, and Models

• Promote ac-ve

engagement & deep


ac-on

25

(3 of 3)

Impact Analysis

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Par)cipants

Stakeholders with a working knowledge of

the topic or data that is to be examined.

Direc)ons

Introduc)on:

The purpose of this protocol is to drill down to a root cause in a manner that provokes and

promotes deeper dialogue to determine the WHY behind the gap or deficiency that has been

iden-fied. It is done by using “why” ques-ons as a probe which deepens the dialogue,

reduces the amount of opinion injected into the discussion, and promotes inclusion from all

par-cipants as they work to iden-fy causes that lead to solu-ons. To learn more about Root

Cause Analysis, click here.

26

Purpose

To examine gaps in performance or

expecta-on arer reviewing available data

on a specific topic, issue or purpose. This

can be done in conjunc-on with KESA

Accredita)on Rubric reviews, school

improvement data reviews, or when

assessing the effec-veness of

professional learning.

Prepara)on

Materials/Supplies:

• Copies of available, relevant data as it

relates to the topic/issue.

• Copies of KESA Rubrics and Standards for

Professional Learning as appropriate for

above data.

• Large S-cky Poster Pad

• Markers

• S-cky notes

Time: 60 minutes per issue/topic/problem

Groupings: 4-‐6 people per group with a

facilitator (can be a group member too).

Pre-work: Examine data as it relates to the

topic/issue. Read KESA Rubric applicable to

topic/issue, if appropriate.

Drilling Down to Root Cause

(1 of 3)

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Tips (Op)onal) Varia)ons (Op)onal) Professional Learning

Standard (s)

27

Direc)ons -‐ cont

Process: (30 minutes)

1. Define the problem/issue. What do you see happening (or not happening)?

2. What are the specific symptoms, behaviors, or ac-ons associated with this problem/issue?

3. Review Data: What proof do you have that the problem exists? How long has the problem

existed? What has been the impact as a result of this problem/issue?

4. To determine the cause:

a. Each person in the group asks 5 WHY ques-ons about the problem/issue. Write 1

ques-on per s-cky note.

b. Draw a circle in the center of a Large S-cky Note Poster with the problem or issue

named inside the circle.

c. Each person places their 5 s-cky note ques-ons on the Poster.

d. Facilitator leads the discussion of each ques-on and organizes the ques-ons into

topical groupings surrounding the central issue (circle).

e. Have the group ask addi-onal ques-ons (write 1 per s-cky note) and affix the s-cky

note to the sec-on to which it applies.

f. Drill down to the smallest component of the problem/issue to determine:

i. What sequence of events led to the problem?

ii. What condi-ons allow the problem to occur?

iii. What other related issues or problems have occurred/are occurring?

5. Arer iden-fying a causal factor, u-lize the ques-oning strategy (above) to ask addi-onal

probing ques-ons that will lead to possible solu-ons.

Debriefing: (30 minutes)

1. Summarize the issue/problem and the iden-fied root cause(s).

2. Explore possible solu-ons and changes that must occur to implement solu-ons.

3. Determine how the solu-on(s) will be implemented.

4. Who will be responsible for implementa-on, support, evalua-on, and follow up during the

implementa-on process?

5. Predic-ng Effects of Possible Solu-ons:

a. Consider: What are the risks of implementa-on? What are the posi-ve and nega-ve

consequences that could happen by implemen-ng the possible solu-ons?

b. What happens if ac-on is not taken or not completed?

(2 of 3)


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Tips (Op)onal)

• Ideally: Provide a

facilitator that is not part

of the group.

• Begin with the obvious

ques-ons and then

con-nuing to ask “why”

ques-ons to dig deeper.

• Facilitator may also have

to ask “why” ques-ons

throughout the process

to prompt deeper

thinking.

• Have par-cipants who

make statements,

rephrase them into

ques-ons.

Varia)ons (Op)onal)

• Use different groups to

explore different issues/

problems in the same

seqng.

• Share what was learned

and/or determined with

whole group.

• If like groups are tackling

the same issue/problem,

compare findings and ask

addi-onal ques-ons to

explore differences.

Standards for


Learning Communi)es

• Engage in con-nuous

improvement

• Develop collec-ve responsibility


accountability

Data

• Analyze, Student, Educator, and

System Data

• Assess progress

• Evaluate impact of professional

learning

Resources

• Monitoring how resources are

used

Learning Designs

• Apply Learning Theories,

Research, and Models

• Promote ac-ve engagement &

deep learning that inspires

ac-on.

Outcomes


alignment

28

(3 of 3)


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Par)cipants

Building or district leadership and staff

Direc)ons

Introduc)on:

Study the KESA Category

Distribute and/or project the protocol to explain process to par-cipants.

29

Purpose

To analyze the prac-ces of buildings or

districts as it pertains to each KESA

Accredita-on Category. This protocol

allows par-cipants to understand both

internal and external factors that are

favorable or unfavorable by

determining Strengths, Weaknesses,

Opportuni-es and Threats (SWOT).

Prepara)on

Materials/Supplies:

• 1 copy of the KESA Category Rubric (4

components) per par-cipant.

• 1 Graphic Organizer Note Guide per

par-cipant

• Timing device

• Wri-ng device

• Chart paper

Time: 45-‐60 minutes or more

Groupings: 4-‐6 par-cipants per sub group

Pre-‐work:

• Facilitator creates the Graphic Organizer

• 1st read of the KESA Category prior to this

protocol

• Guiding ques-ons developed.

S.W.O.T. Protocol for KESA

Categories

(1 of 2)

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Direc)ons -‐ cont

Process:

1. Facilitator shares the category and component rubric and reviews the KESA Category content

while par-cipants take notes.

2. Facilitator poses 1-‐2 key ques-ons to help guide the conversa-on.

3. Par-cipants ask non-‐evalua-ve ques-ons about the KESA informa-on. Facilitator answers with

facts.

4. Par-cipants in the sub group discuss the strengths, weaknesses, opportuni-es and threats of

the building or district policies and/or ac-ons as it relates to the KESA Category.

5. Recorder completes the SWOT quadrant (graphic organizer) on chart paper for each sub group.

6. Conduct a gallery walk to review all subgroup S.W.O.T. entries. Par-cipants note similari-es and

differences to get the whole picture.

7. Facilitator leads whole group discussion on possible solu-ons, ac-ons, ques-ons, or next steps.

Debriefing:

Par-cipants create a proposed plan of ac-on.

Tips (Op)onal)

Example of graphic

organizer

Varia)ons (Op)onal)

• If working with a small

group,keep everyone

together.

• Larger group: Assign 1-‐2

subgroup(s) a different KESA

Category.

• Alike subgroups could

brainstorm possible solu-ons,

ques-ons, ac-ons, and next

steps.

• Whole group sharing would

be a repor-ng of ideas from

each subgroup.

Standards for


Learning Designs

• Promote ac-ve

engagement and deep

earning that inspires

Learning Communi)es

• Develop collec-ve

responsibility

39

S.W.O.T. Protocol for KESA

Categories

(2 of 2)

S W

O T

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Learning = Change

Purpose

Helping community members to

understand the KESA 5 R’s standards

Par)cipants

Parents, Community Members, District

Administra-on, Board Members

31

Prepara)on

Materials/Supplies:

Copy of each of the different KESA

accredita-on standards and 5 R’s rubrics,

Comparison note taking graphic organizer.

Time: 40 minutes to 1 hour

Groupings: 4-‐6 people

Pre-‐work: Create a prepared presenta-on

about previous mee-ng and notes.

Comparison note taking graphic organizer.

Direc)ons

Introduc)on:

Review of previous mee-ng notes & results. Ask the ques-on “How do we compare to other

districts?”

Process:

1. Break into 4-‐6 people. Look at the dashboard from district of comparable size. (not own district)

Groups will evaluate a dashboard overview to determine strengths and areas of improvements.

2. Par-cipants can ask clarifying ques-ons.

3. Facilitator ask each group its findings to share with whole group. Facilitator or another staff

member takes notes about each groups’ results.

4. Facilitator summarizes key points and reoccurring theme between the different dashboards.

5. Facilitator shares dashboard from their district to make comparisons from previous evaluated

dashboard in order to highlight comparisons.

Debriefing:

Through an online survey or paper copy par-cipants can make sugges-ons ways to improve.


Standard (s)

Learning Communi-es,

Leadership, Resources,

Data, Learning Design,

Implementa-on, Outcomes

Varia)ons (Op)onal)

Comparisons could be made by

building in larger districts or

other schools.

Tips (Op)onal)

Have a staff member per small

group to help discussion and

answer ques-ons.

Where Do We Stand:

A Comparison to Other Districts

(1 of 2)

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Imp

lementation

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(2 of 2)

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Purpose

To conduct a needs assessment,

determining where the district/building is

one the range of implementa-on.

Direc)ons

Introduc)on:

• Describe the protocol and purpose

• Discuss what will be considered consensus. Examples can include: “I can live with the decision as

long as I am heard”, “What is best for the group”, “Majority Rule”, “Thumbs Up or Down”

• Each group gets a packet of each standard rubric and the overview

• Assign groups a specific KESA Rubric

• Iden-fy group recorder

Process:

• Divide into 4 teams or mul-ple of teams in groupings of 4-‐5, with several groups working on the

same rubrics.

• Individually, team members will evaluate the assigned rubric, marking each criteria as no

evidence, implemen-ng, transi-oning, or modeling.

• Team members will share their individual results for each criteria in a “Round Robin” manner.

One person in the group will act as the recorder.

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Par)cipants

Any of the following:

• PDC

• District Leadership Team

• School Improvement Team

• Stakeholder groups from mul-ple

buildings

Prepara)on

Materials/Supplies:

• Copies KESA Rubrics

• Copy of the protocol

• Overview of KESA 5 R’s on large paper/display

• Highlighters/Pens/Pencils

• Graphic Organizer

• Dot S-ckers

Time: 2.5 – 3 hours

Groupings:

Divide Groups in to 4 groups of 4-‐5 members or

groups of 4-‐5 with several groups working on

the same rubric

Pre-‐work:

Par-cipants review the rubrics prior to mee-ng

Needs Assessment

(1 of 2)

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Direc)ons -‐ cont

Process: Cont

• Small groups will come to overall consensus, marking only one ra-ng for each criteria before

sharing with overall group as a whole. Iden-fying each criteria ranking, overall ranking, what we

are doing well and what needs improvement (use graphic organizer)

• Groups will share out with the large group using the following:

✴Iden-fy their criteria and give a summa-ve ra-ng based on the most circled ra-ng in each

area, along with ra-onale as to why they came to the decision.

✴Facilitator will mark the summa-ve criteria on the large display or chart paper

✴Groups can take a break and do a short informal gallery walk

• Group discussion about what they see/no-ce about the data as a whole.

• Each group member will get 2 dot s-ckers and places those s-ckers next to 2 areas they want to

focus on with majority being the final decision.

Debriefing:

Discuss final results, takeaways and next steps in the process, including how informa-on will be

shared with all stakeholders.

Varia)ons (Op)onal)

• Could be broken into

mul-ple seqngs

• Pre-‐assign teams and

come with rubrics

pre-‐rated

• Could play music

before, during or

arer the work.

•

Standards for


Learning Communi)es



• Goal Alignment

Data


• Assess Progress

Learning Designs

• Promote Ac-ve Engagement and

Deep Learning that Inspires

Ac-on

Outcomes


alignment

Tips (Op)onal)

Group

• Disagreement: If group is not in

agreement, they will discuss,

sharing their points of view to

support their results. Using a

sentence stem example “I marked

this because/I feel this way

because…”.

• Remind the group that listening is

important.

• Facilitator can move around and

assist teams to come to

consensus

• Take a break arer group sharing

for gallery walk

• Pre-‐assign 1st person to start

talking (tallest, most buRons,

longest hair, etc)

(2 of 2)

Needs Assessment

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Purpose

allow educators to iden-fy what data

they already have within their

building/district for each of the Rs ..

and to begin the conversa-on about

geqng beRer

Par)cipants

district/building leadership teams

Prepara)on

Materials/Supplies: Copies of rubrics,

graphic organizers, list of “data” cut into

strips and put in an envelope, markers,

poster sheets

Time: 45-‐60 minutes

Groupings: 4-‐6 members

Pre-‐work: Prepare the graphic organizers

on posters, cut the strips of data

Direc)ons/Instruc)ons/Steps/Process

Introduc)on: Explain that the building/district already has data and that we want to organize

our data into the 4 Rs AND ACTE.

Process:

• Form groups of 4-‐6

• Half the groups will use the 4Rs and the other half will use the ACTE

• Step 1: Using the strips of “data,” each group will sort the strips to match the correct R or

ACTE

• Step 2: Using markers, highlight the data their district already has and ADD data they have

that is not included in the strips

• Step 3: Report out to the group. Iden-fy similari-es/differences

Debriefing: Celebrate our learning and that we are already ON OUR WAY. Next steps.

Tips (Op)onal)

• Lots of space and

tables for great

conversa-ons

• Recreate graphic

organizers on large

easel pad

Varia)ons (Op)onal)

• Groupings -‐ Create

elementary, middle and high

schools tables

• Select the “data” that works

for your system. Add other

data.

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Standards for


Data


• Assess Progress

Learning Designs

• Promote Ac-ve Engagement

and Deep Learning that

Inspires Ac-on

Data, Data, Everywhere (1 of 4)

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Standards for Professional Learning36

DataACT

Academic Scholarships

Arer School Programs

AimsWeb

AP Courses

ASVAB

ARendance

Buildings -‐ courses offered, # of instruc-onal hours, student enrollment, athle-cs/ac-vi-es, 504 compliance,

Title IX compliance, Special educa-on

CBM

Community/parent Involvement

Class Size

Career Plan on Track

College/VT Reten-on

College/VT GPA

College/VT Comple-on

DIBELS

Discipline Records

Employment During High School

Extracurricular par-cipa-on

Extracurricular Leadership

Fine Arts Courses (AP Scores,)

Fine Arts contests/awards -‐ Scholas-c Art Awards, Project-‐based assessments, contests/compe--ons, district

and state fes-vals, large and small group

Forma-ve Assessments

Free/reduced #s

GPA

Grades

Gradua-on Rate

Industry-‐Recognized Cer-ficates

Local Common Assessments

Military Enlistment

Pathways Completers

Post-‐Secondary Remedia-on

PSAT

Reading Levels

Service Work for Students

SAT

Social, Emo-onal, and Character Development Program (SECD)

Service Work

Service Leadership

Social-‐Emo-onal Adjustment


State Assessments

Student Involved Conferences

Transporta-on (How students get to school)

Teacher Leadership

Teacher -‐ experience, educa-on, years in district, skills, cer-fica-ons, exper-se, learning communi-es

Work Keys

(2 of 4)

Data, Data, Everywhere

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Relationships Relevance

ResponsiveCulture

Rigor

(3 of 4)


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AcademicCognitive

TechnicalCareer-Specific

Employability Post-SecondaryEvidence

(4 of 4)


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Learning = Change

Addi&onal Resources

39

Other Great Stuff on our Journey

Becoming A Learning School, Joellen Killion and Patricia Roy, 2009

Becoming a Learning System, Stephanie Hirsh, Kay Psencik, and Frederick Brown, LF, 2014

Designing Schools for Meaningful Professional Learning: A Guidebook for Educators, Janice Bradley,

Corwin, 2015

Playbook for Professional Learning: PuMng the Standards into Ac*on, Stephanie Hirsh and Shirley

Hord, 2012

Schools CAN Change, Lick, Clauset, Murphy, LF, 2013

Learning Forward is wri-ng a series of books, each focusing on one of the severn Standards of

Professional Learning. The last three books will be published soon.

★ Reach the Highest Standard in Professional Learning: LEARNING COMMUNITIES, Shirley

Hord and Patricia Roy, Corwin and LF, 2014

★ Reach the Highest Standard in Professional Learning: DATA, Thomas R. Guskey, Patricia Roy,

and Valerie VonFrank, Corwin and LF, 2014

★ Reach the Highest Standards in Professional Learning: LEARNING DESIGNS, Drago-‐Severson,

Roy, Von Frank, LF, 2015

★ Reach the Highest Standards in Professional Learning: IMPLEMENTATION, Fullan, Hord,

Von Frank, LF, 2014

Websites:

★ Learning Forward hRp://learningforward.org/

★ Learning Forward Kansas hRp://learningforwardkansas.org/

★ S-cky Standards hRp://s-ckystandards.org/

There are many resources that support our

learning. Here are a few for you to explore.





http://stickystandards.org/

http://stickystandards.org/

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Add Your Own ResourcesPossibility Thinking.....Solu&ons Thinking

Walking the territory is

a lot different than

reading the map.

~Suzanne Bailey

a road map to understanding the kansas educa)on systems ... · kansas educa) on systems ......

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