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Relationships are key for the success and bringing the vision to life.  

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Relationships are key for the success and bringing the vision to life.  

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creating trust with families and understanding the why of decisions. 

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creating trust with families and understanding the why of decisions. 

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It's a marathon, not a race. This process takes time which requires us to be patient and have grace for ourselves and each other.

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It's a marathon, not a race. This process takes time which requires us to be patient and have grace for ourselves and each other.

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Plans are a living document and continually changing and being reflected upon. 

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Plans are a living document and continually changing and being reflected upon. 

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Using PLCs to work towards changing mindset of teachers to focus on student learning and not so much on teaching.

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Building trust and helping to support families with tech and how to navigate barriers

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Building trust and helping to support families with tech and how to navigate barriers

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Show the people from where I work the video that we watched today.

Felt validating, through watching the video.

Human element has been missing far too long.

Educators need to be seen as a support to move our students forward.

All of our data is really about looking at students-humanizing this.

Incremental- making goals are incremental so you are building on success, keeps people motivated.

Make the plan worthwhile, doing it because we want to do our best, not just checking off boxes.

The SIP is not the whole picture of a district/school/

Recognize how hard everyone is working.

Hard work to be a parent, how can we support.  If the parents would just…

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Policies didn’t connect with the clientele.  Not laws, district policies.

Looking at why are we doing this?

Trying to figure out why the rules/policies.

Negative impact in the past of community to the school, generational impact.

Many of our parents didn’t have positive school experiences that have occurred and healing is necessary.

Including families and sensitive to the community.  Outside partnerships/mental health partnerships.  Activities to meet the specific needs of the members of your community and addressing all of these in areas in the plan.  Professional learning for how to include equitable instructional practices/ social emotional learning.

Validate multiple languages/ represented in the community.

Allowing families to be where they are.  How are we ensuring that our students are being represented when we work with our families.  Families feel extremely welcome walking through their doors!

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Talks a lot about trust.  Talking with staff.  Taking a team approach.  How can we improve rather than tell. Building a team and moving through the process as a team, including families.

Understanding the context of the people in the system.  Listening to the community with the context.  Having change occur as a system of families to see success and to embrace the success and move forward.

Not doing to them, this is something we are doing together.  Bringing everyone together.

Change the perspective of compliance to a place where we come together.  Get to know each other and support that.

Come alongside.  There was harm done when there was compliance/punitive.

What happens if we don’t meet our grade level grows.  Change process takes three years, this could be a three year goal.  What can we change now to get to this?

Not being frightful of compliance.

Turn over at district levels, lack of consistency is very detrimental to the success of a system.  This is something that is a long haul.

Growth can be measured in small ways along the way.

Turn over in administration and leadership has been difficult.  Being there overtime allows you to see the system and think about how to support it.  Being seen as a support not a judge.

Fifth principal in five years.  Change in staff as well.  That is why we are spending a lot of time building relationships.

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PLC process involves both people and data.  Things can be addressed and changed.

Improving the trust and safety in the ILT.  Trickle out to other parts of the system.

Building trust and relationships.  Build systems to bring data to the forefront.  Connecting PLC’s with the work of the ILT.

Building trust- extended out to families.  Student Cafe’s so we can increase the trust system.

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Improving our school culture and climate has been our focus, and we've seen a positive shift over the last couple of years.

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Improving our school culture and climate has been our focus, and we've seen a positive shift over the last couple of years.

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One our our main focus has been to develop PLC and these are working well.

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One our our main focus has been to develop PLC and these are working well.

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Shared book studies with Randy Russell's books . book studies open up the big questions. Empathy interviews, and conversations about what is working... guide conversations. We must validate their work and their past relationships with admin. This helps build the foundation of trust

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Reaching out to families that have not been connected in traditional ways.

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strategies are nimble and quick but goals are long term

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Intentional preparation with staff. Test out the process on a teacher with trust, seek their feedback. Talking about data started the conversation. I wished we had videotaped it to capture the conversational flow. The interviewer was careful not to lead the conversation. Sheila started with "What do you believe works?" .... and looking at data .

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How do you create the trust for meaningful conversations?

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Team trust facilitates this process of identifying best classroom practices in place.

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Broaden parent representation
Look at data that is timely as an area or growth.
System goals, PBIS systems in place known by community, staff, students.
Core practices for all staff.
More feedback from students needed.  Need clear check in's along the way.

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We need to be thoughtful about how we and our students can look at their own data.  We asked students to set goals for themselves at the beginning/end of term.  We focused on growth mindset.

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We need to be thoughtful about how we and our students can look at their own data.  We asked students to set goals for themselves at the beginning/end of term.  We focused on growth mindset.

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We are willing to share the process with other districts.

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We are intrigued by your process of interviewing teachers to determine what the effective classroom practices are in place.

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We found that the UDL Model has helped students to make good choices for their own learning - taking ownership of their learning. 

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We found that the UDL Model has helped students to make good choices for their own learning - taking ownership of their learning. 

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We can sometimes be great at collecting data. The challenge is what do we do with all the data? How can we improve at how we view the data and use it to create change.

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Guaranteed and viable curriculum includes looking at teachers who have shown significant growth and determining what is happening in those classroom beyond curriculum. ie. PLCs

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There are different levels of conversations that we can have based upon trust.

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Listen to our students. Let them share their stories and truly listen.

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We're finding that many students with special needs don't have access to Tier 1, so we are focusing on creating access to Tier 1 Standards (access to Core). 

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We're finding that many students with special needs don't have access to Tier 1, so we are focusing on creating access to Tier 1 Standards (access to Core). 

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Are there exclusionary practices from a parent perspective?
How do we as school admin, "widen our lens"
What formative assessment tools do we use with our families to assess inclusion and equity.

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empowerment and commitment of family and other stakeholders is part of collective commitment

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Consider what is OUR data that drives the instructional process?

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We created a tiered document that considers all aspects of students (academic/social-emotional, etc.)

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We created a tiered document that considers all aspects of students (academic/social-emotional, etc.)

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There is a lot of "help" out there, be intentional about what is best for your team and students.

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collective commitment with no shame or blame that will have 20 years impact.  We need to build improvement on Multilayer systems.
Collective commitment is an  appropriate concept

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Involve all staff in the process. They may have unique perspectives that are important.
Create a common goal for the whole school as opposed to department only goals.

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we are revamping Sped inclusion work. Opened people's eyes about Tier I Gen Ed. and viable curriculum. There is recognition that tier II may not be equitable.

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ensuring that all students get the equal opportunity depends on professional learning in all classrooms.

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It's necessary to get systems in place that will be sustained even if people leave.

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There is a difference between the goals and the activities.  Activities may be adult-centered.  The goals must be a focus that is connected to the shared vision and connected to student growth.

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There is a difference between the goals and the activities.  Activities may be adult-centered.  The goals must be a focus that is connected to the shared vision and connected to student growth.

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The activities must support the goals. If the results of the activities don't serve the goal well, they are not effective.

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some districts are looking at their communities very closely

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"Before you can address equity and inclusion, you need to identify the inequities that exist. I like how the school acknowledged the historical inequities that existed in their community when discussing how they were addressing equity."

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- Understand that things are interconnected.
- Relationships are interconnected, but you must build them.
- Importance of trust in relationships.
- Data represent "kids".
- How to share data without coming across as judgement toward staff.
- Ask for feedback - whats good, whats not working, what do you want to see? (Principal survery example from Daniel S.) Encouraging staff to survery students and ask for classroom feedback.
- Connection scoreboard: rate relationships with students to help indenfity which students do not have relationships with staff (Stanton). Including student input, follow-up, and surveys.

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Feedback is necessary!

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Involve classified staff in the work. They have a unique perspective on what they see from students.
Is classified staff involved in the process? It is crucial to involve all staff and provide unique insight.
They can be another set of eyes to the School Improvement Plan.

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-PBIS rewards, data was pulled and looked at data on gender and race and changes are being made based on this
-Looking at discipline and referral rates.  We will need to re-look at this after the school closures.
-Building equity among grade levels-PLC time and lining up teachers teaching the same standards during roughly the same time period and using common data.

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It is an evolution.  Overcoming barriers relating to transparency.  Looking at data collectively and about teaming.   Working through teamwork on a daily basis....and needs to be a sustainable system
-Compliance vs. engagement working on shared leadership
-Connections with the tribe and community are considerations and incorporating parents and community

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Be aware and acknowledge the historical  trauma.
Family schedules, community schedules and melding schedules. Review what are the policies that are barriers to inclusion.

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Building relationships and focusing on the student need. Not just academically, but also social and emotional needs.

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No matter what "group" you are in, you are part of the whole process.  

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No matter what "group" you are in, you are part of the whole process.  

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School improvement plans need to be aligned in districts, should also include community partners and families.

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"I want to underscore the student need. You have to target what your doing, know the effectiveness of your work and adjust.
This COVID time has helped to build a sense of a team."

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We are in a good place with trust and relationships. Teams are established. Systems of support, shared leadership are in place. We can look at classroom data regularly

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focus on systems that will be solid, survive and make sense

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- Understanding cultural needs (2pm pick up time and family needs). Adjusting - help families, not restrict families to the "standards"
- Addressing cultural/community history and understanding what needs to change to build trust.

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Focus on being stable and improving what is already in place.
Building trust with the community and continuation/consistency with staff and administration at the districts.

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We have representatives from each department to review our SIP and keep it embedded in our conversations.

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We have representatives from each department to review our SIP and keep it embedded in our conversations.

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Shared leadership in scheduling, looking at data, monitoring student growth has been exciting growth in leadership for many this year.

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Shared leadership in scheduling, looking at data, monitoring student growth has been exciting growth in leadership for many this year.

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Every year admin changes places stress on staff

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-vision, knowing where you want to go and have the change be a team effort
-Change needs to carry on
-buy in to why the change is necessary
-Building that relational trust and go in a direction together

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Looking long term, what's the plan, is it articulated between building and teams. Should have a stable vision for longevity.

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Yes it is a process. Keep it simple... 20 goals, who can manage it?

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Taking a look at what is already in our tool kit is very important to School Improvement plan.

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- "Change hearts and minds if you want to change outcomes." - Gloria
- Cycles of distrust - can run for generations.
- Its a team effort - including student voice
-  "Principals are part of the puzzle - not the box carrying the pieces" - Daniel
- Bring in all stakeholders who impact the program.

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Building trust with the staff and letting them know that it is a team effort.

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Building trust with the staff and letting them know that it is a team effort.

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The idea of longevity. Slow down and focus on the changes that students really need.

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Systems supporting staff and students, let them know they belong so they can start to take ownership

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Building trust with the students and families is huge. It is important to build the support system for students to succeed while still setting high standards for students.

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Pleased to hear that there was a focus on learning about their students and community. Recognize the students that are being served.

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Pleased to hear that there was a focus on learning about their students and community. Recognize the students that are being served.

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Focus on small data points like exit tickets, or daily check points. Do we take the time to look at this data and glean the highlights.

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There are many data pieces that have been difficult to collect. Using Multiple data points to analyze. IReady is new and we are learning the data. Realizing that some of our systems are not working for ALL students.

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Narrow down - something simple so everyone know what it is. Big important and relevant. Based on data. Lots of turnover and lack of trust are challenges. "It takes years" We work on building trust and relationships. A system needs to be bigger than individuals who may leave. Often there have not been records of what has been done in the past to build upon. We have done a lot of good foundational work.

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EL Progress is tracked. Provided tools and resources to staff to improve EL scores/learning.
Really focusing on data in PLC.

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Our virtual meetings have opened up to more voices in the room. 

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Our virtual meetings have opened up to more voices in the room. 

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Entire staff is involved in the work and make the personal connections and meet the unique needs of the students in their school.

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This year's journey has been different than in the past because more people are involved in the process than before.

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This year's journey has been different than in the past because more people are involved in the process than before.

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- Data systems around academics, SEL, behavior, high school and beyond.
- Grades, attendance, and studen progress was an important focus.
- Classrooms are posting learning targets.
- Student voice/feedback data: SEL/Mental Health - how COVID impacted them and finding ways to support. (This data changed culture in building)

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staff evaluation and feedback between admin and teaching staff

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Steady with what we do.  Lining out items we are moving off of....  There is a pretty clear history of our "path" we have been on.

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We should not "do" things to people.  We should be moving with people in a shared vision and mission.

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We should not "do" things to people.  We should be moving with people in a shared vision and mission.

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Using data in school improvement. Freshman progress and is tracked on a regular basis.
The numbers and data reflect the students.

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Trust is key.  We may be getting better, but have some way to go.

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Trust is key.  We may be getting better, but have some way to go.

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The time required to affect change and improvement, a marathon vs sprint.

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The time required to affect change and improvement, a marathon vs sprint.

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Lots of input and connection to the families.

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Lots of input and connection to the families.

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The great need for building relationships and understanding the history and context of the school and community. 

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The great need for building relationships and understanding the history and context of the school and community. 

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The weekly PLC meetings is a powerful system to analyze data as it applies to the students and instruction.