District Improvement Plan Presentation to the School Board 052714

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Chris Shade

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District Improvement Plan Presentation to the School Board 052714

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Growth mindset: Which is more important: “growth” or “mindset?” The answer is both, but let’s flip the terms. First, a leader must have the right mindset, and only then can a leader nurture growth. Jack Welch, longtime CEO of GE, said, “Before you are a leader, success is all about growing yourself. When you become a leader, success is all about growing others.” Discover ways to flourish in education in this engaging session on leadership and the growth mindset.

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Evaluate this session Under ESSA, schools are no longer confined to “core academic subjects” as the only measure of student success. Previous educational reforms did not sufficiently address the social and emotional factors crucial in learning. States, districts, and schools now have the flexibility to provide a “well-rounded education” including activities in social emotional learning, skills essential to academic success. ESSA provides balance where the focus had become too narrow under NCLB; and it encourages means to ensure access and equity for all students. While many focus on what educators can do to ensure equitability, there is no substitute for parents’ role as a child’s first teacher. To close the opportunity gap, districts and schools must find, develop, and deploy practical and scalable solutions to empower parents and families to be an active part in eliminating barriers. Discover how ReadyRosie offers research-based strategies to help close that gap.

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For years, Denton Independent School District schools offered the typical parental involvement activities Dr. Karen L. Mapp of Harvard calls “random acts of parent involvement” in her article, Unlocking Families’ Potential. Our schools had good intentions, but the results didn’t always quite live up to expectations. While the events weren’t bad in and of themselves, activities were a one-time event and not necessarily sustainable. When I learned of what ReadyRosie offered, a product unlike any I’d ever seen, I knew we had uncovered a way to link parent and family engagement to student learning and development, the essential component of an effective program. Not only did ReadyRosie strengthen engagement, it helped address a number of requirements of the Every Student Succeeds Act in our efforts to improve student achievement. September 20th at 12pm CT we will be hosting a free webinar to share more about how Denton ISD is using ReadyRosie to meet ESSA requirements in a meaningful way.

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Perhaps no other book has been cited in educational circles recently than Mindset by Carol Dweck. But what is mindset; and how does it impact student success? Discover how mindset relates to goal setting, effort, strategy, grit, and [learning from] failure; uncover how the words educators and parents use impact children’s mindset in addition to ways to reframe challenging situations; and learn how to implement growth mindset strategies at school.

Mindset for Educators: TEPSA18

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Under ESSA, schools are no longer confined to “core academic subjects” as the only measure of student success. Recent educational reforms did not sufficiently address the socio-emotional factors crucial in learning. States, districts, and schools now have the flexibility to provide a “well-rounded education” including activities in social emotional learning, skills essential to academic success. ESSA provides opportunities to encourage balance where the focus had become too narrow —and to do so in ways that ensure access and equity for all students. While many focus on what educators can do to ensure true equitability, there is no substitute for parents’ role as a child’s first teacher. To close the opportunity gap, districts and schools must find, develop, and deploy practical and scalable solutions to empower parents and families to be an active part in eliminating barriers. Discover how ReadyRosie offers research-based strategies to help close that gap.

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The foundation of a PLC rests upon the four pillars of mission, vision, values, and goals. A PLC begins by exploring these questions: Why do we exist, or what is our mission? What must our school become to accomplish our vision? How must we behave—what values must we demonstrate—to achieve our vision? And how we will mark our progress toward our goals? While the PLC process is often a campus-based process, Denton ISD took the lead in embracing it to drive the district mission, vision, values, and goals. To answer the first question, Denton ISD embraced the power of social media (i.e. Facebook Twitter, YouTube, etc.) and rebranded its mission using feedback from its stakeholders. Using crowdsourcing, a concept embedded in the mission statement, the district involved contributors from all over the world to create its logo. In determining its values, DISD used the power of technology to reach out to 30,000 members of its community. What followed was a set of values the district used to develop an alternative community accountability report (in addition to the state ratings system based on standardized assessment, the lowest rated community value). The interactive report not only reflects the community’s values, but drives the district goal setting process. How did the district do it? How did the district do it with a ZERO budget? Find out in this session led by Chris Shade, the Coordinator of District Improvement and Innovation.

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I had a remarkable idea the other day; and I decided to pitch it at the ACET conference. We currently spent upwards of $2,000 to print parent compacts just to check a box on the NCLB/ESSA compliance report and store them for 7 years in the highly unlikely event TEA will audit our compacts. Compacts are printed on duplicate as a matter of principle. (It seems odd to have a parent sign an agreement and turn around and take it away from them to store in a box.) If I’m being generous in my assumptions, 99.9% of parents toss the compact in the trash. (As a parent, I did.) Then I got to thinking…what if we took a different approach? What if we tied the ReadyRosie videos to the compact (i.e. When parents ask, what can I do to help my child?, we can answer by guiding them to use the videos.). While crafting the presentation I did on the topic at ACET, Make Compacts Great Again (see attached) or go to . I shared some of the videos with my wife, Tenille, a fourth grade English/Language Arts/Reading teacher (and now an ELAR consultant/coach for ESC Region 11) who said (several times), “Wow. That’s what teachers do. Those are great!” Two of our district coordinators/coaches (reading and math) worked alongside Ready Rosie to align RR videos to our curriculum units of study had the same opinion. And for our younger grades, what if we included what parents could do to contribute to their child reading on grade level by third grade? In my presentation, I cited research that noted that 4 out of the 5 greatest predictors of 3rd grade reading are a result of what happens OUTSIDE the classroom in children’s home and community experiences. (According to The Annie E. Casey Foundation’s report, Early Warning Confirmed: A Research Update on Third Grade Reading, research points to five main factors that contribute to third grade reading proficiency: School Readiness, Chronic Absence, Summer Learning, Family Stressors, and High Quality Teaching.) Further, I wondered, what if we made it simple? What if we merely asked parents to do three things. Read. Play. Talk. Granted, this is not an original idea. I initially heard the phrase from Mesquite ISD, but I've found it’s being used in some variation by a number of other places such as the U.S. Department of Ed, Boston, Kansas City, and as far away as Scotland, so I don’t necessarily feel bad using the idea. A couple of other notes to consider. Compacts do NOT have to be signed. There is nothing in the ESSA law that requires a signature or even a piece of paper. Thus, it can be electronic. A rep from the TEA sponsored Title I statewide school support and family and community engagement office attended the session and supported the idea and concurred it could be electronic.

Make Compacts Great Again

Chris Shade

Think about how much longer the current model of education can sustain itself. The industrialized model of education is nearing its end. Is this frightening or exciting? It’s no more fearful than how the farmers must’ve felt when leaving the fields for the factory. And look how that turned out. America became the world’s most prosperous nation. We are on the cusp of another breakthrough, but it requires another seismic shift in thought. Play with these ideas and come prepared to stretch your thoughts and challenge assumptions, while pondering some of the biggest questions facing the future of education.

FuturEd Handout

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FuturEd

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Education as we know it is in its final days. Are these scary or exciting times? To me, it's the latter as I believe we are entering a new age and the change is no more frightening than how the farmers must've felt when people left the fields for the factories. In the days ahead, we must challenge not only the status quo, but the foundation structures that have been a part of our operating system for well over 150 years. These times call for bold leaders. Join me moving into the unknown.

Leadership in Times of Transition

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This presentation is designed for DOI campus reps and principals to share with their campuses. In addition to sharing the presentation, DOI members serve as the note taker on the DOI Barriers and Innovative Ideas Google Docs spreadsheet during the campus discussions. The PowerPoint presentation identifies the external barriers identified thus far including a few videos explaining the rationale for each exemption. The idea of the campus discussion is NOT to discuss these barriers further or offer solutions, but to A) share these as examples of barriers and to B) collect additional, unidentified barriers to 1) teaching and learning, 2) student opportunities, 3) school culture and climate, and 4) growth and management. More information regarding the DOI process can be found at • DOI Overview: http://www.dentonisd.org/Page/84561 • DOI Resources: http://www.dentonisd.org/Page/87758 • DOI Colloquy 09/27/16 Minutes and Notes: http://www.dentonisd.org/Page/88729 • DOI Colloquy 09/13/16 Minutes and Notes: http://www.dentonisd.org/Page/88228

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District Improvement Plan Presentation to the School Board 052714

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