3. District-Level Student Data Analysis Framework & Tool
● How did our students do overall?
● How did our student sub-groups
do overall?
● How did our students do in each
grade-level/department?
● How did our student sub-groups
do in each of our grade-
levels/departments?
4. District-Level Student Data Analysis Framework & Tool
● How did our students do overall?
● How did our student sub-groups
(AA, Foster Youth, EL) do overall?
● How did our students do in each
grade-level/department?
● How did our student sub-groups
(AA, Foster Youth, EL) do in each
grade-levels/departments?
5. Reflection on Adult Actions and Capacity
● Because we _______, school leaders ________, empowering teachers to
______, resulting in students _______.
● Because we didn’t _______, school leaders didn’t ______, therefore teachers
didn’t ______, resulting in students ______.
● Although we ________, school leaders ______, teachers _____, resulting in
students ______.
Necessary adjustments for next cycle:
● Supports to school leaders
● Supports to teachers
8. Theory of Action: If, Then Statements
ELLs Student Agency Family Engagement
If we want 75% of our Latino
English Learners to meet or
exceed standard on the SBAC
Summative Assessment, then
we must provide teachers with
professional development in
language development and
culturally/linguistically relevant
teaching and learning.
If we want students to
persevere when faced with
challenging assignments, then
we must have high
expectations and provide
opportunities for productive
struggle.
If we want families to support
reading at home, then we must
provide access to culturally
relevant and first language
reading materials.
9. Set Goals: District Level Theory of Action (ToA)
If we want 75% of Latino English Language Learners to meet or exceed standard on
the SBAC Summative Assessment,
then teachers must consistently utilize instructional strategies that are culturally and
linguistically responsive,
then principals must provide teachers with professional development, collaboration,
and instructional coaching
then the Educational Services team must provide principals with professional
development, collaboration, and leadership coaching,
then the Superintendent must provide the Educational Services team ...
then the School Board must provide the superintendent with...
11. LCAP: Where To Find Evidence of the ToA
75% of Latino English Language Learners to
meet or exceed standard on the SBAC
Summative Assessment,
teachers must consistently utilize instructional strategies
that are culturally and linguistically responsive
principals must provide teachers with professional
development, collaboration, and instructional
coaching
12. Plan: District Professional Learning Plan (PLP)
A Professional Learning Plan operationalizes a District’s Theory of Action. It
specifies
● a method for monitoring, as well as indicators of progress
● leadership actions, including time and resource allocation
● a scope and sequence for professional development (for teachers and
principals)
● a plan for collaboration for teachers and principals
● a plan for coaching for teachers and principals
● detailed roles and responsibilities-- who, what, and by when
13.
14.
15. Calendar of a District PLP
Aug/ Sept Oct. Nov. Dec. Jan. Feb. Mar. Apr. May/June
Teacher In-
Service Day
on CRTL
Teacher In-
Service Day
on CRTL
Teacher In-
Service Day
on CRTL
Teacher,
Principal, &
Coaches
PLC
Teacher,
Principal, &
Coaches
PLC
Teacher,
Principal, &
Coaches
PLC
Teacher,
Principal, &
Coaches
PLC
Teacher,
Principal, &
Coaches
PLC
Teacher,
Principal, &
Coaches
PLC
Teacher,
Principal, &
Coaches
PLC
Teacher,
Principal, &
Coaches
PLC
Teacher,
Principal, &
Coaches
PLC
BoY Cycle
Review:
Site ILT & Ed
Services
Site Visits Site Visits MY Cycle
Review:
Site ILT & Ed
Services
Site Visits Site Visits Spring Cycle
Review:
Site ILT & Ed
Services
Site Visits EoY Cycle
Review:
Site ILT & Ed
Services
Sup’t
BoY Chats
MY Chats Cabinet
Cycle
Review
EoY Chats
Cabinet
Cycle
Review
Board Presentation
to Board
Presentation
to Board
17. LCAP: Where To Find Evidence of the PLP
75% of Latino English Language Learners to
meet or exceed standard on the SBAC
Summative Assessment,
teacher PLC
facilitated Cycle Review for Ed Services Team
18. Creating Clarity About the Plan
● Ensures that there is as little room as possible for confusion, disorder and
infighting
● Ensures that employees are empowered to fully execute their
responsibilities due to clear and consistent message about what is
important from their leaders across the organization.
○ How each stakeholder will succeed? (student, teacher, principal, DO,
superintendent, Board, parent)
○ What is most important, right now? (intentional decisions)
○ Who must do what?
19. Communicating the Results and the Plan
DO DON’T
Identify your key audience(s) and communicate broadly and often Be defensive or negative
Anticipate your audience’s questions and concerns before they are
raised
Repeat a false negative or false information
Develop messages rooted in shared values such as pragmatism Use words like “no,” “not,” “never,” “nothing,” and
“none”
Stick to a few (3–4) key messages Rely on slogans and catch-phrases
Acknowledge feelings such as frustration and weariness
Be clear, avoid jargon and break messages down into plain terms for
parents and community
Maintain a sincere tone and be authentic
Create a central repository of consistent messages
Practice message discipline – speak with one voice
20. Communicating Results
Expected Positive Results:
Because we (action), teachers were able to (change in adult practice) which
contributed to (exciting student achievement results)
Unsurprising Disappointing Results:
Were we didn’t (action), principals didn’t (adult practice that you didn’t see
change) which contributed to (disappointing student achievement results)
21. Communicating Results
Mixed or Surprising Results:
We (action) which we thought would lead to (expected outcome for adult
practice or student achievement). However (actual changes in adult practice
and student achievement). Some potential root causes include (potential
explanations).
We didn’t (potential action we didn’t focus on or where we didn’t get traction)
so we didn’t expect t see results in that area. However, (positive results in
adult practice and student achievement), which may have been due to
(potential explanations).
22. I know we have clarity because...
...all stakeholders (students, teachers, administrators, Board members,
parents, community members) are clear and aligned around a strategy that
helps them define success and differentiate distractors
...all stakeholders have a clear, current goal around which they rally. They feel
a collective sense of ownership for that goal
...all stakeholders understand one another’s roles and responsibilities. They
are comfortable asking questions about one another’s work
23. Cascading Communication
Structured, interpersonal process of rolling key
messages down through the district directly from
the Board and the superintendent.
Amazingly...when stakeholders in different parts
of the district hear their leaders saying the same
things, they actually start to believe that
alignment and clarity might be possible.
24. Cascading Communication of the Plan
BOARD DISTRICT ADMIN SITE ADMIN TEACHERS
Setting Strategic
Direction for the District
Setting Tactical Direction
for the District
Setting the Operational
Direction for the Site
Setting the Operational Direction
for the Classroom
Establishing Strategic
Structures
Establishing Tactical
Structures
Establishing Operational
Structures for the Site
Establishing Operational
Structures for the Classroom
Providing Support to
Superintendent
(If, Then)
Providing Support to Site
Administrators
(If, Then)
Providing Support to
Teachers
(If, Then)
Providing Support to Students
(If, Then)
Ensuring Superintendent
Accountability
Ensuring Pricipal
Accountability
Ensuring Teacher
Accountability
Ensuring Student Accountability
Demonstrating
Community Leadership
Demonstrating District
Leadership
Demonstrating Site
Leadership
Demonstrating Classroom
Leadership
26. Act: Implement Plan
● Looking Back
○ How are our supports
impacting school
leaders and teachers?
○ What are school leaders
and teachers requesting
support with?
● Looking Forward
○ How will we adjust [the
next meeting] to
respond to their needs?
28. Cycle Review Process
How well did Sup’
t/Cabinet support
Ed Services?
How well did Ed
Services support
school leaders?
How well did
School Leaders
support teachers?
How well did
teachers support
students?
How did students
do?
High quality
Professional
Development
High quality
Professional
Development
Consistent
implementation of
CRTL practices
Overall
High quality,
consistent Coaching
High quality,
consistent Coaching
Frequent, immediate
Response to
Intervention
Sub-Groups
Meaningful, frequent
Collaboration
Meaningful, frequent
Collaboration
Grade Levels/
Departments
Supportive, frequent
Site Walk-throughs
Sub-Groups by
Grade Levels/
Departments
29. Adjustments for Next Cycle
Synthesized reflection:
● Because we _______, school leaders ________, enabling teachers to ______,
resulting in students _______.
● Because we didn’t _______, school leaders didn’t ______, therefore teachers
didn’t ______, results in students ______.
● Although we ________, school leaders ______, teachers _____, resulting in
students ______.
Necessary adjustments for next cycle:
● Supports to school leaders
● Supports to teachers
30. Response to New Initiatives
You’re plugging away at the plan when
another attractive initiative, program,
resource comes your way…
What do you need to ask
yourselves to identify how to
respond?
31. Partnering
Create an authentic
partnership between
Educational Services
and school leaders in
which each person is
able to bring their unique
knowledge, skills, and
beliefs to the table
to pursue common goals.
32. Close/Renew
Create a space for reflection on the progress made;
unpacking successes and challenges to create momentum
for the year ahead.
33. Contact
Lisa Andrew, Ed.D
California Regional Executive Director
landrew@partnersinschools.org
(408) 398-2747
Viviana Garcia
District Transformation Director
vgarcia@partnersinschools.org
(408) 431-9886
