Change

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Change

• Building on Our Knowledge
• January 23/24, 2007

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A
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What moles are you whacking?
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Susan Scott

• Burnout happens, not because were trying to
  solve problems, but because weve been trying to
  solve the same problem over and over and over.
• (Scott, 2002, p.124).

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Change . . .

• Significant change involves a certain amount of
  ambiguity, ambivalence, and uncertainty for the
  individual about the meaning of the change
  (Fullan, 2001, p.108).

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2005-06 Schools with Greatest Challenge(Fewest
Percent of DIBELS Benchmark Kindergarten Students
at the Beginning of Year)
Moderately Challenging
Most Challenging
Least Challenging
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2006-07 Schools with Greatest Challenge(Fewest
Percent of DIBELS Benchmark Kindergarten Students
at the Beginning of Year)
Moderately Challenging
Most Challenging
Least Challenging
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Comparing 2005-06 2006-07

• 2005-06 Most Challenging
• Dyer
• Silver Peak
• Vegas Verdes
• Rundle
• Warren
• Greenbrae
• Moore
• Beckley
• Edwards
• West Wendover
• Wynn

• 2006-07 Most Challenging
• Dyer
• Harmon
• Edwards
• Moore
• Beckley
• Rundle
• West Wendover
• Griffith
• Reed
• Wynn

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Kindergarten Changes
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2006-07 DIBELS Benchmark Kindergarten Beginning
of Year to Middle 1
Moderately Challenging
Most Challenging
Least Challenging
05-06 EOY State Average (54)
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2006-07 Increase DIBELS Benchmark Kindergarten
Beginning of Year to Middle 1
Moderately Challenging
Most Challenging
Least Challenging
05-06 EOY Statewide Increase (35)
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2006-07 DIBELS Intensive Kindergarten Beginning
of Year to Middle 1
Moderately Challenging
Most Challenging
Least Challenging
05-06 EOY State Average (27)
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2006-07 Decrease DIBELS Intensive Kindergarten
Beginning of Year to Middle 1
Moderately Challenging
Most Challenging
Least Challenging
05-06 Statewide Decrease (-17)
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First Grade

• Assume that people need pressure to change
  (even in directions that they desire), but it
  will be effective only under conditions that
  allow them to react, to form their own position,
  to interact with other implementers, and to
  obtain technical assistance (Fullan, 2001, p.
  109).

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First Grade Changes
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2006-07 DIBELS Benchmark First Grade Beginning
of Year to Middle 1
Moderately Challenging
Most Challenging
Least Challenging
05-06 EOY State Average (53)
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2006-07 Increase DIBELS Benchmark First Grade
Beginning of Year to Middle 1
Moderately Challenging
Most Challenging
Least Challenging
05-06 EOY Statewide Increase (1)
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2006-07 DIBELS Intensive First Grade Beginning
of Year to Middle 1
Moderately Challenging
Most Challenging
Least Challenging
05-06 EOY State Average (19)
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2006-07 Decrease DIBELS Intensive First Grade
Beginning of Year to Middle 1
Moderately Challenging
Most Challenging
Least Challenging
05-06 EOY Statewide Decrease (-4)
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Second Grade

• Assume that conflict and disagreement are not
  only inevitable but fundamental to successful
  change (Fullan, 2001, p. 108).

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Second Grade Changes
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2006-07 DIBELS Benchmark Second Grade Beginning
of Year to Middle 1
Moderately Challenging
Most Challenging
Least Challenging
05-06 EOY State Average (48)
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2006-07 Increase DIBELS Benchmark Second Grade
Beginning of Year to Middle 1
Moderately Challenging
Most Challenging
Least Challenging
05-06 EOY Statewide Increase (7)
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2006-07 DIBELS Intensive Second Grade Beginning
of Year to Middle 1
Moderately Challenging
Most Challenging
Least Challenging
05-06 EOY State Average (32)
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2006-07 Decrease DIBELS Intensive Second Grade
Beginning of Year to Middle 1
Moderately Challenging
Most Challenging
Least Challenging
05-06 EOY Statewide Decrease (-1)
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Third Grade

• Do not assume that the reason for lack of
  implementation is outright rejection of the
  values embodied in the change, or hard-core
  resistance to all change. Assume that there are
  a number of possible reasons value rejection,
  inadequate resources to support implementation,
  insufficient time elapsed, and the possibility
  that resisters have some good points to make
  (Fullan, 2001, p. 109).

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Third Grade Changes
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2006-07 DIBELS Benchmark Third Grade Beginning
of Year to Middle 1
Moderately Challenging
Most Challenging
Least Challenging
05-06 EOY State Average (44)
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2006-07 Increase DIBELS Benchmark Third Grade
Beginning of Year to Middle 1
Moderately Challenging
Most Challenging
Least Challenging
05-06 EOY Statewide Increase (4)
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2006-07 DIBELS Intensive Third Grade Beginning
of Year to Middle 1
Moderately Challenging
Most Challenging
Least Challenging
05-06 EOY State Average (24)
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2006-07 Decrease DIBELS Intensive Third Grade
Beginning of Year to Middle 1
Moderately Challenging
Most Challenging
Least Challenging
05-06 EOY Statewide Decrease (-8)
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All Students (K-3)

• Assume that changing the culture of
  institutions is the real agenda, not implementing
  single innovations (Fullan, 2001, p. 110).

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All Students (K-3) Changes
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2006-07 Increase DIBELS Benchmark All Students
(K-3) Beginning of Year to Middle 1
Moderately Challenging
Most Challenging
Least Challenging
05-06 Western U.S. Average (69) 12 States, 296
RF Schools
05-06 EOY State Average (50)
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2006-07 Increase DIBELS Benchmark All Students
(K-3) Beginning of Year to Middle 1
Moderately Challenging
Most Challenging
Least Challenging
05-06 EOY Statewide Increase (12)
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2006-07 Decrease DIBELS Intensive All Students
(K-3) Beginning of Year to Middle 1
Moderately Challenging
Most Challenging
Least Challenging
05-06 EOY State Average (26)
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2006-07 Decrease DIBELS Intensive All Students
(K-3) Beginning of Year to Middle 1
Moderately Challenging
Most Challenging
Least Challenging
05-06 EOY Statewide Decrease (-7)
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What tools are needed to bake a cake?
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Simple yet critical tool

• If the toothpick has batter on it, what should we
  do?

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DIBELS and Toothpicks are Indicators

• Not designed to provide an exhaustive information
  
• Accurate and efficient indicator
• DIBELS, like a toothpick, should NOT be the only
  means of testing doneness

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Instructional Intensity
Pacing Schedule Data
Unit/Theme Tests
All information should be confirmed with regular
classroom observations
DIBELS
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Southside 2005-06 DIBELS Profile
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DIBELS Two Year Comparison
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Hypothetical Kindergarten
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Pacing Schedules

• First day of school
• No instruction days
• Last day of school
• Number of instructional days available
• Map out starting dates for each theme/unit

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Hypothetical Kindergarten
Communicate clear directions on how teachers are
to balance teaching to mastery and the use of
pacing schedules
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Hypothetical Kindergarten
Theme 5 Skills Test Theme 4 Skills Test
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Cohorts
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First Grade
Intervention Intervention Teacher 1A Teacher
1B Teacher 1C Intervention Intervention Interventi
on Intervention Teacher 1D Intervention Interventi
on no class
Intervention Intervention Teacher 1A Teacher
1B Teacher 1C Intervention Intervention Interventi
on Intervention Teacher 1D Intervention Interventi
on no class
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First Grade Pacing Schedule
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End-of-Theme Skills Test
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Your Schools Data

• Compare DIBELS, Pacing Schedule Data, and
  Unit/Theme Test Data
• Rate the instructional intensity of each grade
• Excellent
• Fair
• Needs some help
• Needs intensive support

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Tackle Your Toughest Challenge

• Today

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Confront Your Toughest Issue

• What is must have conversation (the elephant in
  the room)?
• What conversation would you prefer to avoid with
  every subatomic particle in your body?
• Write it down (grade-level team topic)
• Write down the date you will confront the issue

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Before Presenting the Issue

• The issue is
• It is significant because
• My ideal outcome is
• Relevant background information
• What I have done up to this point
• The help I want from the group is

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Delivering a Difficult Message

• In organizations where leaders have developed
  the courage and skills required to stay current
  and to communicate honestly with coworkers
• Have less stress
• Experience lower employee turnover
• Have considerably fewer concerns about grievances
  and lawsuits

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Come Straight at the Issue

• Deliver the message clearly, cleanly, and
  succinctly
• Communicate honestly with coworkers
• Get right to the point
• Deliver the message in the first 60 seconds
• Invite the team to join the conversation

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Did you say

• 60 seconds?

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Opening Statement

• Name the issue.
• Select a specific example that illustrates the
  behavior or situation you want to change.
• Describe your emotions about this issue.
• Clarify what is at stake.
• Identify your contribution to this problem.
• Indicate your wish to resolve the issue.
• Invite your team to respond.

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• Students are not engaged while youre teaching.
  When I observe in your classrooms, I still see
  teachers asking questions and having one student
  answer. Im frustrated when I see the rest of
  the class tuned out and not engaged in the
  learning. If the majority of your students are
  not engaged when youre teaching, then they are
  going to learn very little. Perhaps I have not
  been clear enough when I said we were going to
  work on student engagement. This is an important
  issue for me and were here to see how we can
  improve the situation. Please talk with me about
  what youve done with the engagement strategies
  presented in our last PLC meeting.

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Practice the Opening Statement

• Own the words
• Straight, clean, and clear
• Deliver the message
• Engage in an honest conversation about the issue

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Remember

• The opening statement is an invitation for the
  team to join the conversations
• No one person owns the entire truth about the
  situation
• The entire team has flashlights to illuminate the
  situation

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Common Errors

• So, Hows It Going?
• The Oreo Cookies
• Too Many Pillows
• Writing the Script
• Machine Gun Nelly

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Error 1 So, Hows It Going?

• Disrespectful and dishonest
• Masks hidden agenda
• Youre not fooling anybody
• Dont force members of the team to try and bluff
  their way through a thinly veiled confrontation
• Some are very good at bluffing
• Dont give them the opportunity
• Just say it clearly, cleanly, and calmly

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Error 2 The Oreo Cookie

• Sends mixed message
• Breeds paranoia
• Youre doing a good job, but
• Here comes a sugar-coated spitball
• People deserve better than this
• You have an obligation to provide a clear
  straight message about what is expected
• Save the praise for when it is deserved

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Error 3 Too Many Pillows

• Soften the message to avoid hurting feelings
• We are trying to protect our own feelings
• The message gets lost altogether
• This can only mean one thing and I dont know
  what that is.
• Replace the pillows with a clear request
• Some people just dont get the subtleties
• They dont want to get hit over the head with a
  2x4 either

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Error 4 Writing the Script

• Picture in our minds exactly what we think others
  will say and do
• Plays out like a melodrama in our minds
• Locks out the possibility of a true conversation
• We may not hear the real response

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Error 5 Machine Gun Nelly

• Confronts the situation with heavy artillery
• Hurls the message with vengeance
• Ducks and runs

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Bring Resolution to the Issue

• What have we learned?
• Where are we now?
• Has anything been left unsaid that needs saying?
• What is needed for resolution?
• How can we move forward here given our new
  understanding?

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End the Conversation

• Make an agreement
• Hold each other accountable

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Refresher

• Burnout occurs because we have been trying to
  resolve the same problem over and over
• Tackle your biggest issue today
• Your opening statement invites the team into the
  conversation
• Hold each other accountable

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Third Grade
Teacher 3A Teacher 3B Intervention Teacher
3C Teacher 3D Teacher 3E Teacher 3F Teacher
3G Intervention Intervention no class
Teacher 3A Teacher 3B Intervention Teacher
3C Teacher 3D Teacher 3E Teacher 3F Teacher
3G Intervention Intervention no class