The document provides details of an administrative retreat for school district administrators held from August 8-10, 2012. It includes an overview of the 3-day agenda with topics to be covered each morning and afternoon. It also lists the members of 6 mixed mini-teams that will participate in activities during the retreat. The retreat focuses on developing plans and strategies for continuous improvement, data analysis, professional development, and preparing for board work sessions. Quotes and information shared focus on the challenges of creating professional learning communities and developing a consistent method for assessing performance and progress toward goals.

1. Administrative Retreat
August 8-10, 2012

2. Mixed Mini-Teams
Team A: Team B: Team C:
Dave Helke Kelly Ronn Don Leake
Bill Heim Gene Roczniak Kari Komar
Liz Vaught Lyle Bomsta Kay Fecke
Taber Akin Sarah Kloeckl Brady Hoffman
Stephanie Corbey Tom Umhoeffer Ruth Dunn
Delonna Darsow Julie Kronabetter Rachel Gorton
Aaron Tinklenberg Nancy Birch Michele Starkey
BEA Rep? Glenn Simon BEA Rep
Team D: Team E: Team F:
Janice Porter Chris Bellmont Renee Brandner
Jeff Leach Brad Rob Bruce Morrissette
Rob Nelson Kristine Black Jon Bonneville
Stacey Sovine Cindy Check Elaine Mehdizadeh
Roxanne Williams Kathy Funston Jenne O’Neill-Mager
Jackie Smith Tiffany Weiler Dawn Willson
Connie Erickson Jim Dellwo Kevin Avise
Doug Steele BEA rep? David Bernard

3. 3 Day Overview
Wednesday AM Thursday AM Friday AM
(Split admin
operational/Instructional)
•TeamWorks ELS •Establishing Norms
•ISD 191 Roadmap & •Understanding the •Curriculum Plans
Operational Plan Vision Cards •PD Plans
•Leading Change & •Connecting Vision •Connecting District &
Con’t Improvement Cards to Imp Plans School Work
Wednesday PM Thursday PM Friday PM
•Leading in Partnership •Adminstrative Details •Preparing for Board
•Key Messages from •Key Messages Work Sessions
today regarding Roadmap
•2:00 All together for
finalizing Key Messages

4. Administrative Retreat
Thursday, 8/9/12

5. Mixed Mini-Teams
Team A: Team B: Team C:
Dave Helke Kelly Ronn Don Leake
Bill Heim Gene Roczniak Kari Komar
Liz Vaught Lyle Bomsta Kay Fecke
Taber Akin Sarah Kloeckl Brady Hoffman
Stephanie Corbey Tom Umhoeffer Ruth Dunn
Delonna Darsow Julie Kronabetter Rachel Gorton
Aaron Tinklenberg Nancy Birch Michele Starkey
BEA Rep? Glenn Simon BEA Rep
Team D: Team E: Team F:
Janice Porter Chris Bellmont Renee Brandner
Jeff Leach Brad Rob Bruce Morrissette
Rob Nelson Kristine Black Jon Bonneville
Stacey Sovine Cindy Check Elaine Mehdizadeh
Roxanne Williams Kathy Funston Jenne O’Neill-Mager
Jackie Smith Tiffany Weiler Dawn Willson
Connie Erickson Jim Dellwo Kevin Avise
Doug Steele BEA rep? David Bernard

6. 3 Day Overview
Wednesday AM Thursday AM Friday AM
(Split admin
operational/Instructional)
•TeamWorks ELS •Establishing Norms
•ISD 191 Roadmap & •Understanding the •Curriculum Plans
Operational Plan Vision Cards •PD Plans
•Leading Change & •Connecting Vision •Connecting District &
Con’t Improvement Cards to Imp Plans School Work
Wednesday PM Thursday PM Friday PM
•Leading in Partnership •Adminstrative Details •Preparing for Board
•Key Messages from •Key Messages Work Sessions
today regarding Roadmap
•2:00 All together for
finalizing Key Messages

7. Elbow Partner Warm Up:
The first and most brutal fact that must be
confronted in creating PLCs is that the task is
not merely challenging; it is daunting. It is
disingenuous to suggest that the
transformation will be easy or to present it
with rosy optimism that obscures the
inevitable turmoil ahead.
Learning By Doing (2010) pg 252
What pieces of our narrative are evidence of this
predictable turmoil ? What steps have you
taken to make it positive?

8. Bracketing & Parking Lot
• Create a “to-do” list
for the things you
would be doing if
you were not here
today.
• List items on chart
paper (back wall) to
address after lunch

9. To throw our hands up and say, “But we cannot
measure performance in the social sectors the way
you can in business” is simply lack of discipline. All
indicators are flawed, whether qualitative or
quantitative. Test scores are flawed, mammograms
are flawed, crime data are flawed, customer service
data are flawed, patient-outcome data are flawed.
What matters is not finding the perfect indicator, but
settling upon a consistent and intelligent method of
assessing your output results, and then tracking your
trajectory with rigor. What do you mean by great
performance? Have you established a baseline? Are
you improving? If not, why not? How can you
improve faster toward your audacious goals?
Jim Collins pgs. 7-8 (2005)

10. Focus on Continuous Improvement
(Initially shared 8/17/11)
• Plan
– Collect and analyze data
– Identify goals
– Identify strategies focused on
improvement
– Determine progress monitoring
processes and timelines
• Do
– Implement strategies
– Monitor and document progress
• Study
– Assess the impact of the strategies
– Monitor results
• Act
– Use data to modify plan
– Develop on-going efforts focused
on improvement

11. Timelines for SIP/PD Plans
Review Data
Complete Self- Bring Data from
(continuous Share Current Reality
Assessments on Self-Assessments; Share Current Reality Share Current Reality improvement (4 data sources); Share
Learning, Develop SMART (at least 2 data (at least 2 data cycle) and Learning, Progress, and
Collaboration, Goals; Focus on sources); Share Data sources); Share Plans Develop 2012- Data at DLT; Share
Results; Develop Action and PD and Narratives or for Exploring Data 2013 Plans 2012-2013 Plans (draft)
Current Reality Plans Visuals about SIP Sources, SIP Progress
September October November December January/February March April/May June
Analyze Student Share Additional Share Emerging Share Emerging
Data Analysis for Explore Processes for Results from Action Results from Action
Achievement Data; ;
Current Reality; Demographic and Plans; Share Summary Plans; Share Summary
Explore Other School
Share Emerging Perception Data; of Professional of Professional
Process Data
Action Plans; Discuss Explore Learning Learning; Focus on Learning; Focus on
Sources; Learn about
Creating Narratives, Connected to Action Continuous Continuous
Data Collection on
Visuals for SIP Data Plans (i.e., core Improvement Cycle Improvement Cycle
Staff Learning
instruction, system of
interventions)

12. Creating a Narrative
(Initially Shared 9/22/2011)
• Creating a narrative—or telling your story of your
learning and doing—is an essential part of
developing and monitoring your SIP plan.
• As your site monitors and documents your
progress, you will need to systematically record
the processes for developing your SIP, the impact
of adult learning, and the results from
collaborative teams.
• Here’s an option that will be studied further:
http://sksssip.blogspot.com/

13. Individual Narrative
• Determine protocols for
individuals to systematically
document the learning and
doing
• Build in structures where
individuals draw conclusions
about their work and inform
their practice and professional
learning
• Have individuals analyze their
learning and work at the end of
the year
– What did I learn this year?
– How did I grow and change as a
result of my learning?
• Celebrate the learning and doing
of individuals

14. From Individual to Team Narrative
1. Provide time for teams to
systematically document
When individuals
their learning and doing begin sharing and
with one another collectively
2. Have teams determine
protocols to monitor and
building their
inform their learning and narratives, the
doing team narrative
3. Have teams summarize
their learning and doing
starts to take
4. Celebrate the learning shape, as well
and doing of teams

15. From Team to Building Narrative
As teams engage in the
1. Determine protocols and
processes for your building to
development of their
synthesize the learning and narratives, their
doing of your teams collective “story”
2. Determine a mechanism for
how the synthesis of your
shapes the building’s
building’s learning and doing narrative, as well.
are documented and
celebrated

16. From Building to District Narrative
1. Systematically embed
protocols and processes for The richness of our
buildings to share and district’s narrative is
celebrate their learning and
doing at principal meetings,
based on the
at DLT meetings, and other collective stories
data share fair opportunities from buildings,
departments, and
programs.

17. Strategic Roadmap
Mission, Vision, Core Values, Strategic Directions
District Operational Plan
Mapping our work aligned to strategic directions
Is it the right work?
When will it happen?
What needs to leave the system?
Essent
ia l Ques
How do tion:
Pl a n s ( w e al i g
n Cont
Vision Cards SIPS a
the str
nd Dep inuous
t Impro
vemen
Improv
ement
Tracking progress towards our vision of: ategic t Plans
roadm ) to ma
ap hap ke
pen?
A: Excellence in Learning
B: Excellence in Teaching
C: Excellence in Support Services

18. Operational Plan
In your groups (10 minutes):
•Initial reactions?
•How does this inform your leadership developing bldg and dept
improvement plans?
•How might you share this with staff to help cultivate district-wide
synergy towards our work?

19. Vision Cards
Vision Card A:
- Student Learning
Vision Card B & C
Aligning work of adults to
improve results on our
mission:
- Teaching
- Support Services

20. Understanding Vision Card C
• Initial reactions - what is unclear?
• How does this impact the relationship between
building principals and department leaders?
Be prepared to report out in 20 minutes

21. Be back to
continue our
learning in 10
minutes!

22. Understanding Vision Card B
• How does each strand connect to the SIP outline?
• Develop “Look Fors” to bring clarity to each
strand
• Begin to discuss simple common assessments or
measurements, connected to Continuous
Improvement Plan action plans, and map out a
schedule to discuss results during our Thursday CT
meetings.

23. Triad Sharing Learning
• Form a triad by joining
two colleagues from
different teams.
• Share insights you
gained about
collaborating to do
“results-oriented work.”

24. P !!
ROU
REG
Job Alike Teams
Team 1 - Secondary Principals/APs
Team 2 - Elem. Principals west of 35W
Team 3 - Elem. Principals east of 35W
Team 4 - SpEd leadership
Team 5 - Business/Operations Leadership
**TLT rotate among groups**

25. What’s Our Focus?
• Fullan writes, “Collaborative cultures, which
by definition have close relationships, are
indeed powerful, but unless they are focusing
on the right things, they may end up being
powerfully wrong.” What is the caution for
what we need to be focusing on?

26. What’s the game plan?
• Share ideas for common assessments or
measurements from previous discussion.
• Map out a process and schedule for progress
monitoring Vision Cards that makes sense in our
calendar and aligns to our continuous
improvement schedule/calendar

27. Go See Vera!
• Be back and
ready for more
highly-
caffeinated
learning in 45
minutes!

28. Meeting in the Parking Lot
Items to address:
• Transportation
• School Choice Recommendation
• Budget Recommendation
• Principal vacancies
• Welcome Center
• Aug 27th
• School View

29. Excellence In Communication

30. Developing Key Messages
Create key messages
regarding our work on the
Strategic Roadmap,
Operational Plan, and
Vision Cards
Process:
• Back to 6 Mixed Mini-Teams
• 5 minutes at each “station” to develop key
messages
• You can add AND “wordsmith”
• Share out after returning to first rotation

31. This is perhaps the single most important point in all
of Good to Great. Greatness is not a function of
circumstance. Greatness, it turns out, is largely a
matter of conscious choice, and discipline.
Jim Collins (2005) pg. 31