BSD School Improvement Partnership

Welcome to the Educational Directions professional development session presented to the district and school leadership of Blytheville School District (BSD). This is the first of two planned professional development sessions for the 25-26 school year.

We would like to thank Commissioner Jacob Oliva and Deputy Commissioner Stacy Smith and their team at the Division of Elementary and Secondary Education for both providing resources and guidance for our work with BSD.

As we customized this PD session, we realized there are a few different audiences that might be attending; therefore, we streamlined this PD to be laser focused on the time between today’s PD session (July21) and the end of the Opening of School Period (about 3 to 5 weeks after the school year begins).

BSD schools and the district office also have the benefit of having Ed Directions’ Leadership Coaches and Program Directors that will help implement this Rhythm of the Learner Year process throughout the upcoming school year, but we will focus the in-depth learning and activities around a successful opening of school.

 Introduction – Ed Directions, the LEARNS Act, & High Stakes Accountability

At the professional development, we will cover a little more about our company, Ed Directions, and look forward to the school year, understanding both the impact of the LEARNS Act as well as general high stakes accountability.

 Section1 – Key Models and Processes

In this first section, we will quickly go over three very important models to the work BSD will be doing issue. First, it is important to understand different student as a learner versus for student as a performer since high-stakes testing really looks at performance. Second, understanding performance, the 5 Legged Model looks at both cognitive and noncognitive aspects contributing towards students getting best in reaching their potential. Third and finally, look at the school year from being learner’s perspective. In later sections of the session, we go much deeper into the rhythm of the Learner Year.

 Section 2 – Standards-based Education and Unpacking Standards

In the second section of the PD, we dive into the concepts of standards, standards-based instruction, and curriculum design. We need to reframe instructional leaders’ and teachers’ perceptions of their task of increasing student performance and raising school scores. We focus on the nature of the standards and emphasize that the standards don’t define what must be taught. The standards determine what students must learn and the level at which they must use what they’ve learned.

Ed Directions uses a process that we call Unpacking a Standard.

 Section 3 – Embracing the Rhythm of the Learner Year Overview

In section 3, we look at the school year from the strudents’ perspective. Ed Directions splits the year into discrete periods, each with priorities building toward an independent student learner and performer who understands proficiency and gives best effort. In the Summer Period, we evaluate data and plan for the year (culture and climate as well as teaching and learning).

In the Opening of School Period, we ensure operations are smooth, and the focus is upon building a learner-friendly culture and an optimal learning environment. In the fall’s Formative Period, we build learners; we assess the root causes of those underperforming or off-grade and provide targeted support. In the Calibrating Period, after winter break, we focus on performance: the use of long-term memory in performing tasks at the level of rigor and complexity at which students have to work on the state assessment. As we approach the Testing Period, we have to open pathways back to that learning from the beginning of the year, make sure we have hearts and minds, and lock down the adult activities that are needed for a smooth testing cycle. We can consider the End-of-Year Period a chance to mentally pack things away for the summer and collect information about the year for summer planning, professional development, and identifying operational strengths and weaknesses.

Section 4 – Planning for the Opening of School

In section 4, we circle back to the Period of the school year we are about the enter, the Opening of School Period.

Timeframe: From two weeks before school opens to three weeks (to five) after school opens.

The opening of school period is one of the most important of the year. If we do the right things, it doesn’t guarantee that we will win the game, but it does increase our chances of success. If we do the wrong things and create the wrong conditions, we can lose the game during this opening period.

We look at the opening period as a five-week block of time – two weeks before school opens and three weeks after the students arrive – where we have to do those things which will enable all students to be successful. In many classrooms in the second week of school students and teachers already know who the “good” students will be and who the “failures” will be. A successful opening means that everyone – teachers and students – believe that all students have the potential to be successful.

Facilitated Planning – Strategic Planning for the Opening School

After lunch, the teams will have planning time to develop a strategic plan for the opening of school.

A well-crafted plan for opening school is essential to ensure a smooth and effective start to the school year. By organizing priorities, assigning responsibilities, and setting measurable goals, school leaders can confidently address challenges and drive success for both staff and students. This planning session will help schools structure plans across three critical phases of preparing for a productive academic year.

Phase 1: Before Teachers Return

Phase 2: Before Students Return

Phase 3: By the End of the Opening of School

 Structure of the Plan

To streamline the planning process, use the following template for each line item in the strategic plan:

• Action Item: Clearly define the specific task or goal.

• Person Responsible for Deliverable: Identify the individual accountable for completing or overseeing the completion of the task.

• Due Date: Set a deadline to maintain momentum and ensure timely execution.

• Evidence to Gauge Completion and Quality: Specify how you will measure success through tangible outcomes, such as documents, feedback, or observable results.

As teams create action items, they will make sure they log any foundational elements (constraints, assumptions, or key considerations) at the bottom of the page. This will help everyone remember the “why” they included certain line items. This also ensures alignment with the school and its priorities.