Blueprint Institute 2018

Waitlist Registration available

MI EXCEL BLUEPRINT INSTITUTE IV: DISRUPTING THE STATUS QUO: INSTALLING THE BLUEPRINT TO REALIZE STUDENT SUCCESS FOR ALL

August 1-2, 2018 at the Crowne Plaza Hotel, Creyts Road, Lansing

This two-day residential institute will offer full-day, half-day, and 90-minute seminars examining the various components of the Blueprint for Systemic Reconfiguration. Primarily geared toward Blueprint installing districts, but with exploratory sessions as well, participants will select program offerings that not only deepen their understanding of the various Blueprint systems and routines, but connect this work to the MDE defined MTSS and CNA. Program content will focus on the Intense Student Support Network as well as the Mezzanine, Tenant, Residential and Spire levels of installation. Don’t miss the distinguished Superintendents’ Panel where at least 10 Blueprint Superintendents share their passion and commitment with all conference attendees as the keynote feature. This is an opportunity to share best practices with one anther, hear from installing districts, and deepen understanding of the work as more and more districts reach the advanced levels of Blueprint installation.

 

Schedule

Institute Flier

Allocation of Resources

Ensuring all students receive high levels of learning everyday continues to be a focal point for Michigan school districts. Today, districts across the state continue to grapple with challenges relative to resource allocation as they work to meet the needs of all students. As Blueprint installing districts engage in purposeful systemic reconfiguration, the deliberate and results-driven allocation of resources (time, people, and money) remain at the forefront of change efforts. This powerful learning session will provide practitioners from across the state with research-based best practices for aligning and allocating resources that effectively translate into improved student, teacher, and leader performance.

Outcomes:

  • Develop understandings of the resources in which districts strive to align and allocate (time, people, money);
  • Process how a Blueprint district uses systems-level data to allocate time people, and money at the district level; and
  • Process how a Blueprint district uses systems and building-level data to allocate time, people, and money at the building level.

Blueprint Tools

Blueprint tools… tools… and more tools! Have you checked out the Tools and Resources in the MI Excel Online Warehouse? Are you interested in knowing what tools and resources are available to support districts and ISDs/ESAs with systemic reconfiguration relative to Blueprint installation? If so, this is the session you’ve been waiting for!  This interactive and engaging learning session will walk participants through the Tools and Resources Online Warehouse as well as support participants in learning how to navigate the vast amount of tools and resources available to support with purposeful systemic reconfiguration.  

Outcomes:

  • Develop understandings of how to utilize the MI Excel Online Warehouse to support systematic reconfiguration;
  • Explore tools and resources that are designed to support the installation of the Blueprint for Systemic Reconfiguration; and
  • Contextualize these tools resources for your district.

Bringing it All Together – Keeping the Momentum

Maintaining momentum during organizational change as a result of systemic reconfiguration is one of the greatest challenges facing Blueprint installing districts today. So what can you do to maintain momentum and keep things moving? Learn strategies as to how Blueprint installing districts can take concerted efforts and focused actions to bring each level of Blueprint installation together and maintain momentum as the district moves beyond installation levels to sustain improvement in student, teacher, and leader performance.

Outcomes:

  • Develop understandings of what it really takes for a superintendent to lead systemic reconfiguration in a district;
  • Discuss authentic barriers and roadblocks to leading systemic reconfiguration; and
  • Develop understandings of strategies to use to maintain momentum throughout the entire process of Blueprint installation.

Building Network – Moving Beyond Traditional School Leadership Teams

As systemic reconfiguration begins to flow into each building, it’s important that building principals organize a team of leaders that recognize and reinforce the district’s sense of urgency to realize dramatic improvement in student, teacher, and leader performance in a short amount of time. This session will provide participants with theoretical understandings of the sustainable difference between a Building Network and a traditional school leadership team, along with practical application steps for building leaders to organize their Building Network.

Outcomes:

  • Develop understandings of Building Networks;
  • Compare and contrast a Building Network and a traditional school leadership team; and
  • Explore practical application steps for building leaders to organize their Building Network.

Communications Driver System – Communicating Systemic Reconfiguration

It is easy for Blueprint districts to install the use of email codes as part of their Communications Driver System. The difficulty comes when districts ask themselves whether or not this driver system is being utilized to provide clarity, coherence, and common understandings of systemic reconfiguration throughout the entire organization.  This session will focus on moving beyond email codes to a system that provides clear internal and external communication to present the district’s approach to systemic reconfiguration.

Outcomes:

  • Develop understandings of the Communications Driver System;
  • Develop understandings of the distinct, but interconnected, roles of both the district and the school in the Blueprint installation process; and
  • Explore ways to move beyond email codes to lead effective organizational change.

Connecting Instructional Leadership and Teacher Collaborative Routines

Building leaders are faced with ensuring that the district’s visions for high-quality subject-specific instruction and high-quality student support are being carried out through the delivery of the district’s curriculum and assessment on an organic basis. During the third phase of Blueprint installation (Mezzanine Level), districts begin to take stock of connections between Instructional Leadership Routines and Teacher Collaborative Routines and how they work in tandem to support improved teacher and student performance. Participants attending this session will examine strategic connections between the Blueprint’s Instructional Leadership Routines and Teacher Collaborative Routines and how the alignment of these two routines impact building level performance and overall organizational results.

Outcomes:

  • Develop understandings of Instructional Leadership Routines;
  • Develop understandings of Teacher Collaborative Routines;
  • Examine strategic connections between these building routines; and
  • Connect these routines to building level performance.

Exploring the Interconnectedness between the Blueprint, MTSS, and CNA

Systemic reconfiguration purposefully disrupts current practice to create a new structure of coherent, aligned district and building systems to ensure success for all students (Chandler & Mohney, 2017).The Blueprint is a framework by which districts can reconfigure themselves to systemically support teaching and learning and to realize their vision of success for every child.  Multi-Tiered System of Supports (MTSS) is a framework used by schools/districts to ensure high levels of learning for all students academically and non-academic (social, emotional, behavioral, health and nutritional).  MTSS focuses on providing high-quality instruction and interventions matched to student need while using data continuously and systematically at all levels to monitor and evaluate the effectiveness of all components of the system. The Comprehensive Needs Assessment is a process used to examine a district or building’s strengths and weaknesses in order to strategically sustain the strengths and to develop a plan to address the challenges.  How do these three important works connect to one another? How are their approaches similar? Different? Where does the work intersect and what are the advantages to continuous improvement using a combination of these lenses in tandem? This session will guide participants in connecting these three works to their district’s strategic vision.

Outcomes:

  • Explore continuous improvement as a process that can be approached in multiple ways;
  • Describe the connections and main differences between a Comprehensive Needs Assessment driven Improvement Process, The Blueprint for Systemic Reconfiguration, and Multi-Tiered Systems of Support; and
  • Explain the advantages of combining the three approaches to intensify continuous improvement for leaders, teachers and students.

Connecting the Blueprint for Systemic Reconfiguration to MTSS

Systemic reconfiguration purposefully disrupts current practice to create a new structure of coherent, aligned district and building systems to ensure success for all students (Chandler & Mohney, 2017). The Blueprint is a framework by which districts can reconfigure themselves to systemically support teaching and learning and to realize their vision of success for every child.  Multi-Tiered System of Supports (MTSS) is a framework used by schools/districts to ensure high levels of learning for all students academically and non-academic (social, emotional, behavioral, health and nutritional).  MTSS focuses on providing high-quality instruction and interventions matched to student need while using data continuously and systematically at all levels to monitor and evaluate the effectiveness of all components of the system.  How do these two important works connect to one another? How are their approaches similar? Different? Where does the work intersect and what are the advantages to teaching and learning using these two lenses in tandem? This session will guide participants in connecting these two works to their district’s strategic vision.

Outcomes:

  • Understand the systemic nature of both the Blueprint for Systemic Reconfiguration and Multi-Tiered System of Supports;
  • Understand the big-picture overview and essential components of the Blueprint and MTSS; and
  • Understand how the Blueprint and MTSS are related systems, as well as how they support one another.

District Network’s Role in Leading Systemic Reconfiguration

Are District Network leaders prepared to lead and guide change in a way that successfully influences organizational practices through systemic reconfiguration? Education research is clear on the role leaders play in creating and cultivating environments that lead to desired achievements. This session is uniquely designed to examine the role of the District Network in relentlessly leading and guiding systemic change.  Lifted in this session will be intentional dialogue relative to district leadership and scaling efforts that create opportunities for growth and support among building leaders in understanding and contextualizing Blueprint systems.

Outcomes:

  • Develop understandings of the District Network:
  • Examine the District Network’s role in systemic reconfiguration; and
  • Explore ways District Networks leverage their Communications Driver System to scale Blueprint installation in their districts.

District Stories

What does Blueprint installation really look like in a district like yours? Learn firsthand from superintentdents and key district leaders as they share the successes and challenges of systemic reconfiguration.

Outcomes:

  • Explore a district’s journey in Blueprint installation; and
  • Dialogue with a district’s superintendent around successes and challenges of systemic reconfiguration.

Diving Deeper into the Intense Student Support Network

Research is compelling as to the number of students attending schools today with non-academic needs. Identifying and addressing the non-academic needs of students is essential as districts work to successfully educate all students. This informational session will allow participants to unpack the Blueprint’s Intense Student Support Network System and explore how installation of this system supports effectively nurturing and supporting all students who come to school with non-academic needs that create obstacles for high achievement.

Outcomes:

  • Develop understandings of the Intense Student Support Network;
  • Deepen understandings of how each floor of the Intense Student Support Network strategically connects to driver systems, district system, and building routines; and
  • Explore challenges and possible solutions to installing this district system.

Getting Started with Systemic Reconfiguration

So you want to engage in Blueprint installation… Now what? Over time we have all heard the saying, “The only constant is change.” With this in mind, the essential question becomes: how do districts get started with engaging in complex sustainable change that delivers optimal results? Participants in this illuminating learning session will examine the answer to this question within the context of Blueprint installation and explore next steps district leaders can leverage to communicate, clarify, and connect systemic reconfiguration efforts to the needs of the district.

Outcomes:

  • Develop understandings of the strategic Blueprint installation process;
  • Explore installation tools to guide systemic reconfiguration; and
  • Plan for Blueprint installation by examining the components of the Mechanical Level of installation.

Instructional Infrastructure – Curriculum and Assessments

Designing infrastructures to support high-quality instruction remains a challenge in districts today. The instructional infrastructure in a district lies at the epicenter of teaching and learning. Through the installation of this Blueprint District System, districts will build and utilize a comprehensive system for the delivery of curriculum and assessment at scale. This  session will provide participants with a deeper understanding as to how to build this system, including how to plan for continuous monitoring of district-developed and approved curriculum and assessments.

Outcomes:

  • Deepen understandings of the Instructional Infrastructure;
  • Connect visions for high-quality subject-specific instruction to a district’s curriculum and assessments;
  • Develop understandings of how to build a curriculum and assessment system; and
  • Explore how some Blueprint districts approach this work.

Instructional Infrastructure –
Developing a Shared Understanding of Visions of High-Quality Subject-Specific Instruction

Creating a shared understanding of the Vision of High-Quality Subject-Specific Instruction is the first step to ensure that installation of this district system goes to scale.  Participants attending this session will walk away with practical ideas and strategies to utilize in Blueprint installing districts in an effort to successfully communicate and clarify understanding relative to the Vision of High-Quality Subject-Specific Instruction and its purpose in systemic reconfiguration.

Outcomes:

  • Deepen understandings of the Instructional Infrastructure;
  • Explore ideas and strategies to develop shared understandings of a district’s visions of high-quality subject-specific instruction; and
  • Learn how to leverage a district’s Communication Driver System to bring these visions to scale.

Instructional Infrastructure – Instructional Improvement Network

The Instructional Infrastructure is concerned with implementing and supporting a vision of high-quality, ambitious, subject-specific instruction to impact student/teacher performance in districts where systemic reconfiguration disrupts current practice and creates a new structure of coherent and aligned district and building systems to ensure success for all students. In this session, participants will learn how installing the third floor of the Blueprint’s Instructional Infrastructure District System support instructional improvement that results in dramatic increases in student, teacher, and leader performance.

Outcomes:

  • Review understandings of the Instructional Infrastructure;
  • Develop understandings of how to utilize high-quality subject-specific instructional data to plan for differentiated professional learning for teachers; and
  • Explore strategies for installing the third floor of the Instructional Infrastructure by leveraging driver systems, district systems, and building routines.

Instructional Infrastructure –
Measuring High-Quality Subject-Specific Instruction

While many factors influence student learning, high-quality instruction remains at the top of the list. As districts engage in systemic reconfiguration that purposefully impacts teaching and learning, monitoring and measuring high-quality subject-specific instruction becomes a vital part of educational change efforts. Participants attending this session will examine the importance of measuring high-quality subject-specific instruction and its connection to building-level performance goals, as well explore tools and resources available to Blueprint installing districts as they engage in instructional improvement that results in dramatic increases in student and teacher performance.

Outcomes:

  • Examine the importance of measuring high-quality subject-specific instruction;
  • Connect high-quality instruction data to building-level performance goals, through the Performance Management Driver System;
  • Explore tools and resources available for measuring high-quality subject-specific instruction.

Instructional Leadership Routines –
Positioning the Building Principal to Lead Systemic Reconfiguration at Scale

Effective leadership is critical to promoting and managing organizational change throughout Blueprint installation. The role of the principal becomes increasingly important in ensuring systemic reconfiguration goes to scale. With this in mind, this session will engage participants in thought-provoking discussions as to how the building principal is positioned to lead and guide systemic reconfiguration through the effective installation of instructional leadership routines that support building capacity among teachers as they focus on embedding high-quality subject-specific instruction and intense student support to meet the non-academic needs of students as a part of their daily, powerful classroom practices.

Outcomes:

  • Develop understandings of the Instructional Leadership Routines;
  • Deepen understandings of a principal’s role in Blueprint installation; and
  • Discuss how Blueprint principals lead and guide systemic reconfiguration with three building principals from an installing district.

Instructional Leadership Routines – Coaching

Instructional Leadership Routines in Blueprint installing districts are designed to position the building principal and other leaders in the role of guiding and leading instructional improvement at scale in the building. This informative learning session is designed to examine research-based instructional leadership routines and how use of these concerted efforts and focused actions strengthen teacher and student performance in Blueprint installing districts.

Outcomes:

  • Develop understandings of the Instructional Leadership Routines;
  • Connect the Instructional Leadership Routine – Coaching – to Principals Leverage and Make Use of District Systems Routines; and
  • Develop understandings of how intentional coaching can dramatically improve the academic and non-academic needs of each student.

Intense Student Support Network – Developing a Shared Understanding of Vision High-Quality Intense Student Support

Support is the first step to ensure that installation of this district system goes to scale.  Participants attending this session will walk away with practical ideas and strategies to utilize in Blueprint installing districts in an effort to successfully communicate and clarify understanding relative to the Vision of High-Quality Intense Student Support and its purpose in systemic reconfiguration.

Outcomes:

  • Deepen understandings of the Intense Student Support Network;
  • Explore ideas and strategies to develop shared understandings of a district’s vision of high-quality student support; and
  • Learn how to leverage a district’s Communication Driver System to bring this vision to scale.

Intense Student Support Network – Network of Delivery

How does a district ensure that an effective systematic delivery of services is in place across the district to address all identified students having non-academic needs? Participants attending this session will gain insight as to installation of the third floor of the Intense Student Support Network (Network of Delivery) and its impact on effectively nurturing and supporting all students who come to school with non-academic needs that create obstacles for high achievement.

Outcomes:

  • Deepen understandings of the Intense Student Support Network;
  • Connect the installation of the Vision of High-Quality Student Support and Social, Emotional, Health, and Nutritional Needs of Students to a System of Network Delivery; and
  • Explore how Blueprint districts leverage their driver systems, districts systems, and building routines to provide an effective system to identify and deliver social, emotional, health, and nutritional support on a continuum of intensity that is matched to individual student need.

Introduction to the Blueprint

This full-day session will focus participants’ understanding of the Blueprint in order to support systems-level work at the district level. Participants will engage in an overview of the entire Blueprint, while deepening their understanding of multiple bodies of research that were used to develop the Blueprint.  Whether you are from a district that is fully immersed in Blueprint installation or just beginning the process, this full-day session will provide an opportunity to build capacity for collective understandings across the district.

Outcomes:

  • Describe the Theory of Action in which the Blueprint for Systemic Reconfiguration was designed;
  • Recognize the major bodies of research used to develop the Blueprint for Systemic Reconfiguration; and
  • Examine the components of the Blueprint for Systemic Reconfiguration and their strategic connection to the installation process.

Leadership Network – Moving Beyond a Partnership Roster

This engaging learning session will focus on establishing an impactful learning-focused partnership between superintendents/central office administrators and building leaders to ensure that the strategic connections between district systems and building routines emerge and are understood in an effort to promote effective scaling during systemic reconfiguration. Lifted in this session will be intentional dialogue around alignment between district and building level performance management goals.

Outcomes:

  • Develop understandings of how to begin developing learning-focused partnerships between central office administrators and building principals to guide and direct with unrelenting focus the work of improving instruction within districts;
  • Learn how to communicate expectations for instructional improvement; and
  • Develop understandings of how to utilize the district’s Performance Management Driver System to establish monthly instructional improvement goals for each principal.

Leadership Network – Central Office Redesign

What role does the design of central office play in supporting systemic reconfiguration? This learning session will examine systemic reconfiguration at the central office level and how the district’s purposeful reorganization and reculturing of central office support the learning-focused partnerships.

Outcomes:

  • Deepen understandings of the Leadership Network;
  • Connect Learning-Focused Partnerships between Central Office & Building Leaders with the need to repurpose central office position to focus on instructional improvement; and
  • Examine one district’s redesign of their central office.

Leadership Network – Policies and Procedures to Support Partnerships

Shifting district policies and procedures to ensure alignment with systemic reconfiguration efforts further strengthens the district’s message and commitment to ensuring educational equity for all students. Participants attending this session will gain insight for installing the third floor of the Blueprint’s Leadership Network and examine its focus on aligning resources and supports to schools based on student need.

Outcomes:

  • Deepen understandings of the Leadership Network;
  • Discuss challenges to redesigning central office to focus on instructional improvement; and
  • Examine district policies and procedures and their alignment to instructional improvement.

Performance Management – Getting Ready

As your district steps into the Lobby Level of installation, the last driver system will be built and installed. How will you get the district ready? What instructional and non-instructional indicators do you already have in place? How do you systematize what data will be gathered and analyzed at scale? This session will help participants in Blueprint installing districts think through these essential questions as they get ready to build and install the final driver system.

Outcomes:

  • Develop understandings of the Performance Management Driver System;
  • Examine instructional and non-instructional indicators;
  • Reflect on which instructional and non-instructional indicators already in place within the district; and
  • Connect instructional and non-instructional indicators to the Building Performance Tool.

Performance Management – Managing all the Data

Got data… what next? Measuring and monitoring progress throughout Blueprint installation is essential to driving successful organizational change efforts. This session will provide participants with best practices for managing academic and non-academic data collected during systemic reconfiguration.

Outcomes:

  • Review the purpose of the Performance Management Driver System;
  • Connect the Performance Management Driver System to district systems and driver systems;
  • Explore various ways to collect and organize the academic and non-academic data identified within a district’s Performance Management Driver System.

Preparing for and Managing Organizational Change

At its core, organizational change can be both rewarding and challenging.  

How a district prepares for and manages organizational change during systemic reconfiguration is vital to success efforts. Join other practitioners from across the state in learning best practices and practical application relative to preparing for and managing organizational change during Blueprint installation.

Outcomes:

  • Deepen understandings of organizational change;
  • Reflect on how the  Communications Driver System can be leveraged to manage organizational change; and
  • Develop understandings of how to prepare for and manage organizational change during Blueprint installation.

Principals Leverage and Make Use of District Systems

Research speaks clearly to the importance of effective school leadership in helping to foster, monitor, and support organizational change. As school leaders play a vital role in ensuring systemic reconfiguration goes to scale, participants in this session will explore this Blueprint building-level routine; specifically, how the building leader leverages the district driver, driver systems, and the appropriate district systems in order to support systemic reconfiguration and remove systemic barriers that impede Blueprint installation at the building level.

Outcomes:

  • Develop understandings of the building routine – Principals Leverage and Make Use of District Systems;
  • Develop understandings of why this building routine is entirely built and installed during the Lobby Level of installation; and
  • Review the process for building and installing Principals Leverage and Make Use of District Systems.

Problem-Solving Driver System – Data Analysis at Scale

How does utilizing a structured inquiry-based approach to facilitating data conversations support districts in their quest to meet organizational goals? Join other practitioners from across the state in learning how to install a specific process for facilitating effective data conversations that establishes a spirit of inquiry and positions the analysis of multiple measures of data at the heart of the exploration and action plan development.

Outcomes:

  • Develop understandings of the Problem-Solving Driver System;
  • Connect the Problem-Solving Driver System to systemic reconfiguration; and
  • Deepen understandings of how to plan for ensuring a district’s Problem-Solving Driver is being utilized at scale.

School Boards – Strategic Connection

As district leaders commit to leading and guiding organizational change at scale, the importance of working with school boards to increase effectiveness remains at the forefront. This learning session will provide school board members and district leaders with understanding as to the vital role of school boards during systemic reconfiguration.  

Outcomes:

  • Deepen understandings of the role of schools boards in Blueprint installation; and
  • Dialogue with school board members that are leading the way in systemic reconfiguration in a Blueprint district.

So What… Now What?

So… you think you know more about the Blueprint and its strategic installation? Now what? This session will provide district teams with opportunities to connect new learning to district installation needs and engage in intentional dialogue pertinent to action planning that will support with systemic reconfiguration.

Outcomes:

  • Process learning from the institute;
  • Reflect on what this learning means for the district; and
  • Plan for next steps.

Walking On Common Ground: Superintendents’ Corner

My story… your story… our story! Superintendents of Blueprint installing districts or superintendents interested in Blueprint installation will have an opportunity to assemble with colleagues from across the state and engage in thought-provoking conversation that addresses the many facets of organizational change during systemic reconfiguration as can only be told by those living out the role everyday. This networking session is intended to provide current superintendents with a platform to share, synthesize, and serve as thought-partners as leaders shed light on struggles and successes in the wake of “Walking on Common Ground” to ensure high-quality performance among student, teachers, and leaders.

Outcomes:

  • Connect with Blueprint superintendents; and
  • Reflect on Blueprint installation journeys, sharing successes and challenges.

Superintendents’ Panel

Meet the amazing superintendents of Blueprint installing districts! This interactive panel discussion will allow all participants to hear from superintendents of Blueprint installing districts across the state as they share installation insight, innovative strategies, and inspiring stories relative to systemic reconfiguration.

Outcomes:

Talent Management – Strategic Placement

As district leaders focus on enhancing support systems that are most closely aligned to improving student achievement, talent management remains a top priority. This informative session will engage leaders in discussions relative to identifying, assigning, recruiting, and hiring the talent required to meet the needs of all students and optimize organizational success.

Outcomes:

  • Develop understandings of the Talent Management district system;
  • Connect these understandings to Strategic Placement; and
  • Review the tools and resources that support the installation of Strategic Placement during the Mechanical Level of installation.

Talent Management – Tactical and Systemic Capacity Building

Examining adult capacity continues to be a critical focal area for district and school leaders today. Participants in this session will gain insight as to how to use data collected from all Blueprint components to measure adult capacity and identify and respond to adult learning needs.

Outcomes:

  • Deepen understandings of the Talent Management driver system;
  • Connect these understandings to Tactical and Systemic Capacity Building;
  • Develop understandings of how Tactical and Systemic Capacity Building connects to the driver systems, district systems, and building routines.

Teacher Collaborative Routines – Collegial Reflective Practice

In the final phase of Blueprint installation, districts build the final floor of Teacher Collaborative Routines – Collegial Reflective Practice. This session will focus on the three C’s embedded in the Blueprint’s Teacher Collaborative Routines: Collaboration, Collegiality, and Collective Reflection. Participants will gain insight as to how the three C’s work in tandem to strengthen teacher and student performance in Blueprint installing districts.  

Outcomes:

  • Deepen understandings of Teacher Collaborative Routines;
  • Connect these understandings to Collegial Reflective Practice; and
  • Develop understandings of how Collegial Reflective Practice connects to the driver systems, district systems, and building routines.

Teacher Collaborative Routines – Instructional Design and Delivery

Teacher collaboration in a Blueprint district is strategically designed to position classroom teachers in the collaborative role of guiding each other in the ongoing quest of instructional improvement at scale in each building. This session will focus on how teachers utilize the district’s visions for high-quality subject-specific instruction and curricular documents to design instruction based on the specific needs of their students.

Outcomes:

  • Develop understandings of Teacher Collaborative Routines;
  • Connect these understandings to Instructional Design and Delivery; and
  • Develop understandings of how Instructional Design and Delivery connects to the driver systems, district systems, and building routines.

The Blueprint: A Growth & Support Model

Blueprint installation is an opportunity for the district to create urgency and leverage systemic support for the dramatic improvement and sustainability of student, teacher, and leader performance. It is designed to create a stronger systemic focus on and support of high quality teaching and high levels of student learning. This session will help participants make intentional connections between systems outlined in the Blueprint and growth and support components that are lifted throughout installation levels.

Outcomes:

  • Review understandings of the Blueprint;
  • Connect these understandings to growth and support; and
  • Investigate the Blueprint to determine why we consider it to be a growth and support model.

The Blueprint: Focus on the Foundation

How strong is your district’s Blueprint foundation? To what degree do all adults in your district actively create a culture of shared ownership for the well-being and achievement of each student? To what degree do all adults in your district address students’ social, emotional, and physical safety to ensure the most effective environment for student learning? This session will focus on utilizing assessment tools to measure and respond to the strength of a district’s Blueprint foundation throughout the entire installation process.

Outcomes:

  • Examine the Foundational Elements of the Blueprint for Systemic Reconfiguration; and
  • Explore the Blueprint Installation Tools and Resources available to support districts with measuring, monitoring, and supporting work relative to the Blueprint’s Foundation.