Alabama, Arkansas & BIE

(each state team meeting separately)

Part 1: Reading selection. Individually, use 6 minutes to:

  • Read pages 6-7, overview sections on “Overarching Vision” and “Activities and Progress Monitoring”
  • Skim pages 15-16, detailed rubric sections on “Overarching Vision” and “Activities and Progress Monitoring”

Part 2: Discussion questions. As a state group, use 8 minutes to discuss the following questions:

  1. How would we capture the essence of each of these domains?
  1. What is our sense of how well districts and schools currently address these two particular aspects of their planning for turnaround? Why?
  1. What does this assessment (from #2) mean for our work as states?

Part 3: Whole group share out. As a state group, be ready for volunteer to succinctly (1 minute) share your thoughts on questions 2 and 3.

Part 4: State mini-workshop. As a state group, discuss:

How does this session/discussion inform how our state team should approach our own planning and learning efforts to advance our theory of action?

California and Colorado

(each state team meeting separately)

Part 1: Reading selection. Individually, use 6 minutes to:

  • Read pages 7-8, overview sections on “Process Outcomes” and “Progress Indicators”
  • Skim pages 17-18, detailed rubric sections on “Process Outcomes” and “Progress Indicators”

Part 2: Discussion questions. As a state group, use 8 minutes to discuss the following questions:

  1. How would we capture the essence of each of these domains?
  1. What is our sense of how well districts and schools currently address these two particular aspects of their planning for turnaround? Why?
  1. What does this assessment (from #2) mean for our work as states?

Part 3: Whole group share out. As a state group, be ready for volunteer to succinctly (1 minute) share your thoughts on questions 2 and 3.

Part 4: State mini-workshop. As a state group, discuss:

How does this session/discussion inform how our state team should approach our own planning and learning efforts to advance our theory of action?

Kentucky and Maryland

(each state team meeting separately)

Part 1: Reading selection. Individually, use 6 minutes to:

  • Read pages 8-9, overview sections on “Action Steps” and “School Context”
  • Skim pages 19-20, detailed rubric sections on “Action Steps” and “School Context”

Part 2: Discussion questions. As a state group, use 8 minutes to discuss the following questions:

  1. How would we capture the essence of each of these domains?
  1. What is our sense of how well districts and schools currently address these two particular aspects of their planning for turnaround? Why?
  1. What does this assessment (from #2) mean for our work as states?

Part 3: Whole group share out. As a state group, be ready for volunteer to succinctly (1 minute) share your thoughts on questions 2 and 3.

Part 4: State mini-workshop. As a state group, discuss:

How does this session/discussion inform how our state team should approach our own planning and learning efforts to advance our theory of action?

Mississippi and New Hampshire

(each state team meeting separately)

Part 1: Reading selection. Individually, use 6 minutes to:

  • Read pages 9-10, overview sections on “Root Cause Analysis”, “Sequencing”, and “”Schedule/Timeline”
  • Skim pages 21-23, detailed rubric sections these areas.

Part 2: Discussion questions. As a state group, use 8 minutes to discuss the following questions:

  1. How would we capture the essence of each of these domains?
  1. What is our sense of how well districts and schools currently address these two particular aspects of their planning for turnaround? Why?
  1. What does this assessment (from #2) mean for our work as states?

Part 3: Whole group share out. As a state group, be ready for volunteer to succinctly (1 minute) share your thoughts on questions 2 and 3.

Part 4: State mini-workshop. As a state group, discuss:

How does this session/discussion inform how our state team should approach our own planning and learning efforts to advance our theory of action?

Oklahoma and Utah

(each state team meeting separately)

Part 1: Reading selection. Individually, use 6 minutes to:

  • Read pages 10-11, overview sections on “Alignment”, “Directly Responsible Individual” and “Supports”
  • Skim pages 24-26, detailed rubric sections on these sections

Part 2: Discussion questions. As a state group, use 8 minutes to discuss the following questions:

  1. How would we capture the essence of each of these domains?
  1. What is our sense of how well districts and schools currently address these two particular aspects of their planning for turnaround? Why?
  1. What does this assessment (from #2) mean for our work as states?

Part 3: Whole group share out. As a state group, be ready for volunteer to succinctly (1 minute) share your thoughts on questions 2 and 3.

Part 4: State mini-workshop. As a state group, discuss:

How does this session/discussion inform how our state team should approach our own planning and learning efforts to advance our theory of action?