Advanced Learning Taskforce Redux

From Shauna Heath:

We have had several questions regarding the AL Task Force. I have included information about members and member selection below and provided more detail about the entire task force in the attached draft charter. The draft charter will be brought before the Task Force to finalize at the meeting on Oct. 23, 2013.

Our Taskforce Members

Baker Harvey, Bruce; Bennett, Erinn P; Bower, Stephanie; Boy, Ronald D; Campbell, Carri J; Clemons, Noelle; Daniels, Roger; Geoghagan, Rina; Heath, Shauna L; Herman, Gail; Hertzog, Nancy; Hochwalt, Nisha; Horrigan, Meg; Horwich, Lisa; Huff, Sumiko ; Libros, Tracy; Martin, Stephen B; Ruiz, Bernardo; Schweickhart, Vicky; Simon, Brenda; Skjei, Terri; Triandofilou, Katherine; Vasquez, Kathleen; Watters, Cindy J; Whitworth, Kim; Williams, Sharmila Naidu

Member Selection
Because this is a task force and not an advisory committee we invited members. The invites went to all members of the Advanced Learning Advisory Committee, parents of highly capable and advanced learning students and community based organizations such as Rainer Scholars that are active with highly capable students. Additionally, we requested representation from teachers and principals in schools that have both APP and Spectrum programs. There was intentionality in representing the diversity of the district both racially and regionally. The list of invitations was developed in conjunction with principals who support APP services in their buildings. 

Most of the "taskforce" is district staff (several were on the previous taskforce).  One member is a member of FACMAC and was also on the last AL Taskforce.  That would be Gail Herman.  Stephanie Bower was also on the last AL Taskforce.

The "invites" went to specially picked parents so no surprise there.  

Draft charte*

It appears at some point there will be "facilitated discussions" with stakeholders (but maybe you need an "invite" for that as well.  According to the charter, they could adopt changes to use as soon as next school year.  It also mentioned "potential changes which comply with State Mandates" - don't know what that means.  Is the district out of compliance with state mandates?

The meetings (there has been one) are on Thursdays from 10-11:30 am in room 2700.  Well, that's convenient.  

On the topic of taskforce versus advisory committee, they say that's why they could "invite"members and not seek applications.  This is a brilliantly written policy that will allow the Superintendent to rename almost anything.  As Charlie put it, "Can he evade the policy on discipline by renaming it suspensions?"

Oddly, the Friday Report mentioned TWO taskforces.  I'll have ask about that.

Update:  here's a link to a memo that State Superintendent Randy Dorn wrote earlier this year to all superintendents, principals and district PR professionals.  To note:

The 2013–14 school year will be a transition year for all districts to develop a plan for serving highly
capable students in Grades K–12. Beginning with the 2014–15 school year, all districts are required to provide highly capable programs and services for students in Grades K–12.

In the Revised Code of Washington (RCW) under Chapter 28A.185 RCW, the Legislature
determined that “for highly capable students, access to accelerated learning and enhanced instruction is access to a basic education.” 

* The district has NO link to this charter so I'll put the whole thing here.  Once again, we have work going on that parents and the public CANNOT access.  


Taskforce on Qualifications of Advanced Learning and Highly Capable Students (TQALHCS)
Facilitator/Consultant: Barbara Grant

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Our Taskforce Members

Baker Harvey, Bruce; Bennett, Erinn P; Bower, Stephanie; Boy, Ronald D; Campbell, Carri J; Clemons, Noelle; Daniels, Roger; Geoghagan, Rina; Heath, Shauna L; Herman, Gail; Hertzog, Nancy; Hochwalt, Nisha; Horrigan, Meg; Horwich, Lisa; Huff, Sumiko ; Libros, Tracy; Martin, Stephen B; Ruiz, Bernardo; Schweickhart, Vicky; Simon, Brenda; Skjei, Terri; Triandofilou, Katherine; Vasquez, Kathleen; Watters, Cindy J; Whitworth, Kim; Williams, Sharmila Naidu

 

Our Commitment/Taskforce Purpose:                

The task of this team/project is to review the systems and processes for qualifying students for Highly Capable services and Advanced Learning programs in Seattle Public Schools. The committee will:

By forming a joint taskforce and engaging in open dialogue, we will learn and grow as an organization and ultimately work toward a shared approach of qualifying for Highly Capable services and Advanced Learning programs that best benefits students.

Taskforce Goals/Deliverables:

·    Engage stakeholders in facilitated discussions to evaluate the strengths and weaknesses of the current qualification systems and processes.

·    Explore potential alternatives to our current achievement criteria (MAP) and our cognitive assessment (CoGat).

·    Make recommendations to the Superintendent (by December, 2013) regarding potential changes (which comply with State Mandates) for adoption during either the 2013-14 or 2014-15 school years.

Scope of Work and Expectations of Members

The scope of work for this taskforce is to understand the new WAC for qualification of Highly Capable and Advanced Learning Students and to answer the question, What are the systems and processes that we must put in place District-wide to ensure equitable access, opportunity, and support for every child who would need and benefit from highly capable services and programs?  Recommendations about our qualification systems and processes will be made to the Superintendent.   It is outside the scope of work of this taskforce to consider the service delivery model and/or systems and processes related to the delivery model.   Below is the list of expectations (or ground rules) involved in this taskforce:

Team Expectations & Meeting Norms
Confidentiality and communication decisions need to be followed.	Meetings start and end on time.
Everyone participates - one person talks at a time.	All ideas and comments are valid - respectful "debate."
Listen with an open mind - listen first as an advocate for the other person's idea.	Meetings will have a clear purpose, outcomes, and agenda.
Everyone has equal status during the meeting session.	Attend all meetings if at all possible - if you miss a session, support the decision made in your absence.
People don't have to agree BUT - Be clear about what you are committing to - speak up if you can't commit and say why you can't.	Defer to the facilitator or agenda if the group is stuck - use a parking lot.
Do the pre-work/post-work assigned so the meeting time is productive.	No hidden agendas - no lectures.
Advocate from your own personal experience & POV and listen to other perspectives.	Assume positive intent.
Provide guidance regarding organizational and implementation “speed bumps” and recommendations for moving through them.	Agreement to support the final decision of the group – even if it wasn’t the one you personally like best.
Provide informal communication to others in the organization about the project, the benefits of the project and organizational impacts of the project.	Recommendations should be based on research and objective data and presented in a fact-based manner.
Support and Advocacy – mainly of an informal nature (such as communicating about it at association / department meetings, at agreed-upon times.)	This is important work which we take seriously AND it's okay to have fun along the way too.

Taskforce Timeline and Deliverables (at a high-level)

October 10, 23 & 29	November 5 & 19	December 3 & 10
Form the Taskforce; The implication of the new WAC on processes and systems for qualification.	Review current demographic data and evaluate the demographics of who we are qualifying and how that impacts the diversity of the services and programs	Offer options for alternative qualifications.
Discussion of the question; revision and requests for next steps.	Discuss strengths and limitations of MAP and CoGat 7.	Make recommendations for qualifying students.
Discuss and adopt Charter.	Alternative systems and processes for qualification.
Dec.  Final recommendations for Superintendent; Discuss and finalize recommendations.

Regular Meeting Schedule, Time & Place

Six taskforce meetings  are scheduled on Thursdays from 10-11:30 am (shown on calendars below. ) A couple of additional meetings may be necessary in order to achieve our goals by the required deadline and will be determined as the work progresses.  All meetings will be held at the Central Office in Conference Room 2700.

Member Selection

Because this is a task force and not an advisory committee we invited members.  The invites went to all members of the Advanced Learning Advisory Committee, parents of highly capable and advanced learning students and community based organizations such as Rainer Scholars that are active with highly capable students.  Additionally, we requested representation from teachers and principals in schools that have both APP and Spectrum programs.  There was intentionality in representing the diversity of the district both racially and regionally.  The list of invitations was developed in conjunction with principals who support APP services in their buildings. 

 

Role and Typical Expectations of each role during this Taskforce

Role	Typical Expectations	Identified Person(s)
Taskforce Lead(s) - Assists team in development of charter, and ensures the team accomplishes the goals and objectives in alignment with the organization’s values, and ensuring the taskforce goals are attained.	·  Schedules & attends team meetings. ·  Communicates with team members, stakeholders, team sponsor and other key relationships as to the results the team is achieving. ·  Oversees the entire project to ensure the team’s mission is attained. ·  Manages relationships with outsiders, including removing obstacles for the team. ·  Maintains documentation of action items and their completion. ·  Utilizes the skills of the team members as effectively as possible. ·  Does real work along with the team.	Stephen Martin and Shauna Heath
Project Sponsor & Exec. Sponsor - The Team Sponsor is the person(s) who ultimately decides whether a team is to be created or not.	·  Asks for a team to be formed. ·  Sets parameters for the purpose of the team and the work they should accomplish. ·  Provides resources (time, money, etc.) for the accomplishment of the work. ·  Checks in with Team Leader to assess progress and direction. ·  Makes final decision to go/no-go on results created by team.	Assistant Superintendent Michael Tolley
Facilitator - There may be overlap in this role with the Project Lead and/or it sometimes is the same person filling both roles. Facilitation is the design and management of structures & processes that help a group do its work and minimize the common problems people have working together.  The focus is on group dialogue, who needs to be involved, what needs to be accomplished, and maintaining momentum.	·  Prepares agendas & facilitates team meetings. ·  Clarifies the group charter ·  Publishes agendas and disseminates information ·  Manages group discussion, team dynamics, and decision-making. ·  Maintains documentation of action items and their completion. ·  Utilizes the skills of the team members as effectively as possible. ·  Results of group work communicated to members, sponsors, and stakeholders ·  Some general project management to ensure next steps are carried out	Barbara Grant
SME-Subject Matter Expert - A subject matter expert (SME) is a person who is an expert in a particular area or topic. An expert in a particular field who contributes or verifies the accuracy of specific information needed by the project team.	·  May or may not be an active member of the team but is a go-to person or group for factual information, advice, input, or perspective. ·  May influence decisions or outcomes but often does NOT have a vote or say in the final outcome. ·  Shares their perspective, opinion, and objective information openly with the team for their edification and discussion. ·  Expresses what they think or feel based on their expertise and gives suggestions.	Stephen Martin, Shauna Heath, Central Office Staff OSPI
Team Member - Individuals who have specific tasks that they must perform in order for the team’s work to be accomplished.  They may provide research, consulting, technical and interpersonal task work for any given team.  Team members have specific knowledge, skills, or abilities that will accomplish specific tasks as outlined by the team or team leader.	·  Attends team meetings on time and with assigned work completed. ·  May collect input/feedback from other stakeholders. ·  Works collaboratively with other team members and staff to accomplish work. ·  Contributes to the overall mission, outcomes, and success measures of the team through development of the charter and completion of work.	See list of members