School Board, Superintendent and Cabinet Envisioning

© 2020 education elements, inc. – proprietary and confidential. 1

School Board, Superintendent and CabinetEnvisioning Retreat

Miami-Dade County Public Schools - March 23, 2021

Wifi Info: Hiltonhonors1 Photo: Noun Project


Welcome!


OPENING | Our Timeline

-Focus Groups (3.8-3.25)

-Stakeholder Survey (3.10-4.2)

-Envisioning Retreat (3.23)

-M-DCPS Listening Tour (3.15-

4.15)

-Citizen’s Advisory Meetings (3.4-

4.15)

-Focus Groups (April)

-Superintendent’s Town Hall (late

April)

-Identification of Initiatives (May)

-Online Public Feedback on Draft

Strategic Plan (May)

-School Board Vote on -Strategic

Blueprint (6.23)

-Website Launched (late June)

-Implement Year 1 -Initiatives +

Programs

-Ongoing Progress Monitoring

-Annual Report on Strategic Plan

-Year 2 Initiatives/Programs

presented to School Board and

Community


OPENING | Our Timeline





4.15)


4.15)



April)





Blueprint (6.23)



Programs





Community


OPENING | Introductions

Andrea Messina,

Executive Director,

Florida School Boards Association

Justin de Leon,

Partner,

Education Elements


OPENING | Our Objectives

● Reflect on our current state and characterize the desired future state of M-DCPS

● Calibrate on the mission, vision and values to guide district into the future

● Begin shaping initial list of district-identified priorities to inform strategic blueprint

● Explore and discuss a case study as a way to prepare for Equity-focused data deep dives in April


Think of a child who

means a lot to you.

What do you want

to be true in this

child’s future?

Write down your

response.(prepare to share)

OPENING | Connection Before Content

Photo: Noun Project

© 2020 education elements, inc. – proprietary and confidential. 88© 2020 education elements, inc. – proprietary and confidential.

Our Agenda Welcome and Framing

Envisioning Our Future: Current State, Demographics, Future Workforce

Break

Envisioning Our Future: Desired State

Shaping Initial Priorities and Exploring Alignment

Break

Calibrating on Our Mission, Vision, and Values

Break

Preparing for Our Equity-Centered Data Deep Dive


FRAMING | What today is… What today is not:

Is Is Not

Imagining

Shaping

Generating

Reflecting

Action planning

Deciding

Prioritizing

Wordsmithing


Think of the same child.

What do you want to be

true for this child as a

result of their school

experience?

What is your role in

making this happen?

(prepare to share)

OPENING | Connection Before Content

Photo: Noun Project




Break



Break


Break



1. Reflect on our current state and implications of COVID

2. Understand our evolving demographics

3. Consider future workplace conditions and implications for learners

Characterize desired future state for our

learners

FRAMING | To envision our future state, we will:


CURRENT STATE | Recovery Shows Growing Disparities

Business Cycle Peak

Recession Trough

Some industries recover

Some industries stagnate

Source: U.S. Chamber of Commerce

https://www.uschamber.com/series/above-the-fold/what-the-k-shaped-recovery


CURRENT STATE | Education Recovery Will Look Similar

School systems who were already personalizing learning and providing upskilling for educators



COVID-19 PIVOTS | Less Cruise Ship, More Speedboat

Photo Credit: Royal Caribbean Photo Credit: Yamaha (BoatU.S.)

https://www.royalcaribbean.com/blog/turnaround-day-watch-behind-the-scenes-of-the-ultimate-pit-stop/

https://www.boatus.com/expert-advice/expert-advice-archive/2019/december/jet-boats


COVID-19 PIVOTS | Moment of Gratitude

Take a moment and send a

text to someone who helped

a student, a teacher or you

navigate this past year.

It can be someone in this

room.


REFLECTING ON THE PAST YEAR

Students experienced a range of feelings, modalities and change as schooling pivoted to online, then in-person for some.

Reflecting on the past year--what must we start, stop, continue doing or adapt as we head into the future?


START STOP CONTINUE TWEAK



Consider: ● Equity and access● Student experience● Teacher experience● Workforce upskilling and reskilling● Technology adoption and integration


Turn + Talk:Share insights from your reflection. What must we

start, stop, continue, tweak?



ADD TO OUR COLLECTIVE BOARD USING POST-ITS


ENVISIONING OUR FUTURE | Understanding Demographics



3. Consider economic + future workplace conditions and implications for learners


learners


Demographic and Employment Trends

in Miami Dade County

Prepared for Miami-Dade County Public Schools by the Miami-Dade County Regulatory & Economic Resources Department, Planning Research & Economic Analysis

Section

March 2021












Yet, the growth in the Under 18 component has been strongest in the South Tier.

Share of Population Under 18 Growth by Tier

Demographic TrendsMarch 2021


Turn + Talk:What are the implications

of the projected demographic data for the

district?



ADD TO OUR COLLECTIVE BOARD USING POST-ITS



learners



3. Consider future workplace conditions and implications for learners

ENVISIONING OUR FUTURE | Workplace Implications

Copyright © Education Elements, Inc. All rights reserved. 3939Source: Deloitte


Source: mccrindle.com.au


1950-1990 2000-2010 2020 (2100)

How We Live & Work Is Changing Fast!


Workforce Conditions Are Changing

We need to think differently about

the assumptions we make about

what families and students need

Source: Gartner

Source: Business News

Copyright © Education Elements, Inc. All rights reserved. 4343

Source: American Time Use Survey, Cushman & Wakefield

Today’s generation expects flexibility with work location

https://www.bls.gov/news.release/pdf/atus.pdf

https://drive.google.com/file/d/19qsZlW1K0rnsjxN3_IYZyFOvmbMtMeyd/view


“...innovation in productivity is driving GDP growth above global average”


Venture Funding Growing

Source: Crunchbase

https://news.crunchbase.com/news/why-miami-is-the-next-hot-tech-hub/


Source:

McKinsey &

Company

Copyright © Education Elements, Inc. All rights reserved. 4747Source: McKinsey & Company


Empathy

Self Awareness + Self-Regulation

Cognitive Flexibility

Growth Mindset and Resilience

Learn to Learn

Strategic Thinking

Critical Thinking and Creativity

Agility and Flexibility

Teamwork and Collaboration

Technology Fluency + Coding

What skills will our students need for tomorrow’s workplace?

Source: Ed Week

https://www.edweek.org/technology/top-u-s-companies-these-are-the-skills-students-need-in-a-post-pandemic-world/2021/03?utm_source=fb&utm_medium=soc&utm_campaign=edit&fbclid=IwAR3f2xU3zP1AHlboi_nAkUqeRhLoLj6naO6LdPAKxVauPfnfVC0LWi0vC3k.


Child Centered Innovation

Shallow Learning Deep Learning Profound Learning

Means Memorization Reflection Intuition

Outcomes Information Knowledge Wisdom

Evidence Replication Understanding Meaning

Motivation Extrinsic Intrinsic Authentic

Attitudes Compliance Interpretation Creativity

Relationships Dependence Interdependence Independence




Turn + Talk:What skills and attributes

must our students have to be successful in tomorrow’s

workplace?


10 MINUTE BREAK




Break



Break


Break




learners



3. Consider economic + future workplace conditions and implications for learners

ENVISIONING OUR FUTURE | Characterizing Future State

© 2020 education elements, inc. – proprietary and confidential. 5555Image adapted from uxthink.com

Divergent vs. Convergent Thinking


“Yes,

and…”You’re planning a

vacation!


Think of the same

child from earlier

today.

5 years from now,

what do you want

that child to think,

feel, see, and do as a

result of their

experience as a M-

DCPS student?


BOARD MEMBER SURVEY | How we see schooling changing

“Not just what we teach, but

how we teach”

Innovative Educational Delivery

Curriculum is Real-World,

STEM, computer, and SEL focused

Engage all students at high levels

“First-in-class infrastructure, systems, and equipment to facilitate a great experience for all and to work smart, not hard”

Supporting high-quality teachers with

professional development


Collaborate in small groups to envision the future state for students.


Envisioning Small Groups

Group 1 Group 2 Group 3 Group 4 Group 5

HantmanCarvalhoSantosPerez, R.

GallonHarveyIzquierdoBaker

Perez, M.TorrensGonzalez-DiegoPaceSteiger

Bendross-MindingallBaez-GellerMartinez (Student)BaglosLopez

FragaRojasNicoleauBuenoDiaz

Use the jamboard that corresponds to your group number.



Digital gallery walk:review each group’s Jamboard


Turn + Talk:What do you notice?

What caught your attention?What commonalities do you

see?




Break



Break


Break



Thinking ahead 5 years, what 3

accomplishments would you use to define M-

DCPS’ success?


Pause and reflect

Thinking ahead 5 years, what 3

accomplishments would you use to define M-DCPS’

success?

© 2020 education elements, inc. – proprietary and confidential. 6767Image adapted from uxthink.com

Divergent vs. Convergent Thinking

Image adapted from uxthink.com


Shaping priorities and exploring alignment

All voices will inform strategic blueprint priorities.School Board input has been gathered, Cabinet members had initial discussions, stakeholder input is being gathered now.

Stakeholders

BoardCabinet


BOARD SURVEY | 3 Accomplishments, 5 Years from Now

100%of responses highlighted

student achievement

Safety

● Number of low SES students succeeding in AP/IB/DE classes

● Closing Achievement Gaps

● Kindergarten readiness scores in low income areas

● SAT scores in Title I schools

● Choice Programs for all● Increased expansion of

opportunities to do business with the district

Equitywas present in many

responses

Looking AheadThinking ahead to 5 years

from now, what 3

accomplishments would

you use to define M-DCPS’

success. Here are trends in

what you said —

● Student academic achievement as measured by grade level proficiency

● All children (who want) to attend college will do so and those who would want to attain skills for other opportunities as productive citizens

● 100% graduation● Documented success for

all high school graduates attending college.

● Increased employee compensation and recognition

● Meeting a 250:1 counselor ratio

● Recruitment/retention of high-qualityteachers and staff

● Practices that support the developmentof principals and

school site leadershipin a respectful and

open climate.

Staff


Shaping priorities and exploring alignment

All voices will inform strategic blueprint priorities.School Board input has been gathered, Cabinet members had initial discussions, stakeholder input is being gathered now.

Stakeholders

BoardCabinet

Given the accomplishments each person has identified:

On chart paper, create a 3 circle Venn diagram to capture initial priorities for the board and cabinet, then identify where there is overlap. In the stakeholder circle, add any questions you have about stakeholder needs.Today

April


Small Groups

Group 1 Group 2 Group 3 Group 4 Group 5

HantmanBuenoIzquierdoBaglos

GallonCarvalhoNicoleauSteigerDiaz

Perez, M.SantosHarveyMartinez (Student)Baker

Bendross-MindingallFragaLopezPerez, R.

RojasBaez-GellerTorrensGonzalez-DiegoPace



10 MINUTE BREAK




Break



Break


Break



Mission, vision, values

A mission is why

our organization

exists

A vision is the

future we’re

hoping to create

Values are what

matter to us in

the way we go

about our work


CURRENT VISION + MISSION


Turn + Talk:

Who are our vision and mission for?

Who is doing the action?


Adapting our Mission and Vision

How might we refresh our

mission and vision?

5 minutes - reflect on your own.

10 minutes - share with your last

small group. As a group, on

separate post-its, write 1 new

possible mission statement and 1

new possible vision statement.

https://youtu.be/LJhG3HZ7b4o

How to Write a Mission Statement…

https://youtu.be/LJhG3HZ7b4o


Triads

Work in triads to reflect on and rewrite potential mission and vision statements.


Adapting our Mission and Vision

How might we refresh our

mission and vision?

5 minutes - reflect on your own.

10 minutes - share with your last

small group. As a group, on

separate post-its, write 1 new

possible mission statement and 1

new possible vision statement.

82

Reflecting on Our Values



Use the “Bullseye” reflection tool. Place an “X” at or near the center if the district is hitting the mark. Place an “X” farther away if not.

Excellence

Equity

Student

Focus

InnovationAccountability


Use the “Bullseye” reflection tool. Place an “X” at or near the center if the district is hitting the mark. Place an “X” farther away if not.

Excellence

Equity

Student

Focus

InnovationAccountability


What values are we living?

What values are we not

living?

What values might we

adjust?

Turn and talk to a neighbor.


BOARD MEMBER SURVEY | Values

33 equity

30 student-focus

26 excellence

16 accountability

15 innovation

“Rank the values in terms of importance to the school system”


Write a postcard to someone in this room who truly embodies one of the core values.

Leave your postcard at the back table and it will be shared with that person in the near future.

Source: Defense Visual Information Distribution Service


5 MINUTE BREAK




Break



Break


Break



Start with the abstract.

Connect with the philosophical.

Dig into the practical.

Use data, experiences, and challenges from unrelated fields to garner conversation about possibilities, solutions, and uncovering intentional and unintentional biases that could exist

Take the case study discussion and attach the philosophical framework to the experience leaders currently sit in to unpack and uncover the inequities that exist in their ecosystems. In turn leaders will be able to identify the largest and most impactful inequities and corresponding priorities and action.

We use an intentionally designed framework to help leaders absorb the case study and attach a mental frame to think through how to recognize the inequities that exist and attach an approach to how they should view their data, ecosystem’s experiences, and ultimately remaining objective to the problem as they move towards solutions.

Case Study Components


Case Study Components

Dissonance

Discussion

Decisions

What would you do in this situation to mitigate the inequities experienced?

What is being unearthed for you? What do you notice or experience?

What are the competing interests and priorities being raised in this case?


Outcomes

● Create spaces for deeper understanding of historical inequities so

you can charter a collective impact strategy

● Use our data analysis tools to access the root of the inequities that

exist and understand the depth in which they impact you as a

member of the ecosystem and the ecosystem as a whole.

● Redesign how leaders across sectors interact to improve the lived

experiences of those living, learning, and working within your

ecosystem.

● Build collective momentum towards sustained change


Case Study Discussion

As the CDO: 1. What were the most concerning experiences for you after

your 21-day tour?2. What action steps would you prioritize? 3. What recommendations would you make to the CEO for

the upcoming strategic planning process?


Case Study Discussion

From an education perspective:1. What parallels from the healthcare field do you see in

the education sector?2. Do you see the education system showing up in this case

study in any way?


Social Inequities yield

Likelihood of college attainment Likelihood of homeownership Likelihood of poor health outcomes Likelihood of interaction with police

People of Color

White people

More Likely More Likely

Less LikelyLess Likely

More LikelyMore Likely

Less Likely Less Likely


The parallels

Healthcare Education

In 2019, only 5.8% of doctors identified as Hispanic, Latino or of Spanish origin

5.0% of the nation’s doctors in 2019 identified as Black or African-American

Predominately Black communities are more likely to have fewer health clinics or hospitals that lack key medical services such as maternity wards.

Black and Latinx patients believe the pressure to prescribe pain medicine is very high (higher than any other race or ethnic group)

Less than 8% of teachers in America are Hispanic, Latino or of Spanish origin

Less than 7% of teachers in America are Black or African American

Schools in Black communities are likely lesser in quality and lack higher level coursework and options

Black and Latinx students are disproportionately identified for Special Education and/or behavior problems

Historically, Black and Latinx people have the poor health outcomes

Historically, Black and Latinx students have the lowest achievement outcomes

https://www.aamc.org/data-reports/workforce/interactive-data/figure-18-percentage-all-active-physicians-race/ethnicity-2018

https://www.aamc.org/data-reports/workforce/interactive-data/figure-18-percentage-all-active-physicians-race/ethnicity-2018

https://www.usatoday.com/story/news/health/2020/06/14/festering-racial-bias-health-care-factor-covid-19-disparities/5320187002/


Power of policy

Education

Where people work

Where people live

Where people play

Where people eat

Where people learn

The FHA Act of 1934 has created the housing equities we see today

The Employment Act of 1946 provided unequal employment opportunities based on race

Black and brown kids are more likely to enter school worried about housing security, financial and physical safety, mental well being and quality food than any other races.

Homes in urban settings are less likely to have trees and green spaces, decreasing air quality and well being

Homes in urban neighborhoods are more likely to be exposed to processed food than nutrient dense food


Power of policy

Education

Power of progress

Equity

Leading through bias


Leading through Bias Framework

To the left, you will see the five steps we

take in facilitating data driven

conversations that lead to identifying

trends and eventually prioritized actions

of your ecosystem’s blueprint.

Accept

Dissect

Check

Object

Reflect

that we all have biasesQuestion your tendencies

our criteria for successName objective outcomes

your thought processInterrogate your assumptions

Opinions accept the factsAnalyze trends not talking points

On decisions and name progressStay present on purpose


Our Agenda

Closing


CLOSING | Our Objectives

● Reflect on our current state and characterize the desired future state of M-DCPS

● Calibrate on the mission, vision and values to guide district into the future

● Begin shaping initial list of district identified priorities to inform strategic blueprint

● Explore and discuss a case study as a way to prepare for Equity focused data deep dives in April


CLOSING | Our Timeline





4.15)


4.15)



April)





Blueprint (6.23)



Programs





Community


Please complete the closing survey to

help plan for the April Working Session.

Use QR code on card


Closing

Remarks


Adjournment

Documents

School Board, Superintendent and Cabinet Envisioning