Key Action III.3

Annually reset

What is the goal?

The goal of this key action is to look back on the year, celebrate successes, name areas of growth, and define the next level of work for the following school year.

Why this key action is important

After going through multiple cycles of the improvement process throughout the school year, it is important to reflect on the year as a whole. The end-of-year reflection is slightly different than quarterly stepbacks. The data is different since there is access to summative data and there’s an opportunity to dig into additional data sources that might have been missed during the school year. Also, the context is different, with system and school leaders looking ahead to the next school year, particularly with an eye to changes in workforce. Schools change more dramatically from year to year than within a given year. The end of the year provides an opportunity to revisit the improvements list generated throughout the school year and consider which changes to tackle during the upcoming year and over the summer. It’s a chance to reignite the fire for the team as well as institutionalize work started this school year.

Explanation of language

We use the term annual planning to reference end of one school year planning in preparation for the next year, but this can take place at any point in the spring or in two parts – once before data is back and again once all data is in.

steps

guiding questions

notes & resources

  • 1.
    What are the goals of our annual stepback?
  • 2.
    How are we going to structure the conversation?
  • 3.
    What data do we need to gather to report on our progress towards our goals?
  • 4.
    Is there additional stakeholder feedback we need to gather?
  • 5.
    What is our agenda? Who will facilitate which portions?
  • 6.
    What pre-work, if any, will there be for the meeting?
  • 7.
    How will we communicate the agenda, goals, and pre-work?
  • Some leaders opt to do a series of stepback meetings with different groups of stakeholders. The resource End-of-Year Stepback Guidance and Materials provides an overview of the options with a sample agenda, including an adaptable email that you can send. You can also use the End-of-Year Stepback Data Gathering Template to gather all data and stakeholder feedback in one place. It might also be helpful to reference past notes from prior quarterly stepback meetings.
  • Ensure that you are disaggregating the data where possible to evaluate the performance of subgroups of students (e.g., students in poverty, students of color, students with disabilities, emergent bilingual students).
  • Sharing and discussing data openly can trigger feelings of evaluation for team members. Setting team norms around meeting culture can help make the discussion more productive for the team. 
  • The End-of-Year Stepback Considerations for Staffing resource has additional considerations for the annual stepback attending to workforce changes.
  • 1.
    Where did we meet our goals?
  • 2.
    What were the drivers of success?
  • 3.
    Where did we miss our goals?
  • 4.
    What held us back from meeting those goals?
  • 5.
    What will be different next year?
  • 6.
    What are our goals for next year?
  • 7.
    How do we want to continue to manage and support implementation?
  • 8.
    What are the 2-3 focus areas we’ll have as a system next year?
  • Reflecting on the systems and processes that the team used to support implementation will help surface what to replicate or adjust for next school year. It can be helpful to reference old quarterly stepback notes. The End-of-Year Stepback Agenda is an example for this conversation.
  • After year 1, many curriculum leaders tend to emerge – teachers and leaders who champion the materials, teachers who are rock stars at utilizing the materials, and leaders who are savvy in supporting teachers. When considering needs for next year, identify these players to help lead the work the following school year.
  • Sometimes questions surface during this step around the possibility of changing materials. We have found that most often, there are challenges with implementation due to planning issues in Phase II and recommend starting by revisiting those plans. Changing materials often has unintended consequences. It requires starting this entire change management process over again, which affects systems and structures and requires a substantial new set of learnings for all educators in the system. Changing materials can also disrupt student learning, particularly if you are using a set of materials with a specific pedagogical approach. We recommend proceeding with caution when considering a materials change if you already have high-quality, standards-aligned materials in place. Considerations when Changing Materials outlines factors to consider as well as the type of criteria that might lead you to change curriculum.
  • 1.
    What are our goals for this next year of implementation?
  • 2.
    How will we know that we have been successful?
  • The summer can be a critical time for training new teachers and doing systems planning for the next year of implementation. It can be helpful to make separate or specific plans for the summer, focused on teacher and leader training, updates to policies, and planning meetings for structures for supporting teachers and leaders.
  • The document Goals for Implementation shares an example of annual goals used by early implementers.
  • 3.
    What changes will we make to our plans for next year?
  • 4.
    What work needs to be done this summer to support teachers and leaders that have been using the curriculum to prepare for the next level?
  • 5.
    What work needs to be done this summer to support new teachers and leaders?
  • 6.
    When will we discuss progress across the coming year?
  • 7.
    Who will be responsible for what work? When is it due?
  • Go back through Phase II to rethink any systems that require adjustment.
  • Update your Implementation Plan.
  • 1.
    What information does each stakeholder group need about our successes this year, lessons learned, and areas for focused improvement next year?
  • 2.
    Who, how, and when will we share this information?
  • 3.
    How do we invest the team in our 2-3 focus areas and keep forward momentum?
  • Remind everyone that this work is a journey and rekindle the original dreams and aspirations for students that led to this journey and make persisting in it worthwhile.
  • Celebrate wins with all stakeholders and intentionally name what worked. Positive recognition will reinvest people in the next level of work.
  • Find sample communications for the end of year 1 in the resource Email for End-of-Year Communication.
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Workbook

This workbook is designed to help a school or system leadership team work through the implementation process together. Assemble your team, print or download the workbook, find your starting point, and dig in together.

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