hawaii secondary school administrators hawaii elementary ...€¦ · ought to contribute to greater...
TRANSCRIPT
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Hawaii Secondary School Administrators
Hawaii Elementary and Middle School Administrators Association
Led by principals, for principals
Free flowing ideas from principals Facilitated by Washington Middle teachers
Hoshin Facilitation Method – brainstorm, categorize, analyze, solution driven
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Special thanks to our busy principals and vice principals who took the time to participate in this process.
Shannon_Goo/HAHAIONE/[email protected] Chad_Nacapuy/KAIMILOA/[email protected] Debra_Hatada/KAIMILOA/[email protected] Michael_Harano/WASHINT/[email protected] Susan_Hummel/KALAHEOH/[email protected] Francine_Honda/KAILUAH/[email protected] [email protected] <[email protected]>; Sandra_Watanabe/ASCOTT/[email protected] Duwayne_Abe/SALTLAKE/[email protected] Keith_Hayashi/WAIPAHUH/[email protected] Oscar_Ramiscal/ILIMA/[email protected] Melissa_Speetjens/WAIMEAC/[email protected] Wendy_Matsuzaki/KING/[email protected] Derek_Minakami/KANEOHE/[email protected] Sherry_Kobayashi/EWABEACH/[email protected] Robert_Hurley/EWABEACH/[email protected] Susan_Hirokane/PCEL/[email protected] Bernice_Takahata/POMAIKAI/[email protected] Shannon_Cabanilla/LIHIKAI/[email protected] Judi_Wong/POHAKEA/[email protected] Lynda_Galera/MOANAE/[email protected] Noel_Richardson/WAIMANEI/[email protected] Lorelei_Aiwohi/KALAKAUA/[email protected] Sean_Tajima/NIUVAL/[email protected] Neil_Blomberg/HOLOMUA/[email protected] Dean_Cevallos/KEAAUH/[email protected] Christine_Udarbe/MAUNAWILI/[email protected] [email protected] [email protected] Estelle Wong All principals and retired principals from the original rsvp email list.
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HASSA/HEMSAA Principals Forum
August 27, 2016 September 28, 2016
October 6, 2016 AN IDEAL SCHOOL HAS A SET OF CURRICULUM STANDARDS THAT IS…
• Preparing students for the 21st century • Clear • Research based • Based on a K-12 construct • Student focused • Rigorous and challenging • Preparing students to be college and career ready • Flexible to meet the needs of the individual students and community • Inclusive for faculty input and voice • Supported by assessment tools • Inter disciplinary and broad based • Supported by adequate resources
WHAT IS PREVENTING OUR SCHOOLS FROM ACHIEVING CURRICULUM STANDARDS?
PRIMARY ROOT CAUSE: INADEQUATE COLLABORATION TIME AND RELEVANT RESOURCES TO (SUPPORT SCHOOLS IN IMPLEMENTING CURRICULUM STANDARDS.
DEFINITION: Teachers need time to meet with their colleagues under the guidance of a (well informed) coach to deconstruct standards and to determine appropriate (pre, formative and post) assessments, to accurately analyze data, and to determine appropriate instructional strategies. SOLUTION: Create/support in every school, a system for formative assessment and instruction where teachers meet regularly under the guidance of a coach to deconstruct standards, review assessment data and determine appropriate instructional strategies.
4
ROOT CAUSES PREVENTING SCHOOLS FROM ACHIEVING CURRICULUM STANDARDS
7 N
OT
EN
OU
GH
CO
LLB
OR
ATI
ON
TIM
E
6
5 IN
AD
EQ
UA
TE R
ES
OU
RC
ES
4
LAC
K O
F C
UR
RIC
ULU
M
CH
OIC
E
3
NO
T E
NO
UG
H S
TUD
EN
T C
HO
ICE
INA
DE
QU
ATE
U
ND
ER
STA
ND
ING
OF
CU
RR
ICU
LUM
STA
ND
AR
DS
2
1 LAC
KS
21S
T C
EN
TUR
Y
SK
ILL
FOC
US
0
INA
DE
QU
ATE
C
ELE
BR
ATI
ON
S
TOO
MU
CH
S
UM
MA
TIV
E
AS
SE
SS
ME
NT
NO
T E
NO
UG
H K
-12
CO
NS
TRU
CT
EFFECTS (OUTCOMES)
7
6
NO
T E
NO
UG
H K
-12
CO
NTR
UC
T
5
4
NO
T E
NO
UG
H S
TUD
EN
T V
OIC
E
3
NO
T E
NO
UG
H 2
1C S
KIL
L FO
CU
S
INA
DE
QU
ATE
CE
LEB
RA
TIO
N
TOO
MU
CH
SU
MM
ATI
VE
A
SS
ES
SM
EN
TS
2
INA
DE
QU
ATE
U
ND
ER
STA
ND
ING
OF
CU
RR
ICU
LUM
S
TAN
DA
RD
S
1 NO
T E
NO
UG
H
CO
LLB
OR
ATI
ON
TI
ME
LAC
K O
F C
UR
RIC
ULU
M
CH
OIC
E
0
INA
DE
QU
AT
E
RE
SO
RU
CE
S
5
AN IDEAL SCHOOL HAS A SYSTEM OF SCHOOL LEVEL ACCOUNTABILITY THAT IS…
• Based on one plan that addresses Federal, State and multiple school measures
• Fair and non-threatening • Uses minimal summative assessments • For school use only • Providing timely data • Allowing extended planning time for teachers • Supported with sufficient resources • Recognizing the success of all students • Based on multiple academic and performance data measures (formative
and summative) that support school improvement • Supportive of acquisition of 21st century and beyond dispositions • Representative of all stakeholders • Transparent • Based on trust and mutual respect
WHAT IS PREVENTING OUR SCHOOLS FROM ACHIEVING SCHOOL LEVEL ACCOUNTABILITY?
PRIMARY ROOT CAUSE: LACK OF KNOWLEDGE AND ABILITY TO DEVELOP OWN SCHOOL WIDE ACCOUNTABILITY SYSTEM.
DEFINITION: School level people are not fully knowledgeable about choices and options to measure student progress that could be based on meeting the needs of their own community, could meet the needs of the school and focuses on raising student achievement. SOLUTION: Create/support in every school, an accountability system that provides choices and options in measuring student progress that meets the needs of the school community in raising student achievement.
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ROOT CAUSES PREVENTING OUR SCHOOLS FROM ACHIEVING SCHOOL LEVEL ACCOUNTABILITY
4
LAC
K O
F U
ND
ER
STA
ND
ING
BY
SA
TE
PE
RS
ON
NE
L
3
LAC
K O
F K
NO
WLE
DG
E O
F W
HA
T S
CH
OO
L LE
VE
L A
CC
OU
NTA
BIL
ITY
C
OU
LD B
E
2
LAC
K O
F S
CH
OO
LS’
AB
ILIT
Y T
O D
EV
ELO
P
OW
N S
CH
OO
L W
IDE
A
CC
OU
NTA
BIIT
Y S
YS
TEM
INA
DE
QU
ATE
C
OM
MU
NIC
ATI
ON
AB
OU
T A
CC
OU
NTA
BIL
ITY
1 TOO
MA
NY
C
HA
NG
ES
LAC
K O
F P
D
LAC
K O
F S
UP
PO
RTS
TOO
MU
CH
E
MP
HA
SIS
ON
R
AN
K
0
LAC
K O
F S
BA
C
INFO
RM
ATI
ON
TOO
MU
CH
TE
ST
TAK
IKN
G
EFFECTS (OUTCOMES)
5
LAC
K O
F TR
US
T G
IVE
N T
O S
CH
OO
L LE
AD
ER
S.
2
LAC
K O
F P
RO
FES
SIO
NA
L D
EV
ELO
PM
EN
T (T
EA
CH
ER
S A
ND
A
DM
INIS
TRA
TOR
S)
LAC
K O
F S
CH
OO
L W
IDE
A
CC
OU
NTA
BIIT
Y S
YS
TEM
INA
DE
QU
ATE
CO
MM
UN
ICA
TIO
N
AB
OU
T A
CC
OU
NTA
BIL
ITY
1 TOO
MA
NY
C
HA
NG
ES
LAC
K O
F K
NO
WLE
DG
E
TOO
MU
CH
E
MP
HA
SIS
ON
R
AN
KIN
G
TOO
MU
CH
TE
ST
TAK
ING
0
LAC
K O
F S
BA
C
INFO
RM
ATI
ON
LAC
K O
F U
ND
ER
STA
ND
IN
G B
Y S
TATE
P
ER
SO
NN
EL
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AN IDEAL SCHOOL HAS A STUDENT ASSESSMENT SYSTEM THAT IS…
• Providing longitudinal data • Short in duration and with rapid results turnaround • Not timed • Supported by adequate resources • Valid and has useful multiple measures • Informative to school on next steps and appropriate teacher practice • Shared by all stakeholders • Research based and personalized • Valued by students • Aligned to curriculum and instruction • Differentiated for students • Formative and useful to teachers and students
WHAT IS PREVENTING OUR SCHOOLS FROM ACHIEVING THE IDEAL STUDENT ASSESSMENT SYSTEM?
PRIMARY ROOT CAUSE: NOT ENOUGH ASSESSMENT LITERACY. DEFINITION: Administrators and teachers need to be competent in using differentiated practices for pre, formative and post assessment of student learning, for different students and different learning situations. They need to be able to choose and appropriately use valid assessment practices so each student can show what he or she knows and can do and how he or she is progressing in the depth of what he or she has learned. SOLUTION: Create/support in every school, administrator and teacher competencies in using differentiated practices for pre, formative and post assessment to raise student achievement for all students.
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ROOT CAUSES PREVENTING AN IDEAL STUDENT ASSESSMENT SYSTEM
2
NO
T E
NO
UG
H R
ES
OU
RC
ES
TO
S
UP
PO
RT
AS
SE
SS
ME
NT
INA
DE
QU
ATE
DIF
FER
EN
TIA
TIO
N O
F A
SS
ES
MS
EN
TS
NO
T E
NO
UG
H A
SS
ES
SM
EN
T LI
TER
AC
Y
TOO
MU
CH
TIM
E A
DM
INIS
TER
ING
TE
STS
.
LAC
K O
F B
UY
IN A
ND
VA
LUE
BY
S
CH
OO
L S
TAK
EH
OLD
ER
S
1 NO
T E
NO
UG
H
TIM
ELI
NE
SS
IN
SH
AIR
NG
R
ES
ULT
S
0
TOO
MU
CH
E
MP
HA
SIS
ON
TE
ST
SC
OR
ES
FO
R
AC
CO
UN
TAB
ILI
TY
INA
DE
QU
ATE
TR
AN
SLA
TIO
N
OF
DA
TA T
O
AP
PO
LIC
AB
LE
INFO
RM
ATI
ON
EFFECTS (OUTCOMES)
4
LAC
K O
F B
UY
IN A
ND
VA
LUE
3
INA
DE
QU
ATE
TR
AN
SLA
TIO
N O
F D
ATA
TO
A
PP
LIC
ATI
ON
IN
FOR
MA
TIO
N
2
NO
T E
NO
UG
H T
IME
LIN
ES
S IN
S
HA
RIN
G R
ES
ULT
S
1 NO
T E
NO
UG
H
RE
SO
UR
CE
S T
O
SU
PP
OR
T A
SS
ES
SM
EN
T TO
O M
JCH
TIM
E
AD
MIN
ISTE
RIN
G
TES
TS
0
INA
DE
QU
ATE
D
IFFE
RE
NTI
ATI
ON
NO
T E
NO
UG
H
AS
SE
SS
ME
NT
LITE
RA
CY
TOO
MU
CH
E
MP
HA
SIS
ON
TE
ST
SC
OR
ES
FO
R S
CH
OO
L A
CC
OU
NTA
BIL
ITY
9
AN IDEAL SCHOOL HAS A SYSTEM THAT SUPPORTS SCHOOL LEVEL LEADERSHIP THAT IS…
• Student centered • Collaborative at all levels • Trusting and empowering • Supported by state leadership • Accountable to stakeholders • Sensitive to stakeholders • Sensitive to the needs of the staff and students • Focused on school improvement process • Building capacity of school leaders • Inclusive PD with staff
WHAT IS PREVENTING OUR SCHOOLS FROM ACHIEVING SUPPORT FOR SCHOOL LEVEL LEADERSHIP?
PRIMARY ROOT CAUSE: INADEQUATE PROCESS OF HAVING PRINCIPAL INPUT IN ALL LEVELS OF DECISION MAKING.
DEFINITION: A systematic process that accurately informs good decision making aligned with the Vision, provides adequate support, establishes trust and builds empowerment at the state, district, complex and school levels. SOLUTION: (At state, district, complex and school levels, use an adequate system of support for school leadership involving the voice of principals in making decisions as to what is needed by the administrators and the teachers.) SOLUTIONS ROOT CAUSE OUTCOME Utilizing a research based decision making process. 6 0
Need to establish effective systems throughout the DOE bottom-up. Need statewide training in a consistent facilitative process.
Leadership should develop a system that gets input from principals and should report back results.
Need to select an effective process that is proven to work adequately. Use one process at all levels for decision making – school, CA, state offices,
leadership, BOE. Need to establish a transparent process that shows how admin input was
utilized. Should have a valid research based system for gathering input that informs
decision making. Ought to research systems already in place that work.
Should train all DOE Leadership levels in a process like Hoshin or other Deming method.
Should use the Hoshin process. Should share each step of the process along the way.
10
Making a decision starts with understanding the impact on school level. 4 2
Ought to contribute to greater understanding of issues. Start with the needs assessment from the schools to drive state support , not
State deciding what is needed by the schools. Need to know how all departments/branches decisions impact school level.
Need to seek to understand before being understood. “Stand in my shoes.” (Live) Aligning to the Vision. 3 3
Need to align all decision making with our Vision. Should add to greater clarity.
Need to be aligned with the Vision. Establishing the role of the principal as the instructional leaver at all levels of HIDOE. 2 3
Need to add school level personnel to shred out admin responsibilities to allow effective principal participation.
Needs to enhance growth of leaders. Need to change the role and function of the principal to manage time to
effectively participate in the process. Seeking input. 1 5 Need to involve all levels within the educational system when soliciting input and
decision making. Ought to turn the Principal’s Roundtable into a collaborative group that works to
address technical problems. Leadership should develop levels of input in developing directions for schools, ie,
complex, district. Should seek input from school level administrators prior to decision making.
Providing time 1 2 Need to decide on the most effective schedule that will maximize (principal)
participation. Should allow for enough time to produce quality decisions not rushed due to time
constraints. Empowering with positive support. 4 3 Leadership must release it’s strong grip on schools and empower them to make
decisions that uniquely affect their schools. Sharing should never be punitive or negatively judged.
Persevering to the Plan. 0 3 Should be stuck to and not abandoned when there are stumbling blocks.
11
ROOT CAUSES PREVENTING SUPPORT FOR SCHOOL LEVEL LEADERSHIP
6 IN
AD
EQ
UA
TE P
RO
CE
SS
OF
HA
VIN
G
PR
INC
IPA
L IN
PU
T.
4 LA
CK
OF
TRU
ST
AN
D
EM
PO
WE
RM
EN
T.
LAC
K O
F C
LEA
R V
ISIO
N.
2
INA
DE
QU
ATE
SU
PP
OR
T FR
OM
STA
TE
LEA
DE
RS
HIP
1 NO
T E
NO
UG
H P
D
OP
PO
RTR
UN
ITIE
S
0
TOO
MU
CH
A
CC
OU
NTA
BIL
ITY
TO
STR
IVE
HI
INA
DE
QU
ATE
R
EC
RU
ITM
EN
T A
ND
RE
NTI
ON
EFFECTS (OUTCOMES)
5
INA
DE
QU
ATE
RE
CR
UIT
ME
NT
AN
D R
ETE
NTI
ON
3
INA
DE
QU
ATE
SU
PP
OR
T FR
OM
STA
TE
LEA
DE
RS
HIP
NO
T E
NO
UG
H L
EA
DE
RS
HIP
PD
2
LAC
K O
F TR
US
T A
ND
E
MP
OW
ER
ME
NT
1 TOO
MU
CH
A
CC
OU
NTA
BIL
ITY
TO
STR
IVE
HI
LAC
K O
F C
LEA
R
VIS
ION
AN
D
PU
RP
OS
E
INA
DE
QU
ATE
P
RO
CE
SS
OF
GA
THE
RIN
G
INP
UT
FRO
M
PR
INC
IPA
LS
0
12
AN IDEAL SCHOOL HAS A SYSTEM FOR STRUGGLING STUDENTS THAT IS...
• Able to provide adequate resources so student progress occurs for each student
• Able to provide on going professional development for all teachers • Tracking students for college • Able to address immediate needs • Based on school wide beliefs, passion and commitment to high
expectations for all students • Based on continual P-20 progress monitoring • Using a variety of (appropriate) curricula and assessments • Able to create well rounded students • Inclusive of parent partnerships • Responsive to the needs of ALL individual students.
WHAT IS PREVENTING OUR SCHOOLS FROM ACHIEVING A SYSTEM FOR STRUGGLING STUDENTS?
PRIMARY ROOT CAUSE: INADEQUATE SYSTEM TO SUPPORT TEACHER EFFICACY THAT ACTIVELY ENGAGES ALL STUDENTS IN THE LEARNING PROCESS SO ALL STUDENT CAN PROGRESS.
DEFINITION: When teachers see learning through the eyes of their students and students see themselves as their own teachers (Hattie), we will achieve a system to support each and every struggling student no matter where he or she is on the learning continuum. There is flexibility in intervention strategies in the classrooms that immediately respond to misconceptions in learning, in additional and varied opportunities during and outside of regular school hours, in the use of systematic and constant monitoring, in opportunities for teacher and intra school dialog and sharing, and with a pervasive commitment and engagement by teachers and students that learning and growth is expected for all students. SOLUTION: Create/support in every school an adequate system for struggling students that engages all students in the learning process through unique interventions that meet each student’s learning targets.
13
ROOT CAUSES PREVENTING A SYSTEM FOR STRUGGLING STUDENTS
4 N
OT
EN
OU
GH
TE
AC
HE
R E
FFIC
AC
Y
3
NO
T E
NO
UG
H P
D O
PP
OR
TUN
ITIE
S
NO
T E
NO
UG
H R
ES
OU
RC
ES
AN
D
PE
RS
ON
NE
L
2 IN
AD
EQ
UA
TE
TEA
CH
ER
RE
SP
ON
SE
TO
STU
DE
NTS
NE
ED
S
AN
D IN
TER
VE
NTI
ON
S
1 INA
DE
QU
ATE
ID
EN
TIFI
CA
TIO
N P
RO
CE
SS
0
N
OT
EN
OU
GH
P
AR
EN
T IN
VO
LVE
ME
NT
EFFECTS (OUTCOMES)
4
NO
T E
NO
UG
H P
AR
EN
T IN
VO
LVE
ME
NT
AN
D
SU
PP
OR
T
INA
DE
QU
ATE
IDE
NTI
FCA
TIO
N P
RO
CE
SS
3
2
INA
DE
QU
ATE
TE
AC
HE
R
RE
SP
ON
SE
TO
S
TUD
EN
TS N
EE
DS
AN
D
INTE
RV
EN
TIO
NS
1 NO
T E
NO
UG
H P
D
OP
PO
RTU
NIT
IES
E
SP
EC
IALL
Y
OU
TER
ISLA
ND
S
NO
T E
NO
UG
H
TEA
CH
ER
E
FFIC
AC
Y
NO
T E
NO
UG
H
RE
SO
UR
CE
S
AN
D P
ER
SO
NN
EL
14
AN IDEAL SCHOOL HAS A SYSTEM FOR INNOVATION AND CREATIVITY THAT IS....
• Able to be shared and replicated at other schools • Responsive to school structures and schedules • Supportive and nurturing • Open to school empowered implementation • Researched based • Inclusive of all stakeholders • Supportive of the mindset that growing is more important than being • Focused on college and career readiness • Unique to the school • Supportive of (all) student needs • Global in perspective • Supported in resources, staff and funding
WHAT IS PREVENTING OUR SCHOOLS FROM ACHIEVING A SYSTEM FOR INNOVATION AND CREATIVITY?
PRIMARY ROOT CAUSE: INADEQUATE SYSTEM TO SUPPORT CREATIVE MINDSET THAT PROMOTES APPROPRIATE SCHOOL INNOVATIONS FOR ALL DIMENSIONS OF STUDENTS.
DEFINITION: Teachers and students are encouraged to take risks, discover and find personal meaning. It’s not what they know but what can be done with what they know and learned. SOLUTION: Create a culture that all work at the state, district and complex levels are focused on supporting schools in meeting their unique needs in unique ways and that one size does not fit all schools. The mission at state, district, complex, and school levels must promote and create opportunities for school innovations that meet all dimensions of students.
15
ROOT CAUSES PREVENTING A SYSTEM OF INNOVATION AND CREATIVITY
7 N
OT
EN
OG
H V
ALU
E F
OR
GR
OW
TH
MIN
DS
ET
I
6 IN
AD
EQ
UA
TE V
ISIO
N A
ND
M
ISS
ION
NO
T E
NO
UG
H F
UN
DIN
G
4
TOO
MA
NY
RO
AD
BLO
CK
S
3
INA
DE
QU
ATE
S
UP
PO
RT
AN
D
RE
SO
UR
CE
S
2
NO
T E
NO
UG
H
TIM
E
INA
DE
QU
ATE
LE
VE
L O
F S
CH
OO
L E
MP
OW
ER
ME
NT
1 NO
T E
NO
UG
H
PD
0
INA
DE
QU
ATE
O
PP
OR
TUN
TITI
ES
TO
BE
U
NIQ
UE
AN
D
RE
CO
GN
IZE
D.
EFFECTS (OUTCOMES)
7
INA
DE
QU
ATE
OP
PO
RTU
NTI
ES
TO
BE
UN
IQU
E
AN
D R
EC
OG
NIZ
ED
6
NO
T E
NO
UG
H P
D
5
INA
DE
QU
ATE
LE
VE
L O
F S
CH
OO
L E
MP
OW
ER
ME
NT
4
INA
DE
QU
ATE
SU
PP
OR
T A
ND
RE
SO
UR
CE
S
3
TOO
MA
NY
RO
AD
B
LOC
KS
2
1 INA
DE
QU
ATE
V
ISIO
N A
ND
M
ISS
ION
0
NO
T E
NO
UG
H
VA
LUE
FO
R
GR
OW
TH
MIN
DS
ET
NO
T E
NO
UG
H
FUN
DIN
G
16
AN IDEAL SCHOOL HAS A SYSTEM OF RESOURCES THAT SPURS REFORM THAT IS...
• Focused on student growth at state, district, complex and school levels • Innovative and creative in the use of technology for future ready students • Adequately funded to address the needs of each school • Empowering schools to make decisions based on their individualized
needs • Student centered, focused and driven to support all students • Unencumbered by top down one size fits all mandates and processes
WHAT IS PREVENTING OUR SCHOOL FROM ACHIEVING A SYSTEM OF RESOURCES THAT SPURS REFORM?
PRIMARY ROOT CAUSE: INADEQUATE SYSTEM TO SUPPORT CREATIVE MINDSET THAT ALIGNS RESOURCES TO WHAT EACH SCHOOL NEEDS.
DEFINITION: All levels of the HIDOE seek to understand and put in action beliefs and strategies that focus on supporting all schools in their uniqueness and unique needs. Principals are involved in levels of decision making on the use of resources at the state, district, complex and school levels. Decisions made are communicated throughout the system with a systematic plan to meet the needs of all schools. State experts accept the challenge to support each school’s quest to raise student achievement for all students with adequate and appropriate resources that are aligned to the needs of each school. SOLUTION: Create an adequate system to support a creative (not rule bound) and growth mindset that aligns resources through involvement of principals in decision making, empowerment of all school/community level users and true team work among the various levels to support what’s best for schools.
17
ROOT CAUSES PREVENTING A SYSTEM OF RESOURCES FOR REFORM
6 LA
CK
OF
EX
PE
RIE
NC
E A
ND
U
ND
ER
STA
ND
ING
BY
STA
TE L
EV
EL
5 4
LAC
K O
F TR
US
T
3
LAC
K O
F E
MP
OW
ER
ME
NT
LAC
K O
F FL
EX
IBIL
ITY
, TO
O
MA
NY
R
ES
TRIC
TIO
NS
2
1 TOO
MA
NY
C
OM
PE
TIN
G
PR
IOR
ITIE
S
TOO
MU
CH
D
EP
EN
DE
NC
E O
N
OU
TSID
ER
S
0
LAC
K O
F C
OM
MU
NIT
Y
UN
DE
RS
TAN
DIN
G
LAC
K O
F FU
ND
ING
EFFECT (OUTCOMES)
5
LAC
K O
F FU
ND
ING
4
3
TOO
MU
CH
D
EP
EN
DE
NC
E O
N
OU
TSID
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D
2
TOO
MA
NY
C
OM
PE
TIN
G
PR
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ITIE
S
LAC
K O
F FL
EX
IBIL
ITY
1 LAC
K O
F S
HA
RIN
G O
F B
ES
T P
RA
CTI
CE
S
0
LAC
K O
F C
OM
MU
NIT
Y
UN
DE
RS
TAN
DIN
G
LAC
K O
F E
XP
ER
IEN
CE
AN
D
UN
DE
RS
TAN
DIN
G
BY
STA
TE L
EV
EL
DE
CIS
ION
M
AK
ER
S