Davis School District
Learning First! Special Education Planning Day
“Achieving Your Wildly Important Goals”
Adapted from McChesney, Covey, & Huling, The 4 Disciplines of Execution
Discipline 1:
Focus on the Wildly Important
Discipline 2:
Act on the Lead Measures
Discipline 3:
Keep a Compelling Scoreboard
Discipline 4:
Create a Cadence of Accountability
Table of Contents
Messages from Leaders
3
Discipline 1: Focus on the Wildly Important
5
DSD Special Education Wildly Important Goals (WIGs)
5
Discipline 2: Act on the Lead Measures
9
Discipline 3: Keep a Compelling Scoreboard
14
Discipline 4: Create a Cadence of Accountability
17
Appendix
20
Effect Size
Lead Action Resources
2
Message from Bryan Bowles
Superintendent Davis School District
Why Plan?
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Need for planning
Stick to the plan
Same vision so the plan works
We all do our part
End product are students who are well prepared to accomplish the tasks of tomorrow
Message from Glenna Gallo
Utah Special Education Director
During your planning please consider…
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Utah’s focus – Improving outcomes for students
IDEA’s focus – College and Career Ready
Utah State Systemic Improvement Plan (SSIP) focus – Improve outcomes in math, grades 6-8
o Root cause: Lack of high expectations and beliefs
o Root cause: Lack of understanding math content and application of the content
o Root cause: A lack of a tiered system of support in secondary settings
DSD and WIGS! How do the three root-causes impact DSD goals?
Message from Kathy Chisholm
Davis School District Special Education Director
Planning process for teams
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4DX is a process that enables individuals to accomplish and execute their goals
We will see improved results for S in math proficiency and improving graduation rates
Data drill down reveals we are not improving proficiency rates
Focus as a team to accomplish our goals
Learning First!
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INTRODUCTION
 The Whirlwind
 A Baseball Story
 To achieve a goal you have never achieved
before, you must start doing things you
have never done before.
 The challenge is executing your most
important goals in the midst of the urgent.
 You are probably already doing it; 4DX
gives you permission to focus on it.
 The 4 Disciplines
 Success story! DSD LEARNING CENTERS
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Focus on the Wildly Important
~focus~
“The first discipline is to focus our finest effort on the one or two goals that will make all the
difference, instead of giving mediocre effort to dozens of goals. Execution starts with focus.
Without it, the other three disciplines won’t be able to help you.”
ENERGY!
FOCUS!
Apply more energy against the one or two
wildly important goal(s).
WIG Rules
A high-focus, high-performing team must
have something wildly important to focus
on.
If every other area of our practice remained
at the current level of performance, what is
the one area where change would have the
greatest impact?
#1 No team focuses on more than two WIGs
at the same time.
#2 The battles you choose must win the
war.
#3 Senior leaders can veto, but not dictate.
#4 All WIGs mush have a finish line in the
form of “from X to Y by when”.
Eighty percent of the team’s energy will still
be directed at sustaining the whirlwind.
A WIG is fundamental to the heart of
educating students with disabilities; so
much so that the WIG defines our
existence.
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NOTES…
6
WIG Builder Tool Sample
1.
2.
3.
4.
5.
Brainstorm ideas for the WIG
Brainstorm lag measures for each idea (from X to Y by when)
Rate in order of importance to the organization or to the overall WIG
Test your ideas against the checklist on the facing page
Write your final WIGS(s)
Ideas for the WIG
Current
Result
(from X)
Desired
Result (to
Y)
Deadline
(When)
Rank
Final WIGS
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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WIG Checklist – Did you get it right?
Check off each item to ensure your Team Wigs and lag measures meet the standard.
__ Have you gathered rich input both top down and bottom up?
__ Will the Team WIG have a clear, predictable impact on the overall organization WIG or
strategy, not just on team performance?
__ Is the Team WIG the most impactful thing the team can do to drive achievement of the
overall WIG?
__ Does the team clearly have the power to achieve the WIG without heavy dependence on
other teams?
__ Does the WIG require the focus of the entire team, not just of the leader of the subgroup?
__ Is the lag measure written in the format “from X to Y by When”?
__ Can the WIG be simplified any further? Does it start with a simple verb and end with a clear
lag measure?
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Act on Lead Measures
~clarity~
“The second discipline is to apply disproportionate energy to the activities that drive your lead
measures. This provides the leverage for achieving the lag measures.”
A lag measures tell you if you have achieved
the goal but a lead measure tells you if you
are likely to achieve the goal. We can’t
influence lag measures but we can
influence lead measures. After determining
the WIG, don’t keep your eye on the lag
measure. Focus on the lead measure!
LAG MEASURE
Measures the goal
The formula from X to Y by when in a WIG
provides the lag measure. Leaders fixate
here.
A lead measure foretells the result because
it is PREDICTIVE and it is INFLUENCEABLE. A
team can directly influence the lead
measure
LEAD MEASURE
Predictive: Measures something that leads
to the goal.
Influenceable: Something we can influence
The lead measure foretells the result. Teams
fixate here.
THE LEVER AND THE BOULDER
The data on lead measures make the difference and helps teams to close the gap. Trying to
manage lag measures without understanding the lead measures often yields poor results.
Teams know what the lead measures are, but often don’t FOCUS on the lead measure because
of the crazy whirlwind. Lead measures act like a lever moving a boulder.
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CHOOSING THE LEAD MEASURES
Who has achieved the goal like yours? What did they do differently? Select activities that will
have the greatest impact on achieve the WIG. We can find lead measures by looking at the
effect size of influencing factors on students. A large effect size strategy will influence and
predict student outcomes (See Appendix for more information on Effect Size).
TRACKING LEAD MEASURE DATA
A team who is serious about their WIG will create a way to
track their lead measures. No data = no leverage = loss of
control of performance on the lead measures.
LEAD MEASURES AND ENGAGEMENT
When teams identify a lead measure, individual team
members engage more thoroughly. A school administrator
may be concerned about flat student growth indicators. An
ineffective administrator might tell the faculty to “just do
better”. An effective administrator would identify lead
measures with high effect sizes (see Appendix) (such as
formative assessment, Piagetian activities, or student-report
grades) upon which the faculty could focus. The faculty
disposition would move from frustrated to engaged.
TWO TYPES LEAD MEASURES
The secret to execution excellence is investing best efforts on
a few activities that have the most impact on the WIGs. Two
types of valid lead measures are:
1) Small outcomes are lead measures focused on achieving a
weekly result, but give individual team members the latitude
to choose his or her own method for achieving it.
PILOT ERRORS
In the 1930s pilot error was
responsible for many fatal
airplane crashes. This was a
concern to their customers.
Pilots got together and
adopted a set of lead
measures now known as a
“preflight checklist”. The
result was fewer crashes
due to pilot error. Today,
the greatest predictor of
arriving safely is the
preflight checklist. The
preflight checklist is a lead
measure of the wildly
important goal of zero
crashes due to pilot error.
The checklist only takes a
few moments but it has
ENORMOUS impact. 100%
compliance with the
checklist is predictive of a
safe landing and
influenceable by the pilots.
2) Leveraged behaviors are lead measures that track the specific behaviors you want the team
to perform throughout the week. They enable the entire team to adopt new behaviors at the
same level of consistency and quality, and provide a clear measurement of how well they are
performed.
Which type of lead measure is best for your team?
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STEPS TO DEVELOPING HIGH-LEVERAGE LEAD MEASURES
Step 1: Consider the Possibilities
Step 2: Rank by Impact
Step 3: Test Top Ideas… use the following ideas to evaluate your lead measure:
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Is it predictive?
Is it influenceable?
Is it an ongoing process or a “once and done”?
Is it a leader's action or a team action?
Can it be measured?
Is it worth measuring?
Step 4: Define the Lead Measures by asking these questions:
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Are we tracking team or individual performance?
Are we tracking the lead measure daily or weekly?
What is the quantitative standard (How much, how often, how consistently are we
supposed to perform)?
What is the qualitative standard (How well are we supposed to perform)?
Does it start with a verb or action word?
Is it simple (few words as possible)?
Notes:
A process-oriented lead measure is another way. Somewhere in every process there are leverage
points or critical steps. The critical steps in the process become the lead measures. If the data
show critical steps where performance falters, these steps become lead measures to which the
team can apply concentrated energy.
A project milestone is another way to develop a lead measure. If the WIG is a project, the
project milestone can be effective lead measures but must be evaluated carefully. A milestone
that requires less than six weeks to complete is generally not significant enough to serve as a
good lead measure.
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LEAD MEASURES MOVE THE LAG MEASURE
Discipline 2 results in a set of lead measures that will move the lag measure on the WIG. Teams
become excited when clear, concise, and measurable lead measures have been identified.
Consider the following example:
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TRY IT. Use the Lead Measure Builder tool to experiment with creating lead measures for your
WIG:
_____________________________________________________________________________
Lead Measure Builder Tool
1.
Insert the Wildly Important Goal and lag measure
4.
Rank in order of impact on the WIG.
in the top box.
5.
Test your ideas against the checklist.
2.
Brainstorm ideas for lead measures.
6.
Write your final lead measures.
3.
Brainstorm methods for measuring those ideas.
WIG (Move from x to y by ____ as measured by _____.):
Ideas for lead measures
How to measure?
Rank
Final Lead Measures:
Did you get it right? Check off each item to ensure your team Lead Measures will move the lag measure of the WIG:
__Have you gathered rich input on the lead measure format
__Are the lead measures truly measurable? Can you track
he team and others?
performance on the lead measures form day one?
__Are the lead measures predictive—this is, the most
__Are the lead measures worth pursuing? Or will the data
impactful things the team can do to drive achievement of the
cost more to gather than it is worth? Will these measures
Team WIG?
lead to unintended consequences?
__Are the lead measures influenceable—that is, does the
__Does each lead measure start with a simple verb?
team clearly have the power to move the lead measure?
__Is every measure quantified—including quality measures?
______________________________________________________________________________
After Lead Measures have been identified, teams must go on to Discipline 3 to promote
engagement and success.
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Keep a Compelling Score Board
~engagement~
“The third discipline is to make sure everyone knows the score at all times, so that they can tell
whether or not they are winning.”
Accountability is a frequently recurring
cycle of accounting for past performance
and moving the score forward. This is
where execution actually happens. The
game has been set up – now get into the
game.
Keeping score helps to achieve a WIG in the
middle of a raging whirlwind. When
changing the behavior of a large group of
people, keeping score does the trick. People
play differently when they are keeping
score.

A coach’s scoreboard is not a
players’ scoreboard.
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The purpose of a players’
scoreboard is to motivate the
players to win.
Step 1: Choose a Theme.
Step 2: Design the Scoreboard. Keep it
simple, visible, include the lead and lag
measures, and a glance should tell if you
are winning.
Step 3: Build the Scoreboard.
Step 4: Keep It Updated. Who is
responsible, when will it be posted, how
often will it be updated?
Some examples…
CRICKET
GOLF
FOOTBALL
BAR GRAPH
REPORT CARD
ELECTION
TREND LINE
GALLUP POLL
CREDIT SCORE
OLYMPICS
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SCOREBOARDS THAT WORKED FOR US
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Scoreboard Builder Tool
Use the template to create a compelling score board. Test your ideas against the checklist on
the facing page.
Team WIG
Lag Measure
Lead Measure 1
Graph
Lead Measure 2
Graph
Scoreboard Checklist – Did you get it right?
Check off each item to ensure that the team scoreboard is compelling and will drive high
performance:
__ Has the team been closely involved in creating the scoreboard?
__ Does the scoreboard track the Team WIG, lag measures, and lead measures?
__ Is there a full explanation of the WIG and measures along with the graphs?
__ Does every graph display both actual results and the target results (Where are we now?
Where should we be?)?
__ Can we tell at a glance on every measure if we’re winning or losing?
__ Is the scoreboard posted in a highly visible location where the team can see it easily and
often?
__ Is the scoreboard easy to update?
__ Is the scoreboard personalized – a unique expression of the team?
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Keep a Cadence of Accountability
~personal commitment~
“The fourth discipline is to create a cadence of accountability, a frequently recurring cycle of
accounting for past performance and planning to move the score forward.”
Weekly WIG meeting.
Hold the WIG meeting at least weekly and
lasting no longer than 20-30 minutes. Set
an agenda and establish a weekly rhythm of
accountability for driving progress toward
the WIG. THIS DISCIPLINE LITERALLY MAKES
THE DIFFERENCE BETWEEN SUCCESSFUL
AND FAILED EXECUTION.
Non-negotiable rules:
1. Hold the WIG session on the same
day at the same time every
week…maybe more.
2. Never, never, never allow the
whirlwind blast into the WIG
session. No matter what!
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WIG Session Agenda Tool
Distribute the agenda electronically or on paper at the beginning of the WIG Session. After you
hold the session, check it against the criteria on the next page.
WIG SESSION AGENDA
Where
When
WIG(s)
Commitment
Status
Individual Reports
Team Member
Scoreboard
Update
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Did you get it right?
Check off each item to ensure that the WIG session will drive high performance:
__ Are you holding WIG sessions as scheduled?
__ Are you keeping the sessions brief, brisk, and energetic (twenty to thirty minutes) ?
__ Is the leader the model for reporting and making commitments?
__ Do you review an updated scoreboard?
__ Do you analyze why you’re winning or losing on each measure?
__ Do you celebrate successes?
__ Do you hold each other unconditionally accountable for your commitments?
__ Does each team member make specific commitments for the coming week?
__ Do you clear the path for each other, finding ways to help team members who encounter
obstacles to keeping their commitments?
__Do you keep the whirlwind out of the WIG session?
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Appendix
Effect Size
Definition: Effect size is a way of quantifying the effectiveness of a particular intervention in
terms of moving the average. Generally, effect sizes are described as small, medium, and large.
Calculating Effect Sizes: There are many different ways in which to use effect sizes. The DSD
Special Education Department focuses on student progress – not on comparisons between
classes, teaching methods, or other variables.
For example, consider a class or group of students that has been administered a test relating to
the curriculum in both February and June. The data from both assessments can be used to
calculate an effect size. This effect size helps define the impact of teaching over this period.
The easiest way in which to calculate an effect size is to use Excel, using the following formula:
Effect size =
Average (post-test – Average (pre-test)
________________________________
Spread (standard deviation, or sd)
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Consider this example using Excel:
A
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
Student
John
Paul
Wayne
Brandon
Nathan
Cayden
Britney
Kelsie
Zach
Emma
Average
Spread (standard
deviation or sd
Average of spread
Effect size
B
February test
40
25
45
30
35
60
65
70
50
55
C
June test
35
30
50
40
45
70
75
80
75
85
48 = AVERAGE(B2:B11)
15 = STDEV(B2:B11)
59 = AVERAGE(C2:C11)
21 = STDEV(C2:C11)
18 = AVERAGE(B14:C14)
0.6 = (C13-B13)/C15
The effect size was calculated as:
58-48
Effect size = ________ = 0.60  is this a small, medium or large effect size?
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(Hattie, 2011)
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Lead Action Resources
1. Visible Learning (2008) and Visible Learning for Teachers (2012) – John Hattie
10 Most Influential Instructional Strategies
Based on Meta-Analysis
Effect Size
Instructional Strategy
Self-report grades
Response to Intervention
Providing formative evaluation
Classroom discussion
Teacher clarity
1.44
1.28
1.07
0.9
0.9
0.88
0.82
0.77
0.75
0.75
2. Explicit Instruction – Archer
a. Opportunities to Respond
b. Praise Rate
c. I Do, We Do, You Do
d. Vocabulary instruction
3. Mathematical Teaching Practices (Nation Council of Teachers of Mathematics)
a. Establish mathematics goals to focus learning
b. Implement tasks that promote reasoning and problem solving
c. Use and connect mathematical representations
d. Facilitate meaningful mathematical discourse
e. Pose purposeful questions
f. Build procedural fluency from conceptual understanding
g. Support productive struggle in learning mathematics
h. Elicit and use evidence of student thinking
4. Other Instructional Practices
a. White Boards
b. Objective/relevance on board
c. Application to real life
d. Conceptual focus (not just procedural)
5. System Changes
a. Co-teaching math
b. Double math time (regular class and resource math lab period)
c. Not pulling students out of regular math to do resource math
d. Bringing math into other classes
6. See the Special Education 4DX webpage for more resources.
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