distance learning session 3 rapid improvement support academy of pacesetting districts

Distance Distance Learning Learning Session 3Session 3

Rapid Improvement

Support

Academy ofPacesetting Districts

Sponsored by

With assistance fromNew England Comprehensive Center

Center on Innovation & Improvement

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Meeting Agenda

10:00 – 10:15 Welcome and Introductions

10:15 – 10:45 Discussion of Readings

10:45 – 11:30 Indicators: Taking the Lead Empowering School Leaders

11:30 -- 11:45 Work on District Manual

11:45 – 12:00 Homework, Next Meeting

Welcome and Introductions

SEA facilitators

NECC staff

District Academy Team introductions

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Discussion of Readings

Let’s Communicate

Taking the Lead

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Indicator 12

The district intervenes early when a school is not making adequate progress.

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‘significant changes’ school’s staffing governance ‘begin by having the right people in place’ staff reassignments

Handbook on Restructuring and Substantial School ImprovementAuthors of Section 2, Module 2: Gordon Cawelti and Nancy Protheroe

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turnaround principals

District Intervention

Well-developed and communicated policies and procedures

Intervene in a timely fashion in schools making little progress

Use of contracted service providers as an intervention strategy

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Discussion:District Contact &

Intervention1. What policies need to be in place

regarding district intervention?2. What evidence is available to help

identify what help is needed and where to target it?

3. How is the nature of the intervention (e.g., staff replacement, contracted services, intensive assistance) determined?

4. Should you assign specific central office people to specific schools? How will this be done?

5. What responsibilities (and authority) are appropriate for district contact persons?

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Indicator 22

The district ensures that school improvement and restructuring plans include research-based, field-proven programs, practices, and models.

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Supporting Improvement with

Research-Based Practices Choose one with evidence of success

Look for alignment district’s goals the needs of its student population

Training

Monitor fidelity of implementation

Consider policy flexibility to implement practices proven to work with previously low-performing students 13

“Studies of high-performing school districts highlight the key to raising student achievement: improvement must begin in the classroom. By working to get research-based teaching strategies shown to be effective into every classroom, districts make use of a powerful lever for improvement.”

Handbook on Restructuring and Substantial School ImprovementAuthors of Section 2, Module 2: Gordon Cawelti and Nancy Protheroe

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Push Research-Based Strategies

Into Every ClassroomEffective teachers: Plan instruction so opportunities to learn

are maximized.

Provide a supportive learning environment.

Use techniques - such as providing cues and advance organizers, connecting to prior learning, etc. - that encourage active learning.

Teach to mastery, using a variety of forms of assessment to measure progress of individual students as well as the class as a whole. 15

Discussion:Research-based Practices

How does your district help schools learn about and implement research-based practices?

What is the district doing to ensure research-based practices are being used in classrooms?

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Indicator 27

The district is prepared for setbacks, resistance, and obstacles on the path to substantial improvement.

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Before Change is Undertaken

District Leaders Must: Engage the larger community in

needs assessment and planning

Communicate clearly and forcefully the vision for reform

Face the reality of the challenges to be overcome

Get buy in within the school system and the larger community

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During the Process ofSchool Reform

The Superintendent Must: Work with the School Board to

present a united front

Maintain community morale when/if the situation appears to worsen in the initial stage of reform

Silence nay-sayers by showing speedy successes

Use failure to initiate problem-solving

Report on status of reform efforts frequently and publicly 19

Discussion:Keep the Faith, Baby

How do your district leaders gain and sustain support for reform initiatives?

What are some examples of how to use failure to stimulate more successful efforts?

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Empowering

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Leaders

School

Indicator 31

District policies and procedures clarify the scope of site-based decision making granted a school and are summarized in a letter of understanding.

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“Clear understanding district expectations for schools parameters of school autonomy

School efforts toward district goals must be nonnegotiable

Determine and clearly communicate to school personnel the types of decisions they are authorized to make about resource allocation and staff assignments”

Handbook on Restructuring and Substantial School ImprovementAuthors of Section 2, Module 2: Gordon Cawelti and Nancy Protheroe 23

Indicator 24

The district ensures that an empowered change agent (typically the principal) is appointed to head each restructuring school.

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Putting in Place a Change Agent is a Key District

Responsibility

“Decades of research have documented that leadership is a crucial determinant of school success (Waters, Marzano, & McNulty, 2003). Research indicates that school leader differences explain about 25 percent of differences in student learning accounted for by school, directly or indirectly (Leithwood, Seashore Louis, Anderson, & Wahlstrom, 2004; Waters et al., 2003).”

School Turnarounds: A Review of the Cross-Sector Evidence on Dramatic Organizational ImprovementPrepared by: Public Impact for the Center on Innovation & Improvement 25

Putting in Place a Change Agent is a Key District

Responsibility

“Drawing from research on high-performing organizations in the corporate world, a district would begin by having the right people in place in a significantly underperforming school before major restructuring efforts are undertaken.”

Handbook on Restructuring and Substantial School ImprovementAuthors of Section 2, Module 2: Gordon Cawelti and Nancy Protheroe

Indicator 15

The district allows school leaders reasonable autonomy to do things differently in order to succeed.

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Districts May Allow Flexibility Regarding: Scheduling Transportation Discipline Curriculum Support Services Regulatory Requirements

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Discussion:Leadership and Autonomy

1. What process does your district use in selecting effective change agents to turnaround underperforming schools?

2. In what areas are leaders in reforming schools given autonomy? Are there inter-school differences?

3. How has your district resolved the tension between granting autonomy to permit changes and maintaining tight district controls?29

Team Reflection on Current Status of Implementation

Each District Academy Team will now take 15 minutes to review each indicator covered in this session and assign an implementation rating

Rating scale:

0 = No Development or Implementation

1 = Limited Development or Implementation

2 = Full Implementation 30

Reflection Worksheet

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* Rating scale:0 = No Development or Implementation1 = Limited Development or Implementation2 = Full Implementation

Indicator Implementation

12 District Intervenes Early 0 1 2

22 Research-Based Programs 0 1 2

27 Setbacks, Resistance, & Obstacles 0 1 2

31 Site-based Decision Making 0 1 2

24 Empowered Change Agent 0 1 2

15 Reasonable Autonomy 0 1 2

Discussion:Status of Implementation

1. Which Indicators are strengths in your current district operations?

2. Which Indicators need improved performance in your current district operations?

3. What are next steps in developing a District Operations Manual relative to the Indicators in DL 3?

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Work on District Operations Manual for District System of Support

Read Wise Ways® Indicators 15, 22, 27, and 31

View on Doing What Works (http://dww.ed.gov)

Data-Driven Decision Making - Turning Around Chronically Low Performing Schools• Quick WinsH

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Wrap Up

Reflections on DL 3 session Reminder: District Team

Summative Meeting scheduled for

Mentor Interaction with Academy Mentor to be held before District Team Summative Meeting

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Key Contact Information

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ken.remsen@state.vt.us debora.price@state.vt.us lisa.mazzitelli@state.vt.us carol.duley@state.vt.us

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Thanks for your participation

Thanks to NECC and Ira Glick

for webinar services and support