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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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3
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
4
Discussion of Readings
Let’s Communicate
Taking the Lead
7
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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Thanks for your participation
Thanks to NECC and Ira Glick
for webinar services and support
