2
Today’s Agenda How We Got Here What Level 4 Means Now What? How You Can Help Discussion and Ques@ons
What this is all about "This is about changing business as usual. We are working harder now to place our lowest performing schools on a path to success, so all students will get the educa@on and
the opportuni@es they deserve.“
-‐ Governor Deval Patrick
3
What is Level 4? § Level 4 Schools are the state’s lowest performing schools
based on four-‐year trends in achievement and MCAS performance.
§ Districts with Level 4 schools are Level 4 districts § There are currently 40 Level 4 schools in 10 districts
statewide. → 22 Elementary schools (including Bentley) → 9 middle schools → 3 K-‐8 schools → 6 high schools
§ If, a[er three years, L4 schools do not improve, the state intervenes
4
ExpectaFons for Level 4 Schools/Districts § Turning around persistently low-‐achieving schools requires a new
way of doing the work that is TRANSFORMATIVE for the students and teachers in the school
§ The 2010 state law provides new flexibility to change the condi@ons that have stymied previous acempts at whole school reform
§ The state holds districts accountable for turning their Level 4 Schools around
§ Funding for Level 4 Schools is NOT an en@tlement or automa@c § Measurable annual goals must be clear and rigorous § Districts are not required to accept DESE assistance, but they are
required to meet their annual goals
5
The 11 EssenFal CondiFons for School EffecFveness § Effec@ve district systems for school support and interven@on § Effec@ve school leadership § Aligned curriculum § Effec@ve instruc@on § Balanced system of forma@ve and benchmark assessments § Enhanced staffing authority for the Principal § Professional development and structures for collabora@on § Tiered instruc@on and adequate learning @me § Safe school environment and a system to address students’ social,
emo@onal and health needs § Family-‐school engagement § Strategic use of resources and adequate budget authority
6
Restart model
Convert a school or close and reopen it under a charter school operator, a charter management organiza@on, or an educa@on management organiza@on. A restarted school must enroll any former student who wishes to acend the school.
Turnaround model Replace the principal and rehire no more than 50% of the staff, and grant the principal sufficient opera@onal flexibility to fully implement a comprehensive approach to substan@ally improve student outcomes.
Bentley: Four models for change
7
TransformaFon model
Replace the principal and take steps to increase teacher and school leader effec@veness; ins@tute comprehensive instruc@onal reforms; increase learning @me and create community-‐oriented schools; and provide opera@onal flexibility and sustained support.
School closure Close a school and enroll the students who acended that school in other schools in the district that are higher achieving.
Core beliefs to guide our work
9
§ We need to approach this as a school district and as a community.
§ We need to build the “Salem Model” ü The only plan now is to develop a plan ü Our work will be informed by our data, strategic plan
and other reports (L3, NEASC, etc.) ü We will consult with other districts ü Select what’s right for Salem
§ We need to believe that every child in Salem can achieve at high levels, and establish the condi@ons to make that possible.
OrganizaFonal Structure
10
School Commicee and
Mayor
Superintendent
Project Manager
Content Commicee Liaisons
Turnaround Partners
Stakeholder Group
Salem Turnaround: How you can help
11
Community Turnaround Partners
Bentley L4 planning
Proac@ve Outreach
Community engagement
All other Salem schools
School Commicee
Wrap around services
District-‐wide
Change
Salem Turnaround: Bentley L4 Planning
12
Community Turnaround Partners
Bentley L4
planning
Proac@ve Outreach
Community engagement
All other Salem schools
School Commicee
Wrap around services
District-‐wide
Change
• Select appropriate turnaround model
• Engage community • Implementa@on planning • Make staffing recommenda@ons
• Iden@fy collec@ve bargaining issues
• Communicate with community
Salem Turnaround: ProacFve CommunicaFons
13
Community Turnaround Partners
Bentley L4
planning
Proac@ve Outreach
Community engagement
All other Salem schools
School Commicee
Wrap around services
District-‐wide
Change
• OpEds • Presenta@ons at community mee@ngs
• Informa@on and outreach
• Newslecer • Website • Social media • Tradi@onal media • Listening Tour at every school in Dec/Jan
Salem Turnaround: Community Engagement
14
Community Turnaround Partners
Bentley L4
planning
Proac@ve Outreach
Community engagement
All other Salem schools
School Commicee
Wrap around services
District-‐wide
Change
Teachers, Staff & Students • Survey • Solicit input • Proac@vely engage Community & Business Partners • A[er school partnership • Resources • In-‐kind contribu@ons • Internships, externships, appren@ceships
Parents • Conduct a needs assessment • Proac@vely reach out to La@no parents
• Survey • Newslecer • Parents page
Salem Turnaround: L3 Schools
15
Community Turnaround Partners
Bentley L4
planning
Proac@ve Outreach
Community engagement
All other Salem schools
School Commicee
Wrap around services
District-‐wide
Change
• Conduct district-‐wide stakeholder outreach
• Iden@fy each school’s strengths and weaknesses
• Carefully review and use data to plan changes to improve outcomes
• Regular mee@ngs with district leadership
Salem Turnaround: School CommiVee
16
Community Turnaround Partners
Bentley L4
planning
Proac@ve Outreach
Community engagement
All other Salem schools
School Commicee
Wrap around services
District-‐wide
Change
• Policy decisions • School assignment policies
• Parent Informa@on Center
• Realloca@on of resources
• Collec@ve bargaining
Salem Turnaround: Wrap-‐Around Services
17
Community Turnaround Partners
Bentley L4
planning
Proac@ve Outreach
Community engagement
All other Salem schools
School Commicee
Wrap around services
District-‐wide
Change
• Early Childhood Center • A[er school programming
• Social, emo@onal and safety needs of students
• Tutoring • Mentoring • Partnerships with Boys’ and Girls’ Clubs, Catholic Chari@es, YMCA, etc.
Salem Turnaround: District-‐wide Change
18
Community Turnaround Partners
Bentley L4
planning
Proac@ve Outreach
Community engagement
All other Salem Schools
School Commicee
Wrap around services
District-‐wide
Change
• Overall culture • Priori@es and goals • Curriculum review • STEM educa@on • Capacity analysis • Collec@ve bargaining impact
The work ahead: Bentley
20
Date AcFon
December 2 Ini@al community forum
December 14 Bentley stakeholder group convenes
December-‐January Addi@onal outreach, solicit input, accept public comment, stakeholder sessions underway
January 28 Recommenda@ons submiced to the superintendent
February 27 Superintendent submits dra[ turnaround plan to School Commicee and DESE
March DESE site visit to Bentley
March 27 DESE response
April School Commicee votes, final turnaround plan submiced to state
May Prepara@on and planning for implementa@on begins; federal grant applica@ons submiced
September 2012 Implementa@on
The work ahead: Salem
21
Date AcFon
December 2 Ini@al community forum
December-‐January School Turn-‐Around Planning mee@ngs; staff, PTO’s, School Council, Business Partners Group, Salem Educa@on Founda@on, Chamber of Commerce, etc.
January Ini@ate short-‐term district interven@ons including a[erschool program. Second community forum held to organize work ahead. Principals form building level stakeholders groups and commence work.
By March 15 Individual school stakeholder groups develop first dra[ of school improvement plans/recommenda@ons. Community Turn-‐Around Partners report out on sugges@ons/recommenda@ons.
March 30 Turn-‐around Project Coordinator (s) and superintendent use recommenda@ons to develop district-‐wide Turn-‐Around Plan proposal.
April 16 School Improvement Plan proposals submiced to Superintendent for review.
April 30 Superintendent, Mayor and School Commicee finalize District Turn-‐around Improvement plan and School Improvement Plans.
May 1 Finalize 2012-‐2013 school budget. School Commicee and Superintendent review/approval of School Improvement Plans.
Summer, 2012 Implementa@on begins
Core beliefs to guide our work
22
§ We need to approach this as a school district and as a community.
§ We need to build the “Salem Model” ü The only plan now is to develop a plan ü Our work will be informed by our data, strategic plan
and other reports (L3, NEASC, etc.) ü We will consult with other districts ü Select what’s right for Salem
§ We need to believe that every child in Salem can achieve at high levels, and establish the condi@ons to make that possible.
How you can help § Stay informed: → www.salemk12.org → www.salem.com
§ Get involved: → Sign up for a Turnaround Partner commicee → Respond to surveys → Become a school volunteer → Encourage others to get involved
§ Tell us what you think: → [email protected] → [email protected]
23