Rethinking Resources for Student Success

Wrap up reflections

Education Resource Strategies 22

Reflections and musings

Intervention must be responsive to school specific needs related to “breaking the cycle”

Before adding new resources, reconsider existing resources level and staff—use turnaround as opportunity to move toward equitable funding

Additional resources should focus on “cycle-breaking” building leadership and teaching capacity and providing short term acceleration support for students while the school is improving

District needs to plan for and invest to remedy“unintended” effects of school closure and staff reconstitution

Ideally, the need for turnaround goes away as the district uses turnaround at scale to accelerate system improvement in its overall accountability and support strategy

Education Resource Strategies 3

Investments in turnaround are designed to break cycle and build capacity for school improvement

Pre-Turnaround

School identification and deep analysis of student needs, staff capacity, and school

practices

Post-Turnaround

Continued improvement

sustained primarily through capacity internal to school

with monitoring and as needed support

from district; turnaround resources

scaled back

Turnaround

School StabilizationCultural and

operational “reset” that establishes

changed expectations, core

processes, and a safe and orderly

environment

Capacity BuildingCreation of school design aligned to

student needs and focused on building teacher and learner capacity to set stage

for longer-term improvement

*Note: no “bright line” between stages of turnaround

Education Resource Strategies 4

Districts must account for multiple dimensions of need when determining funding levels and strategy

Purpose of Additional Funding

Timing of Investment

Student need Meet highly concentrated student academic and non-academic need

Teacher and Leader Capacity

Build capacity of teachers and leadership team

Train staff to meet high levels of student need

School Practices

Build strong practices, routines

TIME

FU

ND

ING

TIME

FU

ND

ING

TIMEF

UN

DIN

G

Ongoing

Success-based scale-back

Success-based scale-back

Education Resource Strategies 5

Too often, schools have to work around district and states to create these models

A FewHigh Fliers

TEACHING COMPENSATION & JOB STRUCTURE discourage effectiveness

INSTRUCTIONAL SUPPORTnot strategic

LEADERSHIPunsupported, underinvested

CENTRAL OFFICE SERVICESinefficient, unresponsive

SCHOOL DESIGNantiquated schedules and staffing

PARTNERS & TECHNOLOGYunderleveraged

FUNDINGinequitable, unintelligible, rigid

Education Resource Strategies 6

To make exceptional schools the norm, we need new systems…

High-PerformingSchools at Scale

TEACHER COMPENSATION & JOB STRUCTURElinked to contribution

INSTRUCTIONAL SUPPORTstrategically aligned

LEADERSHIPsupported and rewarded

CENTRAL OFFICE SERVICESaccountable, efficient

SCHOOL DESIGNschedules and staffing match needs

PARTNERS & TECHNOLOGYleveraged

FUNDINGequitable, transparent, and flexible