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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