New England Regional Colloquium Series “Systems of State Support” B. Keith Speers January 24, 2007.

New England Regional Colloquium Series

“Systems of State Support”

B. Keith Speers

January 24, 2007

Intended Outcomes:• Become more aware of issues

facing states as they partner with regional providers / personnel to support School Improvement.

• Discover new approaches to School Improvement Support work through shared dialogue with colleagues.

Intended Outcomes:• Learn more about Ohio’s

Statewide System of School Improvement Support.

• Develop greater networks through which they can problem-solve and continuously improve their State’s System of Support.

North Carolina

Montessori

Organizational Redesign and

Business Re-tooling

Executive Director of

Not for Profit

Sold Business and entered

retirement…for 4 weeks!

World Tour 12 countries in 6 ½ years

New England Regional

Colloquium Series

Key Element 1: System Overview

• Participants will be more aware of Ohio’s Statewide System of School Improvement Support.

• Participants will develop greater networks through which they can problem-solve and continuously improve their State’s System of Support.

Tri-Tier Model of School Improvement Support

Technical Assistance Model

Two Views:

Service Delivery

&

Tiered Support

Technical Assistance Model

• Cognitive Coaching Model http://www.cognitivecoaching.com/

• Increasing Support Over Time

• Continuum from Technical Assistance toward Compliance

Technical Assistance Model

• Support Aligned to NCLB:

Needs Assessment and Goal Setting

Planning

Implementation

Evaluation and Feedback

Technical Assistance Model

• High Quality Technical Assistance:

is purposeful, structured and a continuous process

is informed by multiple sources of data

is collaborative

Technical Assistance Model

• High Quality Technical Assistance:

includes varied learning experiences that accommodate individual educator’s knowledge and skills

results in acquisition, enhancement of refinement of skills and knowledge

is evaluated by its short and long term impact on professional practice and achievement of all students

Technical Assistance Model

• A brief 16 minute video overview of Ohio’s Statewide System of School Improvement Support is available on our website.

• Go to www.ode.state.oh.us.

• Type “Statewide” in the search engine.

Opportunities for Growth

• Communication of School Improvement Support products, programs and services provided by the State Agency

Opportunities for Growth

• Ensure quality of professional development provided across the state meets the HQPD Standards adopted by the Ohio State Board of Education

Opportunities for Growth

• Better integrate and coordinate State Agency initiatives to ensure an aligned system of support that is considered value-added by District and Building Leaders

System Components

• Purpose

• Context

• Structures

• Functions

• Processes

Key Element 2: Scope of Work

• Confessions about our Rubrics

1,000 little pieces possible

Attempt to model the concept of “focus”

Recurring references in School Improvement research

You may think some pieces should fall in other parts of the rubric…GOOD!

District Partnership Agreement Rubrics

• Curriculum

• Instruction

• Assessment

• Conditions / Climate

• Leadership

Focus of Our Work

• District and Instructional Leaders

Teachers acting in roles typically assigned to administrators

• Commitment and Capacity

Research-based District assurances Partnership Agreement process

Focus of Our Work

• Build capacity to plan and implement School Improvement processes

• Roles and Responsibilities

What needs to happen in and what support is needed for each role?

Innovation Configuration Maps

• Services not Funding

District Partnership Agreement Rubrics

• Four point scale

• Self-scored

• Evidenced-based

• Sets standard while allowing district to determine the strategies

District Partnership Agreement

• Supports existing District Improvement Efforts

• Focused intended outcome aligned to movement on the scales

• Logical and sequential action steps yield the intended outcome

• Long term focus with short term timelines

District Partnership Agreement

• Requires evidence of implementation and impact

• Identifies responsible person

• Connects District Systems change efforts to formative and summative student achievement data

• Iterative documents that grow and change

Opportunities for Growth

• Refinement of evidence listed in each box on the scales to provide greater clarity and support for District self-assessment efforts

Opportunities for Growth

• Identification of tools, templates and resources to support improvement in each system

Opportunities for Growth

• Compilation of research summary for each system that includes “milestones” and exemplar practices to reach those milestones

Opportunities for Growth

• Prioritization of the systems arranged in a building block fashion to assist Districts in knowing where to start

Opportunities for Growth

• Identification of how much time it takes to accomplish the work and whether adequate resources and time have been set aside to provide the necessary support.

System Components

• Purpose

• Context

• Structures

• Functions

• Processes

Key Element 3: Performance Measurement

What gets measured gets done!

Performance Measurement

• Infrastructure

Efficiency

Effectiveness

• Service Delivery

Implementation

Impact

Infrastructure

• Efficiency

Cost

Coordination

Integration

Alignment

Collaboration

Infrastructure

• Effectiveness

Timeliness

Responsiveness

Reaching our Target Customers

Customer Perceptions of added value

Service Delivery

• Implementation

Did we do what we said we would do by the time we said we would do it?

What evidence / artifacts do we have?

Service Delivery

• Impact

What difference did it make as measured by movement on the Rubrics?

What does the District do or have now that it did not do or have before?

What evidence / artifacts do we have?

Performance Measurement

• Impact Measures

Improvement of student achievement demonstrated on formative and summative assessments

Movement within state designations

Movement regarding Adequate Yearly Progress rating

Continuous Improvement Metric

• Systems for data collection

System to Achieve Results with Students (STARS)

Comprehensive Continuous Improvement Plan (CCIP)

Elluminate – tracks virtual meetings

Camtasia – tracks recorded video professional development

Continuous Improvement Metric

• District Portfolio Summary

Artifacts not collected electronically

Focus on telling the District’s story

Progress to date

Barriers to progress

Potential strategies to address barriers

Continuous Improvement Metric

• Quarterly Implementation

Data collection and reporting

Data validation by Teams

Cut score for each indicator established

Corrective Action Plans as required

Opportunities for Growth

• Identification of measures to assess quality of service providers

Content knowledge

Process knowledge

Credentialing

Opportunities for Growth

• Narrowing the number of measures and determining which measures are most critical and will yield the greatest improvement

Opportunities for Growth

• Refinement of evaluation of quality of the District Partnership Agreement document

Debate over whether we should assess the written plan or only the implementation of the plan with the District

How much time should we spend revising our written agreement with the District?

System Components

• Purpose

• Context

• Structures

• Functions

• Processes