Priority School (SIG) TA Session Cohort III & New Principals

Priority School (SIG) TA SessionCohort III & New Principals

C Corbett Education Consulting LLCVirginia Department of Education

VDOE — Office of School ImprovementHoliday Inn Koger Center – Richmond, VA

October 18, 2012 – October 20, 2012

Technical Assistance Sessions for Cohorts I & II

October 18th – 20th (Thurs. – Sat.)• Cohort III & New Principal Boot Camp

January 2013• Tue. 01/08/13 – Building Autonomy, Leading Change and Establishing SIG

Working Relationships

March 6-7, 2013 (Wed.-Thurs.) • Working with Stakeholders, Professional Development, and Reforming

Instruction

April 24, 2013 (Wed.) • Increasing Learning Time and Reflections and Planning for 2013-14

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Agenda (1 of 2)

Thursday, Oct. 18th

Welcome & Intro to VA’s Turnaround Program 5:30 – 6:30 PM

Advice & Lessons Learned 6:45 – 8:00 PM

Friday, Oct. 19th

Optional Continental Breakfast 8:00 – 8:30 AM

Intro to SIG/Priority Schools 8:30 – 9:30 AM

Required Indicators 9:30 – 10:15 AM

Break 10:15 – 10:30 AM

Selecting & Working with LTPs 10:30 – 12:00 PM

Lunch 12:00 – 1:00 PM

Teacher & Principal Evaluations 1:00 – 2:45 PM

Quick Wins 2:45 –4:00 PM

Long Break 4:00 – 5:30 PM3

Agenda (2 of 2)

Friday, Oct. 19th

Pick up Dinner 5:30 – 5:45 PM

Selecting and Working with External LTPs 5:45 – 8:00 PM

Saturday, Oct. 20th

Optional Continental Breakfast 8:00 – 8:30 AM

Leading Change & Communication 8:30 – 9:30 AM

Break 10:15 – 10:30 AM

Intro to Indistar® 10:30 – 11:45 AM

Pick Up Lunch 11:45 – 12:00 PM

Panel: Teacher Observations 12:00 – 12:45 PM

Transformation Toolkit, Intro to Goal Setting & Planning 12:45 – 1:30 PM

Breakout Sessions 1:30 – 2:00 PM

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Introduction to SIG

Introduction to SIG

• In January 2010, the US Dept. of Education (USED) released

revised guidance for use of the School Improvement Grants (under 1003(g) of the Elementary and Secondary Education Act)

• The $3.5 billion must be used to implement one of four

models outlined by USED

• The revised guidelines significantly changed the roles and responsibilities for the school, district, state and partners

• In January 2010, the US Dept. of Education (USED) released revised guidance for use of the School Improvement Grants (under 1003(g) of the Elementary and Secondary Education Act)

• The $3.5 billion must be used to implement one of four

models outlined by USED

• The revised guidelines significantly changed the roles and responsibilities for the school, district, state and partners

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Fri: Introduction

Defining School ImprovementSchool improvement:• Is an intensive intervention effort in a school and often requires changes at the

district level as well. • Is not a short-term fix, but a long-term systemic solution to change how schools

work.• Can be accomplished by implementing a variety of strategies that vary in the level

of prescriptiveness and intensity of support needed. • Efforts will not always be successful, but in the majority of cases, current efforts to

improve chronically low-performing schools are not producing the needed results.

Why are the four proposed models so different from past improvement efforts?• Past federal and state guidance allowed and promoted piecemeal efforts. • In effect, few schools exited and stayed off “improvement” lists.• Students are the focus of these improvement efforts – allowing schools to operate

with limited effectiveness for multiple years drastically increases the likelihood of low-student achievement and high dropout rates.

Fri: Introduction

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Four Models to Improve Persistently Low-Performing Schools

Turnaround Model

•Requires many specific actions, including:-Leadership & staff changes-New governance structure -New or revised instructional program & assessment system-Increased operating flexibilities -Increased student supports

Turnaround Model

•Requires many specific actions, including:-Leadership & staff changes-New governance structure -New or revised instructional program & assessment system-Increased operating flexibilities -Increased student supports

Restart Model

• Close failing school• Reopen under education management organization (could be a charter)• Must admit any former student who wishes to attend (within appropriate grade levels)

Restart Model

• Close failing school• Reopen under education management organization (could be a charter)• Must admit any former student who wishes to attend (within appropriate grade levels)

School Closure

•Close failing school• Enroll students at higher-achieving schools in district

School Closure

•Close failing school• Enroll students at higher-achieving schools in district

Transformational Model

•Reform plan must include specific actions to address:-Teacher and leader effectiveness-Comprehensive instructional strategies-Expanded learning-Increased operating flexibilities

Transformational Model

•Reform plan must include specific actions to address:-Teacher and leader effectiveness-Comprehensive instructional strategies-Expanded learning-Increased operating flexibilities

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Fri: Introduction

Strands & Indicators (Transformation Model) Strand Content Area # of

Indicators

A Establishing & Orienting the District Transformation Team 4

B Moving Toward School Autonomy 6

C Selecting a Principal & Recruiting Teachers 8

D Working with Stakeholders & Building Support for Transformation

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E Contracting with External Providers 8

F Establishing & Orienting the School Transformation Team 2

G Leading Change 6

H Evaluating, Rewarding, and Removing Staff 22

I Providing Rigorous Staff Development 11

J Increasing Learning Time 8

K Reforming Instruction 11

Total 93 8

Fri: Introduction

Overview of the SIG Process&

Expectations

Overview of the SIG Process&

Expectations

Fri: Process & Expectations

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3 Year

Process to

Build

Capacity

Year

3 Ye

ar 2

Yea

r 1

10

Fri: Process & Expectations

Shifting

State

Role:

Compliance to

Support

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Fri: Process & Expectations

Roles

&

Responsibilities

• Have the authority & direct contact with the superintendent to make timely decisions

• Communicate with superintendent & school board about process and changes

• Facilitate changes within the district to allow autonomy at the school level

• Have the authority & direct contact with the superintendent to make timely decisions

• Communicate with superintendent & school board about process and changes

• Facilitate changes within the district to allow autonomy at the school level

• Monitor implementation of all action steps, work of partners, and obligations noted in the MOU

• Communicate needs from the field to the VDOE

• Share learnings with other facilitators

• Connect the local team to other supports and services at VDOE (help streamline the system)

• Monitor implementation of all action steps, work of partners, and obligations noted in the MOU

• Communicate needs from the field to the VDOE

• Share learnings with other facilitators

• Connect the local team to other supports and services at VDOE (help streamline the system)

• Lead collaborative school-based improvement team

• Develop leadership skills of strong teachers and junior administrators

• Communicate regularly with all other team members to ensure school needs are addressed

• Act as the Change Leader

• Lead collaborative school-based improvement team

• Develop leadership skills of strong teachers and junior administrators

• Communicate regularly with all other team members to ensure school needs are addressed

• Act as the Change Leader

• Provide overall guidance, timeline, resources, & support for implementation

• Provide additional staff and capacity building services, with decreasing intensity over time

• Provide overall guidance, timeline, resources, & support for implementation

• Provide additional staff and capacity building services, with decreasing intensity over time

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Fri: Process & Expectations

Expectations

1. Work in the best interest of the students2. Contribute to a collaborative environment3. Challenge the status quo4. Attend & participate in all required Technical Assistance

sessions, meetings and conference calls5. Implement with fidelity6. Everyone must do the work7. Ensure efforts are aligned & work towards the same goals8. Over communicate with each other & outsiders9. Work towards sustainability10. Picking and choosing indicators is not an option, all 93

must be included in the overall plan, but focus on the ones that directly address the school’s needs

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Fri: Process & Expectations

Selecting & Working with an External Lead Turnaround Partner?

Selecting & Working with an External Lead Turnaround Partner?

Fri: LTPs

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Hiring Process

• Hire or Appoint the division’s Internal Lead Partner – Develop scope of work, roles & responsibilities, reporting structure, etc

• Define hiring process• Complete a high-level needs assessment to determine your school and

district’s most relevant strengths and weaknesses• Release an RFP based on your division’s needs• Score proposals

– Proposal evaluation template (CDE Guide, pages 30-34) • Invite finalists to present their proposals

– Sample interview questions (CDE Guide, pages 35-36)• Call references! • Determine finalist and begin contract negotiations

http://corbetteducation.com/CDEresourceguide.pdf15

Fri: LTPs

Contract• Include in the contract:

– Scope of work– Deliverables– Timeline– Personnel– Expectations/needs of the district & school (from the vendor)– Goals and performance management– Rewards and consequences– Renewal process– Cost – IP Rights– Contract amendment process

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Fri: LTPs

Moving Forward & Hints

1. Work with the LTP to hire the core-LTP staff to ensure a good fit

2. Ensure the division’s Lead Turnaround Partner has the authority and autonomy to make decisions

3. Define relationships and boundaries of all on the team

4. Jointly complete the diagnostic/needs assessment

5. Determine priorities6. Create implementation plan for

year 1

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• Address challenges and communication problems ASAP

• If you don’t ask, you won’t get it• Always keep on eye on

sustainability• Ask for help when needed • Communicate, communicate,

communicate• Remember that it’s about the

students and the education they receive

Moving ForwardMoving Forward HintsHints

Fri: LTPs

Teacher & Principal EvaluationsTeacher & Principal Evaluations

Fri: Evaluations

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Quick WinsQuick Wins

• What actions demonstrate the change in culture? • • What actions demonstrate the change in culture? •

Sat: Quick Wins

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Quick WinsPurpose • Evidence that significant change is occurring

Timeline • Within the first two months

Outcome • Observable

Benefits • Signify change in culture• Bring positives to potential opponents

Examples •Paint walls/murals, clean facilities, complete easy structural improvements (water fountains, bathrooms, flickering lights)

•Have all teachers/administrators greet students at the beginning of the day

•Rearrange faculty lounge, provide coffee/breakfast for the first week (ask for local donations)

Frequency • September and January of each year• Anytime there is a lull in confidence or implementation fidelity

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Fri: Quick Wins

Prioritize the Indicators

• Within each strand, please rank each indicator in priority order (1 = top priority)

• Please determine the level of difficulty for implementationo 1 = easy win & little to no controversyo 3 = requires a great deal of planning, input, numerous action

steps & could be controversialo 4 = could be a potential barrier to the work or requires major

changes to division practices/policies• 3. Indicate a general timeline for completion (including the month

in year 1, ongoing, or years 2/3.

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Sat: Toolkit & Planning

What does it Mean to be a Change Leader?

What does it Mean to be a Change Leader?

Sat: Leading Change

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Leading

Change

“Even positive change can be stressful. An effective change leader can maximize the opportunities of change while

minimizing the risks.” – Jody Spiro

“Even positive change can be stressful. An effective change leader can maximize the opportunities of change while

minimizing the risks.” – Jody Spiro

Resources: • Spiro, Jody. Change Leader Handbook, www.wallacefoundation.com

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Sat: Leading Change

Change Action Steps11

22

33

44

55

66

77Resources: • Spiro, Jody. Change Leader Handbook, www.wallacefoundation.com

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Sat: Leading Change

Readiness and StructureLow readiness = HIGH STRUCTURE•Leader initiated•Specific, clear outcomes with timelines and evaluation criteria •Templates for work plans and budgets •Written meeting agenda including ground-rules for participation •Written records of decisions reached at meeting•Continuous review of progress and mid-course corrections through a defined structure, such as regularly-scheduled meetings •Structured questioning to lead group conversations

Low readiness = HIGH STRUCTURE•Leader initiated•Specific, clear outcomes with timelines and evaluation criteria •Templates for work plans and budgets •Written meeting agenda including ground-rules for participation •Written records of decisions reached at meeting•Continuous review of progress and mid-course corrections through a defined structure, such as regularly-scheduled meetings •Structured questioning to lead group conversations

Medium-readiness = MODERATE STRUCTURE •Decision-sheets, perhaps written by each participant on a rotating basis for a series of meetings •Jointly-set meeting agendas and ground-rules •Collaborative planning

Medium-readiness = MODERATE STRUCTURE •Decision-sheets, perhaps written by each participant on a rotating basis for a series of meetings •Jointly-set meeting agendas and ground-rules •Collaborative planning

High-readiness = LIGHT STRUCTURE •Jointly set the objectives •Let the group decide how to achieve objectives, divide responsibilities, & determine action plans

High-readiness = LIGHT STRUCTURE •Jointly set the objectives •Let the group decide how to achieve objectives, divide responsibilities, & determine action plans

READ

INES

S

STRU

CTU

RE

Resources: • Spiro, Jody. Change Leader Handbook, www.wallacefoundation.com 25

Sat: Leading Change

Stakeholder EngagementStakeholder Engagement

• Who should be involved in this work? •• Who and what could prohibit this work from happening? •

• How do we involve stakeholders? •• What actions demonstrate the change in culture? •

• Who should be involved in this work? •• Who and what could prohibit this work from happening? •

• How do we involve stakeholders? •• What actions demonstrate the change in culture? •

Sat: Stakeholders

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Identifying and Planning with Stakeholders

• Which groups will gain or lose from this initiative or aspects of this work?• Which groups could prohibit or thwart the work from happening? How?• What incentives could be used to engage opponents?• What are the priorities for each group and how can they be incorporated

into the action plan?

• Identify your school’s stakeholders and develop messages or action plans to educate the stakeholders and get them to assist the turnaround process.

SUPPORTERSSUPPORTERS OPPONENTSOPPONENTS

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Sat: Stakeholders

Indistar’s PurposeIndistar’s Purpose

• What is it? •• How to use it (technically)? •

• How does it guide the improvement process? •

• What is it? •• How to use it (technically)? •

• How does it guide the improvement process? •

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Sat: Indistar

Transformation Toolkit & Intro to Planning

Transformation Toolkit & Intro to Planning

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Sat: Toolkit & Planning

Transformation Toolkit, Center on Innovation & Improvementhttp://centerii.org/resources/Transformation_Toolkit-0409.pdf

Before making a detailed school and district improvement plan, we must determine:

1. What are our needs? (Diagnostic) 2.What are our strengths? (Diagnostic)

3.What gaps exist? (Diagnostic)4.What should we tackle first? (Priorities Activity)

Questions for Consideration

• What’s the diagnostic process? • What’s the timeline?• Who’s in charge? Who’s involved?• What’s the desired outcome?• What’s done with the diagnostic after it’s completed?• Discuss communication strategies & how you work

best. • Who should meet, with what frequency & for what

purposes?

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Sat: Toolkit & Planning

Moving Towards Actions

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Task Action Steps Constraints Resources Responsible Timeline Process Notes

Paint mural in lobby

Select students to help

Graffiti Seek donations from local art & hardware store

Asst. principal and art eacher

Early-mid August

Reveal mural 1st day of school

Asst. principal 1st day

Greet students in the morning as they arrive

Half of staff take turns each day

Teachers not wanting to participate

Department heads to divide staff

mid-late August

Provide breakfast for the day’s greeters

Seek donations from local bakeries/cafes

PTA mid-late August

Task: Complete quick wins to change culture of school Person Accountable: PrincipalIndicator & Strand: G4

Sat: Toolkit & Planning

Resources (1

of

2)

School Improvement & School Turnaround• Brinson, D., & Rhim, L. M. (2009). Breaking the habit of low performance: Successful school restructuring stories,

http://www.centerii.org/survey• Case studies, examples of implementation, analysis and other publications are available in Mass Insight Education &

Research Institute’s School Turnaround Resource Center, http://www.massinsight.org/turnaround/reports• Hassel, B., Hassel, E. A., & Rhim, L. M. (2007). Introduction: Overview of restructuring. In H. Walberg (Ed.), Handbook

on Restructuring and Substantial School Improvement (pp. 1-14). Charlotte, NC: Information Age Publishing. (Also available at http://www.centerii.org/survey)

• Improving Low-Performing Schools: Lessons from Five Years of Studying School Restructuring under No Child Left Behind. Center on Education Policy, 2009, http://www.cep-dc.org

• Lane, B. (2009). Exploring the pathway to rapid district improvement. www.centerii.org/survey• Redding, S. The mega system. Deciding. Learning. Connecting. A handbook for continuous improvement within a

community of the school. Lincoln, IL: Academic Development Institute, 2007. http://www.centerii.org/survey• School Turnarounds: Actions and Results. Center on Innovation and Improvement & Public Impact, 2007.

http://www.publicimpact.com• School turnarounds: A review of the cross-sector evidence on dramatic organizational improvement, Public Impact,

2007. www.centerii.org• State and Local Implementation of the No Child Left Behind Act. American Institutes for Research & U.S. Department

of Education, 2007, http://www.air.org• The Turnaround Challenge: Why America’s best opportunity to dramatically improve student achievement lies in our

worst performing schools. Mass Insight Education & Research Institute, 2007. http://www.massinsight.org/turnaround/challenge

• Wong, K. (2007). District-wide framework for improvement. In H. Walberg (Ed.), Handbook on restructuring and substantial school improvement (pp. 15-27). Charlotte, NC: Information Age Publishing. (Also available at http://www.centerii.org/survey)

Sat: Additional Resources

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Resources (2

of

2)

Community Engagement• Starting fresh in low-performing schools: Engaging parents and the community. National Association of Charter

School Authorizers (NACSA). (2006). http://www.qualitycharters.org/files/pub lic/Start_Fresh_Book_2.pdf• Steiner, L. and D. Brinson, Fixing Failing Schools: Building Family and Community Demand for Dramatic Change, Public

Impact, May 2011. http://publicimpact.comExpanded Time

• National Center for Time & Learning, http://www.timeandlearning.orgGuidance

• Handbook on Effective Implementation of School Improvement Grants, Center for Innovation & Improvement, http://centerii.org/survey

• School Restructuring Guide. Center for Comprehensive School Reform and Improvement & Public Impact, 2008, http://www.centerforcsri.org

• Toolkit for Implementing the School Improvement Grant: Transformation Model. Center for Innovation & Improvement, http://www.centerii.org

• United States Department of Education Final Requirements for School Improvement Grants, January 15, 2010 http://www2.ed.gov/programs/sif/faq.html

Leadership & Professional Development• Kowal, J. and J.Ableiding. Leading Indicators of School Turnaround: How to know when dramatic change is on track. Public

Impact and UVA’s Partnership for Leaders in Education, http://publicimpact.com • Principal Effectiveness. New Leaders for New Schools, 2008, http://www.nlns.org/uef.jsp

• School Turnaround Competencies. Public Impact, Chicago Public Education Fund & DC Public Schools, 2008, http://publicimpact.com

• Spiro, Jody. Leading Change Handbook: Concepts and Tools, Wallace Foundation, 2009. http://www.wallacefoundation.org

• UVA Darden-Curry Partnership for Leaders in Education, http://www.dardencurry.org

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Sat: Additional Resources

Contact Info

• Julie Corbett• [email protected]• www.corbetteducation.com• 312-479-7719

Wrap Up

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