Restructuring Sustaining the Change Sam Redding Center on Innovation & Improvement .

RestructuringSustaining the Change

Sam ReddingCenter on Innovation & Improvementwww.centerii.org

Success is not final, failure is not fatal: it is the courage to continue that counts.

- Winston Churchill

Statewide System of Support

While restructuring is primarily the responsibility of the district,

focused on a single school, the success of the restructured school

will depend upon the strength of the system within which

it operates and which ultimately affects each

student’s learning.

State Education Agency

The SEA’s role is to:

Provide information Set standards (credentialing, learning, etc.) Distribute resources Monitor compliance Assist with district and school improvement Intervene to correct deficiencies

and Levels of Support

SEA Function Process Safe Zone Caution Zone Danger Zone District School District School District School Information Notification Expectation Announcement Standards Certification Programming Assessment Distribute Resources Prioritization Conditioning Allocation Compliance Assurance Documentation Confirmation Improvement Status Assessment Gap Analysis Planning Organizational

Development

Training / Prof. Development

Intervention Remediation Corrective Action Restructuring

Focus of the SEA’s System of Support

Caution Zone Danger Zone

SEA Function Process District School District School Improvement Status Assessment Gap Analysis Planning Organizational Development Training / Professional Development Intervention Remediation Corrective Action Restructuring

Points of Influence

Statewide Sys tem of Support

Metrics to Determine Need

The Statewide System of Support needs metrics to:

Assess the status of each level of the system

Analyze the gap between a standard and the status of each level of the system

Align gaps with remedies Provide services to close gaps Monitor effectiveness of services Monitor results of interventions

Targeting Support to Needfor each level in the system

P arents

S c hoolmate

sS tu

dent

Teac her

Team

P r inc ip

a l

S c hool

D is tr ic t S

upport

S uper inte

ndent

D is tr ic t B

oard

Inte

rmed ia

te E

A

S tate

EA

Diff erentiated Statewide Sys tem of Support

Other ConsiderationsIn Targeting Support to Need

Resources available to System of Support

Most efficacious delivery mode Most efficacious partner in System of

Support Likelihood of making impact Immediacy of impact Sustainability of impact

Sustaining Change in theRestructured School

• Depends upon the strength of the entire system

• Must be built into the plan

• Requires multiple levels of monitoring

• Requires leadership with a “systems” orientation

• Must engage teachers and parents in structured work

• Must anticipate changes in leadership

Monitoring Progress: What Data? Student learning data

Documents aligning standards, curriculum, instruction, assessment

Periodic assessments of student learning Operational data

Program descriptions, evaluations, schedules Classroom observations Proceedings and work products of teams Personnel evaluations Perceptions data from surveys of teachers,

students, parents

Embedding Improvement Processes

Sustaining change requires: A systems view of operations Teams with clear responsibilities and time

to complete work Procedures, schedules, benchmarks Regular reporting of student learning data

and operational data Monitoring of progress Quick response to indications of difficulty Quick support to build specific capabilities

Looking for Alaina

This is Alaina

Alaina . . .

Has brown hair and brown eyes

A big brother, big sister, and little brother

A dog named JunebugAnd a kitty named Abby

Alaina loves her new doll; she named her Alexis

Alaina is in first grade

Alaina . . .

Is my granddaughter

She calls me “Papa Sam”

Alaina has a system of her own.

Where is Alaina in her system?

A lainaA laina's P arents A laina's S c hoolmates

A laina's T eac her

A laina's T eac her 's T eam

A laina's P r inc ip al

A laina's S c hool

A laina's D is tr ic t's S up p ort for S c hool

A laina's D is tr ic t's S up er intend ent

A laina's D is tr ic t's B oard

A laina's Intermed iate E d uc ation A g enc y

A laina's S tate E d uc ation A g enc y

Looking for Alaina From the Top Down

A laina A laina's P arentsA laina's S c hoolmates

A laina's T eac her

A laina's T eac her 's T eam

A laina's P r inc ip al

A laina's S c hool

A laina's D is tr ic t's S up p ort for S c hool

A laina's D is tr ic t's S up er intend ent

A laina's D is tr ic t's B oard

A laina's Intermed iate E d uc ation A g enc y

A laina's S tate E d uc ation A g enc y

Finding Alaina

Metrics for Monitoring Success

In the Restructuring School, what would we look for at each level of Alaina’s system?

What metrics would we apply? What data would we track? What matters most?

Alaina’s Parents

Alaina’s parents’ role is to:

Love her and talk with her every day Read to her and listen to her read Teach her to be kind and to behave in school Aspire for her to succeed Expect her to do her best Build her habit of studying at home Stay in touch with her teacher Know her friends and their parents

Alaina’s Teacher

Alaina’s teacher’s role is to: Know Alaina well and care about her Know the subjects well and how to teach them Meticulously plan every detail of every day Set and reinforce clear expectations for students Know what Alaina already knows and what she

needs to learn Adapt instruction for Alaina and for each student Inspire Alaina to love learning and do her best Stay in touch with Alaina’s parents and support

them in their role

Alaina’s Teacher’s Team

Alaina’s teacher’s team’s role is to: Add flesh to the bones of the aligned curriculum Develop and share instructional plans,

strategies, and activities Monitor the progress of their students Adapt their plans, strategies in response to

assessments Mentor new teachers Observe each other’s teaching and make

suggestions Contribute to each other’s professional growth

Alaina’s PrincipalAlaina’s principal’s role is to: See that Alaina has the best teachers possible by:

Hiring good teachers Clearly communicating and reinforcing expectations for

teachers Monitoring teachers’ performance Evaluating teacher’ performance, especially through classroom

observations and student achievement Providing teachers with opportunities for growth aligned with

their evaluated performance Removing inadequate teachers

Monitor student and school progress and make adjustments Coordinate the work of teams Manage the “business” of the school’s operation Set the tone of attitude toward students and their families

Alaina’s District’s Support for Her SchoolThe role of Alaina’s district’s support to her school is to: Provide a rich, aligned, articulated curriculum Provide periodic assessment with timely and

meaningful reporting to teachers Maintain regular two-way communication with

Alaina’s principal Monitor the school’s operations and performance Provide mentoring and professional development

for the principal aligned with the principal’s needs Provide professional development for teachers

aligned with their collective and individual needs

Alaina’s District’s Superintendent

Alaina’s superintendent’s role is to: See that Alaina’s school has the best principal possible by:

Hiring good principals Clearly communicating and reinforcing expectations for

principals Monitoring principals’ performance Evaluating principals’ performance, especially through school

operations and student achievement Providing principals with opportunities for growth aligned with

their evaluated performance Removing inadequate principals

Organize and monitor the delivery of district support for Alaina’s school

Serve as channel of informed communication among district constituencies

Manage the “business” of the district

Alaina’s District’s BoardAlaina’s district board’s role is to: Establish policies with Alaina in mind Negotiate contracts with Alaina in mind Provide the resources necessary for Alaina’s success Provide the best superintendent possible by:

Hiring a good superintendent Clearly communicating and reinforcing expectations

for the superintendent Monitoring the superintendent’s performance Evaluating the superintendent’s performance,

especially in district operations and student achievement

Providing the superintendent with opportunities for growth aligned with their evaluated performance

Removing inadequate superintendents

Changing and Sustaining

What are the obstacles to change in a school?

Why do positive changes sometimes not sustain themselves?

How do we sustain positive change?