Implementing school improvement grant interventions in virginia
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IMPLEMENTING SCHOOL IMPROVEMENT GRANT INTERVENTIONS IN VIRGINIA. Lauren Morando Rhim, LMR Consulting April 2010. OVERVIEW OF DAY. CONCEPTUAL OVERVIEW. LOGIC MODEL. FLOOR VERSUS CEILING…. DISTRICT ROLES UNDER SIG. ADDITIONAL DISTRICT ROLES*. 7.

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IMPLEMENTING SCHOOL IMPROVEMENT GRANT INTERVENTIONS IN VIRGINIA

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Implementing school improvement grant interventions in virginia

IMPLEMENTING SCHOOL IMPROVEMENT GRANT INTERVENTIONS IN VIRGINIA

Lauren Morando Rhim, LMR Consulting April 2010


Overview of day

OVERVIEW OF DAY


Conceptual overview

CONCEPTUAL OVERVIEW


Logic model

LOGIC MODEL


Floor versus ceiling

FLOOR VERSUS CEILING…


District roles under sig

DISTRICT ROLES UNDER SIG


Additional district roles

ADDITIONAL DISTRICT ROLES*

7

*Adapted from Kowal, Hassel & Hassel, December 2009


Burning questions

BURNING QUESTIONS?


Lauren morando rhim lmr consulting

SELECTING THE INTERVENTION: ASSESSING SCHOOL, DISTRICT, AND PROVIDER CAPACITY**Adapted from Center on Innovation and Improvement SIG Webinar series, 3/10

Lauren Morando RhimLMR Consulting

April 2010


Selecting the intervention model

SELECTING THE INTERVENTION MODEL


Brutal fact adults must change behavior

BRUTAL FACT: ADULTS MUST CHANGE BEHAVIOR


U s department of education priority schools under sig

U.S. DEPARTMENT OF EDUCATION PRIORITY SCHOOLS UNDER SIG


Dramatic school improvement strategies

DRAMATIC SCHOOL IMPROVEMENT STRATEGIES


Turnaround model overview

TURNAROUND MODEL OVERVIEW

May also implement any of the required or permissible strategies under the Transformation Model

Source: Carlas McCauley, U.S. Department of Education. Presentation for webinar series hosted by CII and CCSSO. January 28, 2010.


Restart model overview

RESTART MODEL OVERVIEW

Source: Carlas McCauley, U.S. Department of Education. Presentation for webinar series hosted by CII and CCSSO. January 28, 2010.


School closure model overview

SCHOOL CLOSURE MODEL OVERVIEW

Source: Carlas McCauley, U.S. Department of Education. Presentation for webinar series hosted by CII and CCSSO. January 28, 2010.


Transformation model overview

TRANSFORMATION MODEL OVERVIEW

An LEA with nine or more Tier I and Tier II schools may not implement the Transformation Model in more than 50% of those schools.

Source: Carlas McCauley, U.S. Department of Education. Presentation for webinar series hosted by CII and CCSSO. January 28, 2010.


Key components of transformation

KEY COMPONENTS OF TRANSFORMATION


One size does not fit all

ONE SIZE DOES NOT FIT ALL…


Implementing school improvement grant interventions in virginia

DIFFERENTIATE INTERVENTIONS BASED ON SCHOOL AND SYSTEM CAPACITY*Different Performance/Capacity = Different Intervention

* Distribution is not accurate representation of performance/capacity levels distribution


Goal dramatically improve outcomes for students

Good to Great v. Incremental v. Turnaround

GOAL: DRAMATICALLY IMPROVE OUTCOMES FOR STUDENTS


Selection challenge

SELECTION CHALLENGE…


Intervention selection approach

INTERVENTION SELECTION APPROACH*

*Adapted from Redding (2010). Selecting the Intervention Model and Partners.


1a develop model profiles

1a. DEVELOP MODEL PROFILES


Virginia turnaround leader partner

VIRGINIA TURNAROUND LEADER PARTNER

“The main purpose of the Lead Turnaround Partner Provider is to increase student achievement in the persistently lowest-performing schools. The conceptual framework for Lead Turnaround Partner was created using the work published in The Turnaround Challenge by the Mass Insight Education and Research Institute. A full copy of the report can be found at: http://www.massinsight.org/turnaround/reports.aspx”


Virginia turnaround leader partner1

VIRGINIA TURNAROUND LEADER PARTNER

“This model creates a turnaround zone for a school or a cluster of schools. Divisions could form a consortium to engage an LTP to work with a cluster of schools within the consortium. The purpose of this zone is to provide parents of students in persistently low-performing schools with choice and to provide students with an opportunity for additional research-based instructional resources to increase student achievement. This model is centered on the Lead Turnaround Partner (LTP) providing an outside-the-system approach inside-the-system. Under the ultimate authority of the school divisions’ local school boards, the LTP will lead the reform effort within the turnaround zone and be given increased ability to act and authority to make choices.The program within the turnaround zone will focus on instruction in the four core content areas of math, science, social studies and language arts.”


Virginia turnaround leader partner2

VIRGINIA TURNAROUND LEADER PARTNER

“The LTP will bring in increased resources to the students served. These resources include people, time, money and programs ... Triggered by parental choice, a school or cluster of schools in a turnaround zone must be led by an LTP that provides deep, systemic instructional reform.”


Mass insight education lead partner model

MASS INSIGHT EDUCATION LEAD PARTNER MODEL


Implementing school improvement grant interventions in virginia

VIRGINIA DEPARTMENT OF EDUCATION STATEMENT OF TLP NEEDS

Provide comprehensive, coherent, manageable and integrated instructional and support programs.

Recommend which existing programs are to be continued and which programs are to be eliminated.

Consistent with the state Standards of Learning recommend alignment of curriculum, instruction, classroom formative assessment and sustained professional development to build rigor, foster student-teacher relationships, and provide relevant instruction that engages and motivates students.

Organize programming to engage students’ sense of adventure, camaraderie, and competition.

Develop and implement evidence-based discipline programs that minimize time out of school and/or class.

Identify and recommend supporting partners to address social, emotional and behavioral issues (e.g., over-age students).

Identify and obtain adequate materials from school system resources (such as the Algebra Readiness Diagnostic Assessment (ARDT) or benchmark assessments).

Identify and recommend outside resources needed in the reform effort.

Develop and recommend a budget to the School Board based on available per pupil amounts of local, basic Standards of Quality (SOQ), school improvement, appropriate Title monies, and special education funding in addition to other sources identified and aligned specifically for the turnaround zone.

Work with school division to seek outside funding from the greater community (business, private foundations, federal and state sources) to support the reform effort.

Integrate all academic and support services.

Provide formative and ongoing reports on program effectiveness to include, but not limited to, student achievement, parental involvement, student attendance, and student discipline.

Employ research-based strategies that provide an immediate and dramatic turnaround in student achievement.

Work with the school division to recruit and recommend teachers and a leader(s) who have a proven record of success of increasing student achievement.

Recommend necessary restructuring of teacher and leader contracts.

Develop and engage teachers and the leader in professional development aligned to programmatic goals.

Promote student motivation for learning.

Secure parental commitment and involvement through school choice.

Promote parental capacity to support student engagement, motivation, and learning within school, at home and in the community.

Work with the school division to expand community support to garner human resources needed for reform.

Evaluate teacher and leader performance and outcomes and make staffing recommendations accordingly.

Develop constructive relationships with existing school personnel.

Recommend changes to the school calendar according to student and program needs, for example, year-round schools or extending the length of the school day.

Require commitment from parents to allow for additional time for instruction (such as after school support).

Work with the school division to obtain a commitment from teachers to allow for additional time for instruction and professional development


1b develop partner provider profiles

1b. DEVELOP PARTNER/PROVIDER PROFILES


2 develop school profile

2. DEVELOP SCHOOL PROFILE


2 develop school profile cont

2. DEVELOP SCHOOL PROFILE cont.


3 determine best fit model and partners providers for school

3. DETERMINE BEST-FIT MODEL AND PARTNERS/PROVIDERS FOR SCHOOL

What improvement strategy will result in the most immediate and substantial improvement in learning and school success for the students now attending this schoolgiven the existing capacity in the school and the district?


4 define roles and develop contracts

4. DEFINE ROLES AND DEVELOP CONTRACTS

Given identified capacity and “best fit,” determine what if any role each of the following stakeholders play in the intervention model.

What are the performance expectations?


Virginia sig grant timeline

Virginia SIG Grant Timeline

35


Sample district wide implementation timeline

SAMPLE DISTRICT-WIDE IMPLEMENTATION TIMELINE


Sample district wide implementation timeline1

SAMPLE DISTRICT-WIDE IMPLEMENTATION TIMELINE


Pitfalls to avoid

PITFALLS TO AVOID


Time is of the essence

TIME IS OF THE ESSENCE…

“So, if a school is struggling, we have to work with the principal and the teachers to find a solution.  We’ve got to give them a chance to make meaningful improvements.  But if a school continues to fail its students year after year after year, if it doesn’t show signs of improvement, then there’s got to be a sense of accountability.  And that’s what happened in Rhode Island last week at a chronically troubled school, when just 7 percent of 11th graders passed state math tests — 7 percent.  When a school board wasn’t able to deliver change by other means, they voted to lay off the faculty and the staff.  As my Education Secretary, Arne Duncan, says, our kids get only one chance at an education, and we need to get it right.”

Barack Obama, March 1, 2010


Discussion questions

DISCUSSION QUESTIONS


Implementing school improvement grant interventions in virginia

PERFORMANCE CONTRACTING 101*Adapted from Center on Innovation and Improvement SIG Webinar series, 3/10

Lauren Morando RhimLMR Consulting

April 2010


Performance contracting

PERFORMANCE CONTRACTING


Definition

DEFINITION


Objective in virginia context

OBJECTIVE IN VIRGINIA CONTEXT


Paradigm shift

PARADIGM SHIFT…


Shifting district role

SHIFTING DISTRICT ROLE

Leverage outside expertise and market forces to focus resources on school transformation


Performance accountability checklist

PERFORMANCE ACCOUNTABILITY CHECKLIST


Performance accountability checklist cont

PERFORMANCE ACCOUNTABILITY CHECKLIST cont.


Performance accountability checklist cont1

PERFORMANCE ACCOUNTABILITY CHECKLIST cont.


Performance accountability checklist cont2

PERFORMANCE ACCOUNTABILITY CHECKLIST cont.


Practical pitfalls to avoid

PRACTICAL PITFALLS TO AVOID


Discussion questions1

DISCUSSION QUESTIONS


Recruiting and selecting the right provider

RECRUITING AND SELECTING THE “RIGHT” PROVIDER

Lauren Morando RhimLMR Consulting

April 2010


Recruiting and selecting the right provider1

RECRUITING AND SELECTING THE “RIGHT PROVIDER


Creating the right conditions

CREATING THE “RIGHT” CONDITIONS

9/24/2014


Intentional recruitment

INTENTIONAL RECRUITMENT


Rigorous selection process

RIGOROUS SELECTION PROCESS

*Adapted from Rhim, L. M. (2009). Charter School Replication: Growing a Quality Charter School Sector. National Association of Charter School Authorizers


Rubric to assess provider academic achievement

RUBRIC TO ASSESS PROVIDER ACADEMIC ACHIEVEMENT


Rubric to assess provider fiscal and operational record

RUBRIC TO ASSESS PROVIDER FISCAL AND OPERATIONAL RECORD


Rubric to assess provider potential

RUBRIC TO ASSESS PROVIDER POTENTIAL


Virginia department of education model

VIRGINIA DEPARTMENT OF EDUCATION MODEL

EVALUATION CRITERIA: Proposals shall be evaluated by the VDOE using the following criteria:


Recruitment and selection timeline

RECRUITMENT AND SELECTION TIMELINE


Recruitment and selection timeline1

RECRUITMENT AND SELECTION TIMELINE


Pitfalls to avoid1

PITFALLS TO AVOID


Planning checklist

PLANNING CHECKLIST


Planning checklist1

PLANNING CHECKLIST


Discussion questions2

DISCUSSION QUESTIONS


Performance contracting lessons from the field

Performance Contracting: Lessons from the Field

Lauren Morando RhimLMR Consulting

April 2010


Operator selection criteria rfp

OPERATOR SELECTION CRITERIA (RFP)


Implementing school improvement grant interventions in virginia

DELEGATION OF ROLES/RESPONSIBILITIES


Language from mou between district and provider

LANGUAGE FROM MOU BETWEEN DISTRICT AND PROVIDER


Language from mou between district and provider cont

LANGUAGE FROM MOU BETWEEN DISTRICT AND PROVIDER cont.


Sample performance benchmarks

SAMPLE PERFORMANCE BENCHMARKS


Sample performance benchmarks cont

SAMPLE PERFORMANCE BENCHMARKS cont.


Lauren morando rhim lmr consulting for the virginia state department of education

PERFORMANCE CONTRACTING 201: NEGOTIATING THE MOU*Adapted from Hassel & Hassel (2005). Starting fresh series; Mass Insight Education Institute (February, 2010) Designing MOU’s for Lead Partners

Lauren Morando RhimLMR Consulting for the Virginia State Department of Education

April 2010


Forging relationships is critical

FORGING RELATIONSHIPS IS CRITICAL*


Purpose of mou

PURPOSE OF MOU

Adapted from Mass Insight Education Institute: Designing MOU’s for Lead Partners, (2010)


Goals of mou between district and tlp

GOALS OF MOU BETWEEN DISTRICT AND TLP

Adapted from Mass Insight Education Institute: Designing MOU’s for Lead Partners, (2010)


Mou components

MOU COMPONENTS


Terms of the agreement

TERMS OF THE AGREEMENT


Key terms operating conditions

KEY TERMS/OPERATING CONDITIONS*


How will state facilitate conditions

HOW WILL STATE FACILITATE CONDITIONS?


Accountability

ACCOUNTABILITY

Source: Hassel & Hassel (2005). Starting Fresh Series


Goals and expectations of a performance contract

GOALS AND EXPECTATIONS OF A PERFORMANCE CONTRACT


Accountability in virginia

ACCOUNTABILITY IN VIRGINIA


Accountability in virginia cont

ACCOUNTABILITY IN VIRGINIA cont.


Accountability in virginia cont1

ACCOUNTABILITY IN VIRGINIA cont.


Governnce roles and responsibilities

GOVERNNCE ROLES AND RESPONSIBILITIES


Mou outline

MOU OUTLINE


Broad challenges

BROAD CHALLENGES


Specific challenges

SPECIFIC CHALLENGES


Promising practices

PROMISING PRACTICES


Next steps homework for july

NEXT STEPS: HOMEWORK FOR JULY

Lauren Morando RhimLMR Consulting for Virginia State Department of Education

April 2010


Key tasks

KEY TASKS


July checklist

JULY CHECKLIST


Discussion questions3

DISCUSSION QUESTIONS


Implementing school improvement grant interventions in virginia

RESOURCES

Brinson, D. and Rhim, L. (2009). Breaking the habit of low performance. Lincoln, IL: Center on Innovation & Improvement. Retrieved from www.centerii.org/survey

The Center for Comprehensive School Reform and Improvement. (2009). School restructuring, What Works when? A guide for education leaders. Washington, DC: Learning Points Associates. Retrieved from http://www.centerforcsri.org/files/School_Restructuring_Guide.pdf

Hassel, B., & Lin, M. (2005, 2nd Ed). Charting a clear course: A resource guide for building successful partnerships between charter schools and school management organizations. Washington, DC: National Alliance for Public Charter Schools. Retrieved fromhttp://www.publiccharters.org/files/publications/file_Charting_a_Clear_Course_2005_reprint_final%20(2).pdf

Herman, R., Dawson, P., Dee, T., Greene, J., Maynard, R., Redding, S., Darwin, M. (2008, May). IES Practice Guide: Turning around chronically low-performing schools. U.S. Department of Education: National Center for Educational Evaluation and Regional Assistance.

Hess, F. H. (2010). Cages of their own design: Five strategies to help education leaders break free. American Enterprise Institute for Public Policy Research. www.aei.org.


Resources cont

RESOURCES Cont.

Kowal, J., Hassel, E. A., & Hassel, B. C. (2009). Successful school turnarounds: Seven steps for district leaders. Washington, DC: The Center for Comprehensive School Reform and Improvement. Issue brief retrieved from http://centerforcsri.org/files/CenterIssueBriefSept09.pdf webcast retrieved from: http://www.centerforcsri.org/webcasts/school-turnarounds/

Lane, B. (2009). Exploring the pathway to rapid district improvement. Lincoln, IL: Center on Innovation and Improvement. Retrieved from www.centerii.org/survey

Miles, K. H., & Frank, S. (2008). The strategic school: Making the most of people, time, and money. Thousand Oaks, CA: Corwin Press.

Redding, S. (2006). The mega system: Deciding. Learning. Connecting. Lincoln, IL, Academic Development Institute, downloaded at www.centerii.org/survey

Redding, S. (2010). Selecting the intervention model and partners. Lincoln, IL:Center on Innovation & Improvement. Retrieved from www.centerii.org

School Restructuring Under No Child Left Behind: What Works When? A Guide for Educational Leaders (2nd ed. 2009). www.centerforcsri.org/files/RestructuringGuide.pdf

Walberg, H. J. (Ed.). (2007). Handbook on restructuring and substantial school improvement. Lincoln, IL: Center on Innovation and Improvement. www.centerii.org/survey


Questions

Questions?

103

Lauren Morando Rhim

LMR Consulting

[email protected]

http://www.centerii.org/

Webinar citation:

Center on Innovation and Improvement (Writer, Producer), & Council of Chief State School Officers (Producer). (2010, March). School improvement Grant (SIG). Prepared for the National Network of State School Improvement Leaders. Lincoln, IL: Center on Innovation and Improvement. Retrieved from http://www.centerii.org/


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