New England Regional Colloquium Series “ Systems of State Support”

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

2. 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.

3. 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.

4. New England Regional Colloquium Series Sold Business and entered retirement…for 4 weeks! Executive Director of Not for Profit Organizational Redesign and Business Re-tooling World Tour 12 countries in 6 ½ years Montessori North Carolina

5. 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.

6. Tri-Tier Model of School Improvement Support

7. Technical Assistance Model Two Views: Service Delivery & Tiered Support

8. Technical Assistance Model • Cognitive Coaching Model • http://www.cognitivecoaching.com/ • Increasing Support Over Time • Continuum from Technical Assistance toward Compliance

9. Technical Assistance Model • Support Aligned to NCLB: • Needs Assessment and Goal Setting • Planning • Implementation • Evaluation and Feedback

10. Technical Assistance Model • High Quality Technical Assistance: • is purposeful, structured and a continuous process • is informed by multiple sources of data • is collaborative

11. 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

12. 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.

13. Opportunities for Growth • Communication of School Improvement Support products, programs and services provided by the State Agency

14. Opportunities for Growth • Ensure quality of professional development provided across the state meets the HQPD Standards adopted by the Ohio State Board of Education

15. 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

16. System Components • Purpose • Context • Structures • Functions • Processes

17. 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!

18. District Partnership Agreement Rubrics • Curriculum • Instruction • Assessment • Conditions / Climate • Leadership

19. 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

20. 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

21. District Partnership Agreement Rubrics • Four point scale • Self-scored • Evidenced-based • Sets standard while allowing district to determine the strategies

22. 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

23. 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

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

25. Opportunities for Growth • Identification of tools, templates and resources to support improvement in each system

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

27. Opportunities for Growth • Prioritization of the systems arranged in a building block fashion to assist Districts in knowing where to start

28. 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.

29. System Components • Purpose • Context • Structures • Functions • Processes

30. Key Element 3: Performance Measurement What gets measured gets done!

31. Performance Measurement • Infrastructure • Efficiency • Effectiveness • Service Delivery • Implementation • Impact

32. Infrastructure • Efficiency • Cost • Coordination • Integration • Alignment • Collaboration

33. Infrastructure • Effectiveness • Timeliness • Responsiveness • Reaching our Target Customers • Customer Perceptions of added value

34. 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?

35. 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?

36. Performance Measurement • Impact Measures • Improvement of student achievement demonstrated on formative and summative assessments • Movement within state designations • Movement regarding Adequate Yearly Progress rating

37. 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

38. 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

39. Continuous Improvement Metric • Quarterly Implementation • Data collection and reporting • Data validation by Teams • Cut score for each indicator established • Corrective Action Plans as required

40. Opportunities for Growth • Identification of measures to assess quality of service providers • Content knowledge • Process knowledge • Credentialing

41. Opportunities for Growth • Narrowing the number of measures and determining which measures are most critical and will yield the greatest improvement

42. 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?

43. System Components • Purpose • Context • Structures • Functions • Processes