Restructuring: What We Know About the NCLB Options

1. Restructuring:What We Know About the NCLB Options Bryan C. Hassel, Ph.D. Public Impact Based on research conducted for the Center for Comprehensive School Reform and Improvement by the Public Impact team including Emily Ayscue Hassel, Matt Arkin, Julie Kowal, and Lucy Steiner

2. NCLB Restructuring: The Five Options Center on Innovation and Improvement - Public Impact - NCLB Restructuring

3. Our Research Review • Research about actual experience with the options in schools • Research about analogous change approaches across organization types • Interviews with educators and researchers • More weight to actual empirical studies of change efforts vs. theory/conjecture • Focus on true chronic low-performers Center on Innovation and Improvement - Public Impact - NCLB Restructuring

4. Big Lessons about Restructuring • Big Lesson 1: Large, fast improvements are different from incremental changes over time. • Major types of dramatic change: • “Turnarounds” – same organization, new or newly empowered and specially qualified leader • “Fresh Starts” – new team building new culture from scratch Center on Innovation and Improvement - Public Impact - NCLB Restructuring

5. Restructuring vs. Incremental Improvement Center on Innovation and Improvement - Public Impact - NCLB Restructuring

6. Big Lessons about Restructuring, cont. Big Lesson 2: Eliminating low-performing schools is not a one-time project, it is a commitment that is a core part of district work. Big Lesson 3: Leaders must possess a steely will and a compass set firmly on children’s learning. Center on Innovation and Improvement - Public Impact - NCLB Restructuring

7. Dramatic Change / NCLB Options Center on Innovation and Improvement - Public Impact - NCLB Restructuring

8. Turnarounds: Research Base • Numerous case studies and multi-case analyses • Public, nonprofit, and for-profit organizations • Wide range of rigor Sources: Summarized in J. Kowal & E. Hassel (2006, Available: http://www.centerii.org/restructuring/research/) and distilled by CII in Hassel, Hassel, and Wong framework (unpublished) Center on Innovation and Improvement - Public Impact - NCLB Restructuring

9. Consistent pattern of successful turnarounds • Phase 1: Initial dramatic improvement • Focus on limited, high-priority goals • Vigorously implement strategies, even when deviate from standard practices • Organization “learns how to win” • Phase 2: Extending / Sustaining • Tackling additional goals • Building systems to sustain Center on Innovation and Improvement - Public Impact - NCLB Restructuring

10. Simple Model of Successful School Turnarounds Leader Capabilities Leader Actions Effective School Practice Learning Results District Governance & Environment Center on Innovation and Improvement - Public Impact - NCLB Restructuring

11. Leader Capabilities • More research needed on this topic • Turnaround leaders differ from standard organizational leaders • Rare combination of: • Entrepreneur-style drive for results • High influence competency inside and outside • Successful principals in non-failing schools may not succeed as turnaround leaders Center on Innovation and Improvement - Public Impact - NCLB Restructuring

12. Leader Actions: The Fast Turnaround Cycle Influencing Inside and Outside Center on Innovation and Improvement - Public Impact - NCLB Restructuring

13. Actions: Analyzing and Problem Solving • Collecting and personally analyzing school and student performance data • Concentrating in year one on a few very important goals with big, fast payoffs • Making an action plan based on data Center on Innovation and Improvement - Public Impact - NCLB Restructuring

14. Actions: Driving for Results • Implementing strategies even when they require deviations from current practices / policies • Requiring all staff to change; not making it optional • Making necessary but limited staff replacements: those who cannot or do not make needed changes • Funneling more time and money into successful tactics / halting unsuccessful tactics • Acting in relentless pursuit of goals, rather than touting progress as ultimate success Center on Innovation and Improvement - Public Impact - NCLB Restructuring

15. Actions: Influencing Inside and Outside • Communicating positive vision of future school results • Helping staff personally “see and feel” the problems students face • Getting key influencers within district and school to support major changes • Silencing change naysayers by showing speedy successes Center on Innovation and Improvement - Public Impact - NCLB Restructuring

16. Actions: Measuring and Reporting • Measuring, reporting progress frequently, publicly • Gathering staff in frequent open-air meetings, requiring all involved in decision making to disclose results and problem solve Center on Innovation and Improvement - Public Impact - NCLB Restructuring

17. Simple Model of Successful School Turnarounds Leader Capabilities Leader Actions Effective School Practice Learning Results District Governance & Environment Center on Innovation and Improvement - Public Impact - NCLB Restructuring

18. Environment • More research needed • Themes from existing research: • Stakeholder support • Time expectation for initial results relatively short • Time for planning • Freedom to act: general, but especially staffing • Support at district level for changes and non-standard practices • Performance monitoring Center on Innovation and Improvement - Public Impact - NCLB Restructuring

19. Fresh Starts: Research Base • Very limited experience with fresh starts as response to chronically low-performing schools • Much of early experience is negative: • Chaotic, rushed re-openings • Disappointing results • Much more experience with general contracting / chartering Center on Innovation and Improvement - Public Impact - NCLB Restructuring

20. Fresh Starts: Key Lessons • Rigorous selection process • Time to plan / prepare • Importance of leadership • Board and/or EMO-level • School level (principal / CEO) • True fresh start • Freedom to act • Staff aligned with mission / approach Center on Innovation and Improvement - Public Impact - NCLB Restructuring

21. Turnarounds Fresh Starts Supply Availability of turnaround leaders Availability of fresh start providers Choosing the Right Option: Key Considerations Governance Capacity (District or State) Willingness to: • allow turnaround leaders freedom to act • hold accountable Willingness to: • allow operators freedom to act • hold accountable Center on Innovation and Improvement - Public Impact - NCLB Restructuring

22. Additional Choices • What specific strategies and practices should turnaround or fresh start schools pursue? • This takes us into more familiar “effective schools” territory Center on Innovation and Improvement - Public Impact - NCLB Restructuring

23. Discussion • What are some challenges with implementing these kinds of approaches in your states? • What state actions could pave the way for more successful turnarounds or fresh starts? Center on Innovation and Improvement - Public Impact - NCLB Restructuring