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Breaking Ranks: The Comprehensive Framework for School Improvement. Dick Flanary, Senior Director Leadership Programs and Services flanaryd@nassp.org. 2011 Model Schools Conference Nashville, Tennessee June 26–29,2011. Breaking Ranks: The Comprehensive Framework for School Improvement. 2011.

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breaking ranks the comprehensive framework for school improvement

Breaking Ranks: The Comprehensive Framework for School Improvement

Dick Flanary, Senior DirectorLeadership Programs and Services

flanaryd@nassp.org

2011 Model Schools Conference

Nashville,Tennessee

June 26–29,2011

breaking ranks the comprehensive framework for school improvement2
Breaking Ranks: The Comprehensive Framework for School Improvement

2011

1996

2004

2006

2009

2010

the breaking ranks framework
The Breaking Ranks Framework

Why a new Breaking Ranks publication?

The Breaking Ranks II and Breaking Ranksin the Middle publications are aboutmiddle-level and high school. The latest publication provides a K–12 view.

The education environment has changed significantly. Here are a few of theissues we face:

percent of schools not making ayp
Percent of Schools Not Making AYP

Center on Education Policy. Education Week. May 11, 2011.

projected number of non graduates for class of 2011
Projected Number of Non-Graduates for Class of 2011

1,154,132

Diplomas Count. Beyond High School, Before Baccalaureate. Education Week. June 9, 2011

slide17

2011

Millennials Rising The Next Great Generation. Howe & Strauss 2000

changing paradigm
Changing Paradigm
  • While you slept, the national educational paradigm shifted from guaranteeing universal access to guaranteeing universal performance.
  • Regardless of what you hear about international education performance comparisons, no other country guarantees universal performance.
  • Of all the nations participating in the PISA assessment, the U.S. has, by far, the largest number of students living in poverty, 21.7%. Denmark and Finland have a 2.4% and 3.4% poverty rate.
programme for international student assessment pisa results
Programme for International Student Assessment (PISA) Results
  • U.S. students in schools with 10% or less poverty are number one in the world.
  • U.S. students in schools with 10-24% poverty are third behind Korea and Finland.
  • U.S. students in schools with 25-50% poverty are tenth in the world.
  • U.S. students in schools with greater than 50% poverty are near the bottom.

Riddile, Mel. The Principal Difference: A School Leadership Blog.

slide26
“Please stop waiting for a map. We reward those who draw maps, not those who follow them.”

-Seth Godin-

the breaking ranks framework28
The Breaking Ranks Framework
  • Why does your school need to improve?
  • What needs to improve?
  • How do we improve our school?
  • Who? Do YOU and YOUR TEAM have what it takes to create a culture for change?
the architecture of the breaking ranks framework
The Architecture of the Breaking Ranks® Framework

Recommendations

Core Areas

Cornerstones

Leadership

Assessment

Curriculum,

Instruction &

Assessment

Collaborative Leadership

Equity

12 recommendations

9 recommendations

Relationships

Improved

Student

Performance

Culture

Instruction

Personalizing your School Environment

Curriculum

8 recommendations

Organization

Professional Development

organizing schools for improvement lessons from chicago
Organizing Schools for ImprovementLessons From Chicago

Recent research determined five critical factors to sustainable school improvement

Conducted by the Carnegie Foundation for the Advancement of Teaching

400 Chicago schools over 20 years

Organizing Schools for Improvement: Lessons from Chicago. The Carnegie Foundation for the Advancement of Teaching (2011)

organizing schools for improvement lessons from chicago31
Organizing Schools for ImprovementLessons From Chicago

Parent

Community

Ties

Student

Centered

Learning-Climate

Leadership

and

Governance

School

=

Success

Professional

Capacity

Instructional

Guidance

Organizing Schools for Improvement: Lessons from Chicago. The Carnegie Foundation for the Advancement of Teaching (2011)

breaking ranks framework alignment
Breaking Ranks Framework Alignment

Personalization

Personalization

Parent

Community

Ties

Student

Centered

Learning-Climate

Leadership

and

Governance

School

=

Professional

Capacity

Instructional

Guidance

Success

Curriculum

Instruction &

Assessment

Collaborative

Leadership

Organizing Schools for Improvement: Lessons from Chicago. The Carnegie Foundation for the Advancement of Teaching (2011)

michael fullan s views on school improvement
Michael Fullan’s Views on School Improvement

In order to lead successful change school leaders must:

  • Approach school reform with a moral purpose (Why)
  • Understand change (What)
  • Build relationships (Who)
  • Then, build knowledge (How)

Once these steps are accomplished, school leaders can establish coherency.

corporate america s views on effective leadership
Corporate America’s Views on Effective Leadership
  • Coach and develop for results (Who)
  • Drive performance (Why)
  • Inspire loyalty and trust (Who)
  • Manage work (What)
  • Partner within and across teams (How)
  • Influence through personal power (Who)
  • Select talent (Who)

Developmental Dimensions International (DDI)

slide35

The Breaking Ranks Framework

The WHY of

School Improvement

slide36
Why

Do you believe that every child can learn?

Do you believe that your beliefs drive your actions?

If this is the case, our actions have produced the following results:

In America, the educational system has traditionally educated a third of the students, schooled a third and allowed a third to fall through the cracks. ”

We have a moral imperative to educate every student.

slide37

The Breaking Ranks Framework

The WHAT of

School Improvement

slide39

The Breaking Ranks Framework

The How of

School Improvement

the road from what to how
The road from “what” to “how”

Collaborative

Leadership

Curriculum,

Instruction, &

Assessment

Improved

Student

Performance

Personalizing your school environment

the road from what to how41
The road from “what” to “how”

Collaborative

Leadership

Curriculum,

Instruction, &

Assessment

Improved

Student

Performance

Personalizing your school environment

slide43
The Who of

School Improvement

slide44
Who
  • All school leaders, not just principals and assistant principals, must accept responsibility for the task and for taking the steps to make it school improvement happen.
  • Second, relying exclusively on principals and assistant principals, no matter what their commitment or their capacity for reform, will lead to the creation of systems that perpetuate mediocrity.
slide47

Three Schools Profiled in Breaking Ranks

  • Douglas Taylor SchoolChicago, Il
  • Urban Pre K-8, 97% Poverty & 88% Hispanic population
  • Pocomoke Middle SchoolPocomoke City, Maryland
  • Shared leadership and partnerships with the community. Featured on Today Show
  • Forest Grove High SchoolForest Grove, Oregon
  • High poverty, highly diverse 2000 students with 90% proficiency in math and reading
douglas taylor school chicago il
Douglas Taylor SchoolChicago, Il

Dr. William Truesdale, Principal

  • A Pre-K -8 urban school with 97% or more students eligible for free and reduced lunch and 88% Hispanic population.
  • A program of whole school improvement in the five fundamentals of school success: Instructional Leadership, Instruction Learning Climate, Professional Capacity and Parent Community Partnerships.
  • Taylor School’s mission is to offer an intensive and rigorous literature and writing program aligned to the Illinois Learning Standards.
  • The goal of all Taylor students is to become confident, capable readers, who will read for pleasure and knowledge for the rest of their lives and who are able to write well for a variety of purposes.

Session #31

Monday – 10:15 Tuesday – 9:30 Wednesday – 9:30

Bayou D Bayou AB Bayou D

pocomoke middle school pocomoke city maryland
Pocomoke Middle SchoolPocomoke City, Maryland

Caroline Bloxom, Principal

  • This school has gained national attention as they used the concepts set forth in the Breaking Ranks Framework
  • The school, with its commitment to shared leadership and partnerships with the community, has leveraged those resources into a comprehensive program that provides for the complete development of each student.
  • Ann Curry, two “Today Show” producers and a camera crew were onsite at Pocomoke Middle School this fall to highlight the programs and services that are contributing to the school’s success.

Session #35

Tuesday – 8:00 Tuesday – 9:30 Wednesday – 8:00

Bayou D Bayou D Bayou C

forest grove high school forest grove oregon
Forest Grove High SchoolForest Grove, Oregon

Karen Robinson, Principal

John O'Neill, Director of Achievement

  • High poverty and highly diverse comprehensive high school of nearly 2000 students.
  • Oregon's Closing the Achievement Gap award two years running and for meeting AYP.
  • This year they close in on 90% of all students meeting state expectations in math and reading.
  • Honors biology class that is open to all students who wish to take it.
  • A reading workshop for struggling readers.

Session # 44

Monday – 11:30 Tuesday – 2:30 Wednesday – 8:00

Canal A Canal A Canal A

a closer look at the breaking ranks framework
A Closer Look at the Breaking Ranks Framework

Patti Kinney, NASSP’s Director of Middle-Level Services, and the 2003 National Middle-Level Principal of the Year.

Mel Riddile, NASSP’s Director of High School Services, and the 2006 National High School Principal of the Year.

Session #79

Monday – 3:45 Tuesday – 4:00 Wednesday – 8:00 Presidential Boardroom A Presidential Boardroom A Governor AE

slide52

Copies of Breaking Ranks:

The Comprehensive Framework for School Improvement are available for purchase in the Resource Center or can be ordered on-line at www.nassp.org

A special introductory offer is available until July 8, 2011.

contact information
Contact Information

Dick Flanary, Senior DirectorLeadership Programs and Services

flanaryd@nassp.org

800-253-7746 Ext. 294

NASSP

www.nassp.org