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LCPS Turnaround. Expeditionary Force and First Wave in Transformation to High Performing District. Andrea Fletcher, Associate Superintendent for Turnaround July 31, 2013. Purpose. To create high performing schools with no fewer than 85 % of our students proficient by March 2016 (32 months)

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lcps turnaround

LCPS Turnaround

Expeditionary Force and First Wave in Transformation to High Performing District

Andrea Fletcher, Associate Superintendent for Turnaround

July 31, 2013


To create high performing schools with no fewer than 85 % of our students proficient by March 2016 (32 months)

Our kids deserve the fullest preparation we can give them to break the cycle of poverty in our community.


85 proficient
85% Proficient

Is it possible?

  • Greater Newark public charter school- 90% FRL; 85% minority

2003-2006 scores show dramatic increase

Math- 7% year 1 to 82% year 4

ELA- 46% year 1 to 80% year 4

success stories
Success Stories
  • Fort Worthington- MD (85% FRL; 98% minority)

Math- 44% proficient 05/06 to 86% 07/08

ELA- 49% in 05/06 to 88% in 07/08

  • Morrell Park MS- MD Eighth graders

Math- 2% in 05/06 to 79% in 08/09

Rdg- 32% in 05/06 to 79% in 08/09

is it working in lcps
Is it working in LCPS?

Promising data:

  • Discovery 4th Grade Reading:
    • Non-turnaround schools showed 11% growth in proficiency from BOY to EOY
    • Turnaround schools showed an average of 23% growth
  • Discovery Middle School Math (6,7,8)
    • Non-turnaround schools showed 23% growth in proficiency from BOY to EOY
    • Turnaround school showed an average of 32% growth
turnaround is not
Turnaround is NOT
  • A canned program
  • A curriculum
  • A prescription
  • The same in every building
turnaround is
Turnaround Is . . .
  • Creating an organization dedicated to LEARNING
  • Aligning all systems and actions to Purpose
  • Rapid, systemic change
  • Relentless attention to the data leading directly to action
  • Focused on uncovering and addressing root causes
  • Focused on highlighting and emulating bright spots
  • Helping everyone do the best work possible
levers to transformation
Levers to Transformation

Lever 1- Culture of High Expectations

Lever 2- Data Driven Instruction

Lever 3- Observation and Feedback

Lever 4- Planning

Lever 5- Professional Development

lever 1 culture of high expectations
Lever 1: Culture of High Expectations
  • Moral imperative
  • No time to waste- not incremental change
  • “Responsaccountability” requires each person to ask, “How am I accountable?”
  • NO excuses- “Given that, what will I do?”
  • Forcing ourselves past the “knowing/doing gap”
lever 2 data driven instruction
Lever 2: Data Driven Instruction
  • Data used constantly- diagnostic vs. autopsy
  • Data meetings non-negotiable- agendas, minutes, commitments
  • Data directly drives action plans, which are monitored for implementation and effectiveness
  • Culture of sharing strategies based on data
  • Rigorous assessments aligned to standards
  • Assessment structure
assessment structure
Assessment Structure
  • State assessment- NMSBA (March 2014)
  • BOY to EOY- Discovery- state approved, district adopted
    • Interim assessments rigorously aligned to CCSS (Oct/Nov, Dec). Will only assess what has been taught, according to pacing guides.
    • Full length interim (C) in February to prepare for NMSBA
      • Common Formative Assessment aligned to CCSS (ongoing)
        • Checks for understanding built into each lesson
lever 3 observation feedback
Lever 3: Observation & Feedback
  • Individual teacher action plans arising from the data should guide observations, feedback and PD and lead back to data
  • Identify teachers with poor student achievement trend data and create an actionable plan to support and monitor
  • Immediately connect low performers to HRD for targeted support
lever 4 planning
Lever 4: Planning
  • A rigorous planning process ultimately allows for more teacher autonomy
  • Focused on what students need to be able to do defined by standards and assessments (backwards planning)
  • Planning must be aligned to standards, assessment, current data, observations, feedback
  • Substance over form
lever 5 professional development
Lever 5: Professional Development
  • Needs identified based on data
  • Differentiate based on teacher needs
  • Close the loop with observation/ feedback
district support
District Support
  • Data systems tailored to your needs
  • Shepherding visits
  • Institute for Parent Engagement
  • Assistance in navigating district systems
  • District support teams
support teams
Support Teams
  • District teams are in the trenches to support you- your success is our success
  • Eyes on the ground
  • Connection to district resources
  • Honest conversations leading to collaborative action
  • Responsaccountability
support team structure
Support Team Structure
  • Questionnaire will be the basis of a principal action plan to identify key priorities for the year, as well as areas of support needed
  • Teams will be deployed based on specific needs, but will have weekly connection with the school
  • Collaborative structure of Expeditionary principal, First Wave principal, and central office administrators to debrief and adjust action plans every two weeks
common expectations
Common Expectations
  • Commitment to understanding and using data for student success
  • 90 minutes weekly data meetings focused exclusively on data analysis and planning for action
  • Alignment of planning and instruction to standards and level of rigor in assessments
  • Regular common formative assessments aligned to standards and rigor in assessments
  • Alignment of classroom walkthroughs and teacher evaluation to teacher action plans
  • Purposeful monitoring of interventions
  • Collaboration- all adults succeed together by helping all students succeed.
big ideas that helped
Big Ideas that Helped. . .
  • Turnaround is not throwing everything out- it is reframing, tightening alignment, making informed decisions
  • Rapid reset- be nimble!
  • Quick wins/ 90 day plans- balance motivation & accountability
big ideas
Big ideas. . .

Rapid Reset

Quick Wins

What “low hanging fruit” can you pick to help build excitement for your turnaround?

  • Think of one time during the last school year when you had the opportunity to make a “rapid reset.” What outcomes were or might have been different?
big ideas t hat h elped cont
Big ideas that helped, cont.
  • Root cause analysis
  • Success creates buy-in, not the other way around
  • Come to a problem with a “beginner’s mind”
school level lessons learned
School Level Lessons Learned
  • Administrator has to create an environment of trust
  • School administrators have to adjust how they spend their time
  • Interims are about having the kinds of information that lets teachers make mid-course corrections
  • If we aren’t teaching to the level of rigor required, our kids won’t be prepared
  • Our kids can do more than we ever believed possible!
district level lessons learned
District Level Lessons Learned
  • There is never too much communication- this effort needs everyone! (school board, principals, leadership, AP’s, staff, district committees, etc.)
  • Frustrations are part of the process
  • Laboratory approach built excitement
  • Support is time-intensive- plan accordingly

“So many of our dreams at first seem impossible, then they seem improbable, and then, when we summon the will, they soon become inevitable”

Christopher Reeve

data meeting planning

Data Meeting Planning

Moving data to understanding and action


Common Expectations:

  • Conduct 90 minute data meetings weekly with common elements
  • Planning and instruction based on student data
  • Individual action plans based on data
  • Analysis of data (school, grade, class, student)
  • System tracking individual students and specific plan for intervention (who, when, how, results)
  • Observation feedback aligned to plan
  • PD aligned to plan (data, observation, assessment)
data meeting video clip
Data Meeting Video Clip



  • Review previous commitment
  • Collect and chart data
  • Analyze- what does data tell you about trends, common errors, priorities
  • Establish shared expectation (commitment to action)
  • Agreement on evidence of action (observation, acceleration folder, etc.)
leadership actions
Leadership Actions

What actions does the principal take to create an environment of safety allowing for honest, productive conversations?

What actions does the principal take to keep the meeting focused on learning?

Could this meeting lead to differentiated walkthroughs in the coming week?

effective analysis
Effective Analysis
  • Let the data do the talking
  • Let the teacher do the talking
  • Always go back to the test questions
  • Know the data before you walk in so you know how to guide
helpful phrases
Helpful Phrases
  • So, what’s the data telling you?
  • Congratulations on the improvement from last time (be specific)
  • So, ------ (paraphrase their frustration: the kids never listen, the questions were bad, etc.) Where should we begin with our action plan moving forward?
helpful phrases1
Helpful phrases
  • Why did everyone miss number 2?
  • Questions 2 and 7 are the same standard? Why do you think they missed 2 and not 7?
  • What would your students need to be able to do to answer the last question? What would you need to put in place?
  • Great insight! Let’s revisit your action plan and add these additional ideas.
implementing data meetings
Implementing Data Meetings
  • When will you begin?
  • What data will you focus on?
  • How might the focus change through the year?
  • Who will lead it?
  • What legwork do you need to get ready?

Jump in and learn from the process!

90 day plan
90 day plan

“A goal without a plan is a wish.”

Antoine de Exupery

“In preparing for battle I have always found that plans are useless, but planning is indispensable.”

Dwight D. Eisenhower Plans change!

90 day plans
90 day plans
  • What quick wins will propel you?
  • Be specific in identifying an actionable problem to be solved
  • Do you have a specific measurable target?
  • Do you have the right root cause?
  • Do your actions address the root cause or are they random actions others that have worked in other situations?
  • Are the actions specific?
  • Is your evidence specific and measurable?
90 day plans1
90 Day Plans

Breakout rooms by team

  • Mesa, Vista, Picacho, Stacey Somppi, Wendi Miller-Thomlinson, Dennis Padilla, Jesus Herrera, Thea Hand
  • Columbia, Dona Ana, Jamie Sweeney, Barbara Chavira, Maria Ontiveros
  • Loma Heights, Conlee, Rebecca Beidler, Andria Ozment, Lorena Ancira
  • Booker T., JUMP, Mari Rincon, Irene Gomez, Dana Critchlow,
  • MacArthur, Valley View, Lydia Polanco, Donna Bush, Mary Sloan
90 day plans2
90 day plans
  • Share 2 priorities and one priority all the way through
  • Remember, plans are made to be revised!
staff presentation
Staff presentation

Cotter’s change model:

  • Understand need for change
  • Enlist a core change team
  • Develop vision and strategy
  • Create a sense of urgency
  • Communicate relentlessly
  • Take action
  • Consolidate
  • Clear communication of purpose and importance of tying all actions to our purpose
  • Build sense of urgency
  • Stories are powerful ways to communicate
  • Communicate ten times more than you think you should