Planning for Dramatic Improvement Part B 12/1/2018 Planning for Dramatic Improvement Part B Colorado Department of Education Fall 2013

The Context of Priority Improvement/Turnaround We’ve discussed the depth of data analysis needed in a PI/T UIP. Similar depth and scope is needed in PI/T Action Plans. Dramatic and comprehensive intervention in a low-performing school Produces significant gains in achievement within two years Readies the school for the longer process of transformation into a high performing organization 2

Case Study: Orchard Gardens 12/1/2018 Case Study: Orchard Gardens Located in Boston’s Roxbury Neighborhood 800 Students PK-8 71% Free/Reduced Lunch 90% Minority Students 57% English Language Learners 15% Special Education Students 20% Mobility Rate 95% Average Daily Attendance In 2010, Orchard Gardens was identified as a Turnaround school, eligible for a federal School Improvement Grant. The school developed a Turnaround plan focused on expanding learning time. Rough Breakdown of SIG Budget: 50% Citizen Schools after-school, 25% Admin Salary, 25% Stipends 2013 Data: Exceed State in Grade 8 ELA & Math, Gains across grades/subject (except in 4th Grade) 30 mins 3

Case Study: Orchard Gardens 12/1/2018 Case Study: Orchard Gardens Activity Directions: Read the Orchard Gardens case study and use the note-catcher to record notes. In the note catcher, capture the following . Why did Orchard Gardens focus on extended learning time? What made the extended time effective? Where do you see evidence of activities and strategies under the following categories: Leadership and Human Capital Aligned Instructional Infrastructure Culture of Performance You will have 30 minutes to complete this activity. 4

Case Study: Orchard Gardens 12/1/2018 Case Study: Orchard Gardens What conditions did Orchard Gardens create and exploit to effect their dramatic and rapid improvement? Leadership & Human Capital Autonomy from standard district practices and protocols Principal recruited for highly specialized placements and turnaround competencies Instructional Leadership Team Teacher Leaders Team Additional time for teacher PD Partnerships with community organizations Aligned Instructional Infrastructure Extended learning time Double blocks After-school intervention Short-cycle assessments Data protocols and dedicated time for data Public displays of data Double-blocks of core subject areas, after-school intervention Experiential learning Culture of Performance Positive school-wide behavior management and reinforcement Culture of collaboration Celebration of student and staff successes May also chart this on chart paper. Time & Flexibility: How did manipulation of time & flexibility help implementation of these actions? 5

School-Level Conditions for Dramatic Improvement 12/1/2018 School-Level Conditions for Dramatic Improvement The following Conditions for Dramatic Improvement are identified across turnaround research as imperative for school turnaround to take place. Leadership Instructional leadership Organizational leadership Distributed leadership Change management Community engagement Aligned Instructional Infrastructure Guaranteed and viable curriculum Articulated instructional model Ongoing use of data 1 2 Culture of Performance Clearly articulated school vision, mission and goals Shared responsibility for student learning and well-being Accountability The Joy Factor—School, staff, and student success is valued and celebrated Data driven decision making 3 6

Condition: Leadership Implementing practices even when they deviate from norms to achieve goals Instructional Leadership Concentrate on achieving a few tangible wins in year one Organizational Leadership Effective leadership teams Focused on instructional practices and results Ongoing development of teacher leadership capacity Distributed Leadership Driving for results Measuring and reporting ongoing progress Change Management Strong partnerships with parents and community organizations Frequent, high-quality opportunities for parents to participate in the school Community Engagement 7

Condition: Aligned Instructional Infrastructure Regular and frequent interim assessments Content aligned to Standards Combination of time and opportunities to learn Guaranteed and Viable Curriculum Engaging, personalized and differentiated instruction Culturally responsive with focus on academic language acquisition Articulated Instructional Model Systems which provide relevant student data to teachers Consistent and frequent time and protocols for data analysis Test-in-hand and item-analysis Data-driven instructional planning Ongoing use of data 8

Condition: Culture of Performance Clearly articulated school vision, mission and goals Shared responsibility for student learning and well-being Accountability The Joy Factor—School, staff, and student success is valued and celebrated Partnerships with Community Organizations 9

Understanding System Levers for Change Root Cause: Schools need to identify and engage in root cause analysis to determine areas of need to focus improvement strategies. Best Practice: Schools need to draw on research, case studies, and tools to develop rigorous action plans designed to address PPCs and root causes. Both elements help schools ensure they have an understanding of how to tackle ambitious improvement plans 10