Working Systemically For Increased Student Achievement OVERVIEW

Historical Perspective on School Reform Examples: Purchasing a new reading or math program; working only on curriculum, or instruction, or assessment (Sashkin & Egermeier, 1993) Fix the parts Transfer innovations

Historical Perspective on School Reform Fix the people Improve teacher/administrator knowledge and skills Examples: Pre-service/in-service training; sending teachers to training events or “one-shot” workshops (Sashkin & Egermeier, 1993)

Historical Perspective on School Reform Fix the school Apply organizational development approaches to schools only Examples: Implementing strategic planning process; new school reform models ( Sashkin & Egermeier, 1993)

An Approach Informed by Research… Fix the system Integrated and interrelated improvement of the parts, the people, and the organization Interrelationships and interdependence between the organization’s internal system and the external system Acknowledge that change in one part of the system is accompanied by change in another part (Jenlink, Reigeluth, Carr, & Nelson,1996)

So, What’s a System? A group of linked parts that work together toward a common end. (Redding, 2006)

Background of WS Approach Grant awarded to SEDL in 2000; ended in 2005 Developed and tested a systemic model designed to improve student achievement in low-performing districts and schools Collaborated with the Charles A. Dana Center in Austin

Background of WS Approach 49 schools in 23 districts Arkansas, Louisiana, New Mexico, Oklahoma, and Texas Rural, suburban, and urban settings

Characteristics of Low-Performing Districts/Schools That Impede Improvement Isolation/disconnection between levels of system Seeking “quick fix” approach Multiple, sometimes conflicting improvement efforts/programs

Characteristics of Low-Performing Districts/Schools That Impede Improvement “Loose coupling” on matters critical to student learning (curriculum alignment, professional development, resources) Little or no use of data beyond test scores Inadequate structures for shared decision making and lack of norms for interactions

Characteristics of Low-Performing Districts/Schools That Impede Improvement No process for evaluating implementation and impact of improvement initiatives Addressing symptoms, not root causes

A brief reflection: Discuss with a partner which of the characteristics you have seen in your school career. What effect do they have on student achievement?

What Working Systemically IS NOT

What Working Systemically IS

Working Systemically Model Systemically means working across all levels, components, and competencies to improve student achievement The three dimensions of the model represent the levels, components, and competencies that educators must address as part of their systemic work

Working Systemically Levels The “who” Components The “what” Competencies The “how”

Levels: The “Who” National State Intermediate Agencies District School Classroom To increase student achievement, efforts at all levels must be coordinated and mutually supportive

Components: The “What” Standards Curriculum Instruction Assessment Resources Policy and Governance Family and Community Professional Staff Must be aligned so that the processes that support each of these components are planned and executed with the common intention of meeting the same set of student achievement goals.

Competencies: The “How” Creating coherence Collecting, interpreting, and using data Ensuring continuous professional learning Building relationships Responding to changing conditions Necessary for improving the way the school system functions and supports student achievement

Usually requires 3- to 5-year commitment Is not a program Is not a “quick fix” Provides guidelines and must be tailored to specific contextual factors Implemented by SEDL to increase reading and math performance, but can apply to any subject area Start with alignment of curriculum, instruction, and assessment to the state standards A Few Facts About the WS Model

Phases of the Systemic Work Phase I: Understanding the System Phase II: Analyzing the System Phase III: Planning Action Phase IV: Taking Action and Monitoring Implementation Phase V: Assessing and Reflecting on Outcomes