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

2. 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

3. 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

4. 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

5. 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

6. 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

7. 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

8. 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

9. 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

10. 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