1. New Hampshire SIG Intervention Models Webinar: Transformation and Turnaround Presented by: New Hampshire Department of Education & New England Comprehensive Center at RMC Research 2:00 pm – 4:00 pm Tuesday, March 16, 2010 ** We will begin in a few minutes.** All phones are muted when you join. Send a CHAT message to the Host if you have a request or question. For technical problems, call Karen Laba, NECC, at 603 969-0988.

2. New Hampshire Department of Education 2 Welcome!  Introductions: Presenters, Host Kathleen Murphy, Director, Division of Instruction Stephanie Lafreniere, Title I Director Joey Nichol, Title I and School Improvement Karen Laba, New England Comprehensive Center  Participants

3. New Hampshire Department of Education 3 WebEx Pointers  You will be muted during the session unless otherwise indicated.  If you have a question or a request, type it into the CHAT box in the lower right hand corner of your screen select the recipient (dropdown box) and click SEND (Note– you can chat privately with the host or publicly with ALL PARTICIPANTS using the dropdown list)  If you get disconnected, first try logging off the internet and then re-entering; you can stay connected via phone while waiting to reconnect to the web.  If you can’t resolve the problem, call Karen’s cell phone at (603 969-0988) to talk with someone who maybe able to help get you reconnected.

4. New Hampshire Department of Education 4 Goals of the Session  Examine the details of the transformation and turnaround SIG intervention models  Discuss examples of implementation strategies from existing research on dramatically improving schools  Consider additional strategies suitable for NH schools

5. New Hampshire Department of Education 5 SIG Overview  What? School Improvement Grant Funds through Title I, Part A of ESEA, section 1003(g) Formula to states, by application to LEAs  For whom? New Hampshire-defined eligible, per US ED guidance Tier I, Tier II, and Tier III (see later slides)

6. New Hampshire Department of Education 6 SIG Overview, cont’d.  How much?  For how long?  To do what?

7. New Hampshire Department of Education 7 NH Priority Schools: Tier I  (i) Is among the lowest-achieving five percent, or five (whichever is greater) of Title I schools in improvement, corrective action, or restructuring in the State; or  (ii) Is a high school that has had a graduation rate as defined in 34 C.F.R. § 200.19(b) that is less than 60 percent over a number of years; or  (iii) Is Title I-eligible and is no higher achieving than the highest-achieving school in (i) above. Additionally, the school must be either in the bottom 20 percent of all schools in the state, or has not made Adequate Yearly Progress (AYP) for 2 consecutive years. The guidance defines “Title I-eligible” as either a school currently receiving Title I funds or a school eligible for, but not receiving funds.

8. New Hampshire Department of Education 8 NH Priority Schools: Tier II  (i) Is Title I-eligible and is within the lowest-achieving five percent of high schools or the five lowest-achieving, whichever number is greater; or  (ii) Is a high school that has had a graduation rate as defined in 34 C.F.R. § 200.19(b) that is less than 60 percent over a number of years.

9. New Hampshire Department of Education 9 NH Priority Schools: Tier III  (i) Is a Title I school in improvement, corrective action, or restructuring that did not meet the Tier I criteria, OR  (ii) Is a Title I-eligible school that does not meet the Tier I or Tier II requirements and is in the bottom 20 percent of all schools in the state or has not made AYP for any two years.

10. New Hampshire Department of Education 10 SIG Application Priority System If an LEA has one or more... the LEA must include… Tier I, Tier II, and Tier III schools  Each Tier I school it has capacity to serve; at a minimum, at least one Tier I school OR at least one Tier II school Tier I and Tier II schools, but no Tier III schools  Each Tier I school it has capacity to serve; at a minimum, at least one Tier I school OR at least one Tier II school Tier I and III schools, but no Tier II schools  Each Tier I school it has capacity to serve; at a minimum, at least one Tier I school Tier II and Tier III schools, but no Tier I schools  The LEA has the option to commit to serve as many Tier II and Tier III schools as it wishes Tier I schools only  Each Tier I school it has capacity to serve Tier II schools only  The LEA has the option to commit to serve as many Tier II schools as it wishes Tier III schools only  The LEA has the option to commit to serve as many Tier III schools as it wishes ** The number of Tier I schools an LEA has capacity to serve may be zero if, and only if, the LEA is using all of the capacity it would otherwise use to serve its Tier I schools in order to serve Tier II schools.

11. New Hampshire Department of Education 11 NH SIG Timeline February 26 NH DOE submitted SIG application to USED; response/ approval expected mid-March April 2nd LEA intent to apply and planning grant request due to the NH DOE April 5th - 9th NH DOE review and approval of LEA planning grant May 7th Complete LEA application due to the NH DOE May 10th – 26th Three step application review May 31st LEA grants awarded by the NH DOE June 1st –Sept. 7 th LEA begins implementation of grant and intervention model

12. New Hampshire Department of Education 12 Questions or Comments Raise your hand to be recognized or type a question or comment in the CHAT window

13. New Hampshire Department of Education 13 School Improvement Grant (SIG) Intervention Models A webinar series prepared by the Center on Innovation & Improvement for use by the regional comprehensive centers and state education agencies to inform local education agencies.

14. New Hampshire Department of Education 14 Dramatic School Improvement Models Prepared for NNSSIL by Center on Innovation & Improvement and Council of Chief State School Officers 14 Turnaround Restart ClosureTransformation

15. New Hampshire Department of Education 15 Teachers and Leaders Replace principal Implement new evaluation system Developed with staff Uses student growth as a significant factor Identify and reward staff who are increasing student outcomes; support and then remove those who are not Implement strategies to recruit, place and retain staff Instructional and Support Strategies Select and implement an instructional model based on student needs Provide job- embedded professional development designed to build capacity and support staff Ensure continuous use of data to inform and differentiate instruction Time and Support Provide increased learning time Staff and students Provide ongoing mechanism for community and family engagement Partner to provide social-emotional and community- oriented services and supports Governance Provide sufficient operating flexibility to implement reform Ensure ongoing technical assistance DEFINITION: TRANSFORMATION MODEL Prepared for NNSSIL by Center on Innovation & Improvement and Council of Chief State School Officers 15

16. New Hampshire Department of Education 16 Transforming Teachers and Leaders in NH – HOW?  Replacing the principal May retain if within previous 2 years-as part of a turnaround plan  Revising evaluation systems NECC Regional Initiative NH statewide model Others?  Rewarding expert staff Opportunity Responsibility  Supporting staff Mentoring, instructional coaches  Recruit, Place and Retain staff Incentives Opportunities

17. New Hampshire Department of Education 17 Transforming Instructional and Support Strategies: HOW?  Instructional model based on student needs Student profile Instructional “audit” Match between student needs and model  Job embedded professional development Teachers examining their practice Sharing knowledge and skill  Continuous use of data to differentiate instruction ‘Reteach and enrich’ designs Real-time classroom data, prompt intervention for learning gaps

18. New Hampshire Department of Education 18 Transforming Time and Supports Strategies: HOW?  Increased learning time Staff Students  Community and family engagement NH Parent Information Center Media interactions  Community partners Establish and nurture meaningful contributions

19. New Hampshire Department of Education 19 Transforming Governance: HOW?  Flexibility District responsibility  Providing school leadership with more autonomy – district treating these schools differently  Within boundaries of contracted agreements School responsibility  Thinking “outside the box”  Changing the way you do business  Ongoing technical assistance Build District knowledge and skill Identify effective vendors for specific services

20. New Hampshire Department of Education 20 THEORY OF ACTION Prepared for NNSSIL by Center on Innovation & Improvement and Council of Chief State School Officers 20 Existing configuration of leadership and instructional personnel has not created a learning environment in which students are succeeding… To dramatically change the environment for the benefit of the children currently enrolled in the school, the adults must change… Under transformation, change entails literal change of leadership as well as behavioral change by instructional personnel

21. New Hampshire Department of Education 21 STRATEGIES: COMPETENCIES OF A TRANSFORMATION/ TURNAROUND LEADER Driving for Results – the turnaround leader’s strong desire to achieve outstanding results and the task-oriented actions required for success. Influencing for Results – motivating others and influencing their thinking and behavior to obtain results. Turnaround leaders cannot accomplish change alone, but instead must rely on the work of others. Problem Solving – including analysis of data to inform decisions; making clear, logical plans that people can follow; and ensuring a strong connection between school learning goals and classroom activity. Showing Confidence to Lead – staying visibly focused, committed, and self-assured despite the barrage of personal and professional attacks common during turnarounds. Source: Public Impact (2008). School Turnaround Leaders: Competencies for Success. Prepared for NNSSIL by Center on Innovation & Improvement and Council of Chief State School Officers 21

22. New Hampshire Department of Education 22 STRATEGIES: SUPPORT KEY LEADER ACTIONS 1. Analyze and Problem Solve 2. Drive for Results 3. Influence Inside and Outside 4. Measure and Report Prepared for NNSSIL by Center on Innovation & Improvement and Council of Chief State School Officers 22

23. New Hampshire Department of Education 23 Serve each of its Tier I schools, unless the LEA demonstrates that it lacks sufficient capacity or sufficient funds. Implement one of the four models in each Tier I and Tier II school the LEA has the capacity to serve. Provide adequate resources to each Tier I and Tier II school it commits to serve in order to implement fully one of the four school intervention models. Establish three-year student achievement goals in reading/language arts and mathematics and hold each Tier I, II and III school accountable annually for meeting, or being on track to meet, those goals. STRATEGIES: CREATE CONDITIONS FOR SUCCESS* * Adapted from presentation by Carlas McCauley, U.S. Department of Education for webinar series hosted by CII and CCSSO. January 28, 2010. Prepared for NNSIL by Center on Innovation & Improvement and Council of Chief State School Officers 23

24. New Hampshire Department of Education 24 STRATEGIES: CREATE CONDITIONS FOR SUCCESS Develop intentional transformation leader hiring practices Align systems to support rapid change and effective instructional practices Grant flexibility to act Prioritize teacher hiring and assignment in transformation schools 24 Prepared for NNSIL by Center on Innovation & Improvement and Council of Chief State School Officers

25. New Hampshire Department of Education 25 STRATEGIES: TRANSFORMATION LEADER RECRUITMENT AND SELECTION Practice intentional and targeted recruitment & selection of school leaders Prepared for NNSSIL by Center on Innovation & Improvement and Council of Chief State School Officers 25

26. New Hampshire Department of Education 26 STRATEGIES: TRANSFORMATION LEADERS– Who are They and Where do we find Them? Cultivate pipelines and recruit inside and outside districtsDifferentiate using competency-based hiring practices Consider traditional and alternative routes (e.g., business or military) Blend experienced and inexperienced Ensure that in aggregate the leadership team has a strong background in effective instructional practices Prepared for NNSSIL by Center on Innovation & Improvement and Council of Chief State School Officers 26

27. New Hampshire Department of Education 27 Questions or Comments on the Transformation Model? Raise your hand to be recognized or type a question or comment in the CHAT window

28. New Hampshire Department of Education 28 THE TURNAROUND MODEL Lauren Morando Rhim LMR Consulting March 2010

29. New Hampshire Department of Education 29 Teachers and Leaders Replace principal Use locally adopted “turnaround” competencies to review and select staff for school (rehire no more than 50% of existing staff) Implement strategies to recruit, place and retain staff Instructional and Support Strategies Select and implement an instructional model based on student needs Provide job- embedded PD designed to build capacity and support staff Ensure continuous use of data to inform and differentiate instruction Time and Support Provide increased learning time Staff and students Social-emotional and community- oriented services and supports Governance New governance structure Grant operating flexibility to school leader DEFINITION: TURNAROUND MODEL Prepared for NNSSIL by Center on Innovation & Improvement and Council of Chief State School Officers 29

30. New Hampshire Department of Education 30 STRATEGIES: HIRE BASED ON SPECIFIC ABILITIES Prepared for NNSSIL by Center on Innovation & Improvement and Council of Chief State School Officers 30 Turnaround leaders differ from standard organizational leaders Rare combination of: Successful principals in non-failing schools may not succeed as turnaround leader entrepreneur-style drive for results high influence competency inside and outside

31. New Hampshire Department of Education 31 STRATEGIES: SEEK TURNAROUND LEADERS WITH SPECIFIC COMPETENCIES Driving for Results – the turnaround leader’s strong desire to achieve outstanding results and the task-oriented actions required for success. Influencing for Results – motivating others and influencing their thinking and behavior to obtain results. Turnaround leaders cannot accomplish change alone, but instead must rely on the work of others. Problem Solving – including analysis of data to inform decisions; making clear, logical plans that people can follow; and ensuring a strong connection between school learning goals and classroom activity. Showing Confidence to Lead – staying visibly focused, committed, and self-assured despite the barrage of personal and professional attacks common during turnarounds. Source: Public Impact (2008). School Turnaround Leaders: Competencies for Success. Prepared for NNSIL by Center on Innovation & Improvement and Council of Chief State School Officers 31

32. New Hampshire Department of Education 32 STRATEGIES: CREATE CONDITIONS FOR SUCCESS Develop intentional turnaround leader hiring practices Align systems to support rapid change and effective instructional practices Grant flexibility to act Prioritize teacher hiring and assignment in turnaround schools 32 Prepared for NNSIL by Center on Innovation & Improvement and Council of Chief State School Officers

33. New Hampshire Department of Education 33 TURNAROUND LEADER RECRUITMENT AND SELECTION Practice intentional and targeted recruitment & selection of school leaders Recognize different schools require different leader skill sets Actively cultivate leadership pipeline Practice portfolio hiring to address goodness-of-fit (i.e., most likely won’t find one person with all the requisite skills) Prepared for NNSIL by Center on Innovation & Improvement and Council of Chief State School Officers 33

34. New Hampshire Department of Education 34 TURNAROUND LEADERS – WHO ARE THEY AND WHERE DO WE FIND THEM? Cultivate pipelines and recruit inside and outside districtsDifferentiate using competency-based hiring practices Consider traditional and alternative routes (e.g., business or military) Blend experienced and inexperienced Ensure that in aggregate the leadership team has a strong background in effective instructional practices Prepared for NNSIL by Center on Innovation & Improvement and Council of Chief State School Officers 34

35. New Hampshire Department of Education 35 STRATEGIES: LEVERAGE FOCUSED STAFF DISMISSALS Prepared for NNSSIL by Center on Innovation & Improvement and Council of Chief State School Officers 35 Reinforce positive work habits, commit not to tolerate negative work habits Boost employee morale by acknowledging success and addressing underperformance Recruiting: failure to dismiss low-performing teachers impedes recruitment of high performing teachers Source: Performance-Based Dismissals (2009) Center on Innovation & Improvement

36. New Hampshire Department of Education 36 STRATEGIES: STATE AND DISTRICT ROLE IN FOCUSED STAFF DISMISSALS Prepared for NNSSIL by Center on Innovation & Improvement and Council of Chief State School Officers 36 Negotiate Expedited Processes for Performance-Based Dismissals in Turnaround Schools Enable Greater Flexibility Over Class Sizes and Classroom AssignmentsPrioritize Recruitment, Hiring, and Placement for Turnaround Schools Assemble “Swat” or Intervention Teams in the State Department or District Offices to Support School Leaders with Dismissal Procedures Source: Performance-Based Dismissals (2009) Center on Innovation & Improvement

37. New Hampshire Department of Education 37 STRATEGIES: STAFF DISMISSAL PROCESS Prepared for NNSSIL by Center on Innovation & Improvement and Council of Chief State School Officers 37 Communicate a VisionGather and Analyze a Variety of DataConduct Targeted EvaluationsExamine Performance ImprovementsAccess District Support Source: Performance-Based Dismissals (2009) Center on Innovation & Improvement

38. New Hampshire Department of Education 38 STRATEGIES: DISTRICT ROLE IN A TURNAROUND Develop intentional turnaround leader hiring practices Align systems to support rapid changeGrant freedom to act Prioritize teacher hiring and assignment in turnaround schools Prepared for NNSSIL by Center on Innovation & Improvement and Council of Chief State School Officers 38

39. New Hampshire Department of Education 39 PITFALLS TO AVOID Prepared for NNSSIL by Center on Innovation & Improvement and Council of Chief State School Officers 39 Failing to intentionally cultivate a supply of leaders and operators to fix failing schools Selecting the most readily available rather than BEST leader to lead turnaround/transformation effort Permitting staff to avoid change Recycling underperforming teachers Demonstrating lack of political will to pursue difficult strategies, including rapid “retry” Allowing state and district policies and standard operating procedures to inhibit dramatic change

40. New Hampshire Department of Education 40 Questions or Comments on the Turnaround Model? Raise your hand to be recognized or type a question or comment in the CHAT window

41. New Hampshire Department of Education 41 Resources for NH Applicants  NH SIG LEA Application (draft sent via email to districts –final will posted upon US ED approval)  NH Eligible Schools List (draft sent via email to districts –final will posted upon US ED approval)  Handbook for Effective Implementation of School Improvement Grants http://www.centerii.org/handbook/ http://www.centerii.org/handbook/  US ED SIG Guidance Amended February 2, 2010 http://www2.ed.gov/programs/sif/faq.html

42. New Hampshire Department of Education 42 Future Information Sessions Webinars: Thursday, March 18, 2:00 – 4:00 pm– Topic: Closure and Restart Models Conference call/ In-Person Meeting: Friday, March 26, 9:00 – 10:00 am Topic: General Q & A **This meeting is for Superintendents

43. New Hampshire Department of Education 43 Thank you for joining us! For additional information on NH SIG, please contact Stephanie Lafreniere, Title I Director Stephanie.lafreniere@ed.state.nh.us 603-271-6052

44. New Hampshire Department of Education 44 ADDITIONAL RESOURCES Prepared for NNSIL by Center on Innovation & Improvement and Council of Chief State School Officers 44 Brinson, D., & Rhim, L. (2009). Breaking the habit of low performance. Lincoln, IL: Center on Innovation & Improvement. Retrieved from http://www.centerii.org/surveyhttp://www.centerii.org/survey Brinson, D., Kowal, J., & Hassel, B. (with Rhim, L., & Valsing, E.). (2008). School turnarounds: actions and results. Lincoln, IL: Public Impact, Academic Development Institute. Retrieved from http://www.centerii.org/surveyhttp://www.centerii.org/survey The Center for Comprehensive School Reform and Improvement. (2009). School restructuring: What works when? A guide for education leaders. Washington, DC: Learning Points Associates. Retrieved from http://www.centerforcsri.org/files/School_Restructuring_Guide.pdf http://www.centerforcsri.org/files/School_Restructuring_Guide.pdf Herman, R., Dawson, P., Dee, T., Greene, J., Maynard, R., Redding, S., & Darwin, M. (2008). Turning around chronically low-performing schools: A practice guide. (NCEE #2008-4020). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Retrieved from http://ies.ed.gov/ncee/wwc/publications/practiceguideshttp://ies.ed.gov/ncee/wwc/publications/practiceguides Hess, F. H. (2010). Cages of their own design: Five strategies to help education leaders break free. Washington, DC: American Enterprise Institute for Public Policy Research. Retrieved from http://www.aei.orghttp://www.aei.org Kowal, J., Hassel, E. A., & Hassel, B. C. (2009). Successful school turnarounds: Seven steps for district leaders. Washington, DC: The Center for Comprehensive School Reform and Improvement. Issue brief retrieved from http://centerforcsri.org/files/CenterIssueBriefSept09.pdf http://centerforcsri.org/files/CenterIssueBriefSept09.pdf Webcast retrieved from: http://www.centerforcsri.org/webcasts/school-turnarounds/http://www.centerforcsri.org/webcasts/school-turnarounds/

45. New Hampshire Department of Education 45 ADDITIONAL RESOURCES Prepared for NNSIL by Center on Innovation & Improvement and Council of Chief State School Officers 45 Lane, B. (2009). Exploring the pathway to rapid district improvement. Lincoln, IL: Center on Innovation and Improvement. Retrieved from http://www.centerii.org/survey http://www.centerii.org/survey Miles, K. H., & Frank, S. (2008). The strategic school: Making the most of people, time, and money. Thousand Oaks, CA: Corwin Press. New Leaders for New Schools. (2009, October) Principal effectiveness: A new principalship to drive student achievement, teacher effectiveness, and school turnarounds. NY: Author. Retrieved from http://www.nlns.org/uef.jsphttp://www.nlns.org/uef.jsp The New Teacher Project. (2009, December ). Human capital reform in Cincinnati public schools: Strengthening teacher effectiveness and support. Brooklyn, NY: Author. Retrieved from http://www.tntp.org/http://www.tntp.org/ Perlman, C. L., & Redding, S. (Eds). (2010). Handbook on effective implementation of school improvement grants. Lincoln, IL: Center on Innovation & Improvement. Retrieved from http://www.centerii.org/surveyhttp://www.centerii.org/survey Public Impact. (2007). School turnarounds: A review of the cross-sector evidence on dramatic organizational improvement. Lincoln, IL: Public Impact, Academic Development Institute. Retrieved from http://www.centerii.org/surveyhttp://www.centerii.org/survey Public Impact. (2008). School turnaround leaders: Competencies for success. Chapel Hill, NC: Author. Retrieved from http://www.publicimpact.com/act-strategically- when-schools-fail/competencies-for-turnaround-successhttp://www.publicimpact.com/act-strategically- when-schools-fail/competencies-for-turnaround-success

46. New Hampshire Department of Education 46 ADDITIONAL RESOURCES Prepared for NNSIL by Center on Innovation & Improvement and Council of Chief State School Officers 46 Public Impact. (2009, August). Try, try, again: How to triple the number of fixed failing schools without getting any better at fixing schools. [PowerPoint presentation]. Chapel Hill, NC: Author. Retrieved from http://www.publicimpact.com/try-try-again/http://www.publicimpact.com/try-try-again/ Roza, M. (2008). Allocation autonomy; How district policies that deploy resources can support (or undermine) district reform strategies. Seattle, WA: University of Washington, Center on Reinventing Public Education. Redding, S. (2010). Selecting the intervention model and partners. Lincoln, IL: Center on Innovation & Improvement. Retrieved from http://www.centerii.org/survey/http://www.centerii.org/survey/ Redding, S., & Walberg, H. (Eds.). (2008). Handbook on statewide systems of support. Lincoln, IL: Center on Innovation & Improvement. Retrieved from http://www.centerii.org/survey/ http://www.centerii.org/survey/ Steiner, L. (2009). Performance-based dismissals: cross-sector lessons for school turnarounds. Lincoln, IL: Center on Innovation & Improvement. Retrieved from http://www.centerii.org/survey/ http://www.centerii.org/survey/ Walberg, H. J. (Ed.). (2007). Handbook on restructuring and substantial school improvement. Lincoln, IL: Center on Innovation and Improvement. Retrieved from http://www.centerii.org/survey/ http://www.centerii.org/survey/