Creating the Plan and Including Stakeholders by Carole

Creating the Plan and Including Stakeholders by Carole L. Perlman

Session Overview 1. 2. 3. 4. 5. 6. Preparing for change Including stakeholders Assessing each school’s strengths and needs Developing a plan Allocating resources strategically Dealing with contractors 2

Session Overview (cont’d) 7. 8. Selecting improvement models Creating optimum conditions for change 3

Substantial change o o Successful restructuring requires dramatic change in a short period of time. Differs from the incremental changes that help a good school get better. 4

Examine previous improvement efforts o o What aspects of previous improvement efforts worked? Which didn’t? Why? How can the change process be kept on track this time? 5

What’s different now? Principals in high-performing districts talked of coming to the realization that the ultimately successful improvement effort—in contrast with those they had experienced before— was not a case of “this too shall pass. ” 6

Elements of successful change o o o A clear vision A turnaround leader Improvement teams Involvement of school staff, parents, community members, and students Sufficient time to craft a quality plan Small “quick wins” that provide momentum for more difficult changes 7

Stakeholders o Teachers at the school o Current principal o Teachers’ union o Parents o Students (especially middle and HS) o Central office staff o Special ed and ELL advocacy groups 8

Stakeholders (cont’d) o Grassroots community organizations o Elected officials o Local business associations o o Nonprofits that conduct fundraising or support public schools in your community Other vocal, informed, or interested groups in your community 9

Managing stakeholders They can make or break a change effort. Managing stakeholders well is a key differentiator of successful efforts to make radically large learning improvements in schools. 10

A view from the field “The surprisingly hard part is getting the community to accept that schools need to change, ” explained Katrina Scott-George, interim acting chief for community accountability [Oakland, CA]. “There are service providers who make their bread and butter from serving failure. ” (Center on Education Policy, 2006) 11

What works with stakeholders o o o Inform them and get input Empower those who support major change Use supporters to convince others to give change a chance Convince naysayers with positive short-term results Communicate commitment to continued restructuring 12

What doesn’t work o o Ignoring stakeholders or leaving them out of the process entirely Allowing them to influence restructuring in destructive ways Pretending that all restructured schools will succeed the first time. Giving in or returning to failed status quo if initial efforts don’t work 13

Stakeholders can help by… o o o Providing input to school and district to select the restructuring path best for kids Influencing others to embrace big changes Providing help to restructured schools 14

Build civic support o o o Civic, community support essential for restructuring schools Mayors can help marshal widespread support for education Make school improvement a matter of civic responsibility and pride 15

Assess each school’s strengths and weaknesses o o o Data obtained will guide decision on which path to take Pay special attention to subgroups Use formative and summative assessment data and other available measures Look at several years’ data if possible— what patterns do you see? Are only some groups failing to make AYP or is it the school as a whole? 16

Develop a plan There are two parts in the planning process: 1. The decision on governance, made by the district, preferably with substantial input from the school 2. Development of the school improvement plan by the school with assistance and oversight from the district. 17

What not to do Some common mistakes in school improvement planning (CSRI, 2006): o o An improvement planning team with the wrong members and usually too many of them (6 -8 is about right) Creating a plan that is celebrated at the beginning, reviewed at the end— and left in a drawer in between (build in ongoing evaluation) 18

What not to do (cont’d) o The “Everything but the Kitchen Sink” school improvement plan. The number of goals should not exceed the school’s capacity to implement and monitor them. 19

SMART goals Goals and objectives should be SMART: o o o Specific (clear and explicit) Measurable (so anyone can determine if the goal has been accomplished) Attainable (realistic and within the school’s span of control) Relevant (directly related to identified need) Time-bound (with a beginning, interim benchmarks, and an end) (CSRI, 2006) 20

More on what not to do Schmoker (2004) argues that most school improvement plans have too many goals, projects, and “initiatives not thoughtfully vetted on the basis of their direct or proven impact on outcomes. ” He is critical of plans that deal too little with what goes on in the classrooms. 21

Schmoker’s recommendations o o Have a small number of coherent goals relating to classroom instruction that are simple, measurable statements linked to student assessment. Have “teams of teachers implement, assess, and adjust instruction in short -term cycles of improvement—not annually, but continuously. ” 22

Allocate resources strategically All of a school’s resources—financial, human, time, material—should be aligned to support the school’s instructional priorities. 23

Resource allocation: Six guiding principles 1. 2. 3. Use staff efficiently and be consistent with the priorities in the school improvement plan. Consider time as the most expensive resource. Use community resources when possible. 24

Resource Allocation: Six guiding principles (cont’d) 4. 5. 6. Devote resources to the prevention of academic problems, rather than to remediation. Organize instructional time to support the school’s instructional focus. Incorporate time for professional development and teacher collaboration into the school’s daily schedule. —CSRI 25

Effective practices in allocating financial resources o o The school has control over the majority of its budget. To the extent possible, all funds from different sources are combined and directed in support of the school’s goals. 26

Effective practices in allocating financial resources (cont’d) o o Staff members actively and systematically seek new funding sources and partnerships with businesses and community organizations. Resources, including current partnerships, are regularly reviewed and evaluated to ensure that they are used in an efficient manner. 27

Effective practices in allocating human resources o o o All staff positions are focused on fulltime instruction and areas that fall under the school’s academic goals and priorities. Adult-student ratios may change depending on the specific academic area and related goals. Retention strategies are designed to minimize staff turnover. 28

Effective practices in allocating time and scheduling o o School schedules are arranged to provide appropriate time for jobembedded common planning and professional development. Class length varies to provide students with more time for meaningful instruction in core academics. 29

Dealing with contractors A school district or state may choose to engage the services of an educational contractor to: o Establish charter schools o Manage schools in restructuring o Assist with school turnarounds o Develop curriculum o Deliver professional development o Provide supplemental education services 30

Learning more about contractors After narrowing your choices to 2 -3 contractors, it’s time to learn more about them as business entities. o Will this be a good investment? o Is the contractor financially sound? o o Can the contractor provide the needed level of service? Level of scrutiny depends on length and cost of contract. 31

Financial viability o Financial management system n o Financial stability n n n o History of “clean” audits by an external auditor Access to cash or sufficient reserves A good credit rating Minimal number of canceled contracts Diverse and sustainable funding n n Fee for service or grants? One large client or funding source? 32

Organizational capacity o Management and staffing capacity n n n o Internal performance analysis n n o Sufficient experience and expertise in K 12 Training program for new staff Ongoing professional development Conducts quality analyses of its work Solicits client feedback and makes needed changes Customer service orientation 33

Select models with evidence of success o o o It is essential that the model chosen addresses a school’s particular needs Selecting a reform model with a proven track record can’t guarantee success Faithful and complete implementation is key 34

Create optimum conditions for successful restructuring o o o Put the right leader in each school Commit sufficient resources (time, money, staff, professional development, data support) Give schools freedom to make changes, even if those conflict with established district procedures 35

Create optimum conditions for successful restructuring (cont’d) o o Reorganize district operations for a coherent focus on instructional improvement, rather than on compliance with mandates Provide information on restructuring alternatives and assistance in dealing with contractors and holding them accountable. 36

Create optimum conditions for successful restructuring (cont’d) o o o Assign each school a specially-trained central office staff member who can serve as liaison and resource, rather than enforcer or commanding officer Help schools gather and use data Allocate financial and staff resources equitably 37

Create optimum conditions for successful restructuring (cont’d) o o o Require accountability for both district and school staff and address failure promptly Create a pipeline of turnaround leaders Facilitate professional networks and professional development tailored to each school’s needs 38

Create optimum conditions for successful restructuring (cont’d) o Provide schools with control over their own budgets o Solicit meaningful input from schools o Build community support for change 39

Change resources o o Hassel et al’s School Restructuring under “No Child Left Behind: ” What Works When? http: //www. centerii. org/restructuring /research/ Reinventing Change Toolkit at www. reinventingeducation. org 40

Needs assessment resources o o State departments of education Look Before You Leap http: //www. centerii. org/restructuring /research/ Just 4 the Kids self-audit http: //www. centerii. org/improvement /research/ Diagnostic instruments at www. reinventingeducation. org 41

Planning resources o o Links to your state’s school improvement planning models are available at www. centerii. org/center. IIPublic/criteria. asp x. Click on your state and select “School and District Improvement” from the drop-down box. Select “Restructuring” from the dropdown box for additional state resources for restructuring schools. 42

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Searchable Databases & Custom Reports ■ ■ ■ ■ SES, Restructuring, School & District Improvement Select state(s) or CC regions Reports in PDF, Word, or Excel format Open or download files Policies, resources, longitudinal data URLs in reports are active Username = password = rcc 44 www. centerii. org

Resource allocation tools o o Advice on resource allocation and planning forms are available at: www. centerforcsri. org/pubs/reallocation/ind ex. html Additional resource allocation information is available at: www. mcrel. org/PDF/Leadership. Organizatio n. Development/5031 TG_resourcefolio. pdf 45

Contracting resources o o Choosing an Education Contractor: A Guide to Assessing Financial and Organizational Capacity www. financeproject. org/publications/ CSRQConsumer. Guide. pdf Guide to Working with External Providers www. centerforcsri. org/pubs/External. P roviders. pdf 46

Resources on effective models o o What Works Clearinghouse www. whatworks. ed. gov Best Evidence Encyclopedia www. bestevidence. org 47

Resources on effective models (cont’d) o Comprehensive School Reform Quality Center n Elementary www. csrq. org/CSRQreportselementarys choolreport. asp (updated 11/06) n Middle and High School www. csrq. org/documents/MSHS 2006 Re port_Final. Full. Version 10 -03 -06. pdf 48

Resources on effective models (cont’d) n Education Service Providers http: //www. centerii. org/restructuring/res earch/ n Enhancing Participation of Students with Disabilities in Comprehensive School Reform Models http: //www. csrq. org/documents/Enha ncingthe. Participationof. Studentswith. Di sabilitiesin. CSRModels. pdf 49

Resources for districts Districts can benchmark their practices to those of high-performing districts at www. just 4 kids. org/bestpractice/self_ audit_framework. cfm? sub=tools and learn how they improved at www. just 4 kids. org/bestpractice/study _framework. cfm? sub=national&study =2003 broad 50

Resources on working with stakeholders o o Hassel et al’s School Restructuring under “No Child Left Behind: ” What Works When? http: //www. centerii. org/restructuring /research/ Reinventing Change Toolkit at www. reinventingeducation. org 51