LCPS Turnaround Expeditionary Force and First Wave in Transformation to High Performing District...
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Transcript of LCPS Turnaround Expeditionary Force and First Wave in Transformation to High Performing District...
LCPS TurnaroundExpeditionary Force and First Wave in Transformation
to High Performing District
Andrea Fletcher, Associate Superintendent for TurnaroundJuly 31, 2013
PurposeTo create high performing schools with no fewer than 85 % of our students proficient by March 2016 (32 months)
Our kids deserve the fullest preparation we can give them to break the cycle of poverty in our community.
85
85% ProficientIs it possible?
Greater Newark public charter school- 90% FRL; 85% minority
2003-2006 scores show dramatic increase
Math- 7% year 1 to 82% year 4
ELA- 46% year 1 to 80% year 4
Success StoriesFort Worthington- MD (85% FRL; 98% minority)
Math- 44% proficient 05/06 to 86% 07/08
ELA- 49% in 05/06 to 88% in 07/08
Morrell Park MS- MD Eighth graders
Math- 2% in 05/06 to 79% in 08/09
Rdg- 32% in 05/06 to 79% in 08/09
Is it working in LCPS?Promising data:
Discovery 4th Grade Reading:Non-turnaround schools showed 11% growth in
proficiency from BOY to EOYTurnaround schools showed an average of 23%
growth
Discovery Middle School Math (6,7,8)Non-turnaround schools showed 23% growth in
proficiency from BOY to EOYTurnaround school showed an average of 32%
growth
Turnaround is NOTA canned program
A curriculum
A prescription
The same in every building
Turnaround Is . . .Creating an organization dedicated to LEARNING
Aligning all systems and actions to Purpose
Rapid, systemic change
Relentless attention to the data leading directly to action
Focused on uncovering and addressing root causes
Focused on highlighting and emulating bright spots
Helping everyone do the best work possible
Levers to TransformationLever 1- Culture of High Expectations
Lever 2- Data Driven Instruction
Lever 3- Observation and Feedback
Lever 4- Planning
Lever 5- Professional Development
Lever 1: Culture of High Expectations
Moral imperative
No time to waste- not incremental change
“Responsaccountability” requires each person to ask, “How am I accountable?”
NO excuses- “Given that, what will I do?”
Forcing ourselves past the “knowing/doing gap”
Lever 2: Data Driven Instruction
Data used constantly- diagnostic vs. autopsy
Data meetings non-negotiable- agendas, minutes, commitments
Data directly drives action plans, which are monitored for implementation and effectiveness
Culture of sharing strategies based on data
Rigorous assessments aligned to standards
Assessment structure
Assessment StructureState assessment- NMSBA (March 2014)
BOY to EOY- Discovery- state approved, district adopted Interim assessments rigorously aligned to CCSS
(Oct/Nov, Dec). Will only assess what has been taught, according to pacing guides.
Full length interim (C) in February to prepare for NMSBACommon Formative Assessment aligned to CCSS
(ongoing) Checks for understanding built into each lesson
Lever 3: Observation & Feedback
Individual teacher action plans arising from the data should guide observations, feedback and PD and lead back to data
Identify teachers with poor student achievement trend data and create an actionable plan to support and monitor
Immediately connect low performers to HRD for targeted support
Lever 4: PlanningA rigorous planning process ultimately allows for
more teacher autonomy
Focused on what students need to be able to do defined by standards and assessments (backwards planning)
Planning must be aligned to standards, assessment, current data, observations, feedback
Substance over form
Lever 5: Professional Development
Needs identified based on data
Differentiate based on teacher needs
Close the loop with observation/ feedback
District SupportData systems tailored to your needs
Shepherding visits
Institute for Parent Engagement
Assistance in navigating district systems
District support teams
Support TeamsDistrict teams are in the trenches to support
you- your success is our success
Eyes on the ground
Connection to district resources
Honest conversations leading to collaborative action
Responsaccountability
Support Team StructureQuestionnaire will be the basis of a principal
action plan to identify key priorities for the year, as well as areas of support needed
Teams will be deployed based on specific needs, but will have weekly connection with the school
Collaborative structure of Expeditionary principal, First Wave principal, and central office administrators to debrief and adjust action plans every two weeks
Common Expectations Commitment to understanding and using data for student success
90 minutes weekly data meetings focused exclusively on data analysis and planning for action
Alignment of planning and instruction to standards and level of rigor in assessments
Regular common formative assessments aligned to standards and rigor in assessments
Alignment of classroom walkthroughs and teacher evaluation to teacher action plans
Purposeful monitoring of interventions
Collaboration- all adults succeed together by helping all students succeed.
Big Ideas that Helped. . .Turnaround is not throwing everything out- it is
reframing, tightening alignment, making informed decisions
Rapid reset- be nimble!
Quick wins/ 90 day plans- balance motivation & accountability
Big ideas. . .Rapid Reset
Think of one time during the last school year when you had the opportunity to make a “rapid reset.” What outcomes were or might have been different?
Quick Wins
What “low hanging fruit” can you pick to help build excitement for your turnaround?
Big ideas that helped, cont.
Root cause analysis
Success creates buy-in, not the other way around
Come to a problem with a “beginner’s mind”
School Level Lessons Learned
Administrator has to create an environment of trust
School administrators have to adjust how they spend their time
Interims are about having the kinds of information that lets teachers make mid-course corrections
If we aren’t teaching to the level of rigor required, our kids won’t be prepared
Our kids can do more than we ever believed possible!
District Level Lessons Learned
There is never too much communication- this effort needs everyone! (school board, principals, leadership, AP’s, staff, district committees, etc.)
Frustrations are part of the process
Laboratory approach built excitement
Support is time-intensive- plan accordingly
“So many of our dreams at first seem impossible, then they seem improbable, and then, when we summon the will, they soon become inevitable”
Christopher Reeve
Data Meeting Planning
Moving data to understanding and action
Common Expectations:
Conduct 90 minute data meetings weekly with common elements
Planning and instruction based on student data
Individual action plans based on data
Analysis of data (school, grade, class, student)
System tracking individual students and specific plan for intervention (who, when, how, results)
Observation feedback aligned to plan
PD aligned to plan (data, observation, assessment)
Data Meeting Video ClipKUDOS, KUDOS, KUDOS!!!!!
Structure- Review previous commitmentCollect and chart dataAnalyze- what does data tell you about trends,
common errors, prioritiesEstablish shared expectation (commitment to
action)Agreement on evidence of action (observation,
acceleration folder, etc.)
Leadership ActionsWhat actions does the principal take to create an environment of safety allowing for honest, productive conversations?
What actions does the principal take to keep the meeting focused on learning?
Could this meeting lead to differentiated walkthroughs in the coming week?
Effective AnalysisLet the data do the talking
Let the teacher do the talking
Always go back to the test questions
Know the data before you walk in so you know how to guide
Helpful PhrasesSo, what’s the data telling you?
Congratulations on the improvement from last time (be specific)
So, ------ (paraphrase their frustration: the kids never listen, the questions were bad, etc.) Where should we begin with our action plan moving forward?
Helpful phrasesWhy did everyone miss number 2?
Questions 2 and 7 are the same standard? Why do you think they missed 2 and not 7?
What would your students need to be able to do to answer the last question? What would you need to put in place?
Great insight! Let’s revisit your action plan and add these additional ideas.
Implementing Data Meetings
When will you begin?
What data will you focus on?
How might the focus change through the year?
Who will lead it?
What legwork do you need to get ready?
Jump in and learn from the process!
90 day plan
“A goal without a plan is a wish.” Antoine de Exupery
“In preparing for battle I have always found that plans are useless, but planning is indispensable.”
Dwight D. Eisenhower Plans change!
90 day plansWhat quick wins will propel you?
Be specific in identifying an actionable problem to be solved
Do you have a specific measurable target?
Do you have the right root cause?
Do your actions address the root cause or are they random actions others that have worked in other situations?
Are the actions specific?
Is your evidence specific and measurable?
90 Day PlansBreakout rooms by team
Mesa, Vista, Picacho, Stacey Somppi, Wendi Miller-Thomlinson, Dennis Padilla, Jesus Herrera, Thea Hand
Columbia, Dona Ana, Jamie Sweeney, Barbara Chavira, Maria Ontiveros
Loma Heights, Conlee, Rebecca Beidler, Andria Ozment, Lorena Ancira
Booker T., JUMP, Mari Rincon, Irene Gomez, Dana Critchlow,
MacArthur, Valley View, Lydia Polanco, Donna Bush, Mary Sloan
90 day plansShare 2 priorities and one priority all the way
through
Remember, plans are made to be revised!
Staff presentationCotter’s change model:
1. Understand need for change
2. Enlist a core change team
3. Develop vision and strategy
4. Create a sense of urgency
5. Communicate relentlessly
6. Take action
7. Consolidate
PresentationClear communication of purpose and importance
of tying all actions to our purpose
Build sense of urgency
Stories are powerful ways to communicate
Communicate ten times more than you think you should