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We are using GoToWebinar for our Distance Learning sessions this year. Please be sure that you are using a headset with microphone and muting all other speakers OR you may call the conference number located on your message center screen. If you need any other technical assistance, please call Stephanie at 217-732-6462 ext. 32 or email me at sbenedict@adi.org.Pacesetters Cohort #2Operations Manual: Getting It Started and Keeping It Going

1AgendaGreetings and whos hereSpecial report from Sam Redding, CII Operations Manual: Getting it Started and Keeping it Going Questions, Comments, Next Steps2Whos HereState Teams and RCC Liaisons: BIE, Nevada, New Hampshire, North Dakota, Vermont, West Virginia and WisconsinCII Staff: Marilyn Murphy and Stephanie Benedict3TopicsSam Redding, Director for the Center on Innovation and Improvement, will discuss the process of developing and sustaining the work of your state Operations Manual.Questions and feedback are welcome!4Framework for an EffectiveStatewide System of Support

Center on Innovation & Improvement5The System of Support and the SEAFunctions of the SEAProvide informationSet standardsDistribute resourcesMonitor complianceAssist with improvementIntervene to correct deficiencies

7Framework for a System of SupportWhat is a Statewide System of Support?All that a state does to support the continuous improvement of its schools by: building systemic capacity for improvement, differentiating assistance to build local capacity for improvement, opening windows of opportunity for improvement, andproviding incentives for improvement.The SSOS FrameworkIncentivesCapacityOpportunity

And Evaluate the Process and Results10Interplay of the Framework Components:Helping People Change11

11State Support for School ImprovementSystemic Support for ImprovementBuilding Local Capacity for ImprovementSystemic Support for ImprovementStates Establish a Culture of Improvement by:providing incentives (positive and negative) for districts and schools to take the reins in their own improvement;removing regulatory barriers to local ingenuity and encouraging innovation;enhancing the supply of high-quality leaders and teachers, especially for hard-to-staff districts and schools; and providing sophisticated planning and data systems as tools for improvement.

Local Capacity for ImprovementStates Build Local Capacity for Improvement by providingThe means to determine performanceThe means to diagnose operationsPlanning templates aligned with diagnosisImprovement planService planResources and services aligned with diagnosis and planningMonitoring and reporting of progressBuilding Local CapacityCulture of Candor LeadershipEffective Teams Collegial Coaching/LearningOpen scrutiny of data from both sides of equationWhat students learnWhat adults do that affects what students learnIndicators of Effective PracticeGuideposts for effective practicePlain language, behavioral indicatorsAligned with research baseDrivers of planning and improvementNecessary in a Culture of Candor

The Challenge for StatesStates are challenged to simultaneously:strengthen the foundational system of education, including the supply of human capital, and strong accountability, planning, and data systems;provide incentives and opportunity for districts and schools to drive their own continuous improvement, innovate, and get results;efficiently diagnose and remediate specific deficiencies in districts and schools making inadequate progress; andrid the state of the pockets of chronic low performance.

Differentiating Supports and Interventions

Current PerformanceCapacity for ChangeImprovement TrajectoryMeans of Diagnosis and PlanningAdequate and steadily improvingStrongContinuousSelf-assessment and planning or coached self-assessment and planningInadequate and not improving or improving at slow rateModerateRapidCoached self-assessment and planning and/or external reviewChronically inadequate and not improvingWeakTurnaroundExternal review to determine turnaround method; leader-directed and coached self-assessment and planning thereafter in district-managed turnaroundsChronically inadequate and not improvingNullClosureThe District RoleDistrict RolePrimary driver of its own improvementPrimary provider of support for improvement of its schoolsPartner with state in addressing low-performing schoolsDistrict Capacity for Improvementthe operational effectiveness of the central office and board in taking care of district functions;the districts infrastructure for school leadership, teaching, and learning; andthe districts support for the improvement of individual schools.

SSOS Operations ManualBuilding Local Capacity the SSOS Operations ManualClarify the purpose of the SSOSDescribe roles and responsibilitiesOutline processes and proceduresProvide timelineBasis for operation, updated to reflect changesGuidance for SEA, districts, schools, partnersPurpose and Mission of SSOSWhat?Why?IncentivesOpportunitySystemic CapacityLocal CapacityVisionHow the SSOS will look when optimally implemented, and the results for districts and schools.

Building Local CapacityOrganization of the SSOSCentral AdministrationCoordinating TeamAdministrative StructureRegional LevelStructure and Organization Primary ResponsibilitiesPartnersBy Organization NamePrimary Responsibilities

School Support TeamsHow organizedPrimary ResponsibilitiesDistinguished Educators, Change Agents, Instructional Specialists, ConsultantsHow organizedPrimary Responsibilities

Narrative description of organizational structure and relationship to SEA departments, Partner Organizations, Others, with brief Role descriptions

Organization ChartGraphic display of organizational structurePositionsSupervisory relationships (hierarchy)Include positions from narrative descriptionCycle of Support

Targeting Supports - Example

Cycle Targeting Supports to District/School NeedNarrative description of table from aboveIdentifying Schools to Receive Assistance (Years AYP based on Assessments, Etc.)Assessing (Diagnosing) District/School Need (methods of diagnosing specific needs for services; data sources, instruments, processes) Level 1Schools in Improvement Status. Level 2 Schools in Corrective Action. Level 3Schools in Restructuring. Planning for ImprovementLevel 1, first year in Improvement Status: Level 1, second year in Improvement Status: Level 2, schools in Corrective Action: Level 3, schools in Restructuring: Providing Support (related to menu of support]See Menu of Available Services, which includes the services for each Level of Support and is aligned with the xx variables and x categories for school improvement.Level 1: Services available to Level 1 schools in second year of Improvement StatusLevel 2: Services available to Level 2 schools in Corrective ActionLevel 3: Services available to Level 3 schools in RestructuringMonitoring ProgressMid-Year Progress Reports: Year-End Progress Reports: Timeline for Levels of Support Example Level 1 (Imp. Yrs. 1-2)

Timeline for Levels of Support Example Level 2 (Corrective Action)

Timeline for Levels of Support Example Level 3 (Restructuring)

Comprehensive Needs Assessment/Review Process - Example[Describe diagnostic/needs assessment and review processes, including instruments used.]Assessing Need in the Cycle of SupportThe Comprehensive Needs Assessment (CNA) is used for all three levels. Review teams (Levels 2 and 3) supplement the CNA with instruments to specifically gauge school operations on 17 scales in four of the five elements). See Table 3 below.Level 1Schools in Improvement Status. Self-assessment (CNA) conducted by the School Improvement Team and aligned with School Improvement Plan. Contact person from district School Support Team assists the school with the assessment and plan in the second year of Improvement Status.Level 2 Schools in Corrective Action. Assessment conducted by a visiting review team (two or more team members, assigned by the district-level School Support Team and typically serving on the School Support Team) in conjunction with the School Improvement Team and aligned with the School Improvement Plan (now called a Corrective Action Plan) and Service Plan. Review team supplements the standard CNA with instruments to gauge school operation on 17 scales in 4 elements. See Table 3 below.Level 3Schools in Restructuring. Conducted by a visiting review team (two or more team members, assigned by the district-level School Support Team and typically serving on the School Support Team) in conjunction with the Restructuring Team (the School Improvement Team with 3 additional members assigned by the district-level School Support Team, including two community members and one district personnel) and aligned with the School Improvement Plan (now called a Restructuring Plan) and Service Plan. Review team supplements the standard CNA with instruments to gauge school operation on 17 scales in 4 elements. See Table 3 below.Note: Entries are for example only. Diagnostic Instrument and Sources of EvidenceDescribe needs assessment and diagnostic instruments, their indicators, and sources of evidence. See Operations Manual Template.District Improvement Plan and ProcessInsert template and explainSchool Improvement Plan and ProcessInsert template and explainCorrective Action Plan and ProcessInsert template and explainRestructuring Plan and ProcessInsert template and explainService PlanServices aligned with needs from needs assessment, including in Plan[Insert here the Template for a Service Plan and instructions.]The Service Plan includes:Improvement Elements and Variable(s) to be AddressedObjectives to be AchievedPerson(s) or Organizations Responsible for Delivering ServiceSchool Staff to Receive ServiceDescription of ServiceTimeline for Services DeliveredCriteria for Determining Effectiveness of Services ReceivedThe Service Plan shows alignment with SIP, CAP, or RP and with Menu of Available Services.

Menu of Available ServicesSSOS services available through SEA, partners, approved vendorsAligned with elements of needs assessment, improvement plan, service planVaried by Level Mid-Year Progress ReportTemplate and explanationVaried by LevelAligned to needs assessment, plan, service planWho prepares? When due? How submitted? How reviewed?

Year-End Progress ReportTemplate and explanationVaried by LevelAligned to needs assessment, plan, service planWho prepares? When due? How submitted? How reviewed?Other Information to ConsiderSchool Improvement standards, indicators, as included in needs assessment, planLinks to resourcesContact information

Center on Innovation & Improvement

www.centerii.org

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