Taking Charge of Change A Guide for the Alternative Governance Process in New Mexico Los Lunas Teach

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Taking Charge of ChangeA Guide for the
Alternative Governance Process in New MexicoLos
Lunas Teacher Training CenterApril 1, 2008

• Dr. Shelia Hyde
• Assistant Secretary of Quality Assurance and
  Systems Integration
• Dr. Beverly Johnson
• Director, Priority Schools Bureau
• Jed Stus Kevin McQuade, Presenters
• Jed Stus David Johnson, Assistant Directors
• Brenda Gray, Patricia Hackney, Deneen Bair, Zia
  Zaragoza, Juanita Gonzales,
• Education Administrators
• New Mexico Public Education Department

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Purpose

• To gain an understanding of
• NCLB Requirements for Schools with a R-1 status
• Alternative Governance Plan (AGP) development and
  implementation process
• School, District and PED Roles
• Available Support

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Outcomes

• Participants will be able to
• Understand the AGP planning process
• Requirements
• Restructuring Options
• Timelines
• Facilitate and complete the AGP process with
  their learning communities
• Incorporate implementation plan from the AGP
  into the 2008-09 EPSS by the June 14th, 2008
  submission date.

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Restructuring GovernanceWhat Why

• NCLB requirements
• School does not meet AYP for 5 consecutive years
• Plans must be developed for restructuring during
  the 6th year
• Plan must be implemented during 7th year if AYP
  is missed again

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RestructuringA Change in Governance

• Changes the very structure of the organization
• Changes who makes the decisions and how
• Defines who has the decision making authority and
  control in the school and how they use it

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Restructuring continued.

• Is different from changes solely in the
  curriculum, instruction or professional
  environment -
• (This works well in a school already
  successful.)
• Is dramatic and produces changes in how teachers
  teach and how children learn -
• (This works in struggling schools.)
• (Learning Point, CCSRI 2006)

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Activity 1

• Using School Restructuring Under NCLB What
  Works When (p.7-12) available on the table,
  please read the document.
• After reading, group moves to stand in the area
  of the definition of the option you would choose
  for your school.
• Learning Point, CCSRI 2006

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Restructuring Options
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Restructuring Options

• There are 5 options from which to consider and
  choose.
• More than one option can be chosen.
• Options are based on New Mexico Statutes, the
  Federal Elementary and Secondary Education Act
  Statute and No Child Left Behind.

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Restructuring Option 1

• Replacing all or most of the schools staff, which
  may include the principal, who are relevant to
  the school inability to meet AYP (NMSA
  22-2C-7H.1)
• Considerations
• Most successful occurrences are with a skilled,
  capable Turnaround Leader and minimal staff
  replacement
• Bargaining Agreements
• Can disrupt continuity relationships
• Lack of skilled Turnaround Leaders

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Restructuring Option 2

• Enter into a contract with a private entity such
  as a private management company with a
  demonstrated record of effectiveness to operate
  the school as a public school. (NMSA 22-2C-7H.3)
• Considerations
• State statute forbids out of state Takeover
  contracts
• Local control
• Not necessarily effective

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Restructuring Option 3

• Turn the operation of the school to the PED if
  this option is permitted under state law and the
  state agrees. (NMSA 22-2C-7J.3)
• Considerations
• Limited PED resources
• District loss of financial and local control
• Collaborative decision
• Research supportive when state has a plan, for
  example Louisiana, Ohio

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Restructuring Option 4

• Recommend re-opening the public school as a state
  chartered charter school as provided by state
  law. (NMSA 22-2C-7.119778)
• Considerations
• Time (Plan at least a year in advance)
• Local control must be initiated by District with
  state support
• State must have good chartering laws
• Must be approved by State Chartering Authority

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Restructuring Option 5

• Implement any other major restructuring of the
  school governance arrangement consistent with
  NCLB principles. (NMSA 22-2C-7H.2,3,5,6.)
• Considerations
• Option chosen most frequently nationwide
• Must have specific components in place for
  success
• Remember it builds upon the improvement process
• Dr. Garcias letter

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What Constitutes Other Major Restructuring of the
School Governance

• NMSA 22-2C-7H.2,3,5,6
• Decrease management authority of the public
  school
• Extend school day or year
• Change the public schools internal organization
• Implement a new curriculum

• Dr. Garcias 2/22/08 letter
• Change governance structure
• Reopen as focus or theme school
• Reconstitute smaller autonomous learning
  communities
• Dissolve school assign students to other
  schools

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Additional Resource

• Handbook on Restructuring Substantial School
  Improvement
• Chapter 3 (pg 53) Restructuring Options and
  Change Process.
• Detailed overview of Restructuring Options and
  change process

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Broad Lessons on What Works (2006)

• When Restructuring is defined as changing the
  very structure of chronically failing
  institutions to spur dramatic improvement three
  lessons are learned
• 1. Large, fast improvements are preceded by a
  change in the direction and control- and how
  direction and control are used. (Turn-around
  Fresh start)(Hassel,et.al.2006)
• 2. Eradicating chronically low performing is not
  a one time project it is a commitment that is a
  core part of school and district work.
• 3. District and school leaders must possess a
  steely will and a compass set firmly on
  childrens learning. (Walberg, 2007)

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Considerations

• Is the schools governance impeding its ability
  to make AYP?
• How is the schools governance impeding the
  schools AYP?
• Which particular form of alternative governance
  or restructuring will increase the likelihood
  that the school will make AYP?

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Activity 2Table Discussion

• As a school team
• Given the present conditions of your learning
  community, review the 5 restructuring options
  and discuss which would be most appropriate to
  implement.

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Choosing the Option and Developing the AGP Plan
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School Reform in New Mexico since 2006

• Focus on developing
• School and district use of systems for Continuous
  Improvement
• Skills and knowledge of teachers using
  researched-based programs for reading and math
• Accountability within schools and districts
  through data-based decision making
• Alignment of the taught curriculum with the state
  content standards
• Monitoring and coaching for leadership skill
  development in school reform

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Components of School Governance

• Effective Leadership
• Quality Teaching and Learning
• Collaborative Relationships
• Support for System-wide Improvement

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Activity 3 Components of Governance

• As a table group
• Use page 2 of AGP template and the Success
  Indicators for your component, develop a visual
  on one of the four components of Governance
  assigned to your group.
• Address
• What it is in your own words?
• What it would looks like at your learning
  community?
• Assume
• 15 minutes to dialogue development of a 2
  minute report out.

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R1 AGP Requirements

• A school with NCLB status of Restructuring 1 for
  2007-2008 SY
• Explore restructuring options
• Required to complete an AGP
• Incorporate AGP implementation plan into the
  2008-09 EPSS
• Submit both to PED by the June 14th, 2008
• Restructuring -1 Delay
• Review existing AGP

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Timeline

• April 1, 08 - AGP development training
• April-May 08 - Development of AGP at site
• Mid-April to Mid-May 08 - AGP process check by
  PED representative
• Mid-May 08 - School Board approval of AGP
• June 14, 2008 - Submit completed AGP and draft
  08-09 EPSS to Priority Schools Bureau

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The Intended Impact of the AGP Process

• Choose the governance option most appropriate for
  your district/school
• Develop an Alternative Governance Plan designed
  to
• Improve the schools abilities to meet the needs
  of all children
• Achieve annual academic performance targets
• Annual Measurable Objectives (AMO)

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ROLES RESPONSIBILITIES
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Role of Community

• Represented and involved in AGP planning team
• Informed of school NCLB status restructuring
  options

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Role of the School

• Review resources
• Form AGP design team
• Schedule meetings
• Review technical assistance
• coaching reports
• Complete analysis of Key
• Elements of Restructuring (AGP doc)
• Develop implementation plan (AGP doc)
• Submit plan
• Incorporate implementation plan
• into 08-09 EPSS

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Role of the District

• Primary responsibility is to provide
• Technical support
• Monitoring for accountability
• Leadership support for schools that do not meet
  AYP
• Financial support and alignment
• resources human and fiscal

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Role of the Public Education Department

• Leadership support to districts
• Technical support as outlined in the
  School Improvement Framework
• Financial
• Coaching and Monitoring of EPSS accountability

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Resources

• Priority Schools Bureau
• Dr. Garcias letter dated February 21, 2008
• Technical Assistance Coaching Reports
• AGP
• Directions
• Template
• Process Check
• Power point
• Exemplar
• Rubric
• Article Reference
• PED website
• School Improvement Framework
• District

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AGP Template
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Key Elements of Restructuring to Address in
Developing the Alternative Governance Plan

• Need for Change
• Effective Leadership
• Quality Teaching and Learning
• Collaborative Relationships
• Support for System-wide Improvement

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• Affirmation

• Root-cause
• analysis

• Prioritized

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• Introduce last section of Template next slide

Prioritize the Opportunity for Improvement (s)
from the 3rd column of the AGP worksheet based
on the greatest need.
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Clearly Defined Specific Implementation Plan
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Model of AGP Process Effective Leadership
Component

• Introduce Discuss
• Fact Sheet Effective Leadership
• Root-Cause Analysis
• Summary of Prioritized Opportunities for
  Improvement
• Implementation Plan

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Activity 4 AGP Practice Development

• As a school group
• Utilize Vanderwagen Mid. Quality Teaching and
  Learning fact sheet, to complete the root-cause
  analysis (AGP pg 5).
• Prioritize Opportunities for Improvement in
  Summary section
• Develop implementation Plan to address identified
  Opportunities for Improvement
• At conclusion of activity we will
• Discuss process
• Address questions
• Share key points

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The Relationship between AGP and EPSS

• AGP action items describe strategies to
• improve student achievement and
• are identified and incorporated
• into the EPSS for 2008-09.

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Narrative and supporting documentation required
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Activity 5School Planning Time

• As a school team
• Given the present conditions of your learning
  community and with the information presented
  today, review the success indicators in the 4
  Elements of Restructuring and discuss which
  success indictors you will be addressing in your
  AGP.

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Questions?

• Contact
• Priority Schools Bureau
• 827-6582

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References

• Handbook on Restructuring and Substantial School
  Improvement. Herbert J Walberg, Editor. Center
  for Innovation and Improvement, Lincoln, IL. 2007
  www.centerii.org
• School Restructuring Under No Child Left Behind
  What Works When? A Guide for Education Leaders,
  Learning Point Associates, Washington, DC. 2006.
  www.centerforcsri.org
• States Progress Toward High School
  Restructuring, National High School Center.
  January 2007. www.betterhighschools.org
• The Mega System Deciding.Learning.Connecting. A
  Handbook for Continuous Improvement Within a
  Community of the School. Sam Redding. Academic
  Development Institute, Lincoln, IL. www.adi.org

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ROLES RESPONSIBILITIES

• Zia Transition slide
• Picture community/school/district/ped

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Midas Slide

• Zia Break slides will need 2
• Placement to be determined
• Time time song

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Midas Slide
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Table Activity

• Develop action plan for Quality Teaching and
  Learning

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Table Activity

• Schools Working with their own information to
  practice process

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Large group

• AGP action items into EPSS

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Restructuring Element 2 Quality Teaching and
Learning activity

• School groups complete Summary box with
  prioritized Opportunities for Improvement for
  work they did on here

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