Turning Around Low Performing Schools: Getting Started

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Turning Around Low Performing Schools Getting
Started

• Dr. Joy Eichelberger, Turnaround Specialist and
  RtII Consultant, PA Schools
• April 14, 2011

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Getting Started Double Your Fun!
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Align The Action Planning Approach
PAs Standards Aligned System (SAS)
PAs RtII Framework
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• Signal Urgency
• Superintendents Vision and Challenge
• Disseminate and Communicate SIG Goals
• We have the grant, now what?
• Develop SIG Action Plan
• Establish and Convene SIG Steering Committee
• Confirm Reality Status of current initiatives
• Identify Critical Actions/Interventions
• Establish timelines and evaluation measures

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Bi-level Approach to Change and Intervention

• District Level

• Building / Classroom

• TLCs (formative assessment)
• Effective Teaching/Instruction
• Collaborative Planning and Data Analysis Teaming
• SAS/RtII
• Effective Teaching/Instruction
• Monitoring student Learning

• Administrative PLC
• Implementation Research
• Systems change
• Instruction
• Learning Walks and Instructional Rounds
• Accountability Measures

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• SIG Goals and Year I Priorities
• Systems Alignment (SAS)
• Instruction
• Building Teacher and Leadership Capacity
• Establish PLCs and TLCs
• Building Infrastructures
• Administrative Cabinet (District and Building)
• Schedules
• Data Teaming
• Teacher Collaboration and Planning Periods

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Reading and Mathematics Goals

1. Conduct needs assessment to determine teacher
   knowledge of PA curriculum standards
2. Ensure district courses and curriculum alignment
   with PA standards, Common Core Standards, and /or
   Keystone Assessments
3. Ensure rigorous core curriculum for all students
4. Establish a system of tiered interventions for
   students (RtII)
5. Examine current practice against research based

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Reading and Mathematics Goals

• Develop a comprehensive system of assessment
• Align assessment to their intended purpose
• Implement formative assessment strategies
• Use data to inform instructional decisions
• Provide professional development for all staff in
  the following areas
• Knowledge and use of PA Standards Aligned System
• Effective classroom practices and instructional
  strategies
• Implementation of appropriate interventions

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Special Education

• Develop standards based IEPs using IEP tracker
• Provide professional development for all Special
  Education teachers in the following areas
• functional behavior assessment
• transition planning
• compliance requirements
• Evaluate the effectiveness of resources and
  assistive technology available for IEP students

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Special Education

• Review secondary special education caseloads and
  range of services
• Ensure all special education teachers are highly
  qualified
• Delineate roles and responsibilities of all
  special education personnel
• Review all out-of-district placements to
  determine if less restrictive settings are
  feasible

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Leadership and Infrastructure

• Determine administrative knowledge and skill in
  transformational leadership
• Develop administrative professional development
  program
• Adjust schedules to ensure the availability of an
  intervention period for all grade levels
• Develop a system to identify students for
  appropriate interventions

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Leadership and Infrastructure

• Establish a grant committee and grant selection
  and development process
• Implement a school-wide Positive Behavior
  Intervention Program
• Establish data dialogue sessions and appropriate
  training
• Develop a curriculum review and textbook
  selection cycle
• Explore teacher and administrative incentive
  program models 

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School Improvement Action Plan Reading
Target Area CLEAR STANDARDS Target Area CLEAR STANDARDS Target Area CLEAR STANDARDS Target Area CLEAR STANDARDS Target Area CLEAR STANDARDS Target Area CLEAR STANDARDS
Required Actions Action Steps Due Date Lead(s) Summative measurement strategy Formative Monitoring Strategy
Increase staff knowledge of and proficiency with standards, anchors and eligible content Conduct needs assessment to determine knowledge and skill of teachers on standards, anchors and eligible content   12/30   assessment completed and on file and used to shape pd   draft completed and reviewed by team by 12/15    
Increase staff knowledge of and proficiency with standards, anchors and eligible content Eligible content Provide professional development on eligible content (focus for the 2010-2011   1/11 and ongoing     PD completed and instruction is aligned to eligible content   PD scheduled and conducted during grade level meetings, department meetings and PLCs  
Increase staff knowledge of and proficiency with standards, anchors and eligible content Infuse career ed. Standards into curriculum maps as appropriate (staring at grade 3)   6/11   Maps include career standards   Draft on file by 6/15/10  
Increase staff knowledge of and proficiency with standards, anchors and eligible content Develop standards based IEPs using IEP tracker (modify form as needed)   7/10   Standards based IEPs on file   Draft ready for review by 6/30/10  
Increase staff knowledge of and proficiency with standards, anchors and eligible content Develop a common walk through tool   12/10     Administrators, Consultants, DEs and teacher peers use iObservation for walk throughs Completed        
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School Improvement Action Plan Math
Target Area CLEAR STANDARDS Target Area CLEAR STANDARDS Target Area CLEAR STANDARDS Target Area CLEAR STANDARDS Target Area CLEAR STANDARDS
Required Actions Action Steps Due Date Summative measurement strategy Formative Monitoring Strategy
implement effective teaching practices across all content areas k-12 Examine current practice against research based recommendations (IES Practice Guide) Develop professional development plans to implement effective teaching practices across all content areas (k 12) and access SAS portal resources   11/2010       02/2010         Professional Development agenda will indicate when the strategies were introduce, reviewed and refined. (As above) Progressive growth data from iObservation will detail results Learning Walk data should indicate growth Approved budget Collaborative meeting will take place with LSI consultant, TA, Utley and Washington Data from Learning Walks will detail progress Monthly Progressive growth data from iObservation will detail results Reflective summaries from participants

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"All organizations and systems are designed,
intentionally or unwittingly, to achieve
precisely the results they get." R. Spencer
Darling, Business Expert
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• Adopt a change strategy and Plan for Change
• Patterson et.al. Influencer The Power of
  Influence
• Heath, Chip and Heath, Dan. Switch How to Change
  Things when Change is Hard
• Fixsen, D. L., Naoom, S. F., Blase, K. A.,
  Friedman, R. M. Wallace, F. (2005).
  Implementation Research A Synthesis of the
  Literature.

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• Resource

4 Key Principles of Successful Influence

• Clarify desired results
• Identify a handful of high-leverage behaviors
  that lead to rapid and profound change
• Use personal and vicarious experience to change
  thoughts and actions
• Marshall multiple sources of influence to make
  change inevitable

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Six Sources of Influences The Model
Motivation Ability
Personal Make The Undesirable Desirable Surpass Your Limit
Social Harness Peer Pressure Find Strength in Numbers
Structural Design Rewards and Demand Accountability Change the Environment
2008. Kerry Patterson, Joseph Grenny, David
Maxfield, Ron McMillan, Al Switzler, Influencer
the Power of Change.
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Implementation Research A Synthesis of the
Literature

• Fixsen, D. L., Naoom, S. F., Blase, K. A.,
  Friedman, R. M. Wallace, F. (2005).
  Implementation Research A Synthesis of the
  Literature. Tampa, FL University of South
  Florida, Louis de la Parte Florida Mental Health
  Institute, The National Implementation Research
  Network (FMHI Publication 231).
• Download all or part of the monograph at
• http//nirn.fmhi.usf.edu/resources/publications/Mo
  nograph/index.cfm 

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Stages of Implementation

• Exploration
• Installation
• Initial Implementation
• Full Implementation
• Innovation
• Sustainability

Fixsen, Naoom, Blase, Friedman, Wallace, 2005
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• SWITCH The Elephant and the Rider
• Direct the Rider
• Motivate the elephant (emotions, values)
• Shape the Path
• Provide tools and environments
• Administrative and teacher PLCs
• Communication and accountability systems

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• Create Urgency and Set direction
• Specific goals and target areas (active student
  engagement, data analysis teaming, abolish
  tracking)
• Identify targets Interventions for Behavior
  Change what we want teachers and administrators
  to do
• random reporters, provide feedback. white boards,
  peer talk
• Curriculum alignment
• Data teaming tool

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Getting Started Double Your Fun!