Center for Collaborative Education Equity in Education for College, Career and Life

Center for Collaborative Education

Equity in Education for College, Career and LifeMay 12, 2015Dan French, Executive DirectorRamona Trevino, Sr. Director District & School Design

Based on the required elements outlined for Emerging Harbormasters we are at least 90% complete, and have gone above and beyond in local fundraising.

EHN Implementation Status

Vision Statement, Graphic, Principles, Logic Model, Theory of Action completed with input from partners in working group

Problem Statement, Achievement Data Analysis, Policy Analysis, Ecosystem Map; Stakeholder Interviews completed with input from partners in working groupSelection Criteria, District & School Conditions Rubrics, School Interview, School Planning Document with indicators of six principles and student outcomes towards college & career readiness completed with input from working groupImplementation Plan and Technical Assistance Strategy drafted with input from working group to include change framework, growth strategy, design support for planning grantees; early implementation support; district support; ongoing network support; and PL School Quality Reviews. Need to develop RFP for school selectionInitial discussions with Nellie Mae Foundation, Jacobson Family Foundation, Strategic Grant Partners, Boston Foundation, and Barr Foundation for matching funds to allow for $25,000 planning and $100,000 implementation grants.

RationaleAligned Vision and PrinciplesClear strategies to create personalized learning seatsImplementation Plan Needs Assessment

StatusFinancial Plan

Background

CCE was formed to promote innovative schools2013 - 2014 Strategic Planning ProcessCreate, support and sustain learning environments that are collaborative, democratic and equitableBuild capacity within districts and schools to adopt effective practices that promote collaborative, democratic and equitable learning for students and educatorsCatalyze systemic change at the school and district levels through district and state-level policy, research, and advocacy

Theory of ChangeThe Mission of the Center for Collaborative Education (CCE) is to transform schools to ensure that all students succeed. We believe that schools should prepare every student to achieve academically and make a positive contribution to a democratic society. CCE partners with public schools and districts to create and sustain effective and equitable schoolsMission

CCEs mission is to transform schools to ensure all students achieve and contribute in our democratic society. Equity is at the core of CCEs mission.

CCEs Service ModelInstruction and Assessment

School & District DesignAutonomous SchoolsTurnaround schoolsProfessional learning communitiesLos Angeles Urban Teacher Residency (LAUTR)Los Angeles New Administrator Leadership Program (LANALP)Quality Performance AssessmentTeacher Leadership Network, Ensuring Equity for English Language Learners (TLN)Services for Educators of English Language LearnersResearch, Evaluation & PolicyResearchPolicy AdvocacyProgram Evaluation

CCE Service Model

Our service model is like a 3 legged stool. Instruction & Assessment, District and School Design, and Research, Evaluation & Policy. Each essential and aligned to support our mission.

Needs Assessment

Student Achievement

Initial districts of focus, especially Boston, are considerably weaker than the State in both ELL and Math

Despite being a top performer overall, MA has some of the highest income, race, language, and disability gaps in the nation

2013 MA NAEP Scores (Math)2014 MCAS Proficiency

We began our needs assessment by reviewing achievement data in Massachusetts. We found large discrepancies in average Black, Latino, low-income and ELL scores compared to those of White subgroup as well as in overall averagesThough Boston is not shown here. The districts average scores are poorer than state average scores for every subgroup excluding Whites and ELLs

Despite being a top performer on NAEP, MA has some of the highest income, race, language, and disability gaps in the nation.

Interviews and SurveysPublic education in Massachusetts looks much the same as it did a century ago

Key FindingsWe need a radical new vision for urban public education Personalized Learning!The current education model in Massachusetts is outdatedGraduates are not prepared for a 21st century workforceMassachusetts Department of Elementary and Secondary Education69% of business leaders surveyed said they found it somewhat or very difficult to find people with the right skills for the positions they need to fillMassachusetts Business Alliance for Education

Personalized Learning can make a great difference in re-igniting the Commonwealths growth in student achievement and addressing our gaps

Eileen Rudden, Co-Founder & President, LearnLaunch Institute

We surveyed our partners, and interviewed 3 local district superintendents. All of whom indicated support for Personalized Learning and were hopeful that it would make a difference in our public schools. We were not surprised by 3 key findings:The current education model is outdated;Graduates are not prepared for the 21st C workforce; and we need a radical new vision for urban public education - Personalized Learning.

Ecosystem SummaryQuality SchoolsEffective EducatorsSupportive PoliciesEngaged StakeholdersStrengthsCCE engaged local partners Local philanthropic interestLocal district interestChallengesLack of existing MA PL schoolsFocus on high stakes accountability systemsLack of familiarity with Personalized Learning

StrengthsAdvocacy from DESE and MBAE$88 million for broadband access for underserved communitiesNew leadership in Boston, Revere, & Somerville Schools are innovative advocatesChallengesOnly $5 million was appropriated for broadband connectivity and improvementState policies on traditional coursework and seat timeMore resources for incubation of new and innovative schoolsStrengthsTeacher prep committed to 21st century teachingDistrict PD to address equity gapsEducator Evaluation allows for performance based assessmentsChallengesTeacher certification requirementsTeacher preparation programsCollective bargaining agreements limit PD timeRecruiting & retaining teachers/leaders of colorStrengthsPathways to autonomy exist - Pilot, Innovation, & Horace Mann charterSome innovative school models in urban districtsChallengesSingular focus on MCAS (and likely PARCC) Limited models of PL exist

The development of our ecosystem map guided us on the path towards next generation, student-centered schools. Massachusetts state policies present both opportunities and challenges in developing PL schools.Though there are avenues for districts to extend and gain autonomy through innovative schools, but there are scattered efforts toward PL. Proof points are needed.We found that teacher and leadership preparation programs committed to 21st C teaching, yet many do not have a clear PL philosophy or program of study.In an effort to engage stakeholders, CCE organized a MA PL Advisory Group and reached out to local superintendents and funders. We will continue to build alliances with key stakeholders.

Why Personalized Learning

Outcomes Over TimeShort-TermMedium TermLong TermHigh personalized learning implementation and high student outcomesDeepening personalized learning practice and early signs of promising student outcomesSuccessive cohorts of personalized learning schools launched and supportedExternal FactorsResearch & Achievement DataSkills & Experience

After careful review of achievement data and research including a timely report from the MA Business Alliance for Education, and findings from CCEs Black and Latino Male Study in Boston, we believe that the stars have aligned to leverage our skills and experience to address the current conditions in MA through Personalized Learning with a focus on student outcomes.

Our Vision & Strategy

Our Theory of Actionhold firm to a set of PL Principles and Conditions

select successive cohorts of PL districts & schools through a rigorous process,

.provide them with intensive design assistance and school grants, and

leverage supportive PL policies at the district and state levels1243

we will build a statewide movement for PL schools with high outcomes that prepare all students for success in college, career, and life.School DesignersPolicy MakersSchool IncubatorsInterestedDistrictsTechnology ExpertsIf we build partnerships withandthen

With partner input, our analysis of the ecosystem in MA lead us to a clear theory of action:If we build a MA PLN with key partners that holds firm on a set of PL Principles & Conditionsselects successive cohorts of PL districts & schools through a rigorous processprovides them with design assistance and grantsleverages supportive PL policies at district & state levelsThen we will build a state-wide movement for PL schools with high outcomes that will prepare all students for college, career, and life.

Partnerships

Policy MakersSchool DesignersTechnology Experts

School IncubatorsInterested Districts

In this effort to bring a PL model to MA we engaged partners that compliment our skills, services, and expertise. We have forged relationships with another school designer, The National Center for Time and Learning, technology expert, Learn Launch, policy makers at the Massachusetts Department of Elementary and Secondary Education, a school incubator, Boston Plan for Excellence. Each has been a valued contributors to the development of this plan. We also had a commitment from Boston and Revere Schools, and found interest from other local school districts in Somerville, and Lawrence.

PL Vision & Principles

Working with partners we have created a vision for PL in MA that includes 6 distinct principles. Our model for PL is unique in that it goes beyond the traditional components of PL. We have enriched the concepts of Personalized Pathways, Flexible Learning Environments, and Competency-based Progression with a holistic view that includes social and emotional learning and academic mindsets. The depth of our model is also defined within the principles of Engaged Learning, and Next Generation Curriculum and Assessment. We drew from our expertise and expanded Blended Learning to include project based learning. Next Generation Curriculum and Assessment will be tailored to assure student centered, relevant curriculum complemented by quality performance based, capstone assessments, as well as traditional measures. Through a school planning document we have provided indicators for each principle. This will be used as both a self assessment and a planning tool.

Selection Conditions

District SelectionVision of PL and Commitment to Multiple PL SchoolsDistrict LeadershipCommitment to Closing the Achievement GapAligned District and School AutonomiesDistrict Technology InfrastructureSchool SelectionAligned District and School AutonomiesSchool Leadership & VisionProfessional Collaborative CommunitiesCultural Relevance & Attention to EquityCampus Technology & InfrastructureFamily & Community Partnerships

CCE has developed long-standing relationships with local district leaders in Massachusetts. Using a District Conditions Rubric, we will recruit our first cohort with a knowledge that certain conditions must exist to support PL. We have identified leaders capable of creating demonstration models of PL schools and exemplars for others to follow in Boston and Revere Public Schools. Upon district selection, we will identify potential schools through a competitive application process. A school planning tool has been created to outline expected school conditions, as well as the indicators of our six principles of PL. District and School Conditions are listed on this slide. Selected teams will receive planning and implementation grants.

Technical Assistance and Policy SupportEarly Implementation SupportOngoing SupportAccountabilityDesign Team SupportWith each annual cohort, selected design teams will receive a $25,000 planning grant:

Design WorkshopsSchool VisitsBuilding Public SupportPolicy SupportGaining AutonomyApproved design teams will receive a $100,000 implementation grant to be used in support of the schools launch:

Technical Assistance and Coaching for School LaunchDistrict SupportA MA Personalized Learning Schools Network will be formed for all PLN schools.

Quarterly leadership sessions will be convened using text-based discussions, dilemma based consultancies, peer sharing, and sharing of effective practices.

Policy problem-solving with DESECCE will also assist each school and district to set up two accountability measures: Database Indicators to Assess Progress and School Quality Review.

EngagementAchievementCollege and Career ReadyTeacher Efficacy

With extensive experience in providing technical assistance to schools, along with input from partners, we are confident that we will be successful in a systematic approach to supporting PL schools. We have outlined design team support, early implementation support, ongoing support and accountability. With the support of an annual cohort, as well as planning grants, schools will engage in design workshops and school visits. Approved design teams will receive implementation grants to launch PL schools. Coaching assistance will be provided in all aspects of design, implementation planning, preparing for start-up and early implementation.

OutcomesEngagementAchievementCollege & Career-ReadyTeacher EfficacyAttendance is in the top quartile

Suspensions in the lowest quartile

Ninety percent or more students feel safe, engaged , and supportedThe percent of students who score proficient in state assessments in the top quartile Student Growth Percentile on state assessments in the top quartile of 95% or above on capstone performance assessments Decrease in achievement gaps across all subgroupsThe percent of students who complete a MassCore curriculum sequence is in the top quartile 50% or more of graduates completed at least one dual enrollment course with a college prior to graduation, The percent of students who enroll in at least one Advanced Placement course and pass with a 3 or better The percent of graduates enrolled in postsecondary education the year after graduation is in the top quartile90% of teachers report that they are empowered to make decisions about teaching and learning, and are supported by the school leaders.

CCE will work with each selected school and district to set up accountability measures. Database Indicators to Assess Progress will address targeted outcomes related to student engagement, achievement, and college and career readiness. Indicators will also be used as part of a School Quality Review.

Implementation Details

TimelineDateActivityJune 2015Comprehensive plan for launching MA PLN completedJuly 20152-3 districts have been selected as the first cohort to launch PLNSeptember 2015Planning RFP released in target districts for PL design teamsSept.-Oct. 2015Informational sessions held for interested design teams Nov.-Dec. 2015Technical assistance sessions heldJanuary 2016Proposals dueFebruary 2016Reviews conducted; selection of design teams; grants awardedMarch August 2016PL Design Institute sessions held, with individual TA provided; Districts and design teams negotiate autonomies & conditionsSept. 16 June 17Implementation schools launch; 1st year TA providedOctober 2016Planning grantees submit full school planNovember 2016Selection of implementation grants for planning design teamsDec. 16 June 17Technical assistance provided to second wave of first cohortSeptember 2017Second wave of first cohort launches their PL schools

Over the coming years, we hope to sponsor successive cohorts of PL schools. Our expected timeline for launching the first cohort of PLN is outlined on this slide. With our comprehensive plan completed by June 2015 we anticipate selection of design teams by February 2016 and the staggered launch of our first cohort in either September 2016 or 2017.

Growth PlanActivity FY 2016 FY 2017FY 2018 FY 2019 FY 2020 One-year planning schools23333Two-year planning schools13333Total planning schools37999Implementation schools in launch year 2466Total implementation schools 261218

In order to create a tipping point of PL schools we propose a five year growth plan. We have built this around the assumption that some design teams will need one year of planning prior to launch, while others may need two. We have split our projections evenly among the one and two year categories.

Funding Progress FunderStatusNellie Mae Education FoundationHave invited submission of a proposal once we hear positively back from NGLC after the mid-May conveningJacobson Family FoundationHave met with them twice, along with phone conversations; very interested, but they would like to wait to meet the MA PLN project director before deciding to jump inStrategic Grant PartnersHave met with them twice, they are interested but want the Jacobson Family Foundation to take the leadBoston FoundationAre interested, waiting to hear results of mid-May conveningBarr FoundationAre interested, waiting to officially bring on the new Education Director

Building a local base of funding to support the MA PLN has shown positive progress. Local funders have been energized by the prospect of personalized learning in MA. Though formal commitments have not been made, we have made great strides in gaining support for launching PLN.

Challenges

ChallengesChallengeMitigation Strategy or RationaleManaging a group of partners with varied interestsFocusing on traditional, urban school districts Blended learning expertiseAttracting local fundingThere are 7,100 students in charter schools in Boston, but there are 57,000 in city-run schools--we need to change traditional systems if we want to have an impact. Because of the amazing group of partners that are collaborating around this work, were able to leverage significant expertise in this area from NCTL and LearnLaunchWe have met with a variety of local funders and have made substantial progressWe have done extensive engagement to clarify roles and meet with our partners monthly to collaboratively plan around this work--its one of the greatest advantages we have

We have worked to address challenges identified at the midpoint check in. We have engaged partners to clarify roles and have met monthly to collaboratively plan. Our strong alliances with partners is now one of our greatest strengths. Through these partnerships we were able to leverage significant expertise in technology and blended learning from the National Center for Time and Learning and LearnLaunch.We have also met with a variety of local foundations and have made substantial progress in fundraising. Within the EHN, CCE is unique in our commitment to address traditional public school systems through PL. We are confident in navigating the challenges of urban districts given conditions outlined in our selection process.

Managing Complex ChangeVisionConsensusSkillsIncentiveResourcesAction PlanVisionConsensusSkillsIncentiveResourcesAction PlanVisionConsensusSkillsIncentiveResourcesAction PlanVisionConsensusSkillsIncentiveResourcesAction PlanVisionConsensusSkillsIncentiveResourcesAction PlanVisionConsensusSkillsIncentiveResourcesAction PlanVisionConsensusSkillsIncentiveResourcesAction PlanChange!ConfusionSabotageAnxietyResistanceFrustrationTreadmillSource: T. Knoster

One of our biggest challenges will be managing complex change in traditional school districts. CCE has adopted T. Knosters Theory of Change as a framework for use with developing PL schools. This complex change chart will be used both a planning tool as well as an assessment tool.

Progress Managing ChangeVisionConsensusSkillsIncentiveResourcesAction PlanProgressPLN vision and principlesTheory of actionLogic model ProgressBuy-in from district leadersBuy-in from working group membersProgressExpertise in program design and action planningImplementation plan developedProgressPositive meetings with local fundersDistrict conditions school planning documentProgressGrants: $25K planning and $100K implementationProgressSkill based via partnerships in next gen curriculum and assessmentsNext StepsEnsure districts & design teams commit to PLN vision Next StepsDisseminate information on PL schools to communityNext StepsBuild PL skill base with CCE staff, partners, districts, and schools Next StepsDevelop PR materials on benefits of districts joining PLNext StepsFinalize local fundsDevelop tools and materialsNext StepsSupport in-district and school action planning

We have thought about this framework each step of the way and have analyzed the six elements of effective change in our development of our MA PL Plan. Though progress has been made in each area (vision, consensus, skills, incentives, resources, and an action plan), there are needed steps ahead for us to realize the change we wish to see in MA.

Next Steps

Next StepsContinue.Site visits Local fundraisingPolicy advocacyCommunity engagement Relationships with district leadershipDistribute District Conditions SurveyProgram DevelopmentRFP for school selectionPersonalized Learning Digital Resource KitProgram evaluation

We are eager to move forward with the generous support of national funders. Though we have made great progress in the last six months, we are clear on the strategic next steps ahead. We will continue to tune our work through site visits; engagement with communities, funders, and district leaders. We will identify districts to administer district conditions surveys, continue our policy advocacy, as well as program development in the design of a school selection application, a PL digital resource kit, and a program evaluation.

Reflections

Reflections on EHNReturning to our most important workShaped a new vision with partnersReinforced our commitment to traditional districts and schoolsStronger relationship with DistrictsPersonalized Learning priorityAvenue toward equity

This journey we have been on as an Emerging Harbormaster has been beneficial to our our organization. The District and School Design team has made PL a priority and has reasoned that through the development of our PL model we have built off of our strengths and aligned a variety of service areas into this initiative.CCE is returning to most important work; student-centered learning and respect for the individual student. Through our membership as an Emerging Harbormaster we have shaped a new vision with important new partners, reinforced our commitment to traditional districts and schools, and have built stronger relationship with districts and district leaders.

Appendix

Principles DetailSEL & Academic MindsetsEngaged LearningPersonalized Learning PathwaysNext-gen Curriculum & AssessmentsFlexible Learning EnvironmentCompetency-based ProgressionStudents will become confident learners and citizens. They will:

Develop self-awareness, social awareness, responsible decision-making, and self-management in order to establish positive relationships and capably handle challenging situations.Learn to work collaboratively with others and self-direct their own learning. Acquire an academic growth mindset in order to effectively communicate, collaborate, persevere, respond to different learning environments, and express creativity. A flexible learning environment allows students to learn at various times and places within and beyond a traditional school day and building, through a blend of instructional methods designed to meet individual academic needs. This includes:

Flexible scheduling: Each students schedule may be different based on interests, learning style, and pace. The schedule changes as students progress in attaining competencies.Anytime, Any Place Learning: With a flexible and self-directed schedule and options for instructional settings, each student is able to learn anytime and anywhere, opening up possibilities for reimagining learning time and space.New Staff and Student Roles: Teachers become facilitators of learning, while students have greater choice and ownership over their learning and work.Competencies are targets for student learning representing key concepts and skills applied within or across content domains. Competencies enable flexibility in the way that credit can be earned or awarded, and provide students with personalized learning opportunities.

Learning goals are the same for all students, but students progress through material at different speeds according to their learning needs. Teachers and school administrators use a data-driven, digital approach to measure student progression and provide support as needed to meet competencies. Academic supports are provided to students who struggle to attain competencies.The curriculum is organized around competencies, which are Common Core Standards-aligned. Educators collaborate to align, design, and analyze rich, engaging, and relevant projects and performance tasks that measure the depth at which students learn content and apply complex skills to create or refine an original product and/or solution. These assessments are used to:

Enhance learningAssess students attainment of competenciesGuide teachers daily instruction and larger revisions of curriculumMake high-stakes decisions related to progression and graduation.Students engage in a variety of instructional methods, including blended, project-based, and small group learning to attain success in their personalized learning plans. Among them are:

Use of new technology, digital resources, and learning toolsSmall group instruction, assisted and independent from the teacherProject-based learning in which students engage in in-depth research to investigate a complex question or problem University coursesCommunity-based learning, including apprenticeships, internships, and community serviceAn academic profile is created for each student. The profile:Describes the students learning style, strengths, challenges, passions, and interests.Helps teachers evaluate the assets and needs of individual students A personal learning plan is derived from the profile, focused on pursuing the students passions and interests, while also addressing the students learning challenges. The plan includes learning opportunities that match the students learning style.

In the end, we settled on six major goals for implementation124356To establish an accountability process that tracks progress of PL schools.To build relationships with partners, define principles, and build understanding and expertise. To recruit districts and select schools.To provide design teams and early launch PL schools with resources, tools, and support to ensure innovative designs and strategic implementation plans.To provide districts with the tools and support that ensure PL schools are granted autonomy, and district policies enable rather than hinder PL schools. To communicate successes and build a statewide movement of PL schools.

CCE has put together a diverse group of powerful, local partnerships that will help move this plan forward by their focus on..

State policy and regulation and potential state revenue streams to support MA PLNBuilding quality schools by linking their edtech community of innovators with newly launched MA PLN schools.Starting up a Boston MA PLN school to provide a model of quality PL schools.Blended Learning and Extended Time to build quality PL schoolsTo shape a new vision of schools of the future through local policy, school autonomies, educator talentdevelopment and community engagement by building models of quality PL schools