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