SIG: Turnaround Efforts November 8, 2013
Fewer than 15% of high schools produce half of the nation s 1.2 million dropouts. Source: Robert Balfanz and Nettie Legters, Locating the Dropout Crisis (2004) 2 It s time for all of us, no matter what our backgrounds, to come together and solve this epidemic. Stemming the tide of dropouts will require turning around our low-performing schools. Just 2,000 high schools in cities like Detroit, Los Angeles, and Philadelphia produce over 50% of America s dropouts Let us all make turning around our schools our collective responsibility as Americans. - President Obama, March 2009
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ED is focusing much of its resources and attention on helping states and districts turn around the lowest-performing schools. Race to the Top School Improvement Grants Lowest- Performing Schools Alignment of existing federal resources ESEA Flexibility 4
GUIDING PRINCIPLES 5 Students who attend a State s persistently lowest-achieving schools deserve better options and can t afford to wait Not quantity, but quality Need to build capacity and supports at all levels Not a one-year activity May 1, 2012
Key Turnaround Themes Focus on building and supporting strong teachers and leaders Ample time for teaching and planning Responsive instruction, especially for diverse student populations Active parent engagement and community support Culture of respect and high standards for students
Draft and Deliberative Overview of SIG Implementation Status 7 Turnaround Story Line Status of SIG Awards ED has awarded over $5b appropriated through FY12 Most FY11 & FY12 funds are being used to fund 2nd & 3rd years of 3-year grants that began in SY 2011-12 15 states are conducting new competitions last year for SY12-13 Description of SIG Schools Over 1,400 schools in cohort 1, 2 and 3 are implementing SIG models (Tier I/II) Over 45% of Tier I/II schools are high schools Quality of SIG Implementation Collected nearly 100 profiles of state- and school-level promising practices from those showing encouraging results Most common monitoring findings relate to award process and ILT; GAO/Hill/press have concerns re grant renewal and external providers State-level commitment and implementation varies Providing unprecedented investment in turning around lowestperforming schools Targeting drop-out factories and providing districts flexibility to tailor interventions Resulting in dramatic changes in many schools, but need to push for faster/more change in some Seeing encouraging signs of progress in many schools, including in student achievement
Eligible Schools Review Criteria LEA RESPONSIBILITIES Applies to serve all or subset of eligible schools in the LEA Develops a needs assessment to determine which of the four required intervention models fits best with the needs of each Tier I, Tier II or Priority school 4 models Applies to implement one of the four required intervention models in eligible Tier I, Tier II or Priority schools. LEA selects model after an analysis of local data, resources, and capacity. Prioritization Must serve Tier I schools it has the capacity to serve. May not apply to serve any Tier III school if it has not served at least one of its Tier I or II schools OR Must serve Priority schools it has capacity to serve that apply for and are awarded SIG funding Budget Submits three-year budget for each school it applies to
FOUR SIG SCHOOL INTERVENTION MODELS Turnaround Restart Closure Transformation
Transformation Model Overview Teachers and Leaders Instructional and Support Strategies Time and Support Governance Replace principal Implement new evaluation system Developed with staff Uses student growth as a significant factor Identify and reward staff who are increasing student outcomes; support and then remove those who are not Implement strategies to recruit, place, and retain staff Select and implement an instructional model based on student needs Provide jobembedded professional development designed to build capacity and support staff Ensure continuous use of data to inform and differentiate instruction Provide increased learning time Staff and students Provide ongoing mechanism for community and family engagement Partner to provide social-emotional and communityoriented services and supports Provide sufficient operating flexibility to implement reform Ensure ongoing technical assistance
Turnaround Model Overview Teachers and Leaders Instructional and Support Strategies Time and Support Governance Replace principal Use locally adopted turnaround competencies to review and select staff for school (rehire no more than 50% of existing staff) Implement strategies to recruit, place, and retain staff Select and implement an instructional model based on student needs Provide jobembedded PD designed to build capacity and support staff Ensure continuous use of data to inform and differentiate instruction Provide increased learning time Staff and students Social-emotional and communityoriented services and supports New governance structure Grant operating flexibility to school leader
Restart Model Overview Restart model is one in which an LEA converts a school or closes and reopens a school under a charter school operator, a charter management organization (CMO), or an education management organization (EMO) that has been selected through a rigorous review process.
Restart Model Overview A restart model must enroll, within the grades it serves, any former student who wishes to attend the school. A rigorous review process could take such things into consideration as an applicant s team, track record, instructional program, model s theory of action, sustainability. As part of this model, the SEA must review the process the LEA will use/has used to select the partner
School Closure Model Overview School closure occurs when an LEA closes a school and enrolls the students who attended that school in other schools in the LEA that are higher achieving. These other schools should be within reasonable proximity to the closed school Office for Civil Rights Technical Assistance Module-- Struggling Schools and School Closure Issues: An Overview of Civil Rights Considerations.
Draft and Deliberative Over 1400 schools nationwide in cohorts 1, 2 and 3 are implementing one of the four SIG models. 15 Percent and Number of SIG-Awarded Tier I and Tier II Schools Implementing Turnaround, Restart, School Closure, and Transformation Models Turnaround, 20% Restart, 5% Transformation, 74% Closure, 1%..
States and districts are using SIG funds to dramatically change the way they support their lowest-performing schools, but they face some challenges. 16 Successfully targeted funding to high schools Funded few turnarounds, restarts, and closures Made space for strong leaders to lead Some are going through the motions SEAs and LEAs have changed their relationships Some SEAs unsure how to best support LEAs Increased focus on improving instruction Some LEAs struggling with required elements Some SEAs/ LEAs made system-wide changes Some LEAs lack capacity and planning time Some evidence of early gains in achievement Data is incomplete
Draft and Deliberative Key Elements 4 The Department is releasing school data and leading indicator data What we do know is that this is challenging work, and we re seeing positive momentum and progress in schools with dedicated and courageous teachers, school leaders, and communities. As we gather more information through site visits and regular check-ins with districts and states, we are seeing that most SIG schools are making dramatic changes in the way they are serving their students and are seeing encouraging signs of progress, including increases in student achievement. Almost without fail, schools moving in the right direction appear to have a few things in common: a dynamic, strong principal with a clear vision; a relentless focus on improving instruction through job-embedded professional development (e.g., coaches), use of data, and teacher/staff collaboration; and a high level of support/engagement from parents and community members.
On September 23, the Administration announced a plan for ESEA flexibility in exchange for reforms that adhere to four critical areas. 18 1. 2. 3. 4. College- and career-ready expectations for all students State-developed differentiated recognition, accountability, and support Supporting effective instruction and leadership Reducing duplication and unnecessary burden We re going to let states, schools and teachers come up with innovative ways to give our children the skills they need to compete for the jobs of the future. - President Obama, September 2011
The new differentiated recognition, accountability, and support system includes focus on lowest-performing schools. 19 Develop system to ensure continuous improvement in all Title I schools Set ambitious but achievable performance targets Provide recognition for high-progress and highest-performing schools Effect dramatic, systemic change in the lowest-performing schools Identify and implement interventions in schools with the greatest achievement gaps and with subgroups that are furthest behind Build state, district, and school capacity to improve student learning in all schools Set new targets Recognize schools, implement interventions & build capacity 2011-12 2012-13 2013-14 2014-15
The differentiated accountability system must identify priority schools to receive interventions aligned with turnaround principles. 20 A priority school is identified as among the lowest-performing schools in the state, and a state s total number must account for at least 5% of Title I schools. Priority schools include: the lowest 5% of Title I schools based on achievement and progress on statewide assessments; a Title I-participating or a Title I-eligible high school with a graduation less than 60%; or a Tier I/II SIG-awarded school Turnaround Principles Strong leadership Effective teachers Redesigned schedules for additional time Rigorous and aligned instructional program Use of data for continuous improvement Safe and healthy students Family and community engagement
ESEA flexibility offers states relief from certain NCLB provisions, including provisions relating to use of federal education funds. 21 Regular Title I, Part A or Title II, Part A Transfer of 6123 funds to Title I, Part A 20% and 10% previously set aside for choice/ses and PD Flexibility for schoolwide programs 1003(a) Funds Priority School 1003(g) SIG funds if implementing SIG model
ED is addressing SEAs implementation challenges and questions through monitoring, guidance, and technical assistance. Quick turnaround studies: lessonsfrom-the-field reports School and practice profiles Over 3000 members 6 modules to date including one on increased learning time Collection and Dissemination of Promising Practices Online School Turnaround Learning Community State-to-State TA Visits Conferences 22 State visits to other states/districts with focus on peer-topeer and targeted TA Regional conferences School Turnaround Summit
School Turnaround Learning Community www.schoolturnaroundsupport.org