aleesia johnson, innovation officer

Aleesia Johnson, Innovation Officer

AUTONOMY & INNOVATION

October 27, 2015

driving the work

Core Commitments and Beliefs

All IPS schools must be great places to teach and great places to learn.

Effective teachers and great schools

are the key to students’ success.

The IPS Central Administration exists solely to support the

work of teachers and schools, and

must be a high‐performing

organization.

3

the benchmarks4

Establish a district portfolio of autonomous schools

Develop and implement an autonomous schools framework that will allow schools greater flexibility by 2016, as measured by district data.

Expand Innovation Network Schools to provide a wider range of choice options for families

theory of change

FROM: Decisions at district level pushed down to schools in a “one-size-fits all” manner.

TO: Decisions at school level directly influence district supports and ultimately lead to a positive impact on student outcomes.

5

leveraging autonomy

TraditionalDistrict-

managed Schools

AutonomousSite-

managedSchools

InnovationPartner-

managedSchools

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defining autonomy

student grouping

positive behavior model

formative assessments

technology hardware

teacher participation in district-designed professional development

title I budget

instructional methods

time in instructional day

content and funding for professional development

student-based budget allocation

Traditional district-managed schools Autonomous site-managed schools

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Staff remain district employees; teachers operate within collective bargaining agreement.

defining autonomy

Innovation partner-managed schools have control of: all academic programming and structures all operations-related schools functions

Operators enter legal agreement with the district.

Staff members employed by school operator. Teachers do not operate under the district collective

bargaining agreement but may create their own bargaining unit.

Innovation schools operate subject to all applicable state & federal regulations

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pathways to innovation

Innovation School

Charter Schools

Housed in district facility -outside of LEA

Conversion

Initiated by existing district school - within

LEA

Restart

Initiated by district

leadership -within LEA

New

Launch of new school - within

LEA

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criteria10

Autonomous & Innovation schools

school design plan to leverage granted

autonomies

organizational capacity and desire

recommendations

selective process for both autonomous and innovation schools

collaborate with organizations to facilitate strategic school design planning work

continue to iterate and identify other autonomies to provide schools over time

district functional area leaders work collaboratively to create practices that effectively support this model

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next steps

solicit feedback on innovation school application to ensure alignment with Board considerations

propose programming to support schools in strategic design plan work

solicit feedback regarding implementation of autonomies by schools

inform of operational shifts required for Central Services

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Appendix13

defining autonomy14

Autonomy item School Impact Central Services Impact

1Control over

methods

Schools adapt instructional methods as necessary to meet student needs & abilities.

Central service support driven by goals & priorities of individual schools rather than district-wide instructional mandates.

2

Control over spending

(based on student-based allocation funding model)

Schools choose academic support services receive based on the needs and abilities of their students and staff.

• Schools may choose support from central services or external providers.

• Autonomous schools not obligated to operate under district-wide mandates or priorities.

3Control of time in instructional day

Schools have full control over: • building schedule• allotment of instructional minutes • BUT maintain district established times

to begin & end school day.

Central service support is driven by the goals and priorities of individual schools rather than district-wide instructional mandates.

4

Control of funds for and decisions

about professional development

Schools fully control district-designated PD days & spending.

Schools may choose to opt in to district-provided professional development opportunities.

defining innovation

Autonomy item School Impact Central Services Impact

Innovation schools have

complete autonomy over all

academic and operationaldecisions.

Schools have all autonomies on prior slide AND control of:• teacher pay• terminations• staff configuration and work assignments• length of school year and school day• all purchases of academic and non-

academic support services • Schools operate as independent 501(c)3

organizations under contract with IPS. • Collective bargaining optional, but not

required. • Accountability to IPS through a

performance-based performance framework.

Relationship manager (district liaison) for each school to ensure execution of innovation agreements and maintain strong working relationship between district and innovation school.

Menu of services for schools to access; must develop effective service agreements & determine accurate cost of service delivery

Legal team to negotiate innovation agreements

Comprehensive performance framework & intermittent monitoring structures.

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Schools can…Traditional/District-

managedAutonomous/Site-

managedInnovation (w/i

LEA)/Partner-managedInnovation (non-

LEA)/Partner-manageddecide number of staff for each instructional position no yes yes yesdecide number of staff for each non-instructional position no yes yes yes

determine staff compensation no no yes yes

create new staff positions yes yes yes yes

assign existing staff new roles and dutiesyes--within IEA

agreementyes--within IEA

agreement yes yes

determine teacher load and/or class size noyes--within IEA

agreement yes yes

determine staff evaluation criteria/process no no yes yes

market vacancies to external candidatesyes--through district

HR officeyes--through district

HR office yes yes

dismiss teachers from schoolyes--must use district

HR processyes--must use district

HR process yes yesdismiss paraprofessionals and non-instructional staff

yes--must use district HR process

yes--must use district HR process yes yes

abide by all local, state, and federal labor laws yes yes yes yes





LEA)/Partner-managedreceive funds according to district student-based budgeting model

no (proposed implementation in 17-18) yes no no

receive funds according to enrollment with district as "pass through" entity no no yes yes

opt in or out of district academic services no yes yes yesopt in or out of district non-academic services no no yes yes

form a 501c3 to create a legal entity no no yes yesreceive Title I, IDEA, & other grants directly from state/fed gov't no no no yes





LEA)/Partner-managed

determine number and range of electives no yes yes

set curriculum sequence and timing no yes yes yesdetermine instructional and pedagogical practices

yes--within district framework yes yes yes

select and monitor ELL and SPED services no no yes yesopt out of district School Information System no no no yeschoose/design curricular content to meet state standards no yes yes yes

choose core instructional materials no yes yes yesuse alternative summative student assessments no-must participate in state testing

Autonomies by School Type Staffing

Budget

Curriculum, Instruction, & Assessment





LEA)/Partner-manageduse alternative predictive student assessments no yes yes yes

use alternative ELL assessments

set different graduation requirements noyes--must meet minimum state

requirementsyes--must meet minimum

state requirementsyes--must meet minimum

state requirements

set promotion requirements no no yes yesdetermine ELL program, service, model, or curriculum no no

yes--within district framework yes

determine SPED program, service model, or curriculum no no

yes--within district framework yes






lengthen teacher work dayyes--within IEA


agreement yes yes

adjust the length of instructional blocksyes--within IEA


agreement yes yes

set the Master Schedule yes yes yes yes

increase work hours for non-teaching staff no no yes yesestablish or manage independent summer school yes yes yes yes

set start and stop times of school day no no yes yesset different start/end times for different days of the week no no yes yesestablish optional before/after school programs run by partners, volunteers, school staff yes yes yes yes

determine number of school days/year no no yes yesestablish an operating calendar different than district no no yes yes






increase teacher summer professional development/planning time no

yes--within IEA agreement yes yes

increase teacher professional development time during school year

yes (may require addt'l teacher pay)

yes (may require addt'l teacher pay) yes yes

adjust the amount of common planning time yes yes yes yesdetermine use of district-designated professional development days

yes (may opt out of some offered professional

development) yes yes NAset building professional development schedule

yes (may req. addt'l teacher pay)

yes (may req. addt'l teacher pay) yes yes

set common planning time schedule yes yes yes yesdetermine professional development/format of common planning yes yes yes yesuse non-district professional development providers

yes (paid for from school budget) yes yes yes

select or develop non-"district approved" professional development

yes (paid for from school budget) yes yes yes

Governance

no--must abide by state regulations

Schedule & Calendar

Professional Development











determine how many students can enroll no noyes (in collaboration

w/LEA) yesincrease the authority of the school governing board no no yes yes

supervise and evaluate principal no no yes yesdirectly hire principal without district approval no no yes yesdirectly fire principal without district approval no no yes yesdetermine rules for composition of governing board no no yes yes

aleesia johnson, innovation officer

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