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Academic Distress CommissionsJuly 14, 2015
Outline
Introduction to Academic Distress Commissions (ADCs)
Integration of Commissions into Statewide System of Support
New Academic Distress Commission Model
Introduction to Academic Distress
Commissions (ADCs)
Academic Distress Commissions
Adopted into law in 2007
Five volunteer members:• Three appointed by State Superintendent
– One of which is chair of commission• Two appointed by local board president
Academic Distress Commissions
Vague and incomplete authority• Example: Able to fire district administrators
but unable to hire or appoint them
Limited success with current structure• Better at identifying problem than
implementing a solution
Academic Distress Commissions
ADC triggered after rating of academic emergency and four years of failing AYP
Transitioning to an overall grade trigger
Youngstown ADC created in 2010
Lorain ADC created in 2013
Integration of Commissions into
Statewide System of Support
District Support Statuses
School Labels
ADC and Intensive District InterventionsImplement the Ohio Improvement Process (OIP) or similar ODE approved school improvement process in all buildings.
DLT, BLT and TBTs and OIP 5-Step ProcessDistrict and building improvement plans
Implement School Turnaround Intervention Models in Priority schools
ADC and Intensive Districts Interventions
Monitor OIP and Turnaround Model implementation 3 times a yearADC and select districts will receive a District Review
Six Standards
Human Resources & Professional
Development
Student Support
Fiscal Management
Leadership & Governance
Curriculum & Instruction
Assessment & Use of
Data
The District Review instrument identifies the SYSTEMIC practices and policies in these areas.
District Review Team Members
Reviewer Data
Occurs throughout the site visit.
District Docume
ntsRead about
it
Facility and Classroom
ObservationsSee it in action
InterviewsHear about
it
District Review ReportProvides
Findings based on Evidence
Strengths to build on
Challenges and Areas for Growth
Recommendations
Staff Support
Fiscal and academic monitors
New: Improvement coordinators• Piloting in ADC districts
New Academic Distress Commission Model
New ADC Model
Despite best efforts of people involved, the current model has not worked
New model addresses shortcomings of current ADC structure
Borrows successful aspects of Mass. Model
New ADC Model
Five volunteer members:• Three appointed by State Superintendent
– One of which is chair of commission– One must be from district’s county
• One appointed by local board president– Must be a teacher from the district
• One appointed by mayor
New ADC Model
Commission appoints a paid, fulltime CEO
CEO works with the community to create and implement improvement plans
Clear authority and new management tools
New ADC Model Phase-In
New ADC begins in Youngstown in 2015-2016
Lorain continues with current ADC
If Lorain doesn’t meet exit criteria, new ADC forms for the 2017-2018 school year
New ADC Model
Graduated approach to CEO authority
Based on district performance each year
Possible for district to transition out of ADC each year
New ADC Model: Year 1
Commission appointed
CEO selected by commission• Serves at the pleasure of the commission
CEO engages community and creates improvement plan for the district
New ADC Model: Year 1
CEO assumes authority of superintendent and district board of education
At the discretion of the CEO, both may still be involved in district
Updated model gives CEO no new powers over CBAs in year one
New ADC Model: Year 1
Enterprise fund created for improvement plan
Up to $1.5 million in extra state funding for Youngstown this biennium
Can be used for community learning centers and to build on what is working in the district
New ADC Model: Year 2
CEO may select some schools for reconstitution, effective in year three
CEO may choose from models currently in law or propose an innovate approach
May involve changes in staffing and community schools, but this not required
New ADC Model: Year 2School reconstitution examples:
• Change the mission of the school:– Example: Create a STEM focus for school
• Replace the principal*
• With ADC approval, close school or reopen school as community school*
*Longstanding turnaround model in law
New ADC Model: Year 3
Unions and bargaining on contracts continue
CEO may limit, suspend, or alter any provision of the collective bargaining agreement provided the changes do not reduce the salary or benefits of employees covered by the contract
New ADC Model: Year 4
CEO continues implementing the improvement plan and reconstituting schools, as appropriate
All previous authority and guardrails continue
New ADC Model: Year 5
District board of education transitions to a board appointed by the local mayor
Role of the board is otherwise unchanged
After district improves, community may vote to transition back to an elected board
New ADC Model: Beyond Year 5
CEO continues implementing the improvement plan and reconstituting schools, as appropriate
All previous authority and guardrails continue
Transition Out of New ADC
If the district reaches an overall grade of “C”, district begins two year transition
Helps build capacity with local leaders to continue improvement
Transition Out of New ADC
Graduated increase of CEO authority stops • Example: If a district gets a “C” on their year two
report card, CEO has authority of year two
District continues to transition out as long as district does not earn an “F” overall
• A district that gets an “F” returns to same step
Quality School Choice
All students in district eligible for EdChoice
State Superintendent report on financial incentives for quality school choices
• January 15, 2016
ADC may work with state to create quality school choice accelerator
Questions?
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