RestructuringSustaining the Change
Sam ReddingCenter on Innovation & Improvementwww.centerii.org
Success is not final, failure is not fatal: it is the courage to continue that counts.
- Winston Churchill
Statewide System of Support
While restructuring is primarily the responsibility of the district,
focused on a single school, the success of the restructured school
will depend upon the strength of the system within which
it operates and which ultimately affects each
student’s learning.
State Education Agency
The SEA’s role is to:
Provide information Set standards (credentialing, learning, etc.) Distribute resources Monitor compliance Assist with district and school improvement Intervene to correct deficiencies
and Levels of Support
SEA Function Process Safe Zone Caution Zone Danger Zone District School District School District School Information Notification Expectation Announcement Standards Certification Programming Assessment Distribute Resources Prioritization Conditioning Allocation Compliance Assurance Documentation Confirmation Improvement Status Assessment Gap Analysis Planning Organizational
Development
Training / Prof. Development
Intervention Remediation Corrective Action Restructuring
Focus of the SEA’s System of Support
Caution Zone Danger Zone
SEA Function Process District School District School Improvement Status Assessment Gap Analysis Planning Organizational Development Training / Professional Development Intervention Remediation Corrective Action Restructuring
Points of Influence
Statewide Sys tem of Support
Metrics to Determine Need
The Statewide System of Support needs metrics to:
Assess the status of each level of the system
Analyze the gap between a standard and the status of each level of the system
Align gaps with remedies Provide services to close gaps Monitor effectiveness of services Monitor results of interventions
Targeting Support to Needfor each level in the system
P arents
S c hoolmate
sS tu
dent
Teac her
Team
P r inc ip
a l
S c hool
D is tr ic t S
upport
S uper inte
ndent
D is tr ic t B
oard
Inte
rmed ia
te E
A
S tate
EA
Diff erentiated Statewide Sys tem of Support
Other ConsiderationsIn Targeting Support to Need
Resources available to System of Support
Most efficacious delivery mode Most efficacious partner in System of
Support Likelihood of making impact Immediacy of impact Sustainability of impact
Sustaining Change in theRestructured School
• Depends upon the strength of the entire system
• Must be built into the plan
• Requires multiple levels of monitoring
• Requires leadership with a “systems” orientation
• Must engage teachers and parents in structured work
• Must anticipate changes in leadership
Monitoring Progress: What Data? Student learning data
Documents aligning standards, curriculum, instruction, assessment
Periodic assessments of student learning Operational data
Program descriptions, evaluations, schedules Classroom observations Proceedings and work products of teams Personnel evaluations Perceptions data from surveys of teachers,
students, parents
Embedding Improvement Processes
Sustaining change requires: A systems view of operations Teams with clear responsibilities and time
to complete work Procedures, schedules, benchmarks Regular reporting of student learning data
and operational data Monitoring of progress Quick response to indications of difficulty Quick support to build specific capabilities
Looking for Alaina
This is Alaina
Alaina . . .
Has brown hair and brown eyes
A big brother, big sister, and little brother
A dog named JunebugAnd a kitty named Abby
Alaina loves her new doll; she named her Alexis
Alaina is in first grade
Alaina . . .
Is my granddaughter
She calls me “Papa Sam”
Alaina has a system of her own.
Where is Alaina in her system?
A lainaA laina's P arents A laina's S c hoolmates
A laina's T eac her
A laina's T eac her 's T eam
A laina's P r inc ip al
A laina's S c hool
A laina's D is tr ic t's S up p ort for S c hool
A laina's D is tr ic t's S up er intend ent
A laina's D is tr ic t's B oard
A laina's Intermed iate E d uc ation A g enc y
A laina's S tate E d uc ation A g enc y
Looking for Alaina From the Top Down
A laina A laina's P arentsA laina's S c hoolmates
A laina's T eac her
A laina's T eac her 's T eam
A laina's P r inc ip al
A laina's S c hool
A laina's D is tr ic t's S up p ort for S c hool
A laina's D is tr ic t's S up er intend ent
A laina's D is tr ic t's B oard
A laina's Intermed iate E d uc ation A g enc y
A laina's S tate E d uc ation A g enc y
Finding Alaina
Metrics for Monitoring Success
In the Restructuring School, what would we look for at each level of Alaina’s system?
What metrics would we apply? What data would we track? What matters most?
Alaina’s Parents
Alaina’s parents’ role is to:
Love her and talk with her every day Read to her and listen to her read Teach her to be kind and to behave in school Aspire for her to succeed Expect her to do her best Build her habit of studying at home Stay in touch with her teacher Know her friends and their parents
Alaina’s Teacher
Alaina’s teacher’s role is to: Know Alaina well and care about her Know the subjects well and how to teach them Meticulously plan every detail of every day Set and reinforce clear expectations for students Know what Alaina already knows and what she
needs to learn Adapt instruction for Alaina and for each student Inspire Alaina to love learning and do her best Stay in touch with Alaina’s parents and support
them in their role
Alaina’s Teacher’s Team
Alaina’s teacher’s team’s role is to: Add flesh to the bones of the aligned curriculum Develop and share instructional plans,
strategies, and activities Monitor the progress of their students Adapt their plans, strategies in response to
assessments Mentor new teachers Observe each other’s teaching and make
suggestions Contribute to each other’s professional growth
Alaina’s PrincipalAlaina’s principal’s role is to: See that Alaina has the best teachers possible by:
Hiring good teachers Clearly communicating and reinforcing expectations for
teachers Monitoring teachers’ performance Evaluating teacher’ performance, especially through classroom
observations and student achievement Providing teachers with opportunities for growth aligned with
their evaluated performance Removing inadequate teachers
Monitor student and school progress and make adjustments Coordinate the work of teams Manage the “business” of the school’s operation Set the tone of attitude toward students and their families
Alaina’s District’s Support for Her SchoolThe role of Alaina’s district’s support to her school is to: Provide a rich, aligned, articulated curriculum Provide periodic assessment with timely and
meaningful reporting to teachers Maintain regular two-way communication with
Alaina’s principal Monitor the school’s operations and performance Provide mentoring and professional development
for the principal aligned with the principal’s needs Provide professional development for teachers
aligned with their collective and individual needs
Alaina’s District’s Superintendent
Alaina’s superintendent’s role is to: See that Alaina’s school has the best principal possible by:
Hiring good principals Clearly communicating and reinforcing expectations for
principals Monitoring principals’ performance Evaluating principals’ performance, especially through school
operations and student achievement Providing principals with opportunities for growth aligned with
their evaluated performance Removing inadequate principals
Organize and monitor the delivery of district support for Alaina’s school
Serve as channel of informed communication among district constituencies
Manage the “business” of the district
Alaina’s District’s BoardAlaina’s district board’s role is to: Establish policies with Alaina in mind Negotiate contracts with Alaina in mind Provide the resources necessary for Alaina’s success Provide the best superintendent possible by:
Hiring a good superintendent Clearly communicating and reinforcing expectations
for the superintendent Monitoring the superintendent’s performance Evaluating the superintendent’s performance,
especially in district operations and student achievement
Providing the superintendent with opportunities for growth aligned with their evaluated performance
Removing inadequate superintendents
Changing and Sustaining
What are the obstacles to change in a school?
Why do positive changes sometimes not sustain themselves?
How do we sustain positive change?