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Michigan’s District Focus Gets TractionPartnership with Comprehensive Centers

Provides MomentumBersheril Bailey, Mark Coscarella, & Lisa Kinnaman

IntroductionHitching a ride on an automotive metaphor comes easily when

Michigan is at the center of the story. After the Michigan Depart-ment of Education (MDE) spent a couple years noodling in the design shop about the optimum drivers of school improvement, its education engineers were convinced that the local school district was positioned to shift the process into high gear. How, then, did MDE provide the right fuel and a reliable road map? How did the FRQFHSW�EHFRPH�D�WHVW�FDU��DQG�WKH�UHÀQHG�SURWRW\SH�PRYH�WR�mass production? Michigan needed a functional design, and the districts needed an owner’s manual.

Fortunately, MDE was connected to a trustworthy supply chain for transforming good ideas into practical production. The Great Lakes East Comprehensive Center (GLECC) had been at MDE’s VLGH�WKURXJK�WKH�QRRGOLQJ��DQG�LWV�DIÀOLDWHG�&HQWHU�RQ�,QQRYDWLRQ��,PSURYHPHQW��&,,��KDG�LQMHFWHG�LGHDV�DQG�SRVVLEOH�VROXWLRQV��

MDE realized that the district is pivotal in driving school improve-ment, but MDE needed the right approach to engage districts in this important work. MDE’s partnership with the GLECC (Michi-gan’s regional comprehensive center) provided consistent sup-port, guidance, and expertise as MDE considered the best way to strengthen its relationship with its districts to support school LPSURYHPHQW��*/(&&·V�DIÀOLDWLRQ�ZLWK�&,,��D�FRQWHQW�FHQWHU�LQ�WKH�comprehensive center system, brought further expertise to MDE as well as a connection with State Education Agencies (SEA) across the country that were also re-engineering their systems of support for district and school improvement. This alliance of MDE, */(&&��DQG�&,,�H[HPSOLÀHV�WKH�8��6��'HSDUWPHQW�RI�(GXFDWLRQ·V�intentions in establishing a network of regional comprehensive centers and national content centers to provide technical assis-tance to SEAs.,Q�������0'(�MRLQHG�WKH�$FDGHP\�RI�3DFHVHWWLQJ�6WDWHV��D�FRQ-

VRUWLXP�RI�QLQH�6($V��ODWHU�H[SDQGHG�WR�����RUJDQL]HG�E\�&,,�DQG�facilitated by GLECC. Over the next two years, the Academy provid-ed MDE with a proving ground to test its school improvement ef-forts, bounce ideas off other States, and envision more productive PRGHOV�IRU�DFFHOHUDWLQJ�VWXGHQW�OHDUQLQJ��,Q�������DW�D�PHHWLQJ�

�

RI�WKH�RULJLQDO�QLQH�6($�WHDPV�LQ�&RHXU�G·$OHQH��,GDKR��WKH�WHDPV�put forth the idea of developing an SEA initiative focused on the district’s role as an engine for change. ,Q�������0LFKLJDQ�DQG�VL[�RWKHU�VWDWHV�IRUPHG�WKH�$FDGHP\�RI�

3DFHVHWWLQJ�'LVWULFWV��ZLWK�D�GHVLJQ�FUHDWHG�E\�&,,�DQG�ZLWK�WKH�persistent guidance of GLECC’s staff. The purpose of this new Academy was to engage the SEA team with district teams to ramp up the district’s support for the improvement of its schools. Meet-LQJ�LQ�3KLODGHOSKLD�LQ�2FWREHU��WKH�VWDWH�WHDPV�VWXGLHG�WKH�GHVLJQ�DQG�SODQQHG�WR�LPSOHPHQW�D�SLORW�SURMHFW�LQ�D�VPDOO�QXPEHU�RI�districts.

Part I: Academy Background2YHU�WKH�SDVW�VHYHQ�\HDUV��&,,�KDV�GHYHORSHG�D�QXPEHU�RI�

programs and publications fostering school reform and improved VWXGHQW�RXWFRPHV��(DFK�LV�SUHPLVHG�RQ�WKH�ÀUP�EHOLHI�WKDW�VFKRRO�improvement is best accomplished when directed by the people closest to the students, applying their own ingenuity to achieve the results desired for their students—students they know and FDUH�DERXW��3ODFLQJ�WKLV�KLJK�OHYHO�RI�FRQÀGHQFH�LQ�WKH�DELOLW\�RI�school personnel to chart their own course also requires that the school is given convenient access to tools, resources, and effec-WLYH�SUDFWLFH�WR�JHW�WKH�MRE�GRQH��7KH�GLVWULFW�FDQ�SURYLGH�WKDW�VXS-port for its schools, and the SEA can help the district.&,,�GHVLJQHG�WKH�$FDGHP\�RI�3DFHVHWWLQJ�'LVWULFWV��$3'��WR�DV-

sist SEAs in building district capacity to effectively support their VFKRROV·�LPSURYHPHQW��$3'�LV�GHULYHG�IURP�&,,·V�SUHYLRXV�ZRUN�ZLWK�WKH�$FDGHP\�RI�3DFHVHWWLQJ�6WDWHV��D�FROODERUDWLRQ�EHWZHHQ�&,,��5HJLRQDO�&RPSUHKHQVLYH�&HQWHUV��5&&���DQG����6($V�IURP������WR�������$W�WKH�FRQFOXVLRQ�RI�WKH�$FDGHP\�RI�3DFHVHWWLQJ�States, participants requested that a similar Academy experience be designed for the SEA to help district leadership teams address the increasing expectations and responsibilities being placed on them to provide meaningful and differentiated supports to their schools.$�FULWLFDO�IHDWXUH�RI�$3'�LV�WKH�XVH�RI�D�VHW�RI�LQGLFDWRUV�RI�HI-

fective district practice distilled from educational research, the experience of exemplary practitioners, as well as research on successful reform from non-education sectors. These indicators illustrate ideal operations against which districts assess their cur-rent operations. Following that self-assessment, the indicators are the markers against which plans for reform are developed, imple-mented, and are ultimately measured. 7KH�WKHRU\�DQG�HYHQWV�FRPSULVLQJ�WKH�$3'�DUH�RXWOLQHG�LQ�D�GH-

tailed SEA Field Guide, which provides guidance and all the tools necessary for an SEA to conduct the Academy with districts in its state. While many districts and schools are already engaged in

“The Academy

of Pacesetting

Districts has been

instrumental in our

school improvement

efforts by providing

collaboration time

with district leaders

across the state, as

well as the Michigan

Department of

(GXFDWLRQ�2I¿FH�of Education

Improvement and

Innovation, the Great

Lakes East Regional

Comprehensive

Center, and Kent

Intermediate School

District staff. This

experience has

provided excellent

opportunities to

VKDUH�DQG�UHÀHFW�RQ�our decision-making

processes, curriculum

and instruction,

professional

development, and

student supports.

Creating the district

manual as part

of the Academy

expectations has

allowed us to capture

the procedures that

are currently in

place and has been

a springboard for

school improvement

JRDO�UH¿QHPHQW�DQG�focus.”

3

improvement processes guided by indicators of effective practice, SDUWLFLSDWLRQ�LQ�$3'�HOHYDWHV�WKHLU�OHYHO�RI�UHIRUP��GHHSHQV�WKHLU�understanding of effective practice, and enables them to build from and share their previous work.&,,�IRXQG�ZLWK�WKH�$FDGHP\�RI�3DFHVHWWLQJ�6WDWHV�WKDW�ZKHQ�D�

group of state teams commits to high standards of improvement and unites in a common process, they learn from each other, chal-OHQJH�HDFK�RWKHU��DQG�EHQHÀW�JUHDWO\�IURP�WKHLU�DVVRFLDWLRQ�ZLWK�each other. The same principles and outcomes are expected for District Academy Teams, including those participating in Michigan.

Academy Theory of Action

$�WKUHH�SDUW�WKHRU\�RI�DFWLRQ�JXLGHG�WKH�GHYHORSPHQW�RI�$3'��LQIRUPHG�E\�&,,·V�RZQ�XQGHUVWDQGLQJ�RI�KRZ�WR�DFKLHYH�HIIHFWLYH�DQG�VXVWDLQHG�FKDQJH�DV�UHÁHFWHG�LQ�LWV�ZRUN�RYHU�WKH�SDVW�VHYHQ�years.

Part One: Indicators of effective practice provide behavioral

guideposts for focused improvement��,Q�������&,,�SXEOLVKHG�WKH�Handbook on Restructuring and Substantial School Improvement �:DOEHUJ��������ZKLFK�LQFOXGHG����LQGLFDWRUV�UHODWHG�WR�GLVWULFW�support for school improvement. A subset of these indicators was VHOHFWHG�IRU�$3'�

Part Two: The district’s leadership is critical to school improve-

ment and is a leverage point for SEA support. When Local Educa-tion Agencies (LEAs) improve their own operations through strong leadership, they can provide more effective assistance to their schools. The SEA is distant from the school but can effectively assist districts in building strong district support systems for their schools.

Part Three: Procedural knowledge is necessary to convert good

research and good ideas to sound practice.�3URFHGXUDO�NQRZO-edge moves beyond the acquisition of information to a level of understanding necessary to act effectively. Simply put, procedural NQRZOHGJH�LV�´NQRZLQJ�KRZ�µ�$3'·V�REMHFWLYH�LV�WR�LQFXOFDWH�NQRZO-edge of effective district practices for assisting schools’ improve-PHQW�HIIRUWV�VXIÀFLHQWO\�WR�HQDEOH�$FDGHP\�SDUWLFLSDQWV�WR�NQRZ�how to put that knowledge to work.

Academy Content Framework

$3'·V�VWUXFWXUH�FHQWHUV�DURXQG�DQ�XQGHUVWDQGLQJ�RI�WKH�PLVVLRQ�of SEAs, LEAs, and schools: educating children to enable them to reach their full potential. This is why schools whose students are underperforming need to change what is going on within the VFKRRO�DQG�ZLWKLQ�HDFK�FODVVURRP��,W�LV�XS�WR�HGXFDWRUV�WR�ULVH�WR�WKH�FKDOOHQJH�RI�PDNLQJ�WKDW�KDSSHQ��7R�VXSSRUW�WKLV�ZRUN��$3'�structured sequential events designed to increase the capacity of those working in school districts to envision and enact a set of

4

district-level operations to facilitate school improvement, reaching WR�WKH�FODVVURRP��7KH�IRXU�WRSLFDO�DUHDV�RI�$3'�DUH�

1. High Standards and Expectations���Teaching and Learning3. ,QIRUPDWLRQ�IRU�'HFLVLRQ�0DNLQJ4. 5DSLG�,PSURYHPHQW�6XSSRUW

Not coincidentally, this framework bears a resemblance to the 8QLWHG�6WDWHV�'HSDUWPHQW�RI�(GXFDWLRQ·V�%OXHSULQW�IRU�5HIRUP�related to the reauthorization of the Elementary and Secondary (GXFDWLRQ�$FW��7KH�%OXHSULQW·V�IRXU�EDVLF�SULQFLSOHV�DUH���

1. 7HDFKLQJ�DQG�/HDUQLQJ��,PSURYLQJ�WHDFKHU�DQG�SULQFLSDO�effectiveness to ensure that every classroom has a great teacher and every school has a great leader

���,QIRUPDWLRQ�IRU�'HFLVLRQ�0DNLQJ��3URYLGLQJ�LQIRUPDWLRQ�WR�families to help them evaluate and improve their children’s schools and to educators to help them improve their stu-dents’ learning

3. +LJK�6WDQGDUGV��,PSOHPHQWLQJ�FROOHJH��DQG�FDUHHU�UHDG\�standards and developing improved assessments aligned with those standards

4. 5DSLG�,PSURYHPHQW��,PSURYLQJ�VWXGHQW�OHDUQLQJ�DQG�achievement in America’s lowest performing schools by providing intensive support and effective interventions

7KH�GULYLQJ�IRUFH�RI�$3'�LV�WKH�LQGLFDWRUV�RI�HIIHFWLYH�SUDFWLFH��at both the district and school levels. The indicators are put into place and strengthened over the course of the Academy, during the District Team Kickoff Meeting and the Distance Learning Ses-sions, and in the district teams’ working sessions. )LQDOO\��WKHUH�LV�WKH�GLVWULFW·V�JXLGLQJ�GRFXPHQW��,Q�$3'��WKH�

participating district teams design a District Operations Manual for a District System of Support to guide the district’s approach to operations and outreach related to school improvement.

Academy Partners

$3'�ZDV�LQWHQWLRQDOO\�GHVLJQHG�WR�EH�D�SURMHFW�RI�VHYHUDO�HQWL-WLHV�ZRUNLQJ�LQ�FRQMXQFWLRQ³OLNH�D�ZHOO�RLOHG�HQJLQH��&,,�GHYHORSHG�WKH�FXUULFXOXP�DQG�SURFHVV��*/(&&·V�%HUVKHULO�%DLOH\��*DU\�$SSHO��DQG�GLUHFWRU�%DUEDUD�<RXQJUHQ�SURYLGHG�VXSSRUW�DQG�WHFKQLFDO�assistance for the training and execution; and the SEA assumed the ultimate responsibility of delivering the content and structure to its participating districts. Each individual role is important, but when working together, the engine hums with success.$QRWKHU�FULWLFDO�JURXS�RI�SDUWQHUV�LQ�$3'�DUH�VWDII�SURYLGHG�E\�

the SEA to serve in the role of Academy Mentors. The Academy

“This opportunity

has opened the

doors for wonderful

opportunities for our

district. Thank you

for choosing Saginaw

Public School District

to participate in this

initiative.”

“I like the

opportunity to

collaborate with

other members of my

district.”

5

Mentors are selected, trained, and assigned by the SEA to support GLVWULFWV�SDUWLFLSDWLQJ�LQ�WKH�$FDGHP\��$FDGHP\�0HQWRUV�ÀOO�ZKDW�some refer to as a coaching role for District Academy Teams. )LQDOO\��WKH�/($V�LGHQWLÀHG�E\�WKH�6($�IRU�SDUWLFLSDWLRQ�GHWHUPLQH�

their District Academy Teams, adhering to guidelines provided by the SEA, but always including the superintendent or a senior level designee (such as an assistant superintendent). District Academy Teams are required to attend all Academy activities (a kickoff meeting, Distance Learning sessions throughout the year, and a summative meeting) and must set aside time for monthly work-ing sessions. The working sessions include time to address action plans related to the indicators of effective practice and create a District Operations Manual for their District System of Support.,Q�WKH�LQLWLDO�WUDLQLQJ�WKDW�&,,�GHOLYHUHG�WR�WKH�6($V��6($V�ZHUH�

encouraged to limit the number of districts participating in the $FDGHP\�LQ�WKH�ÀUVW�\HDU�LQ�RUGHU�WR�HQVXUH�WKDW�SDUWLFLSDWLQJ�districts received the necessary attention to make the experience valuable and productive. The SEA determines the number of dis-tricts it is prepared to support in the Academy. Michigan elected to VHUYH�ÀYH�GLVWULFWV�IURP�DFURVV�WKH�VWDWH�LQ�LWV�ÀUVW�FRKRUW�

Effective Leadership

The Academy design places responsibility for execution on inspired SEA leadership. Credit for the success of the Michigan $FDGHP\�RI�3DFHVHWWLQJ�'LVWULFWV�JRHV�WR�WKH�OHDGHUVKLS�RI�0DUN�Coscarella and the outstanding team he assembled to carry forth this effort. The team’s enthusiasm and passion for continuous im-provement and the belief that every district and school can serve $//�VWXGHQWV�WR�EH�FROOHJH�DQG�FDUHHU�UHDG\�LV�FRQWDJLRXV��5DWKHU�than viewing the Academy as “one more thing” to add to an DOUHDG\�IXOO�SODWH��0'(·V�WHDP�KDV�XWLOL]HG�$3'�WR�GULYH�WKHLU�RZQ�state improvement efforts to support LEAs in a meaningful and engaging way. SEA leadership is paramount to Michigan’s success ZLWK�$3'��DQG�VXSSRUW�IURP�*/(&&�LV�VXEVWDQWLDO��FRQVLVWHQW��DQG�of high quality.

Part II: GLECC’s Role in Michigan’s Planning and Implementation of APD

The Great Lakes East Comprehensive Center (GLECC) at Learn-LQJ�3RLQW��DQ�DIÀOLDWH�RI�WKH�$PHULFDQ�,QVWLWXWHV�IRU�5HVHDUFK��LV�IXQGHG�E\�WKH�8�6��'HSDUWPHQW�RI�(GXFDWLRQ�DV�SDUW�RI�WKH�QHW-ZRUN�RI�VL[WHHQ�UHJLRQDO�FRPSUHKHQVLYH�FHQWHUV�DQG�ÀYH�QDWLRQDO�FRQWHQW�FHQWHUV��(DFK�FRQWHQW�FHQWHU�KDV�D�VSHFLÀF�IRFXV��*/(&&�SURYLGHV�WHFKQLFDO�DVVLVWDQFH�WR�,QGLDQD��0LFKLJDQ��DQG�2KLR�LQ�various roles such as partner, facilitator, problem solver, strategist, FRDFK��WHFKQLFDO�H[SHUW��DQG�LQÁXHQFHU��7KLV�VWRU\�GHWDLOV�WKH�FORVH�FROODERUDWLRQ�EHWZHHQ�D�QDWLRQDO�FRQWHQW�FHQWHU��&,,���UHJLRQDO�

6

comprehensive center (GLECC), state education agency (MDE), ,QWHUPHGLDWH�6FKRRO�GLVWULFWV��,6'V���DQG�ORFDO�HGXFDWLRQ�DJHQFLHV�(LEAs). This multi-level collaboration is a perfect example of how the comprehensive center system is intended to function.

Building from Existing Systems

,Q�������*/(&&�EHJDQ�WKH�MRXUQH\�ZLWK�0'(�WR�DGGUHVV�LWV�1&/%�UHVSRQVLELOLW\�WR�SURYLGH�DQ�HIIHFWLYH�V\VWHP�RI�VXSSRUW�IRU�districts and schools in the improvement process. MDE built a comprehensive statewide system of support that provided direct VXSSRUW�WR�VFKRROV�QRW�PDNLQJ�DGHTXDWH�\HDUO\�SURJUHVV��$<3���7KH�QXPEHU�RI�\HDUV�D�VFKRRO�GLG�QRW�PDNH�$<3�GHWHUPLQHG�WKH�services of support the school would receive. The components of Michigan’s statewide system of support (SSOS) consisted of:

ɻAudits. Auditors reviewed data to help schools identify rea-VRQV�ZK\�WKH\�GLG�QRW�PDNH�$<3� ɻProcess mentors. A three-member team provided techni-cal assistance that helped schools understand the data and provided feedback on how to use the data to develop or revise school improvement plans. They also helped to facilitate change by removing barriers at the district and state levels, coordinated services at the district and state levels, and monitored progress on the implementation of the school improvement plan. ɻMichigan Principals Fellowship and Coaches Institute.�,Q�FROODERUDWLRQ�ZLWK�0'(��0LFKLJDQ�6WDWH�8QLYHUVLW\��068��provided training and ongoing support focused on building leadership coaches to assist principals who participated in the Fellowship. The leadership coaches focused on building the capacity of school leaders to lead the systematic in-structional improvements needed to raise student achieve-PHQW��7LWOH�,�VFKRROV�LGHQWLÀHG�DV�QRW�PDNLQJ�$<3�IRU�WKUHH�or more years selected a leadership coach from a cadre of FRDFKHV�WUDLQHG�E\�068�� ɻ Instructional Coach Support.�7LWOH�,�VFKRROV�LQ�\HDU���DQG�above could receive support in literacy and mathematics from instructional coaches, trained by the Michigan As-VRFLDWLRQ�RI�,QWHUPHGLDWH�6FKRRO�$GPLQLVWUDWRUV��0$,6$���who helped schools select and implement evidence-based LQWHUYHQWLRQ�V��ZLWK�ÀGHOLW\�� ɻData Support.�7LWOH�,�VFKRROV�LQ�\HDUV��²��FRXOG�SDUWLFLSDWH�in Data-Driven Decision Making training. They could also request a data coach to work more closely with them to analyze the data, engage staff in identifying areas in need of improvement, align strategies and interventions to the school improvement plan, and to determine professional

“I am learning from

reviewing the many

reading materials

provided.”

“It is helpful to

address our concerns

and issues properly

with helpful feedback

from our partners.”

�

GHYHORSPHQW�QHHGV��3ULQFLSDOV�RI�7LWOH�,�VFKRROV�LQ�3KDVHV���DQG�DERYH�ZKR�SDUWLFLSDWHG�LQ�WKH�0LFKLJDQ�3ULQFLSDOV�Fellowship also received training on how to examine and use data.

'LVWULFWV�ZLWK�VFKRROV�LGHQWLÀHG�IRU�VWDWHZLGH�V\VWHP�RI�VXSSRUW�VHUYLFHV�ZHUH�H[SHFWHG�DQG�HQFRXUDJHG�WR�DSSRLQW�D�FHQWUDO�RIÀFH�VWDII�SHUVRQ�WR�EH�D�SDUW�RI�WKH�3URFHVV�0HQWRU�WHDPV��FHQWUDO�RIÀFH�VWDII�SDUWLFLSDWLRQ�YDULHG�IURP�GLVWULFW�WR�GLVWULFW��,Q�-DQXDU\�������*/(&&�SODQQHG�DQG�IDFLOLWDWHG�D�PHHWLQJ�EHWZHHQ�0'(��0$,6$��DQG�$GYDQF(G��DQ�0'(�VFKRRO�LPSURYHPHQW�SDUWQHU��WR�look at how two other states were working with districts to improve schools and increase student achievement. During this meeting, &,,�SUHVHQWHG�RQ�WKH�GLVWULFW�OHYHO�ZRUN�RI�WKH�.HQWXFN\�DQG�9LUJLQ-LD�'HSDUWPHQWV�RI�(GXFDWLRQ��,QIRUPDWLRQ�ZDV�ODWHU�VKDUHG�ZLWK�the SSOS Core team, but no action was taken at that time.

Building Capacity at the State Level

,Q�-XQH�������0'(�DQG�*/(&&�EHFDPH�SDUW�RI�D�FRQVRUWLXP�RI�QLQH�VWDWHV��ODWHU�H[SDQGHG�WR����VWDWHV��WR�SDUWLFLSDWH�LQ�&,,·V�$FDGHP\�RI�3DFHVHWWLQJ�6WDWHV�ZLWK�WKH�SXUSRVH�RI�EXLOGLQJ�D�stronger system of support. Each participating SEA was expected to complete a Statewide System of Support Operations Manual to document the system of support, guide the school improvement ZRUN�RI�WKH�PDQ\�RIÀFHV�DFURVV�WKH�6($��DQG�VKRZ�GLVWULFWV�DQG�schools the school improvement services available to them.'XULQJ�SDUWLFLSDWLRQ�LQ�WKH�$FDGHP\�RI�3DFHVHWWLQJ�6WDWHV��

GLECC guided MDE’s team through a self-assessment of the VWDWHZLGH�V\VWHP�RI�VXSSRUW��ZKLFK�ZDV�EDVHG�RQ�&,,·V�Handbook

on Statewide Systems of Support��5HGGLQJ��:DOEHUJ������D��and an accompanying manual, Strengthening the Statewide

System of Support: A Manual for the Comprehensive Center and

State Education Agency��5HGGLQJ��:DOEHUJ������E���*/(&&�DOVR�facilitated sessions where MDE completed an evaluation using &,,·V�Evaluating the Statewide System of Support (Hanes, Kerins, 3HUOPDQ��5HGGLQJ���5RVV���������������*/(&&�UHYLHZHG�DQG�analyzed data from MDE’s assessment and provided MDE with an DVVHVVPHQW�UHSRUW�LQ�0D\�������0'(�EHJDQ�WKH�ZRUN�RI�UHGHVLJQ-ing the SSOS to provide a more differentiated system of support. 7KH�FRQWHQW�FHQWHU��&,,���UHJLRQDO�FRPSUHKHQVLYH�FHQWHU�

(GLECC), and SEA (MDE) worked side by side as the redesigned 6626�HPHUJHG��,Q�)HEUXDU\�������*/(&&�LQYLWHG�/LVD�.LQQDPDQ��ZRUNLQJ�IRU�,GDKR·V�6WDWH�'HSDUWPHQW�RI�(GXFDWLRQ�DW�WKDW�WLPH��WR�0'(�WR�VKDUH�WKH�,GDKR�6WDWH�'HSDUWPHQW�RI�(GXFDWLRQ�,QVWUXF-WLRQDO�&RUH�)RFXV�9LVLW�SURFHVV�DQG�PDQXDO��ZKLFK�ZDV�PRGHOHG�after Patterns of Practice: A School Review Process (Mid-Atlantic &RPSUHKHQVLYH�&HQWHU��&,,���������0'(�DQG�*/(&&�UHYLHZHG�DQG�PRGLÀHG�WKH�,GDKR�SURFHVV�DQG�GHYHORSHG�0LFKLJDQ·V�6FKRRO�

�

,PSURYHPHQW�5HYLHZ�9LVLW��6,59���ZKLFK�ZDV�SLORWHG�LQ�VFKRROV�WKDW�ZHUH�LQ�WKH�ÀUVW�\HDU�RI�QRW�PDNLQJ�$<3��*/(&&�DQDO\]HG�VXUYH\�GDWD�DIWHU�HDFK�6,59�WR�DVVLVW�0'(�ZLWK�UHÀQLQJ�WKH�V\VWHP��7KH�new system eliminated the audits; however, Michigan’s SSOS still IRFXVHG�RQ�GLUHFW�VHUYLFH�WR�VFKRROV�QRW�PDNLQJ�$<3��&RQFHUQV�over MDE’s capacity to serve a large number of schools loomed in the background.

Working with the State to Build Capacity at the District Level

With this backdrop of capacity concerns for MDE, it seemed very WLPHO\�WKDW�&,,�LQWURGXFHG�WKH�$FDGHP\�RI�3DFHVHWWLQJ�'LVWULFWV�WR�5&&V�LQ�-DQXDU\�������DQG�HQFRXUDJHG�5&&�OLDLVRQV�WR�VKDUH�WKH�information with their respective SEAs. Since GLECC had been gently encouraging MDE to look at how some states were focusing on district support, GLECC was excited to share the information DERXW�$3'�ZLWK�0'(��*/(&&�IDFLOLWDWHG�D�FRQIHUHQFH�FDOO�ZLWK�/LVD�.LQQDPDQ��QRZ�ZRUNLQJ�ZLWK�&,,��DQG�6DP�5HGGLQJ�WR�SURYLGH�0'(�ZLWK�D�PDS�RI�WKH�'LVWULFW�3DFHVHWWHUV�SDWK�WR�GLVWULFW�DQG�VFKRRO�LPSURYHPHQW��&,,�UHTXLUHG�D�0HPRUDQGXP�RI�8QGHUVWDQG-LQJ��ZKLFK�VSHOOHG�RXW�WKH�UROHV�DQG�UHVSRQVLELOLWLHV�IRU�&,,��*/(&&��and MDE. Once all parties signed on the dotted line, the trip EHJDQ��0'(·V�SULRU�SDUWLFLSDWLRQ�LQ�WKH�$FDGHP\�RI�3DFHVHWWLQJ�6WDWHV�SURYLGHG�D�JUHDW�URDG�PDS�IRU�WKHLU�MRXUQH\�WR�WKH�$FDGHP\�RI�3DFHVHWWLQJ�'LVWULFWV�

GLECC was part of a four-member team that participated in $3'�WUDLQLQJ�LQ�2FWREHU�������0LFKLJDQ·V�WHDP�ZDV�OHG�E\�WKH�$VVLVWDQW�'LUHFWRU�RI�WKH�2IÀFH�RI�(GXFDWLRQ�,PSURYHPHQW�DQG�,Q-QRYDWLRQ��2(,,��DW�0'(��0DUN�&RVFDUHOOD��$IWHU�WZR�GD\V�RI�LQWHQ-VLYH�WUDLQLQJ�LQ�3KLODGHOSKLD��0DUN·V�IRUZDUG�WKLQNLQJ�OHG�WR�WKH�LQFOXVLRQ�RI�DGGLWLRQDO�WHDP�PHPEHUV�IURP�RWKHU�RIÀFHV�DW�0'(��DV�ZHOO�DV�WHDP�PHPEHUV�IURP�WZR�RI�0LFKLJDQ·V�,QWHUPHGLDWH�6FKRRO�'LVWULFWV��,6'��WR�HQVXUH�VXVWDLQDELOLW\��,Q�DGGLWLRQ�WR�0DUN��the initial Michigan team members included Anne Hansen, Karen 5XSOH��3LSHU�)DUUHOO�6LQJOHWRQ��'LDQH�-RVOLQ�*RXOG��'LDQH�)OHPLQJ��2(,,��)UHG�:LOOLDPV��2IÀFH�RI�)LHOG�6HUYLFHV��-RKQ�9DQ:DJRQHU��2I-ÀFH�RI�3URIHVVLRQDO�3UHSDUDWLRQ��%HQ�%RHUNRHO��.HQW�,6'��(OL]DEHWK�%URSK\��&DOKRXQ�,6'��%HUVKHULO�%DLOH\��*/(&&��

GLECC supported MDE by coordinating and facilitating meet-ings to review and synthesize for Michigan the extensive amount RI�PDWHULDO�SURYLGHG�E\�&,,�WR�JXLGH�WKH�WHDP�WKURXJK�WKH�MRXUQH\��GLECC also assisted MDE with:

ɻ3ODQQLQJ�DQG�FRQGXFWLQJ�WKH�NLFNRII�PHHWLQJ�WKDW�WRRN�SODFH�RQ�'HFHPEHU���²�������� ɻ3ODQQLQJ�DQG�FRQGXFWLQJ�RQVLWH�PRQWKO\�OHDUQLQJ�VHVVLRQV�with individual districts ɻ Conducting Academy evaluations

“I enjoy sharing

ideas with MDE and

other districts. The

conversations are

thought provoking.”

“I have been very

enlightened through

this process.”

�

ɻ3URYLGLQJ�UHVRXUFHV�QHHGHG�WR�VXSSRUW�WKH�$FDGHP\�RI�3DFHVHWWLQJ�'LVWULFWV�

GLECC also participated in monthly regional comprehensive FHQWHU�OLDLVRQ�FDOOV�RUJDQL]HG�E\�&,,�WR�GLVFXVV�SURJUHVV��VXFFHVV-es, and challenges of the Academy. With GLECC’s support and JXLGDQFH��WKH�WUDLQLQJ�SURYLGHG�E\�&,,�WRRN�URRW�DQG�JUHZ�LQ�0'(·V�already fertile soil. MDE was ready for change.

Part III: Seeing the Need The Michigan team quickly saw the power and numerous pos-

VLELOLWLHV�RI�ZRUNLQJ�ZLWK�GLVWULFWV�WKURXJK�WKH�$3'�IUDPHZRUN��6R��it was important for Michigan to get off to a great start with lo-FDO�VFKRRO�GLVWULFWV�LQ�WKH�LQDXJXUDO�\HDU�RI�$3'��)RU�D�QXPEHU�RI�years, Michigan had worked closely with schools in the Statewide System of Support (SSOS) and had been noticeably successful in JHWWLQJ�VFKRROV�WR�PHHW�$<3�WDUJHWV�DQG�WKHUHIRUH�DEOH�WR�H[LW�WKH�system. Michigan realized that missing from the SSOS was the VXSSRUW�SURYLGHG�WR�VFKRRO�GLVWULFWV��,Q�PDQ\�FDVHV��VFKRROV�LP-SURYHG�EXW�ORVW�PRPHQWXP�ZKHQ�VWDWH�VXSSRUW�ZDV�ZLWKGUDZQ��,Q�some cases, the schools did not improve because of barriers that were in place at the district level. Michigan was creating islands of H[FHOOHQFH��7KH�DSSURDFK�RI�ZRUNLQJ�ZLWK�MXVW�VFKRROV�ZDV�QRW�JHW-ting the results necessary for systemic and lasting change.

Michigan realized that to get substantive and sustainable im-SURYHPHQW�LQ�VFKRROV��GLVWULFW�LQWHUYHQWLRQ�ZDV�UHTXLUHG��7KH�$3'�provided the avenue to begin working more closely with districts on how they support their schools. The districts that Michigan chose to work with were selected by MDE through a process that considered a number of criteria including: (1) well-run school dis-WULFWV������GLVWULFWV�ZLWK�D�SRVLWLYH�ZRUNLQJ�UHODWLRQVKLS�ZLWK�0'(��(3) districts that would provide a heterogeneous mix of small and large districts, as well as urban and more suburban districts, and (4) districts that were actively supporting their schools. Godfrey /HH�3XEOLF�6FKRROV��.HQWZRRG�3XEOLF�6FKRROV��5RPXOXV�&RPPX-QLW\�6FKRROV��6DJLQDZ�3XEOLF�6FKRROV��DQG�<SVLODQWL�3XEOLF�6FKRROV�PHW�WKH�FULWHULD�DQG�ZHUH�VHOHFWHG�WR�SDUWLFLSDWH�LQ�WKH�$3'��:LWK�VXSSRUW�IURP�*UHDW�/DNHV�(DVW�5HJLRQDO�&RPSUHKHQVLYH�&HQWHU��0'(·V�2IÀFH�RI�(GXFDWLRQ�,PSURYHPHQW�DQG�,QQRYDWLRQ�DQG�WKH�,QWHUPHGLDWH�6FKRRO�'LVWULFW·V�VWDII�VHW�RXW�RQ�WKH�URDG�WR�JDLQ�WKH�districts’ participation. 0'(�VWDII�PHW�ZLWK�WKH�ÀYH�VXSHULQWHQGHQWV�RI�WKH�VHOHFWHG�

GLVWULFWV��7KH�$3'�PDWHULDOV��LQFOXGLQJ�D�PHPRUDQGXP�RI�XQGHU-VWDQGLQJ��028��ZHUH�VKDUHG�ZLWK�WKH�VXSHULQWHQGHQWV�LQ�DQ�LQLWLDO�PHHWLQJ��7KH�028�HVWDEOLVKHG�ZRUNLQJ�JXLGHOLQHV�IRU�0'(�DQG�the school district and promoted the working relationship between WKH�WZR�HQWLWLHV��,W�ZDV�LPSRUWDQW�WR�EXLOG�WUXVW�DQG�UHODWLRQVKLSV�right from the start, so the initial meetings took place in each of

��

WKH�ORFDO�VFKRRO�GLVWULFWV�UDWKHU�WKDQ�DW�0'(�RIÀFHV��&RQYHQLQJ�WKH�PHHWLQJV�DW�HDFK�RI�WKH�GLVWULFW·V�RIÀFHV�RIIHUHG�D�VHQVH�RI�VHFXULW\�DQG�VXSSRUW��,W�VHQW�D�PHVVDJH�WKDW�WKH�$3'�LV�D�YROXQ-WDU\�RSSRUWXQLW\�IRU�LPSURYHPHQW�DQG�VXSSRUW�IRU�WKH�GLVWULFW��,W�ZDV�LPSRUWDQW�IRU�WKH�GLVWULFWV�WR�NQRZ�WKDW�WKH�$3'�LQGLFDWRUV�RI�effective school districts were aligned with Michigan’s district and school improvement planning process. This alignment meant that the work was not something that was extra or in place of other work, rather it was work that was aligned for districts in support of their schools. Another factor that led the superintendents to SDUWLFLSDWH�LQ�WKH�$3'�ZDV�WKH�FUHDWLRQ�RI�DQ�2SHUDWLRQV�0DQXDO��Many of the superintendents had pieces of a district system of support for schools, but not all of them had an articulated, documented, systemic, and implemented way of supporting the VFKRROV��7KH�ÀYH�VXSHULQWHQGHQWV�DJUHHG�WR�EHFRPH�YROXQWDU\�PHPEHUV�RI�WKH�ÀUVW�FRKRUW�RI�$3'�LQ�0LFKLJDQ�

Implementing APD

From the beginning, MDE was dedicated to building its own in-ternal capacity to work with districts. Members from several MDE RIÀFHV�ZHUH�LQYLWHG�WR�SDUWLFLSDWH�LQ�WKH�$FDGHP\��0'(�DOVR�FRO-ODERUDWHG�ZLWK�*/(&&�DQG�,QWHUPHGLDWH�6FKRRO�'LVWULFW��,6'��VWDII�members to form its team. Through collaboration and resources, ,6'V�SURYLGH�VSHFLDOL]HG�VHUYLFHV�WR�VWXGHQWV�WKDW�ZRXOG�QRW�EH�DI-fordable or otherwise feasible and can be shared across regional GLVWULFWV�IRU�WKH�VXFFHVV�RI�HYHU\�OHDUQHU��:LWK�D�WRWDO�RI����PHP-bers on the team, the MDE set off on the Academy experience.

Michigan planned to recruit districts in late fall for a December NLFNRII���,W�ZDV�DQ�DPELWLRXV�DJHQGD��DQG�VWDII�ZDV�GHWHUPLQHG�WR�PDNH�WKH�$FDGHP\�KDSSHQ�LQ�������0'(�IHOW�WKH�ZRUN�RI�GLVWULFW�support was so important it could not wait another year. The kick-RII�PHHWLQJ�ZDV�KHOG�'HFHPEHU��WK�DQG��WK�ZLWK�5RJHU�4XDUOHV�DQG�/LVD�.LQQDPDQ�IURP�&,,�VXSSRUWLQJ�WKH�0'(�*/(&&�WHDP��The participating district teams included superintendents, school board members, union leadership, business managers, and RWKHU�FHQWUDO�RIÀFH�VWDII��'XULQJ�WKH�NLFNRII�PHHWLQJ�WKH�UHVW�RI�WKH�FDOHQGDU�ZDV�VHW�ZLWK�WKH�LQSXW�RI�WKH�ÀYH�GLVWULFW�WHDPV��7KH�GLVWULFW�WHDPV�FRPPLWWHG�WR�D�JRDO�RI�-XQH���IRU�WKH�FRPSOHWLRQ�RI�the district Operations Manual in draft form. The MDE made two DGMXVWPHQWV�WR�WKH�$FDGHP\�GHVLJQ��

ɻ7KH�ÀUVW�ZDV�WR�KROG�WKUHH�'LVWULFW�/HDUQLQJ�VHVVLRQV�DW�the local districts—learning sessions that were not at a GLVWDQFH��7KHVH�WKUHH�PHHWLQJV�ZHUH�LQWHQGHG�LQ�WKH�$3'�design to be online sessions. The MDE felt it was important IRU�WKH�ÀYH�GLVWULFWV�WR�EXLOG�D�OHDUQLQJ�FRPPXQLW\³WR�OHDUQ�ZLWK�HDFK�RWKHU�DQG�WR�SURYLGH�VXSSRUW�WR�HDFK�RWKHU��,W�was important to have the meetings in each of the school

“Our thought

partners were very

helpful at addressing

our weaknesses

and providing us

with situations to

strengthen them.

Their assistance

resulted in a valuable

solution to address

our data and analysis

system.”

11

districts to form that learning community, and the reaction was overwhelmingly positive. The learning sessions were opportunities for the school districts to collaborate with each other. ɻ7KH�VHFRQG�DGMXVWPHQW�ZDV�WR�LQVWLOO�D�VHQVH�RI�SDUWQHU-VKLS�EHWZHHQ�0'(�DQG�WKH�GLVWULFWV��%DVHG�RQ�WKH�XQGHU-standing that the districts have much expertise and expe-rience, MDE decided to call the staff working with each school district a “thought partner” rather than a “mentor.” The thought partners were responsible for asking tough questions, prompting good discussion, refocusing the teams back to the indicators or research, and working with the school districts.

MDE wanted to leverage the expertise of the Academy mem-bers—the district teams. The Academy members would be the holders of the research and best practice, facilitated by MDE DQG�JXLGHG�E\�WKH�$3'�IUDPHZRUN��7KH�WKRXJKW�SDUWQHUV�DQG�WKH�school districts would see how to make it work in their given con-text. The MDE was adamant that the work belonged to the school districts and not the State. MDE would help facilitate, but not dic-tate, and made it a point to ensure the Operations Manuals would QRW�EH�DSSURYHG�E\�0'(��5DWKHU��WKH�GLVWULFW�WHDP�ZRXOG�FULWLTXH�LWV�2SHUDWLRQV�0DQXDO�ZLWK�D�UXEULF�SURYLGHG�LQ�&,,·V�District Field

Guide. The goal was for the school districts to do the work, hold each other accountable, and MDE to support and guide.

Building Capacity and Scaling Up in Michigan

0'(�SODQV�WR�H[SDQG�$3'�WR�RWKHU�GLVWULFWV�LQ�WKH�FRPLQJ�\HDUV��Since Michigan intentionally focused on building its own capac-ity to a team of twelve, it will have the ability to expand the scope of school districts that it works with. The plan for next year is to have each team member take on one or two more team members IURP�RWKHU�RIÀFHV��,6'V��DQG�SURIHVVLRQDO�RUJDQL]DWLRQV��7KHQ��each team member will select a district or two to work with next year. The goal for next year is to scale up to working with at least ���VFKRRO�GLVWULFWV��$�VLPLODU�SODQ�ZRXOG�EH�LQ�SODFH�IRU�WKH�WKLUG�year. MDE would continue to build its own capacity and team and expand the number of school districts. The goal after three years LV�WR�KDYH�����VFKRRO�GLVWULFWV�HQJDJHG�LQ�WKH�$3'��

Suggested Next Steps for APD

$3'�VHHPV�WR�ZRUN�ZLWK�VPDOO�DQG�PLGGOH�VL]H�GLVWULFWV�YHU\�ZHOO��These school districts have staff that can come together and form D�PDQDJHDEOH�WHDP��0LFKLJDQ�ZRQGHUV�KRZ�WKH�$3'�ZRUNV�LQ�large school districts that have many layers and levels. While the SULQFLSOHV�RI�$3'�KDYH�PHULW�DQG�SRWHQWLDO��WKH�ORJLVWLFV�RI�ZRUN-ing with a large school district seem challenging. Michigan’s idea

��

LV�WR�KDYH�D�UHJLRQDO��PXOWL�VWDWH�$3'��6XUURXQGLQJ�VWDWHV�FRXOG�RUJDQL]H�DQ�$3'�H[SHULHQFH�IRU�ODUJH�VFKRRO�GLVWULFWV��6R�&KLFDJR��Detroit, and Cleveland, for example, would participate in a collab-RUDWLYH�UHJLRQDO�$3'�

References

+DQHV��6���.HULQV��7���3HUOPDQ��&���5HGGLQJ��6����5RVV��6����������Evaluating the state-

wide system of support. /LQFROQ��,/��$FDGHPLF�'HYHORSPHQW�,QVWLWXWH�

0LG�$WODQWLF�&RPSUHKHQVLYH�&HQWHU��&HQWHU�RQ�,QQRYDWLRQ��,PSURYHPHQW����������Patterns of practice: A school review process��/LQFROQ��,/��$FDGHPLF�'HYHORSPHQW�,QVWLWXWH�

5HGGLQJ��6����:DOEHUJ��+��-���(GV���������D���Handbook on statewide systems of sup-

port.�&KDUORWWH��1&��/LQFROQ��,/��,QIRUPDWLRQ�$JH�DQG�$FDGHPLF�'HYHORSPHQW�,Q-VWLWXWH��5HWULHYHG�IURP�KWWS���ZZZ�FHQWHULL�RUJ�VXUYH\�GRZQORDGV�+DQGERRN����������������SGI

5HGGLQJ��6����:DOEHUJ��+��-�������E���Strengthening the statewide system of support:

A manual for the comprehensive center and state education agency��/LQFROQ��,/��$FDGHPLF�'HYHORSPHQW�,QVWLWXWH�

:DOEHUJ��+��-���(G������������Handbook on restructuring and substantial school improve-

ment. CKDUORWWH��1&��/LQFROQ��,/��,QIRUPDWLRQ�$JH�DQG�$FDGHPLF�'HYHORSPHQW�,QVWLWXWH�

The Center on Innovation & Improvement is administered by the Academic Development Institute (Lincoln, IL) in partnership with the Temple University Institute for Schools and Society (Philadelphia, PA), Center for School Improvement & Policy Studies at Boise State University (Boise, ID), and Little Planet Learning (Nashville, TN).

A national content center supported by the

U.S. Department RI�(GXFDWLRQ¶V�2I¿FH�RI�(OHPHQWDU\�DQG�6HFRQGDU\�(GXFDWLRQ�

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