the capacity building model

8/6/2019 The Capacity Building Model

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The Capacity Building Model:..Strategies for continuous and sustainable

improvement

Presented By:

Louie Rocha, Principal, Antioch High schoolJason Murphy, Asst. Principal, Antioch High school

Fal Asrani, Ed.D, Administrator of High School Reform,Antioch Unified School District


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Four

Intervention

Models for

PI schools

Turnaround

ModelRestart

Mode

School

Closure

Model

Transformation

Model


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Turnaround Model Transformation Model

Capacity

Building

Model

Antioch High School Intervention Model for School Wide

Reform


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CapacityBuilding Model

CourageousConversations

Identify theCritical Areasfor Follow Up

Recognition of theUrgent Needfor Structural Reform

Development of aVision for School

Reform

Implementation of a

Strategic Focus onOrganizationCoherence

Strategic LeadershipExpectation of

AcademicExcellence

ExpandedStudent

Interventions


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Courageous Conversations

Site administrationreflection on existing organizational culture

Teammembers were unable to identifythe teamspurpose

Meetings were inconsistentintheircontentand focus.

Broad participationin leadership decisionsproduced minimal results

There wastalkbutnotmuchcommunication

Sidebarcommentsand conversations occurredprivatelyaftermeetings.

Leaderwasperceived to be makingall decisions

Members were confused and often disagreed aboutroles orassignments

Keypeople outside the team were notcooperative

The teamfailed to initiate aprocessto assessitsprogressBreaking Ranks II, 2004, p. 26


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Recognition of the Urgent Need for Structural Reform

Change

takestime

People will

often a degree

of pressureto change

People view

change

differently

Conflict and

disagreement

arefundamental

element

Understand that

Change can be

a discouraging

and

Frustrating

Process.

Be prepared

for

analysis

paralysis

Dont expect

all people to

change atthe same time

Failure to

implement

doesn't'

always imply

rejection

Assumptions About Change

Breaking Ranks II, 2004, p. 20


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CRITICAL AREAS FOR FOLLOW UP AT AHS

Ineffective communication

between all stakeholders

(Administration, Teachers,

Students, Parents

Ineffective use

of

instructionalminutes

Absence of a

needs-driven staff

development calendar

Decision making relied

on anecdotal data in

lieu of rigorous

outcome data. Limited resources

for student

interventions

Increased community

concerns around

safety and lack of

accountability

Inadequate

establishment

and maintenance

of a college going

culture

Lack of clear leadership

roles crippledadministrative

efficiency

Lack of collaborative

discussions around

curriculum

alignment

Absence of a

Distributed

Leadership model

AHS


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REFORM INITIATIVES

Introduction of studentInterventions Services

Distributive Leadership

Infusion of Technologyfor Communication

Increase in stakeholderIncrease in stakeholder

participationparticipation

Collaboration across

grades and subjects

Optimized usage of

Instructional Time

Reorganization ofadmin. duties


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Vision For AHS Reform

Understand district,

state, and federalmandates and

Communicate themto staff

Become an active

member of professional

organizations

Identify

a mentor principal

who has done

this before andlearn from

him or her

Principal creates

a sitebased leadership

team

Use surveys,Mappings, student

questionnaires,

parent surveys,and community forums

Development of

vision, direction,

and focus on

student learning

Breaking Ranks II, 2004, p. 61


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We believe that we are all accountable for the

performance ofall our students. In order for ourstudents to obtain rigorous grade level

curriculum and attain mastery, we need to

create organizational coherence that ensures

equal access to close the achievementgap.

Identification of Strategic Organization Coherence


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Strategic Leadership for LearningMoving from Losing to Leading

Reconfiguration of administrativeresponsibilities with focus oninstructional leadership in classroomand curriculum.

New delivery of guidance andcounseling services

Expansion of the School LeadershipTeam to include Technology, Testing,ELL coordinators within the FTE

allocations with expanded roles forDepartment chairpersons.

Engagement of all stakeholdersthrough roundtable forums.

The Learning Leaders, Reeves, 2006


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Expectation of Academic Excellence

Departmental and subject specific release time.

The Wednesday schedule is revised to promotedepartmental collaboration focused on instruction.

Teachers are now developing common subject gradingrubrics.

Departments are developing common grading policies

Teachers are reviewing grading common assessment andgrading distributions and using the results of theiranalysis to drive instruction.

Pathway Schools EDGE

Raise API: Targeted activities school wide & core depts.

Collaboration

CommonAssessments

CommonSubject Rubric

CommonSubjectGradingPractices

Improvestudent

achievement;raise studentproficiency


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Building A College Going Culture With Expanded

Student Interventions

Interventions:

CAHSEE tutoring after schoolfor sophomores

Read 180

After-schoolCredit Recovery Cyber High Online Curriculum

Algebra 1A Support Curriculum

ZAP (After school work)

College Nights by Grade Level Summer Bridge Program

Summer AP Prep Academy Smartthinking.com

Special Education: Push-In-Model

Increase in Weekly SART Meetings.

Increase in of #SST.

College

Going

Culture

Focus on

Student

Achievement &

Outcomes

Increase StudentEngagement

Increase Instructional

Rigor

School Culture and Climate


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NEXT STEPS AT AHS

In-house Leadership TrainingProgram

Training with YIN Vice Principal Leadership

Data Conversations with Community

Initiatives to Increase four-year College Admissions

the capacity building model

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