Transcript Slide 1

Taking Charge of Change
A Guide for the Alternative Governance
Process in New Mexico
Los Lunas Teacher Training Center
April 1, 2008
Dr. Shelia Hyde
Assistant Secretary of Quality Assurance and Systems Integration
Dr. Beverly Johnson
Director, Priority Schools Bureau
Jed Stus & Kevin McQuade, Presenters
Jed Stus & David Johnson, Assistant Directors
Brenda Gray, Patricia Hackney, Deneen Bair, Zia Zaragoza, Juanita Gonzales,
Education Administrators
New Mexico Public Education Department
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Purpose
To gain an understanding of:
• NCLB Requirements for Schools
with a R-1 status
• Alternative Governance Plan
(AGP) development and
implementation process
– School, District and PED Roles
– Available Support
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Outcomes
Participants will be able to:
* Understand the AGP planning process
• Requirements
• Restructuring Options
• Timelines
* Facilitate and complete the AGP
process with their learning communities
* Incorporate implementation plan from
the AGP into the 2008-09 EPSS by the
June 14th, 2008 submission date.
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Restructuring & Governance
What & Why
NCLB requirements
• School does not meet AYP for 5
consecutive years
• Plans must be developed for
“restructuring during the 6th year”
• Plan must be implemented
during 7th year if AYP is missed
again
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“Restructuring”
A Change in Governance
• Changes the very structure
of the organization
• Changes who makes the
decisions and how
• Defines who has the
decision making authority
and control in the school
and how they use it
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“Restructuring”
continued….
• Is different from changes solely
in the curriculum, instruction or
professional environment (This works well in a school
already successful.)
• Is dramatic and produces
changes in how teachers teach
and how children learn (This works in struggling schools.)
(Learning Point, CCSRI 2006)
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Activity 1
• Using School Restructuring Under
NCLB : What Works When (p.7-12)*
available on the table, please
read the document.
• After reading, group moves to
stand in the area of the
definition of the option you
would choose for your school.
* Learning Point, CCSRI 2006
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Restructuring
Options
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Restructuring Options
• There are 5 options from which
to consider and choose.
• More than one option can be
chosen.
• Options are based on New
Mexico Statutes, the Federal
Elementary and Secondary
Education Act Statute and No
Child Left Behind.
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Restructuring Option 1
• Replacing all or most of the
schools staff, which may include
the principal, who are relevant to
the school inability to meet AYP
(NMSA 22-2C-7H.1)
• Considerations…
– Most successful occurrences are with a
skilled, capable Turnaround Leader and
minimal staff replacement
– Bargaining Agreements
– Can disrupt continuity & relationships
– Lack of skilled Turnaround Leaders
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Restructuring Option 2
• Enter into a contract with a
private entity such as a private
management company with a
demonstrated record of
effectiveness to operate the
school as a public school. (NMSA 22-2C-7H.3)
• Considerations…
– State statute forbids out of state
“Takeover” contracts
– Local control
– Not necessarily effective
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Restructuring Option 3
• Turn the operation of the school to
the PED if this option is permitted
under state law and the state
agrees. (NMSA 22-2C-7J.3)
• Considerations…
–
–
–
–
Limited PED resources
District loss of financial and local control
Collaborative decision
Research supportive when state has a
plan, for example: Louisiana, Ohio
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Restructuring Option 4
• Recommend re-opening the
public school as a state
chartered charter school as
provided by state law. (NMSA 22-2C7.119778)
• Considerations…
– Time (Plan at least a year in advance)
– Local control must be initiated by District
with state support
– State must have good chartering laws
– Must be approved by State Chartering
Authority
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Restructuring Option 5
• Implement any other major
restructuring of the school
governance arrangement
consistent with NCLB principles.
(NMSA 22-2C-7H.2,3,5,6.)
• Considerations…
– Option chosen most frequently nationwide
– Must have specific components in place
for success
– Remember it builds upon the improvement
process
– Dr. Garcia’s letter
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What Constitutes Other Major
Restructuring of the School
Governance
Dr. Garcia’s 2/22/08 letter:
NMSA 22-2C-7H.2,3,5,6:
~Change governance
structure
~Reopen as focus or
theme school
~Reconstitute smaller
autonomous
learning communities
~Dissolve school &
assign students to
other schools
~Decrease
management
authority of the
public school
~Extend school day
or year
~Change the public
school’s internal
organization
~Implement a new
curriculum
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Additional Resource
• Handbook on Restructuring &
Substantial School Improvement
– Chapter 3 (pg 53) “Restructuring Options
and Change Process”.
• Detailed overview of Restructuring Options
and change process
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Broad Lessons on
What Works (2006)
When Restructuring is defined as “changing the
very structure of chronically failing institutions
to spur dramatic improvement” three lessons
are learned:
1. Large, fast improvements are preceded by a
change in the direction and control- and
how direction and control are used. (Turnaround & Fresh start)(Hassel,et.al.2006)
2. Eradicating chronically low performing is not
a one time project; it is a commitment that is
a core part of school and district work.
3. District and school leaders must possess a
steely will and a compass set firmly on
children’s learning. (Walberg, 2007)
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Considerations
• Is the school’s governance impeding
its ability to make AYP?
• How is the school’s governance
impeding the school’s AYP?
• Which particular form of alternative
governance or restructuring will
increase the likelihood that the school
will make AYP?
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Activity 2
Table Discussion
As a school team –
Given the present conditions
of your learning community,
review the 5 restructuring
options and discuss which
would be most appropriate
to implement.
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Choosing the Option and
Developing the AGP Plan
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School Reform in New
Mexico since 2006
Focus on developing:
– School and district use of systems for
Continuous Improvement
– Skills and knowledge of teachers using
researched-based programs for reading
and math
– Accountability within schools and districts
through data-based decision making
– Alignment of the taught curriculum with
the state content standards
– Monitoring and coaching for leadership
skill development in school reform
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Components of
School Governance
•Effective Leadership
•Quality Teaching and
Learning
•Collaborative Relationships
•Support for System-wide
Improvement
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Activity 3
Components of Governance
• As a table group:
– Use page 2 of AGP template and the
Success Indicators for your component,
develop a visual on one of the four
components of Governance assigned to
your group.
– Address
• What it is in your own words?
• What it would looks like at your learning community?
– Assume:
• 15 minutes to dialogue & development of a ~2 minute
report out.
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R1 AGP Requirements
• A school with NCLB status of
Restructuring 1 for 2007-2008 SY
– Explore restructuring options
– Required to complete an AGP
– Incorporate AGP implementation
plan into the 2008-09 EPSS
– Submit both to PED by the June
14th, 2008
• Restructuring -1 Delay
– Review existing AGP
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Timeline
• April 1, ’08 - AGP development training
• April-May ’08 - Development of AGP at
site
• Mid-April to Mid-May ’08 - AGP process
check by PED representative
• Mid-May ’08 - School Board approval
of AGP
• June 14, 2008 - Submit completed AGP
and draft 08-09 EPSS to Priority Schools
Bureau
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The Intended Impact of
the AGP Process
• Choose the governance option
most appropriate for your
district/school
• Develop an Alternative
Governance Plan designed to:
– Improve the school’s abilities to meet the
needs of all children
– Achieve annual academic performance
targets
[Annual Measurable Objectives (AMO)]
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ROLES & RESPONSIBILITIES
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Role of Community
• Represented and involved
in AGP planning team
• Informed of school NCLB
status restructuring options
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Role of the School
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Review resources
Form AGP design team
Schedule meetings
Review technical assistance &
coaching reports
Complete analysis of Key
Elements of Restructuring (AGP doc)
Develop implementation plan (AGP doc)
Submit plan
Incorporate implementation plan
into 08-09 EPSS
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Role of the District
Primary responsibility is to provide
• Technical support
– Monitoring for accountability
• Leadership support for schools that do not
meet AYP
• Financial support and alignment
–
resources human and fiscal
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Role of the Public
Education Department
• Leadership support to districts
• Technical support as outlined
in the School Improvement
Framework
• Financial
• Coaching and Monitoring of
EPSS accountability
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Resources
•
•
•
•
Priority Schools Bureau
Dr. Garcia’s letter dated February 21, 2008
Technical Assistance & Coaching Reports
AGP
– Directions
– Template
– Process Check
– Power point
– Exemplar
– Rubric
– Article Reference
– PED website
• School Improvement Framework
• District
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AGP Template
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Key Elements of
Restructuring to Address in
Developing the Alternative
Governance Plan
• Need for Change
• Effective Leadership
• Quality Teaching and Learning
• Collaborative Relationships
• Support for System-wide
Improvement
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• Affirmation
• Prioritized
• Root-cause
analysis
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• Introduce last section of
Template: next slide
Prioritize the
Opportunity for Improvement (s)
from the 3rd column of the AGP worksheet
based on the greatest need.
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Clearly Defined
& Specific
Implementation Plan
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Model of AGP Process
“Effective Leadership
Component”
•Introduce & Discuss
– Fact Sheet “Effective
Leadership”
– Root-Cause Analysis
– Summary of Prioritized
Opportunities for Improvement
– Implementation Plan
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Activity 4
AGP Practice
Development
• As a school group:
– Utilize Vanderwagen Mid. “Quality Teaching
and Learning” fact sheet, to complete the rootcause analysis (AGP pg 5).
– Prioritize Opportunities for Improvement in
Summary section
– Develop implementation Plan to address
identified Opportunities for Improvement
• At conclusion of activity we will
– Discuss process
– Address questions
– Share key points
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The Relationship
between AGP and EPSS
AGP action items describe strategies
to
improve student achievement and
are identified and incorporated
into the EPSS for 2008-09.
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Narrative and supporting
documentation required
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Activity 5
School Planning Time
As a school team –
Given the present conditions of your
learning community and with the
information presented today, review
the success indicators in the 4
Elements of Restructuring and
discuss which success indictors you
will be addressing in your AGP.
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Questions?
Contact:
•Priority Schools Bureau
827-6582
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References
•
•
•
•
Handbook on Restructuring and Substantial School
Improvement. Herbert J Walberg, Editor. Center for
Innovation and Improvement, Lincoln, IL. 2007
www.centerii.org
School Restructuring Under No Child Left Behind: What
Works When? A Guide for Education Leaders, Learning Point
Associates, Washington, DC. 2006. www.centerforcsri.org
“States Progress Toward High School Restructuring”, National
High School Center. January 2007.
www.betterhighschools.org
The Mega System: Deciding.Learning.Connecting. A
Handbook for Continuous Improvement Within a
Community of the School. Sam Redding. Academic
Development Institute, Lincoln, IL. www.adi.org
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ROLES & RESPONSIBILITIES
• Zia Transition slide
Picture
community/school/district/ped
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Midas Slide
• Zia Break slides will need 2
• Placement to be determined
• Time time song
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Midas Slide
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Table Activity
• Develop action plan for Quality
Teaching and Learning
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Table Activity
• Schools Working with their own
information to practice process
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Large group
• AGP action items into EPSS
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Restructuring Element 2
Quality Teaching and
Learning activity
School groups complete
Summary box with prioritized
Opportunities for Improvement
for work they did on here
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