Transcript Slide 1

Pacesetters Cohort #2
Operations Manual: Getting It Started and
Keeping It Going
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Agenda
• Greetings and who’s here
• Special report from Sam Redding, CII –
“Operations Manual: Getting it Started
and Keeping it Going”
• Questions, Comments, Next Steps
Who’s Here
• State Teams and RCC Liaisons: BIE, Nevada,
New Hampshire, North Dakota, Vermont,
West Virginia and Wisconsin
• CII Staff: Marilyn Murphy and Stephanie
Benedict
Topics
• Sam Redding, Director for the Center
on Innovation and Improvement, will
discuss the process of developing and
sustaining the work of your state
Operations Manual.
• Questions and feedback are welcome!
Framework for an Effective
Statewide System of Support
Center on Innovation & Improvement
The System of Support and the SEA
Functions of the SEA
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Provide information
Set standards
Distribute resources
Monitor compliance
Assist with improvement
Intervene to correct deficiencies
Framework for a System of Support
What is a
Statewide System of Support?
All that a state does to support the continuous
improvement of its schools by:
 building systemic capacity for improvement,
 differentiating assistance to build local
capacity for improvement,
 opening windows of opportunity for
improvement, and
 providing incentives for improvement.
The SSOS Framework
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Incentives
Capacity
Opportunity
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And Evaluate the Process and Results
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Interplay of the Framework Components:
Helping People Change
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State Support for School Improvement
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Systemic Support for Improvement
Building Local Capacity for Improvement
Systemic Support for Improvement
States Establish a Culture of Improvement by:
 providing incentives (positive and negative) for districts
and schools to take the reins in their own improvement;
 removing regulatory barriers to local ingenuity and
encouraging innovation;
 enhancing the supply of high-quality leaders and
teachers, especially for hard-to-staff districts and
schools; and
 providing sophisticated planning and data systems as
tools for improvement.
Local Capacity for Improvement
States Build Local Capacity for Improvement by providing
 The means to determine performance
 The means to diagnose operations
 Planning templates aligned with diagnosis
– Improvement plan
– Service plan
 Resources and services aligned with diagnosis and
planning
 Monitoring and reporting of progress
Building Local Capacity
Culture of Candor
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Leadership
Effective Teams
Collegial Coaching/Learning
Open scrutiny of data from both sides of equation
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What students learn
What adults do that affects what students learn
Indicators of Effective Practice
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Guideposts for effective practice
Plain language, behavioral indicators
Aligned with research base
Drivers of planning and improvement
Necessary in a Culture of Candor
The Challenge for States
States are challenged to simultaneously:
 strengthen the foundational system of education, including
the supply of human capital, and strong accountability,
planning, and data systems;
 provide incentives and opportunity for districts and schools to
drive their own continuous improvement, innovate, and get
results;
 efficiently diagnose and remediate specific deficiencies in
districts and schools making inadequate progress; and
 rid the state of the pockets of chronic low performance.
Differentiating Supports and Interventions
Current
Performance
Capacity for
Change
Improvement
Trajectory
Means of
Diagnosis and
Planning
Adequate and
steadily improving
Strong
Continuous
Self-assessment
and planning or
coached selfassessment and
planning
Inadequate and not
improving or
improving at slow
rate
Moderate
Rapid
Coached selfassessment and
planning and/or
external review
Chronically
inadequate and not
improving
Weak
Turnaround
External review to
determine
turnaround method;
leader-directed and
coached selfassessment and
planning thereafter
in district-managed
turnarounds
Chronically
inadequate and not
improving
Null
Closure
The District Role
District Role
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Primary driver of its own improvement
Primary provider of support for improvement of
its schools
Partner with state in addressing lowperforming schools
District Capacity for Improvement
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the operational effectiveness of the central
office and board in taking care of district
functions;
the district’s infrastructure for school
leadership, teaching, and learning; and
the district’s support for the improvement of
individual schools.
SSOS Operations Manual
Building Local Capacity – the
SSOS Operations Manual
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Clarify the purpose of the SSOS
Describe roles and responsibilities
Outline processes and procedures
Provide timeline
Basis for operation, updated to reflect
changes
Guidance for SEA, districts, schools, partners
Purpose and Mission of SSOS
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What?
Why?
Incentives
Opportunity
Systemic Capacity
Local Capacity
Vision
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How the SSOS will look when optimally
implemented, and the results for districts and
schools.
Building Local Capacity
Organization of the SSOS
Narrative description of organizational structure and relationship to SEA departments,
Partner Organizations, Others, with brief Role descriptions
Central Administration
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Coordinating Team
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Administrative Structure
School Support Teams
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How organized
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Primary Responsibilities
Regional Level
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Structure and
Organization
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Primary Responsibilities
Distinguished Educators, Change Agents,
Instructional Specialists, Consultants
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How organized
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Primary Responsibilities
Partners
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By Organization Name
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Primary Responsibilities
Organization Chart
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Graphic display of organizational structure
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Positions
Supervisory relationships (hierarchy)
Include positions from narrative description
Cycle of Support
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Identify
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Monitor
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Support
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Assess /
Review
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Plan
Targeting Supports - Example
Cycle – Targeting Supports to
District/School Need
Narrative description of table from above
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Identifying Schools to Receive Assistance (Years AYP based on Assessments, Etc.)
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Assessing (Diagnosing) District/School Need (methods of diagnosing specific needs for
services; data sources, instruments, processes)
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Level 1—Schools in Improvement Status.
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Level 2 – Schools in Corrective Action.
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Level 3—Schools in Restructuring.
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Planning for Improvement
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Level 1, first year in Improvement Status:
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Level 1, second year in Improvement Status:
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Level 2, schools in Corrective Action:
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Level 3, schools in Restructuring:
Providing Support (related to menu of support]
See Menu of Available Services, which includes the services for each Level of Support and is aligned with
the xx variables and x categories for school improvement.
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Level 1: Services available to Level 1 schools in second year of Improvement Status
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Level 2: Services available to Level 2 schools in Corrective Action
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Level 3: Services available to Level 3 schools in Restructuring
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Monitoring Progress
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Mid-Year Progress Reports:
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Year-End Progress Reports:
Timeline for Levels of Support –
Example – Level 1 (Imp. Yrs. 1-2)
Timeline for Levels of Support –
Example – Level 2 (Corrective Action)
Timeline for Levels of Support –
Example – Level 3 (Restructuring)
Comprehensive Needs Assessment/Review Process
- Example
[Describe diagnostic/needs assessment and review processes, including instruments used.]
Assessing Need in the Cycle of Support
The Comprehensive Needs Assessment (CNA) is used for all three levels. Review teams (Levels 2 and 3) supplement the
CNA with instruments to specifically gauge school operations on 17 scales in four of the five elements). See Table 3 below.
Level 1—Schools in Improvement Status. Self-assessment (CNA) conducted by the School Improvement Team and
aligned with School Improvement Plan. Contact person from district School Support Team assists the school with the
assessment and plan in the second year of Improvement Status.
Level 2 – Schools in Corrective Action. Assessment conducted by a visiting review team (two or more team members,
assigned by the district-level School Support Team and typically serving on the School Support Team) in conjunction with the
School Improvement Team and aligned with the School Improvement Plan (now called a Corrective Action Plan) and Service
Plan. Review team supplements the standard CNA with instruments to gauge school operation on 17 scales in 4 elements.
See Table 3 below.
Level 3—Schools in Restructuring. Conducted by a visiting review team (two or more team members, assigned by the
district-level School Support Team and typically serving on the School Support Team) in conjunction with the Restructuring
Team (the School Improvement Team with 3 additional members assigned by the district-level School Support Team,
including two community members and one district personnel) and aligned with the School Improvement Plan (now called a
Restructuring Plan) and Service Plan. Review team supplements the standard CNA with instruments to gauge school
operation on 17 scales in 4 elements. See Table 3 below.
Note: Entries are for example only.
Diagnostic Instrument and
Sources of Evidence
Describe needs assessment and diagnostic
instruments, their indicators, and sources of
evidence. See Operations Manual Template.
District Improvement Plan and
Process
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Insert template and explain
School Improvement Plan and
Process
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Insert template and explain
Corrective Action Plan and
Process
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Insert template and explain
Restructuring Plan and Process
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Insert template and explain
Service Plan
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Services aligned with needs from needs assessment, including in Plan
[Insert here the Template for a Service Plan and instructions.]
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The Service Plan includes:
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Improvement Elements and Variable(s) to be Addressed
Objectives to be Achieved
Person(s) or Organizations Responsible for Delivering Service
School Staff to Receive Service
Description of Service
Timeline for Services Delivered
Criteria for Determining Effectiveness of Services Received
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The Service Plan shows alignment with SIP, CAP, or RP and with Menu of Available
Services.
Menu of Available Services
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SSOS services available through SEA,
partners, approved vendors
Aligned with elements of needs assessment,
improvement plan, service plan
Varied by Level
Mid-Year Progress Report
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Template and explanation
Varied by Level
Aligned to needs assessment, plan, service
plan
Who prepares? When due? How submitted?
How reviewed?
Year-End Progress Report
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Template and explanation
Varied by Level
Aligned to needs assessment, plan, service
plan
Who prepares? When due? How submitted?
How reviewed?
Other Information to Consider
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School Improvement standards, indicators,
as included in needs assessment, plan
Links to resources
Contact information
Center on Innovation &
Improvement
www.centerii.org
•Questions
•Comments
•Next Steps