Transcript SIG Technical Assistance: Things to Think About

SIG Technical Assistance:
Things to Think About
Lauren Morando Rhim
for the Center on Innovation & Improvement
[email protected]
Handbook on Effective Implementation of School Improvement
Grants (2010)
Center on Innovation & Improvement
http://www.centerii.org/handbook/
Purpose: Bolster the effective implementation of the intervention
models and strategies outlined in the SIG—section 1003(g) of ESEA
Handbook offers succinct and practical explanations of the SIG’s
required and recommended models and strategies
Includes references to the underlying research and connections to
useful resources.
Part I frames the purposes of the SIGs
Part II itemizes 50+ relevant strategies, connects them to research, cites
resources, offers action principles for SEAs, LEAs, and schools.
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Example: Creating a Turnaround Office (p.31)
“Emerging research indicates that states and districts are well positioned to take
a lead role in enabling, driving, supporting, and sustaining school turnaround
efforts through the creation of a designated turnaround office (Mass Insight
Education 2007; 2009). Whether developed at the state or district level, a
turnaround office should provide concentrated and coherent resources and
expertise to priority schools identified due to chronic low performance…. “
Sample Action Principles For States Creating a State-Level Turnaround Office:
• Create a designated school turnaround office charged with directing statewide turnaround
efforts.
• Assign senior staff and required resources to direct and coordinate the state’s role in school
turnaround efforts.
• Pursue needed policy changes to give districts and schools needed freedom and flexibility to
implement their turnaround strategies.
• Identify schools to receive targeted turnaround interventions.
• Develop strategies related to specific turnaround options (e.g., turnaround, restart, or
transformation).
• Devise procedures for determining which strategy to pursue at each identified school.
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Big Picture #1: Examine Alignment of School Improvement
Priorities and Allocation of Resources
What are your statewide school improvement priorities?
Does allocation of time, people and money reflect priorities?
Redirect allocations that don’t support priorities
School improvement efforts are not a one time initiative but rather, a core
responsibility of states, districts and schools
SIGs should not be layered upon existing efforts but rather, drive a reconfiguration
of core state, district, and school resource allocations and operations
School improvement models will require cultivation of talent pipeline (principals
and staff)
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Big Picture #2: Develop Intentional, Targeted, and Bold School
Improvement Strategies
Overarching goal is to initiate substantive change where prior efforts have failed; adults
and systems required to engage in real, as opposed to symbolic or compliance-based,
change.
Tiered approach developed to ensure focus on “persistently lowest-achieving.”
Data central to identification, intervention and continuous improvement
Incremental change inadequate given high costs of low performance
Rigorous review of LEA applications will be critical to successful investment of SIG dollars.
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Big Picture #3: Differentiate Interventions Based on School and
System Capacity*
Different Performance/Capacity = Different Intervention
Closure
Turnaround/Restart/Transformation
Incremental Improvement
Support and Sustain
* Distribution is not accurate representation of performance/capacity levels distribution
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Resources
• http://www.centerii.org/handbook/
• Hassel, E. A., Hassel, B., Arkin, M. D., Kowal, J., & Steiner, L. M. (2006).
School restructuring under No Child Left Behind: What works when?
Washington, DC: Public Impact for Learning Point Associates. Retrieved
from http://www.centerforcsri.org/files/ RestructuringGuide.pdf
• Redding, S. (2006). The Mega System: Deciding. Learning. Connecting.
Lincoln, IL: Academic Development Institute. Retrieved from
www.centerii.org/survey
• Redding, S. (2009) Framework for an effective statewide system of support.
Lincoln, IL: Center on Innovation & Improvement. Retrieved from
www.centerii.org/survey
• Redding, S. and Walberg, H., (Eds.). (2008). Handbook on statewide
systems of support. Charlotte, NC: Information Age Publishing. Retrieved
from www.centerii.org
• Walberg, H., (Ed.). (2007). Handbook on restructuring and substantial
school improvement. Charlotte, NC: Information Age Publishing. Retrieved
from www.centerii.org/survey
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