EBRPSS Community Schools Plan


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  • The portfolio strategy gives leaders a coherent frame of work—its easy to be distracted by initiatives—this allows for initiatives to live under a strategy for improvementBrief outline of the componentsThese components all work together – not discrete. We’ll go in-depth on all of these today. Studied effective traditional and charter schools for many years and the systems that a great at supporting them. These 7 components come out of that work. Most districts are doing some of these things—but it’s hard to understand how all the initiatives fit together. These 7 components are a framework for understanding the strategy and being able to talk about the work.
  • EBRPSS Community Schools Plan

    1. 1. EBRPSS Community Schools Plan
    2. 2. 2 BRAC HAS PURSUED A MEANINGFUL CHANGE TO EDUCATION GOVERNANCE IN EBR Researching governance models / Holding informal conversations with EBR stakeholders Formal conversations with EBR stakeholders, inclu ding elected officials, civic leaders, religious leaders, and educators Introduced to CRPE by an EBR Stakeholder, conducted focus groups with EBR parents Determined 9 Principles with EBR stakeholders and released them to the public as the foundation for legislation Gathered further community and parental input and Reps. Carter and Honore drafted legislation Dec. 2013 Jan. 2014 Feb. 2014 March 2014 April 2014 2
    3. 3. BRAC SET 9 GUIDING PRINCIPLES FOR IMPROVEMENT TO PUBLIC EDUCATION Increase local control Improve achievement opportunities Empower parents Maintain financial unity Enable principals Focus the school board Streamline the duties of the Superintendent Create community enrollment zones and a common enrollment system Protect access to special schools 3
    4. 4. 4 FOCUS GROUPS WITH PARENTS IN EBR REVEALED DISSATISFACTION WITH EBRPSS AND DISTRUST OF EBRSS LEADERSHIP • “I think it‟s from the top down. There‟s no leadership. There‟s a lack of direction. We can‟t keep a superintendent for any period of time. It‟s become political. There‟s a lot of in-fighting on the school board. No one wants to take responsibility. Everyone blames everyone else. No one admits there‟s a problem and tries to fix it. There‟s a lot of „Well, that‟s the way it‟s always been done.‟ However, I do think things have gotten a lot better over the last ten years.” • “The school system hinders my ability to hire talent in the area. I grew up here, and I knew when I was five years old that I would just have to pay for private education.” • “They [the school board] haven't done anything so far, what would make them now get it all together?” • “He [the Superintendent] has the background, he's worked in other places, he has some knowledge and experience. But the school board has to back off and let him make decisions.” • “Overhaul the school board by any means necessary. Find candidates or educate school board members. Focus on that board.” 4
    5. 5. Re-missioning states and school districts – for performance oversight and support Realigning Finances – for equity, productivity, and flexibility Innovative Schools of Choice – for new ways to personalize student learning and leverage teacher talent Based in Seattle and affiliated with the University of Washington Bothell, CRPE‟s research and policy analysis is focused on the systemic challenges affecting public education. They develop, test, and support evidence-based solutions to create new possibilities for the parents, educators, and public officials who strive to improve America's schools. CRPE models are being utilized to improve performance in 40 school districts across the country, focusing on the following… 5
    6. 6. SEVEN KEY COMPONENTS GIVE LEADERS A FRAME FOR THE STRATEGY 1. Good Options and Choices for All Families 2. School Autonomy 3. Pupil-Based Funding for All Schools 4. Talent-Seeking Strategy 5. Sources of Support for Schools 6. Performance-Based Accountability for Schools 7. Extensive Public Engagement 6
    7. 7. THE LEGISLATION WILL CHANGE THE GOVERNANCE OF EBRPSS 7-members, 1 at-large. Responsible for finances, facilities, enrollment zones, emergency prep, choosing and holding the Superintendent accountable Principal selection, review, and firing, creating and managing an enrollment system, developing talent, giving Principals budgetary and personnel freedom, managing smaller central office School Board Given freedom to hire the best teachers and control budgets to make decisions that best serve their students Superintendent Principals Principals Principals Principals Held accountable for student outcomes in exchange for freedom to run schools as best serve families Able to tailor discipline, health and safety, schedules, instruction, exams, and more Must demonstrate sound financial operation, good governance, strong leadership, and capable management 26
    8. 8. 8 ENROLLMENT IS ADDRESSED AS A WAY TO CREATE TRANSPARENCY A single enrollment system that shows parents / guardians ALL publicly-funded school options Priority for kids to the schools within their enrollment zones BRAC recommends the enrollment system provide information like school performance scores and locations School availability outside enrollment zones for excess capacity, special schools, and special programs Common Enrollment System 27
    9. 9. THE LEGISLATION ADDRESSES CONCERNS RAISED THROUGHOUT THE COMMUNITY Equal; Funding • Funding is linked to the student and is weighted based on special populations Parent / Guardian Involvement • Parents and guardians develop school compacts and involvement expectations, and act as advocates for schools in their enrollment zones via community school councils 28
    10. 10. THE AIM OF THE GOVERNANCE LEGISLATION IS TO CHANGE THE EBRPSS ENVIRONMENT So that every child can have a school with • Rich and clear objectives • Effective teachers • Leaders who are free to lead • High standards, “whatever it takes” mentality • Targeted use of time, money, and talent • Sense of responsibility to parents, public 29
    11. 11. THANK YOU
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