Turning Around the Nation’sLowest-Performing SchoolsFive Steps Districts Can Take February 4, 2011<br />April 2010<br />
Who we are<br />SaintPaulPublicSchools<br />BostonPublicSchools<br />NYCDept. ofEducation<br />RochesterCitySchoolDistrict...
3<br />Barriers to successful school improvement at scale<br />
“One size fits all”programs<br />
Support layered on top ofbroken structures<br />
Temporary fixes thatdon’t improve the system<br />
7<br />Five steps to sustainable and scalable success<br />
Understand whateach school needs<br />Step 1<br />Student needs<br />Teacher and leader capacity<br />
Quantity of staff = Quality<br />73%<br />73%<br />51%<br />50%<br />58%<br />40%<br />Lowest Performing Schools<br />High...
Understand whateach school needs<br />Step 1<br />Student needs<br />Teacher and leader capacity<br />School practices and...
Understand whateach school gets<br />Step 2<br /><ul><li>Current funding</li></li></ul><li>Turnaround funding doesn’t over...
Understand whateach school gets<br />Step 2<br /><ul><li>Current funding
Use of talent, timeand technology</li></li></ul><li>Strategic School Design Practices<br />EFFECTIVE TEACHING TEAMS with c...
Are schools making the most of people, time and money?<br />
Invest in the most important changes first<br />Step 3<br />MISSION CRITICAL<br /><ul><li>Strong leaders and expert teachers
Help for at-risk students</li></ul>SECOND TIER<br /><ul><li>School designs driven by student needs
Resources and support</li></ul>LOW LEVERAGE<br /><ul><li>Standalone programs
Across the board class size reductions</li></li></ul><li>Customize the strategyto the school<br />Step 4<br /><ul><li>Matc...
Federal intervention strategies</li></li></ul><li>Change the districtnot just the school<br />Step 5<br /><ul><li>Lessons ...
Ongoing funding levels adequate to meet student needs
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Turning Around the Nation's Lowest Performing Schools

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Turning Around the Nation’s Lowest-Performing Schools:
Karen Baroody explains how districts can make fundamental changes in the way they think about and provide support for schools.

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  • Turning Around the Nation's Lowest Performing Schools

    1. 1. Turning Around the Nation’sLowest-Performing SchoolsFive Steps Districts Can Take February 4, 2011<br />April 2010<br />
    2. 2. Who we are<br />SaintPaulPublicSchools<br />BostonPublicSchools<br />NYCDept. ofEducation<br />RochesterCitySchoolDistrict<br />Syracuse CitySchool District<br />Oakland Unified School District<br />SchoolDistrict ofPhiladelphia<br />CincinnatiPublicSchools<br />ChicagoPublicSchools<br />ProvidencePublic Schools<br />Prince GeorgesCounty PublicSchools<br />LA Unified School District<br />Charlotte-MecklenbergPublic Schools<br />BaltimoreCity PublicSchools<br />AlbuquerquePublicSchools<br />AtlantaPublicSchools<br />D.C.PublicSchools<br />Education Resource Strategies is a non-profit that partners with urban districts to change the way people, time, and money are used so that all students receive the support they need to succeed. <br />Duval CountyPublic SchoolsFL<br />
    3. 3. 3<br />Barriers to successful school improvement at scale<br />
    4. 4. “One size fits all”programs<br />
    5. 5. Support layered on top ofbroken structures<br />
    6. 6. Temporary fixes thatdon’t improve the system<br />
    7. 7. 7<br />Five steps to sustainable and scalable success<br />
    8. 8. Understand whateach school needs<br />Step 1<br />Student needs<br />Teacher and leader capacity<br />
    9. 9. Quantity of staff = Quality<br />73%<br />73%<br />51%<br />50%<br />58%<br />40%<br />Lowest Performing Schools<br />Highest Performing Schools<br />School Performance Continuum<br />
    10. 10. Understand whateach school needs<br />Step 1<br />Student needs<br />Teacher and leader capacity<br />School practices and conditions<br />
    11. 11. Understand whateach school gets<br />Step 2<br /><ul><li>Current funding</li></li></ul><li>Turnaround funding doesn’t overcome underlying variation<br />Incremental Turnaround Funding<br />Source: Turnaround Schools: District Strategies for Success and Sustainability. Education Resource Strategies (2010)<br />
    12. 12. Understand whateach school gets<br />Step 2<br /><ul><li>Current funding
    13. 13. Use of talent, timeand technology</li></li></ul><li>Strategic School Design Practices<br />EFFECTIVE TEACHING TEAMS with complementary skills, and time to collaborate with experts around student data and work<br />ADDITIONAL INSTRUCTIONAL TIME especially in core academic subjects, for struggling students<br />TARGETED INDIVIDUAL ATTENTION including reduced class sizes in key subjects and grades and flexible schedules and grouping structures<br />
    14. 14. Are schools making the most of people, time and money?<br />
    15. 15. Invest in the most important changes first<br />Step 3<br />MISSION CRITICAL<br /><ul><li>Strong leaders and expert teachers
    16. 16. Help for at-risk students</li></ul>SECOND TIER<br /><ul><li>School designs driven by student needs
    17. 17. Resources and support</li></ul>LOW LEVERAGE<br /><ul><li>Standalone programs
    18. 18. Across the board class size reductions</li></li></ul><li>Customize the strategyto the school<br />Step 4<br /><ul><li>Match approach to school needs and conditions
    19. 19. Federal intervention strategies</li></li></ul><li>Change the districtnot just the school<br />Step 5<br /><ul><li>Lessons learned from turnaround schools
    20. 20. Ongoing funding levels adequate to meet student needs
    21. 21. Teacher and school leader capacity
    22. 22. Flexibility to adapt schedules and structures
    23. 23. Ongoing central office support</li></li></ul><li>Barriers <br />“One size fits all” programs <br />Support layered on top of broken structures<br />Temporary fixes that don’t<br />Improve the system <br />
    24. 24. Five steps to sustainableand scalable success<br />Summary<br />Understand what each school needs<br />Understand what each school gets<br />Invest in the most important changes first<br />Customize the strategy to the school<br />Change the district, not just the school<br />

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