Frank Barnes, Chief Accountability Officer, Boston Public Schools Presentation

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  • Our Objectives:
    - Team Buy-in:
    Importance of project
    Understand our approach
    Interest in what we’re going to find
    Understand and get excited about their role
  • And their success matters…
  • Culture of Teamwork: Raise expectations
    Develop a shared vision
    Build relational trust
    Strengthen teacher agency and efficacy
    Improve cultural proficiency

    Focus on Instruction
    Increasing instructional Time
    Using data to progress monitor and continuously improve
    Providing targeted interventions (RTI)
    Using teaching tools that are most effective for the students before you
  • Funding
    Flexibilities
    Partnerships
  • First and Fast

    Phase 1A
    Developed a methodology and criteria for identifying underperforming schools
    Defined the interventions, flexibilities, and investments to be present in underperforming schools (later to be named turnaround schools)
    Researched and presented Seven (7) Core Components of an effective turnaround strategy which would be later adopted
    Identified 12 underperforming schools, positioning the district out in front of the state and nation
    Convened a series of community meetings at each identified school

    Phase 1B
    Conducted school diagnostics
    Identified turnaround leaders
    Launched Acceleration Academies (formerly called boot camps)
    Developed partnerships with targeted organizations
    Developed and submitted turnaround plans*
    Negotiated with three bargaining units*
    Entered into a joint resolution process with two of those bargaining units*
    Asked teachers to re-apply for their positions at seven (7) schools*
    Supported the development and submission of ten (10) school redesign plans*
  • First and Fast

    Phase 1A
    Developed a methodology and criteria for identifying underperforming schools
    Defined the interventions, flexibilities, and investments to be present in underperforming schools (later to be named turnaround schools)
    Researched and presented Seven (7) Core Components of an effective turnaround strategy which would be later adopted
    Identified 12 underperforming schools, positioning the district out in front of the state and nation
    Convened a series of community meetings at each identified school

    Phase 1B
    Conducted school diagnostics
    Identified turnaround leaders
    Launched Acceleration Academies (formerly called boot camps)
    Developed partnerships with targeted organizations
    Developed and submitted turnaround plans*
    Negotiated with three bargaining units*
    Entered into a joint resolution process with two of those bargaining units*
    Asked teachers to re-apply for their positions at seven (7) schools*
    Supported the development and submission of ten (10) school redesign plans*
  • Introductory comments
    We need to make these teachers more the norm. These things need to be required as opposed to optional

  • Frank Barnes, Chief Accountability Officer, Boston Public Schools Presentation

    1. 1. Boston’s Efforts to Turnaround Underperforming Schools: Presentation to Turnaround Summit Participants Frank Barnes, Chief Accountability Officer October 15, 2011
    2. 2. 2 Our Turnaround Schools 1. Agassiz Elementary** 2. Blackstone Elementary 3. Burke High 4. Dearborn Middle 5. Dever Elementary 6. E. Greenwood Elementary 7. English High 8. Holland Elementary 9. Harbor Pilot Middle 10.Kennedy Elementary 11.Orchard Gardens Pilot K-8 12.Trotter Elementary ** - Closed at the end of the 2010-11 school year
    3. 3. 3 Our Students in Turnaround Schools • 6,009 students • 92% Black or Hispanic • 86% Eligible for Free/Reduced Price Meals • 40% Limited English Proficient • 22% Special Needs • Nearly 2/3 live in Circle of Promise
    4. 4. 4 Existing research and BPS’s past experiences informed our school turnaround strategy 4 • Reviewed several research studies on and related to school turnaround • Examined BPS practices in schools whose students showed rapid academic improvement • Analyzed a previous BPS initiative: “Superintendent’s Schools, ” an attempt to intervene in schools at risk of State intervention Identified key lessons from this mix of research, initiatives, and successful school achievements that informed our turnaround strategy core components.
    5. 5. 5 Theory of Change: Seven Core Elements 1. Transformational school leaders 2. Effective classroom teachers 3. Culture of teamwork, high expectations, and ownership for results 4. Focus on instruction – time, data use, tiered supports 5. Social & emotional support for students 6. Family engagement linked to student learning 7. Accountability
    6. 6. Four Phase Turnaround Plan 6
    7. 7. Phase I: July 2009 – August 2010 • Changed Leadership: Replaced 5 of 11 school leaders • Negotiated Flexibilities: Won agreements to increase school flexibility with staffing, scheduling, and paying for excellence • Changed Teaching Staff: Replaced more than 50% of teachers in 7 of 11 schools • Secured Additional Funding: Awarded $22.5 million over three years • Extended School Day: Added 90 hours of instruction & 100 additional hours for professional development and teacher planning • Established Partnerships: Initiated relationships with strategic partners and continued partnerships with community based organizations and other intermediaries 7
    8. 8. Phase II: September 2010 – June 2011 • Overall Improvement: All schools met or surpassed some of their student achievement targets, with 4 of 11 schools surpassing all of their student achievement targets. • Better Than Average Growth : All 11 schools met or exceeded their student growth targets in math, with 5 of 11 schools achieved high growth (above the 60th percentile). • Progress Toward Proficiency: 9 of 11 schools increased the percentage of students reaching proficiency in math. Another 9 of 11 schools increased the percentage of students reaching proficiency in ELA. • Reduction in Failure: 9 of 11 schools reduced their percentage of students in warning/failing surpassing their annual targets in math. Five of 11 schools reduced their percentage of students in warning/ failing in ELA, surpassing those annual targets. • Improved Attendance: All 11 schools met or surpassed their student attendance targets 8
    9. 9. Phase III: Drilling Down on Instruction • High Quality Teaching in every classroom, for every child, every day • Progress Monitoring of student growth multiple times a year in 6-7 week intervals • Differentiated Supports during and after school • Purposeful Use of time to maximize the investment and opportunity we have 9 Use of Time
    10. 10. Strategic Collaboration: Data & Academic Supports • Achievement Network • Boston Plan for Excellence/Boston Teacher Residency • Citizen Schools** • City Year • Mass 2020 • Research for Better Teaching • Teach Plus 10
    11. 11. New Systems and Structures • Instructional cycles • Predictable and timely data collection • Monthly data analysis and data sharing • Data-informed planning and strategic responses • Quarterly progress reviews 11
    12. 12. Data for Action, Improvement, & Transparency 12
    13. 13. Strategic Collaboration: Attendance & Chronic Absenteeism • Boston Public Schools: FCOCs , Family Engagement Specialists, and Attendance Officers • Boston Public Health Commission • City of Boston – Circle of Promise and Mayor’s Office • City Connects • City Year 13
    14. 14. 14 Goal: Student and School Success 14

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