This document provides an agenda and background information for a summit on sustaining school turnaround efforts at scale. The summit goals are to explore challenges of implementing turnaround strategies district-wide and identify ways to work together to increase success rates. It includes a list of participating districts and partners, as well as the agenda which focuses on building principal and teacher capacity, using data, extending time, and strengthening community ties. Breakout sessions will generate lessons to share, with the goal of communicating strategies to continue improvement once initial funding ends.
A Coordination of Services Team (COST) is a multidisciplinary team of school staff and providers who coordinate learning supports and resources for students. Teams meet regularly to review student referrals and link them to prevention and intervention services that support social emotional and behavioral health. This workshop will share findings from an inquiry of the impact of COST in Alameda County schools, offer a framework for measuring the outcomes of care coordination efforts, and present a case study profiling one schools’ implementation of the COST model. Participants will also engage in small groups to discuss the implications of this study and how they could strengthen and expand care/service coordination efforts in their own schools.
A Coordination of Services Team (COST) is a multidisciplinary team of school staff and providers who coordinate learning supports and resources for students. Teams meet regularly to review student referrals and link them to prevention and intervention services that support social emotional and behavioral health. This workshop will share findings from an inquiry of the impact of COST in Alameda County schools, offer a framework for measuring the outcomes of care coordination efforts, and present a case study profiling one schools’ implementation of the COST model. Participants will also engage in small groups to discuss the implications of this study and how they could strengthen and expand care/service coordination efforts in their own schools.
The results of all the existing comparative educational analysis provide us with evidence about the importance of learning materials in the process of building up educational quality.
Cecilia Braslavsky
Presentation for the 2017 AACC conference featuring three ATD initiatives: Adjunct Faculty, Teaching & Learning National Institute, and the OER Degree Initiative
The results of all the existing comparative educational analysis provide us with evidence about the importance of learning materials in the process of building up educational quality.
Cecilia Braslavsky
Cleveland plan strategy power point 2013danmoulthrop
This presentation was prepared by the Cleveland Metropolitan School District to help students, families, and other members of the community understand how the new plan will be implemented.
LCAP and Common Core Standards: transforming counseling at the schoolsHarvey Hoyo
Counseling Services at the school level need to transition to providing their services to students under the umbrella of eliminating the barriers to learning and improving academic achievement. This presentation shares some solutions.
As one of the 40 largest schools districts in the United States, Polk County Public Schools needed a solution that could scale well and still be customizable and easy to use for each of their teachers in over 160 schools. Find out how PD 360 was able to give them the resources, content, and expertise that they were looking for.
This presentation defines and explores how school districts can fund schools through a more decentralized system that connects extra dollars to students that require additional resources.
The results of all the existing comparative educational analysis provide us with evidence about the importance of learning materials in the process of building up educational quality.
Cecilia Braslavsky
Presentation for the 2017 AACC conference featuring three ATD initiatives: Adjunct Faculty, Teaching & Learning National Institute, and the OER Degree Initiative
The results of all the existing comparative educational analysis provide us with evidence about the importance of learning materials in the process of building up educational quality.
Cecilia Braslavsky
Cleveland plan strategy power point 2013danmoulthrop
This presentation was prepared by the Cleveland Metropolitan School District to help students, families, and other members of the community understand how the new plan will be implemented.
LCAP and Common Core Standards: transforming counseling at the schoolsHarvey Hoyo
Counseling Services at the school level need to transition to providing their services to students under the umbrella of eliminating the barriers to learning and improving academic achievement. This presentation shares some solutions.
As one of the 40 largest schools districts in the United States, Polk County Public Schools needed a solution that could scale well and still be customizable and easy to use for each of their teachers in over 160 schools. Find out how PD 360 was able to give them the resources, content, and expertise that they were looking for.
This presentation defines and explores how school districts can fund schools through a more decentralized system that connects extra dollars to students that require additional resources.
This presentation was used in a session at the Policy Leadership Academy hosted by Leadership for Education Equity, a political organization that mobilizes, supports and trains Teach for America alumni.
Presentation from Dec, 8, 2016 webinar held by Education Resource Strategies, EdCounsel and the Large Countywide and Suburban District Consortium to discuss how districts can use the ESSA transparency requirement to increase equity.
Objectives:
1. Understand key facts about ESSA’s financial reporting requirements and relevant regulations
2. Identify challenges and opportunities that result from these requirements
3. Discuss actions districts can take to link financial transparency to equity
This PowerPoint presentation was used in our April 3, 2014 webinar titled, "Student-Based Budgeting: Is it Right for Your District?" Based on ERS' publication of the same name, this webinar featured a detailed conversation on the realities of implementing this funding system. More at http://www.erstrategies.org.
Last week ERS' Nisha Garg joined Schoolzilla, a data analytics company, to discuss how districts can use data strategically to find out if their resources align to their priorities. Garg shared two case studies where district leaders measured class size, instructional time, and student load per teacher to determine how to reallocate people, time, and money to better meet students’ needs.
ERS presented its findings from our School System 20/20 diagnostic of DPS on March 15, 2017 to the district's leadership team, board of education, and members of the Denver education community.
The Power of the School – Community – University PartnershipMarion H. Martinez
The Power of the School – Community – University Partnership Binghamton City School District - Binghamton University
Citizen Action – Alliance for Quality Education
P ro f e s s i o n a lL e a rning C o m m u n i t i e s.docxgerardkortney
P ro f e s s i o n a l
L e a rning
C o m m u n i t i e s
Professional Development Strategies
That Improve Instruction
The Annenberg Institute for School Reform (a i s r) at Brown Uni-
versity engages in intensive work with urban school systems across the country that
are pursuing systemwide efforts to improve educational experiences and opportuni-
ties, particularly for English Language Learners and students from low-income
backgrounds. In our work, we support and encourage the use of professional learn-
ing communities (p l c s ) as a central element for effective professional develop-
ment as part of a comprehensive reform initiative.
In our experience, p l c s have the potential to enhance the professional culture
within a school district in four key areas; they can:
• build the productive relationships that are required to collaborate, partner,
reflect, and act to carry out a school-improvement program;
• engage educators at all levels in collective, consistent, and context-specific
learning;
• address inequities in teaching and learning opportunities by supporting teachers
who work with students requiring the most assistance; and
• promote efforts to improve results in terms of school and system culture, teacher
practice, and student learning.
P L Cs: A Research-Based Approach to Professional
Development
Research findings have repeatedly confirmed that a significant factor in raising aca-
demic achievement is the improvement of instructional capacity in the classroom.
Recent research shows that the kinds of professional development that improve
instructional capacity display four critical characteristics (Senge 1990; Knapp
2003); they are:
• ongoing
• embedded within context-specific needs of a particular setting
• aligned with reform initiatives
• grounded in a collaborative, inquiry-based approach to learning
Effective professional development to improve classroom teaching also concentrates
on high learning standards and on evidence of students’ learning. It mirrors the
kinds of teaching and learning expected in classrooms. It is driven fundamentally
by the needs and interests of participants themselves, enabling adult learners to
expand on content knowledge and practice that is directly connected with the work
of their students in the classroom (Corcoran 1995; Darling-Hammond and
McLaughlin 1995; Little 1988; Elmore 2002). Again, professional learning commu-
nities meet these criteria.
2 Professional Learning Communities
Research demonstrates that the development of a strong professional community
among educators is a key ingredient in improving schools (Fullan 1999; Langer
2000; Little and McLaughlin 1993; Louis, Kruse, and Marks 1996; Newmann and
Associates 1996). Louis et al. (1995, p. 17) identify effective professional learning
communities as being firmly embedded in the school and using schoolwide reform
goals as the basis for teachers’ commitment and interaction. These professional
learning commun.
Learn the process of developing Literacy Leadership Teams in secondary schools. Information is based upon research and the experiences of two high school literacy coaches who developed multiple school-based teams.
ERS analysis of the budget and resource use in a small, urban California district. Includes recommendations for teacher professional learning, school redesign, teacher compensation, school planning support, and more.
Efficiency audit prepared by Education Resource Strategies for Forth Worth ISD in Texas; covers opportunities for resource reallocation as the district faces enrollment decline
Our new way of telling the story of what we do and how we do it. This presentation also unveils our updated framework: The Strategic System for Strong Schools, formerly known as School System 20/20.
This presentation was given by Karen Hawley Miles, President and CEO of Education Resource Strategies, to the National Association of State Boards of Education on March 6, 2018. It was presented in partnership with The Education Trust.
Part 1 of our presentation to the Council of Chief State School Officers on how states can support low-performing schools in the age of ESSA standards. The presentation was held June 22, 2017.
Part 2 of our presentation to the Council of Chief State School Officers on how states can support low-performing schools in the age of ESSA standards. The presentation was held June 22, 2017.
The following are the findings from our School System 20/20 assessment on how Avoyelles Parish Schools uses resources like people, time, and money. In addition to highlighting many positive strategic investments, ERS recommends further investments to address challenges such as teacher shortages and struggling students getting enough time to catch up.
We focus on three important opportunities:
Increase teacher salaries to address the critical teacher shortage.
Realign schedules and staffing practices, so struggling students could receive more time and attention in core subject areas.
Roll out guidance and rubrics to help teachers optimize the district’s investment in time for teacher collaboration
ERS’ public presentation to the Denver Public Schools Board of Education. See an example of resource mapping results and how this kind of analysis can reveal a road map for how to most effectively and efficiently meet goals for improving instruction.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
2. Education Resource Strategies 2
Explore opportunities and challenges involved in attempting
school turnaround at scale
Begin planning NOW to sustain turnaround work once
transition funding and special exemptions run out
Identify ways we need to work together to raise the likelihood
of success
Celebrate, honor and support each other’s efforts
Sustaining Turnaround at Scale: Summit Goals
3. Education Resource Strategies 3
Boston
Charlotte-Mecklenburg
Chicago
Cincinnati
Denver
District of Columbia
Duval County (Jacksonville
Providence
Summit Participants: District Teams
4. Education Resource Strategies 4
Academy of Urban School Leadership
Achievement Network
Blueprint Schools Network
Citizen Schools
City Connects
City Year
Corporation for National and Community
Service
Council of Chief State School Officers
Mass Insight Education
National Center for Time and Learning
New Leaders for New Schools
New Schools Venture Fund
Summit Participants: Partners
New Schools Venture Fund
ReNEW
Say Yes to Education
Strategic Grant Partners
TeachPlus
The Annenberg Institute for School Reform
The Aspen Institute
The Education Trust
The New Teacher Project
Turnaround for Children
U.S. Department of Education
University of Virginia Partnership for Leaders
in Education
5. Education Resource Strategies 5
We are a non-profit firm dedicated to helping school systems spend
and organize time, talent and technology to create great schools
at scale
We partner with system leaders to analyze spending, human
resource, organization and student data to better align with high
performance strategies
We leverage insight from this work to provide lessons and tools for
school leaders and those who support them
Our work is grounded in over a decade of experience working with
school districts across the country
5
Education Resource Strategies
6. Education Resource Strategies 6
Making Meaning and Sharing Lessons
Break out panels and working groups
8:30-10:15
Session #1: Building a turnaround principal pipeline
Session #2: Building a strong teaching force
Session #3: Using data effectively
10:30-12:15
Session #4: Using and extending time
Session #5: School designs for turnaround
Session #6: Reengineering the school-community
relationship
12:15-1:30 Lunch and speaker Jason Snyder, DOE
2:30-3:30 Facilitated small group working sessions
3:45-4:30 Wrap up and reflection panel
8. Education Resource Strategies 8
1. Clear goals for student learning and engaging curriculum that aligns to
standards
2. Strong leaders who build a culture of high expectations and ownership of
student outcomes
3. Effective Teacher teams with expertise, time and support collaborate to
adjust instruction using data student progress
4. Intervention for individual learning needs (Special Ed, ELL, gifted and
struggling) that integrates with core instruction
5. Individual attention and schedules that prioritize core academics and
allow time for students to catch up
6. Safe, welcoming community for students and families
7. Ongoing use of data for continuous improvement
We know the essential traits of continuously
improving schools
9. Education Resource Strategies 9
But some schools can’t get there because they are
trapped in a cycle of failure
Declining expectations
(faculty, students, families)
Remaining students fall
further behind and high
needs get concentrated
Teachers and families with
options leave
Persistently poor
performance
Resource levels and
expertise no longer
match needs
Leaders and teachers have
less capacity to collaborate
and adjust instruction
10. Education Resource Strategies 10
1. Strong leaders who build high
expectations and ownership
2. Collaborative teacher teams
with combined expertise to
meet student needs
3. Expertise and resources to
serve high concentrations of
students with high need
To break the cycle of failure, schools must
accelerate the pace of improvement through:
11. Education Resource Strategies 11
Mixed results of turnaround efforts suggest that investing
in some schools may not be enough to reverse cycle due to
community disengagement, location or facilities challenges
Declining expectations
(faculty, students, families)
Remaining students fall
further behind and high
needs get concentrated
Teachers and families with
options leave
Persistently poor
performance
Resource levels and
expertise no longer
match needs
Leaders and teachers have
less capacity to collaborate
and adjust instruction
12. Education Resource Strategies 12
District-wide strategy for measuring school performance and
diagnosing appropriate action including school closure
Definition of a school turnaround model
Accountability and support
Removal of barriers to implementing effective turnaround
practices
Integration with district-wide strategy of accountability,
autonomy and support
To address core challenges, district turnaround
strategies have five components
13. Education Resource Strategies 13
Defining a model for strategic intervention
Strategic Intervention
SchoolLevel
Transformational leaders Ensure a transformational principal in every
school
Effective Teaching Teams with
Expert Support
Ensure needed expertise and provide
support for teams to continuously improve
instruction
Individual attention and time for
accelerated learning
Vary and extend individual and small group
time and attention in response to student
needs)
Productive School Culture Invest school community in high
expectations for learning and behavior
Health, social and emotional
support
Guarantee baseline health, social, and
emotional support to students to ensure
readiness for learning
System
Level
Central support and
accountability
Provide additional school supervisory
support and attention
Removal of Barriers to Effective
Turnaround practices
Actively remove district policies, contractual
restrictions and state regulatory barriers that
limit hiring, organization and use of time
14. Education Resource Strategies 14
District’s Turnaround investments suggest
different levels of intensity and emphasis
CATEGORY
INVESTMENT ($ invested in a 1,000 student school)
Year 1
Charlotte Miami-Dade Chicago(HS)
Strong leaders $20,000 $493,000 $136,000
Effective teacher
teams
$50,000 $630,000 $612,000
Individual attention
and time for
acceleration
– $425,000 $817,000
Productive school
culture
– $179,000 $1,042,000
Health, social and
emotional
– – $187,000
Central support – $140,000 $350,000
Total
$70,000 $1,871,000 $3,144,000
Source: District reported to ERS
15. Education Resource Strategies 15
And investment level analysis must consider base
funding levels
$14,500
$8,500
$11,500
$10,300
$7,400
$11,500
$1,500
$100
$3,144
$2,000
$1,249
$823
$0
$2,000
$4,000
$6,000
$8,000
$10,000
$12,000
$14,000
$16,000
$18,000
Boston Charlotte Chicago Denver Miami AUSL
Spending Per Pupil Additional $ for Turnaround Students
$16,000
$8,600
$14,644
$12,300
$8,649
$12,323
K-12 9-12 K-12 K-12 Elem, HSK-12
TotalSpendingPerPupil
Source: District reported to ERS
16. Education Resource Strategies 16
Summit districts employ a mix of strategies
regarding school leader autonomy
Traditional District
School
Typical Charter
School
District-Run
Turnaround Zone
School
Hiring and Firing Varies
Staffing
Composition
Varies
Curriculum and
Assessments
Varies
Teacher
compensation
Professional Growth
and Collaboration
Time
Varies
Scheduling and
Time
Varies
LowAutonomyHighAutonomy
17. Education Resource Strategies 17
District Approaches: “In a Nutshell”
District Approach
Charlotte Mecklenburg Schools
Hire great principals, let them bring in a
core turnaround team and set them free
Denver Public Schools
Create a portfolio of charter, innovation,
and district-run schools, with family
choice
Boston Public Schools
Collaborate with schools and outside
providers on intervention strategies within
framework, adapt to fit school needs
Chicago Public Schools
Comprehensive, standardized, supported
model; district runs 1/3 of schools,
outsource others to AUSL
Cincinnati Public Schools
Intensively train school leaders and
provide them with a comprehensive,
standardized, supported model
More
Autonomy
Less
Autonomy
18. Education Resource Strategies 18
Resources
– “Civic Capacity”
– Base Funding Levels
– State resources for English
Language Learners or
concentrated poverty
The nature of the challenge
– Starting proficiency levels
– % of district schools at crisis levels
– Safety
Factors that influence district approach
Flexibility to organize resources
– Union contracts and relationship
– State requirements
Existing teacher and leadership
capacity
District “Theory of Action”
19. Education Resource Strategies 19
Ann Clark, Chief Academic Officer,
Charlotte-Mecklenburg Public Schools
Deborah McGriff, Partner, New Schools
Venture Fund
Designing and refining a district turnaround
strategy
Noemi Donoso, Chief Education Officer,
Chicago Public Schools
Alyssa Whitehead-Bust, Chief of Innovation and
Reform, Boston Public Schools
20. Education Resource Strategies 20
Summit Agenda: Friday
Time Event Location
7:30-8:30 Breakfast Available Concord Room
Break out panels and working groups
8:30-10:15
Session #1: Building a turnaround principal pipeline Concord Room
Session #2: Building a strong teaching force Bedford Room A
Session #3: Using data effectively Bedford Room B
10:30-12:15
Session #4: Using and extending time Concord Room
Session #5: School designs for turnaround Bedford Room A
Session #6: Reengineering the school-community
relationship
Bedford Room B
12:15-1:30 Lunch and speaker Jason Snyder, DOE Concord Room
2:30-3:30 Small group working sessions (various, see agenda)
3:45-4:30 Wrap up and reflection panel Concord Room
Editor's Notes
Source: ERS Library SlidesJDAUG08
Location: \\Minerva\ers_data\Internal ERS\Slide Library Documents\1-ERS Slides