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Pacesetters Cohort #2 Operations Manual: Getting It Started and Keeping It Going

Pacesetters Cohort #2 Operations Manual: Getting It Started and Keeping It Going.

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Pacesetters Cohort #2 Operations Manual: Getting It Started and Keeping It Going

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  1. Pacesetters Cohort #2Operations Manual: Getting It Started and Keeping It Going We are using GoToWebinar for our Distance Learning sessions this year. Please be sure that you are using a headset with microphone and muting all other speakers OR you may call the conference number located on your message center screen. If you need any other technical assistance, please call Stephanie at 217-732-6462 ext. 32 or email me at sbenedict@adi.org.

  2. Agenda • Greetings and who’s here • Special report from Sam Redding, CII – “Operations Manual: Getting it Started and Keeping it Going” • Questions, Comments, Next Steps

  3. Who’s Here • State Teams and RCC Liaisons: BIE, Nevada, New Hampshire, North Dakota, Vermont, West Virginia and Wisconsin • CII Staff: Marilyn Murphy and Stephanie Benedict

  4. Topics • Sam Redding, Director for the Center on Innovation and Improvement, will discuss the process of developing and sustaining the work of your state Operations Manual. • Questions and feedback are welcome!

  5. Framework for an EffectiveStatewide System of Support Center on Innovation & Improvement

  6. The System of Support and the SEA

  7. Functions of the SEA • Provide information • Set standards • Distribute resources • Monitor compliance • Assist with improvement • Intervene to correct deficiencies

  8. Framework for a System of Support

  9. What is a Statewide System of Support? All that a state does to support the continuous improvement of its schools by: • building systemic capacity for improvement, • differentiating assistance to build local capacity for improvement, • opening windows of opportunity for improvement, and • providing incentives for improvement.

  10. The SSOS Framework • Incentives • Capacity • Opportunity • And Evaluate the Process and Results

  11. Interplay of the Framework Components:Helping People Change

  12. State Support for School Improvement • Systemic Support for Improvement • Building Local Capacity for Improvement

  13. Systemic Support for Improvement States Establish a Culture of Improvement by: providing incentives (positive and negative) for districts and schools to take the reins in their own improvement; removing regulatory barriers to local ingenuity and encouraging innovation; enhancing the supply of high-quality leaders and teachers, especially for hard-to-staff districts and schools; and providing sophisticated planning and data systems as tools for improvement.

  14. Local Capacity for Improvement States Build Local Capacity for Improvement by providing • The means to determine performance • The means to diagnose operations • Planning templates aligned with diagnosis • Improvement plan • Service plan • Resources and services aligned with diagnosis and planning • Monitoring and reporting of progress

  15. Building Local Capacity Culture of Candor • Leadership • Effective Teams • Collegial Coaching/Learning • Open scrutiny of data from both sides of equation • What students learn • What adults do that affects what students learn Indicators of Effective Practice • Guideposts for effective practice • Plain language, behavioral indicators • Aligned with research base • Drivers of planning and improvement • Necessary in a Culture of Candor

  16. The Challenge for States States are challenged to simultaneously: strengthen the foundational system of education, including the supply of human capital, and strong accountability, planning, and data systems; provide incentives and opportunity for districts and schools to drive their own continuous improvement, innovate, and get results; efficiently diagnose and remediate specific deficiencies in districts and schools making inadequate progress; and rid the state of the pockets of chronic low performance.

  17. Differentiating Supports and Interventions

  18. The District Role

  19. District Role Primary driver of its own improvement Primary provider of support for improvement of its schools Partner with state in addressing low-performing schools

  20. District Capacity for Improvement the operational effectiveness of the central office and board in taking care of district functions; the district’s infrastructure for school leadership, teaching, and learning; and the district’s support for the improvement of individual schools.

  21. SSOS Operations Manual

  22. Building Local Capacity – the SSOS Operations Manual • Clarify the purpose of the SSOS • Describe roles and responsibilities • Outline processes and procedures • Provide timeline • Basis for operation, updated to reflect changes • Guidance for SEA, districts, schools, partners

  23. Purpose and Mission of SSOS • What? • Why? • Incentives • Opportunity • Systemic Capacity • Local Capacity

  24. Vision • How the SSOS will look when optimally implemented, and the results for districts and schools.

  25. Building Local Capacity

  26. Organization of the SSOS Central Administration • Coordinating Team • Administrative Structure Regional Level • Structure and Organization • Primary Responsibilities Partners • By Organization Name • Primary Responsibilities Narrative description of organizational structure and relationship to SEA departments, Partner Organizations, Others, with brief Role descriptions • School Support Teams • How organized • Primary Responsibilities • Distinguished Educators, Change Agents, Instructional Specialists, Consultants • How organized • Primary Responsibilities

  27. Organization Chart • Graphic display of organizational structure • Positions • Supervisory relationships (hierarchy) • Include positions from narrative description

  28. Cycle of Support

  29. Targeting Supports - Example

  30. Cycle – Targeting Supports to District/School Need Narrative description of table from above • Identifying Schools to Receive Assistance (Years AYP based on Assessments, Etc.) •  Assessing (Diagnosing) District/School Need  (methods of diagnosing specific needs for services; data sources, instruments, processes) • Level 1—Schools in Improvement Status. • Level 2 – Schools in Corrective Action. • Level 3—Schools in Restructuring. • Planning for Improvement • Level 1, first year in Improvement Status: •  Level 1, second year in Improvement Status: •  Level 2, schools in Corrective Action: •  Level 3, schools in Restructuring:  Providing Support (related to menu of support]  See Menu of Available Services, which includes the services for each Level of Support and is aligned with the xx variables and x categories for school improvement. • Level 1: Services available to Level 1 schools in second year of Improvement Status • Level 2: Services available to Level 2 schools in Corrective Action • Level 3: Services available to Level 3 schools in Restructuring • Monitoring Progress • Mid-Year Progress Reports: • Year-End Progress Reports:

  31. Timeline for Levels of Support – Example – Level 1 (Imp. Yrs. 1-2)

  32. Timeline for Levels of Support – Example – Level 2 (Corrective Action)

  33. Timeline for Levels of Support – Example – Level 3 (Restructuring)

  34. Comprehensive Needs Assessment/Review Process - Example [Describe diagnostic/needs assessment and review processes, including instruments used.] Assessing Need in the Cycle of Support The Comprehensive Needs Assessment (CNA) is used for all three levels. Review teams (Levels 2 and 3) supplement the CNA with instruments to specifically gauge school operations on 17 scales in four of the five elements). See Table 3 below. Level 1—Schools in Improvement Status. Self-assessment (CNA) conducted by the School Improvement Team and aligned with School Improvement Plan. Contact person from district School Support Team assists the school with the assessment and plan in the second year of Improvement Status. Level 2 – Schools in Corrective Action. Assessment conducted by a visiting review team (two or more team members, assigned by the district-level School Support Team and typically serving on the School Support Team) in conjunction with the School Improvement Team and aligned with the School Improvement Plan (now called a Corrective Action Plan) and Service Plan. Review team supplements the standard CNA with instruments to gauge school operation on 17 scales in 4 elements. See Table 3 below. Level 3—Schools in Restructuring. Conducted by a visiting review team (two or more team members, assigned by the district-level School Support Team and typically serving on the School Support Team) in conjunction with the Restructuring Team (the School Improvement Team with 3 additional members assigned by the district-level School Support Team, including two community members and one district personnel) and aligned with the School Improvement Plan (now called a Restructuring Plan) and Service Plan. Review team supplements the standard CNA with instruments to gauge school operation on 17 scales in 4 elements. See Table 3 below. Note: Entries are for example only.

  35. Diagnostic Instrument and Sources of Evidence Describe needs assessment and diagnostic instruments, their indicators, and sources of evidence. See Operations Manual Template.

  36. District Improvement Plan and Process • Insert template and explain

  37. School Improvement Plan and Process • Insert template and explain

  38. Corrective Action Plan and Process • Insert template and explain

  39. Restructuring Plan and Process • Insert template and explain

  40. Service Plan • Services aligned with needs from needs assessment, including in Plan [Insert here the Template for a Service Plan and instructions.] • The Service Plan includes: • Improvement Elements and Variable(s) to be Addressed • Objectives to be Achieved • Person(s) or Organizations Responsible for Delivering Service • School Staff to Receive Service • Description of Service • Timeline for Services Delivered • Criteria for Determining Effectiveness of Services Received • The Service Plan shows alignment with SIP, CAP, or RP and with Menu of Available Services.

  41. Menu of Available Services • SSOS services available through SEA, partners, approved vendors • Aligned with elements of needs assessment, improvement plan, service plan • Varied by Level

  42. Mid-Year Progress Report • Template and explanation • Varied by Level • Aligned to needs assessment, plan, service plan • Who prepares? When due? How submitted? How reviewed?

  43. Year-End Progress Report • Template and explanation • Varied by Level • Aligned to needs assessment, plan, service plan • Who prepares? When due? How submitted? How reviewed?

  44. Other Information to Consider • School Improvement standards, indicators, as included in needs assessment, plan • Links to resources • Contact information

  45. Center on Innovation & Improvementwww.centerii.org

  46. Questions • Comments • Next Steps

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