Office of Transformation and Innovation Board Updates January 23, 2012

1. Office of Transformation and Innovation Board Updates January 23, 2012

2. Providence Transformational Leaders Program • Cohort 2 SIG Planning Process • Lead Partner RFQ • United Providence! update

3. What is the Transformational Leaders Program? Providence School District seeks an elite corps of extraordinary leaders to transform the district’s persistently low-performing schools into excellent learning environments where all students can achieve at high levels regardless of their backgrounds. Providence Transformational Leaders Program is a new initiative designed to build transformative leaders within the district.

4. Transformational Leaders Program Overview The mission the Transformational Leaders Program is to recognize, develop, and support transformational educators who will then lead the transformation process in the district’s Innovation Schools, thereby supporting dramatic gains in student achievement. Mission Vision Our vision is that all schools will have highly effective leaders that produce significant and rapid gains in student achievement. • To identify and recognize strong leaders in our district • To provide these leaders with targeted PD and training preparing them for the unique challenges and opportunities presented by our district’s Innovation Schools • To ensure that all of our schools, particularly our Innovation Schools, have access to highly effective school leaders • To ensure that transformational leaders receive ongoing coaching and support Objectives

5. Transformational Leaders Program Overview Phase I: Spring Intensive • March 2012 – June 2012 • Leaders will participate in 10 days of professional development and intensive leadership training. Phase II: Summer Training July 2012 – August 2012 Leaders will immerse themselves in an additional 10-day intensive training program. Phase III: Yearlong Residency • September 2012 – June 2013 • Turnaround administrators will serve as principals-in-residence and receive ongoing leadership development and individualized coaching.

6. The Result The Transformational Leaders Program is designed to identify and develop principals and APs for the Innovation Schools, and to build a team of teachers that can serve as reform leaders in these schools. Providence Transformational Leaders Program Innovation Zone Principals Innovation Zone Assistant Principals Innovation Zone Teacher Leaders for Reform

7. Providence Transformational Leaders Program • Cohort 2 SIG Planning Process • Lead Partner RFQ and United Providence! update

8. School Improvement Grant Process

9. School Planning Meetings Planning Teams will include teachers, staff, parents, students, and community members. The OTI has designed a two-part planning process that will take place at each school. • Planning Session #1: • Needs assessment and goal-setting • Planning Session #2: • Strategic Planning January 31st– February 2nd Stakeholder will: • review school data to identify strengths and areas for improvement • develop SMART goals and • identify three priority areas that will form the foundation of the school reform plan February 7th – 9th • Stakeholder will: • identify programs, activities, and potential partnerships • identify strategies designed to produce dramatic gains in student achievement

10. Providence Transformational Leaders Program • Cohort 2 SIG Planning Process • Lead Partner RFQ • United Providence! update

11. Lead Partner RFQ • RFQ Respondents: • 5 applications were received by PSD • Next Steps: • Evaluate RFQ responses by Friday, January 27 • Schedule interviews with prospective Lead Partners • Determine PPSD’s budget to engage Lead Partners (SIG award amount) • Develop performance contracts with Lead Partners

12. United Providence! Update Providence School Department and Providence Teachers Union are currently developing a business plan for United Providence! and recently responded to the Lead Partner RFQ. Education Management Organization (EMO) • An EMO is a for-profit or non-profit organization that provides whole-school operation services to an LEA. • An EMO may also become the employer for staff as part of the School Improvement Grant (SIG) Restart model. • Rhode Island is the only state that allows districts to pursue the Restart model with an EMO managed collaboratively by labor and management. • A Joint Labor-Management Compact must detail reciprocal obligations that create a new management structure with shared decision-making designed to fully address the needs of each student in the school. Joint Labor-Management Compact Reciprocal Obligation • Reciprocal obligation is the mutual responsibility and commitment between labor and management to ensure student and school success. • Reciprocal obligation extends to other important parties in the educational process including staff, partners, and family and community members.

13. Objectives for the Planning Process • To ensure that, above all else, the EMO is designed to promote dramatic gains in student achievement. 1 Determine the viability and long-term sustainability of United Providence. 2 Continue building a strong and collaborative relationship between Providence School Department (PSD) and Providence Teachers Union (PTU). 3 Design and launch the EMO by leveraging best practice research from successful Lead Partners across the country. 4 Create a shared understanding of the role and responsibilities of a Lead Partner organization. 5

14. Planning Schedule

15. Business Plan Outline Part 1: Executive Summary • Mission, vision, and core beliefs • Short- and long-term goals Part 2: Organization and Management • Governance structure • Staffing plan and recruitment strategy • Composition and responsibility of the Board Part 3: Strategy and Services • Role and responsibilities of a Lead Partner • Framework or approach to school turnaround • Service delivery model Part 4: Financial Plan • Budget projections • Majorsources of revenue and expense • Philanthropic strategy, potential funders, and fundraising targets • Part 5: Risk analysis • Potential risks • Mitigation strategies Part 6: Growth and Sustainability • Growth plan • Long-term sustainability analysis • Portfolio strategy for schools Part 7: Implementation • Action plan and implementation timeline • Tasks, responsibilities, resource allocation, and deadlines Part 8: Accountability Metrics • Goals and performance metrics • Data strategy • Targets and performance benchmarks

16. Benchmarking Research to Inform UP!’s Business Plan Academy for Urban School Leadership, Chicago, IL CPS Office of School Turnaround, Chicago, IL Mastery Schools, Philadelphia, PA LA’s Promise, Los Angeles, CA Friendship Schools, Washington, DC and Baltimore, MD Green Dot, Los Angeles, CA Lead Academy, Nashville, TN

17. Role of the Lead Partner Lead Partners: are nonprofit organizations or units of district central offices on contract with the district or state to turn around schools. Lead Partners receives authority and flexibility and are accountable for results. The role of the Lead Partner is defined by four overarching responsibilities: 1 2 ACCOUNTABILITY AUTHORITY • Sign a 3-5 year performance contract for student achievement with the district or state that: • Assigns the Lead Partner responsibility for a small, intentional cluster of schools where systems and programs will be aligned • Holds the Lead Partner accountable for improving student achievement • Assume authority for decision making on school staffing (as well as time, money, and program); the Lead Partner: • Hires a new principal or approves the current one • Supports the principal in hiring and replacing teachers and has responsibility for bringing in a meaningful cohort of new instructional staff 3 4 COMPREHENSIVE SERVICES SCHOOL PRESENCE Provide core academic and student support services directly or by aligning the services of other programs and supporting partners, who are on sub-contracts with the Lead Partner, and build internal capacity within the schools and by extension, the district Maintain an embedded, consistent, and intense relationship with each school, requiring a presence in each school 5 days per week during the turnaround period