DDMS ORBITER TURNAROUND BRIEFING DDMS ORBITER TURNAROUND BRIEFING.
Level 3 Turnaround Plan Directions & Guidance...Turnaround Pract ce 1: Leadersh p, shared respons b...
Transcript of Level 3 Turnaround Plan Directions & Guidance...Turnaround Pract ce 1: Leadersh p, shared respons b...
WORKING DRAFT Level 3 Turnaround Plan Guidance 1
Level3TurnaroundPlanDirections&Guidance
TableofContents Overview…………………………………………………………………………………………………………………………………..2TurnaroundPlanCoverSheet……………………………………………………………………………………………………3SectionI:ExecutiveSummary……………………………………………………………………………………………………..3SectionII:TurnaroundPracticesforSchoolandDistrict………………………………………………………………4 TurnaroundPractice1……………………………4 TurnaroundPractice2……………………………9 TurnaroundPractice3……………………………13 TurnaroundPractice4……………………………17 SectionIII:FinancialPlan…………………………………………………………………………………………………………..21SectionIV:StakeholderInput……………………………………………………………………………………………………22SectionV:Level3TurnaroundGrantRequirements…………………………………………………………………..23AppendixA:SampleMeasurableAnnualGoals(MAGs)……………………………………………………………25AppendixB:StakeholderInputGuidance………………………………………………………………………………….29
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Overview TheStatewideSystemofSupport(SSoS)intheDepartmentofElementaryandSecondaryEducation(ESE)hascreatedaplantemplateandaccompanyingguidancedocumentfordistrictandschoolleaderswhowanttoorganizeandframetheirturnaroundworkinamannerthatisalignedtoMassachusettsturnaroundpracticesresearch.ResearchshowsthatMassachusettsturnaroundschoolsthatachieveddramaticacademicandnon-academicimprovementshaveactivelyutilizedtheauthoritiesaffordedtothemthroughLevel4accountabilitystatus,utilizedfundingthatwasdirectlyalignedtotheirneeds,providedtargetedinstructiontostudents,andembeddeddistrictsystemsofsupportandmonitoringtomaximizetheimpactsofthesefundamentalconditions.Withthoseconditionsinplace,theschoolsfocusedtheirworkinthefollowingareas,whichinturnhasshapedtheframeworkofthenewturnaroundtemplate:
• Leadership,sharedresponsibilityandprofessionalcollaboration• Intentionalpracticesforimprovinginstruction• Student-specificsupportsandinstructiontoallstudents• Schoolcultureandclimate
EducatorscanaccessandlearnfromtheeffectiveturnaroundpracticesengagedinbyschoolsinMassachusettswhichwillinformtheirthinkingandplanning.TheturnaroundpracticesreportsandresourcescanbefoundontheESE’swebsite1. Theturnaroundplantemplatewasdevelopedfromthelessonslearnedacrossthestateandbasedonsomeguidingprinciples:
• Astreamlinedplanwithsuccinctnarrativethatisuser-friendlyandanauthenticguideforallpractitioners
• Aplanthatisbuiltonbenchmarksthateffectivelymeasuregrowthtowardsthroughouttheschoolyeartodetermineiftheschoolismakingprogresstowardsmeetingtheirannualgoals
• AplanthatcanbeusedasacommunicationandreflectiontoolTheplanandguidanceisonecomponentofabroaderapproachtheStatewideSystemofSupportdevelopedthatisintendedtoenhanceourcurrentsupporttodistrictandschoolleadersbyengaginginacollaborativedataanalysisprocesstoidentifyneeds,supportthedevelopmentoftheturnaroundplan,aligntodistrictsystemsofsupportandmonitoringonaquarterlybasis,incorporateadditionalESEexpertiseasresourcestoschoolanddistrictleaders,andmaximizethetimetoengageinturnaroundworkassoonasrelevantdataisavailableinordertocloseachievementgapssooner.
1 http://www.mass.gov/edu/government/departments-and-boards/ese/programs/accountability/support-for-level-3-4-and-5-districts-and-schools/school-and-district-turnaround/turnaround-in-massachusetts/turnaround-and-emerging-practices-reports.html
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Level3TurnaroundPlanDirections&Guidance
Thedirectionsthatfollowareintendedtobeusedbythedistrictandschoolteamtoaidinthedevelopmentoftheturnaroundplan.ThesectionsarealignedtotheTurnaroundPlanTemplateanddirectionshavebeenremovedfromtheTurnaroundPlanTemplateinordertomakethefinalproductasuser friendlyandusefulaspossible.
Turnaround Plan Cover Sheet WhencompletingtheTurnaroundPlanCoverSheet,pleaseenterthedistrictandschoolnames,plusdatessubmittedtoESE.
SECTION I: Executive Summary ProvideabriefexecutivesummaryoftheTurnaroundPlanthatincludestherationaleforschoolturnaroundandkeystrategiesthatwillbeusedtoaccelerateimprovementineachturnaroundpractice,anddescribeshowtheproposedstrategieswillbedifferentfrompreviousturnaroundefforts.
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Guiding Questions: Turnaround Practice 1 • Doestheprincipaland/orleadershipteamhavethenecessarycompetenciesandexperiencetoleada
successfulschoolturnaroundeffort?(RubricItem4,GrantRequirement1)
• Istherightinstructionalstaffonboardandintherightpositionstodotheurgentturnaroundwork?Istheleadershipandstaffingorganizedtoensurethecommitmentandcapacitytodothework?(RubricItem5)
• Doestheprincipalhavethestaffingautonomyneededtoeffectivelyimplementtheturnaroundplanbyadjusting“biddingandbumping”languagetoinsulatestaffselectedtoworkattheschool?Doestheprincipalhavethegreatestamountofflexibilitywhenhiringnewstaff?(Rubricitem4,GrantRequirements3,4,and5)
• Arerobustrecruitmentandretentionactivitiesinplacetoensuretherightinstructionalstaffareintherightpositionstorapidlyadvancestudentachievementattheschool?(RubricItem5,GrantRequirement4)
• Dostaffmemberssharearelational,trust-focusedculturewitheachotherandtheirinstructional
supports(e.g.,coaches)thatissolutionorientedandfocusedonimprovementasexemplifiedbyfrequentcollaborationindevelopingstandards-basedunits,examiningstudentwork,analyzingstudentperformance,andplanningappropriateinterventions?(RubricItem11)
• Areformalstructuresinplacetobuildeffectivestaffrelationshipsbalancedwithtransparencyandopen,two-waycommunicationacrossstaffandschoolteamsandbetweenadministratorsandstaff?(RubricItem11,RubricItem9,RubricItem6)
• Doschoolleadersunderstandtheimportanceofhighexpectationsandpositiveregardbetweenleadership,staff,andstudentsandimplementstrategiesoractivitiestoensurethattheseelementsareinfactinplace?Doesamajorityofstaffbelieveleadership,staff,andstudentshavehighexpectationsanddemonstratepositiveregard?(RubricItem18)
• Aretheschoolleadershipandinstructionalstaffoperatingfromanimprovementplanfocused
explicitlyoninstructionalpracticeandacceleratedstudentoutcomes?Whatarethecurrentareasoffocusforinstructionalimprovement?(RubricItem16)
• Dostaffandschoolleaderscreateandmonitorclearinstructionalexpectationsthatareunderstoodbyallstaff?Doschoolleaderscommunicateinstructionalexpectationsconsistentlytotheentirestaff?(RubricItem16,RubricItem23)
• Isthereacommonunderstanding/visionofwhatinstructionshouldlooklikeinordertoacceleratestudentlearning?Dothemajorityofstaffbuyintotheschool’svision?(RubricItem16)
• Doestheschoolhaveaplantoensurethateverystudenthasequitableaccesstothehighestqualityeducationalexperiences?(GrantRequirement10)
• Doesschoolleadershipimplementrigorous,transparent,andequitableevaluationandsupportsystemsforteachersandprincipal(s)thatprovideclear,timely,andusefulfeedback,includingfeedbackthatidentifiesneedsandguidesprofessionaldevelopmentinaccordancewiththeMassachusettsEducatorEvaluationFrameworksrequirements?(RubricItem6,GrantRequirement2)
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• Considertheinquirycycleofcontinuousimprovementinyourschoolanddistrict.Whatisthemechanismforinstructionalleaderstoregularlyanalyzeevidenceofinstructionalpracticealongwithstudentachievement,professionaldevelopment(PD),andotherdata?Whatisthemechanismtothenmakemid-courseadjustmentsifnecessary?(RubricItem16,RubricItem6)
• Howdoleadersregularlygatherevidenceoninstructionalpractice?HowdoesthisinformationhelpinformPDplanning?(RubricItem6,GrantRequirement9)
• Howisformativefeedbackoninstructionalpracticedeliveredtoteachers?Howoften?Whatisthefollow-throughtoensureitresultsinimprovement?(RubricItem6)
• Isfeedbackprofessionallyvaluedanddoesitpromoteaschool-widemindsettocollectivelyimproveadultpractice?(RubricItem6)
• HowisPDdifferentiatedforteachers’needsasidentifiedintheirevaluationpracticegoals?(RubricItem6,GrantRequirement9)
• HowarePDneedsidentifiedfortheschoolandforindividualteachers?WhatPDhastakenplaceduringthepasttwoyears?Howdoestheschoolfollowuptomeasureeffectivenessandimplementation?(RubricItem6,GrantRequirement9)
• Whatopportunitiesdoteachershavetoobserveandlearnfromeachother’spractice?(RubricItem11)
• Doestheprincipalhavetheautonomytosetandadministertheschoolschedule,calendar,curriculum,assessments,andprofessionaldevelopment?(RubricItem10,GrantRequirement7)
• DoesthescheduleprovideforembeddedPDasanintegralpartofdailyroutines(e.g.,throughcoaching,staffmeetings,and/orcollaborativetime)?(RubricItem10,RubricItem6,RubricItem11)
• ArethereestablishedsystemsandprotocolstoguidecollaborativediscussionsinInstructionalLeadershipTeams,CommonPlanningTime/Teams,GradeLevelTeams,Vertical/ContentTeams,orotheradhocteamsandcommittees?Howdoesschoolanddistrictleadershipensurethatthesetimesaremaximizedtoaccelerateteachingandlearning?(RubricItem9,RubricItem11)
• Doesschoolleadershipimplementstrategies(e.g.,successionplan,distributedleadership,newfundingstreams)forensuringimprovementeffortswillbesustainedovertimeorundernewleadership?(RubricItem11,RubricItem24)
• Doeseachschoolteamfosterstaffinputthatinfluencesschool-widedecision-making?(RubricItem9)• Istheworkofallteamsintegratedtoworktogethercoherentlyacrosstheschool?(RubricItem9)• Doschoolanddistrictleadershiprigorouslyrecruit,screenandselectcurrentandnewexternal
partnersworkingwiththeschool,andholdthemaccountableformeetingagreed-uponperformancebenchmarks?(RubricItem7,GrantRequirement13)
• Doesschoolleadershipensuretheimplementationofculturallyproficientpracticesintheschool?(GrantRequirement10)
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MAGsforStudentAchievement(setbyESE)
WewillmeetourannualaccountabilitytargetsassetbyESE,includingtargetsforlow-incomestudents,EnglishLanguageLearners,andstudentswithdisabilities,alongwithgraduationanddropoutratesforhighschool.
InterimBenchmarksforTeachers/Practitioners
Samplebenchmarks:• ByXXdate,100%ofschoolinstructionalleaders,includingtheprincipal,canprovide
specificandactionablefeedbacktoteachersabouttherigoroftheirinstruction,asevidencedbysamplefeedbackandnotesfromsubsequentclassroomobservations.
• ByXX,100%ofdistrictdatateamandschoolinstructionalleadershipteamswillmakeandfollowthroughondata-informeddecisionsthatimproveinstruction,asevidencedbyarepresentativesamplingofdatateamobservationsandminutes.
• ByXXdate,allschoolinstructionalleaderswillbeabletoprovideevidenceoffocusedinstructionalcoachingwithatleasttwoteacherswhowereidentifiedashighpriority,asevidencedbyobservations,reviewofwrittenfeedback,andotherevidence.
InterimBenchmarksforStudents
Samplebenchmarks:• Forassessmentsthatarebasedongrowthmodelsandshowaprogressivegainin
skills:the%ofstudentsscoringProficientorAdvancedonthemiddle-of-theyearbenchmarkassessmentwillincreasefromXX%toYY%.
• Forassessmentsthatcapturemasteryatamomentintime:thegapbetweentheschoolandthestate(orequivalentcomparisongroup)willdecreasefromXXtoYYpointsbyXXdate.
TurnaroundPract ce2:Intent ona pract cesfor mprov ng nstruct on
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Guiding Questions: Turnaround Practice 2
• Isthereacommonunderstanding/visionofwhatinstructionshouldlooklikeinthisschool?(RubricItem16)
• Howareexpectationsforhigh-qualityinstructioncommunicatedandunderstoodbymoststaff?(RubricItem16,RubricItem11)
• Howishigh-qualityinstructionconsistentlyimplementedandmonitored?(RubricItem16,RubricItem11,RubricItem6,RubricItem23)
• Doesstaffhaveaccesstoandutilizeresourcestosupportstudentswitharangeofacademicneeds?(RubricItem17)
• Doallstudentshaveaccesstoculturallyrelevantteachingthatincludesstudents’culturalreferencesinallaspectsoftheirlearning?(RubricItem18,GrantRequirement10)
• Areinstructionalstaffusingcurriculummaps/pacingguidesalignedtothestatecurriculumframeworks?(RubricItem16)
• Isthetaughtcurriculumtheintendedcurriculum?(RubricItem16)
• Howdoesinstructionalstaffalignassessmentsandevaluatestudentworkbasedonacommonunderstandingofwhatmasterylookslike?(RubricItem16)
• Doteachersandschoolstaffconsistentlyusestudentresultsonbenchmarkassessments,commonassessments,andstateassessmentstomakeschoolwideinstructionaldecisions?(RubricItem6,RubricItem16,RubricItem23)
• Istheschoolscheduleprovidingadequatetimeforcoreinstructionand,asneeded,additionalacademicand/orbehavioralsupports?Isitflexibleandfluidtoadjusttoneededadjustmentsbasedonformativedataandfeedback?Isitdevelopedcollaborativelywithstafftoensurecoordinationandalignmentacrossgradelevelsandcontentareas?(GrantRequirement7,GrantRequirement8,RubricItem10,ExtraCreditItem1)
• Arethereformalteamingandcollaborationstrategies,processes,andprotocolsthatareconsistentlyimplementedtoaddressindividualstudents’academicneedsby:(1)usingdata,(2)identifyingactionstoaddressstudentlearningneeds,and(3)regularlycommunicatingactionstepsamongallstaffandteams?(RubricItem9,RubricItem11)
• Isadistrictorschoollevelprogress-monitoringsystemisinplace?Howdodatafromthissystemdriveinstructionaldecisionsincoreinstructionandthroughoutthetieredprocess?(RubricItem22,RubricItem23)
• Isthereasystemofweekly/dailyclassroomobservationsfocusedonstrengtheningteachers’instructionalpracticesandprovidingspecificandactionablefeedbackofinstruction?Doestheobservationaldatainforminstructionalconversationsandtheprovisionoftargetedandindividualizedsupports/resourcesforteachers,asneeded?(RubricItem16,RubricItem6,GrantRequirement2)
LessonPlanningandPreparation:(RubricItem16,RubricItem17)
• Whatistheexpectation/processforlessonplanningintheschool?Doesitvarybygrade?
• Arelessonsbasedoncurriculummaps/curricularguidance?Dotheyreflecthighexpectationsforallstudents?
• Dolessonplansdelineatein-classdifferentiationofcoreinstructiontomeetstudentneeds?
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Guiding Questions: Turnaround Practice 3
• Isthereasystemwithcriteriaandprotocolsforidentifyingstudentsforinterventionsandenrichment?Doesthissystemmeetthefollowingconditions:
(1)staffmembersfollowconsistentrulesandprocedureswhenidentifyingstudentsinneedofadditionalassistance;(2)ateamofappropriatestaffandstakeholdersmakesdecisionsaboutneededinterventionsandsupports;and(3)staffmembersfollowconsistentrulesandprocedureswhenmonitoringthedeliveryandeffectivenessofinterventionsandsupports?(RubricItem17)
• Isstudentlearningandacademicperformancereviewedregularlythroughouttheschoolyear,
usingawidearrayofongoingassessmentstoidentifystudent-specificandschoolwideemergingneeds?(RubricItem17,RubricItem9,RubricItem16,RubricItem23)
• Howdoleadersandinstructionalstaffroutinelymonitortheeffectivenessofthecore
curriculum/instruction?(RubricItem6,RubricItem9,RubricItem16,RubricItem23)
• Areinterventionsandenrichmentopportunitiesimplementedsystematicallyduringregularlyscheduledschooltimeandforallcorecontentareasthrougharobusttieredsystemofsupport?(RubricItem17,RubricItem10,GrantExtraCreditItem1)
• Arespecialpopulationspersonnelmembersofgradelevel/departmentteamsandconsideredfullmembersoftheschoolfaculty?(RubricItem9,RubricItem17)
• Dogeneraleducationandspecialpopulationsteachersregularlyplantogether?(RubricItem11,
RubricItem17)
• Arestudentsexperiencingresearch-basedacademicinterventionsappropriatefortheirspecificneeds?(GrantRequirement11,RubricItem17)
• AreallEnglishlanguagelearnersexperiencingresearch-basedacademicinterventionsappropriatefortheirspecificneeds?(GrantRequirement11,RubricItem17)
• Areallstudentswithdisabilitiesexperiencingresearch-basedacademicinterventionsappropriatefortheirspecificneeds?(GrantRequirement11,RubricItem17)
• Aretherein-classsupportoptionsforstudentswithspecialneedssuchasco-teaching,supportfacilitation,andtheuseofpeers?(RubricItem17)
• Doservicepersonnelsuchasoccupationaltherapists,physicaltherapists,andspeechpathologists
provideserviceswithinthegeneraleducationclassroomwhenappropriate?(RubricItem17)
• Howdostudentsreceivespecificfeedbackbasedonformativeassessments/studentworktocontinuetoclosegapsandreachgradelevelstandards?(RubricItem17)
• Isthetieredsystemofsupportfluidandadjustsintervention,enrichment,andsupportassignmentsthroughouttheschoolyear,basedonstudentprogressandneed?(RubricItem17)
TurnaroundPract ce3:Student–spec f csupportsand nstruct ontoa students
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MAGsforStudentAchievement(setbyESE)
WewillmeetourannualaccountabilitytargetsassetbyESE,includingtargetsforlow-incomestudents,EnglishLanguageLearners,andstudentswithdisabilities,alongwithgraduationanddropoutratesforhighschool.
InterimBenchmarksforTeachers/Practitioners
Samplebenchmarks:• Monthly,XX%oftimethatteachersspendinweeklyplanningmeetingswillbefocusedon
reviewingstudentassessmentdataandplanninginstructionbasedonthatdata• Monthly,100%ofteacherswillanalyzethemostrecentcommonformativeassessment
datatoidentifystudents’academicneeds,developre-teachplans,andidentifytheappropriateintervention
• Eachmonth,schoolleadershipreflectsonschedulesandstaffingtoensurestudentneedsarebeingmet,makingadjustmentsasnecessary.
InterimBenchmarksforStudents
Samplebenchmarks:• ByXXdate,100%ofstudentsreceivingTierIIandTierIIIinterventionswillimprovetheir
performanceasmeasuredbyinterimassessments• Foreachassessment,atleast75%ofthestudentsineachgradelevelateachschoolwill
reachabenchmarkofatleast70%correct.(Reportedforallstudents,highneeds,EnglishLanguageLearnersandstudentswithdisabilities)
• Thenumberofstudentsfailingoneormoreclasseswillbereducedby10%overthesamemarkingperiodfromprioryearasmeasuredattheendofthe2ndquarterandfinalgrade.(Reportedforallstudents,highneeds,EnglishLanguageLearnersandstudentswithdisabilities)
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Guiding Questions: Turnaround Practice 4
• Isthereacommonunderstanding/visionofwhatasafeandsupportivecultureandclimateshouldlooklikeinthisschool?(RubricItem18)
• Whatstructure/systemsareinplacetoensurethatallclassroomscreatepredictableenvironmentsandaclimatethatsupportslearning?(RubricItem18)
• Doestheschoolwidebehaviorplanincludeadefinedsetofbehavioralexpectations?Arethesystemsandsetofstructuresforpositivebehavioralsupportsalignedtothoseexpectations?Domost(ifnotall)staffmembersconsistentlyimplementtheproceduresoutlinedintheschoolwidebehaviorplan?Doleadersmonitorimplementationusingdata?(RubricItem18,GrantRequirement12)
• Howisinstructionalstaffsupportedinidentifyingissuesarisinginthelivesofstudents(e.g.,poverty,mobility,etc.)andworkingtoaddresstheminordertominimizeimpactonlearning?(RubricItem17)
• IstheStudentSupportTeamfunctioninginthewayitisintended?Doallstakeholdersunderstandthisteampurposeandprotocols?Dotheyknowhowtoaccessit?(RubricItem9)
• Howarestudentsencouragedandsupportedintakingresponsibilityfortheirownlearningandbehavior?(RubricItem18)
• Arestructures(e.g.,structuredadvisories,mentorprograms)inplacetosupportrelationships
amongstudentsandadultsanddeliversocial-emotionalsupports?Arethesesupportsmonitoredactivelytodeterminewhethertheyaremeetingtheneedsoftheschool?(RubricItem17,RubricItem18)
• Whatisthecurrentcommunicationsysteminplaceamongstaff,families,andcommunity
partnersthatensurescoordinationofservicesinsupportoflearning?Considerthefamilyoutreachandengagementstrategiesintheschool.Howarefamiliesinvolvedinschoollifeandtheacademicachievementoftheirstudents?IsthereaParentAdvisoryCommitteefocusedonEnglishLanguageLearners,ifapplicabletotheschoolcontext?(RubricItem19,GrantRequirement10,GrantRequirement14)
• Doallparentsfeelwelcomeattheschoolinawaythathonorstheirculturalandracialidentity?(GrantRequirement10)
• Isthereoneormorestaffmembersdedicatedtothecoordinationoffamilyandcommunityengagementactivities?Areregularsocialeventsplannedthroughouttheyeartoengagefamiliesandcommunitymembers?(RubricItem19,GrantRequirement14)
• Dostaffmembersroutinelyreachouttofamiliestocommunicateinformationabouttheirchildren’sprogressandneeds?Arecommunicationswithfamiliesmadeavailableinmultiplelanguages,asneeded?(RubricItem19,GrantRequirement10,GrantRequirement14)
• Howarekeystakeholdersengagedinthedevelopmentoftheschool’sturnaroundplan?Howwillstakeholdersbeactivelyinvolvedintheimprovementeffortsoftheschool?(RubricItem19,GrantRequirement14)
Stakeho derInput
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SECTION IV: Stakeholder Input
• Brieflydescribethedistrictandschool’sprocessforreceivinginputfromstakeholdersindevelopingthisturnaroundplan.
• Identifythetypesofstakeholdersincluded(e.g.parents,families,studentleaders,communityserviceagencies).
• Brieflydescribeandattachthestakeholder’srecommendations,andexplainhowthoserecommendationswereincorporatedintothisplan.
• Brieflydescribehowtheschoolanddistrictwillcontinuouslyengagestakeholdersinongoingturnaroundplanningandimplementation.
AdditionalguidanceonstakeholderinputonturnaroundplanscanbefoundinAppendixB.
APPENDIXA-Measurab eAnnua Goa sSamp es
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APPENDIX A: Sample Measureable Annual GoalsSampleMeasuresfor“OtherMAGs”:Potentialmeasurestoconsiderforthiscategoryarepresentedbelow.(ES=suitableforelementaryschools;MS=suitableformiddleschools;HS=suitableforhighschools;ALL=suitableforallschools)TurnaroundPractice#2:IntentionalpracticesforimprovinginstructionStudentacquisitionof21stcenturyskills
• Percentageofstudentsdemonstratingmasteryoflifeandcareerskillsthroughparticipationinschool-sponsoredextracurricularcareerreadinessandvolunteeractivities(ALL)
• Percentageofstudentsdemonstratingmasteryofmedia,technology,andinformationskills(ALL)
• Percentageofstudentsmasteringlearningandinnovationskills(ALL)• Percentageofstudentscompletinggrade8portfoliorequirement(MS)• PercentageofhighschoolgraduatescompletingMassCorerequirements(HS)
Developmentofcollegereadiness,includingattheelementaryandmiddleschoollevels
• Percentageofstudentsreportingreadingtextsathomenotrequiredinschool(ALL)• Percentageofstudentsdemonstratingproficiencyinresearchskills(ALL)• Percentageofstudentsdemonstratingproficiencyincriticalthinkingskills(ALL)• Percentageofstudentsdemonstratingadvancedreadinglevelsbasedondistrictassessments
(ALL)• PercentageofEnglishlanguagelearnerswhoattainedEnglishlanguageproficiency(ALL)• Percentageofgrade3studentsscoringproficientorhigheronELAMCAS(ES)• Percentageofgrade5studentsscoringProficientorhigheronMathMCAS(ES,MS)• PercentageofstudentscompletingAlgebraIbytheendofgrade8(ES,MS)• Percentageofstudentscompletingawork-basedlearningplan(MS,HS)• Percentageofstudentsreportingthinkingaboutgoingtocollegeandwhounderstandwhatit
takestogetthere(MS,HS)• Numberandpercentageofstudentscompletingadvancedcoursework(e.g.,AP/IB)(HS)• Numberandpercentageofstudentscompletingearly-collegehighschools(HS)• Numberandpercentageofstudentscompletingdualenrollmentclasses(HS)• PercentageofstudentsenrolledinatleastoneAPcourse(HS)• PercentageofstudentstakingtheAPexamwithascoreof3orhigher(HS)• PercentageofstudentstakingtheInternationalBaccalaureateexamwithascoreof4orhigher
bytheendofgrade12(HS)• PercentageofstudentstakingtheSAT(HS)• PercentageofstudentstakingtheSATwithacombinedscoreof1650orhigher(HS)• Percentageofstudentsenrollingintwo-tofour-yearcolleges(HS)• Percentageofstudentsparticipatingincollegeaccessactivities(HS)• Percentageofgrade11-12studentstakingcoursesinscience,technology,engineering,or
mathematics(STEM)(HS)• Percentageofgrade10studentstakingthePSAT(HS)• Percentageofgrade12studentscompletingrequiredmathematicscourses(HS)
APPENDIXA-Measurab eAnnua Goa sSamp es
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Developmentallyappropriatechildassessmentsfrompre-kindergartenthroughthirdgrade,ifapplicable
• Percentageofnon-instructionalstaffreportingfeelinginvolvedinandcontributingtoacultureofsuccessintheschool(ES)
• PercentageofgradesK-2studentsreachingtheend-of-yeargradeleveltargetontheDevelopmentalReadingAssessment(ES)
• PercentageofgradesK-3studentsreachinggradelevelbenchmarksontheDynamicIndicatorsofBasicEarlyLiteracySkills(DIBELS)(ES)
• Percentageofgrades2-3studentsachievinganationalpercentilerank(NPR)of50orhigheronthetotalcomprehensionportionoftheGRADEreadingassessment(ES)
• Percentageofgrades2-3studentseligibletotakethereadingcomprehensionportionoftheGRADEassessmentachievingamedianscoreofstanine6orabove(ES)
• Percentageofteachersincorporatingtheresultsofadevelopmentallyappropriatechildassessmenttoteachliteracyasdeterminedbyalearningwalkthroughorclassroomobservationinstrument(ES)
TurnaroundPractice#4:SchoolCultureandClimateSampleMeasurestoMeet“OtherMAGs”Requirements:Parentandfamilyengagement
• Percentageofparentsattendingatleastoneteacher-parentconferenceduringtheschoolyear(ALL)
• Percentageofparentsreportingthattheyfeelwelcomed,valued,andconnectedtoeachother,toteachers,andtowhatstudentsarelearninganddoinginclass(ALL)
• Percentageofparentsvolunteeringattheschoolduringtheschoolyear(ALL)• Percentageofparentsreportingthattheyengageinregular,two-way,meaningful
communicationaboutstudentlearningwithteachersandotherschoolstaff(ALL)• Percentageofparentsreportingmeaningfulopportunitiestoengagewithand/orcontributeto
theschool(ALL)• Percentageofparentsreportinganunderstandingoftheschool'sturnaroundefforts,thetargets
theschoolisstrivingfor,andtheirroleincontributingtoreachingthesegoals(ALL)• Overallscoreonparent-familyperceptionsurveyintheareaofinvolvementinchild-based
activities(ALL)• Percentageofparentsreportingtheschoolhasengagedtheminpreparingtheirchildrenfor
post-secondaryplans(MS,HS)
Buildingacultureofacademicsuccessamongstudents• Teacherattendancerate(requiredbySRG)• Distributionofteachersbyperformancelevelondistrict’steacherevaluationsystem(required
bySRG)• Percentageofteachers,students,andfamiliesagreeingthattheschoolsupportstheacademic
successofstudents(ALL)• Percentageofstudentsreportingthatpeersencourageeachothers'success(ALL)• Percentageofstudentsreportingthattheschoolisemotionallyandphysicallysafeand
conducivetolearning(ALL)
APPENDIXA-Measurab eAnnua Goa sSamp es
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• Percentageofstudentsreportingtheyfeelchallengedandheldtohighstandardsforperformance(ALL)
• Percentageofstudentsreportingtheyfeelknownandunderstoodbyatleastoneadultintheschool(ALL)
• Percentageofstudentsreportingoffered(andtakingadvantageof)additionalsupportstosupplementand/orextendlearning(ALL)
• Percentageofstudentsreportingthateffortandgoodworkarerecognizedbytheschool(ALL)• Percentageofstudentsreportingthattheysucceedbecausetheywantto(i.e.,notforan
extrinsicreward)(ALL)• Percentageofstudentsreportingabeliefthatpeoplegetsmartbyworkinghard(ALL)• Percentageofstudentsratedas"Thriving"onwell-beingindex(grades5-12)• Meanscoreonstudentengagementindex(grades5-12)• Meanscoreonstudenthopeindex(grades5-12)
Buildingacultureofstudentsupportandsuccessamongschoolfacultyandstaff
• Meanscoreonanindexofschoolculture(completedbystudents,families,andteachers)(ALL)• Percentageofteachersobservedimplementingkeyinstructionalpracticessupportedthrough
professionaldevelopment,asevidencedbydatacollectedthroughlearningwalks,feedbackformscompletedbyinstructionalcoaches,orothermeasures(ALL)
• Percentageofgrade-levelteamspracticingtargetedprofessionallearningstrategiesasdeterminedbyidentifiedtoolswithinthecommonplanningtimeself-assessmenttoolkit(ALL)
• Percentageofteachersandstaffreportingthattheschoolsupportstheacademicsuccessofallstudents(ALL)
• Percentageofstudents,teachers,staff,and/orfamiliesreportingthattheschoolisphysicallysafeandconducivetolearning(ALL)
• Percentageofstudents,teachers,staff,and/orfamiliesreportingthattheyfeelchallengedandheldtohighperformancestandards(ALL)
• Percentageofteachersandstaffreportingthattheyfeelasenseofurgencytoimprovestudentoutcomes(ALL)
• Ratingonaschoolculture/climateobservationinstrumentconductedbyanindependentevaluator(ALL)
• Scoreontheschoolmentalhealthcapacityinstrument(ALL)• Percentageofteachersreportingusingtheresultsofformativeorinterimassessmentsto
improvetheirinstructiontomeetstudentneeds(ALL)• Percentageofteachersreportingaresponsibilityforallstudentsintheschool(ALL)• Percentageofstudentsandfamiliesreportingtheyfeeltheschoolwantsstudentstosucceed
(ALL)Studentattendance,dismissalrates,andexclusionrates
• Attendancerate(increase):Total#ofdaysstudentsattendedschooldividedbytotal#ofdaysstudentswereenrolledduringtheschoolyear.Set,ataminimum,agoalof92%orimprovementofatleast1%fromtheprioryearifbelow92%.(ALL)
• Percentageofstudentsabsent10+days(decrease)(ALL)• Percentageofstudentsabsentgreaterthan10%ofdaysinmembership(decrease)(ALL)
APPENDIXA-Measurab eAnnua Goa sSamp es
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• Truancyrate(decrease):#ofstudentstruantformorethan9days,dividedbytheend-of-yearenrollment(includingtransfers,dropouts,etc.)fortheschoolyearreported.Astudentistruantwhenheorshehasanunexcusedabsence(ALL)
• Dismissalrate(decrease)(ALL)• Total#ofdismissalsfromnon-routinestudent-nurseencounters)/(total#ofnon-routine
encounters),orasimilarmeasure(ALL)• Out-of-schoolsuspensionrate(decrease):Percentageofenrolledstudentswhoreceived1+out-
of-schoolsuspensions(ALL)• In-schoolsuspensionrate(decrease):Percentageofenrolledstudentswhoreceived1+in-school
suspensions(ALL)Studentsafetyanddiscipline
• Numberofdrug,weapon,orviolenceincidents(decrease):#ofincidentsinvolvingdrugs,violenceorcriminalincidentonschoolproperty(ALL)
Studentpromotionanddropoutrates
• Retentionrate(decrease):Percentageofenrolledstudentsrepeatingthegradeinwhichtheywereenrolledthepreviousyear(asofOctober1)(ALL)
• Annualdropoutrate-Allstudents:Percentageofstudentsingrades9-12whodroppedoutofschoolbetweenJuly1andJune30priortothelistedyearandwhodidnotreturntoschoolbythefollowingOctober1ofthefollowingyear.Alldataarelaggedbyoneyear.Dropoutsaredefinedasstudentswholeaveschoolpriortograduationforreasonsotherthantransfertoanotherschool.(AsdefinedbyESEaccountabilityrequirements.)(HS)
Graduationrates(highschoolsonly)
• 4-Yearcohortgraduationrate-Allstudents:#ofstudentsinacohortwhograduatein4yearsorlessdividedbythe#offirst-timegrade9students,minustransfersout,plustransfersin.Alldataarelaggedbyoneyear.(AsdefinedbyESEaccountabilityrequirements.)(HS)
APPENDIXB-Stakeho derInput
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AppendixB:Recommendations&GuidanceonStakeholderInputPurposeofSeekingStakeholderInputDistrictsandschoolsengaginginturnaroundhavefoundthatsolicitinginputfromanarrayofstakeholdersallowsthemseemultipleperspectivesontheschool’sturnaroundneeds,helpstoensurethattheturnaroundplanaddressesthediverseneedsofitscommunity,andbuildsasharedsenseofurgencyandcommitmenttotheturnaroundplanningprocess2.RoleofStakeholdersintheTurnaroundPlanningProcessStakeholdersmayplaydifferentrolesintheturnaroundplanningprocessdependingontheirrelationshiptotheschoolcommunityandtheneedsoftheschooldistrict.Generally,though,stakeholdersserveanadvisoryrolebyofferingtheirperspectives,feedback,andbroadrecommendationsonhowtoaddresstheschool’schallengesbyimplementingstrategiesforturnaround.Whoareyourstakeholders?Stakeholdersdependontheuniquecontextofeachschoolcommunity,butschoolsanddistrictsshouldseekoutindividualswhocanserveaschampionsandcriticalfriends,whobringdiverseskillsandperspectives,andwhoservetheschoolinavarietyofcapacities.Thenumberofstakeholdersshouldbelargeenoughtoincludeanarrayofperspectives,butsmallenoughforallstakeholderstomeaningfullycontribute.• Considerexistingadvisorygroups.Schoolsitecouncils,parentcouncils,schoolanddistrictpartners,andstudent
leadershipgroupsmayyieldmemberswhoarealreadyactiveintheschool’sturnaroundandarelikelytocontinuetheirinvolvementintheschool’sturnaround.
• Otherkeystakeholders.Otherstakeholdersmayincludeunionrepresentatives,communityorganizations,DSACteammembers3orsocialserviceorganizations.Formiddleandhighschools,membersofthelocalhighereducationcommunitymayberelevantstakeholders.
RecommendationsonLogistics&Topics• SeekInputEarly.Beginseekingstakeholderinputearlyenoughintheprocessofturnaroundplanningsothat
stakeholderscanmakerecommendationstoinformthedirectionandprioritiesoftheturnaroundplan.
• WhyTurnaroundPlanning?Explainwhytheschoolisdevelopingaturnaroundplan,andwhatthetimelineandprocesswilllooklike.Explainhowvoluntarilyengaginginturnaroundplandevelopmentandimplementationprocesscanhelpstudents.Shareandexplainthetimelinefordevelopmentandimplementationoftheturnaroundplan.
• SeriesofMeetings.Manydistrictsandschoolsgatherstakeholderinputthroughaseriesofaboutfourorfive
meetings,whichprovidesampletimefordiscussionoftheschool’scontext,challenges,andopportunities.However,districtsmaychoosetoengagewithstakeholdersthroughfocusgroups,surveys,interviews,orothermethodsappropriatetotheircontextandneeds.
• Facilitation.Whenconveningdiscussionsamonggroupsofstakeholders,consideridentifyingaskilledfacilitatortoguidethegroup’sdiscussionandtodocumentgrouprecommendations.
2Schoo sandd str ctsthatareapp y ngfor“Leve 3TurnaroundFund ng”arerequ redtoengagestakeho ders nthecreat onofthe rturnaroundp an,buta schoo scanbenef tfromrobuststakeho der nput nthep ann ngprocess.3DSACteammembersw not eadthestakeho der nputprocess,butw part c pateandprov degu danceasneeded.
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• DiscussSchoolandDistrictContext.Shareanddiscussdataillustratingtheschool’schallengesandopportunities.
Reflectonwhatitisliketoteach,learnandbepartoftheschoolcommunity.Whatproblemsmustbeurgentlyaddressed?Whatkeyassetscanbeleveraged?
• ExplainHowStakeholdersCanHelp.Providestakeholderswithaclearexplanationoftheirroleandpurposeintheturnaroundplanprocess.Explainthattheyarenotchargedwithcreatingorimplementingtheturnaroundplan,butwithofferingbroadrecommendationsforhowtheschoolanddistrictshouldaddressturnaroundchallenges.Clarifyhowyouwillbeengagingwithstakeholders(e.g.seriesofmeetings,surveys,etc).
• TurnaroundResearch&BestPractices.Identifyanddiscussevidence-basedresearchandbestpracticesfor
achievingschoolturnaround.Howcanbestpracticesbeincorporatedintotheschool’scontext?Howcanstakeholderssupporttheturnaround?
• Ongoing,Two-wayCommunication.Stakeholderinputshouldnotendoncetheturnaroundplaniswritten.Theschoolanddistrictshouldidentifyongoingopportunitiestoshareinformationabouttheturnaroundprocesswiththeschoolcommunity,andtoreceiveformativefeedbackfromkeystakeholdersasturnaroundprogresses.