Level 3 Turnaround Plan Directions & Guidance...Turnaround Pract ce 1: Leadersh p, shared respons b...

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WORKING DRAFT Level 3 Turnaround Plan Guidance 1 Level 3 Turnaround Plan Directions & Guidance Table of Contents Overview………………………………………………………………………………………………………………………………….. 2 Turnaround Plan Cover Sheet…………………………………………………………………………………………………… 3 Section I: Executive Summary…………………………………………………………………………………………………….. 3 Section II: Turnaround Practices for School and District……………………………………………………………… 4 Turnaround Practice 1……………………………4 Turnaround Practice 2……………………………9 Turnaround Practice 3……………………………13 Turnaround Practice 4……………………………17 Section III: Financial Plan………………………………………………………………………………………………………….. 21 Section IV: Stakeholder Input…………………………………………………………………………………………………… 22 Section V: Level 3 Turnaround Grant Requirements…………………………………………………………………..23 Appendix A: Sample Measurable Annual Goals (MAGs) …………………………………………………………… 25 Appendix B: Stakeholder Input Guidance…………………………………………………………………………………. 29

Transcript of Level 3 Turnaround Plan Directions & Guidance...Turnaround Pract ce 1: Leadersh p, shared respons b...

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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.

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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)

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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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TurnaroundPract ce4:Schoo cu tureandc mate

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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)

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Stakeho derInput

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SECTION IV: Stakeholder Input

• Brieflydescribethedistrictandschool’sprocessforreceivinginputfromstakeholdersindevelopingthisturnaroundplan.

• Identifythetypesofstakeholdersincluded(e.g.parents,families,studentleaders,communityserviceagencies).

• Brieflydescribeandattachthestakeholder’srecommendations,andexplainhowthoserecommendationswereincorporatedintothisplan.

• Brieflydescribehowtheschoolanddistrictwillcontinuouslyengagestakeholdersinongoingturnaroundplanningandimplementation.

AdditionalguidanceonstakeholderinputonturnaroundplanscanbefoundinAppendixB.

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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)

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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)

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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)

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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)

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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.