Date post: | 28-Dec-2015 |
Category: |
Documents |
Upload: | joleen-patterson |
View: | 213 times |
Download: | 1 times |
2007 Institute for School Improvement and Education Options
Statewide Statewide Systems of Systems of Support: The Support: The Work of the Work of the RCCsRCCs
Mid-Continent Mid-Continent Comprehensive CenterComprehensive Center
http://www.mc3edsupport.org/
Belinda Biscoe
MC3 Contributors
3
Belinda Bisco Assistant Vice President, College of Continuing Education, and Director, Mid-Continent Comprehensive Center, The University of OklahomaStan Johnson Assistant Commissioner, Missouri Department of Elementary and Secondary Education, Division for School ImprovementDonna Richardson Associate Director, Mid-Continent Comprehensive Center, the University of OklahomaEllen Balkenbush Missouri-embedded Technical Assistance Liaison, Mid-Continent Comprehensive Center, University of OklahomaPatricia Fleming Missouri Technical Assistance Coordinator, Mid-Continent Comprehensive Center, the University of Oklahoma
Background
Missouri Department of Elementary and Secondary Education (DESE)
• MC3’s Service Delivery System• MC3’s Organizational Structure• Missouri’s Evolution of State Support
Process: Opportunity Knocks and the Conversation Begins
Needs Sensing Role of DESE and its Regional Professional
Development Centers (RPDCs – intermediary agencies) in school improvement efforts
Challenges in creating a seamless statewide system of support
Taking Stock Retreat I – partnering for change Role of content Center on Innovation and Improvement
(CII)
Process – Creating a Critical Mass
CII and MC3 Continued challenges and barriers Taking Stock Retreat II
– Setting the Stage– Expected Outcomes
creation of a common understanding of the components of the current state system of support and how these function;
clarification roles and responsibilities of service providers, both what is and what needs to be;
identification of barriers impeding the operation of a seamless system, with recommendations for overcoming these hindrances;
Process – Creating a Critical Mass
– Expected Outcomes (continued) identification of consistent processes for determining commonly
agreed upon effective, evidence-based practices, programs, and strategies; determination of who is responsible for delivery and providing support roles;
development of mechanisms that ensure commitment to the 4 levels of networking (communication, cooperation, coordination, collaboration) between and among all service providers; and
articulation of next steps to (a) invite feedback from end users regarding retreat outcomes, and (b) implement recommended new directions.
Recommendations
Progress – Staying the Course
Addressing challenges and barriers– Next steps
Accomplishments to date Lessons Learned
9
New England Comprehensive New England Comprehensive CenterCenter
http://www.necomprehensivecenter.org/
Adam Tanney, RMC Research Corporation
New Hampshire: New Hampshire: Working Sma-tah, Not Ha-dah: Working Sma-tah, Not Ha-dah: Building Internal Capacity to Building Internal Capacity to Improve Improve New Hampshire Department of New Hampshire Department of Education’s System of SupportEducation’s System of Support
The Challenge at NHDOE
Many industrious individual activities but no coherent theory of action unifying them
Increased expectations for support added to a structure designed to monitor
SSOS function spread across three divisions All SSOS responsibilities conferred to one
team
Four theme’s guided NECC’s work:
1. Using research-based models
2. Thinking systemically to create coherence and improve efficiency
3. Enhancing communication practices, and
4. Leveraging institutional authority.
What NECC Did and How It Built Capacity
Helped NHDOE take stock of all it was doing Worked with NHDOE to coordinate
monitoring tools Convened a regional SSOS meeting Presented and evidence-based model—
Reville’s components
What NECC Did and How It Built Capacity (continued)
Gained buy-in from top leadership Addressed a theory of action Identified current activities, organized them
according to Reville’s components, and solicited objective observations
Modeled effective communication skills
Lessons Learned
Using models
Improving communication
Leveraging institutional authority
Thinking systemically
Mid-Atlantic Comprehensive Mid-Atlantic Comprehensive CenterCenter
http://www.macc.ceee.gwu.edu/
Ryan Tyler
The Context
Background:– MACC Service
Delivery System: Focus Areas
– MACC Organizational Structure
– The NJ Department of Education: Evolution
Crafting the Vision-two key initiatives for providing support:
– School level (Restructuring Schools)
– District level (New Jersey Quality Single Accountability Continuum)
Restructuring Schools
During the 2004-05 school year, NJDOE conducted scholastic audits to 99 schools for being identified for School Improvement II.
Analysis of scholastic audits to plan for providing technical assistance to 56 schools as they entered Restructuring.
Areas of strength Areas for improvement Leverage points for change Next, NJDOE needed to identify priority areas to
target for improvement efforts.
Restructuring Schools
In What Works in Schools: Translating Research Into Action, Marzano reviews the research on key factors of school improvement and identifies five important areas of school practice:
– Guaranteed and Viable Curriculum, – Challenging Goals and Effective Feedback, – Parental and Community Involvement, – Safe and Orderly Environment, – Collegiality and Professionalism.
Finally, NJDOE needed to identify some specific strategies for improving school practice in the priority areas.
– MACC is assisting NJDOE with identifying promising practices in the priority areas, complete with descriptions, tools and supporting resources.
New Jersey Quality Single Accountability Continuum
NJDOE has developed a district-level accountability system (NJQSAC) that includes a review of key district practice, known as the District Performance Review (DPR).
MACC is working with NJDOE to train and support SEA facilitators who will guide districts through the NJQSAC process:
– Prioritizing Needs and Identifying Strategies ,– Developing District Improvement Plans,– Supporting the Implementation of the District
Improvement Plans, and– The evaluation and revision of the District
Improvement Plans.
Lessons Learned
Importance of:Vision for supporting schools and
districtsBuilding individual and
organizational capacity
Great Lakes East Comprehensive Great Lakes East Comprehensive CenterCenter
http://www.learningpt.org/greatlakeseast/
Jayne Sowers
Technical Assistance Goal #1 for the Indiana Department of Education
Years 1 and 2: To articulate and implement policies and processes for assisting districts in corrective action and as feasible for those in improvement.
The Background: The SEA and The Background: The SEA and Potential SupportsPotential SupportsGreat Lakes East Comprehensive Center Indiana Department of Education
Indiana State Manager Division of Compensatory Education/Title I - Assistant
Superintendent - Director of Title I- Associate Director of Title I
Potential Supports Within
the State (1) State
Superintendent(2) Other SEA
Divisions
(3) Educational Service Agencies/Centers
(4) School Leadership Teams (SEA developed)
(5) Expert Principalsand Teachers
(6) Higher Education
The Process: New Policies, Procedures, and Supports
Year 1 - Assistance to SEA and LEAs
a. Corrective action sanction: new curriculum
b. District improvement plans – 1 workshop
Year 2 – Assistance to SEA and LEAs
a. District improvement planning – 2 workshops
b. More definition to “curriculum” and the processes
c. New template for improvement plan for better alignment
d. Evaluation and recommendations for 18 district plans
Year 3 – Assistance to SEA and LEAs
a. Set of 7 tools: curriculum and curriculum processes
b. District improvement planning – 2 workshops
c. Evaluation and recommendations for 52 district plans
d. Curriculum mapping and aligning – 3 workshops
e. Training of curriculum coaches
f. Creating an academy to train school leadership teams
The Progress: Building a SSOS Inside The Progress: Building a SSOS Inside and Outsideand Outside
Year 1 (2005-06)
Compensatory Education/Title I
4. School Leadersh
ip Teams
Center on Innovation & Improvement
???
Exceptional Learners Year 2 (2006-07)
2. Other SEA Divisions
Language Minority & Migrant
Year 3 (2007-08) School Assessment
Principals Leadership Academy High School Redesign
Program Development2. Other SEA Divisions
5. Expert Principals
& Teachers as Coaches
Potential Sources of Support
(1) State Superintendent
(3) Educational Service Agencies/Centers
(6) Higher Education
Lessons Learned in Indiana
1. Provide assistance yet build self-sufficiency through awareness and use of multiple supports to the SEA.
2. Move the focus from compliance to assistance through rethinking the roles of the SEAs and the LEAs.
3. Serve as a critical friend through careful listening at all levels of education and asking the hard questions, if needed.
4. Nothing happens without strong, trusting relationships. Each time a new person is introduced to the work time is required for trust to be gained.