Restructuring that WorkedDana Brinson, Consultant, Public Impact
Lindsay Krey, Principal, Holabird Academy, Baltimore, MD
Tommie McCarter, Principal, Westwood High, Memphis, TN
Pacesetter Institute, Princeton, NJ July 23, 2009
Agenda
2PUBLIC IMPACT
Forthcoming from the Center on Innovation and Improvement
PUBLIC IMPACT 3
Introduction
For “Breaking the Habit” we were interested in: The restructuring option selection process; The roles principals, teachers, district and state-level
individuals, and outside contractors played in the restructuring;
What, if any, additional resources the school accessed; Challenges and barriers overcome; and What interviewees credited with their success.
PUBLIC IMPACT 4
IntroductionRestructuring under NCLB
PUBLIC IMPACT 5
Year School Improvement Status
1 AYP not met
2 AYP not met
3 Year 1 School Improvement
4 Year 2 School Improvement
5 Year 3 School Improvement, Corrective Action
6 Year 4 School Improvement, Restructuring Planning
7 Year 5: School Improvement, Restructuring Implementation
Restructuring Options
Option 1— Charter ConversionOption 2—Replacing Staff
and/or Principal Relevant to Failure
Option 3—Contracting with Outside Provider
Option 4—State TakeoverOption 5—Other Major
Restructuring of the School’s Governance
IntroductionNational Context of Restructuring
More than 90% of schools in restructuring have chosen “Option Five.”
“Option Five” can arguably provide a loophole for less rigorous restructuring efforts.
For many schools, some of the other four options are not truly options.
6PUBLIC IMPACT
SUCCESSFUL SCHOOL RESTRUCTURING: FIVE STORIES
PUBLIC IMPACT 7
School Profiles
SchoolGrades Served
Enrollment2007-08
Demographics (2007-08)
African Am. Hispanic
Native American White
Multi-Racial
Free/ Reduced
Meals
Cobb Elementary, Anniston, AL K-5 240 94% 2% 0% 3% 0% 94%
Holabird Academy,
Baltimore, MDK-7 220 59% 18% 2% 20% NA 94%
Box Elder 7-8, Box Elder, MT 7-8 50 NA NA 98% NA NA 98%
MacArthur Middle,
Berkeley, IL6-8 500 51% 40% 0% 5% 3% 63%
Westwood High, Memphis, TN 9-12 420 100% 0% 0% 0% 0% 89%
PUBLIC IMPACT 8
Restructuring ProfilesSchool Grades Restructuring
Option and Actions TakenYears in
Restructuring
Cobb Elementary, Anniston, AL
K-5 Option Two—Replaced principal 3
Holabird Academy,
Baltimore, MDK-7
Option Five—Placed a Restructuring Implementation Specialist in school and
replaced principal5
Box Elder 7-8, Box Elder, MT 7-8 Option Five—Instituted self-contained
classrooms 4
MacArthur Middle,
Berkeley, IL6-8
Option Five—Reorganized daily schedule for math emphasis and replaced some
staff.3
Westwood High, Memphis,
TN9-12
Option Five—Hired High Schools That Work program, placed Exceptional
Educator in school, and replaced principal4
PUBLIC IMPACT 9
Restructuring CharacteristicsSchool Role of
SEARole of
LEAStaff
ReplacementAdditional
fundingAdditional personnel
External Partners
Cobb Elementary, Anniston, AL
Intensive Intensive Replaced principal Limited
Holabird Academy,
Baltimore, MDMinimal Intensive
Replaced principal, experienced 85% staff turnover summer between principals
Limited
Box Elder 7-8, Box Elder, MT Moderate Intensive
Hired additional teachers, no staff replacement
Limited
MacArthur Middle,
Berkeley, ILIntensive Intensive Targeted staff
replacement Limited
Westwood High,
Memphis, TNIntensive Intensive
Replaced principal, targeted staff replacement
Limited
PUBLIC IMPACT 10
Common Themes
Role of StateRole of DistrictStaff Replacement/Value of LeadershipFunding and Additional Resources
PUBLIC IMPACT 11
REFLECTIONS OF TWO PRINCIPALS
PUBLIC IMPACT 12
Principals’ Reflections
Before and After “Doing” Restructuring Right Three Critical Changes District and State Roles Sustainability
PUBLIC IMPACT 13
Holabird Academy, Baltimore, MD
Before Restructuring– K-5 grade configuration– Enrollment dropped to 160 students– High teacher turnover– Strained relationships between existing principal
and teachers, district and community.– Expectations of closure contributed to poorly-
maintained physical plant
PUBLIC IMPACT 14
Holabird Academy, Baltimore, MD
Subjects 2002-03
2003-04 2004-05 2005-06 2006-07 2007-08
Reading 29.8 35.0 42.5 56.2 71.2 78.3
Math 21.5 23.2 23.2 36.8 76.3 81.1Actions and Results
Restructuring Planning
School receives specialist (RIS) from the district
Teachers received targeted PD; school makes AYP
Principal Krey arrives; new staff is hired, school makes AYP and exits restructuring status.
PUBLIC IMPACT 15
Restructuring Implementation
Westwood High School, Memphis, TN
Before Restructuring– 7-12 grade configuration– Enrollment of over 1000 students– Neighborhood violence and gang activity affected
school– Weak relationships between school and
stakeholders including families and community partners.
PUBLIC IMPACT 16
Westwood High School, Memphis TN
Subject 2002-03 2003-04 2004-05 2005-06 2006-07 2007-08
Reading 76% 76% 90% 83% 89% 95%Math 23% 29% 42% 56% 85% 88%Actions and Results
new principal placed in school.
Principal McCarter arrives in January; school focuses on safety, order, respect, student support and high expectations
School makes AYP
School converts to 9-12;school makes AYP; exits restructuring status
School continues to receive some district supports; makes AYP
PUBLIC IMPACT 17
Restructuring Implementation
Principals’ Reflections
Before and After “Doing” Restructuring Right Three Critical Changes District and State Roles Sustainability
PUBLIC IMPACT 18
Principals’ Reflections
Before and After “Doing” Restructuring Right Three Critical Changes District and State Roles Sustainability
PUBLIC IMPACT 19
Principals’ Reflections
Before and After “Doing” Restructuring Right Three Critical Changes District and State Roles Sustainability
PUBLIC IMPACT 20
Principals’ Reflections
Before and After “Doing” Restructuring Right Three Critical Changes District and State Roles Sustainability
PUBLIC IMPACT 21
“WE PROVIDE RESTRUCTURING SCHOOLS LIKE BOX ELDER WITH A THOROUGH SCHOOL REVIEW, A LIST OF TAILORED ACTION ITEMS, PROFESSIONAL DEVELOPMENT OPPORTUNITIES, AND ACCESS TO IMPROVEMENT GRANTS. BUT ALL THE HELP IN THE WORLD DOES NOT MATTER UNLESS A SCHOOL ACTUALLY DOES SOMETHING WITH IT.
THE LEADERS AT BOX ELDER DECIDED THEY WERE GOING TO FOCUS ON ACADEMICS AND IMPROVE STUDENT PERFORMANCE. THEY MADE A PLAN AND STUCK WITH IT. THEY MADE NO EXCUSES. THE LEADERS, THE TEACHERS, AND THE STUDENTS MADE THE RESTRUCTURING SUCCESSFUL.”
PUBLIC IMPACT 22
--Jack O’ConnorSchool Support System Specialist
Montana Office of Public Instruction
State education agencies areuniquely positioned to develop and
implement a strategic approach to tackle restructuring goals given the
challenges.
23PUBLIC IMPACT
A Parting Challenge
PUBLIC IMPACT 24
Based on what you’ve heard from these principals, what could you do TOMORROW that would not require an SEA policy change to improve your support to schools in restructuring?
Based on the themes identified, what barriers do you see hindering school restructuring in your state?
What, if anything, could you do to remove or diminish the barriers?
