School Turnaround Strategies Work Session · ©2015 Milwaukee Public Schools • 28 One Milwaukee:...

©2015 Milwaukee Public Schools • 1©2015 Milwaukee Public Schools • 1

School Turnaround Strategies

Work Session

Darienne B. Driver, Ed. D. , Superintendent of Schools

Tonya Adair, Chief Innovation and Information Officer

Janel Hawkins, Senior Director of School Transformation

Amy Nelson Christensen, Ph.D., Research Specialist

November 1, 2016

©2015 Milwaukee Public Schools • 2

Agenda

• Eight Big Ideas & Key Terms

• School Turnaround: History/Context/Research

• Federal Requirements 2002 – Present

• National Models

• MPS Data

• Current District Models and Strategies

• Proposed District Strategies

• What's on the Horizon?


Go

al #

3: E

ffec

tive

&

Effic

ien

t Op

era

tion

s

Go

al #

2: S

tud

en

t, Fa

mily

& C

om

mu

nity

En

ga

ge

me

nt

Our Strategy for Improvement

Go

al #1:

Acad

em

ic A

ch

ieve

men

t Close the

Achievement Gap

Educate the

Whole Child

Rethink High Schools

Redefine the MPS Experience

Re-envision partnerships

Strengthen Communications Systems

& Outreach Strategies

Develop the Workforce

Improve Organizational Processes


Key terms

School Turnaround: Quick, dramatic, research-based and sustained change driven by a highly capable leader.

School Improvement Grant (SIG): Title I eligible schools with high percentages of economically disadvantaged children.

Funds used to improve student outcomes.

School Quality Review (SQR): The purpose of the SQR Process is to reflect on school performance, engage in dialogue to identify

strengths and determine interventions.


School Turnaround: History/Context

As a district identified for improvement, MPS is charged with

accelerating achievement for all schools across the district.

• 2012-13: 48 schools that were identified by the state as “Fails to Meet

Expectations”

• 2013-14: Seven additional schools identified (2 merged with other

schools)

• 2014-15: State report card put on hold pending legislative revisions

• 2015-16: OSPP legislation becomes law and implementation efforts begin

• 2016-17: DPI declares no eligible districts for OSPP


School Turnaround: History/Context

Reform Efforts• School Improvement Grant

schools (SIG)

• Priority and Focus schools

• Metro Region for High

Schools

• Office of Innovation created• Innovation Zone

• Commitment Schools

Lessons Learned

• One Size does not fit all

• Culture and Climate are key

• Leadership development is

essential

• Teachers and students must

be an active part of the

transformation process

• Relationships among staff,

students and community


Federal Changes in School Improvement

• NCLB 2002-2008

• NCLB 2008-2015

• ESSA 2015 -present


School Turnaround Principles (CCSRI )

• Turnaround Principle 1: Ensuring strong leaders

• Turnaround Principle 2:Ensuring that teachers are effective and able to improve instruction;

recruitment , evaluation, reward, and replacement

• Turnaround Principle 3: Redesigning the school day, week, or year to include additional time for

student learning and teacher collaboration; increased learning time

• Turnaround Principle 4: Using data to inform instruction; time for collaboration on data usage

• Turnaround Principle 5: Establishing a school environment that improves school safety and

discipline; addressing students’ social, emotional, and health needs

• Turnaround Principle 6: Strengthening family and community engagement


Comparison of 15-16 Forward/DLM Data

8.0%4.8%

9.3% 10.6%

20.0%

15.3%

20.3%21.8%

43.5% 43.3%

51.2% 51.0%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

ELA Math Science Social Studies

LP

MPS

State


MPS ACT College Ready Data

27

11

15

11

5

15.7

3

7.1

3.9

1.1

0

5

10

15

20

25

30

English Math Reading Science Met All Four

District

LP


MPS 16-17 Fall STAR Data

10.9%

18.4%

41.5%

23.8%

31.3%

51.0%

0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0%

STAR Reading

STAR Math

STAR Early Literacy

% On or Above Target

District 16-17 Fall LP 16-17 Fall


MPS Attendance and Suspensions Data

86.9%

5.7%

91.9%

2.8%

2016-17 2016-17

LP YTD

District YTD

Suspension

Rate

Attendance

Rate


MPS Strategic Problem of Practice

MPS has neither consistently nor effectively engaged all

of our students of color in an environment conducive to

learning; thus, there are opportunity gaps that perpetuate

low student achievement.


Theory of Action

If the lowest performing schools receive support beyond the standard

of care within MPS, and we implement a rigorous academic and

behavioral interventions through a researched based transformation

reform model…...

Then students will be engaged in a instructional program that fosters

a safe and supportive learning environment that prepares them to be

successful in college, career and life.


The Vision

Our vision is to transform persistently low performing

schools into high performing schools by implementing

rigorous academic and behavioral interventions and

dramatically increasing resources to ensure that all

students are college and career ready.


Collective Impact: Our Way of Doing Business

Mutually

Reinforcing

Activities

Backbone

Organization

Continuous

Communication

Common Agenda

Common

Progress

Measures

STUDENTS COME

FIRST


Current District Models of Innovation

Collective Impact Models Traditional Models

Milwaukee Succeeds:TRI 3rd Grade

Reading(5)

Commitment Schools

Community Schools (6) GE Foundation Schools

5-in-1 Collaborative (1) SIG Schools

PCAH: Turnaround Arts Initiative (4)

Milwaukee Partnership Schools (4)

M3: Bradley Tech (1)

Culinary Arts in MPS (4)

Urban Agriculture at Vincent (1)

Systems Thinking(4)


Transformation Network Mission

Transformation Network: All schools in the district that have

been identified by DPI as “failing to meet expectations”.

Our mission is to work collaboratively, as evidenced by side-

by-side coaching, with school leaders to identify best

practices within school turnaround and scale them out to our

schools in the most efficient manner that produces

coherence toward everyone moving in the same direction

toward increased student achievement.


Transformation Network Implementation Plan

• A tiered system of support for schools

• Signature schools (pilot group of 12)

• Learning lab cohorts monthly/drop-in sessions

• Use of GE best practices

• Side by side coaching

• Monthly data chats with the Superintendent


Instructional Rounds, Walkthroughs

Intensive Focus

Failing to Meet Expectations

Meet Few Expectations

Meets Expectations

Exceeding Expectations

and Significantly Exceeds Expectations

Lowest Performing

Highest Performing


Principal Coaching Sessions

Focused on the following:

• Data-Driven Instruction

• Cycles of Feedback

• Staff and Student Culture

• Professional Development that

Sticks

• Managing Effective Teams

• Providing additional support for

other members of your leadership

team


Proposed Timeline Tentative Timeline Action Steps

December - January Notify school leaders of Transformation Network (TN).

Schools self select a learning lab cohort

High Quality model school visit

January – February Quality School Review

Identify standards of care

January - March Community Listening sessions

March – April Announcement of Signature schools. Hiring window opens for Signature

schools

April - May Culture and Instructional plans are presented to the Senior Director of School

Transformation

May School teams receive summer planning dates and expectations

June Data review and school improvement plan

July Principal meets with Senior Director of Transformation to review August PD

August Teachers return to work 4 days before traditional schools

August - October Data review and school improvement plan

October Schools select into year 2 signature schools


• Empowered and effective principals

• High performing teachers

• Extended learning time

• Network support team

School

Year

Total Number

of Schools

2016-2017 10-12

2017-2018 12 - 21

2018-2019 21- 35

Transformation Network - 3 year plan


MPS C.A.R.E.S.

MPS C.A.R.E.S. (Community

And Recreation Engaging

Students) is a comprehensive

community outreach and

programming strategy with eight

components aimed at improving

community conditions for

Milwaukee’s children and young

adults.

Twilight Centers

MPS Gives Back

Listening Sessions

Youth Movement

Wellness Days

Midnight Sports League


What’s on the Horizon?

• Early start date and shifts to the

instructional calendar

• J-Term

• School Quality Reviews

• Office of Black and Latino Male

Achievement

• District School Uniform Policy

• One Milwaukee


Proposed Instructional Calendar Changes


One Milwaukee

Accountability for All

• Currently, several systems within Milwaukee educate Milwaukee’s

children. This results in low outcomes and uneven accountability

across the collective education system and to the detriment of

Milwaukee’s children. We propose continuous improvement and

consistent accountability for all schools within the City of Milwaukee.

– Systemic accountability is enacted for all publically funded, low

performing schools via Turnaround Plans created in the following

systems: MPS, Independent Charters, MPCP Schools.


One Milwaukee: Accountability for All

Cleveland Plan Denver Plan 2020

By 2018-19, triple the # of Cleveland students

enrolled in high-performing district and

charter schools, and eliminate failing schools.

By 2020 – close academic achievement gaps

and prepare all students for success in college

and careers

Four Key elements:

•Grow high-performing schools (district & charter)

•Transfer authority and resources to schools

•Invest and phase in high-leverage system reform preschool-

college & career

•Create the Cleveland Transformation Alliance to assure

accountability for all public schools in the city (Focus:

Partners, Conditions for Learning, Parental involvement &

preparedness, student & parent satisfaction, progress

monitoring, communication & marketing)

School Performance Framework

City wide plan w/ five goals:

•Great schools in every neighborhood;

•Foundation for success (3rd grade reading, writing,

listening, speaking);

•4 year graduation rate, college & career readiness;

•Support for whole child;

•Close the Opportunity Gap (graduation rate for AA &

Latino students. Reading & writing proficiency for 3rd grade

AA & Latino students. )


Research on Portfolio Models in MPS

Montgomery, Darling-Hammond, & Campbell (2011)

Historical efforts to decentralize may have contributed to city-wide

inequities by conceptualizing schools using a business model

This conceptualization did not improve the quality of teaching and

learning, but rather spread resources thin by offering a portfolio of

schools


One Milwaukee

Collective Focus on Early Childhood

• Approximately 49,000 children under five years of age live in Milwaukee, with

one out of every seven of all Wisconsin children in that age group living within

city limits. Approximately half of these children live in poverty, with Milwaukee’s

median household income at $35,921, 30% less than the statewide figure. We

propose a focus on early childhood as a primary means of preparing our young

children for success in school. This focus will include:

– Early Childhood Literacy Development Plan provides intensive literacy

supports to parents and children ranging from ages 0-3. These supports are

primarily delivered via standalone development centers and through early

childhood programs across Milwaukee’s education system, funded via both

traditional and external sources.


One Milwaukee

Single Charter Authorizer for the City of Milwaukee

• Currently, Milwaukee has three primary charter authorizers: Milwaukee Public

Schools (20 schools), City of Milwaukee (9 schools), and University of

Wisconsin Milwaukee (12 schools). Together, these schools serve

approximately 20,000 students. To increase accountability, decrease risk and

low achievement across all charter schools, we propose a single charter

authorizer for the City of Milwaukee.

– As sole charter authorizer for Milwaukee, Milwaukee Public Schools

exercises its robust chartering experience and achieves economies of scale

in providing support to all charter schools.


One Milwaukee

What One Milwaukee IS:

Comprehensive transformation strategy

Intended to establish equity and opportunity

Rooted in the student experience

What One Milwaukee IS NOT:

A direct replica of what’s occurred in other cities

Examples: Denver, Cleveland

Non-Examples: New Orleans, Tennessee

Decentralization

School takeover


School Turnaround Strategies Work Session

Questions and Answers


Superintendent’s Central Address

Milwaukee

Board of School Directors

Mark Sain, District 1, President

Larry Miller, District 5, Vice President

Wendell J. Harris, Sr., District 2

Michael Bonds, Ph.D., District 3

Annie Woodward, District 4

Tatiana Joseph, Ph.D., District 6

Claire Zautke, District 7

Carol Voss, District 8

Terrence Falk, At-Large

MPS Senior Team

Darienne B. Driver, Ed.D., Superintendent

Gina Spang, P.E., Chief of Staff

Tonya Adair, Chief Innovation & Information Officer

Daniel Chanen, J.D., Chief Human Capital Officer

Ruth Maegli, Chief Academic Officer

Gerald Pace, J.D., Chief Financial Officer

Keith Posley, Ed.D., Chief School Administration Officer

Wendell Willis, Chief Operations Officer

Sue Saller, Manager, Superintendent’s Initiatives

Ashley Lee, Special Assistant to the Superintendent

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