2007 Institute for School Improvement and Education Options

Statewide Statewide Systems of Systems of Support: The Support: The StateStateof Research of Research

September 25, 2007

Session Session OverviewOverview

1. Introduction to State Systems of Support

2. Commentary

3. Discussion

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Chair: Herb Walberg, CIIPanel: Lauren Morando Rhim, Public Impact, CII Bryan Hassel, Public Impact, CII Paul Reville, Rennie Center, Harvard, CII Brett Lane, Education Alliance, Brown, CII

A Conceptual FrameworkA Conceptual Framework

Lauren Morando Rhimand

Bryan Hassel

September 25, 2007

NCLB and Statewide Systems NCLB and Statewide Systems of Supportof Support

NCLB requires that SEAs provide technical assistance to schools identified as in need of improvement

1. Reserve and allocate Title 1, Part A funds (4% in 2007) for school improvement activities

2. Create and sustain a statewide system of support that provides technical assistance to schools (LEA and School Improvement: Non-Regulatory Guidance, Revised 7/21/06)

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September 25, 2007

NCLB and Support PrioritiesNCLB and Support Priorities

Technical Assistance Priorities (i.e., triage approach)

1. LEAs in corrective action and schools for which LEA has not fulfilled responsibilities related to corrective action

2. LEAs identified as in need of improvement

3. Title I LEAs and schools that need support and assistance

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September 25, 2007

NCLB Required ComponentsNCLB Required Components

Establishing NCLB-Prescribed Statewide System of Support

– Create school support teams: Teams work in schools throughout the state and SEA must provide adequate support for teams to be effective

– Designate and engage distinguished teachers and principals: Select successful professionals from existing Title I schools that have a track record of success

– Develop additional TA approaches: Draw on external resources (e.g., colleges/universities, education service agencies, private providers of proven TA, and USDOE funded comprehensive centers and regional education laboratories) to assist districts

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September 25, 2007

Framework of Successful Framework of Successful SystemSystem

Incentives Capabilities (Capacity) Opportunities

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September 25, 2007

Incenti

ves Capacity

Opportunities

September 25, 2007

Providing Incentives for Providing Incentives for ChangeChange

Public disclosure: standards, accountability and information about results

Negative incentives: consequences of low school performance

Positive incentives: contingent funding, autonomy, and recognition

Market-oriented incentives: changing the “market” structure of public schooling

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September 25, 2007

Building CapacityBuilding Capacity

Building Systemic Capacity Building Local Capacity

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September 25, 2007

Building Systemic CapacityBuilding Systemic Capacity

Create and Disseminate Knowledge

Enhance Supply of Personnel – Especially in low-performing districts and schools– Training for turnaround specialists

Create and maintain strong data systems

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September 25, 2007

Building Local CapacityBuilding Local Capacity

Capacity Building Structures and Roles– State Education Agency– Intermediate Agencies– External Partner Organizations– Distinguished Educators– School Support Teams– Coordination Between and Among Statewide

System of Support Structures

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September 25, 2007

Building Local CapacityBuilding Local Capacity

Differentiate Supports

Metrics to determine local capacity and need in multiple components of district and school operations

Differentiated Support to Local Districts and Schools– Differentiate by Point of Impact– Differentiate by Intensity and Duration of Services– Differentiate by Services Provided

Delivery of State Systems of Support Services– Provide Services– Allocate Resources for Services

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September 25, 2007

Providing Opportunities for Providing Opportunities for ChangeChange

Remove Obstacles for Existing Schools and Districts

Create Space for New Schools

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September 25, 2007

The Big The Big PicturePicture

1. NCLB defines statewide systems of support, but we propose that definition should be the floor not the ceiling of state’s role in improving schools.

2. State boards, legislatures, and governors can create incentives and opportunities.

3. State departments of education are primarily charged with building systemic and local capacity, but they can also create incentives and opportunities.

4. Besides technical capacity, a key role for SEA should be to establish “reform press;” a strong sense of urgency that change must occur.

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September 25, 2007

The Big PictureThe Big Picture

5. Strategic approach may require state-level policy changes and advocacy and a reconsideration of the “givens” (e.g., state laws and policies, and distribution of human capital).

6. Efforts to improve schools should be driven by school and district needs rather than expediency given existing structures/systems.

7. Critical goal is to implement systems that move beyond existing SEA/LEA improvement efforts and serve as a catalyst for meaningful change that alters the educational opportunities for children in low-performing schools.

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September 25, 2007

Resources/ToolsResources/Tools

Handbook on Statewide Systems of Support, ed. Sam Redding & Herbert J. Walberg

Strengthening the Statewide System of Support: A Manual for the Comprehensive Center and State Education Agency, ed. Sam Redding and Herbert J. Walberg

September 25, 2007

Additional QuestionsAdditional Questions

Lauren Morando Rhim

Scientific Council, Center on Innovation & Improvement

Senior Consultant, Public Impact

Lauren_Rhim@publicimpact.com

(301)655-1992

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