Leading Complex District Transformation EffortsIntegrating research, performance management and evaluation to ensure quality

Derek MitchellCEO, Partners in School Innovation

Panel MembersMary Jo KuhlmanAssistant Superintendent, Organizational Learning, Grand Rapids Public Schools

Kimberly Parker-DeVauldAssistant Superintendent of Curriculum, Instruction, and Assessment, Battle Creek Public Schools

Dana McCurdyResearch and Evaluation Manager, Partners in School Innovation

William HillSr. District Transformation Director, Partners in School Innovation

Partners in School Innovation transforms teaching and learning in the lowest-performing public schools so that every child, regardless of background, thrives.

Partners in School Innovation transforms teaching and learning in the lowest-performing public schools so that every child, regardless of background, thrives.

Mission

Why We Exist

The achievement gap persists. Results from a wide variety of state and national tests administered over the last half-century have been fairly consistent in at least one respect. They indicated that certain groups of children repeatedly score below children in other groups. - EdSource

“Gaps in US educational achievement have affected GDP more severely than have all recessions since the 1970s.”

– McKinsey Quarterly (April 2009)

Why We Exist

The achievement gap persists. Results from a wide variety of state and national tests administered over the last half-century have been fairly consistent in at least one respect. They indicated that certain groups of children repeatedly score below children in other groups. - EdSource

“Gaps in US educational achievement have affected GDP more severely than have all recessions since the 1970s.”

– McKinsey Quarterly (April 2009)

Our Vision is to be in 80 schools, serving over 50,000 students, across 10 states with an annual budget of over $10MM by 2020.

Vision

Staffing our Approach: District WidePartners Staff Focus in the Systems workRegional Executive Director (1 per region)

• Superintendent & Cabinet• Support for district instructional planning and

capacity-building

Director of District Transformation (1 per district)

• Central Office staff• Support for high performing team development,

content expertise, and building systems of professional learning

Director of School Transformation(1 per district)

• Principals and Central Office supports• Support for high performing team development,

content expertise, and building systems of professional learning

School Innovation Partners(1 per school)

• Principals and their Instructional Leadership Teams & teachers

• Facilitation of grade level & school-wide ROCI, Content expertise (Literacy), leadership & instructional coaching

Our Current Projects4 Bay Area districts

• San Francisco, Alum Rock, Oak Grove & Franklin-McKinley

Kellogg Strategic Partnerships• 2 districts in Michigan (Beginning Year 3 in

Battle Creek & Year 2 in Grand Rapids)• 2 merging districts in Mississippi (Indianola &

Sunflower) (Year 2)• Albuquerque Public Schools (Year 2)

Philadelphia, PA (Starting this year)

Tweet your questions for the Panel

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whole panel

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How Partners Works

Partners in School Innovation engages with teachers and leaders in under-performing school districts to drive results by strengthening teaching and learning through our sustainable, adaptable approach to continuous improvement.

How Partners Works

Partners in School Innovation engages with teachers and leaders in under-performing school districts to drive results by strengthening teaching and learning through our sustainable, adaptable approach to continuous improvement.

Guiding Frameworks and ResearchTheoretical Frameworks

• Continuous improvement, Diffusion of Innovations, Social Learning Theory/Social Cognitive Theory

Ed Research• Richard Elmore -- Instructional Core Focus for Districts• Robert Marzano -- leadership and instructional practices• McKinsey, John Kotter -- Change Management• Michael Fullan -- Leadership • Richard DuFour -- PLCs

Case Examples from Successful Districts• Sanger Unified, Long Beach Unified, San Diego Unified,

Boston Unified

Data Tools

School Implementation TrackerDistrict Implementation Tracker

Satisfaction Survey

Adult Capacity RubricDistrict Capacity Rubric

Network Evaluations

Student Data

Results-Oriented Cycles of Inquiry

Data to assess student learning• State assessment

Data• Standard-based

benchmarks• Literacy skill

assessments• Teacher-created

formative assessments

• Student work (calibrated)

Data to assess adult capacity School Transformation Rubric

• Measures adult capacity to engage in 76 transformative practices

• Scale assesses consistency, quality, intentionality, and frequency of implementation

• Measures growth• Observations, focus groups,

interviews• NON-evaluative (Data is rolled up

to grade level and school)

1 No evidence

2 Readiness

3 Emerging

4 Implementing

5 Transforming

6 Sustaining

Data to assess district capacity20

13

2014

2013

2014

2013

2014

2013

2014

2013

2014

2013

2014

2013

2014

2013

2014

2013

2014

0%

25%

50%

75%

100%

2 2 3

12

3 2

1

2

1

3 32 2

2

1

3 3 4

54

4

4

5

2 4 1 3

2 22 2

2

3

1 1

2

1 1 12 2

No. of Practices per Stage, from 2013 to 2014

Vision Plan Act Assess, Reflect, Adjust

Leadership Dev.

Teacher Dev. Curriculum Instruction

Assess-ment

Leadership Systems for Professional Learning

Core Instructional Program

Building District Cycle Reviews into

the System

Partners Data Work• Moves school & district data use along a

developmental continuum– From Data to Information (context)– From Information to Knowledge (context & time)– From Knowledge to Wisdom (context, time & iterative

practice (ROCI))

• Places adult behavior at the center, not student performance– Theory of Action

• Integrates Change Management with Data – Informed Inquiry.

The Source of Errors

Malice PoorCommunication

Stupidity

Num

ber

of E

rror

s

How Mistakes AreMade

Core MindsetsResults-

OrientationSet goals to provide an anchor for data-

analysis

Continuous Improvement

Use data to identify strengths to build on and opportunities to shore up gaps

Equity and Social-Justice

Disaggregate data in order to identify patterns

Systems Thinking

Collect and analyze data at every level of the district system

District Transformation

• Investment in current human capital• Our approach is designed to break cycles in

inequity so each and every child can be successful

• Builds systems and structures needed for sustainability and continuous improvement

• Shift from fixed mindset to growth mindset• 5-7 year investment (3 + days per week)

“Transformational Change is a Profoundly Human Enterprise”

FROM TO

Reactiveto multiple demands

Focused & PurposefulReflective about how day-to-day practice leads toward a vision

Skepticalabout whether breakthrough results are possible

True BeliefMotivated by knowing what is possible by experiencing success themselves

Under-preparedand lacking sufficient knowledge and skills

Skillful & KnowledgeableThe capacity to carry out actions to achieve goals

Isolatedfrom peers and supervisors and acting alone

Collaborative & AccountableAble to work with others toward shared goals in an aligned and coherent manner

Process

Action-Driven Coaching Conversation

.

Accelerated Action Cycle

Apprenticeship

Adaptive Group Coaching

District-wide Nested ROCI

Cycles

Achievement Impact Presentations

Cycle Reviews

School Level Instructional Leadership

Teams

Grade-Level PLCs

School Theory of Action

Multiple Layers of Data Analysis

District Leadership & Systems

• How well did we guide, resource and support schools to transform?

School Leadership & Systems

• How well did we guide and support teachers to change their practice?

Instruction

• How did my teaching practice change?

Student Impact

• What impact have we had on student learning?

Preliminary ResultsHigh-quality implementation with fidelity

• 97% completion of PSI approach last year• 77% overall satisfaction rate

Improvements in school capacity• Leadership practices, systems to support teachers, and

instructional practices increased by 1 stage on our rubric

Improvements in district capacity• District capacity to plan, support school leaders and

teachers, and conduct assessment increased by 1 stage on our rubric

Battle Creek Public Schools

Looking Back

• Year 1 Focus: School and District Systems Common Instructional Strategy

Aligned Systems

Clear Communication

Professional Learning

Bold Goals

Lessons Learned

• Instructional core comes first

• School improvement means people improvement

• Schools don’t change if the district doesn’t change

• Gradual Release refers to teaching and transformation

BCPS Systems for Change• Professional Learning for

Teachers and Leaders• District Instructional

Framework• Instructional Coaching

• PBIS Coordinators• Time for Collaboration

(PLCs)• Revised assessments for

progress monitoring

• Cycle Reviews• Instructional Leadership

Teams• Achievement Impact

Presentations

• Teacher and Leader Evaluation• STAR Visits• Program Implementation

Tracker

ROCI in Action in BCPS• District Cycle Reviews

• Achievement Impact Presentations

• Instructional Leadership Teams

• Professional Learning Communities

Looking Forward• Develop Capacity through a comprehensive

performance management system that– Improves instructional leadership– Increases instructional effectiveness and– Ensures quality and consistency of educational

experiences

• Implement Proactive Multi Tiered Systems of Support to ensure that all students have access to a quality instructional core– Systemic Response in proactive tiers of support

Grand Rapids Public Schools

Questions for the panelists?Tweet them to @PartnersSIDerek

Contact

PartnersInSchools.orgRenewing the Promise of Public Education

Contact

PartnersInSchools.orgRenewing the Promise of Public Education

Derek Mitchell dmitchell@partnersinschools.org

Mary Jo Kuhlman Kuhlmanm@grps.org

Kimberly Parker-DeVauld kparker-devauld@battle-creek.k12.mi.us

William Hill whill@partnersinschools.org

Dana McCurdy dmccurdy@partnersinschools.org