Archive for State Actions

New reviews of state ESSA implementation

Is your state creating systems to meaningfully address underperforming schools for all kids? I was honored to join education policy experts to analyze 17 states’ school improvement plans. Here’s what we had to say: https://forstudent.org/csp-p2p

The peer review process was a great experience digging into the resources that states have created for district and school leaders, learning about what others are doing, seeing trends across the country, and an energizing opportunity to work with peers to assess, evaluate, and make recommendations. States are light years ahead of where we were just a few years ago, and yet there is still much more room for improvement. We must monitor implementation and make midcourse corrections to best serve the students and the education system, in each and every state.

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New publication– System Thinking Leadership for District and School Improvement

In the next few weeks, I’ll highlight a new three-part series of documents that was created for the Illinois Center for School Improvement (run by the American Institutes for Research). The first, System Thinking Leadership for District and School Improvement, was designed as a primer on how systems thinking informs school and district improvement. We focus on leadership as it is the heart of any improvement work. The document includes some Illinois-specific references, yet the majority of the content is applicable for any district or state across the country. One of the most important pieces that came out of the early thinking for this publication was a visual representation on how the the continuous improvement cycle is applicable for each of the foundational elements of improvement (leadership, talent, instruction, and culture); is supported by needs assessment(s); must include efficient and effective systems, structures, and processes; and, be supported by districts and state actions. LAYLAND_GRAPHIC_v4

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New release: Recommendations for differentiating supports for schools identified for TSI

This brief includes recommendations for state level supports and services for schools identified for Targeted Support and Improvement (TSI). The brief is co-sponsored by the Council on Chief State School Officers and the Center on School Turnaround (at WestEd) and was originally drafted and released as a draft for an ESSA Implementation conference in September. Additional examples were added after the conference.

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New Resources! Integrating Resources to Implement School and District Improvement Cycles

This set of resources, released by the Council of Chief State School Officers, is designed to help SEAs, LEAs, and schools through the school and district improvement cycle. The resources braid together some of the latest thinking on the improvement cycle, Strategic Performance Management, and needs assessments. The overview of the cycle includes a description of each step, coaching tips, and suggestions of tools that could be useful. The work was started by the state members at a School and District Improvement collaborative meeting, sponsored by CCSSO, in June 2017 (SDI SCASS). The resource was released by CCSSO, and staff/consultants from the Center on School Turnaround at WestEd, the Building State Capacity and Productivity Center, and several SEAs contributed to the final resources. The main document is a PDF, and 3 of the 4 tools are available as Word documents that can be downloaded and adapted by users.

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New! Tactical Guide for Needs Assessments

This tactical guide recently produced by the Center on School Turnaround and the Council of Chief State School Officers describes the core components for developing and administering needs assessments for improvement. Worksheets are included to aid users in designing and developing needs assessments for schools and/or districts. A companion document includes the worksheets in a format that can be completed (forthcoming).

The guide includes, for example, specific guidance and questions for SEAs and LEAs to consider as they develop an needs assessment or hire an external provider to complete one, and then utilize its results as part of their planning, implementation, and monitoring processes.

The guide also includes information on ESSA requirements, planning a needs assessment, designing a needs assessment, how a needs assessment is part of the improvement process, and key decision points.

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The Illusive 5th or “Other” Indicator

Under ESSA, states are required to have a 5th school quality or student success indicator. While many rejoiced in this requirement initially, it quickly became a challenge to figure out what type of indicators meet the proposed federal regulations, what type of indicator actually demonstrates school quality or success, and what data states already collect that could be used. One of the most challenging requirements is that the indicator must be able to be disaggregated by subgroups of students – so while teacher effectiveness might be a useful indicator, it would be difficult to disaggregate a teacher’s effectiveness by subgroup for middle or high schools – since students attend many different classrooms with different teachers each day. Such an indicator could be used for elementary school grades, since students often stay with one teacher for most of the day. The proposed regulations do allow different indicators to be selected for different grade levels – as long as it’s consistent across the state. The other major issue that states are running into is what data do they already have? And, is that data reliable and indicative of school quality or student success? Many districts collect additional data, but the same data may not be collected in the same way across the state.

This recent EdWeek article explains some of these issues, while also providing some initial thinking from a few states as they think through the implications of this 5th or “other” indicator. An important note is that states must use at least one “other” indicator, but they may use more than one as well. From what I’ve heard from states, many are leaning towards including chronic absenteeism, college or career readiness, and other school climate indicators as their “other” indicators. While states think through this new data source, it’s also uncertain if the Department of Education will make any modifications to the proposed rules/regulations. The final rules should be released in late August or September.

This 5th or “other” provides states an amazing opportunity to redefine what a successful school is, but the implementation requirements may make it difficult to actually implement the intention in the timeframe states have to do so.

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New publication on the use of external providers in turnaround released

The Center on School Turnaround recently released a guidebook entitled The State Role in School Turnaround: Emerging Best Practices, edited by Lauren Morando Rhim and Sam Redding. The publication addresses a variety of issues related to school turnaround from how ESEA waivers impact turnaround and the role of state chiefs, to utilizing technology and turning around rural schools. I authored one of the (many) chapters and facilitated a workshop on this topic at the most recent CST/SIG convening this past September. The chapter is available as part of the compilation (click on publication title above) or individually (Navigating the Market: How State Education Agencies Help Districts Develop Productive Relationships with External Providers).

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