Preview of Handbook and September Institute

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Statewide Systems of Support

• Preview of Handbook and September Institute
• Center on Innovation Improvement

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Contents of Handbook

1. Review of Evidence and Conceptual Framework
2. Insights from Researchers
3. Insights from Education Leaders
4. Profiles of Select States
5. Comprehensive Centers and States Working Together
6. Practical Indicators and Tools for SEAs

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Statewide Systems of Support Webinar Overview

• What?
• Introduce Statewide Systems to Support School
  Improvement and Restructuring
• Incentives, opportunities, and capacity
• Discussion questions
• How?
• Profile of Alabama and districts and schools
  served
• Discussion questions

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A Conceptual Framework
Lauren Morando Rhim Scientific Council, Center on
Innovation Improvement Senior Consultant,
Public Impact
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NCLB and Statewide Systems of Support

• NCLB requires that SEAs provide technical
  assistance to schools identified as in need of
  improvement
• Reserve and allocate Title 1, Part A funds (4 in
  2007) for school improvement activities
• 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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NCLB And Support Priorities

• Technical Assistance Priorities (i.e., triage
  approach)
• LEAs in corrective action and schools for which
  LEA has not fulfilled responsibilities related to
  corrective action
• LEAs identified as in need of improvement
• Title I LEAs and schools that need support and
  assistance

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NCLB 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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Framework of Successful System

• Incentives
• Capabilities (Capacity)
• Opportunities

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Providing Incentives for Change

• 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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Building Capacity

• Building Systemic Capacity
• Building Local Capacity

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Building Systemic Capacity

• Create and Disseminate Knowledge
• Enhance Supply of Personnel
• Especially in low-performing districts and
  schools
• Training for turnaround specialists

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Building 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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Building Local Capacity

• Differentiating 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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Providing Opportunities For Change

• Removing Obstacles For Existing Schools And
  Districts
• Creating Space For New Schools

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Discussion Points

• NCLB defines statewide systems of support, but we
  propose that definition should be the floor not
  the ceiling of states role in improving schools.
• State boards, legislatures, and governors can
  create incentives and opportunities.
• SEAs can also create incentives and
  opportunities, but they are primarily charged
  with building systemic and local capacity.
• Besides technical capacity, key role for SEA
  should be to establish reform press a strong
  sense of urgency that change has to occur.

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Discussion Points

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

• Lauren Morando Rhim
• Scientific Council, Center on Innovation
  Improvement
• Senior Consultant, Public Impact
• Lauren_Rhim_at_publicimpact.com
• [phone]