Indistar Implementation Science Performance Management

1. IndistarImplementation Science Performance Management Maureen richel and samredding Center on innovations in learning

2. People Power • School improvement is a “profoundly local process, contingent on the knowledge and orientation of principals, teachers, parents, and students working in individual schools” (Plank & Smith, 2008, p. 414). • State Support for District and School Leadership Teams • Training • Coaching • Feedback • Implementation and Transparency • Engagement of stakeholders • Implementation through to classrooms • Transparency of improvement process: Guest Login

3. Implementation • Fixsen and colleagues (2005) define sound implementation as “processes [that] are purposeful and are described in sufficient detail such that independent observers can detect the presence and strength of the ‘specific set of activities’ related to implementation” (p. 5). • Detail of Objectives, Tasks, Responsibilities, Timelines • Beyond a Paper Plan: Continuous, Evolving, Periodic Reassessment • Improved Professional Practice Drives Improved Student Outcomes

4. Performance Management • Dean Spitzer (2007) asserts that performance measurement (a) directs behavior; (b) increases the visibility of performance; (c) focuses attention; (d) clarifies expectations; (e) enables accountability; and (e) improves execution, decision making, and problem solving. • Ample data collection and reporting • Emphasis on building capacity for improved professional practice • Functional capacity • Motivational capacity • Social capacity • Technical capacity

5. Questions for Reflection • How do school personnel perceive Indistar in your state? How do you present it to them and support them in their use of it? • Is the state’s basic expectation for “compliance” in the use of Indistar the school’s consistent and candid engagement with the process by a Leadership Team? • How do you help change educators’ mindset about school improvement so they exercise their autonomy, with purpose, in pursuit of mastery of effective practice? • How do you expect coaches to interact with Leadership Teams via Indistar? • How do you monitor the work of your coaches and the progress of the schools? • How do you engage districts to assume responsibility for monitoring and supporting the work of their schools’ Leadership Teams? • Do your districts take on the role of coaches for their schools? How do you train and assist them?

6. Quality Implementation • Keys for Indistar Success (state, district, and school) • Data: Indistar includes many reports (for the state, district, and school) • Three Basic Implementation Metrics • Leadership Team minutes, frequency of meetings, percent of members in attendance as reported on the Summary Report, Quick Score, and other reports. • Number of Tasks created in plans and the percentage of Tasks that are completed (see Summary Report, Where Are We Now graphical report). • Number of Objectives met with evidence provided (see Summary Report, Accomplishments Report, Celebrate Success Report, Where Are We Now report).

7. Quality Reviews • Comprehensive Plan Report (and its variants) • Coach’s Comments, Reviews, and Critiques • State Feedback forms

8. Measurable Results • The results we seek are: • an internalized and continuous improvement process; • positive change in professional practice; and • improved student learning.

9. Questions for Reflection • Are the indicators in the system the right ones for driving improvement? If a school or district successfully implements them, is the State confident that improved performance will result? • Does the district or school demonstrate a level of fidelity to implementation and quality of implementation (see above) that would likely produce improved performance? • Is the State’s support for the district or school sufficient to ensure fidelity to implementation, quality of implementation, and desired results? • Does the evidence of full implementation of indicators/objectives for a district or school demonstrate that professional practice has been elevated and continues to improve? • Does the trend line of student outcomes show that the district or school is on an improvement trajectory? In cases where state assessment tests and/or standards have changed, the district or school’s ranking among similar districts and schools is a better metric than the scores alone.

10. Which Indicators? How many? • Essential indicators to establish Leadership Team and continuous process • Indicators for leadership, curriculum, instruction, family engagement • “Required” vs. Voluntary indicators • Differentiated indicators: district, school performance, elementary, middle, high school • SPED, ELL, Use of Technology (Wise Ways) • New indicators to consider (perhaps voluntary) • Early Learning • Personal Competencies • Blended Learning • Use of Technology

11. Questions for Reflection • Does your state provide a set of indicators of effective practice that you believe, if fully implemented, will result in a high-functioning school or district? • Do you provide districts and schools with options for voluntary selection of indicators? • Do you provide the expectations and supports for your districts and schools to operate with highly-functioning Leadership Teams that seriously strive for full implementation of the indicators? • Do you identify the districts and schools that most effectively use Indistar to direct their improvement and recognize and showcase their work?