Taking Charge of Change A Guide for the Alternative Governance Process in New Mexico Los Lunas Teacher Training Center A

1. Taking Charge of ChangeA Guide for the Alternative Governance Process in New MexicoLos Lunas Teacher Training CenterApril 1, 2008 Dr. Shelia Hyde Assistant Secretary of Quality Assurance and Systems Integration Dr. Beverly Johnson Director, Priority Schools Bureau Jed Stus & Kevin McQuade, Presenters Jed Stus & David Johnson, Assistant Directors Brenda Gray, Patricia Hackney, Deneen Bair, Zia Zaragoza, Juanita Gonzales, Education Administrators New Mexico Public Education Department

2. Purpose To gain an understanding of: • NCLB Requirements for Schools with a R-1 status • Alternative Governance Plan (AGP) development and implementation process • School, District and PED Roles • Available Support

3. Outcomes Participants will be able to: * Understand the AGP planning process • Requirements • Restructuring Options • Timelines * Facilitate and complete the AGP process with their learning communities * Incorporate implementation plan from the AGP into the 2008-09 EPSS by the June 14th, 2008 submission date.

4. NCLB requirements School does not meet AYP for 5 consecutive years Plans must be developed for “restructuring during the 6th year” Plan must be implemented during 7th year if AYP is missed again Restructuring & GovernanceWhat & Why

5. “Restructuring”A Change in Governance • Changes the very structureof the organization • Changes who makes the decisions and how • Defines who has the decision making authority and controlin the school and how they use it

6. “Restructuring”continued…. • Is different from changes solely in the curriculum, instruction or professional environment - (This works well in a school already successful.) • Is dramatic and produces changes in how teachers teach and how children learn - (This works in struggling schools.) (Learning Point, CCSRI 2006)

7. Activity 1 • Using School Restructuring Under NCLB : What Works When (p.7-12)* available on the table, please read the document. • After reading, group moves to stand in the area of the definition of the option you would choose for your school. * Learning Point, CCSRI 2006

8. Restructuring Options

9. Restructuring Options • There are 5 options from which to consider and choose. • More than one option can be chosen. • Options are based on New Mexico Statutes, the Federal Elementary and Secondary Education Act Statute and No Child Left Behind.

10. Restructuring Option 1 • Replacing all or most of the schools staff, which may include the principal, who are relevant to the school inability to meet AYP(NMSA 22-2C-7H.1) • Considerations… • Most successful occurrences are with a skilled, capable Turnaround Leader and minimal staff replacement • Bargaining Agreements • Can disrupt continuity & relationships • Lack of skilled Turnaround Leaders

11. Restructuring Option 2 • Enter into a contract with a private entity such as a private management company with a demonstrated record of effectiveness to operate the school as a public school. (NMSA 22-2C-7H.3) • Considerations… • State statute forbids out of state “Takeover” contracts • Local control • Not necessarily effective

12. Restructuring Option 3 • Turn the operation of the school to the PED if this option is permitted under state law and the state agrees. (NMSA 22-2C-7J.3) • Considerations… • Limited PED resources • District loss of financial and local control • Collaborative decision • Research supportive when state has a plan, for example: Louisiana, Ohio

13. Restructuring Option 4 • Recommend re-opening the public school as a state chartered charter school as provided by state law. (NMSA 22-2C-7.119778) • Considerations… • Time (Plan at least a year in advance) • Local control must be initiated by District with state support • State must have good chartering laws • Must be approved by State Chartering Authority

14. Restructuring Option 5 • Implement any other major restructuring of the school governance arrangement consistent with NCLB principles.(NMSA 22-2C-7H.2,3,5,6.) • Considerations… • Option chosen most frequently nationwide • Must have specific components in place for success • Remember it builds upon the improvement process • Dr. Garcia’s letter

15. Dr. Garcia’s 2/22/08 letter: ~Change governance structure ~Reopen as focus or theme school ~Reconstitute smaller autonomous learning communities ~Dissolve school & assign students to other schools NMSA 22-2C-7H.2,3,5,6: ~Decrease management authority of the public school ~Extend school day or year ~Change the public school’s internal organization ~Implement a new curriculum What Constitutes Other Major Restructuring of the School Governance

16. Additional Resource • Handbook on Restructuring & Substantial School Improvement • Chapter 3 (pg 53) “Restructuring Options and Change Process”. • Detailed overview of Restructuring Options and change process

17. Broad Lessons on What Works (2006) When Restructuring is defined as “changing the very structure of chronically failing institutions to spur dramatic improvement” three lessons are learned: 1. Large, fast improvements are preceded by a change in the direction and control- and how direction and control are used. (Turn-around & Fresh start)(Hassel,et.al.2006) 2. Eradicating chronically low performing is not a one time project; it is a commitment that is a core part of school and district work. 3. District and school leaders must possess a steely will and a compass set firmly on children’s learning. (Walberg, 2007)

18. Considerations • Is the school’s governance impeding its ability to make AYP? • How is the school’s governance impeding the school’s AYP? • Which particular form of alternative governance or restructuring will increase the likelihood that the school will make AYP?

19. Activity 2Table Discussion As a school team – Given the present conditions of your learning community, review the 5 restructuring options and discuss which would be most appropriate to implement.

20. Choosing the Option and Developing the AGP Plan

21. School Reform in New Mexico since 2006 Focus on developing: • School and district use of systems for Continuous Improvement • Skills and knowledge of teachers using researched-based programs for reading and math • Accountability within schools and districts through data-based decision making • Alignment of the taught curriculum with the state content standards • Monitoring and coaching for leadership skill development in school reform

22. Components of School Governance • Effective Leadership • Quality Teaching and Learning • Collaborative Relationships • Support for System-wide Improvement

24. Activity 3 Components of Governance • As a table group: • Use page 2 of AGP template and the Success Indicators for your component, develop a visual on one of the four components of Governance assigned to your group. • Address • What it is in your own words? • What it would looks like at your learning community? • Assume: • 15 minutes to dialogue & development of a ~2 minute report out.

25. R1 AGP Requirements • A school with NCLB status of Restructuring 1 for 2007-2008 SY • Explore restructuring options • Required to complete an AGP • Incorporate AGP implementation plan into the 2008-09 EPSS • Submit both to PED by the June 14th, 2008 • Restructuring -1 Delay • Review existing AGP

26. Timeline • April 1, ’08 - AGP development training • April-May ’08 - Development of AGP at site • Mid-April to Mid-May ’08 - AGP process check by PED representative • Mid-May ’08 - School Board approval of AGP • June 14, 2008 - Submit completed AGP and draft 08-09 EPSS to Priority Schools Bureau

27. The Intended Impact of the AGP Process • Choose the governance option most appropriate for your district/school • Develop an Alternative Governance Plan designed to: • Improve the school’s abilities to meet the needs of all children • Achieve annual academic performance targets [Annual Measurable Objectives (AMO)]

28. ROLES & RESPONSIBILITIES

29. Role of Community • Represented and involved in AGP planning team • Informed of school NCLB status restructuring options

30. Role of the School • Review resources • Form AGP design team • Schedule meetings • Review technical assistance & coaching reports • Complete analysis of Key Elements of Restructuring (AGP doc) • Develop implementation plan (AGP doc) • Submit plan • Incorporateimplementation plan into 08-09 EPSS

31. Role of the District Primary responsibility is to provide • Technical support • Monitoring for accountability • Leadership support for schools that do not meet AYP • Financial support and alignment • resources human and fiscal

32. Role of the Public Education Department • Leadership support to districts • Technical support as outlined in the School Improvement Framework • Financial • Coaching and Monitoring of EPSS accountability

33. Resources • Priority Schools Bureau • Dr. Garcia’s letter dated February 21, 2008 • Technical Assistance & Coaching Reports • AGP • Directions • Template • Process Check • Power point • Exemplar • Rubric • Article Reference • PED website • School Improvement Framework • District

34. AGP Template

35. Key Elements of Restructuring to Address in Developing the Alternative Governance Plan • Need for Change • Effective Leadership • Quality Teaching and Learning • Collaborative Relationships • Support for System-wide Improvement

37. Affirmation • Root-cause analysis Prioritized

38. Introduce last section of Template: next slide Prioritize the Opportunity for Improvement (s) from the 3rd column of the AGP worksheet based on the greatest need.

39. Clearly Defined & Specific Implementation Plan

40. Model of AGP Process “Effective Leadership Component” • Introduce & Discuss • Fact Sheet “Effective Leadership” • Root-Cause Analysis • Summary of Prioritized Opportunities for Improvement • Implementation Plan

45. Activity 4 AGP Practice Development • As a school group: • Utilize Vanderwagen Mid. “Quality Teaching and Learning” fact sheet, to complete the root-cause analysis (AGP pg 5). • Prioritize Opportunities for Improvement in Summary section • Develop implementation Plan to address identified Opportunities for Improvement • At conclusion of activity we will • Discuss process • Address questions • Share key points

49. The Relationship between AGP and EPSS AGP action items describe strategies to improve student achievement and are identified and incorporated into the EPSS for 2008-09.

50. Narrative and supporting documentation required