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2007 Institute for School Improvement and Education Options

Statewide Systems of Support: The State of Research. 2007 Institute for School Improvement and Education Options. Session Overview. Introduction to State Systems of Support Commentary Discussion. Chair: Herb Walberg, CII Panel: Lauren Morando Rhim, Public Impact, CII

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2007 Institute for School Improvement and Education Options

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  1. Statewide Systems of Support: The State of Research 2007 Institute for School Improvement and Education Options

  2. Session Overview • Introduction to State Systems of Support • Commentary • Discussion Chair: Herb Walberg, CII Panel: Lauren Morando Rhim, Public Impact, CII Bryan Hassel, Public Impact, CII Paul Reville, Rennie Center, Harvard, CII Brett Lane, Education Alliance, Brown, CII

  3. A Conceptual Framework Lauren Morando Rhim and Bryan Hassel

  4. 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)

  5. 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

  6. 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

  7. Framework of Successful System • Incentives • Capabilities (Capacity) • Opportunities

  8. State System of Support Opportunities Incentives Capacity

  9. 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

  10. Building Capacity • Building Systemic Capacity • Building Local Capacity

  11. Building Systemic Capacity • Create and Disseminate Knowledge • Enhance Supply of Personnel • Especially in low-performing districts and schools • Training for turnaround specialists • Create and maintain strong data systems

  12. 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

  13. Building Local Capacity Differentiate 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

  14. Providing Opportunities for Change • Remove Obstacles for Existing Schools and Districts • Create Space for New Schools

  15. The Big Picture • NCLB defines statewide systems of support, but we propose that definition should be the floor not the ceiling of state’s role in improving schools. • State boards, legislatures, and governors can create incentives and opportunities. • State departments of education are primarily charged with building systemic and local capacity, but they can also create incentives and opportunities. • Besides technical capacity, a key role for SEA should be to establish “reform press;” a strong sense of urgency that change must occur.

  16. The Big Picture • 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). • Efforts to improve schools should be driven by school and district needs rather than expediency given existing structures/systems. • 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.

  17. Resources/Tools • Handbook on Statewide Systems of Support, ed. Sam Redding & Herbert J. Walberg • Strengthening the Statewide System of Support: A Manual for the Comprehensive Center and State Education Agency, ed. Sam Redding and Herbert J. Walberg

  18. Additional Questions Lauren Morando Rhim Scientific Council, Center on Innovation & Improvement Senior Consultant, Public Impact Lauren_Rhim@publicimpact.com (301)655-1992

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