Journalism & Mass Communication Quarterly

Transcription

good morning we're going up to start are right on time and uh... what i welcome you all we didn't we didn't pay a uh... the Brockton high school principals Susan Szachowicz, we didn't pay her to set our session almost perfectly but if you remember from her bullets they had four q here is a benson says the last one was monitoring monitoring monitoring in the second the last one was uh... implementing fidelity and of course this session is about um 0:00:35.040,0:00:37.900 implementation and monitoring tools and uh... we have three not very distinguished guests so i'm pleased as a moderator of flaring uh... too to what they're doing star our guests for some reason we're picking up microphones from places other than here so i don't know it's a male voice might be lenore himself out there i'm not sure will love will get through in and uh... the reason these things are mike dot so the rooms are mike doctors for actually not not for sounding communication purposes but for recording every sessions recorded uh... so to that and i'd like to introduce our distinguished guests and uh... in and introduce them in the order uh... that they will be presenting this morning and of course overarching themes is high schools and we know that this is about uh... a lot of uh... work in research an effort about comprehensive implementation of strategies that uh... high schools may be unique probably are i do believe they are that uh... you can improve a high school that you put into play uh... mobile so the strategies joe paris this morning was talking about uh... silver bullets they just don't work and high schools and uh... a lot of this research is based on they've been elements work that's being been done at the national high school center nephew uh... if if you listen to lindsey you'll you get to appreciate uh... what if you're not familiar with that but that's all about first first up prisoners lindsey fryer was a research associate at the national high school center at the american institutes for research in washington and uh... she's gonna be presenting and monitoring tools our second of presenter is uh... donna brown from the north carolina public uh... department public construction and she's a section chief uh... for federal grants and then our uh... third presenter steve underwood who's a director of a program monitoring at uh... at the uh... idaho department of education so three really capable people and i think this morning session will be uh... the real treat for you and hopefully spur and give you some ideas uh... for taking taking out work work back to your to your places of uh... employment nine the uh... what format will basically be presenters going up do a presentation of uh... fifteen to twenty minutes and then we're gonna have uh... primate beach cable about ten minutes for u_n_ interact with one another uh... and sort of some structured uh... but informal uh... ways uh... interacting and one of the next one so this is an about an hour and a half of talking at you and we hopefully you'll get to introduce one another in knowing each other by your first names and uh... and maybe get each other's emails addresses for further collaborative and collegial work cell without any further introductions lindsay for thank you very much had an almond happy detection going that talk a little bit about the future looks at the national high school santa has developed which will hopefully help you in planning and monitoring a lot of your high school improvements efforts that are going on in your school family so on the national high school develops the eight elements of high school improvement in two thousand eight really as common efforts to help schools breakdown organized and targeting specific iphone provement african goals s enact into actionable steps so the freemen really um... allows states to map comprehensive and systemic efforts at the state district and school level in moving their high school driven efforts color so you can see the elements siqueira they are rigorous curriculum and instruction assessment and accountability teacher effectiveness and professional growth student and family involvement stakeholder engagement effective leadership organization structure and sustainability each of these eight elements is broken down into smaller subject categories to help you this really drilled out into specific efforts they wanna focus on and specific actions they want to take in order to address has gone prevent so you can see the organization of the elements here we have the element has the overarching category on the top being one of the eight that i just mentioned to you and then within these specific elements there's areas of focus which really get insist there's more specific detailed topics about what speech the elements are focusing on and then the areas of focus are comprising t_ indicators of effectiveness which are specific characteristics or action steps that high school improvement high schools should implement in order to move their heads conquering efforts for it in two thousand nine about a year later that has the senate develops the first version of a self-assessment tool which i've actually passed out here and what you have is a handout on your tables in order to help users actually implement the elements and figure out how to incorporate them and sugar high school from instructions and this is entitled to how coherent approach to high school improvement a district and school self-assessment which you all have a copy of and the way that this is that still works is users to rate themselves on the specific indicators within each element to determine how well the implementing each and where high school improvement efforts should begin based off of this rating system and again the result allow them to allow you to see really where we not implementing a specific action steps well where can we improve and what effort should be beginning there's also a next x portion of the tool which allows them to kind of organized what steps they wanna four diamond in implementing this statement is great ansel continue for some it's a good time here as i mentioned they lied about this first version of the tool which you have all had uh... copia about your tables and what we're looking at here is one page within the specific tools so this is alamance to assessment and accountability and on the left you'll see the area of focus that we're looking at multiple assessment strategies and then within this justification focused as two indicators here just kind of a demonstration of how the tool works cell what users would do who it is determined that basic off of um... working with different staff at their school what evidence is yours school districts have in implementing these in indicators within your system so you can choose from three categories little or no evidence some evidence for substantial evidence to as ed to see what it what where you're implementing efforts uh... bestie so there's two indicators here on for the first one x has substantial evidence processing systems are implemented across all content areas to identify steve needs to monitor student progress in to inform instruction and then for the second one i chose some evidence this is again arbitrary so you would do this at your school or district and then on the fire right you'll see that overall self-assessment category and this is basically you look at the indicators within each area of focus to determine how well you implementing that area overall so once you can imagine once you're finished with assessment you have a really good record of weary grew implementation is went within each of these indicators and where you efforts should begin where should you folks start to begin your school improvement work and then the next next portion of the school allows for the planning to address those issues so we have an area itself bright out potential policies or practices to address the gaps that you've identified what resources you would need you this work as well as what staffer whom to involve in this work and what i'm going to present today is actually an online version of the national high school develops two years later on this exact self-assessment tool and the benefits of the online tool or that it really allows is possibly automated cell these are still rate themselves and in terms of the evidence that they're displaying it for each of the indicators and then principal reports self generated based off of the rating system to help you do see a summary of how well the implementing each indicator and how well the implementing uh... all the indicators overall and then the other benefit of having these reluctant an online format is uh... you can save the self assessment data as you as you work in and you have a login i_d_c_ could come back later should update existing rating systems that you've implemented into the tool as well as uh... show any progress they've made in your implementing your high school provement efforts so i'm gonna demonstrate that trophy right now you can see what it looks like so this was publicly available on our website better high schools dot org you can see that you are up at the top but that school is all over our website so it's very easy to find and what we're looking at here is the introductory page of the tool so you see a list of the elements which i mentioned to you earlier as well as description of what you is and then in order to get started what first-time users do is click the start of definite down here on the bottom and and i_d_ will be randomly generated for you what you do users will see it and this is what you would use to log back into the tool if you wanna come back in complete at a later date or change some of the information that you've input into the tool and a nice feature that we've added as well as the ability to have your email i_d_'s sense to you in any e-mail initially because combination national high school centers lot not allowed to house pennies all our district data on our server so the idea of what you will use to get back into the system once you've begun the assessment amber training users here we just entered a specific i_d_ and what i'm going to demonstrate to you is a partially completed assessment so you can see how the assessment actually works and then a fully completed assessment so you can see all the reporting features that are available style i've been here with maggie and were brought to the main menu of the tour here and there's a couple of specific features note on this page on first you'll notice that all the elements are present in this table in the middle of the page and you'll see that you are to complete as i mentioned before so what a user would do is if they want to go back and update their assessment that the party completed they can just simply click this link in another feature is once you finish viet berating yourself an indicator street element uh... report becomes available that's up generates based off of your ratings and you can choose to view that this time and then in the far right column you'll see a level of implementation and this is basically a percentage of how well your implementing indicator overall based element overall isn't based off of you you the ratings that you've put into the tool so i'm going to choose here to update my assessment for the first for the first salomon and so on this page what your viewing is element one rigors curcumin struction area of focus in one of three for the specific alan alignment and coherence you can see that highlighted in yellow on the screen so what you did you do it's very simple just comment uh... and rate yourself on the evidence that your leadership is displaying in implementing these indicators celeron you just simply click the bubble and we recommend that someone who might complete this self-assessment as a person who has a broad knowledge of the high school proven efforts that are going on in your school or district so you just use the evidence for each of these categories and if you want a definition of what little or no evidence that might mean he can simply scroll your mouse over at and one of these definitions become available for you for each of the categories and then once you finish the ratings for all the indicators friend within a specific focus area there's again that next step section down at the bottom we can plan sandwich what next up she wanted to address the areas of deficit that you find so if you're looking at this the promise aspen specifically it seems that my school needs to focus more on implementing causing three ready standards and vertically aligning our standards and curriculum so some of the things that we might do is adopt the common core standards to ensure causing three readiness within them or perhaps higher curriculum consulted on to help us vertically aligned our curriculum once you've i'm completely all the ratings on a page for specific indicator you can move on to the next focus area and now we're looking at instructions instructional strategies in supports for that stain element one within this tool again you'll go through and rate yourself and what evidence your school leadership is displaying a implementing these indicators and another thing i should note is that in order to move on the immature each indicator hasta have a rating system chosen so we recommend she is is that if this if you're not sure of the evidence that your school or district displays in implementing any of these indicators just use little or no evidence because you do you have the option to go back at a later time in update this assessment based off of the improvements that you've made so again i mean you identify the areas that need improvements you fill out the next steps portion and then continue on and when she gets to the final elements out the final fit the focus area within alamance uh... you have the opportunity to do several different things so you can log out and return to the main menu and perhaps completely assessed at a later time or you can generate a report that will basically uh... aggregate these ratings and to show you how well what percentage of implementing the the element with based off of your rating system so that's what we're gonna do you know so you also have the opportunity to personalize this report on in case you want to share with an external audience so you can put in the name of your school which will appear on the report as well as the name of the person completing the tooling kisi wanna uh... make sure not to mix up reports if you're sharing various ones with a different audiences so the report will then pop up and if you want a printer status report your specific drive you can select a format in which to exported so i'm gonna export this pbf files deacon usually see the report and this is what will pop up for the specific element one raters curriculum instruction so what we're looking at here overall we see that were implementing the element at fifty seven percent based off of the ratings that you place in the tool and then what the report does a nice job of is breaking down uh... the elements of the specific areas that you chose how you read it yourself to see where these percentages are coming from so here we looking at the first focus area lyman and coherence or implementing back at forty two percent and that this forty two percent is generated by the ratings that we chose featured indicators which you can see in this box right here and then does next steps that you also added in church will also generate into this report so this is and nicely to have you can save and print and share with an excel audience and to some extent respond that you have at the high school in prometric center going on in your school and just quickly how minority short on time going to show you blacks uh... v what it looks like when u when you finished all the elements and what other reporting features become available to you dialoguing with my unique i_d_ and again this table will be formatted to show you can go back and update any of the elements of already completed view individual reports and there's also that quick reference percentage of implementation in each of the indicators on the right so on the bottom you'll see two new reports have become available uh... after we've completed the assessment for all of them so we have the self-assessment full summary report here and what this report does is basically takes a look at how well you implementing the elements overall so we have have first at the top a summary of the uh... each he should be a town itself overall in terms of polly elements for implementing them out of forty nine percent and then the report breaks down and within which evidence categories you implementing off partly to the ailment so we have stakeholder engagement implemented at seventeen percent this group of alamance uh... implemented between seventy six twenty six and seventy five percent implementation and then effective leadership is implemented at ninety percent so this report is a nice summary at quick glance to show you which areas that might be uh... notable to target and then if you move down into the report there's also some reality by element of how how well you're implementing them said on the focus is on the specific areas of focus within each element and shows you this implementation as well as next steps that you've chosen an origin before but this work from any other com report that's available in this tool is uh... specific detail full summary reports and as you can imagine it has more detail than this report it basically takes each of the individual almond reports and place them into one format so you can print this at one time and have the information for all the elements in one place so this is what we're looking at again we have the summary section uh... right up front that shows you how wall what how what percentage of implementing each of the indicators and elements and then moving down element by element we have how well implementing the element overall how well implementing each focus area within the element and then what rating systems you chose for the indicators to show you where that percentage of implementation comes from so this is again i'll kind of a one-stop shop we compete the support and have the information for all of the elements in one place uh... and as retail uses this is not a perfect gauge of your high school prove methods but it's really a nice staff um... that you can use initially tuesday which i begin my efforts what's being implemented what's not and it just really takes an overwhelming amount of information and narrows it down at specific topics for you to focus on so right now i'm what i'd like to have you all do is look acts uh... the the paper and pencil version of the success of that i provided and i don't know how much time you have but kind of glance over the indicators see if there is a it about ten est if there's any indicators that are particularly relative relevance your state district to school and then what policies or people you might now you said kind of help address the issues of deficit that you find within the tool how many uh... school district folks do we have have been here and and instrument in state system budget take about are two or three minutes that if you have a question for lindsey before we bring out the net next beaker but they have uh... we'll go round the table so if you got to have a question about the instrument so may be compatible for a second and figure out what those one or two things might be and will just go by show him to go around the room by any card with the kids there at the site of the room decir uh... i think uh... that the great if you could stand up in this stuff maybe just to be to be heard sure uh... first schools and he says to you talk to they do one initially before the beginning of the year tuesday a where they think they should start unusually and then it's really up to the high school improvement team so we employ we we talk about a process of high school provement specific people assigns do this work and i believe had a lot people meet at the end of each training period to kind of you a check in you know that at different points in the year they're really is up to the high school prevention tuesday you know usually do you need to allow enough time for change to occur but yene you should be a regular into malls but there's really no set time that we can weakened state you are dictates you when it should be done we just recommended i send regularly and perhaps at the end of each grading period just allowing enough time for implementation to take hold uh... this self-assessment was a is actually was about to do t fully operational the school level so we don't have a specific evidence that we can put forward and say you know this might work at your school because it's very different from site to site um... their is the solicited process teaser technical assistance that is available if you have specific questions that and that's available on our website uh... and we have any not just that separates high school improvement better high schools that work so weekend then work with teams to starts developing this process more and thinking about what type of evidence that's been naked because that's the most important part of this tool abut it really is we we just recommend on people who have a broad knowledge of the high school and proven efforts that are going on working with the team to collaborate and discussed if there is that might development in particular indicators that's a great point com we've recommended actually in different processes if you have the paper and pencil version so what some schools we work at has done is passed that out for teachers or whoever whatever staff members they want to get the perception on have them fill it out and then me together as a group and then kind of looking at everyone's rating system and go on line and then complete the online self-assessment there's no way within the tool at this point abrogate many different assessments together but you can use the paper and pencil initially kind of get an idea of what people are out and then don't go forward with the online version to see how well perceptions match with the tool thinks absolutely any individual can go on and get their own i_d_ uh... i think depending on when almond you're working on as you mentioned some of the elements are more tied this to you now comes and i would say that those outcomes might be and measures of evidence of how well they're being implemented so i would say you know assuming she made increasingly being the overall goal of all these uh... elements together and we recommend them being used in a comprehensive manner and some of the elements are more tailored insisting that she meant that others so does that answer your question are wit but the assessment county billy section is kind of billy section takes a lot because unit she meant in terms of evidence into town a lot so uh... i think that we know overall goal all these elements working together would be towards increasing student she meant but indent and thinking about their the evidence of each one of the indicators teaching it might not be the specific focus that certain indicators uh... well you can it is there's a lot of indicators so well we you can go and do in a piecemeal fashion so start with from the first element do this office asking for that and see if there's any specific once tried to student treatments i'd say it you know it it really is school by school basis of what you want to focus on so this kind of this gives you an initial glance at looking across the indicators overall how well they're being implemented i would say elements that one and two you are very much tax in achievement well then are related and spend it 'cause teacher affected nissen effective leadership also ties into that so if you think that the overwhelming initially i'd say take it almond by elements he highlighted implementing those and look at the indicators see what the assassin says as terms of where you should begin african that might be make the process a little bit less overwhelming to you i would say absolutely uh... depending on how you won t used it also sounds schools just wanna get initial unofficial glance of how well they're doing others really want to use this to develop a very specific high school prevent planned so the focus of the tool is the evidence that you display of the implementation of each of the indicators so if one person has a different idea of what evidence might be a fed party person can come and examine the evidence uh... on both sections and kind of internet middle ground so i would say absolutely depending on how you money is the tool this to a specifically focused on a high schools and i_t_n_ not at this point we have won and thats uh... talks about that focus in middle school specifically however within this tool there are some transition indicators that you might wanna focused on on the movement from middle school to high school so there is some overlap and i think a lot of indicators do apply at the middle school level but it's not it's not now validated our research base for the middle at the middle school level i'd just as a last point here uh... this is the side that just shows you the resources of where you can't get these tools so we have are national high schools banks will that work overall website initially and then both tools who won the paper and pencil version an online version of the uh... uh... link is listed here and uh... you know that i mentioned is h s improvements at better high schools that are going to get that high school before but if you'd like more information about this school or technical assistance in implementing it the email is h s improvement at better high schools that work and i'm also they laugh if any additional questions thank you very much good morning i think it's still mourning did tell me uh... donna brown from north carolina uh... i will start by saying the good news is that did bring handing out uh... bad knees is because of that line running through some of the copies we typically run all our copies on recycled paper which would have met you here couple pink on the back of every page stays inside india's did not quite a toward putting on the paper i hated to run second copies so apologies if you've got a little gray street corner somewhere i did not to run copies that the power point all you'll see it's just an overarching thing about twelve slides i wanted to give you some evidence of the work to take back we even it does have actual names on it but there's nothing incriminating units a uh... i think it would be good for you to see some examples of the work in in helping you to make some decisions about how that might apply idea what you're doing four seeks support at the state or at the local level all-star about just sort of introducing um... where i a m in the agency alumni group is called federal program monitoring and support and we actually provide oversight for most of the programs under the elementary secondary education act yesteryear and ab and av goin second so i hope i'm not stealing his deep sundar we talked briefly before and i think we have a lot of the same information to share as far as the way we kind of a one st st my group the biggest program that we manages title one part and we've been working with the dancing grants under ten they three g uh... before their magical transformation a couple years ago and today's final requirements the group uh... typically does cross program monitoring for all the programs we monitor on a three year cycle and then we have implemented something in the last two years call program quality repeats it allows consultants to take the deeper dot of face-to-face in a district rinuskoe to look at specific components up what we consider to be compliance requirements but to see how there's a really fleshing out into high quality programs for kids which is bottom line for all of us simply we design what we were going to do with their first year of seed monitoring we modeled it much after those program quality reviews so we were just there due in a checklist of compliance requirements on c_ internet itself requires you to look at some things more deeply inside me we kind of model did in that way uh... in ten eleven which we now call round one c uh... we had eighteen local education agencies to pick up to a farm behalf of twenty four schools uh... which means in some of those districts they had more than one school showing up on the persistently lowest achieving schools latest we ultimately allocated a little over sixty three million dollars in north carolina share of that four billion you heard this morning was about ninety million dollars all we did opts to do or early on the twenty five percent reservation to add to funds for a second rammed and so that's probably only allocated that sixty three million the allocations of the allotment stupid districts more for school allotment somewhere between the lowly in was around nine hundred and eighty thousand dollars at two of six million dollars for schools for the three here appear insists on did actually get the full six million dollars we had a change schools that worked here one in the head twenty seven that worked here too and that's just to give you some uh... understanding of who actually applied from those leah's uh... we had sufficient funds in round one ceiling fan fund every that submitted an application that was not sufficient quality and in round one they warm most of the school ols um... were pulled into tier one inch here too bad today stone performance which was interesting particularly in the case of their high schools arm folks that had a graduation rate over sixty percent and yet hand performance last year proficiency rates less ten thirty five percent in some cases over a three-year period so telling the story of problems much deeper issues adjust to think about the high schools in particular since that was sort of the focus of of the worker for the next couple of days they worked here in the traditional high schools included and they're working in alternative learning programs you can see we've had very limited middle in elementary school purchase efficiency grants that's out of twenty four uh... we did have a couple of charter schools to show up on the tier one list in round one and they did not talk to apply we have had a couple to applying realty of those uh... twenty high schools an alternative learning programs we had one closure actually started this transformation in the in their local board decided to implement closure model about november uh... last fall we had one restart model in high school we had four that opted for turn around and fourteen or implementing transformation uh... one thing that has been exciting about the seagrams' uh... and at the start of requirements is this opportunity to serve schools outside of what you would consider to be title one schools as i've talked to other states i think it's a similar north carolina historically has focused their title one dollars our own early childhood intervention and so by in large high school programs have not been store and although our alternative programs often rise up to that seventy five perfect percent threshold when you'd be required to serve with title one uh... a lot of them have demonstrated that comparability and tried to skip those schools that this is the first time we've been able to provide some significant resources in schools that we knew were underperforming uh... but just didn't have an opportunity to get there because locally they didn't decide to serve them uh... when we first came up with after one inch here to listen we were working with the u_s_ department of education demands that was we automatically left off the charter schools the alternatives um... many other alternative schools have less than a hundred kids for student population and we were thinkin those small numbers probably wouldn't ko uh... and after several times it's a darn sure we have to play the alternative schools the response was if north carolina's them that big a problem with their alternative schools they may need to revisit their alternative school programs in their state this give us an opportunity to do that uh... we have uh... a state requirement that every school district hanson alternative learning program uh... it is an unfunded mandate so this again allows us an opportunity to focus of attention on some underperforming underserved schools when we are um... started with their sigapp locations in rio morin wing developed a rubric that has little wiggle room is possible um... we'd try to do very little with federal dollars that's not defensible and when you have things that are subjective like score ranges between canon twenty in one writer decide something to give them an eleven because of this the evidence is eighteen because of that it makes it a little hard to suggest foul eight around and say well we opted we had we developed into the five th required areas and we had a force scale rating system that i want to everything else that we do in their status farias self-assessment or after school learning programs or comprehensive needs assessments that are conducted for schools all of these she's the same rating com the rating language uh... there was a fifty-point possible and of the best score being the exemplar would being if you were leaving and then you got ten points if you get ten points now that scored fifty uh... we were required to say in our state application to uh... u_n_ cd that anyone do scortese romanian here you would not be funded in round one we did not have any statements and as you know there is a strong factors all the way beginning from the review kate of the application all the way through to the implementation on capacity nancy pasti and so what we were looking for in those applications initially was a demonstration a commitment on the part of the district that they would in fact be able to support the schools in the models they were choosing g_m_ from me but we are looking for the north molly when we conduct air monitoring reviews is to see in fact if they're its capacity to support that implementation plan if there is capacity sufficient to make progress toward those key indicators as well as the measurable goals and objectives that each one of those districts set for the schools uh... out telling in the menace word of the the final thoughts is we reflect on as we are we're closing our first year of monitoring even as we speak i went on to site visits last week my sale this schools have been monitored on a quarterly basis uh... much like your program quality reviews gets a less formal process it's not like the superintendent get some letter of the team is coming and you have a close our report uh... this is more of uh... supportive uh... massaging the relationships uh... we have identified eight point person in each school district in some cases it's associates say for certain sometimes it's the person they call their sig project managers had coordinator we work through that person's to schedule these quarterly visits we start with something called an orientation visit now give you an opportunity to look at some of the results of that when we winning uh... break at the end just brief presentation on what we do use a specific protocol not giving you a copy of that it is a line to the one that the united states department is using the out to be they're sick monitoring of studies i do not know how north carolina got out of the first round at seton monitoring 'cause we've been monitored three times for taiwan in the last five years side we'd we were not only on one yes i don't know exactly what that looks like but uh... it is very well onto the protocol they're using the work that we do is coordinated through regional round table structure with direct services being provided by the p_r_i_ through another division called district in school transformation they were district and school transformation our state before the word transformation showed up intercede um... he said we've had to work too clean up all fun the language there make sure all on the same page that this regional round table structure is a part of error error um... statewide system of support that was already in place and say we're using that same structures to help us coordinate our efforts across the agency for the sequences whale uh... and i'm a m now uh... it's probably important to ninety for north carolina we're also uh... race to the talks tagged there is some similar language in the rats were like two kidneys and the bad news uh... one of the things that has probably been a challenge for us is it has in some part uh... place competing initiatives in districts that are implementing seagrams' american speak to them independently later on-site visit one uh... was basically to review the protocol there are specific staff that are interviewed each time we come and we do tell them up front what this process will be tears every instrument that's what we're going to do and is that one visit to visit three on the two visits for the for three p that was conducted the final last week the school's me that we wanted to talk to parents that they already had parents ready to come into the school at a specific time so that we could talk to them about their schools whale uh... there are informal classroom observations their pre brief uh... and we are looking to develop a plan of technicals assistance can support uh... we'd love air semantics in education inside technical assistance by someone support but in north carolina it's not exactly the same thing the second visit on each one of these visits the uh... principal and whoever else in that district needs to hear the results of the monitoring visits gets a report out about what we're seeing and those monitoring instruments are focusing on the fidelity of implementation of the model so we didn't develop of monitoring instrument or a protocol specific four uh... restart for example we do have one of those turn around and transformation because some of the components for different uh... by the third quarter we're looking at talking to you on some parents and um... each time we try to meet with key staff on speak to that in a minute last month about challenges on and then the last night visit is the final report and uh... and very fortunate to have a staff person um... in in north carolina who is he's called lansing coordinator actually attacked when all of his other title one responsibility so he could focus his attention full-time on this i'm gonna give uh... kudos to george hancock he actually developed these instruments and they were standing out on the uh... cc s_s_i_ website very early on he still want to leave work uh... toward helping us to get this effort in place in a way that really support schools this year so just publicly thanks to george he it alternately when i did these two this is with him last week he came up with six bulleted points no more than one made had fun and he says the same here are the six things that you're gonna have to address in your renewal before we let those funds go july one um... any it is not a doctorate and we've been there to support him all along the way and in fact we have um... achieve contract staff he was going to work specifically we have a m com to do the renewal process to make sure we're addressing these key areas the renewal of funds this is just the standard i think the important part here is how we use our monitoring to provide feedback to help them to develop their renewal proposals i think you have the two minutes uh... i'd just wanted to reflect on first of all the good news is we had some really high flyers out there it's been incredible some other school districts in fact he's turnaround to do some things locally that would never have been supported in their community other ones on things they had to do with person they'll that's a very sensitive issue and local school boards have a vested interest in personnel whether that's a part of policy or not but that's the real the real truth of it and we have seen some people texan break names in some schools really making some extraordinary progress some of the challenges report consideration uh... the competing initiatives um... annex instrument what uh... the lady was speaking to you about uh... in the school district now you have to pay prospectus paper she said but it's a make six injected some kind of just right not to every three times uh... there are lots of competing initiatives and it has been a stretch in some districts to get them to figure out what they're gonna let go of it they take on something else cuz there are no more people and even though there's more money sometimes they still are no more people that can do this work and say we can't tell work with some of those facts when the challenge to figure out what they're gonna let go of uh... did another challenge ends in some of these places has been com undermining the cultural failure against i'll call it uh... and culture change use heart it's probably the hardest work that we do you can say that that's probably one of the greatest challenges in the areas that we feel like we're still having difficulty getting their model off the ground and yes we are hearing to implementation communication inconsistency in staff is related to of the two districts i've visited last year did not have one person working on the sea grant that started working on that grandpa planning and development when the project was originally propellants so every time you got me fax come in in your district and figure out a way to bring everybody up to speed that's one of the things we dance in districts describe in their proposal is what will be there although in communication plan 'cause that's been particularly challenging at the local level and the last pieces sustainability uh... us seven oh one session where uh... the school principal was talking about the need for the next year and the need for about person nail like new personal and we had to constantly keep going back and saying yes but how will that be sustained two years from now when there's no more state funding for the school said this is going to be a little is a challenge all north carolina just like the rest of the country's deepening economic crisis there are no local dollars anymore they're talking about cutting their state budget another eighteen percent depending on which part of the journalists and we're looking inside that will continue to be a challenge in we we are working with the schools to help figure out ways to want to support that going forward g what you have a church april 'cause inside with with the freemen set something up the the first couple of sheets you have is the actual feedback from school orientation visits and quite often was important about you seeing this is we were identifying early on and tell us what you need if we've got anybody in our agency that can help support the u_s_ if we've got anybody in our state partnership network if we've got anybody in the technical assistance centers that can help we will help we will help reach out for you and we will help facilitate getting those people to your school so i just thought it was important to see the notes of his who was meeting we were identifying very early on own who was going to be responsible the other pieces that you see are of the monitoring instruments you also see some pieces that sort of do the trail to know what we're asking parents uh... what we're asking teachers so what you meg uh... want to do in your group for the next few minutes is to look through these instruments in and talk with the fax at your table about how this could be utilized at the state where the local level i will say is a final word we feel like what we do at the state level is modeling dish once your talents third-grade teacher sixteen years the one st raleigh teacher and i feel like it's our responsibility to model good practice for districts uh... and we have a conversation about my job your job you know you are the counterparts locally to what we do with the state level so what we do in their monitoring we hope will be a model for what districts skin to for monitoring their schools so dependent on your level you might have a different type of george's warning uh... st p_e_ keeping this in first thing he did have some responsibility for direct monitoring which was important in helping us rich financials this country you do if you don't really know what you might need to change weeded contract with too high flyers one was hey former uh... state associate superintendent for at the department uh... the other one actually worked on the secrets of the u_s_ department of education when you see them the grading and that is bill mcrae d if you need he worked state people who worked with bill on your seagram's and he was formerly not role in north carolina and he's back in north carolina now retired from the u_s_ department of education and we grabbed him out quickly as possible sent we do you some of their sea admin funds to contract for additional staff inside we do in some schools on the the division that's called district in school transformation does the needs assessment at the beginning each year and they do you differentiate it support across the state so we have some districts that have been identified four additional on the korean everyday built bodies in the building support and then we have some schools within districts that are getting their full level of support but the school itself may have one of those pages assigned to the school for the year we have worked we had that division to insure that support is coordinated for c_ when there are eight bodies in the building where there have been camps not to be not part of the division has provided that we we're perceived to be monitoring and technical assistance and they are perceived to be support that's why says justice semantic staying within their agency but we really are working together for the same lenient uh... that user feedback from monitoring visits to figure out what they need to take us next on at the school level and vice versa i think that commitment we can monitor the finances whale uh... we have a small group within our agency that's actually house in the finance department that are i think the call federal program compliance and monitoring which is almost like earning but they just do the fiscal peace and that means they can do physical audits from the perspective of supplements supplant appropriate expenditures they also have an auditor who can do some auditing if needed so there is bad and we just in the amount of man seen bases other than their george's board at the point percent we do monitor the expenditures if you had a one point eight million dollar grant in the first year of implementation you'd only spent three hundred thousand dollars we see that as a problem say we do monitor that's what a from that level we're gonna move uh... repair might have a little time at the end if you have further questions are you the first your presentation i wanna move dispute underwood and uh... from the idaho department of education and then will uh... pablo little of small group session at the end of that presentation as well good morning everyone effecting former flights here i like him a prisoner comes up in a gutter crackdown tragedy contingents of that uh... well glad declared to be here with you today uh... i want to begin by telling you that little bit about our state and our context because what i find is i'm from idaho and uh... we often get confused with all high hill and carolina and uh... are in fact in our first race that popped up occasion whether reviewer's comment it back about how i would need to change explains the still which i thought okay i'll go tell her department of education you know to do the right away so does that say that because we're very rural state and with that in mind we're often having to translate urban research about school improvement intro were url practice and so a lot of what you'll see today is actually based in in uh... large-scale urban settings but it's been modified for our context i'm so what i would ask you to do today used to be thinking about how to translate our world practices to whatever your contacts as well that serve in a row so with that in mind few demographics we can decide for yourself is this is applicable uh... we're very large state uh... fourteenth actually land mass have but were thirteen nineteen population we only have one point six million people so interstate is smaller than probably the number of students in the chicago public school system so with that in mind it it presents some interesting dynamics in terms of how we as a state monitor practice so what what i would imagine this all the things that i have to say will probably apply to some large districts in terms of what we as a state u uh... similarly you know we we were actually very remote so we have ourselves a uh... we find ourselves having to go to places that often require overnight you know distances and so forth and to develop those personal interpersonal contacts of folks which again even though its rural and remote i think it's the same you know i i and listen to the the um... second school that practice morning about the community links and essence same theory of actions based on that interpersonal connection you know there's all those things that are involved with school improvement practices so anyways uh... so you think just contextually you know our our average school district is twenty two hundred students are meeting in the six hundred twenty most of our school districts are less than six hundred students and so he may even have some the smallest four and with that react thirteen schools or eligible for sick and in the first round we funded six in four of those cases the school is either equal to the entire district or it makes up a third or half of the district so again interesting things to think about uh... what we find is that the majority of our work arc relates to district improvement and and that's true regardless of whether it's the six hundred school district or that ten thousand school district and so we find ourselves coming from framework earth theory of action where we say we wanna focus on districts systems to support schools and if the case is that the school is he not only from the district will deal with that but we we really think about the conversation terms of that large-scale uh... so i think that uh... i think are pouring into the conversation are that the uh... we have pretty encrypt aggressive increases are anyway iraqi targets right from the beginning so in two thousand seven we had seventy three percent of our districts improvement and corrective action and that's actually declined in the past couple years to sixty percent and think that a lot of decline has to do with our focus on building human capacity uh... pete building human capital human resources to a building capacity initiative and so with that in mind uh... couple things that you have in your hand outside bratt a list of resources that are are going to be that the documents that i reference today and you'll see that most of them are free and available through like the national center on innovation and improvement uh... and other places there's one in there that that costs a little bit but they're all very reasonable very doable and so my thinking and the presentation is yes almost eight percent but i'm hoping to give you tools and resources that will the applicable whether your state or affiliate or school so with that would jump in so i've mentioned theory of action a couple times are feared action is really based on uh... gilmore's idea of the instruction of core you don't change performance without changing the instructional core and the relationship of the student teacher in the presence of good high quality content and instruction is that needs to be at the center of efforts to improve performance and if you don't see in the classroom is not their right and so with that in mind we think i'ma at the state level that's a couple feels alone you know couple layers of the onion away so how do we leverage our resources are processes to make sure that all the pieces in the system are working together get down to the instructional core so that's the framework from which i come and you'll see that uh... the things that i talked about uh... what when i hear the word monitoring m how we think of compliance when i think of compliance i think of the term compliance is necessary but it's not sufficient it's not going to get the job done we can have compliant programs that still uh... arlo performing to be quite frank and so are states prior primary goal in monitoring is not compliance by the fact in this that's white title dispersal effectiveness and then in bed monitoring as needed because that's what you'll see that that we do and so that's my incursion into the states and districts that are in the audience and says i think about as we go forward and then talk to you about are uh... are our system our method and i'm not gonna talk in depth about the tools because hopefully you'll be able to see the connections between tools and all the tools are available to you in various ways has also same thing about some of questions that that y'all ask ask excellent questions uh... and time time again i i training q kept hearing the idea of culture really the job school improvement yes he is the outcome of the students but really you have to wreak culture that schools in order to get to the point where you can have sustained improvement so with that in mind um... our technical assistance program really strike a balance between assistance and monitoring and typically are cartier or support programs are voluntary in much of the work gets done off the record uh... that despite that we realized is that many of our sadie sites most of the p_l_o_ a tier one three two never accessed outside resources they never accessed these ta projects before so what we did is we instill uh... in our said process to say okay you have to do these things that are part of the final requirements but you also need to play eat you need to play in the sandbox and and access these outside resources outside programs and so what we've done is we've uh... partner does schools and their districts with the programs that we provide to try to um... tied the pieces together and with that in mind uh... the work of in response to that ta project then becomes information in the larger uh... puzzle of compliance monitoring so these are a couple of the different pieces we use in all talk about each one separately um... but we use an instructional core focus visit a modification of our our largest uh... scale program called bible building capacity project uh... we use quarterly visiting interviews we use a implement we reviewed their improvement planning process through an online planning tool and then we also review the other day that like the metrics and so forth and see so the first thing that i'd think is going to be a great resource for any of you for that matter uh... is based on the patterns of practice it was originally designed by a c_i_o_ center on addiction improvement uh... and i think it was designed in response to the did d_c_ schools systems uh... as a way to identify their low performing schools and shut them down what we did is we said okay we partnered with sam reading and said okay how can we use this because booklet is tied directly back to indicators in are planning to linda star which'll reference in a minute and so what we're able to do uh... is we basically though n we take a team because somebody mentioned a couple people mention that whole idea third-party validation and sometime schools and districts aren't the best that excel possessing themselves right so we expect them to self assess but then we go n use this as a state team and we say okay we're going to enter or we're gonna deserve a hundred percent of your teachers we're going to interview at least sixty percent of them uh... we're going to interview all the administrative team organ interview your district leadership and we're gonna try the pieces together using quantitative and qualitative data to say okay this is what we see in relation to the indicators in our tool it's not all the indicators just kind of those high-impact ones and then we provide a report back and say this is what we see so for example one of our schools that's not a six will just have one of these focus visits and uh... the middle school thought that they were just doing great things it was great plan whatever and we were there were like great plan we don't see it it evidenced in any way in your practice in your class and to keep moving forward but it's not there yet so this is a process that we used to balance out that idea of where they see themselves because our oftentimes they can come was that word myopic rate that's the only issue with their own practices this helps them to say okay external view uh... and here's the data and then it connects to um... welcome to later are planning tool the into star product out of sia sup that's one piece of work of our system and uh... other piece that i referenced already a little bit is uh... our flagship at spread that's what i can put our flagship support program in the status i have a building capacity project and uh... i don't see that third their in your hand out there's a little coaching guide uh... picture that's a reference what what we do is we use uh... highly distinguished educators retired folks that that really what you could call ms improvement coaches and their assigned to a district leader and leadership team and their assigned to a building leader and leadership team to build capacity at those local levels around improvement and so what they do is they they goin over the course of three years of scaffold it movies like eight hours a week the first year to indoors or two weeks a second year to interest amount of thirty-year scaffolds out so that alternately they work themselves out of a job and from that again that's our emphasis on building human capital building the people that are there so that they can then continued improvement project after all this is said and done and so what we do is as part of that these improvement coaches at the district uh... and building levels give us monthly uh... reports back to what they're working on and so we're going to normally those are are kind of again off the record we don't we all care we don't want to know necessarily everything that they worked on every month but for the sake of saying since these are the schools have never access these types of things before what we said is okay in your case these are gonna become public record we're going to use them as part of our monitoring process to again tie the pieces together you know this is what your plan was here's the focus visit here's what you say your approval coach is working on how to those pieces tie together uh... on-site interviews is another part of our monitoring program and this is where we uh... uh... we we do this based on actual staff that we have so our staff will that will call or do on-site visits or whatever we need to do and we've developed some questions that that basically turn the requirements of the sea transformation while since that's what everybody chose trick transform those in the questions in just are going to walk through uh... where he stands you said you do this in your plan word east and in terms of this and then kind of views that is to say okay how are you carry progressing uh... again eighteen you can probably see that throughout our process we're trying to really balance and trying to do that we want blasier qualitative look i wanna see concave look on putting together we want the schools to be thinking about those types of things as well uh... and then also part of the reason that we interview the district folks goes back to that period you know a lot of times it's it's actually a district issue and so we want to make sure that we wheaties those things out and support them along the way um... one of the most powerful things that we've done as a state in the past priced tickets has been three years now we used to have this poll old uh... improvement planning tool that redesigned ourselves and people hated it and we got about what we put into it right as somebody said in a dark closet somewhere in type that on the night before he's doing net compliance what we found is that with uh... the set around innovation permit they've got all the work force they think the still kinda like the tool that lindsey was talking about they distilled uh... yeah high leverage practices downed indicators of of performance and put those into a tool that basically it's online leads them through on it's supposed to beyond teams they have to identify their teams and so forth leaves and outline goals outlined past timelines and then as an automated process for self-monitoring those components things'll pop up and say okay did you come to sharjah objective itself what's the evidence and they have to put all that in this tool and then we as a state have access to it because it has to your mission levels where we can go in and use that it becomes a continuous process there continuously updating it we can see time date stamps of every time they've gotten in and so forth and what we found was when we moved to the school that our first year was voluntary we transition to let me say okay you know you key districts and schools you can use all system we can use anyone and we had someone to move in but what we saw was that word spread like wildfire that people that weren't even required to do to improve my plans doing that anyways because they heard their neighbors down in a couple miles were using this and liked it so this part again we've gotten a lot of uh... mileage out of it and so what we've said is okay we're going to just in bed that entire monitoring practices because again it's just one more day two point um... a few other things that we use in in terms of our monitoring and and helping support that i implementation you estimate you monday that the air the issue with that is it's always lagging indicator right it's the autopsy uh... so summers type a student pitching idea that we can use along the way as we can have conversations around things like do you have and of course assessment if so how are you doing wrong are those changing and former assessments and so forth uh... but one of the other powerful piece is that we've implemented in in some of our right stat particularly our ibc ara are idaho build capacity schools is a survey called of educational affected the survey twitches by centre for educational fact in this and that was somebody asked a question about teachers and their perceptions and and how they see what evidence they have this really is that it's not your typical organizational trust survey it centers around things like i plan my lessons based on standards rating scale might colleagues plan based on standards right and then you get data reports the titles pieces together to say okay i say this about myself i say this about my colleagues okay now let's talk about it and let's face it in the other validity of the data that we've collected to say okay power those measuring up so that's a that's another powerful tool that if you're interested it's worth checking out uh... and then of course you know we also do the things about the sig reporting metrics and and somebody was asking about finances and and things like that so we do monitor those ourselves in terms of as the requests come in the person works directly with me to say except provable lawyers not not in summary arthurian action basically is a complaint as a minimum uh... e again it's necessary but not sufficient we we work on building capacity that is our primary goal because that is only way you can against the stain improvement x ko and then we leverage our monitoring requirements as needed if we're not seen effective practice what we do as we go back and say okay here's a compliance requirements you need to do something right hand and leverage complaints to further that conversation of people are willing to go there themselves already and then if that doesn't work then we go the next level and say okay if we don't see effectiveness and we don't see complaints now we talk to the state leadership came about whether going to continue funding up was that in mind that's but i have to share so thank you for the option to be here with you today we're gonna uh... we have just about ten minutes or a right right on schedule the uh... we'd we'd and uh... i got in trouble typical we need to use the microphone to ask the questions for the record again you can hear one another actually might be that was by the time people walk to the microphone we'll have one-third fewer questions uh... because of the time constraints so anyways but we need if you can walk to the microphone c_ she's got the microphone and uh... but any questions of of steve i'll see if the user that seeks to wise to do you need to be united idols courtney go on and see what all that has to offer here acceptance testing it's free to anyone in the nation because it was developed under federal grant used through central and innovation improvement i'm which is a national centre like the high school center and uh... and and so generally states adopted but in the state worry where your state has an adopted it districts and schools can contact them and an abstract says i did put in a sample login in their data for our school level in our district level and you're all welcome to get in there and tinker with it as much as you want the you can't do any damage uh... you'll see at the flights you like elvis and other team members and their passover feel free um... dateline texas i noticed you talked about this uh... tool for teachers where you actually have been talk about the lesson plans and this is what they did in the lesson plan the plan the lesson plans with their colleagues kam where is that in your hand out is that uh... is that something you develop in private call upon it something could question its own i think it's on the last page it says the center for educational effectiveness uh... our school improvement framework is based on washington state's nine characteristics of high performing schools c_e_e_ the center for educational thickness is based in washington and all of their stuff is now backward onto those nine characteristics and even the gang of something like you can correlate 'em either way and then it's validated through a major process that they went through in washington dc thousands and thousands of folks and with that it's it's really a survey it's uh... perceptual survey that that is tied directly to perceptions about effective practice to very very good tool and when they do this that is the feedback immediate do they get it themselves positive feedback given from the survey that that depends from place to place so i can in our system what we do is we have a practically takes about a week or two to get back to see they compiled the data in a preliminary comprehensive reports of charge grass spider webs all these different kinds of things it gets sent back to the leaders of the school where the district plus our capacity building this is assigned to that location and then those two leaders in the class a builder they decide how they're gonna roll out and and bring that information back to staff thank you so much appreciated slack a quick question four on page two you have the on instructional core focused visits and started doing in fact they have yet someone from adult come in and work with us on that tell me on page when you go to page story the on-site visits and interviews haha you haven't actual head of instructional review visit four six schools based on the seat requirements that ameya correctly here and it is a copy of that certainly and and so in a in the handout that has all the resources and whatever right told my colleague judy that i'm given away her email address so and if you want a copy of those questions and their work in progress we we we use them and then we change emas as we need to and if we need to improve upon them back email her and she'd be happy to send a copy through emails going up any other questions and the uh... we have but about uh... two or three minutes to there are any questions for any of the presenters that you thought of or uh... would like to uh... would like to ask at this time yes my name is the moment by fluoride infant botulism schools arm regarding the primary goal from the idaho state ornamentation what uh... yes compelled you ought to not motive compliance but that what cost as that's a good question and and i think it's i wouldn't say that we don't want our complaint is that we we do it we embedded right uh... and part of that is our team is uh... or one of the smaller departments in the states end and that has the benefit of you know we we've been able to learn a lot from our previous projects so for example with reading first uh... most of our team was was the lien team on reading first as well and as well as some other things over time we've seen that some of these things when we meet we say you must do x_ y_ and z_ uh... when failure happens i that we can take credit for that too because we're the ones that pull them to do it and sort and we said okay this complaints to the set of specific requirements is all well and good but you can still fail and so that's where we as a team decided we we need to change our our mindset and say that's not good enough we do have to do that because that's where money is tied to uh... but it's not good enough we have to set a higher bar and say we're gonna we're gonna shoot for this and we're not going to give up until we see that i don't know if that helps anemic also thought about your earlier question about middle schools and uh... the distros designed across the spectrum so we use it in all of our school settings pre relative for mills with instructional review does it take you now three to four days is that correct communist funding at the state level if you have like twenty four schools how can you find cmo five to six persons three to four days pop throughout that year and decided to go really getting your findings friday complicated for me to answer in the state but still i'd be happy day chat with him or break could you please answer richard indianapolis for donna uh... with urine or checklist region disarmed fw spoke about the sexual uh... points for the for the rome scene which most people moaning could you tell us those broke with the possible enough probably wouldn't clear enough on their their uh... individual by on sometimes it's more broadly addressing issues that the district level uh... but it's things like a communication plan to ensure that all new stakeholders are included in understanding what's being proposed in the plan uh... in some cases it has to do we have staffing changes what will be done to ensure first there is a teacher in every classroom certainly have quality but first we have to get a teacher that's been an issue in some schools oddly enough in the rural areas so it's kind of independent independently developed for each school and i i guess my point was that we just tried to focus on a few things rather than fixed everything we tried it helped infect a cell what would need to be addressed first and then that will be their renewal plan all right thank you were we're really actually exactly have a time uh... on the table we put uh... there's at least one maybe maybe a couple blue cards i have some more here if you want to uh... to have a question of separately that you wanted to ask and uh... uh... about the presenters you can put it on there if you get it to me out policy to it that i get it to them uh... ali malin uh... at least uh... by the end of this week or if not hand it to 'em on depending on uh... their length of the stay over the next couple days but much appreciative we got and uh... eighteen questions which is uh... hopefully health recorded and uh... that and that tells me that you were great audience and very attentive and to the speakers you did a great job and thank you for your preparation