Delaplaine McDaniel Elementary School Philadelphia, PA

Transcription

1 Meeting the Turnaround Challenge School Case Study Delaplaine McDaniel Elementary School Philadelphia, PA District Management of an Existing School Prepared by Mass Insight Education and Research Institute July Tremont Street, Suite 930 Boston, MA Telephone Fax Mass Insight Education and Research Institute is an independent 501(c) 3, nonprofit corporation 2009 Mass Insight Education and Research Institute. Permission granted to copy this report without alteration or removal 1

2 CONTENTS INTRODUCTION Turnaround Model Summary... Summary of the Delaplaine McDaniel turnaround model and presence of turnaround keys McDaniel Turnaround Story... Background and context of the McDaniel turnaround model School Profile... Basic statistics Performance History... Pre and post turnaround performance and other indications of success Page STRATEGIC & OPERATING CONTEXT Turnaround Approach... Where this model fits in MERI s five model turnaround matrix, along with an outline of its most important characteristics Conditions... To what extent conditions relating to People, Time, Money and Program were sufficiently flexible to support turnaround Capacity... To what extent sufficient capacity existed, both externally (Managing Partner) and internally (School Leadership and Teacher Quality) Clustering... How the school was supported in turnaround as part of a cluster of schools undergoing similar dramatic reform TURNAROUND IMPLEMENTATION Change Management / Turnaround Process... Further details on the turnaround process, including change management and sequencing issues Implementation Summary... Introduction to how the turnaround was achieved on the ground Readiness to Teach... How the turnaround elevated staff s readiness to teach by addressing personalization of instruction, teaching culture and shared responsibility for learning Readiness to Learn... How the turnaround fostered students readiness to learn by addressing adversity, fostering student adult relationships, and ensuring safety, discipline and engagement Readiness to Act... How the turnaround leaders possessed resource authority, resource ingenuity and agility in the face of turbulence Tools and Templates... An annotated list of the documents used in planning and implementation of this turnaround Mass Insight Education and Research Institute. Permission granted to copy this report without alteration or removal 2

3 INTRODUCTION Turnaround Model Summary Turnaround Approach Employed at this School: District Management Existing School Model The school turnaround process at Delaplaine McDaniel Elementary School in Philadelphia, Pennsylvania, highlights some of the challenges and opportunities that are present when district management is intimately involved in defining the turnaround strategy. In the spring of 2006, McDaniel Elementary was one of twelve low-performing schools selected by the District of Philadelphia for inclusion in a specially created sub-district (termed the CEO District). This designation provided a few altered conditions, additional support from the sub-district superintendent, and an investment in turnaround management training from the University of Virginia s School Turnaround Specialist Program. While very few freedoms outside of those available to other Philadelphia schools were granted to the twelve CEO District schools, implicit and explicit empowerment from the CEO District superintendent, in combination with two years of substantial outside leadership training, provided a collaborative process for creating school-specific turnaround plans, tools for data collection/analysis, and a culture of performance that all appear to have contributed significantly to the turnaround success at McDaniel. However, not all of the CEO District schools had the same level of success, and McDaniel s performance appears to be partly attributed to factors not within the control of the CEO District program and not easily replicable factors such as a charismatic principal, a (separate) grant-funded data staff position for the first turnaround year, and a fortuitous building renovation not part of the turnaround plan. In subsequent years, a new district superintendent disbanded the CEO District and replaced it with Empowerment Schools, tiered interventions that incorporate more limited leadership training and performance monitoring, based partly on the CEO District experience. However, in testimony to the power of turnaround as implemented at McDaniel, the school s improved performance meant it did not qualify for the new designation and has since been reincorporated into the traditional district leadership structure of regional superintendent zones Mass Insight Education and Research Institute. Permission granted to copy this report without alteration or removal 3

4 Why this model bears special scrutiny: The McDaniel model bears special scrutiny for the following reasons: McDaniel s partnership with UVA s School Turnaround Specialist Program (as part of Philadelphia s CEO District) illustrates a valuable model for building internal capacity for turnaround: district partnerships with a specialist turnaround leadership or teacher training organization. Keys to the value of such a partnership include the provision of the type of management training and executive education typically found in business schools, the length and depth of the program, and the inclusion of performance-related metrics. The UVA-STSP program provides more than just turnaround leadership training. The databased approach and tools provided by the program offer districts a basic framework on which to develop turnaround programs. A shared belief in data-driven accountability was strongly evident at all levels at McDaniel, and the school has succeeded in institutionalizing data analysis, benchmarking, and continuous improvement approaches that allow staff to tailor teaching to help each student increase performance as required for turnaround. However, the District of Philadelphia granted almost no special conditions changes to McDaniel or its other CEO District schools. This is perhaps less of an issue in Philadelphia than other districts, as all principals have some autonomies over hiring and other decisions autonomies that are unusual in other cities. Ultimately, the CEO District did not have the control over time and people, or the additional funds necessary to support and scale up turnaround in a systematic way, beyond the efforts of McDaniel s unusually dedicated and talented principal. The Philadelphia CEO District experience showcases the difficulties that can result from leadership changes at the district level. A new district superintendent disbanded the CEO District and returned member schools to their original, regionally based sub-districts. While Philadelphia s superintendent replaced the CEO District with Empowerment Schools, who received some additional resources, these schools do not receive the same level of support and the UVA leadership support is not provided. Were the two central Turnaround Keys present? Did McDaniel have sufficient flexibility in operating conditions? No. While the principal, Darlynn Gray, had the ability to do site-based hiring, she was still constrained by the union contract for the evaluation and removal of teachers, as well as district regulations, staffing compliance quotas, and the district schedule. Gray had some discretion over staff placement, and she was able to adjust the schedule during school hours. The school was expected to run on the same per pupil allocation as other district schools and had only limited control over spending. While the principal was creative in the use of time and programming, the school was still required to follow district mandates Mass Insight Education and Research Institute. Permission granted to copy this report without alteration or removal 4

5 Even without sufficient flexibility, Gray (and her colleagues in the other CEO District schools) shouldered full accountability: the principals were hired specifically to run the low-performing schools and would be removed if performance goals were not met. The district did extend the principal contract from 10 months to 12 months, which allowed for year-round planning. Did McDaniel Elementary have sufficient partner capacity and leadership? No. No external partner with authority or accountability was present during McDaniel s turnaround. The school s primary support came from CEO sub-district superintendent Greg Shannon, who coordinated training and support from the UVA School Turnaround Specialist Training Program, a partner whose mandate was to increase the capacity of leadership for lowperforming schools (both at the school level and within the district offices). While the UVA program provided more intensive training than traditional professional development efforts might have, the partnership was not designed to be comprehensive or long-term. McDaniel s Turnaround Story Background and Context Like many large urban districts, the School District of Philadelphia struggled to achieve systemic improvement in its schools. Rather than incrementally improving upon what was already happening, the district knew it needed to create dramatic change. As a catalyst for this change, the district set up what it termed its CEO District, a sub-district carve-out comprised of twelve chronically underperforming schools, and hired a regional superintendent, Greg Shannon, to support them. This carve-out was part of the district s larger portfolio approach, which also included contracting with external partner management and charter organizations in other troubled schools. Within the CEO District, a partnership with the University of Virginia s School Turnaround Specialist Program (STSP) (a collaborative initiative of the UVA s Darden Business School and Curry School of Education) provided external organizational support. School-based leadership is at the heart of the model; the STSP philosophy is that such leadership, supported by district and consulting partners, is the best path to sustained growth in student achievement. To qualify for the program, districts must contain urban or rural Title 1 schools that had not made adequate yearly progress (AYP) for at least two years. The program s goal was an ambitious one: for McDaniel and the fellow cohort schools to meet the AYP standard within one, or at most two, school years. The UVA-STSP program required school and district leaders to attend training together, so that principals and administrators could work collaboratively to effectively change the cycle of student underachievement in Philadelphia. The district team included the sub-district superintendent and over 60 key staff responsible for guiding and supporting each school s turnaround. The principal and three school-based leaders made up the McDaniel s school-based team. District administration retained accountability over McDaniel and all the schools in the CEO District, and controlled the majority of the conditions. For two consecutive summers, STSP participants received extensive training in best practices for business and education turnarounds, including ways to lead and sustain transformation; how to communicate clearly and deal with conflict; how to make data-driven decisions at class, grade, school, and district levels; 2009 Mass Insight Education and Research Institute. Permission granted to copy this report without alteration or removal 5

6 and how to leverage resources in support of change. During the first summer institute, the district team and each school principal worked closely together to identify current and potential issues and to develop a customized strategic turnaround plan. The teams also convened in Virginia at a January retreat for midyear course corrections. In addition, UVA staff traveled to Philadelphia to ensure that strategies were being implemented on the ground. McDaniel s performance history (see section below) indicates that before the turnaround, in 2004, student performance was extremely poor. Scores on the Pennsylvania System of School Assessment (PSSA) had fallen to an all time low, student behavior was out of control, staff retention was becoming an issue, and teacher morale was fading fast. Within two years, McDaniel Elementary School met AYP in both reading and math. It has sustained this achievement for two years and is now recognized by both the district and the state as an improving school. The number of suspensions has also fallen dramatically. By the second year of the school s turnaround intervention, the number of suspensions had fallen to 90 and last year fell again to 30. Staff morale is strong and teacher retention has improved. The majority of staff is fully committed to school improvement, and understand that they are each accountable for raising student academic achievement. While science results have not yet seen the same level of improvement a key goal for next year it seems clear that successful turnaround has been achieved. School Profile Delaplaine McDaniel Elementary School, long considered one of the most violent elementary schools in Philadelphia, is situated in a neighborhood of high poverty and crime, often known as Killadelphia by the local community. Almost all students are African American, with small populations of Asian, White and Hispanic/Latino students. The number of English language learners is below 1%. About 8% of students have been identified with specific special educational needs, although many more bring with them serious learning needs associated with socioeconomic and emotional challenges. The school is in its fourth year of targeted intervention. Previously an elementary school serving kindergarten through fourth grade, McDaniel added a fifth grade in and plans to expand one grade per year to become a K-8. Currently enrolling 556 students in kindergarten through fifth grade, the school operates on two sites. Students in kindergarten through second grade are placed in the Primary building, and grades three through five are situated in the Main building. Both sites have recently benefited from $14 million in district renovations. Although these refurbishments were scheduled well before the turnaround intervention was planned, the improved buildings are bright and welcoming environments that serve to reflect the positive changes in school climate, culture, and achievement. School demographics and basic statistics are provided in the table below Mass Insight Education and Research Institute. Permission granted to copy this report without alteration or removal 6

7 School & Student Overview Data Grades: K 4 K 5 Number of students enrolled: Age of school in its current form: 3 years 4 years Percentage of special education students: 11% 8% Percentage of students that are Title 1 eligible: 100% 100% Percentage of English Language Learners: <1% <1% Suspensions: 30 n/a Attendance percentage: 87.3% 95.7% Racial/Ethnic makeup of the students (percentages): AA/Black 99% Hispanic/Latino <1% White <1% Asian <1% (Most updated information before site visit) AA/Black 99% Hispanic/Latino <1% White <1% Asian <1% Performance History State standardized reading and math tests, collectively known as the Pennsylvania System of School Assessment (PSSA), are used to track and monitor progress in grades 3 through 5. In addition, McDaniel now administers benchmark tests every six weeks to monitor progress towards their goal of all students reaching the 75% proficiency level regardless of students baseline skills when they enter the school. In early grades, not yet covered by the PSSA (K-2), the school uses Developmental Reading Assessments (DRA) and the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) to measure achievement and progress in reading. The school has also designed and implemented unit assessments to keep track of progress in math. To date, McDaniel has targeted its assessment efforts on reading and math skills; no formal benchmark assessments are yet in place for science or other subjects. Overall results are quite positive. Within two years, the school met AYP in both reading and math. * The proportion of students achieving below basic levels on the Grade 3 PSSA tests has fallen dramatically, from 56% to 21% in reading, and from 70% to 23% in math. Grade 4 saw similarly impressive results, cutting failure rates from 70% to 23% in reading and from 61% to less than 30% in math. The percentage of students reaching proficient and advanced levels has also seen a dramatic rise across the board, nearly doubling in third grade reading. School results are now equal or above district averages, and the achievement gap between the school and the state average is also narrowing. Following these encouraging results, McDaniel was identified by the district as an improving school. However, science questions were recently added to the PSSA, and science results at McDaniel remain below the district and far below state averages. * AYP was met through the Safe Harbor provision of No Child Left Behind. Safe Harbor allows schools to make AYP by attaining a substantial measure of improvement in test performance, rather than by reaching a specified percentage of proficient students. The current standard is at least a 10% reduction over the previous year of the percentage of students who scored below proficient in reading and/or math on state standardized tests Mass Insight Education and Research Institute. Permission granted to copy this report without alteration or removal 7

8 Grade 3 PSSA Score Improvement *Pennsylvania System of School Assessment (standardized state testing) PSSA Reading and Math Tests Grade 3 English Language Arts Math Pre- Turnaround Year Year Year McDaniel Proficient & Advanced 13% 16% 31% 60% District Proficient & Advanced 37% 42% 47% 52% State Proficient & Advanced 68% 69% 72% 77% McDaniel Proficient & Advanced 15% 19% 40% 62% District Proficient & Advanced 52% 59% 52% 55% State Proficient & Advanced 80% 82% 78% 81% School s (Annual Yearly Progress) AYP status Not Met Not Met Met Met Grade 4 PSSA Score Improvement *Pennsylvania System of School Assessment (standardized state testing) PSSA Reading and Math Tests Grade 4 English Language Arts Math Pre- Turnaround Year Year Year McDaniel Proficient & Advanced No PSSA test 8% 27% 41% District Proficient & Advanced No PSSA test 36% 43% 43% State Proficient & Advanced No PSSA test 68% 70% 70% McDaniel Proficient & Advanced No PSSA test 20% 54% 53% District Proficient & Advanced No PSSA test 51% 53% 55% State Proficient & Advanced No PSSA test 77% 77% 80% School s (Annual Yearly Progress) AYP status No PSSA test Not Met Met Met The school has recently added a fifth grade and there is no data yet available for these students Mass Insight Education and Research Institute. Permission granted to copy this report without alteration or removal 8

9 STRATEGIC & OPERATING CONTEXT Turnaround Approach Turnaround Approach Matrix District Turnaround Zone Management of Existing School The CEO District is a carve-out model that keeps troubled schools within the overall district governance, but removes them from their regionally based sub-districts and places them in a cluster with other schools undertaking turnaround. Each school is lead by administrators specifically trained in turnaround strategies and best practices, training provided to both district- and school-level personnel by specialists at the University of Virginia (see below). Within the CEO District, Philadelphia chose to re-launch each school at its existing site. This allowed McDaniel and its cohort schools to maintain continuity for students, and to keep familiar school institutions open as a vital resource within needy communities and neighborhoods. In doing so, they kept the same students (or students from a similar population), but replaced the school leadership with principals trained in turnaround strategies. Nine of the twelve schools were given new principals; the three remaining schools retained their principals because they had been in the post for less than a year, and the district administration felt that their skills would be sufficient to take on the intervention strategies. In partnership with the University of Virginia s School Turnaround Specialist Program, the district was able to focus on supporting these specially selected turnaround principals and developing their internal leadership capacity Mass Insight Education and Research Institute. Permission granted to copy this report without alteration or removal 9

10 Loose management, extensive leadership development and accountability Philadelphia district leaders believed a focus on improving and building strong school-based leadership would be essential to the schools turnaround successes, and elected to partner with UVA s School Turnaround Specialist Program because it shared this belief. Principals were appointed by the superintendent of the CEO District specifically to undertake turnaround, and the UVA Turnaround Specialist training was mandatory; other than that requirement it appears that district management was fairly loose. Rather than ensuring compliance with a unified, one-size-fits-all turnaround plan, the CEO District superintendent s role was largely to advise, support, and coordinate shared learning between the twelve schools. While still beholden to all district mandates such as union regulations and standardized curriculum and pacing guides, principals in the CEO District were given free reign to envision and oversee improvements to teaching and learning in their schools. In consultation with each other and with the sub-district superintendent, each school leader was encouraged to tailor an approach customized to their particular school. In total over 60 district staff members attended the UVA-STSP training program, so they could work in close partnership with the schools, and ensure that the district could meet each school s specific turnaround needs. Principals in the program understood they were personally accountable for their school s progress, and their own jobs on the line if progress was not made. Conditions Like all schools in the CEO District, McDaniel remained under district management, and was subject to most district mandates and constraints. However, the district strategy of investing heavily in the development of leadership skills at the school level, as well as the provision of air cover supplied by the CEO District superintendent, enabled school principals to find creative ways to work within these constraints to achieve some additional control over the vital turnaround conditions of people, money, time, and program. People To find school leaders who could meet the unique challenge of school turnaround, district-level personnel undertook an exhaustive and rigorous selection process, interviewing 67 candidates for the twelve schools. Nine new principals were ultimately hired, with three sitting principals remaining at their posts (see the Internal Capacity section for more details on the selection process). The contract for each of the twelve CEO District principals was extended from 10 to 12 months, which allowed for consistent planning over the summers. A mentor was also provided to each of the principals during the first year of the intervention. This additional support helped the principal set priorities, problem solve and focus the entire staff on improving teaching and learning. While the school leadership was limited by the standard district union contract, McDaniel principal Darlynn Gray was able to achieve some authority over staffing. Like all Philadelphia schools, the faculty had the opportunity to vote to allow the principal the authority to hire staff at the school level without regard to seniority a freedom the staff at McDaniel granted to Gray. The three principal also had the authority to distribute teachers within the school as needed. Although teacher evaluation and removal 2009 Mass Insight Education and Research Institute. Permission granted to copy this report without alteration or removal 10

11 procedures remained governed by the union contract, Gray provided frequent, informal monitoring of and feedback on classroom instruction. Principals in the CEO district were given a high degree of ownership over school-level decisions, particularly with respect to staffing. Due to district-wide budget cuts, the principal was forced to choose between hiring an Assistant Principal or creating a distributed leadership team by promoting three teachers into principal liaisons. She chose the latter. The principal liaisons are each responsible for a specific area of operations at McDaniel. One focuses on data collection and instructional quality, one focuses on all special education related work, and one manages the Primary building. This leadership team supports the principal and is a major reason for sustainability and continued growth. However, the absence of an Assistant Principal does affect the school, as it is difficult for the principal and the principal liaisons to observe classrooms, oversee operations, and provide quality attention to both buildings. Time The school does not have an extended day or year. However, because the principal has sufficient autonomy over the daily schedule, 39 minutes at the end of each day are used to target students based on their specific needs. Students who need extra help receive remediation in specific subjects and students who are excelling participate in enrichment activities. Like all Philadelphia schools, the school receives Federal Title I monies that can be used to provide extra time and remediation for students who are struggling with specific subjects. The majority of McDaniel s third through fifth grade students spend extra time at school due to this funding. Money The CEO District schools were not provided any additional funds for their intervention efforts, as a building or per pupil. Philadelphia s main additional investment in its turnaround schools came in the form of its two-year partnership with UVA: the district covered the cost of the training for both the school leadership and 60+ district staff, at a cost of $65,00 per school. Like all Philadelphia schools, McDaniel has a fair amount of discretion over its own budget, which has allowed the principal to alter staffing and placement decisions based on the needs of her students. Program The school follows district-mandated curricula and programs, which include pacing guides in all subjects. The reading program was changed for the start of the school year and teachers have required additional time and support to learn the new program, practices, and standards. McDaniel has created a relatively sophisticated in-house data collection and analysis system. One of the school s three principal liaisons is tasked with managing all data-related work, and utilizing the Balanced Scorecard performance management tool (Appendix F), which is recommended by the UVA-STSP training. The approach involves everyone from administrators to teachers and students in performance measurement and goal-setting, thus institutionalizing data analysis and informed instruction throughout the school, and facilitating more frequent and focused analysis of individual and group progress. For example, students in grades three through five meet with the principal individually to discuss results from their formative benchmark tests. The students then develop personal targets for the next benchmark test (see Appendix C). (For more information on benchmark assessments, see Readiness to Teach.) 2009 Mass Insight Education and Research Institute. Permission granted to copy this report without alteration or removal 11

12 The school has an up-to-date technology lab in the main building, which facilitates both student learning and teachers ability to track and monitor data. Teachers continue to receive training in data management and improve their own skills at filtering, sorting, and organizing achievement data to inform instruction. Each classroom has at least two computers for students to use during reading and math sessions and also during center time, when students choose activities for themselves. Social and emotional supports for students are chiefly provided by district services, and very few community-based organizations are based in, or work intensively with, the school. McDaniel staff members reach out to service providers as they can, but there are few established partnerships with health or social service organizations to support families in this area of the city. Capacity In the CEO District, leadership capacity was built both within the school and at the district level through the use of an external partnership to support and develop existing school leaders. Professional development for teachers was mostly provided internally, with all faculty receiving school-based training in the use of data and the teaching of key literacy and math skills. External Capacity District Management with a Supporting Partner The two-year UVA School Turnaround Specialist Program, which principals completed while leading and managing their turnaround efforts, was the main intervention strategy for McDaniel and the other failing schools in the CEO District. The school has no other external partners apart from the Boy Scouts, who provide extra-curricular activities for some students, and the Point Breeze Family Center, which provides after-school activities. Leadership development was the central component of the STSP program, a joint venture of the University of Virginia s Curry School of Education and Darden School of Business. Participants (including all twelve CEO District principals and over sixty district-level personnel tasked with supporting them) attended 150 hours of training over the course of two years two eight day-summer institutes, interspersed with monthly web conferences and trips to Virginia over winter and spring breaks. The heart of the learning occurred during two consecutive summer conferences in which STSP participants examined case studies containing best practices for business and education turnarounds. Based upon this training, each school worked individually with district management to create a customized road map of their own turnaround strategy. The UVA training was mandatory for all principals appointed to the CEO District schools. However, UVA did not function as a lead partner within the schools themselves. The superintendent of the subdistrict made decisions for and with the twelve schools as needed. Principals at each individual school were free to work with the sub-district to develop their own strategies, practices, and networking as needed and as suggested by the UVA program. After the UVA contract concluded (and after a change in top-level district leadership), Philadelphia felt that the CEO District work demonstrated progress, but that the partnership had succeeded in building the schools internal leadership capacity and thus that the program was no longer needed. Each of the schools 2009 Mass Insight Education and Research Institute. Permission granted to copy this report without alteration or removal 12

13 was returned to its traditional regionally-based sub-district. While the CEO District and the partnership with UVA have both ended, many of the lessons and practices emphasized by UVA s program are now being incorporated into the rest of the district. However, formal sharing of best practices from the STSP has not been encouraged or facilitated by the district to date. The district has created a new intervention program for struggling schools, called Empowerment Schools. These schools undergo targeted interventions guided by district staff (see Expanding the Cluster, below). Internal Capacity School leadership & teacher capacity Developing internal capacity was at the heart of the CEO District initiative. The initiative was led internally by a sub-district superintendent, who managed the leadership training program with UVA and provided the twelve principals support and additional air cover with district administration. The subdistrict also had a Regional Advisory Committee, comprised of the heads of each relevant department from the School District of Philadelphia, who could be called on to help resolve issues, even immediately if necessary. Because the staff of each school remained mostly unchanged, it was imperative to have strong principals at the helm. CEO District superintendent Greg Shannon personally hired each of the twelve principals specifically to undertake school turnaround. Each needed to demonstrate that he or she had the vision, skills, and determination to effect transformational change. During the hiring effort, Shannon personally interviewed 67 candidates to chose 9 new school leaders (to join the three sitting principals) for the subdistrict, specifically searching for principals with the heart and desire for the challenge at hand. Successful candidates had to truly believe that what was seemingly impossible could be possible and be able to articulate a strong, clear vision for how to get there. As they began the turnaround task, each of these school leaders was also required to make a particularly bold declaration of the confidence in their own power to effect change: principals of all twelve sub-district schools agreed to submit to strict accountability standards set by the district. In order to receive a permanent contract with the district, each turnaround principal s school was required to meet AYP within two years. Principals risked termination if their schools did not achieve AYP, full state accreditation, or realize a 10% reduction in the reading or math failure rate at the end of the first year; and again if they had not met AYP by the second year. It was this rigorous hiring process that led to the appointment of Darlynn Gray at McDaniel Elementary. The re-launch of the school focused on establishing consistent practices and a positive school culture that raised teacher, parent, and student expectations for higher achievement. Under Gray s dynamic leadership, most teachers made the commitment, developed the enthusiasm, and became determined to make the school a better place to work and learn. Gray s decision to staff the school with three principal liaisons, as opposed to an assistant principal, has allowed her to develop leadership capacity within the teaching staff, and to focus team members with diverse strengths on one overall vision for the school. While the distributed leadership model has not yet evolved further than three principal liaisons, these three staff members work with the principal to create a solid administrative team for both buildings and to increase teachers sense of ownership in the improvement process Mass Insight Education and Research Institute. Permission granted to copy this report without alteration or removal 13

14 The principal liaisons are each responsible for a specific area of operations at McDaniel. One focuses on data collection and instructional quality, one focuses on all special education related work and the other manages the Primary building. In addition to the strong capabilities of each individual team member, which provides the school with significant capacity (particularly in the data analysis field), the visibility of high-ranking teacher-leaders creates a strong sense of unity and purpose to the entire teaching staff. Using objective assessment data from benchmark tests, teacher quizzes, informal observations, newly introduced personal progress logs, class data review checklists, and student work, each teacher has regular discussions with the principal about the achievement in their classes. Regular grade level team meetings strengthen the process and broaden the expertise of individuals in planning and delivering effective instruction. Clustering The CEO District clustered twelve schools with similar needs into a district carve-out zone. While these schools were not required to use the same strategies or approach to school turnaround, all school leaders received School Turnaround Specialist Training from the University of Virginia. This program created a common vocabulary and created an efficient mechanism for schools to share best practices and assist each other with the transition process. The principals met regularly at and between training workshops in Virginia to share experiences and challenges and to solve issues together. Though the schools were required to adhere to the same curriculum, pacing guides, and mandated programs as the rest of the district schools, the cluster was able to extend its principal contracts to 12 months which allowed for additional collaborative work over the summer. The twelve principals met twice a month for Professional Development, and at additional times in small groups to discuss data and best practices. The CEO District superintendent grouped principals together in triads to develop the theme of rigor in instruction. The principals also visited each other s schools to see how they each assessed rigor in the classroom. These self and group evaluations allowed principals the opportunity to offer critical and objective feedback about what they saw in a non-threatening environment. It also allowed the principals to see new strategies in practice in the other schools. In addition, some of the school and district staff connected with principals from the Richmond School District for further practical advice and support. Richmond was one of the first districts to use the UVA- STSP program, and has developed a wealth of historical knowledge that can assist schools and districts in the middle of their turnaround implementations. The principal of McDaniel felt confident that despite the end of the formal partnership with UVA, she could contact the UVA-STSP staff or the staff from Richmond and know that they would support her to the best of their abilities. Now that Philadelphia has completed its UVA-STSP training, some of the trained leaders are also assisting other districts that are implementing the program. For example, some of the Philadelphia staff have helped mentor principals and district staff from the Christina School District (which includes parts of Wilmington) in Delaware, which is just beginning to work on its turnaround strategies with UVA Mass Insight Education and Research Institute. Permission granted to copy this report without alteration or removal 14

15 Extending the Cluster In 2007, the CEO District was dissolved and its twelve schools were placed back into their traditional, regionally based sub-districts. This reconfiguration offers potential for sharing: many of the regionally based district zones contain one of more of the former CEO District schools that could pass their knowledge onto the other schools in each region, though this has not yet been encouraged through any formal process. Philadelphia s new intervention effort includes 85 Empowerment Schools; schools that have not met AYP and are in Corrective Action Level II. Supports will include increased resources, additional school personnel, and additional support from the central and regional offices. However, in a significant departure from the CEO District model, the schools will remain in their own regional sub-districts and will not be part of a district carve-out structure. Recruiting, developing and retaining strong principals is a priority for the district as a whole, particularly the South Philadelphia region that is home to McDaniel. The South Philadelphia district superintendent runs a Promising Principals program on Saturdays which builds capacity of staff members that show they have the skills and expertise to become strong principals, especially in chronically under-performing schools. TURNAROUND IMPLEMENTATION Change Management/Turnaround Process The school and the district, with the support of the UVA School Turnaround Specialist Program, approached school turnaround systematically and followed a clearly set out strategic plan (Appendix A) that was aligned to both achievement and behavioral goals. While the plan did not include a suggested timeline for implementation, the principal and other school leaders note that there were several priorities that set the stage for further improvement. Those priorities are listed below. School climate and student behavior and attitudes The first priority was to change the school climate. To do this, the principal split students between two sites so that each site contained students in kindergarten through grade four. After recognizing that some of the older students had different needs than the younger students, the principal then divided the students according to grades, so that grades kindergarten through 2 were on one site and grades 3 and 4 (now extending to grade five) were at the other site. This transition and shuffling was occurring while both buildings underwent significant renovations. However, now that both the students and the facility improvements are settled, the division of students by grade level is seen as a positive change. The current configuration has enabled staff to set the tone in both buildings so that students are ready to learn. Morning Splendor, a school-wide motivational event (see Readiness to Teach, below) was introduced to help create a positive outlook at the start of every day. In addition, because the activity is partly parentrun, it frees up time for teachers and support staff to collaborate on instruction and assessment data analysis Mass Insight Education and Research Institute. Permission granted to copy this report without alteration or removal 15

16 The principal introduced five rules for student behavior (see Readiness to Learn, below) to support the maintenance of a more positive school climate. Rigorous monitoring and the support of the entire school community and the surrounding neighborhood ensured that the rules were implemented and followed by everyone who works and visits the buildings. Establishing a shared vision and core values Principal Gray created a Powerpoint presentation intended to educate internal staff, district personnel, and outside observers about her personal vision of the school (Appendix B ). While this document was created after the turnaround strategies were implemented, it concretely explains the vision and specific priorities of the transition. The vision contains two non-negotiables and two core values, which promote the mission that Children Come First. The two non-negotiables are student achievement and attendance, and the two core values, are One Mind, One Vision, One Voice and Disagree if you Must, but Commit to our Children. The establishment of a shared vision and core values was achieved because the principal demonstrated these values through example. In interactions with staff, students, and the community, Gray modeled a do what I do rather than a do as I say approach. Similarly, when monitoring classroom instruction, she reminds staff to show me, don t just tell me. Collecting and analyzing data to drive differentiated instruction Collecting and analyzing data to drive differentiated instruction was an essential step in making the drastic performance improvements. Assessment data is used effectively at the school level to compare achievement by subject, grade, and class, and to identify which supports and interventions are needed for which students. School, grade, and class goals align with this data. The process of setting goals for all classes in grades three through four, and now grade five, focused the school s work and ensured that both teachers and students felt accountable for learning. The school leadership team recognizes that it should now set rigorous goals for kindergarten through grade two. After considerable professional development and training in how to analyze data, teachers now use data to adjust curriculum-pacing guides and daily lessons. The data is to differentiate learning most effectively in grades three through five, as class goals are more focused and the data is more easily collected. Data driven School improvement planning The School Improvement Plan was developed in partnership with district leaders. The initial plan included incremental goals that focused on improving student achievement generally. Now, the plan is to attempt to identify and quantify particular students that still need to reach proficiency, students that might be falling through the cracks, and then determine how to provide services to support those students. Monitoring for success The principal set up systems to monitor student achievement through lesson observations, analysis of data, and the critique of student work. Gray and the leadership team were not afraid to respectfully challenge teachers that they felt were not implementing the curriculum with fidelity, or that were not using best practices to accelerate student learning. The non-negotiables were applied consistently across school sites Mass Insight Education and Research Institute. Permission granted to copy this report without alteration or removal 16

17 Evaluating for effectiveness There is now an established process for evaluating student progress throughout the year. The school leadership team did not want to solely rely on the annual PSSA scores, so they created a benchmark assessment system. These unit tests are given to students throughout the year to monitor student progress and to identify struggling students. The results of the benchmark assessments are calculated in a timely manner and are used to set goals for both individual students and the school as a whole. Implementation Summary The School District of Philadelphia chose to invest heavily in leadership training to implement turnaround in individual schools. A dedicated sub-district superintendent and the use of the UVA School Turnaround Specialist Program and were the key levers to the improvement of the schools in the CEO District. The partnership with UVA gave the principals skills in building staff capacity, collecting and analyzing data, and creating a new more-positive school culture. The district created a cluster of schools to receive similar investments in leadership and to support each other. However it did not fundamentally alter conditions to create a carve-out zone that had flexibilities and autonomies not provided to other schools in the district. Within the district as a whole, most principals are allowed autonomy not common in most districts, such as discretion over budget and the ability to do site-based staffing, but additional condition changes were not specifically granted to these twelve schools in the CEO District. Readiness to Teach McDaniel s model is highly focused on encouraging teachers to help students attain proficient performance in a set of core subjects. Periodic benchmark assessments are used to measure improvements in student performance; teachers also use a variety of formative assessments to track learning and assist individual students. The Principal provides a great deal of feedback to teachers, and fosters a collaborative teaching culture. Administrators, teachers and students all consciously share in being responsible for increasing achievement. Like most elements of McDaniel s successful turnaround, improvements in teaching and learning can be attributed directly to the positive culture change effected by school level leadership. The school s new principal and her three appointed principal liaisons doubled their efforts in reading and math instruction (while temporarily setting aside needed assistance in science and social studies), increased their classroom observations and teacher feedback, and empowered all teaching staff to learn to interpret achievement data and use the results to differentiate instruction. Curricular Focus Reading and math achievement is the primary focus for student learning, although the teachers incorporate science and social studies curriculum through interdisciplinary lessons. A science PSSA test was recently added to the elementary testing program, so the school has identified science improvement as a future goal now that gains in reading and math seem to have stabilized Mass Insight Education and Research Institute. Permission granted to copy this report without alteration or removal 17

18 Continual reading assessment is facilitated through Ticket to Read, an individualized computer program that enables students to progress through reading levels at their own pace, while demonstrating where they score against benchmarks. Students that are identified as needing additional reading assistance receive an additional two hours of help a week during the extended day program. The district-mandated reading program recently changed, and teachers are still in the process of learning the strengths and weaknesses of the new program and how to best integrate it with their instruction. Professional Teaching Culture McDaniel s principal, Darlynn Gray, is omnipresent and believes that what doesn t get monitored doesn t get done. She is in and out of almost every classroom every day. At the end of each visit, she leaves a copy of her written notes with teachers and offers them an opportunity to meet individually within the next 24 hours to discuss what was observed. This ensures that strengths and challenges are identified quickly, and any changes that are required are implemented immediately. Regular observations enable Gray to evaluate practices and make ongoing adjustments to entire school professional development if needed. However, this process is more established in the main building (Grades 3-5) than in the primary building (K-2). Having two sites does limit the ability to observe both buildings as regularly as Gray would like, work that would normally be supported by an assistant principal. Personalization of Instruction UVA s School Turnaround Specialist Program places an emphasis on data based decision-making and accountability. McDaniel Elementary School took the UVA basics and significantly enhanced them to better track and differentiate students needs. Interim assessments are used to check student learning throughout the school year, so that teachers can adapt their instruction to various levels. This differentiation of instruction allows students who need extra support to review and master the most important material, and allows students who understand the concept to move on to enrichment activities. Teachers use assessment data to adjust curriculum-pacing guides and to plan targeted mini-lessons for specific groups of students (see below). Benchmark and Formative Assessments Assessing student progress on a regular basis, differentiating ability levels, and then re-teaching or enriching are key elements of McDaniel s success. Teachers use a variety of methods for ongoing assessment during lessons such as tracking student answers during classes to check for accuracy (by having them write answers on individual whiteboards), and tracking student progress at the end of each unit. Every six weeks students in grades 3, 4 and 5 take a benchmark test to check their achievement and progress in reading and math. Each test focuses on the classroom unit that was most recently covered, and links to content on the PSSA. Students receive a My Benchmark Data sheet (Appendix C), which includes the result of each test and a target score for the next test. These targets are seen very effective when used strategically for students who are close to reaching proficiency with a little bit more targeted support during extended day support groups. These students, known informally as Money Kids (referring to the potential of a high payoff from individual instruction rather than anything financial in nature) are identified and targeted early in the year, and this strategic use of data has been instrumental in raising the school s achievement in reading and math up to district averages. However, some targets seem to be too ambitious for students who are still attempting to master basic skills. Incremental goals gradually building towards proficiency 2009 Mass Insight Education and Research Institute. Permission granted to copy this report without alteration or removal 18

19 (75%) by the end of the year might be more reasonable for truly struggling students. Gifted and talented students also receive an individual education plan, outlining what the school should do to meet their needs more effectively to challenge their learning and thinking. The principal meets individually with every student in grades 3 through 5 to discuss their performance on benchmark tests and to agree new targets. These goals are recorded on the My Benchmarks Sheet and kept in the classroom so students can refer to these during reading and math classes to see if their grades are improving. Targets are ambitious for some, but nevertheless reflect high expectations and in general, students feel that they are able to meet those goals. Such a process is not yet fully embedded in the younger grades. In kindergarten through 2 nd grade, the school uses the DRA and DIBELS to assess and track student achievement and progress in reading. End of unit tests are used in math. The principal liaison for data has set up a data wall that clearly shows which classes are making progress and which are not. This data is then used to identify areas of support for the teacher and to identify students who need more assistance in specific areas. Individual data sheets have been introduced this year and teachers discuss achievement with students during targeted interventions and mini-lessons. Target scores and current academic levels are listed on a note card affixed to each student s desk, so that students have a constant reminder of where their academic level is now and where it needs to go. Shared Responsibility for Instruction The data system is also instrumental in holding individual teachers accountable for learning in their individual classes. An extra classroom is used to house assessment data from the school as a whole, as well as individual class performances. In the Data Room student achievements on tests are color-coded pink, yellow or blue depending on whether they achieved below, just within or at grade standards. The data is displayed in the Data Room and managed by the principal liaison responsible for data. This enables the school to see trends more clearly, and to plan adjustments to curriculum and instruction. Class data review checklists (Appendix D) and data spreadsheets (Appendix E) are used to monitor performance, and teachers meet with each other and with the principal to discuss peaks and dips in student achievement in reading and math. Action plans and personalized professional development supports are agreed upon, and the principal then monitors instruction based on those goals. Other than those identified by the district, the school does not yet analyze its data by additional subgroups. Even though most students who attend the school are African American, it would be useful to look at how well various subgroups are performing. The school does not analyze the data to see whether there is any differential achievement between boys and girls, although one of the principal liaisons is attending professional development sessions specifically on this topic. Further data analysis would help inform programmatic decisions, pedagogical techniques and content topics when planning curriculum and instruction. Readiness to Learn Many of McDaniel s students have unstable home lives. They often enter the school building mad, tired, sad, and hungry. Changing the school climate to recognize the adversity of student s home lives, while 2009 Mass Insight Education and Research Institute. Permission granted to copy this report without alteration or removal 19

20 creating an environment in which they can thrive, was one of the first priorities in the turnaround strategy. By attending to social-emotional health, as well as to academic improvement, the school hopes to ensure that all students are capable of doing their best work. Action Against Adversity Motivational chants that are often heard in the school include, Bold Dreamers, True Believers, High Achievers, We can, we will, and I am, and If my brain can conceive it, if my heart can believe it, then I can achieve it. The message We re going all the way to AYP again is posted in the entrance of the building and in classrooms. Student test scores and other achievements are posted throughout the building. The students understand that they are in school to achieve and that they can do well in school if they work hard, respect each other and respect themselves. Principal Gray established a recurring morning program called Morning Splendor. After the students eat breakfast, the principal, a group of parent volunteers, and some of the support staff launch into a selfesteem and energy boosting minute session. Morning Splendor takes place every day, with an extended morning of 45 minutes once a week. The principal DJ s, gives motivational speeches, plays music, and the kids dance. Some of the motivational quotes include We re dancing our way to AYP and We re stomping our way to college. Students then sit down in their class groupings, while the principal celebrates specific student achievements and reminds the entire school of the governing rules. Students then file out by class while motivational songs, such as I believe I can fly, play on the stereo system. Close Student Adult Relationships In addition to being an important academic strategy, differentiating student s skill levels and placing them in small groups during the school day and during extended hours has also resulted in fostering close student-adult relationships. Although only a small portion of students are identified as having special education needs, the school recognizes that all students have special needs, and require additional academic, social, emotional and behavioral support. Although class sizes at McDaniel are slightly larger than the district average, the principal uses support staff to assist in classrooms as much as possible. The hall monitors do not provide instructional support, but are instead used to ensure that students are not left alone and always have someone to talk to if they need it. Parent Involvement When possible, the principal invites parents into the school to assist with behavior and instructional support. One of the principal liaisons is responsible for building relationships with parents, improving student attendance, and for meeting the needs of special education students. Numerous parents assist during the Morning Splendor, supervising students so that the teachers can meet in grade level teams. The principal also has an open-door policy for parents. This fosters positive relationships between the school and families. If any parents comes into the school with a problem or needs assistance, the principal ensures that the parents are heard immediately and that the problem is resolved as quickly as possible. The Families and Schools Together (FAST) initiative promotes parents greater involvement in workshops about how to help children at home. The program involves ten families making and eating dinner together every month and attending a workshop on various topics such as parenting skills, guidance for supporting reading, or helping with math Mass Insight Education and Research Institute. Permission granted to copy this report without alteration or removal 20