Interactive+Factors+Affecting+Implementation+of+Change

// **Assignment for October 28th meeting.** // //​ "Figure 5.1 lists the nine critical factors organized into three main categories relating to (1) the characteristics of the innovation or change project, (2) local roles, and (3) external factors. In describing the roles, I have tried to emphasize aspects that can be altered rather than those that are fixed or givens. The list is necessarily oversimplified. Each factor could be "unpacked" into several subvariables, as I do in later chapters. At this time the goal is to obtain an overview and feel for the main dynamics in the change process."// __The New Meaning of Educational Change__, Fullan, p. 87




 * //Using the figure in the attached document please respond to the following prompts.// **
 * 1.** Select a successful Professional Development or School Improvement initiative/project that you or your school, district, or organization engaged in during the past 2-3 years. Give a __**//brief//**__ description.


 * 2.** Identify the strategies taken that directly addressed the interactive factors outlined by Fullan in Figure 5.1 (attached) that led to a successful implementation.

1. Beginning last year our school undertook the delicate topic of school climate. Teacher morale was low, student behaviors were becoming more of a problem and administration was not seen as supportive or responsive. To tackle this issue, I created a "School Climate Committee" in which teachers voluntarily met after school to decide on the perceived issues and how to tackle them. This is our second year of addressing school climate and we are seeing results.

2. Here is what was done in each of the categories as outlined in figure 5.1. CHARACTERISTICS OF CHANGE: The need was assessed using a school wide climate survey which polled faculty's perceptions about how they viewed their work environment, student behavior and commitment to school, and the administrative team. The survey was completed by over 95% of the faculty using "survey monkey" and the results were presented displaying each question's response as a pie graph using PowerPoint to the entire faculty. The results showed that we had definite positives and areas of concern that were agreed upon by the majority of the faculty. We then divided the responses into 2 groups. The positives were any response receiving a 75% or better rating and the concerns were any response with 75% or less. The Climate Committee then prioritized the top 4 concerns they wanted to tackle in the 09-10 school year and formed sub-committees. These sub-committees have the challenge of coming up with an action plan that will move the concerns into the positive group by the end of the year. This will be assessed using the same survey taken a year ago. Each sub-committee reports out its progress to the entire faculty through minutes of their meetings. LOCAL CHARACTERISTICS: Simultaneously and coincidentally, the district also sent out a climate survey. Their survey was similar but more comprehensive in that it covered district as well as school issues. It was also sent to non-certified staff, parents, and students. The results were then broken down by school and sent to each building administrator. The results from that survey were remarkably similar to the one we had done internally. We knew from the on-set that the faculty had to be convinced that the administration took the results seriously and were committed to do something about them. The administrative team immediately began to reflect on practices and see what changes could be done immediately. The teachers also knew that students needed to be a part of the solution, so several of them began a "Respect Forum" involving our students. What has happened is that we are now attacking the issue of school climate from 2 fronts: staff and students. Our students have even replicated a middle school version of their "Respect Forum". EXTERNAL FACTORS: The student forum has taken on a life of it's own and has garnered the attention of some folks from the SDE and CAS. We have been asked to host a leadership forum and present at a diversity conference. Both agencies have been supported in our endeavors and have offered whatever resources can be of benefit to us. (Jan Saam)

//1. Two years ago our district began a curriculum revision of the LA program for grades 7/8. There was a small committee comprised of teachers, team leader and curriculum coordinator. We aligned the curriculum to standards and wrote essential questions to guide each unit. The final product included CMT response questions for novels used, a persuasive writing section with detailed lesson plans and various other resources for teachers.// //CHARACTERISTICS OF CHANGE---The need became evident when the instuctional leader met with grade level teams and teachers were all doing their "own thing". There wasn't common language for writing within the middle school and this led to problems in high school. The revision committee met once a month for a year. We had two meetings with teachers during this process. We discussed what we were doing and encouraged input from teachers. We also met with principals and district administration before the roll out of the new curriculum. Once the curriculum was completed we met with staff to review. We had two professional development sessions about backward design and how to use essential questions in their teaching. We also had follow-up meetings to discuss the effectiveness of the program and to address and problems. The committee met in June to make minor changes based on teacher feedback. One of the drawbacks was that teachers wanted to have this new curriculum in their hands before leaving for the summer. Unfortunately, they did not receive it until August.// LOCAL CHARACTERISTICS-- //Meeting with district administrators and also making a presentation at a BOE meeting was critical to our success. We needed all principals to buy into the new curriculum so that they would be familiar with the expecations and also be able to support teachers. The BOE has been very concerned with CMT scores at the midddle school so they were especailly interested in the accountabilty factor.// //EXTERNAL FACTORS--Aligning our curriculum with state and national standards was long overdue.// //Marianne Johnson// Enza Macri 10/26/09

__ Implementation of the Data Team Process both at District, School and Grade Levels. __

In January, 2008, Lawrence School became a Demonstration School as identified by the State of Connecticut. The District was also identified as a District in Need of Improvement according to NCLB law. Therefore, one of the many new initiatives the school was expected to implement immediately was the data team process.

__Characteristics of Change:__ Need was determined by NCLB Law – AYP Status CMT Results in 2006-2007 were as follows: Economically disadvantaged subgroup did not make AYP with an adjusted score of 71.2% in math, and 42% in Reading. The whole school reading score was below AYP at 66.2%.

It was highly evident based on our data that we needed the data team process to be implemented as soon as possible. The data team process was a very difficult process to implement correctly. We were provided with a data facilitator who was trained by CALI in Data Driven Decision Making and she met with every GLDT and our SDT biweekly, therefore the process was conveyed to us very clearly. It was important that we exposed teachers to each step of the process slowly, and provided modeling and collaborative processing at each data team. We addressed all questions immediately and each teacher was encouraged to practice using the process at their own comfort level.

For the entire first year of this process, the data facilitator, executive coach and I were present at each data team meeting to support the team while the teachers were learning and applying the process. Although the changes teachers were required to implement were complex and overwhelming at times, most teachers felt that their input was valued. The process required teachers to focus on student learning and to use only research based strategies to instruct; the learning process was difficult for some more than others. Many veteran teachers were not convinced this would make them “better informed” teachers. As time past and teachers began to see positive changes in student performance in the classroom and on standardized assessments they began to believe in the data team process more and more, therefore they became believers by doing. Our economically disadvantaged subgroup made AYP in all subjects and our whole school reading score climbed to 90.3% in 2008.

__Local Characteristics:__ The district was sited as a District in Need of Improvement; therefore, it began to form a district data team as well, which included principals, teachers and central office administration. Lawrence was receiving much more support and pressure from the state to implement the data team process because we were the district’s Demonstration School. All the other schools were much more frustrated with the process because of the way it was “rolled out” in their particular school. Lawrence was fortunate enough to have a data facilitator and an executive coach to support them while we were learning and implementing the process. The teachers at Lawrence did not report to the teacher’s union because of the extensive professional development and support they were receiving. Unfortunately, this was not the case in the other schools. Teachers were outraged by the work they were being asked to do for the data teams and they were very vocal at BOE meetings and shared their dissatisfaction with parents and the community. Needless to say, the 2008-2009 school year was a challenge for the district.

__External Factors:__ The SDE and many RESC’s have visited Lawrence School because of our effective school and grade level data teams. Schools from around the state have observed our PLC’s and DT’s in progress and the teachers are very proud of their accomplishments. It is a very exciting time for our school and many people are interested in finding out what our secret is and the SDE has been very supportive in helping us improve instruction for our students.

1. In 2005, when I became the principal at Live Oaks Elementary School, I spent the year observing the culture and climate of the building. I developed relationships with stakeholders and collected data on how all people felt about our school. Surveys were completed by teachers, parents, and students at the end of the 2005-06 school year to gather evidence to impact my decisions about improving the culture and climate of the school. The survey results, along with my year-long collection of data showed the need to cultivate and sustain a positive and respectful learning community at Live Oaks School. 2. Characteristics of Change: The 2006-07 school year brought a great deal of change to Live Oaks School. One of my professional goals was to develop and sustain the positive and respectful learning community at our school. This change to our environment was needed; to clarify my goal I developed several action steps (Implementation): 1) To work with staff and community to eliminate undesirable behavior and emphasize the presence and practice of desirable behaviors by all in our school. 2) To work with staff and students to ensure that our school is a place where no one has the right to interfere with another's right to learn, safety, or well-being. 3) To work with staff to ensrue that classrooms and the entire school is a safe and secure place and exhibits a warm and inviting atmosphere. 4) To work with staff and students to ensure that all listen to each other, are respectful and courteous, and that all take personal responsibility for their learning and behavior. Local Characteristics: This goal has been "a work in progress" since 2006 and many positive outcomes have been noted. Live Oaks was named a Shcool of Promise by the City of Milford in 2008 (External Factor). This means that we uphold 5 promises for our students and community including; providing caring adults, safe places, heatlhy starts, marketable skills, and opportunities to give back to the community. We now have a club called "Live Oaks Cares" which is sponsored by the PTA and monitored by a parent. The group is made up of students and former students in grades k-8 who perform community service projects. Live Oaks has a Greeting Committee which is made up of community volunteers who "greet" visitors at the main entrance of our school. These "Greeters" assist visitors in signing in and getting to their destination. We have a AAA sponsored Safety Patrol which is staffed by 5th grade students who embody strong leadership skills. Finally, the positive culture and climate has lead to decreased disciplinary office referrals. Instead, children come to the office for positive behavioral support in the form of "Good Apple" awards - small tokens of appreciation for good deeds done unto others. R. Lacobelle 10/27/09



Posted Oct 23, 2009 3:04 pm

__Description:__ Beginning in the fall 2007, my high school began working on a “School Improvement Team.” The “team” includes a steering committee and various satellite groups focusing on including morale, rigor, the construction project, climate and student achievement. Pieces of this “team” evolved into the district “Strategic Planning Team”, which began in the summer of 2008. Both initiatives were started by an interim high school principal and an interim superintendent.

__Characteristics of Change:__ My high school has had five different principals in five years. The first principal was at the helm for almost 20 years. Following his tenure was an interim, who spent much of her time figuring out how to set the scene for the next individual. The next principal was at the school for two years. She was followed by another interim. He was followed by the current principal who has been at the school for 18 months. During this time the school also had three assistant principals come and go. Within the same time period the district has had two superintendents and assistant superintendents. The school also endured a critical NEASC visit and was placed on warning for poor facilities. Suffice to say that the school has lacked focus. Academic Departments have been operating like individual silo’s on not as a cohesive groups working toward the advancement of common goals. The interim principal who began the “Improvement Team” started with a survey from “Breaking Ranks II: Strategies for High School Reform.” The data collected from these survey’s were the basis of the various committee’s. The interim principal spent nearly his entire five months prepping for the arrival of the next and hopefully long term leader of the high school. Various stakeholders in the school were consulted at great length and in the end the interim principal set the scene for real change to occur in the school. The interim told the staff to “get on the bus toward progress or get in the trailer.” He met with a few naysayer’s and managed to set up conditions for the staff to take ownership of setting the school on a better path. Two years later much of what the interim set up is still in existence. The school does have a greater focus on learning, engagement and rigor, but along way there have been various union grievances, staff departures and budget defeats. The town has also experienced record population growth over the last 10 years, which has nearly doubled the size of the high school.

__Local Characteristics__: This high school has traditionally been a top performing school. About 85% of seniors attend four years colleges, with many attending Ivy League schools. However, for many years, there was a “hand’s off” or “don’t ask don’t tell” approach to many issues that went on in the school or that impacted the school from the community. As a result, the more the “School Improvement Team” attempted to do, the more that was uncovered as issues which were overlooked for many years. The new principal kept the “team” in place, but it has evolved into “Principals Advisory Committee.” There have been some tangible rewards such as a collective approach to aligning the school graduation standards to the curriculum, a renewed focus on student engagement, academic rigor and establishing a clear student code of conduct. Scott Clayton 10/27/09

An Example of Unsuccessful Implementation
1. I have not been in my position long enough to see the successful implementation of a professional development or school improvement initiative/project. Most of the legislation that I worked on in the 2009 Session of the General Assembly has only recently taken effect or will not go into effect until the next school year. However, one recent legislative change that was made in June was met with such opposition upon implementation that changes to the policy have already been made. Fullan’s discussion on the Factors Affecting Implementation, especially the “Characteristics of Change”, helps to clarify why this proposed policy change was unsuccessful upon initial implementation. On June 19, the General Assembly passed a bill that included a number of changes relating to teacher certification. One of those changes eliminated the Commissioner of Education’s authority to grant waivers from the requirement that substitute teachers have at least a bachelor's degree, effective July 1, 2009. Legislators had heard stories from their constituents of unqualified individuals being allowed to work as substitute teachers. They felt that, at a minimum, students deserved to have a substitute teacher working in their classroom who held a bachelor’s degree. Upon implementation of this proposal, however, the districts made it clear to their legislators that this proposal, as written, was not workable. As such, on October 1, 2009, the law was revised again, due to this outcry from the districts, to allow substitute teachers who do not have a bachelor’s degree to work in assignments of 10 days or less for the 2009-2010 school year. 2. · **__Need:__** In making the initial determination to eliminate the Commissioner’s waiver to prevent individuals without a bachelor’s degree from working as a substitute teacher, legislators made an assumption that this change would be in the best interest of the students. There was never an agreed upon need by all the interested parties. The districts were never really consulted as to whether this change was actually workable and the legislators were not concerned about the negative effects that it would have on a districts ability to fill their classrooms with warm bodies when a substitute teacher was needed. As Fullan writes, “the actual need on this issue really became clear upon implementation.” · **__Clarity:__** As Fullan described, this change was made under the presumption of false clarity by the legislators— where the “change is interpreted in an oversimplified way.” There was much more to this change than simply trying to get more qualified individuals in front of the students. Not only did districts struggle to get substitutes, many people relied on the Commissioner’s waiver to earn a livelihood. In the past, the Commissioner had granted thousands of waivers to allow individuals without a bachelor’s degree to work as substitute teachers. Some individuals had been working in certain school districts as substitute teachers without a bachelor’s degree for many years. This change put them out of a job only a couple of weeks before the school year was scheduled to begin. · **__Complexity:__** The change itself was not very complex or sophisticated and would have been easy to carry out if it were not for the simple fact that many districts relied on this group of individuals to fill the roles of substitute teachers and these individuals relied on the districts to provide them with work. · **__Quality & Practicality of the Program__**: This factor was probably the most problematic for the purpose of implementation of the proposed change. Legislators who supported this measure felt strongly that this change be made. But, there was no consideration as to how much time to allow districts to prepare, what types of resources would be required for this proposal to succeed, or whether it really was practical given how much some districts had relied on the Commissioner’s waiver for so many years. In this case, as Fullan noted, “adoption [was] more important than implementation.”
 * CHARACTERISTICS OF CHANGE**:
 * LOCAL CHARACTERISTICS**: As described above, this proposed change was not well received at the local level. While some districts already had a policy in place to only allow individuals to with a bachelor’s degree to work as substitute teachers, over 35 districts number were not even aware of the change in the law until August, when they put in their application for a waiver, as they had done in the past, only to receive a letter from the State Department of Education denying their application and informing them of the change. These districts varied in demographics from rural, urban, and suburban.
 * EXTERNAL FACTORS**: The State Department of Education did not initiate the change in the law. It recognized from the beginning that some districts would have difficulty implementing the change given the difficulty some districts have in finding substitute teachers with any level of qualifications. SDE also understood the legislator’s concerns about ensuring that students have access to quality substitute teachers. As a compromise though, SDE has a special permit in its regulations that requires a substitute teacher in an assignment of 40 days or longer to meet specific qualifications.

1.The school I worked in before my current position at the CSDE began a curriculum writing initiative three years ago. Every discipline was given PD on creating a standards-based curriculum as well as training on Understanding by Design (UbD). Each department at each grade level (6-8) was charged with developing the curriculum for the school year (with support from school administration, special education and curriculum coordinators). 2.Characteristics of Change – Although the faculty at the school recognized the need for this change, there were already other initiatives happening when this was introduced. Some veteran teachers were reluctant to buy in to the plan and took a “this too shall pass” attitude. The school administration addressed this issue and set it as a priority by scheduling TA, using budget for substitute teachers, and, maybe most importantly, participating in the work. I believe that the goal and the plan was very clear. After the initial training and familiarity with the standards documents, the plan was structured in steps. Each department started by creating one unit that could be piloted later in the school year. This was a good idea, as it allowed the staff to have some feedback on the work in a timely manner. It was also a comfortable pace at which to work. The goal, of course, was to eventually develop all of the units for the year, but we started small and received some “early rewards” of our work. This was a complex undertaking since it required each department to come to consensus on what the curriculum would include, how and when each standard would be addressed and the priority needs of the students. Even though I believe everyone recognized the fact that it was important for each student to receive a similar experience despite what team they had been assigned to, some teachers felt that they would have to forfeit their creativity or some favorite lessons in order to “standardize” the curriculum. And although resources were plentiful at the front end of the initiative, resources such as planning and working time did decrease throughout the project. Local Characteristics-As stated above, the district had unfortunately created an “incapacity for change” by previously starting and abandoning many initiatives. When a new program or systems change was introduced, people would refer to it as “the new, now, wow” thinking, and in most cases rightly so, that in a year or two it would be forgotten and in its place would be a “new, now, wow” idea. This was why it was so critical to have not only the school administration involved, but also district-level administrators. The project had the “active support” of the principal which served to legitimatize the change. The principal also built time into the school schedule to continue the work and planned for monitoring results (of the pilot unit). Having the teachers work collaboratively in small groups (PLCs) was an effective way of working through this initiative. I think that the teachers felt ownership of the curriculum since they were the ones making decisions on the themes of the units, lessons and assessments. This sense of empowerment helped to create a truly “change-oriented” staff. External Factors-The state standards for curriculum was the foundation for the curriculum writing that was completed during this initiative. The school was able to take advantage of the expertise from the CSDE and the RESC for not only the initial trainings, but check-in visits during the change process as well. (Mike Tavernier)

1. Two years ago our Middle School and High School were on the State Department's "watch list" for having too many days lost to suspensions/expulsions (esternal factors). We were mandated to implement Positive Behavior Supports as a way to address this issue. I arrived at the school about 6 months into the planning process. The staff chose "core words," the values the school embodies and words which exemplify behaviors we wanted to see from our students. This process took a great deal of time, but generated a great deal of dialogue centered around the positive behaviors we wanted to see from students.

2. Chacteristics of change: Need: The staff understood the need for change. Many teachers felt that student behavior was an issue that was problematic. Ironically, while the external factor of the CT DOE had us on a watch list for too many suspensions, many faculty members felt we did not do enough to discipline the offending students. Clarity: As we began to bring PBS ro the staff, it became clear to most staff that we did not do enough to explicitly teach and recognize the behaviors we wanted to see. Everyone began to see the potential for positive change if the entire building had consistent expectations. Complexity: PBS requires many educators to undergo a fundamental shift from expecting positive behavior and reprimanding negative to ignoring negative (as a general practice), teaching the positive behaviors, and rewarding and reinforcing the positive behaviors. This requires a major change for many educators. Quality and practicality of the program: this is an excellent program at the middle level. While it is complex, it is very easy to customize to your school. It is also simple to add new dimensions to the program by tying in new ideas for recognition of students and ways to support them.

Local Characteristics: The school district is very supportive of PBS, with the Middle and High Schools implementing the program first, followed by the elementary schools. The BOE community is supportive of school initiatives and certainly wanted to see something done to improve student behavior. The principal, assistant principal, and head teacher were involved in all aspects of PBS along with the PBS team. We had a core PBS team and another 17 teachers who wanted to be involved in various ways. As new ideas and needs developed, the additional people were utilized. I think the single most important factor to the successful implementation was the mailer that went out to staff the summer before full implementation. It was a trifolded brochure that went over all of the ways we as a school would recognize positive behavior, support students, and reward students. There was a real sense that there was so much happening that teachers would have to be with us or they would get blown by. Get on board or get off. We presented these materials in depth at professional development before school opened, and we had a very successful opening. Most teachers were excited. Teams of teachers found new innovative ways to organize their time and efforts to help students. The group of non-supportive teachers was pushed to become a shrinking fringe element. Student discipline was down for most of the year with a few exceptions, and looking at the data the PBS team can come up with ways to improve further. Jason Daly

1. Approximately three years ago, the District began full implementation of Data Teams (Data Driven Decision Making). At the time, there were only several schools that were involved in the process and had success stories that validated the positive affect of the process. The process was begun through professional development that was offered in the District to all administrators by the (now named) Leading and Learning Center. This was further enhanced and made more widely available through CALI. CALI supported our District's mission on training and certifying staff members in the process of Data Driven Decision Making and Data Teams to improve our academic achievement and support our strategies to refine instruction through the use of data. However, now with the focus of data evident in the District Improvement Plan and our District's Strategic Plan, more schools are being held accountable to the process of vertical and horizontal Data Teams in their buildings.

2. A. **Characteristics of Change** 1. Need - Due to lagging test scores, there was a need to take a closer look at instruction to improve student achievement. Looking at the data would allow all District and school personnel the opportunity to monitor students' specific strengths/deficiencies. The State also assigned our District "partners" to assist/support us on our journey to improvement. There needed to be a change that would support us as we challenged ourselves to improve student achievement. 2. Clarity - The implementation of Data Teams would allow District and school personnel the ability to modify their instructional strategies and focus lesson planning to meet the needs of students with a specific focus through the use of data; thus, providing clarity. The use of data was a reality check for the District and school. Through this process, we were now able to align our instruction to better fit the needs of our student population. 3. Complexity - There were many facets of complexity that we faced and still face during our intensified implementation of this process. For example, even though many of the elementary schools are focused and deeply involved in the Data Team process, the High Schools are still in the introductory stage. There are definitely varying levels of knowledge and implementation in buildings that are also evident through their own School Improvement Plans. This year, we were able to obtain five additional (school improvement days). These half-day sessions enable the schools to focus on their Data Teams - horizontal and vertical. The ability to gain five additional half-day sessions enables us to feel confident that the support of the Board and community are on our side for the District's complete implementation of this process. The complexity that we still face is the fidelity of the implementation process in the buildings. It is clear through a school's improvement that the implementation of Data Teams provides academic achievement for their student body. 4. Quality/Practicality - As in any other intitiative, the quality of Data Teams is dependent on the leadership in the building. The quality of the school's Data Team is also dependent upon the leaders' and teachers' opinion of the practicality of Data Teams. Success needed to be seen in order to prove this initiative was valuable to our District's goal of illustrating improvement. Providing positive evidence of the impact on student instructional time was a key factor in the implementation phase. Having the leader and school community understand the impact of Data Driven Decision Making was definitely the carrot that we needed to strengthen our ability to implement this initative. It also allowed teachers to see the benefits that were afforded to them in their daily instructional activities. B. **Local Characteristics** 5. District - With the District labeled as "in need of improvement", this initiative was essential to try to bring about positive change. The District was hoping to see the same results that were evident through the implementation of the program in Virginia. The thought of our District illustrating small amounts of success after being a finalist for the Broad Prize for two years in a row had put a damper on the momentum of change in the District. We all felt that this was the change that was needed to re-energize the need for improvement in our schools. "Nothing is more gratifying psychologically than attempting a change that works and benefits students." (p. 93, Fullan) Having seen several schools reach Safe Harbor or Adequate Yearly Progress in areas that others failed to have faith in strengthened our decision to more closely monitor the implementation process in our schools. 6. Community - As the community was shouting for improvement, this process seemed to be the answer that they wanted. Accountability is needed to illustrate the positive that is occurring. How could several schools make Safe Harbor or Adequate Yearly Progress? Was the implementation of the Data process the answer? How can we ensure that parents are made aware of the process? When faced with these questions, we realized that we were on the right track to implement positive change. 7. Principal - The answer to the success that was being exhibited in some schools was overwhelmingly linked to the fidelity of the implementation of the Data process. With the use of the District's Quarterly Online Assessment, Principals were now able to use this data to appropriately allocate funds for tutoring of certain students in specific areas. Not only was it useful to support students; but it also enabled Principals the ability to hone their skills in selecting Professional Development that was beneficial to the instructional support that their staff needed to address deficiencies of their students. This success exhibited by some schools has peaked the interest and strengthened the implementation in some schools that had been otherwise lacking towards this initiative. This initiative is building collaboration within the administrative team and that enables the District to share the wealth of knowledge from its own leaders. 8. Teacher - Some teachers were hesitant at first to use the data that was made available to them. They felt that the Data Driven Decision Making initiative and District's Quarterly Online Assessment Tool was being used to evaluate their classroom performance. After realizing that this was not being used for this purpose; but for, the purpose of improving student performance, the Union has become a positive partner to the process. There are many teachers who have seen positive results; thus, the peer to peer communication is supporting this intiative. The teachers' involvement in the process also empowers them to be a positive change agent. C. **External Factors** 9. Government and other agencies - The focus on accountability by the Connecticut State Department of Education and our President, Barack Obama, has enabled our District to access funding to support this initiative without a huge burden being placed on the District's budget. CALI sessions are being offered at no cost to District personnel to become certified trainers. RESC services are also being offered to schools to improve their student achievement. These services enable the District to turnkey the initiative at a faster rate by using our own personnel resources and making the sessions more available to staff that need to be trained. This support, along with the emphasis placed on the initiative by the District, should sustain the continuation of this initiative; thus, resulting in positive change throughout the District. Denise

1. Achievement First Schools were established in 1999 with the founding of Amistad Academy. Since that time, sixteen schools have joined the network. Elm City College Prep Elementary School is currently in its sixth year. Although Achievement First prides itself on high reading achievement, including 3 hours of daily reading instruction, the Final Adequate Yearly Progress (AYP) for 2007-2008 showed that the school had not met the target in reading. This finding prompted the network to change the structure of the elementary reading programs. The changes were developed in conjunction with curriculum specialists, principals, and teachers. In order to implement these changes, by-in was needed from six elementary schools in New York and Connecticut. The initiative, Reading Mania!, is currently in its second year. 2. Characteristics of Change- The need became evident when schools were not meeting the minimum requirements for AYP. Prior to the new initiative, schools chose their own reading curriculum, with little consistency among the schools. After studying best practices and involving teachers, principals, and district staff, the program rolled out. Local Characteristics-From the start, numerous network-wide professional development opportunities were provided to teachers and administration. Ongoing support was, and still is provided in multiple ways. As part of the initiative, individual coaching/mentoring was established to provide individual support. During back to school night, the reading data was shown to parents. The school has been very transparent and honest with communicating the data to parents. Family Reading Night was planned as a way to engage families. According to the 2008-2009 AYP Report, Elm City College Prep made enough gains to reach “safe harbor” status. Although progress was made, the school will continue to improve reading instruction. External Characteristics- It is too early to know the benefits of curriculum changes. Students are tracked across grades and teachers are excited and motivated to excite students about reading. (Heather Wachter)

1.Since NCLB required districts to disaggregate data, our school has had a widening racial achievement gap. The gap is evidenced by CAPT scores, graduation rates, suspension and explusion rates and enrollment in higher level courses, just to name a few indicators. For the last two years, our school has been engaged in efforts to eliminate the achievement gap. This school year, our efforts are more focused and have impacted the direction of the district.
 * //__Gary Highsmith__//**

2. Characteristics of Change:

The need to engage in strategies to address the racial achievement gap were evidenced primarily by the wide racial disparity in CAPT scores. For example, White males outperformed Black males on the 2009 CAPT by 38.3 points in Math, 23.7 in Reading, 30.5 points in writing and 39.9 ponts in Science. For White and Black females, the data is comparable. While it is intellectually stimulating to engage in discussions regarding the role that socioeconomics play in the racial achievement gap, one data point in particular is worth identifying. Seventy-two percent of the White students receiving Free or reduced lunch 2009 scored proficient or above in Math, while only 35.6% of Black student scored proficient or above. In Reading, there was a 28 point gap, and for Science, there was a 43 point gap.

In order to avoid False Clarity, at our first full staff meeting this summer, I reviewed the disaggregated CAPT data with all certified faculty. During our staff meeting, we had time to discuss what we would need to do differently to get different results. For example, I recommended the following practices/strategies: Developing a plan of action that improves teacher quality, results in academic study halls, creates a uniformed system of supports for struggling students, uses data to drive instructional methodology, and ensures curricular rigor. The plan of action would also need to address the racial segregation of classes by level, and require after-school programming for African-American students. Teacher quality would be assured through more frequent administrative informal observations, and a coordinated plan to use professional development to address areas of concern that flow from the increased observations, analysis of student work, and the common formative assessments. We are attempting to avoid simple changes by engaging in more complex changes that promise greater long-term payoffs for our students. These complex changes may be less linear and more time consuming than simple changes (i.e. more minority teachers, buying multi-cultural books), but we believe we will get the results we seek. We have taken the time to insure that we focus more on implementation than on adoption and have developed timelines and processes to monitor implementation. For example, if our goal is to insure that all students receive rigorous instruction, and one of the strategies for doing so is to decrease the number of academic tracks in our building, we must also have a system of supports in place for students who might have been placed in the lower tracks. As such, the development of that system will precede the decrease in the number of academci tracks. In terms of the local characteristics, many staff members are fully aware that if they wait long enough, district initiatives will pass, and something else will come to take its place. While the district has eliminated a number of initiatives over the last two years, others have arisen to take their place. At the start of this year, however, district leadership made it clear to all certified personnel that reducing the achievement gap is a priority, and that "all means all." It is important to note here, however, that the community may not be prepared to address some very long-standing, deep seated problems. For example, the community leaders still consider it a town, when this town is clearly a city, with all the issues faced by sprawling urban areas. There is very little, if any, minority representation in decision-making positions, and for the most part, white students in town are doing just fine in school. Many might see being more supportive of minority students as a sum-zero gain for white students, and therefore be resistant to the types of changes that need to happen. The reform efforts in which we will be involved have my full support. Staff members are certain that I am fully committed to making the changes real, and that teachers who take risk will be supported throughout the change process. I have been actively involved in the process by, among other things, facilitating professional development activities, finding resources and disseminating literature, information and data. One role the principal must play is that of constant reminder of the direction we need to take. Where teachers are concerned, we have placed a great deal of emphasis on creating and sustaining collegial relationships among staff members by finding time during the school day for teachers to plan instruction, and using staff meetings strictly as professional development sessions. In fact, we reorganized the staff meeting schedule so that we doubled the time that staff members spend in departments.

Government and other agencies have not shown a proclivity to welcome change that they do not initiate. I am concerned about the Obama's administration "Bush lite" philosophy on education, and its apparent over reliance upon Charter Schools as a panacea for what ails schools. In addition, the Government's emphasis on merit pay is extremely problematic, and has the potential to pit teacher against teacher. Government and other agencies typcially do not interact with us unless they have something negative to say (i.e schools are failing). They hardly, if ever, solicit the ideas or opinions of practitioners.
 * //__Gary Highsmith__//**

JOHN FREEMAN: October 28, 2009 Student achievement has academic, societal and humanitarian implications.At its deepest sense – children achieving below grade level drop out of school, face low-wage jobs or non-employment – and at worst they are incarcerated.The historical graduation rate in Hartford has been 29%.More ninth grade students read at a third grade level than at a ninth grade level. The NEED in the Hartford Public Schools has long been to increase student achievement.District elementary schools are chronically the lowest performing in the state.Superintendent after superintendent has tried to raise mastery test scores – but the city’s schools continually slipped further away from the state mastery test score average.For a decade, almost annually, Hartford had a new school superintendent.The district’s elected Board of Education even hired a private corporation to run the schools – but again, there was no advancement.Eventually, the State of Connecticut took over the school district. With the state takeover came a new Board of Education – the newly elected/appointed BOE brought stability and hired Hartford’s current superintendent.And with this turn of events, the real start of my story commences…the story of raising Hartford student achievement. The new superintendent brought CLARITY to the issue.With the HPS BOE adoption of the ‘Overall School Index’ (OSI) under the superintendent’s leadership – a metric used to evaluate school achievement (used state-wide in Ohio and California) – the district was able to track school performance along longitudinal application.Low performing schools suddenly came under tight central office control and were offered extensive support.High performing schools were given autonomy from district control across operational and academic domains.Supported by metric data, the superintendent launched a district-wide initiative to redesign failing schools into ‘theme-based’ schools – with many integrated into a Pathway Education, offering a PK-Grade 12 ‘theme-based’ education. The COMPLEXITY of carrying out such a district-wide reform is extremely high and requires buy-in from teacher and administrator unions, central office staff, parents, SDE and the community.Consider the ripple effect of reducing central office staff from 250 to 90, and the threat to redesign school teachers and administrators losing their school-based positions under the OSI metric. Are the initiatives sustainable?The elected BOE currently supports the redesign initiative – but were a new superintendent to be hired – the BOE hiring process would have to consider a replacement superintendent’s ability to sustain the current vision in order for the initiatives to sustain and succeed. What LOCAL FACTORS affect a large-scale initiative in Hartford? · The district lacked a sense of identity.The current vision is forceful and clear – a rallying point for the elected BOE, families, community leaders, parents, staff and students recognizingthe power of the vision. Under the current administration, there is direction, a plan, accountability and a drive to implement…to meet the needs of the neighborhoods, families, individual students and school staffs. · The city has a low home ownership rate which is translated into high mobility.This resulted in high stress on neighborhood schools.The redesign plan for theme-based, PK-Grade 12 Pathway Schools expects to minimize high mobility by enticing families to engage in a single theme school/program over an extended period of time. · Transportation is now offered to families to retain enrollment within a single ‘theme’ pathway. · Low teacher moral resulting from shifting superintendents’ shifting priorities and the merry-go-round instructional initiatives has been replaced by redesign schools offering theme-based curricula specific to each school – requiring reeducation of staff to fit school themes – and with this shift, the district explores a new sense of purpose, direction and stability. <span style="font-family: Symbol; font-size: 10pt; line-height: 115%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">New teacher retention long plagued the district – now, new theme-based, autonomous schools offer a clear sense of school uniqueness, enticing commitment to the theme and community among staff and families.The shared vision of a ‘theme’ forges support for those new to the stresses of urban teaching. <span style="font-family: Symbol; font-size: 10pt; line-height: 115%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Student Based Budgeting (SBB) is central to the superintendent’s initiative of autonomous schools – where each student brings in a per-student dollar amount to the school budget.SBB makes schools dependent on their ability to attract and retain a parent/student clientele.No longer is the budget district-directed, it now rests with each site’s ability to ‘excite’ and ‘attract’ a student/family interest. <span style="font-family: Symbol; font-size: 10pt; line-height: 115%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">SBB is weighted according to student needs (ELL, SpecEd, low literacy level). <span style="font-family: Symbol; font-size: 10pt; line-height: 115%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Principals are now hired based upon their ability to successfully articulate the school-based/pathway themes. <span style="font-family: Symbol; font-size: 10pt; line-height: 115%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">School Governance Councils function in part as Board of Directors – supplanting district central office scrutiny – with the role of reviewing budgets and providing oversight of school accountability planning and implementation. <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Interim results of the superintendent’s initiatives emerge relative to EXTERNAL FACTORS: <span style="font-family: Symbol; font-size: 10pt; line-height: 115%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">SDE should be appeased as mastery test scores have risen for two successive years. <span style="font-family: Symbol; font-size: 10pt; line-height: 115%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Achieve Hartford – a consortium of regional corporations offering financial (and additional) support to the district emerges as a strong Hartford Public School partner. <span style="font-family: Symbol; font-size: 10pt; line-height: 115%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Applications to magnet schools are huge.Both Hartford and suburban families want an education offered in the city.There is an influx of families. <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">The outcomes of these Hartford initiatives – for students, families and staff are compelling.The district is systematically converting low performing schools to theme-based schools through the redesign process.As principal of a Hartford redesign school housed across from an extensive housing project – in a city with the second highest poverty rate in the country (2000 census) – in only our second year, we attracted 1000 applicants for 40 openings – evidence that the initiatives succeed.The school staff is highly trained and the parent clientele is enthused. <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Across district-wide, we have seen two consecutive years of increased student achievement.Sweet reward for such a complex initiative!