TAKEAWAYS FROM WORK WITH PINE BLUFF SCHOOL DISTRICT

School Turnaround is possible Dee Elementary (Ogden, UT) 28-pt. math and 39-pt. la gains in two years Caruthersville ES (Caruthersville, Missouri) 34-pt. math and 27-pt. la gains in two years Laguna Acoma HS (Grants, New Mexico) 19-pt. math and 25-pt. science in two years Carson Elementary (Las Vegas, Nevada) 39-pt. math and 53-pt. la gains in two years Northwest Middle (Salt Lake City, Utah) 49-pt. math and 20-pt. science in three years South Avondale K-8 (Cincinnati, Ohio) 48-pt. math and 51-pt. la gains in three years Oak Park ES (Caddo Parish, Louisiana) 60-pt. math and 55-pt. la in four years

School Turnaround Requires: Fundamental disruption in practices of school & district Willingness to rethink and redesign systems

School Turnaround Requires: District/schools to systemically, co-create enabling conditions SYSTEM LEVER DEFINITION Leadership Bandwidth and willingness to prioritize and do what is necessary to drive work Differentiated Support and Accountability Infrastructure to enhance school leadership practice by providing purposeful presence, removing barriers and holding principals to high expectations Instructional Infrastructure Valid & cohesive assessment strategy tied to high quality curriculum and responsive data systems Talent Management Conditions to increase number and impact of highly effective teachers and leadership team members in high-need schools

School Turnaround Requires: Core Systems Sustainability Climate & Culture Data-Driven Instruction Instructional Delivery Support Observation & Feedback Professional Development Interventions In order to engage stakeholders in building systems that create culture and learning that last beyond individual leaders, school leaders must: Focus on where needs are greatest Develop capacity of broad array of leaders and teachers to do the work Remove adult barriers to the work to focus on problem solving Figure out integration of systems versus isolated approach to each

KEY ACTIVITIES DRIVING OUR SUPPORT RETHINK 1. Readiness Assessment, Implementation Plan & Consultation Behavioral Event Interviews: Identifying High-Impact Leaders Spring Turnaround Leadership Boot Camp REIGNITE Summer Executive Education: Leadership Focus Winter Executive Education: Mid-Year Reset REDESIGN 6. Action Planning Support 7. District and School Site Visits 8. Customized Support 9. Spring Retreats TRANSFORM The lessons learned and successes achieved inform strategies for expanding and sustaining success across the school system.

Observations from work in Pine Bluff 1 minute closing

Positive: Baseline Systems Built Data used to drive professional development and teaching decisions Collaboration structures for teachers stronger than ever Student culture systems created greater order, joy and focus on learning Action plans articulating school’s greatest goals each semester and guiding progress monitoring Instructional coaches and school improvement specialists aligned on teacher needs State and board worked to improve meeting structures – helped lead to new superintendent

Positive: Results Jack Robey moved from F to C in state school grade PBHS moved from D to C in state school grade Belair moved from F to D in state school grade Oak Park moved out of academic distress State department report in summer 2015 highlights Alesia Smith & work at partner schools as sole bright spot Interim assessment results show year-to-year growth in all subject areas

Many committed and talented individuals working to max capacity to serve students

Constructive: Dysfunctional Central Office and District-Wide Practices Requisition and Purchasing Practices Inefficient and Compliance-Oriented Special Education Practice led to State Audit and Recommendations Human Resource Effectiveness and Strategy Non-Existent District/School Partnership to Value Good Teachers Lacking Very Little Embedded PD to Schools from District Despite Low Capacity Teachers Lack of Learning and Visions Driven by What is Happening in Schools

Root Causes Challenge is Great: Teacher Capacity is Overall Mediocre-to-Poor and National/State Pool is Shallow Quickly Declining Budget Every Year Due to Loss of Student Population Increasingly Non-Competitive Teacher Salaries (no raises in 7 years & no differentiated pay for strongest) School Board Focus often on Micro-Issues & at times Favoritism; Limited strategic focus Poor Service Orientation and Accountability in Central Office Mismanagement of Finances and Buildings over Time Led to Fiscal Distress Concerns

Early signs are positive Need Hope, Clear Strategy, Immersion and Results Orientation from New Superintendent Early signs are positive

Need Central Office that Builds Capacity of its Staff

Need District/Community Partnerships Changing Narrative, Understanding Situation on Ground and Creating Hope