1. TAKEAWAYS FROM WORK WITH PINE BLUFF SCHOOL DISTRICT

2. 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

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

4. 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

5. 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

6. 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.

7. Observations from work in Pine Bluff
1 minute closing

8. 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

9. 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

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

11. 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

12. 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

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

14. Need Central Office that Builds Capacity of its Staff

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