1. Strategic Performance Management
In a System of Support
For District and School Improvement
and Turnaround
In the ESSA Era
Dr. Carlas McCauley, Director, Center on School Turnaround
Dr. Sam Redding, BSCP Center and Center on School Turnaround

2. What is Strategic Performance Management?

3. SPM combines strategic planning with performance management by creating an organizational structure based on strategies and functions, aligning resources with the structure, addressing human capital and productivity, and establishing performance measures. SPM provides a logically coherent process for linking strategic planning with performance management, ultimately engaging every person in the organization in performance-guided, satisfying work connected to the organization’s mission.

4. Strategic Performance Management
Purpose and Direction
Functions and Structures
Performance and Innovation

5. Functions & Structures
STUDENT FOCUSED
AGENCY FOCUSED
Processes for Collaboration

6. What is a System of Support?

7. What matters most to Alaina’s success?

8. It’s really very simple
Proximal variables matter most – the people closest to Alaina and what they do And the systems (people) that support them

9. We are a long way from the student

10. Maybe a system of support should be like this

11. System of Support: Helping People Change

12. Differentiated Supports
Differentiation based on :
Student outcome data
Operational performance data
Differentiated by:
Intensity
Duration
Kind

13. What are “Interventions?”
Who intervenes and how?
Corrective action
Restructuring
Turnaround (School Improvement Grants-Models)
Take-over

14. New Paradigm for System of Support?
System of Support is an NCLB concept
Actually from 1994—Improving America’s Schools Act
How does the paradigm change with ESSA?
Note term “intervention” similar to “strategy”
Prominence of district
Evidence-based practices vs. intervention models
Other??

15. ESSA: State Accountability and Improvement
Indicators for Identification
Annual assessments (which may include a student growth measure)
High school graduation rates
Another indicator for elementary and middle schools, which may be a student growth measure
English language proficiency for English learners, and
At least one additional indicator of school quality or student success (e.g. school climate/safety, student engagement, educator engagement, postsecondary readiness)

16. ESSA: Differentiated Support
States establish a system to differentiate support for schools classified in several categories. State support will include at least these two types: (1) comprehensive, state-monitored interventions; and (2) targeted, district-led interventions.
Comprehensive Support and Improvement Schools (state-monitored interventions)
As determined by state indicators at least every three years, these schools are:
In the lowest-performing 5% of all Title I schools in the state (or more, at the state’s discretion); and
High schools failing to graduate at least two thirds of their students (67% graduation rate).
For each school identified for comprehensive support and intervention, the district develop a comprehensive support and intervention plan, based on a school-level needs assessment, and including evidence-based interventions (defined at a high level of rigor).
For schools that continue to be identified for comprehensive support and intervention for a number of years, not to exceed four years), the state must determine further intervention, including the option of school transfer with transportation provided by the district and priority given to the lowest-achieving students from low-income families.

17. Targeted Support and Improvement Schools (district-monitored interventions)
Based on student groups that are underperforming on the state indicators. The school will develop a district-approved plan that includes evidence-based interventions (again, at a high level of rigor) and is monitored by the district.
Any school in which a student group is below the level used to identify schools for the bottom 5% in the state must be identified for additional targeted support and intervention. Their improvement plans must identify and address resource inequities for these schools. A school that fails to meet exit criteria for targeted support and improvement after a period of time may be reclassified as a comprehensive support and improvement school.
Evidence-Based Practices: Evidence-based practices are defined as demonstrating a statistically significant effect on improving student outcomes based on one of three tiers of evidence—strong, moderate, or promising. A fourth category of evidence is practices that demonstrate a rationale for improving student outcomes that is based on high-quality research findings. Intervention and improvement strategies undertaken with school improvement state set-aside funds must meet one of the three more rigorous tiers.

18. What to do
See Handout

19. Discussion—What would SPM Look Like in an ESSA-Era System of Support?
Strategic Performance Management
Differentiated System of Support (Diagnosis and Interventions)
Comprehensive Support and Improvement Schools (State-Monitored Interventions)
Targeted Support and Improvement Schools (District-Monitored Interventions)
Other Districts and Schools
Four Domains of Rapid School Improvement
State
District
School