1. Indistar Implementation Science Performance Management MAUREEN RICHEL AND SAM REDDING CENTER ON INNOVATIONS IN LEARNING

2. People Power School improvement is a “profoundly local process, contingent on the knowledge and orientation of principals, teachers, parents, and students working in individual schools” (Plank & Smith, 2008, p. 414).  State Support for District and School Leadership Teams  Training  Coaching  Feedback  Implementation and Transparency  Engagement of stakeholders  Implementation through to classrooms  Transparency of improvement process: Guest Login

3. Implementation Fixsen and colleagues (2005) define sound implementation as “processes [that] are purposeful and are described in sufficient detail such that independent observers can detect the presence and strength of the ‘specific set of activities’ related to implementation” (p. 5).  Detail of Objectives, Tasks, Responsibilities, Timelines  Beyond a Paper Plan: Continuous, Evolving, Periodic Reassessment  Improved Professional Practice Drives Improved Student Outcomes

4. Performance Management Dean Spitzer (2007) asserts that performance measurement (a) directs behavior; (b) increases the visibility of performance; (c) focuses attention; (d) clarifies expectations; (e) enables accountability; and (e) improves execution, decision making, and problem solving.  Ample data collection and reporting  Emphasis on building capacity for improved professional practice  Functional capacity  Motivational capacity  Social capacity  Technical capacity

5. Questions for Reflection 1.How do school personnel perceive Indistar in your state? How do you present it to them and support them in their use of it? 2.Is the state’s basic expectation for “compliance” in the use of Indistar the school’s consistent and candid engagement with the process by a Leadership Team? 3.How do you help change educators’ mindset about school improvement so they exercise their autonomy, with purpose, in pursuit of mastery of effective practice? 4.How do you expect coaches to interact with Leadership Teams via Indistar? 5.How do you monitor the work of your coaches and the progress of the schools? 6.How do you engage districts to assume responsibility for monitoring and supporting the work of their schools’ Leadership Teams? 7.Do your districts take on the role of coaches for their schools? How do you train and assist them?

6. Quality Implementation  Keys for Indistar Success (state, district, and school)  Data: Indistar includes many reports (for the state, district, and school)  Three Basic Implementation Metrics 1.Leadership Team minutes, frequency of meetings, percent of members in attendance as reported on the Summary Report, Quick Score, and other reports. 2.Number of Tasks created in plans and the percentage of Tasks that are completed (see Summary Report, Where Are We Now graphical report). 3.Number of Objectives met with evidence provided (see Summary Report, Accomplishments Report, Celebrate Success Report, Where Are We Now report).

7. Quality Reviews 1.Comprehensive Plan Report (and its variants) 2.Coach’s Comments, Reviews, and Critiques 3.State Feedback forms

8. Measurable Results The results we seek are: 1.an internalized and continuous improvement process; 2.positive change in professional practice; and 3.improved student learning.

9. Questions for Reflection 1.Are the indicators in the system the right ones for driving improvement? If a school or district successfully implements them, is the State confident that improved performance will result? 2.Does the district or school demonstrate a level of fidelity to implementation and quality of implementation (see above) that would likely produce improved performance? 3.Is the State’s support for the district or school sufficient to ensure fidelity to implementation, quality of implementation, and desired results? 4.Does the evidence of full implementation of indicators/objectives for a district or school demonstrate that professional practice has been elevated and continues to improve? 5.Does the trend line of student outcomes show that the district or school is on an improvement trajectory? In cases where state assessment tests and/or standards have changed, the district or school’s ranking among similar districts and schools is a better metric than the scores alone.

10. Which Indicators? How many?  Essential indicators to establish Leadership Team and continuous process  Indicators for leadership, curriculum, instruction, family engagement  “Required” vs. Voluntary indicators  Differentiated indicators: district, school performance, elementary, middle, high school  SPED, ELL, Use of Technology (Wise Ways)  New indicators to consider (perhaps voluntary)  Early Learning  Personal Competencies  Blended Learning  Use of Technology

11. Questions for Reflection 1.Does your state provide a set of indicators of effective practice that you believe, if fully implemented, will result in a high-functioning school or district? 2.Do you provide districts and schools with options for voluntary selection of indicators? 3.Do you provide the expectations and supports for your districts and schools to operate with highly-functioning Leadership Teams that seriously strive for full implementation of the indicators? 4.Do you identify the districts and schools that most effectively use Indistar to direct their improvement and recognize and showcase their work?