Description
Description explain delawares partnership zone school turnaround governance highlights.
Developed by the Reform Support Network 1
Reform Support Network
Delaware’s Partnership Zone
School Turnaround Governance Highlights
Delaware’s Partnership Zone (PZ) is a
multi-year initiative designed to produce
dramatic improvement in Delaware’s
lowest achieving schools. Currently
composed of the State’s 10 persistently
lowest achieving schools, the PZ aims to
improve student achievement so schools
realize adequate yearly progress by 2014.
Tese schools remain a part of their
districts, but receive support through the
PZ to implement intervention models
required under the Race to the Top and
School Improvement Grant programs.
1
PZ schools work collaboratively with
the State, external partners and the local
community to produce measurable and
sustainable gains in student achievement.
1
Race to the Top States’ plans include supporting their local educational
agencies (LEAs) in turning around the lowest achieving schools by
implementing one of the four school intervention models, which are also
required under the School Improvement Grant program:
• Turnaround model: Replace the principal and rehire no more than
50 percent of the sta? and grant the principal su?cient operational
?exibility (including in sta?ng, calendars/time and budgeting) to fully
implement a comprehensive approach to substantially improve student
outcomes.
• Restart model: Convert a school or close and reopen it under a charter
school operator, charter management organization or education
management organization that has been selected through a rigorous
review process.
• School closure model: Close a school and enroll the students who
attended that school in other schools in the district that are higher
achieving.
• Transformation model: Implement each of the following strategies:
(1) replace the principal and take steps to increase teacher and school
leader e?ectiveness; (2) institute comprehensive instructional reforms;
(3) increase learning time and create community-oriented schools; and
(4) provide operational ?exibility and sustained support.
Te purpose of this paper is to describe how the
PZ governance structure works and how the State
supports districts as they select turnaround strategies
and develop Memoranda of Understanding with
their districts with PZ schools.
To support and monitor schools in the PZ, the
Delaware Department of Education created
the School Turnaround Unit. Four PZ schools
implemented transformation models during the
2011–2012 school year. Six additional schools have
been identi?ed for the 2012-2013 school year and
already received support and assistance to plan
during the 2011-2012 school year. Te School
Turnaround Unit provides onsite monitoring,
technical assistance and regular data collection, as
well as access to experts, mentors, partners and best
practices information. Te School Turnaround Unit
also monitors plan implementation to ensure that
districts are improving student achievement.
PZ Requirements
Requirements for PZ schools are detailed in the
State’s accountability regulations:
De?nition of PZ School: A PZ school is a persistently
low-achieving school that is determined by the
State Secretary of Education as likely to bene?t
from assignment to the PZ initiative. Te Secretary
determines which persistently low-achieving schools
would bene?t from PZ school status through
consideration of the academic achievement of the “all
students” group in a school in terms of pro?ciency
on the State’s assessments in reading and mathematics
combined, the school’s lack of progress on those
assessments over a number of years, and qualitative
measures as determined by the Secretary. Te
determination is made in consultation with the State
Board of Education, Chief School O?cers Association
and Delaware State Education Association.
The PZ Planning Process
1. Identify a governance structure
2. Select an intervention model
3. Secure necessary conditions for turnaround
4. Develop a PZ plan
2 Developed by the Reform Support Network
Memorandums of Understanding (MOUs):
Districts with a PZ school or PZ charter schools are
required to agree to an MOU between the Delaware
Department of Education and the district, and
in return receive the ?exibility and autonomy to
institute innovative reform strategies. Te MOUs are
required to address the following:
• Te school intervention model selected for
implementation
• Provisions for regular oversight of the PZ
school by the Delaware Department of
Education or its designee
• Other provisions required by the model or
mutually agreed upon by the district or charter
school, which may include:
? Flexible funding at the school level
? Partnerships with outside entities, such
as consultants or education management
organizations
? Extended learning time and mechanisms for
family and community engagement
For schools where a collective bargaining agreement
governs its employees, an additional agreement with
the collective bargaining unit is required to address
any subjects that might a?ect the implementation of
reform models. Tose issues include:
• Limitations (such as seniority limitations)
on hiring, reassigning or transferring covered
employees into and out of the PZ schools
• Te methodology for determining which
teachers will be transferred or reassigned as part
of the model
• Work rules relating to the calendar and
the scheduling of instructional and non-
instructional time
• Instructional reform
• Professional development and other specialized
training requirements
• Performance, retention and employment incentives
In the event that a district is not able to reach
an agreement with the collective bargaining unit
within 75 days of identi?cation of a PZ school in
the district, each party must present its last best
o?er on the areas of disagreement along with a
draft agreement to the Secretary, who can accept
one of the last best o?ers or reject all of them and
order the parties to continue negotiations for an
additional 30 days. If an agreement is not reached
in that timeframe, the LEA has to enter into an
MOU selecting a di?erent school turnaround model.
If no MOU is entered within 120 days from the
date of noti?cation that the school was selected for
the PZ, the LEA’s options are limited to choosing
between closure, reopening the school as a charter, or
contracting with a private management organization
to operate the school.
PZ schools that are not making adequate yearly
progress by the end of the second school year
following implementation of the intervention model
must renegotiate the MOU or select a di?erent
school intervention model.
Planning, Implementation and
Technical Assistance
After a school is identi?ed for inclusion in the PZ,
the district begins the planning process and develops
strategies to manage the intervention process. Tese
strategies may include working with an external
lead partner or building internal capacity. Once a
management structure is in place, the district selects
one of the four intervention models to implement in
the school.
Developed by the Reform Support Network 3
To assist districts in developing MOUs, selecting
models and implementing management structures,
the School Turnaround Unit has created a website
dedicated to school turnaround. www.deturnaround.org
Planning Tools
Determining Governance Structures: Shortly after
being identi?ed for the PZ, districts are asked to
identify a governance structure for the turnaround
process. PZ schools are required to pursue one of
two options: 1) realign current district sta? roles and
responsibilities by creating an in-district turnaround
unit or 2) engage an external partner. Te School
Turnaround Unit has developed a self-assessment
tool that districts use to measure their capacity to
implement a new governance structure, determine
a partnership strategy, identify areas of strength
and challenge, and begin to plan how they will
address those areas. Te School Turnaround Unit
also conducts one-on-one sessions with each district
to discuss their governance approach.http://www.
deturnaround.org/pzresources/technical-assistance/ta-
session-1-selecting-an-intervention-model-governance-
stru/module-4-governance-stucture-for-turnaround/
Selecting Intervention Models: As part of the PZ
planning process, the School Turnaround Unit has
developed templates of the turnaround models
available for selection by the district. Tese templates
are available on the school turnaround website
at a page focused on PZ planning; the page also
links to a document that shows how PZ districts
implementing transformation or turnaround models
should align their plans with School Improvement
Grant requirements.http://www.deturnaround.org/
pzresources/pz-planning/
Sample MOU: Te School Turnaround Unit
provides a sample MOU for use with schools that
have collective bargaining units (see Appendix).http://www.deturnaround.org/pzresources/technical-
assistance/ta-session-2-teacher-and-leaders/MOU%20
SAMPLE%20TEMPLATE%20doc%20FINAL.doc
Resources
Delaware’s accountability regulation:http://regulations.delaware.gov/AdminCode/title14/100/103.shtml#TopOfPage
Delaware’s overview of the PZ:http://www.deturnaround.org/general-information/DDOE PZ marketing document revised
10%2011%2011.pdf
Technical assistance presentation on PZ process:http://www.deturnaround.org/pzresou...1-selecting-an-intervention-model-governance-
stru/DDOE%20PZ%20TA%20Session%20Presentation%209.20.11.pdf
4 Developed by the Reform Support Network
APPENDIX
SAMPLE MEMORANDUM OF UNDERSTANDING
Tis Memorandum of Understanding (“MOU”) is entered into by and between the XY School District (“District”)
and the XYZ Education Association (“Association”).
Te purpose of this agreement is to establish a framework of collaboration and an extended work agreement
for the provisions required by designation of ABC School as a Partnership Zone school as de?ned in Delaware
Administrative Code; Section 103 and resulting from the Federal Race to the Top grant.
Whereas, the District is party to a collective bargaining agreement with the Association that covers the non-
administrative certi?ed professional employees employed by the District;
Whereas, said collective bargaining agreement between the District and the Association expires on XX-XX-XXXX;
Whereas, said collective bargaining agreement, only as it pertains to ABC School, must be amended to allow for
operational and sta?ng ?exibility in accordance with the Delaware Administrative Code; Section 103 and Race to
the Top grant requirement pertinent to Partnership Zone schools;
Whereas, the Association and the District’s Partnership Zone Committee have met concerning these amendments;
Now therefore, this XX day of XXXX, 20XX, the parties agree as follows:
1. To work collaboratively in the implementation of the ABC School Intervention Plan (“Plan”) in accordance
with the attached recommended contract modi?cations.
2. To enter an extended work agreement (EWA) allowing for continuous input and collaboration by each party as
details of the Plan are re?ned.
3. To ensure ?delity to the Plan.
Tis Memorandum of Understanding may be amended only by written agreement signed by each of the
parties involved.
Tis Memorandum of Understanding shall be e?ective beginning with the date of the last signature hereon and
ending upon the expiration of the Partnership Zone period ( XX-XX-XXXX).
XYZ School District
By:______________________________________
Association President
By:________________________________________
Superintendent
By:______________________________________
Board President
Developed by the Reform Support Network 5
DISTRICT NAME
Collective Bargaining Agreement
School Name
Partnership Zone
RECOMMENDED CONTRACT MODIFICATIONS
Contract Element: Incentives and/or Rewards
Objective: To create an incentive structure to attract, retain and reward teachers who have a proven track
record of increasing student achievement and who seek the challenge of teaching in a Partnership Zone school.
Existing Language Recommended Contract Language
Contract Element: Master Schedule
Objective: To evaluate and redesign the teaching schedule to maximize resources and establish ?exible
operating conditions necessary to increase student achievement.
Existing Language Recommended Contract Language
Contract Element: Sta?ng Decisions
Objective: To ensure that teachers are committed to the Partnership Zone plan that includes professional
collaborations, professional development, intensive implementation of the established instructional strategies
and an ability to provide increased learning time for students.
Existing Language Recommended Contract Language
6 Developed by the Reform Support Network
Contract Element: Teacher Evaluation
Objective: To enhance instructional practices and dramatically improve student achievement by creating high
standards and e?ective teaching school-wide.
Existing Language Recommended Contract Language
Contract Element: Flexible Operating Conditions
Objective: To create ?exible work schedules and other conditions that support the Partnership Zone plan to
dramatically increase student achievement.
Existing Language Recommended Contract Language
doc_860759266.pdf
Description explain delawares partnership zone school turnaround governance highlights.
Developed by the Reform Support Network 1
Reform Support Network
Delaware’s Partnership Zone
School Turnaround Governance Highlights
Delaware’s Partnership Zone (PZ) is a
multi-year initiative designed to produce
dramatic improvement in Delaware’s
lowest achieving schools. Currently
composed of the State’s 10 persistently
lowest achieving schools, the PZ aims to
improve student achievement so schools
realize adequate yearly progress by 2014.
Tese schools remain a part of their
districts, but receive support through the
PZ to implement intervention models
required under the Race to the Top and
School Improvement Grant programs.
1
PZ schools work collaboratively with
the State, external partners and the local
community to produce measurable and
sustainable gains in student achievement.
1
Race to the Top States’ plans include supporting their local educational
agencies (LEAs) in turning around the lowest achieving schools by
implementing one of the four school intervention models, which are also
required under the School Improvement Grant program:
• Turnaround model: Replace the principal and rehire no more than
50 percent of the sta? and grant the principal su?cient operational
?exibility (including in sta?ng, calendars/time and budgeting) to fully
implement a comprehensive approach to substantially improve student
outcomes.
• Restart model: Convert a school or close and reopen it under a charter
school operator, charter management organization or education
management organization that has been selected through a rigorous
review process.
• School closure model: Close a school and enroll the students who
attended that school in other schools in the district that are higher
achieving.
• Transformation model: Implement each of the following strategies:
(1) replace the principal and take steps to increase teacher and school
leader e?ectiveness; (2) institute comprehensive instructional reforms;
(3) increase learning time and create community-oriented schools; and
(4) provide operational ?exibility and sustained support.
Te purpose of this paper is to describe how the
PZ governance structure works and how the State
supports districts as they select turnaround strategies
and develop Memoranda of Understanding with
their districts with PZ schools.
To support and monitor schools in the PZ, the
Delaware Department of Education created
the School Turnaround Unit. Four PZ schools
implemented transformation models during the
2011–2012 school year. Six additional schools have
been identi?ed for the 2012-2013 school year and
already received support and assistance to plan
during the 2011-2012 school year. Te School
Turnaround Unit provides onsite monitoring,
technical assistance and regular data collection, as
well as access to experts, mentors, partners and best
practices information. Te School Turnaround Unit
also monitors plan implementation to ensure that
districts are improving student achievement.
PZ Requirements
Requirements for PZ schools are detailed in the
State’s accountability regulations:
De?nition of PZ School: A PZ school is a persistently
low-achieving school that is determined by the
State Secretary of Education as likely to bene?t
from assignment to the PZ initiative. Te Secretary
determines which persistently low-achieving schools
would bene?t from PZ school status through
consideration of the academic achievement of the “all
students” group in a school in terms of pro?ciency
on the State’s assessments in reading and mathematics
combined, the school’s lack of progress on those
assessments over a number of years, and qualitative
measures as determined by the Secretary. Te
determination is made in consultation with the State
Board of Education, Chief School O?cers Association
and Delaware State Education Association.
The PZ Planning Process
1. Identify a governance structure
2. Select an intervention model
3. Secure necessary conditions for turnaround
4. Develop a PZ plan
2 Developed by the Reform Support Network
Memorandums of Understanding (MOUs):
Districts with a PZ school or PZ charter schools are
required to agree to an MOU between the Delaware
Department of Education and the district, and
in return receive the ?exibility and autonomy to
institute innovative reform strategies. Te MOUs are
required to address the following:
• Te school intervention model selected for
implementation
• Provisions for regular oversight of the PZ
school by the Delaware Department of
Education or its designee
• Other provisions required by the model or
mutually agreed upon by the district or charter
school, which may include:
? Flexible funding at the school level
? Partnerships with outside entities, such
as consultants or education management
organizations
? Extended learning time and mechanisms for
family and community engagement
For schools where a collective bargaining agreement
governs its employees, an additional agreement with
the collective bargaining unit is required to address
any subjects that might a?ect the implementation of
reform models. Tose issues include:
• Limitations (such as seniority limitations)
on hiring, reassigning or transferring covered
employees into and out of the PZ schools
• Te methodology for determining which
teachers will be transferred or reassigned as part
of the model
• Work rules relating to the calendar and
the scheduling of instructional and non-
instructional time
• Instructional reform
• Professional development and other specialized
training requirements
• Performance, retention and employment incentives
In the event that a district is not able to reach
an agreement with the collective bargaining unit
within 75 days of identi?cation of a PZ school in
the district, each party must present its last best
o?er on the areas of disagreement along with a
draft agreement to the Secretary, who can accept
one of the last best o?ers or reject all of them and
order the parties to continue negotiations for an
additional 30 days. If an agreement is not reached
in that timeframe, the LEA has to enter into an
MOU selecting a di?erent school turnaround model.
If no MOU is entered within 120 days from the
date of noti?cation that the school was selected for
the PZ, the LEA’s options are limited to choosing
between closure, reopening the school as a charter, or
contracting with a private management organization
to operate the school.
PZ schools that are not making adequate yearly
progress by the end of the second school year
following implementation of the intervention model
must renegotiate the MOU or select a di?erent
school intervention model.
Planning, Implementation and
Technical Assistance
After a school is identi?ed for inclusion in the PZ,
the district begins the planning process and develops
strategies to manage the intervention process. Tese
strategies may include working with an external
lead partner or building internal capacity. Once a
management structure is in place, the district selects
one of the four intervention models to implement in
the school.
Developed by the Reform Support Network 3
To assist districts in developing MOUs, selecting
models and implementing management structures,
the School Turnaround Unit has created a website
dedicated to school turnaround. www.deturnaround.org
Planning Tools
Determining Governance Structures: Shortly after
being identi?ed for the PZ, districts are asked to
identify a governance structure for the turnaround
process. PZ schools are required to pursue one of
two options: 1) realign current district sta? roles and
responsibilities by creating an in-district turnaround
unit or 2) engage an external partner. Te School
Turnaround Unit has developed a self-assessment
tool that districts use to measure their capacity to
implement a new governance structure, determine
a partnership strategy, identify areas of strength
and challenge, and begin to plan how they will
address those areas. Te School Turnaround Unit
also conducts one-on-one sessions with each district
to discuss their governance approach.http://www.
deturnaround.org/pzresources/technical-assistance/ta-
session-1-selecting-an-intervention-model-governance-
stru/module-4-governance-stucture-for-turnaround/
Selecting Intervention Models: As part of the PZ
planning process, the School Turnaround Unit has
developed templates of the turnaround models
available for selection by the district. Tese templates
are available on the school turnaround website
at a page focused on PZ planning; the page also
links to a document that shows how PZ districts
implementing transformation or turnaround models
should align their plans with School Improvement
Grant requirements.http://www.deturnaround.org/
pzresources/pz-planning/
Sample MOU: Te School Turnaround Unit
provides a sample MOU for use with schools that
have collective bargaining units (see Appendix).http://www.deturnaround.org/pzresources/technical-
assistance/ta-session-2-teacher-and-leaders/MOU%20
SAMPLE%20TEMPLATE%20doc%20FINAL.doc
Resources
Delaware’s accountability regulation:http://regulations.delaware.gov/AdminCode/title14/100/103.shtml#TopOfPage
Delaware’s overview of the PZ:http://www.deturnaround.org/general-information/DDOE PZ marketing document revised
10%2011%2011.pdf
Technical assistance presentation on PZ process:http://www.deturnaround.org/pzresou...1-selecting-an-intervention-model-governance-
stru/DDOE%20PZ%20TA%20Session%20Presentation%209.20.11.pdf
4 Developed by the Reform Support Network
APPENDIX
SAMPLE MEMORANDUM OF UNDERSTANDING
Tis Memorandum of Understanding (“MOU”) is entered into by and between the XY School District (“District”)
and the XYZ Education Association (“Association”).
Te purpose of this agreement is to establish a framework of collaboration and an extended work agreement
for the provisions required by designation of ABC School as a Partnership Zone school as de?ned in Delaware
Administrative Code; Section 103 and resulting from the Federal Race to the Top grant.
Whereas, the District is party to a collective bargaining agreement with the Association that covers the non-
administrative certi?ed professional employees employed by the District;
Whereas, said collective bargaining agreement between the District and the Association expires on XX-XX-XXXX;
Whereas, said collective bargaining agreement, only as it pertains to ABC School, must be amended to allow for
operational and sta?ng ?exibility in accordance with the Delaware Administrative Code; Section 103 and Race to
the Top grant requirement pertinent to Partnership Zone schools;
Whereas, the Association and the District’s Partnership Zone Committee have met concerning these amendments;
Now therefore, this XX day of XXXX, 20XX, the parties agree as follows:
1. To work collaboratively in the implementation of the ABC School Intervention Plan (“Plan”) in accordance
with the attached recommended contract modi?cations.
2. To enter an extended work agreement (EWA) allowing for continuous input and collaboration by each party as
details of the Plan are re?ned.
3. To ensure ?delity to the Plan.
Tis Memorandum of Understanding may be amended only by written agreement signed by each of the
parties involved.
Tis Memorandum of Understanding shall be e?ective beginning with the date of the last signature hereon and
ending upon the expiration of the Partnership Zone period ( XX-XX-XXXX).
XYZ School District
By:______________________________________
Association President
By:________________________________________
Superintendent
By:______________________________________
Board President
Developed by the Reform Support Network 5
DISTRICT NAME
Collective Bargaining Agreement
School Name
Partnership Zone
RECOMMENDED CONTRACT MODIFICATIONS
Contract Element: Incentives and/or Rewards
Objective: To create an incentive structure to attract, retain and reward teachers who have a proven track
record of increasing student achievement and who seek the challenge of teaching in a Partnership Zone school.
Existing Language Recommended Contract Language
Contract Element: Master Schedule
Objective: To evaluate and redesign the teaching schedule to maximize resources and establish ?exible
operating conditions necessary to increase student achievement.
Existing Language Recommended Contract Language
Contract Element: Sta?ng Decisions
Objective: To ensure that teachers are committed to the Partnership Zone plan that includes professional
collaborations, professional development, intensive implementation of the established instructional strategies
and an ability to provide increased learning time for students.
Existing Language Recommended Contract Language
6 Developed by the Reform Support Network
Contract Element: Teacher Evaluation
Objective: To enhance instructional practices and dramatically improve student achievement by creating high
standards and e?ective teaching school-wide.
Existing Language Recommended Contract Language
Contract Element: Flexible Operating Conditions
Objective: To create ?exible work schedules and other conditions that support the Partnership Zone plan to
dramatically increase student achievement.
Existing Language Recommended Contract Language
doc_860759266.pdf