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This abstract tell the texas turnaround framework.
THE TEXAS
TURNAROUND FRAMEWORK
TABLE OF CONTENTS
2
Introduction
3
The Texas Turnaround Framework
4
District Capacity and Will to Support Turnaround Efforts
6
District Systems and Processes
8
Campus Leadership
12
Curriculum, Instruction, and Assessment
16
Culture and Environment
20
Parent and Community Engagement
24
Faculty, Staff, and Student Engagement in the Turnaround Process
28
Bibliography
31
TURNAROUND FRAMEWORK • ©2011 Region XIII
INTRODUCTION
The purpose of this document is to provide an overview of the essential components of the Texas Turnaround
Framework and to promote the actions that support districts and campuses as they engage in the turnaround process.
Defining "turnaround" is an ongoing challenge due to the varied
nature of the schools and districts facing such dramatic change.
The Department of Education currently defines turnaround as
a drastic process that includes changes in personnel, adopting
a new governance structure, and reforming the school through
new curriculum and targeted professional development. An indepth analysis of turnaround processes by FSG Social Impact
Advisors, a non-profit evaluation group, expands the definition of
"turnaround" by adding the "efforts that take place in the context
of performance improvement for the school system as a whole."
This expanded definition includes the necessary involvement of
the district and state-level stakeholders that affect the quality
of teaching and learning in public schools through policy and
funding.
The Texas Education Agency reports that one out of every two
campuses that fails to meet state accountability standards will
continue to fail once year three of the state intervention system
is reached. This trend is also reflected nationally. There is an
urgent need for an approach that creates dramatic, accelerated,
sustainable, and systemic turnaround of student achievement
in Texas's chronically low-performing schools. The goal of the
turnaround process, guided by this framework, is to meet that
need and produce significantly increased student achievement
within two years of implementation.
to concisely delineate key components and actionable steps that
are critical for turnaround to occur.
Research emphasizes the capacity and will of the district as
fundamental conditions for turnaround to occur. In addition to
these conditions being met, a high level of engagement by faculty,
staff, and students is also critical to the sustainable success of
the turnaround process. Those who facilitate the turnaround
process should therefore analyze key components and assess the
presence or absence of critical actions in their school districts
and campuses.
In Texas, the interaction between district and campus leaders,
the Texas Turnaround Center, the network of regional service
center Turnaround Teams, parents, businesses, the community,
and professional service providers will support the turnaround
efforts of the state’s chronically low-performing schools.
Bold decisions, informed by deliberate implementation of
researched, high-yield actions, must be made to ensure student
success. As a result, the Texas Turnaround Center, which serves
as a network for the 20 Education Service Centers that support
school districts and campuses across the State of Texas, has
developed the Texas Turnaround Framework. This tool is intended
©2011 Region XIII • TURNAROUND FRAMEWORK
3
THE TEXAS TURNAROUND FRAMEWORK
The Texas Turnaround Framework is a conceptual structure which includes essential components and related actions that
are necessary to produce significant student achievement gains in our lowest performing schools in two academic years.
This document is also the framework that drives the work of the Texas Turnaround Center, which is responsible for
supporting a statewide regional network of highly trained Turnaround Teams. These regional Turnaround Teams provide
technical assistance to districts and campuses identified as low performing in the state accountability rating system.
The overarching goal of the Texas Turnaround Center is to reduce the number of Academically Unacceptable campuses by
enhancing capacity statewide for supporting comprehensive, ongoing improvement of struggling campuses.
All twenty Education Service Centers in Texas house a Turnaround Team to assist districts and campuses with implementation
of the components of the Turnaround Framework and to provide tools that support the turnaround process. This booklet
also provides the Turnaround Teams with a structure to determine the level of campus/district readiness for turnaround
and to assess the needs of the campus/district as they move through the process.
4
TURNAROUND FRAMEWORK • ©2011 Region XIII
THE TEXAS TURNAROUND FRAMEWORK
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©2011 Region XIII • TURNAROUND FRAMEWORK
5
DISTRICT CAPACITY AND WILL TO SUPPORT TURNAROUND EFFORTS
The district capacity and will to support the turnaround effort is the fundamental prerequisite to facilitate rapid and dramatic
change. This is the condition for school turnaround.
THE CAPACITY:
The ability to leverage human capital and
expertise with the necessary resources
to support the lowest performing
schools in achieving significant student
achievement gains in two academic
years.
THE WILL:
The ability and commitment to
objectively view the reality of the current
conditions, void of assumptions, of the
low performing school with the urgency
to move to immediate action.
6
TURNAROUND FRAMEWORK • ©2011 Region XIII
DISTRICT CAPACITY AND WILL TO SUPPORT TURNAROUND EFFORTS
Actions indicative of determining and/or creating district capacity and will in the turnaround process:
Does the district have the capacity and the will to take the following actions?
• Identify and address the root causes of the persistently
low performance of its campuses, regardless of the
finding.
• Immediately eliminate factors perceived to prevent
turnaround.
• Develop and implement strategies for turnaround based
on the results of a comprehensive needs assessment.
• Equip the board of trustees to clearly understand data
and its implications for student achievement.
• Discontinue unsuccessful efforts and rapidly embrace
other approaches.
• Revamp district staff's roles and responsibilities to
provide effective high priority support to turnaround
schools.
• Create and communicate a shared vision of change • Provide flexibility to turnaround schools that allows
which is focused on student achievement.
for deviation from usual practices, if necessary, for
achievement to occur.
• Rapidly communicate a compelling vision for the future
for a school in need of turnaround.
• Communicate the need for dramatic change focused on
the academic needs of all students.
• Find, employ, and support a turnaround principal and
a committed staff with the capacity, skills, and will
necessary to increase student performance levels within
a two year period.
• Avoid assumptions that cause the district to systematically
attend to particular data and ignore other data.
• Shape the board of trustees role into decision makers
that provide the necessary resources and support
needed by the lowest performing schools.
©2011 Region XIII • TURNAROUND FRAMEWORK
7
DISTRICT SYSTEMS AND PROCESSES
notes:
8
TURNAROUND FRAMEWORK • ©2011 Region XIII
DISTRICT SYSTEMS AND PROCESSES
Systems and processes are operational protocols established to enable access to system-wide resources, clarify the
implementation of procedural guidelines, clearly delineate roles and responsibilities, and target increased accountability
for reaching established goals.
Internal and external influences, such as campus feeder patterns or community expectations and relationships, all have
an impact on the long-term success of campus turnaround. Turnaround requires that all systems and processes be
carefully evaluated to ensure that they accelerate and do not impede the school turnaround process.
Education Service Center Turnaround Teams can assist districts with evaluating and adjusting systems and then provide
resources to support engagement in the turnaround process.
"Providing incentives and support for quality instruction requires a very
different set of skills and organizational norms."
– Robert D. Muller
The Role of the District in Driving School Reform
©2011 Region XIII • TURNAROUND FRAMEWORK
9
DISTRICT SYSTEMS AND PROCESSES
District systems and processes enable access to system-wide resources and clarify the implementation of procedural guidelines.
All district-level systems and processes must be carefully evaluated to ensure that an unimpeded, direct line of communication
is created with priority given to the turnaround campus. As seen below, the district capacity and will to support turnaround
efforts is essential to adjusting district systems and processes in order to achieve the desired results of district-wide accelerated
student achievement, systemic transformation at the district level, and sustainability of turnaround efforts.
DISTRICT SYSTEMS
AND PROCESSES
ACCELERATED
ACHIEVEMENT
District Level Staff
DISTRICT
CAPACITY
AND WILL TO
SUPPORT THE
TURNAROUND
EFFORT
Priority Resources
Allocation
Consideration
Teaching and Learning
FACULTY,
STAFF AND
STUDENT
ENGAGEMENT
IN THE
TURNAROUND
PROCESS
SYSTEMIC
TRANSFORMATION
SUSTAINABILITY
Systemic Accountability
10
TURNAROUND FRAMEWORK • ©2011 Region XIII
DISTRICT SYSTEMS AND PROCESSES
Actions indicative of creating effective district systems and processes that support turnaround include the following:
Empower District-Level Staff
?? Identify a district-level support leader who specifically
focuses on facilitating the success of a turnaround campus.
?? Select the district support leader based on exhibited
competencies and experiences and the knowledge and skills
to fully participate in the turnaround process.
?? Empower the district support leader with the authority to
support the campus by removing barriers and “making
things happen” rapidly as well as serving as the direct point
of contact for the campus.
Prioritize Allocation of Resources
?? S elect a turnaround principal who exhibits the competencies
of the turnaround leader.
?? Streamline all requisition processes to expedite access to
budget and services and insist that the turnaround campus
be given priority when requesting available funds and
services. Approval processes are established not only to
eliminate unnecessary delays, but to expedite receipt of
funds and services.
?? Assign the most qualified employees to the campus who have
the competencies, will, and capacity to execute expected
change. All staff must be uniquely qualified and vacancies
immediately filled. The campus should be given priority over
other campuses when hiring and assigning the most qualified
candidates.
©2011 Region XIII • TURNAROUND FRAMEWORK
Target Teaching and Learning
?? E nsure implementation of aligned curriculum with
assessment expectations. Turnaround campuses must have
the flexibility to monitor and adjust the curricular scope and
sequence to align with standards and student needs.
?? P
rovide instructional flexibility to differentiate practices and
approaches to achieve student mastery of concepts.
?? E stablish a comprehensive assessment system that includes
daily classroom assessments, interim curriculum-based
assessments, and summative benchmark assessments
aligned to state standards.
?? Incorporate a process that delivers frequent and immediate
data for individual students and groups to turnaround
campuses and drives instructional and intervention decisions.
Establish Systemic Accountability
?? Evaluate practices, programs, and actions for results.
?? Eliminate practices that do not align to the goals.
?? H
old everyone accountable for results including district-level
leaders, external professional service providers, and campusbased leaders.
11
CAMPUS LEADERSHIP
notes:
12
TURNAROUND FRAMEWORK • ©2011 Region XIII
CAMPUS LEADERSHIP
Turnaround leaders, the key drivers for change in schools, must define and concentrate on immediate action and intervention
with a laser-like focus. Continuous assessment with a willingness to change "on the spot" when needed is paramount. To
that end, a turnaround leader is one who quickly uses sound data to assess the needs of a school, and structures a clear
and focused plan for improvement that includes immediate and visible successes. The leader moves the plan to action by
communicating a compelling vision, creating commitment and ownership on the part of the staff and key stakeholders, and
maintaining focus on research-based, effective practices and strategic management of human capital.
The leader also maintains transparency through frequent progress reporting that is widely shared with all stakeholders for
the purpose of celebrating improvement and problem-solving ongoing challenges. The Education Service Center Turnaround
Teams are positioned to assist campus leaders with turnaround efforts.
Dan Duke of the University of Virginia recommends that school leaders ask the following questions:
1.
2.
3.
4.
What should be the primary focus of school turnaround efforts in the first year of the process?
Can school leaders achieve a few quick wins in order to mobilize faculty and community support?
What can be done to raise teachers' confidence that they can achieve school turnaround?
What conditions may take somewhat longer to correct?
"Without a doubt, high-impact school leaders are critical to turnaround
success, and pockets of success around the country demonstrate this."
– William Robinson, senior director
for the Darden/Curry Partnership for Leaders at the University of Virginia
©2011 Region XIII • TURNAROUND FRAMEWORK
13
CAMPUS LEADERSHIP
When district capacity and will exist at a high level and the systems and processes within the district support implementation
of campus turnaround efforts, the campus leader must possess the skills to support the campus turnaround efforts.
Turnaround leaders analyze, problem solve, drive for results, influence change, and measure and report in a focused
manner. Through these actions, the desired outcomes of campus-specific accelerated achievement and systemic schoolbased transformation and sustainability are likely to occur as depicted in the graphic below.
CAMPUS
LEADERSHIP
ACCELERATED
ACHIEVEMENT
Initial Analysis and
Problem Solving
DISTRICT
CAPACITY
AND WILL TO
SUPPORT THE
TURNAROUND
EFFORT
Driving for Results
Influencing Inside
and Outside the
Organization
Measuring
and Reporting
14
FACULTY,
STAFF AND
STUDENT
ENGAGEMENT
IN THE
TURNAROUND
PROCESS
SYSTEMIC
TRANSFORMATION
SUSTAINABILITY
TURNAROUND FRAMEWORK • ©2011 Region XIII
CAMPUS LEADERSHIP
Actions indicative of effective turnaround leaders driving for results include the following:
Analyze and Problem-Solve
?? P
rovide early analysis of data about the performance of the
organization in order to identify high-priority problems that
can be fixed quickly.
?? Create a sound action plan to ensure everyone involved
knows specifically what to do differently.
Drive For Results
?? C
oncentrate on a small number of large and meaningful
changes in order to achieve early, visible wins
that will motivate others for further change and reduce
opposition.
?? Deviate from organizational norms or rules as needed
to achieve early wins and to demonstrate that existing
practices may contribute to failure.
?? Require that all staff change their practice when action plans
are implemented; change is not optional.
?? Replace key senior leaders and staff who do not make needed
changes.
?? Halt tactics that do not work so resources may be spent on
tactics that work. Focus resources where they will create the
fastest and greatest results.
?? Acknowledge progress, then define higher goals to raise the
bar, rather than tout progress as the ultimate success.
©2011 Region XIII • TURNAROUND FRAMEWORK
Influence Inside and Outside the Organization
?? M
otivate others to willingly contribute discretionary effort
toward the vision of success and its benefits.
?? Use various tactics to help staff empathize with, or “put
themselves in the shoes of”, those whom they serve. This
helps staff see the problems the status quo is causing and
feel motivated to change.
?? Garner support from trusted influencers among the staff and
community and use these influencers to draw the support of
others.
?? Create early, visible wins to generate momentum for success
and to combat opposition to further change.
Measure and Report
?? E stablish systems to frequently measure and report interim
results.
?? Collect classroom observation data and immediately address
concerns.
?? Communicate key staff successes, highlighting and rewarding
new behaviors.
?? Display data publicly to guide conversations.
15
CURRICULUM, INSTRUCTION, AND ASSESSMENT
notes:
16
TURNAROUND FRAMEWORK • ©2011 Region XIII
CURRICULUM, INSTRUCTION, AND ASSESSMENT
Curriculum, instruction, and assessment are interconnected. Curriculum is a design or road map for learning and, as such,
focuses on knowledge and skills that are important to learn for each subject area. Instruction is the delivery method for
the curriculum. Assessment, whether by standardized tests or classroom-based measures, is a requirement for instruction
to be effective. Effective assessment systems provide a reliable and valid measure of student understanding of concepts,
knowledge, and skills within the curriculum. Short-interval and long-interval assessment data informs teachers about the
next steps for instruction.
The classroom teacher has the greatest effect on student performance through building positive relationships with students
and by delivering an aligned curriculum using research-based, high-yield instructional strategies and a variety of assessment
tools. Education Service Center Turnaround Teams have access to experts who are adept at evaluating current curriculum,
instruction, and assessment systems and providing guidance to adjust practices as necessary.
"The best teachers constantly monitor what is happening to students as they
set about learning and investigate when things do not proceed as planned
or expected. They also enquire their own practice so they might get better
at ensuring that their students learn successfully."
– Demos
About Learning, Report of the Learning Working Group, Demos, London
©2011 Region XIII • TURNAROUND FRAMEWORK
17
CURRICULUM, INSTRUCTION, AND ASSESSMENT
Connected professional learning experiences, frequent data analysis, and implementation of high-yield strategies support
an aligned curriculum. The process outlined below shows that the cornerstone to successful turnaround efforts in the
areas of curriculum, instruction, and assessment is the district's capacity and will to support those efforts. Without a strong
district/campus partnership and a strategic evaluation process, the instructional component of the Turnaround Framework
is weak and the rate of achievement, scope of transformation, and length of sustainability of efforts are affected.
CURRICULUM, INSTRUCTION
AND ASSESSMENT
DISTRICT
CAPACITY
AND WILL TO
SUPPORT THE
TURNAROUND
EFFORT
Aligning Standards,
Curriculum, and
Assessments
Implementing
High-Yield Strategies
Using Data to
Plan Instruction
Connecting
Professional Learning
Experiences
18
ACCELERATED
ACHIEVEMENT
FACULTY,
STAFF AND
STUDENT
ENGAGEMENT
IN THE
TURNAROUND
PROCESS
SYSTEMIC
TRANSFORMATION
SUSTAINABILITY
TURNAROUND FRAMEWORK • ©2011 Region XIII
CURRICULUM, INSTRUCTION, AND ASSESSMENT
Actions indicative of creating systems for effective teaching and accelerated learning include the following:
Align Curriculum and Assessments
?? A
lign all goals and objectives of each lesson or unit of study
to the state standards and reach the defined level of rigor.
?? Connect all the activities of each lesson to the goals and
objectives of the lesson.
?? Align all assessments in each unit of study to the rigor and
challenge of the state standards.
Implement Research-Based Instructional Strategies
?? D
emonstrate intentional planning for instruction and use
researched, high-yield strategies that match the needs of a
diverse group of students.
?? Engage students in authentic tasks that are cognitively
challenging and plan a strategic teacher-to-student-toteacher feedback cycle.
?? Use time in class effectively and efficiently.
?? Implement strategies to inspire and motivate students who
have become resistant and apathetic due to repeated failure.
Use Data to Plan Instruction
?? C
ollect classroom assessment data minute-by-minute and
day-by-day in order to monitor student progress toward
achievement of the academic targets.
?? Make assessment data available so students, teachers, and
parents know when, where, and how to monitor student
progress.
?? Build an interdependent, accountable learning community
among teachers centered on using data to inform decisions
about curriculum and instruction.
©2011 Region XIII • TURNAROUND FRAMEWORK
?? U
se data to make decisions about individual and small group
interventions.
?? Evaluate existing intervention practices and programs
to determine their effectiveness at increasing student
achievement levels and adjust practices and programs based
on data analysis results.
?? Ask students "what they are learning" to measure
effectiveness of instruction.
Connect Professional Learning Experiences
?? A
lign professional learning to the needs of students and
teachers and focus on specific academic improvement
targets identified through data analysis.
?? Organize intensive, collaborative, job-embedded professional
learning experiences based on the data.
?? Provide post-training coaching and monitoring by peers and
highly trained experts.
?? Give frequent, constructive, specific feedback focused on
improving instruction to meet student achievement goals.
?? Incorporate reflective questioning during post-conferences
to prompt thinking about the effectiveness of instruction.
19
CULTURE AND ENVIRONMENT
notes:
20
TURNAROUND FRAMEWORK • ©2011 Region XIII
CULTURE AND ENVIRONMENT
The culture of a school is created by the collective philosophy of the faculty and the work they do together. Thus, culture
is the result of belief and behavior. In successful turnaround schools, an effective culture is formed through the synergy of
all the turnaround components.
Systemic transformation, accelerated achievement, and sustainability are all achieved in the turnaround school when
the campus culture provides opportunity for risk-taking and the environment supports those who use new ideas in new
ways. These calculated risks change how all stakeholders interact within the systems established through the turnaround
process. Leadership vision and action, key core instructional behaviors, common shared beliefs, insistence on productivity
and efficacy, and a relentless focus on student success are all elements that intertwine to form the school’s readiness for
turnaround.
Education Service Center Turnaround Teams have access to tools that assess the various components of campus culture and
produce recommendations to enhance climate and create a culture that supports risk-taking behaviors in order to make
student achievement gains in a short amount of time.
"Parents and educators...need to establish a culture in which security and
clarity of expectations are balanced with the encouragement of playfulness,
inquisitiveness and self-reliance."
– Guy Claxton
Wise Up: The Challenge of Lifelong Learning
©2011 Region XIII • TURNAROUND FRAMEWORK
21
CULTURE AND ENVIRONMENT
Creating a culture and environment that supports school turnaround requires that all actions within each component of
the Turnaround Framework occur with urgency and purpose. As pictured below, Accelerated achievement can only occur
when students are safe, disciplined, and know the expectations for behavior and for learning. Systemic transformation is
possible only if the adults in the school are collaborative and committed to the vision of the school. Sustainability follows if
the turnaround leader is supported when eliminating negative influences that interfere with the turnaround process.
CULTURE AND
ENVIRONMENT
ACCELERATED
ACHIEVEMENT
Non-Negotiable
Expectation of Change
DISTRICT
CAPACITY
AND WILL TO
SUPPORT THE
TURNAROUND
EFFORT
Safety, Discipline,
and Character
Collaborative,
Focused Commitment
from Staff
Elimination of Negative
Influences
22
FACULTY,
STAFF AND
STUDENT
ENGAGEMENT
IN THE
TURNAROUND
PROCESS
SYSTEMIC
TRANSFORMATION
SUSTAINABILITY
TURNAROUND FRAMEWORK • ©2011 Region XIII
CULTURE AND ENVIRONMENT
Actions indicative of producing a culture and environment conducive to turnaround include the following:
Expect Change
?? E stablish clear directives for all staff to make necessary shifts
in practice to create new results.
?? D
epart from standard practices and conditions which present
obstacles to forward action.
?? Remove staff members who fail to respond to expectations.
?? D
ifferentiate between progress and success. Ensure that all
stakeholders hold steady to the ultimate vision, recognizing
the progress forward while remaining fixed on the end result.
Foster Safety, Discipline, and Character
?? C
ommunicate clear expectations for student behavior and
celebrate with consistency and timeliness.
?? Expect all adults in the school to harness the power of
positive interactions while carrying out discipline in a
businesslike manner. Encourage connections with students
to form supportive, respectful relationships.
?? Embed core values in the academic curricula to ensure
these values are routinely taught, discussed, practiced, and
displayed.
©2011 Region XIII • TURNAROUND FRAMEWORK
Collaborate with Focused Commitment
?? P
lace a high priority on dedicated time for staff to meet and
work together. Teams should routinely and consistently work
together on data analysis, curriculum planning, evaluating
student work, and problem-solving.
?? Ensure productivity through purposeful, valued, and
protected collaboration among faculty. Focus collaboration
time on intentional improvement of instructional practice,
rather than administrative operations.
Eliminate Negative Influences
?? E mbrace and carry forward an unwavering positive vision for
campus and student success.
?? Believe in students' capabilities to reach high standards and
aggressively pursue ambitious goals, which, when achieved,
are replaced with higher targets for sustained momentum.
?? Establish high expectations for all students and a faithful
belief by instructing staff that all students can and will
achieve success.
23
PARENT AND COMMUNITY ENGAGEMENT
notes:
24
TURNAROUND FRAMEWORK • ©2011 Region XIII
PARENT AND COMMUNITY ENGAGEMENT
Parent and Community Engagement is embodied by an informed association of individuals with a vested interest in the
success of the school, who understand and are beneficiaries of the impact of that success within the community. The
development of such a team is critical to the success of the turnaround effort.
High-yield results rely on increased trust and shared objectives. Educators who understand that turnaround is not dependent
upon a single individual seek to expand efforts to build a team. Parents and community partners should engage in strategic
planning as key communicators and participants in the process. Successful turnaround is a team effort, and multiple
partnerships are essential to success.
School and district doors must be open so families and community members feel welcome and ready to do the difficult
work, alongside educators, required for turnaround. Education Service Center Turnaround Teams can facilitate community
involvement through tools that engage partners in turnaround efforts.
"By re-establishing the connection between schools and communities, we
believe more effective schools and healthier neighborhoods will be created.
Being involved in that type of positive action is what [our school's]
commitment to community engagement is all about."
– Michael Graham
Xavier University Address
©2011 Region XIII • TURNAROUND FRAMEWORK
25
PARENT AND COMMUNITY ENGAGEMENT
Another factor that affects the success of school turnaround is the level of parent and community engagement in the
turnaround process. As shown in the graphic below, sustainability occurs only with the commitment from the district
level and with the involvement of all stakeholders connected to the school. Without a mobilized community, the efforts
within the school often leave with the campus leader. In a turnaround school, elimination of factors that disenfranchise
parents and focused communication with parents and the community increase the opportunities for accelerated student
achievement, systemic transformation across the community, and long-term sustainability of efforts.
PARENT AND COMMUNITY
ENGAGEMENT
ACCELERATED
ACHIEVEMENT
Mobilize Stakeholders
DISTRICT
CAPACITY
AND WILL TO
SUPPORT THE
TURNAROUND
EFFORT
Eliminate Factors that
Disenfranchise Families
Establish Parent
Engagement and
Communication Systems
Establish Community/
Business Engagement and
Communication Systems
26
FACULTY,
STAFF AND
STUDENT
ENGAGEMENT
IN THE
TURNAROUND
PROCESS
SYSTEMIC
TRANSFORMATION
SUSTAINABILITY
TURNAROUND FRAMEWORK • ©2011 Region XIII
PARENT AND COMMUNITY ENGAGEMENT
Actions indicative of effective parent and community engagement, necessary to support turnaround, include the
following:
Mobilize Stakeholders
?? Identify key community influencers and communicators for
establishment of partnerships.
?? Create an understanding of the relationship between the
needs of the community and the current status of the school
through sharing of data analysis results.
?? Define specific opportunities that enable participation in
goal setting, as well as creating and implementing a plan of
action.
Eliminate Factors that Disenfranchise Families
?? Determine the root causes of negative perceptions.
?? Create a welcoming environment and reception for visitors
to eliminate negative perceptions and encourage others to
enter the campus and dispel existing negative myths.
?? Improve the physical condition of the school facilities
to create a quick win and provide a visible signal to the
community at large that change is underway.
?? Create a marketing plan to advertise noteworthy events and
meaningful changes.
©2011 Region XIII • TURNAROUND FRAMEWORK
Establish Systems for Improved Communication
?? Identify the composition of every student's parental and/
or custodial situation, along with the associated needs and
specific implications for each.
?? Communicate the purpose for and direction of school change
and the significance of the parental role in the process.
?? Establish and communicate the role and actions of
parents that impact issues such as attendance, academic
achievement, requirements for promotion, and discipline.
?? Form communication systems between school and home
that include personal meetings to address student progress
and achievements and to both solve problems and resolve
concerns.
?? Include business, parent, and community representation
on campus-level decision-making teams.
?? Create opportunities for participation at school events,
including volunteerism, mentorships, and tutorials.
?? Establish forums that examine issues relevant to turnaround
efforts and that inform thought processes.
27
FACULTY, STAFF, AND STUDENT ENGAGEMENT IN THE TURNAROUND PROCESS
notes:
28
TURNAROUND FRAMEWORK • ©2011 Region XIII
FACULTY, STAFF, AND STUDENT ENGAGEMENT IN THE TURNAROUND PROCESS
Authentic faculty, staff, and student engagement in the turnaround process serves as the anchor for the campus during
rapid, dramatic change. Engagement speaks to the contribution of each voice in understanding why change must occur and
planning how the change will occur.
Each step taken during the turnaround process requires that faculty, staff, and students actively participate in the actions
that are indicative of success at each stage. Without this participation, accelerated achievement, systemic transformation,
and sustainability become esoteric concepts and fail to become actual results of the turnaround process.
When support is achieved by participation in the process, each stakeholder will influence others and change will gain
momentum. This process increases pressure for change, thus diminishing resistance to change.
"Coming together is a beginning; keeping together is progress;
working together is success."
– Henry Ford
©2011 Region XIII • TURNAROUND FRAMEWORK
29
FACULTY, STAFF, AND STUDENT ENGAGEMENT IN THE TURNAROUND PROCESS
Actions that facilitate faculty, staff, and student engagement in the turnaround process include the following:
Create a Sense of Urgency
?? Indentify current conditions through a comprehensive needs
assessment and focused data analysis. Commit to changing
ineffective practices and eliminating systems and processes
that impede turnaround efforts.
Communicate Beliefs
?? E stablish and communicate campus beliefs that support
all decisions and actions. Particularly in hiring and staffing,
the campus must seek those faculty and staff who embrace
core values that include affirmation of student aptitude for
success. These beliefs are communicated so students also
embrace them and affirm the faculty and staff’s confidence
in them.
Require Student Participation
?? E stablish genuine opportunities for student participation in
the decision-making process. Students must be represented
on campus decision-making teams and have the opportunity
to share their voices.
Make Data-Driven Decisions
?? A
nalyze data frequently in a variety of formats, and use the
analyses to inform and drive all actions. Participation in the
decision-making process by faculty, staff, and students is
informed by analysis of data and thorough discussion of its
implications. Transparency of data, trends, and implications
fuel the actions to drive results. Agreeing that all decisions
are based on the needs of students, rather than the needs
of adults, establishes a common voice and a shared vision.
Celebrate Success
?? D
efine milestones and celebrate quick wins. Identify how the
achievement of the milestone moves the school closer to the
desired goal.
?? E ngage faculty, staff, and students in the celebration
of critical, milestone successes.
Require Faculty and Staff Participation
?? E stablish genuine opportunities for faculty and staff
participation in the decision-making process. While
faculty and staff representation is required for decisionmaking teams, it is imperative that all faculty and staff
genuinely participate in the turnaround process. This
includes understanding all relevant data informing decisions,
as well as sharing concerns about what is, and is not, working.
30
TURNAROUND FRAMEWORK • ©2011 Region XIII
BIBLIOGRAPHY
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616-619.
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CA: A SAGE Company.
Garcia, S. & Guerra, P. (2003). Do we truly
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Barth, R. S. (1990). Improving schools from
within: Teachers, parents, and principals can make
the difference. San Francisco, CA: Jossey-Bass.
Duke, D. (2006). Keys to sustaining successful
school turnaround. Unpublished manuscript.
Charlottesville, VA: Darden/Curry Partnership for
Leaders in Education.
Garcia, S. & Guerra, P. (2004). Deconstructing
deficit thinking: Working with educators to create
more equitable learning environments. Education
and Urban Society, 36(2), 150-168.
Bernhardt, V.L. (March, 1998). Multiple
Measures. California Association for Supervision
And Curriculum Development, Invited Monograph 4.
Duke, D. (2010). The Challenges of School District
Leadership. New York, NY: Routledge, Taylor &
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Bernhardt, V.L. (November/December, 2004).
Continuous improvement: It takes more than test
scores. ACSA Leadership, 16-19.
Duke, D., et al. (2005). Lift-off: Launching the
school turnaround process in 10 Virginia schools.
Darden/Curry Partnership for Leaders in Education.
Glickman, C., Gordon, S., & Ross-Gordon, J.
(2007). Supervision and instructional leadership:
A developmental approach. Boston, MA: Pearson
Education, Inc.
Brinson, D., Kowal, J., & Hassel, B. C. (2008).
School turnarounds: Actions and results.
Center On Innovation & Improvement.
Duke, D., Tucker, P., Salmonowicz, M., Levy, M.
& Saunders, S. (2008). Teachers’ guide to school
turnarounds. Lanham, MD: Rowman & Littlefield
Publishers, Inc.
Childress, S., Elmore, R., & Grossman, A.,
(Nov 2006). How to manage urban school districts.
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Claxton, Guy. (1999). Wise Up: The Challenge of
Lifelong Learning. Bloomsbury, USA: Reed Business
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Cunningham, W. & Cordeiro, P. (2006).
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Educator, 28(3), 33-41.
Donaldson, G. A., Jr. (2006). Cultivating leadership
in schools: Connecting people, purpose, and
practice. New York, NY: Teachers College Press.
©2011 Region XIII • TURNAROUND FRAMEWORK
Eaker, R., DuFour, R., & DuFour R. (2002).
Getting started: Reculturing schools to become
professional learning communities. Bloomington,
IN: Solution Tree.
Epstein, J. L. (1995). School/family/community
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Epstein, J. L. (2001). School, family, and
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Ford, D., Grantham, T., & Whiting, G. (2008).
Culturally and linguistically diverse students in
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Gordon, S. (2004). Professional development
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Harris, A. (2002). School improvement: What’s in it
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Synthesis of Over 800 Meta-Analyses Relating to
Achievement. New York, NY: Routledge.
Henderson, A.T. & Mapp, K.L. (2002). A new
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Robinson, W. S. and L. M. Buntrock. (2011).
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Snipes, J.C, & Casserly, M.D., (2004). Urban
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Taylor, J. A. (2005). Poverty and student
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Engaging parents in education: Lessons from
five parental information and resource centers.
Washington, D.C.
Wagner, T. (1994). How schools change. Boston:
Beacon Press.
Waite, D. (2000). Identity, authority, and the heart
of supervision. International Journal of Educational
Reform, 9(4), 287.
Weiner, L. (2006). Challenging deficit thinking:
Urban teachers must question unspoken
assumptions about the sources of their students’
struggles. Educational Leadership, 64(1), 42-45.
Zemelman, S., Daniels, H., & Hyde, A. (1993).
Best practice: New standards for teaching and
learning in America’s schools. Portsmouth, NH:
Heinemann.
Supovitz, J. (2008). Data-Informed Decision
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School Reform.
Ramirez-Smith, C. (1995). Stopping the cycle of
failure: The comer model. Educational Leadership,
52(5), 14-19.
32
TURNAROUND FRAMEWORK • ©2011 Region XIII
WHAT SHOULD I DO?
16
9
17
11
14
Take the first step, contact the Turnaround Team at your local Education Service Center.
Education Service Centers determine how they choose to designate their Regional
number as listed below:
Region One - Edinburg
(956) 984-6000
www.esc1.net
Region VIII - Mount Pleasant
(903) 572-8551
www.reg8.net
Region XV - San Angelo
(325) 658-6571
www.netxv.net
Region 2 - Corpus Christi
(361) 561-8400
www.esc2.net
Region 9 - Wichita Falls
(940) 322-6928
www.esc9.net
Region 16 - Amarillo
(806) 677-5000
www.esc16.net
Region III - Victoria
(361) 573-0731
www.esc3.net
Region 10 - Richardson
(972) 348-1700
www.region10.org
Region 17 - Lubbock
(806) 792-4000
www.esc17.net
Region 4 - Houston
(713) 462-7708
www.esc4.net
Region XI - Fort Worth
(817) 740-3600
www.esc11.net
Region 18 - Midland
(432) 563-2380
www.esc18.net
Region 5 - Beaumont
(409) 838-5555
www.esc5.net
Region 12 - Waco
(254) 297-1212
www.esc12.net
Region 19 - El Paso
(915) 780-1919
www.esc19.net
Region VI - Huntsville
(936) 435-8400
www.esc6.net
Region XIII - Austin
(512) 919-5313
www.esc13.net
Region 20 - San Antonio
(210) 370-5200
portal.esc20.net
Region 7 - Kilgore
(903) 988-6700
www.esc7.net
Region 14 - Abilene
(325) 675-8600
www.esc14.net
19
8
10
7
12
18
6
15
13
5
4
3
20
2
1
For an electronic version of the
Turnaround Framework, questions
about the content of the Turnaround
Framework or the turnaround
process in general, please contact
the Texas Turnaround Center at
Education Service Center Region XIII.
Texas Turnaround Center
(512) 919-5106
www.txturnaround.org
"That some achieve great success, is proof
to all that others can achieve it as well."
– Abraham Lincoln
©2011 Region XIII • TURNAROUND FRAMEWORK
33
doc_907056546.pdf
This abstract tell the texas turnaround framework.
THE TEXAS
TURNAROUND FRAMEWORK
TABLE OF CONTENTS
2
Introduction
3
The Texas Turnaround Framework
4
District Capacity and Will to Support Turnaround Efforts
6
District Systems and Processes
8
Campus Leadership
12
Curriculum, Instruction, and Assessment
16
Culture and Environment
20
Parent and Community Engagement
24
Faculty, Staff, and Student Engagement in the Turnaround Process
28
Bibliography
31
TURNAROUND FRAMEWORK • ©2011 Region XIII
INTRODUCTION
The purpose of this document is to provide an overview of the essential components of the Texas Turnaround
Framework and to promote the actions that support districts and campuses as they engage in the turnaround process.
Defining "turnaround" is an ongoing challenge due to the varied
nature of the schools and districts facing such dramatic change.
The Department of Education currently defines turnaround as
a drastic process that includes changes in personnel, adopting
a new governance structure, and reforming the school through
new curriculum and targeted professional development. An indepth analysis of turnaround processes by FSG Social Impact
Advisors, a non-profit evaluation group, expands the definition of
"turnaround" by adding the "efforts that take place in the context
of performance improvement for the school system as a whole."
This expanded definition includes the necessary involvement of
the district and state-level stakeholders that affect the quality
of teaching and learning in public schools through policy and
funding.
The Texas Education Agency reports that one out of every two
campuses that fails to meet state accountability standards will
continue to fail once year three of the state intervention system
is reached. This trend is also reflected nationally. There is an
urgent need for an approach that creates dramatic, accelerated,
sustainable, and systemic turnaround of student achievement
in Texas's chronically low-performing schools. The goal of the
turnaround process, guided by this framework, is to meet that
need and produce significantly increased student achievement
within two years of implementation.
to concisely delineate key components and actionable steps that
are critical for turnaround to occur.
Research emphasizes the capacity and will of the district as
fundamental conditions for turnaround to occur. In addition to
these conditions being met, a high level of engagement by faculty,
staff, and students is also critical to the sustainable success of
the turnaround process. Those who facilitate the turnaround
process should therefore analyze key components and assess the
presence or absence of critical actions in their school districts
and campuses.
In Texas, the interaction between district and campus leaders,
the Texas Turnaround Center, the network of regional service
center Turnaround Teams, parents, businesses, the community,
and professional service providers will support the turnaround
efforts of the state’s chronically low-performing schools.
Bold decisions, informed by deliberate implementation of
researched, high-yield actions, must be made to ensure student
success. As a result, the Texas Turnaround Center, which serves
as a network for the 20 Education Service Centers that support
school districts and campuses across the State of Texas, has
developed the Texas Turnaround Framework. This tool is intended
©2011 Region XIII • TURNAROUND FRAMEWORK
3
THE TEXAS TURNAROUND FRAMEWORK
The Texas Turnaround Framework is a conceptual structure which includes essential components and related actions that
are necessary to produce significant student achievement gains in our lowest performing schools in two academic years.
This document is also the framework that drives the work of the Texas Turnaround Center, which is responsible for
supporting a statewide regional network of highly trained Turnaround Teams. These regional Turnaround Teams provide
technical assistance to districts and campuses identified as low performing in the state accountability rating system.
The overarching goal of the Texas Turnaround Center is to reduce the number of Academically Unacceptable campuses by
enhancing capacity statewide for supporting comprehensive, ongoing improvement of struggling campuses.
All twenty Education Service Centers in Texas house a Turnaround Team to assist districts and campuses with implementation
of the components of the Turnaround Framework and to provide tools that support the turnaround process. This booklet
also provides the Turnaround Teams with a structure to determine the level of campus/district readiness for turnaround
and to assess the needs of the campus/district as they move through the process.
4
TURNAROUND FRAMEWORK • ©2011 Region XIII
THE TEXAS TURNAROUND FRAMEWORK
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©2011 Region XIII • TURNAROUND FRAMEWORK
5
DISTRICT CAPACITY AND WILL TO SUPPORT TURNAROUND EFFORTS
The district capacity and will to support the turnaround effort is the fundamental prerequisite to facilitate rapid and dramatic
change. This is the condition for school turnaround.
THE CAPACITY:
The ability to leverage human capital and
expertise with the necessary resources
to support the lowest performing
schools in achieving significant student
achievement gains in two academic
years.
THE WILL:
The ability and commitment to
objectively view the reality of the current
conditions, void of assumptions, of the
low performing school with the urgency
to move to immediate action.
6
TURNAROUND FRAMEWORK • ©2011 Region XIII
DISTRICT CAPACITY AND WILL TO SUPPORT TURNAROUND EFFORTS
Actions indicative of determining and/or creating district capacity and will in the turnaround process:
Does the district have the capacity and the will to take the following actions?
• Identify and address the root causes of the persistently
low performance of its campuses, regardless of the
finding.
• Immediately eliminate factors perceived to prevent
turnaround.
• Develop and implement strategies for turnaround based
on the results of a comprehensive needs assessment.
• Equip the board of trustees to clearly understand data
and its implications for student achievement.
• Discontinue unsuccessful efforts and rapidly embrace
other approaches.
• Revamp district staff's roles and responsibilities to
provide effective high priority support to turnaround
schools.
• Create and communicate a shared vision of change • Provide flexibility to turnaround schools that allows
which is focused on student achievement.
for deviation from usual practices, if necessary, for
achievement to occur.
• Rapidly communicate a compelling vision for the future
for a school in need of turnaround.
• Communicate the need for dramatic change focused on
the academic needs of all students.
• Find, employ, and support a turnaround principal and
a committed staff with the capacity, skills, and will
necessary to increase student performance levels within
a two year period.
• Avoid assumptions that cause the district to systematically
attend to particular data and ignore other data.
• Shape the board of trustees role into decision makers
that provide the necessary resources and support
needed by the lowest performing schools.
©2011 Region XIII • TURNAROUND FRAMEWORK
7
DISTRICT SYSTEMS AND PROCESSES
notes:
8
TURNAROUND FRAMEWORK • ©2011 Region XIII
DISTRICT SYSTEMS AND PROCESSES
Systems and processes are operational protocols established to enable access to system-wide resources, clarify the
implementation of procedural guidelines, clearly delineate roles and responsibilities, and target increased accountability
for reaching established goals.
Internal and external influences, such as campus feeder patterns or community expectations and relationships, all have
an impact on the long-term success of campus turnaround. Turnaround requires that all systems and processes be
carefully evaluated to ensure that they accelerate and do not impede the school turnaround process.
Education Service Center Turnaround Teams can assist districts with evaluating and adjusting systems and then provide
resources to support engagement in the turnaround process.
"Providing incentives and support for quality instruction requires a very
different set of skills and organizational norms."
– Robert D. Muller
The Role of the District in Driving School Reform
©2011 Region XIII • TURNAROUND FRAMEWORK
9
DISTRICT SYSTEMS AND PROCESSES
District systems and processes enable access to system-wide resources and clarify the implementation of procedural guidelines.
All district-level systems and processes must be carefully evaluated to ensure that an unimpeded, direct line of communication
is created with priority given to the turnaround campus. As seen below, the district capacity and will to support turnaround
efforts is essential to adjusting district systems and processes in order to achieve the desired results of district-wide accelerated
student achievement, systemic transformation at the district level, and sustainability of turnaround efforts.
DISTRICT SYSTEMS
AND PROCESSES
ACCELERATED
ACHIEVEMENT
District Level Staff
DISTRICT
CAPACITY
AND WILL TO
SUPPORT THE
TURNAROUND
EFFORT
Priority Resources
Allocation
Consideration
Teaching and Learning
FACULTY,
STAFF AND
STUDENT
ENGAGEMENT
IN THE
TURNAROUND
PROCESS
SYSTEMIC
TRANSFORMATION
SUSTAINABILITY
Systemic Accountability
10
TURNAROUND FRAMEWORK • ©2011 Region XIII
DISTRICT SYSTEMS AND PROCESSES
Actions indicative of creating effective district systems and processes that support turnaround include the following:
Empower District-Level Staff
?? Identify a district-level support leader who specifically
focuses on facilitating the success of a turnaround campus.
?? Select the district support leader based on exhibited
competencies and experiences and the knowledge and skills
to fully participate in the turnaround process.
?? Empower the district support leader with the authority to
support the campus by removing barriers and “making
things happen” rapidly as well as serving as the direct point
of contact for the campus.
Prioritize Allocation of Resources
?? S elect a turnaround principal who exhibits the competencies
of the turnaround leader.
?? Streamline all requisition processes to expedite access to
budget and services and insist that the turnaround campus
be given priority when requesting available funds and
services. Approval processes are established not only to
eliminate unnecessary delays, but to expedite receipt of
funds and services.
?? Assign the most qualified employees to the campus who have
the competencies, will, and capacity to execute expected
change. All staff must be uniquely qualified and vacancies
immediately filled. The campus should be given priority over
other campuses when hiring and assigning the most qualified
candidates.
©2011 Region XIII • TURNAROUND FRAMEWORK
Target Teaching and Learning
?? E nsure implementation of aligned curriculum with
assessment expectations. Turnaround campuses must have
the flexibility to monitor and adjust the curricular scope and
sequence to align with standards and student needs.
?? P
rovide instructional flexibility to differentiate practices and
approaches to achieve student mastery of concepts.
?? E stablish a comprehensive assessment system that includes
daily classroom assessments, interim curriculum-based
assessments, and summative benchmark assessments
aligned to state standards.
?? Incorporate a process that delivers frequent and immediate
data for individual students and groups to turnaround
campuses and drives instructional and intervention decisions.
Establish Systemic Accountability
?? Evaluate practices, programs, and actions for results.
?? Eliminate practices that do not align to the goals.
?? H
old everyone accountable for results including district-level
leaders, external professional service providers, and campusbased leaders.
11
CAMPUS LEADERSHIP
notes:
12
TURNAROUND FRAMEWORK • ©2011 Region XIII
CAMPUS LEADERSHIP
Turnaround leaders, the key drivers for change in schools, must define and concentrate on immediate action and intervention
with a laser-like focus. Continuous assessment with a willingness to change "on the spot" when needed is paramount. To
that end, a turnaround leader is one who quickly uses sound data to assess the needs of a school, and structures a clear
and focused plan for improvement that includes immediate and visible successes. The leader moves the plan to action by
communicating a compelling vision, creating commitment and ownership on the part of the staff and key stakeholders, and
maintaining focus on research-based, effective practices and strategic management of human capital.
The leader also maintains transparency through frequent progress reporting that is widely shared with all stakeholders for
the purpose of celebrating improvement and problem-solving ongoing challenges. The Education Service Center Turnaround
Teams are positioned to assist campus leaders with turnaround efforts.
Dan Duke of the University of Virginia recommends that school leaders ask the following questions:
1.
2.
3.
4.
What should be the primary focus of school turnaround efforts in the first year of the process?
Can school leaders achieve a few quick wins in order to mobilize faculty and community support?
What can be done to raise teachers' confidence that they can achieve school turnaround?
What conditions may take somewhat longer to correct?
"Without a doubt, high-impact school leaders are critical to turnaround
success, and pockets of success around the country demonstrate this."
– William Robinson, senior director
for the Darden/Curry Partnership for Leaders at the University of Virginia
©2011 Region XIII • TURNAROUND FRAMEWORK
13
CAMPUS LEADERSHIP
When district capacity and will exist at a high level and the systems and processes within the district support implementation
of campus turnaround efforts, the campus leader must possess the skills to support the campus turnaround efforts.
Turnaround leaders analyze, problem solve, drive for results, influence change, and measure and report in a focused
manner. Through these actions, the desired outcomes of campus-specific accelerated achievement and systemic schoolbased transformation and sustainability are likely to occur as depicted in the graphic below.
CAMPUS
LEADERSHIP
ACCELERATED
ACHIEVEMENT
Initial Analysis and
Problem Solving
DISTRICT
CAPACITY
AND WILL TO
SUPPORT THE
TURNAROUND
EFFORT
Driving for Results
Influencing Inside
and Outside the
Organization
Measuring
and Reporting
14
FACULTY,
STAFF AND
STUDENT
ENGAGEMENT
IN THE
TURNAROUND
PROCESS
SYSTEMIC
TRANSFORMATION
SUSTAINABILITY
TURNAROUND FRAMEWORK • ©2011 Region XIII
CAMPUS LEADERSHIP
Actions indicative of effective turnaround leaders driving for results include the following:
Analyze and Problem-Solve
?? P
rovide early analysis of data about the performance of the
organization in order to identify high-priority problems that
can be fixed quickly.
?? Create a sound action plan to ensure everyone involved
knows specifically what to do differently.
Drive For Results
?? C
oncentrate on a small number of large and meaningful
changes in order to achieve early, visible wins
that will motivate others for further change and reduce
opposition.
?? Deviate from organizational norms or rules as needed
to achieve early wins and to demonstrate that existing
practices may contribute to failure.
?? Require that all staff change their practice when action plans
are implemented; change is not optional.
?? Replace key senior leaders and staff who do not make needed
changes.
?? Halt tactics that do not work so resources may be spent on
tactics that work. Focus resources where they will create the
fastest and greatest results.
?? Acknowledge progress, then define higher goals to raise the
bar, rather than tout progress as the ultimate success.
©2011 Region XIII • TURNAROUND FRAMEWORK
Influence Inside and Outside the Organization
?? M
otivate others to willingly contribute discretionary effort
toward the vision of success and its benefits.
?? Use various tactics to help staff empathize with, or “put
themselves in the shoes of”, those whom they serve. This
helps staff see the problems the status quo is causing and
feel motivated to change.
?? Garner support from trusted influencers among the staff and
community and use these influencers to draw the support of
others.
?? Create early, visible wins to generate momentum for success
and to combat opposition to further change.
Measure and Report
?? E stablish systems to frequently measure and report interim
results.
?? Collect classroom observation data and immediately address
concerns.
?? Communicate key staff successes, highlighting and rewarding
new behaviors.
?? Display data publicly to guide conversations.
15
CURRICULUM, INSTRUCTION, AND ASSESSMENT
notes:
16
TURNAROUND FRAMEWORK • ©2011 Region XIII
CURRICULUM, INSTRUCTION, AND ASSESSMENT
Curriculum, instruction, and assessment are interconnected. Curriculum is a design or road map for learning and, as such,
focuses on knowledge and skills that are important to learn for each subject area. Instruction is the delivery method for
the curriculum. Assessment, whether by standardized tests or classroom-based measures, is a requirement for instruction
to be effective. Effective assessment systems provide a reliable and valid measure of student understanding of concepts,
knowledge, and skills within the curriculum. Short-interval and long-interval assessment data informs teachers about the
next steps for instruction.
The classroom teacher has the greatest effect on student performance through building positive relationships with students
and by delivering an aligned curriculum using research-based, high-yield instructional strategies and a variety of assessment
tools. Education Service Center Turnaround Teams have access to experts who are adept at evaluating current curriculum,
instruction, and assessment systems and providing guidance to adjust practices as necessary.
"The best teachers constantly monitor what is happening to students as they
set about learning and investigate when things do not proceed as planned
or expected. They also enquire their own practice so they might get better
at ensuring that their students learn successfully."
– Demos
About Learning, Report of the Learning Working Group, Demos, London
©2011 Region XIII • TURNAROUND FRAMEWORK
17
CURRICULUM, INSTRUCTION, AND ASSESSMENT
Connected professional learning experiences, frequent data analysis, and implementation of high-yield strategies support
an aligned curriculum. The process outlined below shows that the cornerstone to successful turnaround efforts in the
areas of curriculum, instruction, and assessment is the district's capacity and will to support those efforts. Without a strong
district/campus partnership and a strategic evaluation process, the instructional component of the Turnaround Framework
is weak and the rate of achievement, scope of transformation, and length of sustainability of efforts are affected.
CURRICULUM, INSTRUCTION
AND ASSESSMENT
DISTRICT
CAPACITY
AND WILL TO
SUPPORT THE
TURNAROUND
EFFORT
Aligning Standards,
Curriculum, and
Assessments
Implementing
High-Yield Strategies
Using Data to
Plan Instruction
Connecting
Professional Learning
Experiences
18
ACCELERATED
ACHIEVEMENT
FACULTY,
STAFF AND
STUDENT
ENGAGEMENT
IN THE
TURNAROUND
PROCESS
SYSTEMIC
TRANSFORMATION
SUSTAINABILITY
TURNAROUND FRAMEWORK • ©2011 Region XIII
CURRICULUM, INSTRUCTION, AND ASSESSMENT
Actions indicative of creating systems for effective teaching and accelerated learning include the following:
Align Curriculum and Assessments
?? A
lign all goals and objectives of each lesson or unit of study
to the state standards and reach the defined level of rigor.
?? Connect all the activities of each lesson to the goals and
objectives of the lesson.
?? Align all assessments in each unit of study to the rigor and
challenge of the state standards.
Implement Research-Based Instructional Strategies
?? D
emonstrate intentional planning for instruction and use
researched, high-yield strategies that match the needs of a
diverse group of students.
?? Engage students in authentic tasks that are cognitively
challenging and plan a strategic teacher-to-student-toteacher feedback cycle.
?? Use time in class effectively and efficiently.
?? Implement strategies to inspire and motivate students who
have become resistant and apathetic due to repeated failure.
Use Data to Plan Instruction
?? C
ollect classroom assessment data minute-by-minute and
day-by-day in order to monitor student progress toward
achievement of the academic targets.
?? Make assessment data available so students, teachers, and
parents know when, where, and how to monitor student
progress.
?? Build an interdependent, accountable learning community
among teachers centered on using data to inform decisions
about curriculum and instruction.
©2011 Region XIII • TURNAROUND FRAMEWORK
?? U
se data to make decisions about individual and small group
interventions.
?? Evaluate existing intervention practices and programs
to determine their effectiveness at increasing student
achievement levels and adjust practices and programs based
on data analysis results.
?? Ask students "what they are learning" to measure
effectiveness of instruction.
Connect Professional Learning Experiences
?? A
lign professional learning to the needs of students and
teachers and focus on specific academic improvement
targets identified through data analysis.
?? Organize intensive, collaborative, job-embedded professional
learning experiences based on the data.
?? Provide post-training coaching and monitoring by peers and
highly trained experts.
?? Give frequent, constructive, specific feedback focused on
improving instruction to meet student achievement goals.
?? Incorporate reflective questioning during post-conferences
to prompt thinking about the effectiveness of instruction.
19
CULTURE AND ENVIRONMENT
notes:
20
TURNAROUND FRAMEWORK • ©2011 Region XIII
CULTURE AND ENVIRONMENT
The culture of a school is created by the collective philosophy of the faculty and the work they do together. Thus, culture
is the result of belief and behavior. In successful turnaround schools, an effective culture is formed through the synergy of
all the turnaround components.
Systemic transformation, accelerated achievement, and sustainability are all achieved in the turnaround school when
the campus culture provides opportunity for risk-taking and the environment supports those who use new ideas in new
ways. These calculated risks change how all stakeholders interact within the systems established through the turnaround
process. Leadership vision and action, key core instructional behaviors, common shared beliefs, insistence on productivity
and efficacy, and a relentless focus on student success are all elements that intertwine to form the school’s readiness for
turnaround.
Education Service Center Turnaround Teams have access to tools that assess the various components of campus culture and
produce recommendations to enhance climate and create a culture that supports risk-taking behaviors in order to make
student achievement gains in a short amount of time.
"Parents and educators...need to establish a culture in which security and
clarity of expectations are balanced with the encouragement of playfulness,
inquisitiveness and self-reliance."
– Guy Claxton
Wise Up: The Challenge of Lifelong Learning
©2011 Region XIII • TURNAROUND FRAMEWORK
21
CULTURE AND ENVIRONMENT
Creating a culture and environment that supports school turnaround requires that all actions within each component of
the Turnaround Framework occur with urgency and purpose. As pictured below, Accelerated achievement can only occur
when students are safe, disciplined, and know the expectations for behavior and for learning. Systemic transformation is
possible only if the adults in the school are collaborative and committed to the vision of the school. Sustainability follows if
the turnaround leader is supported when eliminating negative influences that interfere with the turnaround process.
CULTURE AND
ENVIRONMENT
ACCELERATED
ACHIEVEMENT
Non-Negotiable
Expectation of Change
DISTRICT
CAPACITY
AND WILL TO
SUPPORT THE
TURNAROUND
EFFORT
Safety, Discipline,
and Character
Collaborative,
Focused Commitment
from Staff
Elimination of Negative
Influences
22
FACULTY,
STAFF AND
STUDENT
ENGAGEMENT
IN THE
TURNAROUND
PROCESS
SYSTEMIC
TRANSFORMATION
SUSTAINABILITY
TURNAROUND FRAMEWORK • ©2011 Region XIII
CULTURE AND ENVIRONMENT
Actions indicative of producing a culture and environment conducive to turnaround include the following:
Expect Change
?? E stablish clear directives for all staff to make necessary shifts
in practice to create new results.
?? D
epart from standard practices and conditions which present
obstacles to forward action.
?? Remove staff members who fail to respond to expectations.
?? D
ifferentiate between progress and success. Ensure that all
stakeholders hold steady to the ultimate vision, recognizing
the progress forward while remaining fixed on the end result.
Foster Safety, Discipline, and Character
?? C
ommunicate clear expectations for student behavior and
celebrate with consistency and timeliness.
?? Expect all adults in the school to harness the power of
positive interactions while carrying out discipline in a
businesslike manner. Encourage connections with students
to form supportive, respectful relationships.
?? Embed core values in the academic curricula to ensure
these values are routinely taught, discussed, practiced, and
displayed.
©2011 Region XIII • TURNAROUND FRAMEWORK
Collaborate with Focused Commitment
?? P
lace a high priority on dedicated time for staff to meet and
work together. Teams should routinely and consistently work
together on data analysis, curriculum planning, evaluating
student work, and problem-solving.
?? Ensure productivity through purposeful, valued, and
protected collaboration among faculty. Focus collaboration
time on intentional improvement of instructional practice,
rather than administrative operations.
Eliminate Negative Influences
?? E mbrace and carry forward an unwavering positive vision for
campus and student success.
?? Believe in students' capabilities to reach high standards and
aggressively pursue ambitious goals, which, when achieved,
are replaced with higher targets for sustained momentum.
?? Establish high expectations for all students and a faithful
belief by instructing staff that all students can and will
achieve success.
23
PARENT AND COMMUNITY ENGAGEMENT
notes:
24
TURNAROUND FRAMEWORK • ©2011 Region XIII
PARENT AND COMMUNITY ENGAGEMENT
Parent and Community Engagement is embodied by an informed association of individuals with a vested interest in the
success of the school, who understand and are beneficiaries of the impact of that success within the community. The
development of such a team is critical to the success of the turnaround effort.
High-yield results rely on increased trust and shared objectives. Educators who understand that turnaround is not dependent
upon a single individual seek to expand efforts to build a team. Parents and community partners should engage in strategic
planning as key communicators and participants in the process. Successful turnaround is a team effort, and multiple
partnerships are essential to success.
School and district doors must be open so families and community members feel welcome and ready to do the difficult
work, alongside educators, required for turnaround. Education Service Center Turnaround Teams can facilitate community
involvement through tools that engage partners in turnaround efforts.
"By re-establishing the connection between schools and communities, we
believe more effective schools and healthier neighborhoods will be created.
Being involved in that type of positive action is what [our school's]
commitment to community engagement is all about."
– Michael Graham
Xavier University Address
©2011 Region XIII • TURNAROUND FRAMEWORK
25
PARENT AND COMMUNITY ENGAGEMENT
Another factor that affects the success of school turnaround is the level of parent and community engagement in the
turnaround process. As shown in the graphic below, sustainability occurs only with the commitment from the district
level and with the involvement of all stakeholders connected to the school. Without a mobilized community, the efforts
within the school often leave with the campus leader. In a turnaround school, elimination of factors that disenfranchise
parents and focused communication with parents and the community increase the opportunities for accelerated student
achievement, systemic transformation across the community, and long-term sustainability of efforts.
PARENT AND COMMUNITY
ENGAGEMENT
ACCELERATED
ACHIEVEMENT
Mobilize Stakeholders
DISTRICT
CAPACITY
AND WILL TO
SUPPORT THE
TURNAROUND
EFFORT
Eliminate Factors that
Disenfranchise Families
Establish Parent
Engagement and
Communication Systems
Establish Community/
Business Engagement and
Communication Systems
26
FACULTY,
STAFF AND
STUDENT
ENGAGEMENT
IN THE
TURNAROUND
PROCESS
SYSTEMIC
TRANSFORMATION
SUSTAINABILITY
TURNAROUND FRAMEWORK • ©2011 Region XIII
PARENT AND COMMUNITY ENGAGEMENT
Actions indicative of effective parent and community engagement, necessary to support turnaround, include the
following:
Mobilize Stakeholders
?? Identify key community influencers and communicators for
establishment of partnerships.
?? Create an understanding of the relationship between the
needs of the community and the current status of the school
through sharing of data analysis results.
?? Define specific opportunities that enable participation in
goal setting, as well as creating and implementing a plan of
action.
Eliminate Factors that Disenfranchise Families
?? Determine the root causes of negative perceptions.
?? Create a welcoming environment and reception for visitors
to eliminate negative perceptions and encourage others to
enter the campus and dispel existing negative myths.
?? Improve the physical condition of the school facilities
to create a quick win and provide a visible signal to the
community at large that change is underway.
?? Create a marketing plan to advertise noteworthy events and
meaningful changes.
©2011 Region XIII • TURNAROUND FRAMEWORK
Establish Systems for Improved Communication
?? Identify the composition of every student's parental and/
or custodial situation, along with the associated needs and
specific implications for each.
?? Communicate the purpose for and direction of school change
and the significance of the parental role in the process.
?? Establish and communicate the role and actions of
parents that impact issues such as attendance, academic
achievement, requirements for promotion, and discipline.
?? Form communication systems between school and home
that include personal meetings to address student progress
and achievements and to both solve problems and resolve
concerns.
?? Include business, parent, and community representation
on campus-level decision-making teams.
?? Create opportunities for participation at school events,
including volunteerism, mentorships, and tutorials.
?? Establish forums that examine issues relevant to turnaround
efforts and that inform thought processes.
27
FACULTY, STAFF, AND STUDENT ENGAGEMENT IN THE TURNAROUND PROCESS
notes:
28
TURNAROUND FRAMEWORK • ©2011 Region XIII
FACULTY, STAFF, AND STUDENT ENGAGEMENT IN THE TURNAROUND PROCESS
Authentic faculty, staff, and student engagement in the turnaround process serves as the anchor for the campus during
rapid, dramatic change. Engagement speaks to the contribution of each voice in understanding why change must occur and
planning how the change will occur.
Each step taken during the turnaround process requires that faculty, staff, and students actively participate in the actions
that are indicative of success at each stage. Without this participation, accelerated achievement, systemic transformation,
and sustainability become esoteric concepts and fail to become actual results of the turnaround process.
When support is achieved by participation in the process, each stakeholder will influence others and change will gain
momentum. This process increases pressure for change, thus diminishing resistance to change.
"Coming together is a beginning; keeping together is progress;
working together is success."
– Henry Ford
©2011 Region XIII • TURNAROUND FRAMEWORK
29
FACULTY, STAFF, AND STUDENT ENGAGEMENT IN THE TURNAROUND PROCESS
Actions that facilitate faculty, staff, and student engagement in the turnaround process include the following:
Create a Sense of Urgency
?? Indentify current conditions through a comprehensive needs
assessment and focused data analysis. Commit to changing
ineffective practices and eliminating systems and processes
that impede turnaround efforts.
Communicate Beliefs
?? E stablish and communicate campus beliefs that support
all decisions and actions. Particularly in hiring and staffing,
the campus must seek those faculty and staff who embrace
core values that include affirmation of student aptitude for
success. These beliefs are communicated so students also
embrace them and affirm the faculty and staff’s confidence
in them.
Require Student Participation
?? E stablish genuine opportunities for student participation in
the decision-making process. Students must be represented
on campus decision-making teams and have the opportunity
to share their voices.
Make Data-Driven Decisions
?? A
nalyze data frequently in a variety of formats, and use the
analyses to inform and drive all actions. Participation in the
decision-making process by faculty, staff, and students is
informed by analysis of data and thorough discussion of its
implications. Transparency of data, trends, and implications
fuel the actions to drive results. Agreeing that all decisions
are based on the needs of students, rather than the needs
of adults, establishes a common voice and a shared vision.
Celebrate Success
?? D
efine milestones and celebrate quick wins. Identify how the
achievement of the milestone moves the school closer to the
desired goal.
?? E ngage faculty, staff, and students in the celebration
of critical, milestone successes.
Require Faculty and Staff Participation
?? E stablish genuine opportunities for faculty and staff
participation in the decision-making process. While
faculty and staff representation is required for decisionmaking teams, it is imperative that all faculty and staff
genuinely participate in the turnaround process. This
includes understanding all relevant data informing decisions,
as well as sharing concerns about what is, and is not, working.
30
TURNAROUND FRAMEWORK • ©2011 Region XIII
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32
TURNAROUND FRAMEWORK • ©2011 Region XIII
WHAT SHOULD I DO?
16
9
17
11
14
Take the first step, contact the Turnaround Team at your local Education Service Center.
Education Service Centers determine how they choose to designate their Regional
number as listed below:
Region One - Edinburg
(956) 984-6000
www.esc1.net
Region VIII - Mount Pleasant
(903) 572-8551
www.reg8.net
Region XV - San Angelo
(325) 658-6571
www.netxv.net
Region 2 - Corpus Christi
(361) 561-8400
www.esc2.net
Region 9 - Wichita Falls
(940) 322-6928
www.esc9.net
Region 16 - Amarillo
(806) 677-5000
www.esc16.net
Region III - Victoria
(361) 573-0731
www.esc3.net
Region 10 - Richardson
(972) 348-1700
www.region10.org
Region 17 - Lubbock
(806) 792-4000
www.esc17.net
Region 4 - Houston
(713) 462-7708
www.esc4.net
Region XI - Fort Worth
(817) 740-3600
www.esc11.net
Region 18 - Midland
(432) 563-2380
www.esc18.net
Region 5 - Beaumont
(409) 838-5555
www.esc5.net
Region 12 - Waco
(254) 297-1212
www.esc12.net
Region 19 - El Paso
(915) 780-1919
www.esc19.net
Region VI - Huntsville
(936) 435-8400
www.esc6.net
Region XIII - Austin
(512) 919-5313
www.esc13.net
Region 20 - San Antonio
(210) 370-5200
portal.esc20.net
Region 7 - Kilgore
(903) 988-6700
www.esc7.net
Region 14 - Abilene
(325) 675-8600
www.esc14.net
19
8
10
7
12
18
6
15
13
5
4
3
20
2
1
For an electronic version of the
Turnaround Framework, questions
about the content of the Turnaround
Framework or the turnaround
process in general, please contact
the Texas Turnaround Center at
Education Service Center Region XIII.
Texas Turnaround Center
(512) 919-5106
www.txturnaround.org
"That some achieve great success, is proof
to all that others can achieve it as well."
– Abraham Lincoln
©2011 Region XIII • TURNAROUND FRAMEWORK
33
doc_907056546.pdf