jessica de barros capstone csip presentation

8/7/2019 Jessica de Barros Capstone CSIP Presentation

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Overview: The Problem

No clear targets at the system, school or individualstudent levels

Progress against targets rarely measured or vague

Little transparency of progress for the public and staff

Lack of basic systems, processes, tools andtrainings to enable better performance management atall levels

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Solution:

New Performance Management Framework

District Level School Level Individual/Staff Level

Annual scorecard showshow the District is performing

on key academic andoperational metrics

Regular internal reviews ofdistrict departments trackhow their work is supportingdistrict goals

School reports (available Fall2010) will provide a snapshot of

school performance on commonacademic measures.

Schools will receive differentiatedand targeted supports based onperformance and need through theschool improvement process

Teachers are using Measures ofAcademic Progress assessments,which provide real-time informationon math and reading performance.

New individual performanceevaluations are being rolled out

to many central office employeegroups, and additional supportfor evaluating school-based staffis now available.

Seattle Public Schools effort to define excellence, measure and report progress,and act based on data is called performance management. This work is

happening at all levels and involves a number of critical new tools and processes.


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My Role

Lead implementation of school-level performancemanagement tools & processes

Redesigned school improvement planning process,

including: New Continuous School Improvement Plan

Development of standard list of district interventions

Review of school improvement plans for Superintendents

Cabinet

Reallocation of resources based on academic needs &segmentation

Redefinition of central office roles to better support schools

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School Improvement Plan

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FOUNDATIONAL STRATEGIES

In reading, math, social-emotional health

Must be research-based, have track record

District must be able to support

TARGETED INTERVENTIONS

For each content area

Each intervention must include:

Materials

Instructional strategies

Use of time

Other resources

EVERY SCHOOL CREATES A SCHOOL IMPROVEMENT PLAN


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Segmenting Schools

BY ABSOLUTE & GROWTH PERFORMANCE

Schools grouped by absolute performance

Schools grouped by growth toward targets

Based on progress toward 2013 targets

Targets set by District strategic plan

ALLOWS CUSTOMIZED SUPPORTS

Supports based on performance and need

Helps central office design interventions

PROVIDES TRANSPARENCY Clear measures for families, community

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SCHOOL LEVELS

LEVEL 1

LEVEL 2

LEVEL 3

LEVEL 4

LEVEL 5


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Accountability Framework Based on

Performance

Schools receive different levels of autonomy or oversight fromthe district based on segmentation and need.

Schools that are higher-performing and show more growthhave greater autonomy over:

Selection of interventions Professional development

Setting school planning goals

Discretionary spending

Schools that are lower-performing and show less growthreceive more oversight from the district depending on actualperformance and need.


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We Aligned Resources Differently

Leveraged multiplepots of money tofocus on schoolimprovement

Created clear areas

of focus forintervention

Coordinated schoolimprovementresource allocation

with broaderbudget decisions


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Impact of our Work

Cultural shift is underway: focus ondifferentiated interventions based onperformance

Policy has been developed: aggressiveinterventions after three years for persistently

low-performing schools

Data-driven expectations: engagement hasbuilt common understanding of data-drivenapproach

Change is expected: Educators andcommunity members EXPECT to seechanges

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jessica de barros capstone csip presentation

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