How We're Learning to Improve This School Year (Part XI)
How We're Learning to Improve This School Year (Part X)
Lessons in Improvement
Earlier this year, I kicked off our Learning to Improve blog series by discussing seven early lessons from our improvement science work at United Schools Network. The good thing is that I think that all of those lessons were on point. But, we’ve also learned a great deal about using improvement science methodology through our 8th Grade On-Track project this school year. In this post, I will expand on those early lessons and present some of our new learning.
How We're Learning to Improve This School Year (Part IX)
Learning to Improve at United Schools Network
James’ reading grade dropped from a B in 7th grade to a D during the first trimester of his 8th grade year. The rest of his grades were a C or higher, his attendance rate was above 96%, and he had never been in serious trouble. Most people would look at James’ academic, attendance, and behavior stats and not see a student that is in need of intervention. We disagree. At the very moment that his reading grade dropped, James was in need of extra support.
How We're Learning to Improve This School Year (Part VIII)
Partners in Improvement
This school year, School Performance Institute (SPI), the learning and improvement arm of United Schools Network, served as a partner with Columbus Collegiate Academy (CCA) to work on a tough-to-solve problem. SPI fills a number of critical roles including project management, strategic communication, human capital management, improvement research & advising, and data analytics. At our core is a commitment to continuous learning and improvement and a focus on using data to predict students’ learning, progress, and ultimately their success.
How We're Learning to Improve This School Year (Part VII)
A Formula for Improvement
In my last post, I provided an analysis for the educational funding strategy shift at the Gates Foundation.
The gist of the shift is that Gates is funding organizations that are marrying on-track indicator systems with improvement science in order to improve important student outcomes. I know this because I went after a Gates Grant last year and didn’t get it. But, I’m glad I did it because of the learning that came out of the process. In fact, it led to the current 8th Grade On-Track project I’m running at Columbus Collegiate Academy this school year.
How We're Learning to Improve This School Year (Part VI)
Why the Gates Foundation Shifted Its Education Funding Strategy
The marrying of on-track indicator systems with improvement science has caught the attention of the Bill & Melinda Gates Foundation. Over the next five years, Gates plans to direct 60 percent of its $1.7 billion in education funding towards networks of schools working together to identify solutions to local problems and using data to drive improvement.
How We're Learning to Improve This School Year (Part V)
Don’t Use Accountability Goals in School Improvement Work
Goals for accountability and goals for improvement are two very different things.
I’m not sure if I should be embarrassed or if most of the folks reading this are right there with me. Either way, this was an important revelation as I’ve worked to bring improvement science methodology to my work as a school leader at United Schools Network. Far too often, these two types of goals get conflated during school improvement projects and this can have unintended consequences.
How We're Learning to Improve This School Year (Part IV)
What is good attendance?
If you asked your colleagues, the answers you get may surprise you.
It’s something I’d encourage you to do- run an experiment at your school or district- and see what happens. A few months ago, I did just that.
How We're Learning to Improve This School Year (Part III)
Despite spending billions on professional development (PD) in the United States, well-regarded studies by organizations such as American Institutes for Research (AIR) and TNTP show no measurable results from this spending. This was the case even when the training was considered rigorously aligned to the tenets of best practice for educator professional development. At the same time, student outcomes, especially for students of color and students living in poverty, are unacceptable.
How We’re Learning to Improve This School Year (Part II)
The good news is this may very well be the much sought after silver bullet we’ve long searched for in educational improvement circles. The bad news is that this elusive magic elixir is very hard to come by. Simply put, know-how is the detailed practical knowledge necessary to get good ideas to actually work in classrooms, schools, and districts.
How We’re Learning to Improve This School Year (Part I)
Across sectors, the “think small, start small” message is antithetical to the typical ethos. In sports, it’s “go big or go home.” For tech startups, funding often hinges on a founder’s ability to show her plan for quickly scaling the business. In education, we often roll out rapid, large-scale reforms such as a new curriculum or technology platform in response to some perceived problem.
How can we get better at getting better?
This year at United Schools Network (USN), we’re learning the science of improvement and sharing our journey in the hopes that it will make your improvement work a little easier. We’ve just kicked off this work, but we’ve already learned quite a bit about starting an improvement project. Check out the seven lessons we’ve learned so far.
Like medicine, education can be complicated and messy work. It can be hard. It can feel defeating at times. But just as we think we don’t have another ounce to give in our school or classroom, there’s a breakthrough, a victory, a light at the end of the tunnel. And then, we are energized for another mile of this journey.