Statewide Systems of Support (SSOS)

Upcoming Events

Implementing the Common Core State Standards for Mathematics

Online Community Login

NWRCC provides assistance to state education agencies in improving SSOS. The Elementary and Secondary Education Act (ESEA) (currently known as the No Child Left Behind Act of 2001 [NCLB]) legislation outlines a pivotal role for the state in helping struggling districts and schools meet the requirements of the law. NCLB requires states to "establish a statewide system of intensive and sustained support and improvement for local educational agencies and schools receiving funds under this part, in order to increase the opportunity for all students served by those agencies and schools to meet the state's academic content standards and student academic achievement standards" (Section 1117 (a)(1)).

Search for more resources here

Restructuring

A Call to Restructure Restructuring: Lessons from the No Child Left Behind Act in Five States The Center on Education Policy has a released a report synthesizing findings from their research on how the No Child Left Behind Act's school restructuring requirements are being implemented in Michigan, California, Maryland, Ohio, and Georgia. Document reviews and interviews with state officials were conducted in the five states, and case study research was carried out in 19 districts and 42 schools. Among the report's findings are that more schools have entered restructuring and many remain in that status for multiple years; the "any other" restructuring option is the most popular option in the states studied; and the five states varied greatly in the supports they offered restructuring schools.
Breaking the Habit of Low Performance: Successful School Restructuring Stories This report examines five schools that successfully restructured. By current accountability standards, these schools had long-documented histories of poor performance and failed efforts to improve. At each of these schools, multiple factors enabled them to kick the low-performance habit. The report looks at what these schools have done differently from the thousands of schools that languish in improvement status as well as what actors intervened to catalyze, change, or create an environment conducive to improvement.
Government Accountability Office's (GAO) No Child Left Behind Act: Education Should Clarify Guidance and Address Potential Compliance Issues for Schools in Corrective Action and Restructuring Status The GAO recently released a report focusing on schools that have implemented restructuring programs to meet adequate yearly progress under NCLB. Based on the report's results, the GAO recommends a number of actions: Secretary of ED should inform schools in corrective action when they may continue this corrective action rather than employ a new method States should report information on corrective action activities taken by each school ED should take additional steps to ascertain whether states are ensuring that districts provide the required assistance to schools
Handbook on Restructuring and Substantial School Improvement The Center on Innovation & Improvement has recently the Handbook on Restructuring and Substantial School Improvement. The Handbook's purpose is to assist states, districts, and schools in establishing policies, procedures, and support to successfully restructure schools. The Handbook is organized into three sections: Section 1: Overview of Restructuring Section 2: Topical Modules Section 3: Indicators of Successful Restructuring
Improving Low-Performing Schools: Summary of a Forum On December 7, 2009, the Center on Education Policy (CEP) held a forum in Washington, D.C. to discuss their five-year study of schools in restructuring under NCLB. The event included a discussion of CEP's research on schools in restructuring under NCLB in six states—California, Georgia, Maryland, Michigan, New York, and Ohio—and in 23 districts and 48 schools within those states. Panelist included an official from the U.S. Department of Education, as well as education leaders from states and school districts, and principals of successfully restructured schools. This report summarizes the presentations and discussion at that meeting.
It Takes More Than a Hero: School Restructuring in Ohio Under the No Child Left Behind Act The Center on Education Policy has recently released a report describing Ohio's school restructuring efforts under the No Child Left Behind Act. The report includes findings from interviews with state officials and case studies of nine schools in four school districts: Cincinnati Public Schools, Cleveland Metropolitan School District, Mansfield City Schools, and Mount Vernon City Schools. Kelleher, M., & Scott, C. (2008). It takes more than a hero: School restructuring in Ohio under the No Child Left Behind Act. Washington, DC: Center on Education Policy.
Looking for New Ways To Make Progress: School Restructuring in Maryland, 2008–2009 Follow-Up Report The Center on Education Policy's report describing the state of Maryland's efforts to assist schools in restructuring during school year 2008–2009 is now available. The report highlights the state's participation in the NCLB differentiated accountability pilot program. Neuman-Sheldon, B. (2009). Looking for new ways to make progress: School restructuring in Maryland, 2009-09 follow-up report. Washington, DC: Center on Education Policy.
Managing More Than a Thousand Remodeling Projects: School Restructuring in California The Center on Education Policy recently released a report describing California's school restructuring under the No Child Left Behind Act. Included are case findings of nine schools in four school districts.
School Restructuring Options Under No Child Left Behind: "What Works When?" Contracting With External Education Management Providers The "What Works When" series is designed to help district leaders understand what is known about when and under what circumstances each of these options works to improve student learning. This paper focuses on the third restructuring option, contracting with an outside entity to operate the school, which this paper calls "contracting." This paper examines what is known when contracting may work for districts grappling with individual low-performing schools (abstract from ERIC).
School Restructuring What Works When: A Guide for Education Leaders Updated in 2009, this guide from the Center for Comprehensive School Reform and Improvement , reflects the best education and cross industry research on restructuring for chronically struggling schools. That research was compiled by Public Impact, an education policy and management consulting firm in Chapel Hill, North Carolina.
School restructuring: Federal No Child Left Behind Act of 2001 guidance document Illinois State Board of Education (2006). School restructuring: Federal No Child Left Behind Act of 2001 guidance document.
School turnaround teachers: Selection toolkit Public Impact (2008). School turnaround teachers: Selection toolkit.
SIG Guidance (updated June 29, 2010) The final requirements for the SIG program, set forth in 74 FR 65618 (Dec. 10, 2009), and amended by the interim final requirements, set forth in 75 FR 3375 (Jan. 21, 2010) (final requirements), implement both the requirements of section 1003(g) of the ESEA and the flexibilities for the SIG program provided through the Consolidated Appropriations Act, 2010. The U.S. Department of Education has issued this guidance to provide assistance to SEAs, LEAs, and schools in implementing the final requirements.
States Progress Toward High School Restructuring The National High School Center has recently released a brief outlining the provisions of the No Child Left Behind Act (NCLB) relating to restructuring and includes strategies that states and districts are undertaking, particularly at the high school level.
The Sit-Down Dinner: Formalizing Restructuring Under the No Child Left Behind Act in Michigan Scott, C., & Kelleher, M. (2008). The sit-down dinner: Formalizing restructuring under the No Child Left Behind Act in Michigan. Washington, DC: Center on Education Policy.
Toolkit for Implementing the School Improvement Grant Transformation Model The Center on Innovation and Improvement (CII) has released a toolkit for local education agencies (LEA) to use once they have determined that the Transformation Model is the best fit for a school. The document outlines action items involved in implementing the School Improvement Grant (SIG) Transformation Model and provides tools and resources to help districts and schools implement the model.
Top Down, Bottom Up: California Districts in Corrective Action and Schools in Restructuring Under NCLB The Center on Education Policy has recently released a report describing California's efforts to assist schools in restructuring during the 2008–2009 school year. The report highlights the state's expanded approach to technical assistance, which includes public as well as private providers.
Uncharted Territory: An Examination of Restructuring Under NCLB in Georgia The Center on Education Policy recently released a report describing Georgia's school restructuring efforts under the No Child Left Behind Act. Including are findings from interviews with state officials and regional administrators and case studies of five schools in three school districts: Atlanta Public Schools, Muscogee County School District, and Stewart County School District. Duffrin, E., & Scott, C. (2008). Uncharted territory: An examination of restructuring under NCLB in Georgia. Washington, DC: Center on Education Policy.
Wrestling the Devil in the Details: An Early Look at Restructuring in California The Center on Education Policy (CEP) has recently released a publication that looked at California's state restructuring efforts. The Center interviewed state, regional, and school staff, in addition to conducting district-level case studies, observations of restructuring workshops, and document reviews, to learn more about restructuring in California.

School Turnaround

Center on Innovation and Improvement Reports on Turnaround Schools The Center on Innovation and Improvement recently released three reports on the topic of turnaround schools. Breaking the Habit of Low Performance: Successful School Restructuring Stories This report examines five schools that successfully restructured. By current accountability standards, these schools had long-documented histories of poor performance and failed efforts to improve. At each of these schools, multiple factors enabled them to kick the low-performance habit. The report looks at what these schools have done differently from the thousands of schools that languish in improvement status as well as what actors intervened to catalyze, change, or create an environment conducive to improvement. Performance-Based Dismissals: Cross-Sector Lessons for School Turnarounds This report examines the research on performance-based dismissals outside education—where the experience base is much richer—to inform strategies for turnaround leaders in public education. The ways in which state and district policies enable—or more often impede—targeted staff replacement and provide policy recommendations for local and state education leaders are also examined. Tough Decisions: Closing Persistently Low-Performing Schools The report describes why and how four urban districts—Denver Public Schools, Chicago Public Schools, Hartford Public Schools, and Pittsburgh Public Schools—closed schools for low performance. It focuses on two distinct closure strategies: 1) closing school buildings and dispersing students to other schools; and 2) closing and then reopening the schools with new leadership and staff.

Northwest Regional Comprehensive Center

MENU

SSOS

Upcoming Events

Online Community Login

Statewide Systems of Support (SSOS)