Leading with Access & Equity: Mindsets, Strategies, and Systems that Promote Equity in School Improvement Video Series

leading with accessa nd equity videos.png

These webinar modules were developed to support schools that had been identified as having disparities amongst specific student populations. The live webinars took place in Spring 2019, and were then curated into this module guide. While originally developed for those schools identified through the accountability system, this guide can be used as a resource for any school or district.

Resource Links

Video Series Modules Facilitation Guide

Source

Massachusetts Department of Elementary and Secondary Education with Novak Educational Consulting and Rodriguez Educational Consulting Agency (RECA)

 

MTSS Blueprint

MA_MTSS_Visual_FINAL.png

All students are capable of success. A Multi-Tiered System of Support (MTSS) is a framework for how school districts can build the necessary systems to ensure that each and every student receives a high quality educational experience. It is designed to support schools with proactively identifying and addressing the strengths and needs of all students by optimizing data-driven decision-making, progress monitoring, and the use of evidence-based supports and strategies with increasing intensity to sustain student growth. In 2018, Massachusetts updated its MTSS Blueprint to reflect the most current research and enhance the user experience. The current blueprint more explicitly focuses on equitable access and universal design for learning (UDL) and fully integrates social emotional, behavioral, and academic learning.

Resource Links

MTSS Blueprint

Source

Massachusetts Department of Elementary and Secondary Education with Novak Educational Consulting and Rodriguez Educational Consulting Agency

 

Nashville Case Study: Implementing Social Emotional Learning Across the District

Excellent Edutopia series on how Metro Nashville Public Schools is bringing coherence and alignment to social emotional learning implementation. The series hits key messages about how to position and integrate SEL so that it is part and parcel of the school culture for adults and students, not another "flavor of the month" program. The series also highlights concrete practices for elementary, middle and high schools and explains how the district uses a common SEL Walkthrough Rubric to guide implementation. Nashville is part of a network of the Collaborating Districts Initiative working with CASEL on district-wide SEL implementation.

Each article is accompanied by a video related to the article theme. (Note: There is reuse of some footage across the videos but each also includes new footage related to the specific theme of the article.)

Resource Links

Source

Edutopia in collaboration with the National Commission for Social, Emotional, and Academic Development, with support from the Chan Zuckerberg Initiative

MA DESE Conditions and Habits of Successful Partnership Guidance

MA ESE conducted research on successful partnerships, reviewing exited 2010 Massachusetts Level 4 schools supported by one or more partner.   The interviews, focus groups, and research led to the conclusion that there are necessary conditions at the outset of a partnership, as well as ongoing habits throughout a partnership, that make the difference between successful and unsuccessful relationships. This led to a theory of action: If districts and partners establish conditions for success and monitor these over time, then partnerships will be more likely to have greater academic return on investment, thereby increasing student achievement in high-needs districts. This guidance aims to provide clarity around the necessary conditions, as well as a set of tools for districts and partners to voluntarily implement.        

Resource Links

Conditions and Habits of Successful Partnership Guidance - Full Document

Source

Massachusetts Department of Elementary and Secondary Education 

The Path Forward: School Autonomy and Its Implications for the Future of Boston’s Public Schools

This report looks at the growth of autonomous schools in Boston through 2014, different autonomous school structures, and the challenge of balancing autonomy with the mission of ensuring a quality education for all students, across a large district school portfolio. Report researchers also looked at case studies of five other "peer districts": Baltimore, Denver, Los Angeles, New York City and Lawrence, Mass.

Resource Link

Source

Education Resource Strategies and the Center for Collaborative Education at the request of the Boston Public Schools (BPS), with the support of The Boston Foundation

MA ESE Turnaround Sustainability Planning Toolkit

The Sustainability Planning Toolkit contains tools, frameworks, and resources that will help district and school leaders effectively plan for sustainability of turnaround efforts after School Redesign Grants (SRG) and other short-term funding sources run out.        

Resource Links

Source

Massachusetts Department of Elementary and Secondary Education and The District Management Council

Research on Effective Practices for School Turnaround - Massachusetts Turnaround Practices Digital Resource

The Turnaround Practices Digital Resource merges content from the 2014 and 2016 Turnaround Practices reports into a single, interactive document. The resource provides an overview of the turnaround practices, summarizes specific strategies that characterize successful turnaround schools and keys to sustaining improvement efforts (implementation practices), summarizes finding from comparative interrupted time series analysis of Level 4 School Redesign Grant Schools (SRG) as compared to non-SRG schools (impact study), and highlights strategic turnaround actions especially important in the first year of turnaround (field guide section).     

Resource Link

Turnaround Practice Digital Resource

Source

Massachusetts Department of Elementary and Secondary Education

Understanding the Impact of Poverty on Student Outcomes - LEAP Online Interactive Training Module

The Leading Educational Access Project (LEAP) was created in response to research showing that Massachusetts low-income students are far more likely to be found eligible for special education services than other students.  Low-income students who are identified as eligible are also more likely to be educated in substantially separate classes and activities. This online interactive training module was developed by ESE and guided by ongoing partnership work with LEAP districts and collaboratives. It is intended to provide the user with a fundamental understanding of the impact that poverty can have on student performance and is intended for school and district use with groups or individuals allowing for direct instruction to school personnel.

Resource Links

Understanding the Impact on Poverty and Student Outcomes - Online interactive training module

For more information on LEAP:

Source

Massachusetts Department of Elementary and Secondary Education, Collaborative for Educational Services (CES)