Education Week - September 28, 2016 - 19

signed turnaround strategies as long as they are "research-based." That gives hope to Smith, who's warily watched as both the federal government and state departments have lost patience in recent years with district superintendents in charge of schools with disproportionate numbers of poor and minority students and abysmal academic outcomes. "The rhetoric and the practicality of school turnaround don't often meet," Smith said. "When there's the threat of school takeover, there's no incentive whatsoever of keeping or obtaining the great talent that's needed in our neediest schools. ESSA provides districts the latitude for a more diverse collection of schools to tell their story in a more accurate way." Complexity of Problems Smith said superintendents are often dealing with a complex series of problems that include a mobile student body, a young and unstable teaching force, and limited financial resources. It often takes state departments and charter operators several years to figure out the cause and the solution to turning around underperforming schools. Indeed, in Indiana, only one of the five schools taken over by the state has gotten off its failing list since 2012 when the state issued its first list of failing schools. Smith says central-office administrators know their schools and their students best and are best suited to execute turnarounds. "I find it difficult to believe that local officials aren't more passionate for the students that they serve," said Smith, who in 2012 decided, along with his board, not to fire any staff members at the lowperforming schools but, rather, to retrain them and provide them with better support. "They're our kids, and after the experts leave, they're still going to be our kids. We owe it to them to provide the very best opportunities." Evansville Vanderburgh School Corp., as the district is known, has about 39 virtual, magnet, and neighborhood schools in urban, rural, and suburban settings. (Evansville is a city in Vanderburgh County.) That means a wide variation in student outcomes, culture, and day-to-day problems between schools. Despite those facts, the district's central-office staff had for decades been organized to oversee schools regionally, with each school getting an equal amount of support from central-office staff. more help than others." Evansville's transformation zone involves district administrators and school principals identifying problems and coming up with solutions tailored to those problems. About 90 percent of the administrators had worked in the district before being hired to work in the transformation zone. In 2013, the district asked teach- An inspirational message on a classroom door at Glenwood Leadership Academy. "THE CENTRAL OFFICE'S INTENT IS TO BE FAIR AND TREAT EVERYONE THE SAME. BUT SOMETIMES WE CAN'T ALL BE TREATED THE SAME. SOME OF US NEED MORE HELP THAN OTHERS." Camera Skinner Principal, Glenwood Leadership Academy That left principals who oversee failing schools with little to no office support, Evansville administrators say. "The central office's intent is to be fair and to treat everyone the same," said Camera Skinner, the principal of Glenwood Leadership Academy, one of the schools in Evansville's transformation zone. "But sometimes we all can't be treated the same. Some of us need ers to recommit to the school. More than half left, a sobering and disruptive process, said Hillyard. But it provided an opportunity to press the reset button on many of the school's practices, administrators said. Unlike in turnaround programs that give principals full autonomy and flexibility to turn schools around, principals in Evansville's transformation zone are surrounded Moving the Needle on Achievement / www.edweek.org/go/MovingtheNeedle | 19 http://www.edweek.org/go/MovingtheNeedle

Table of Contents for the Digital Edition of Education Week - September 28, 2016

Education Week - September 28, 2016
Contents
ESSA Clears Out Underbrush On School Improvement Path
Finding Evidence-Based Fixes for Schools
Assuring Needy Groups Aren’t Overlooked
Inside a District’s ‘Transformation Zone’
Lessons From a ‘Hidden Gem’ In Alabama
Tackling Climate, Behavior to Make Gains
At Vt. Schools, A Look Under the Hood
Calif. Agency’s Goal: Bolster District Role
Loosening the Reins On Improvement Aid
Education Week - September 28, 2016 - Education Week - September 28, 2016
Education Week - September 28, 2016 - Cover2
Education Week - September 28, 2016 - Contents
Education Week - September 28, 2016 - 2
Education Week - September 28, 2016 - 3
Education Week - September 28, 2016 - ESSA Clears Out Underbrush On School Improvement Path
Education Week - September 28, 2016 - 5
Education Week - September 28, 2016 - 6
Education Week - September 28, 2016 - 7
Education Week - September 28, 2016 - Finding Evidence-Based Fixes for Schools
Education Week - September 28, 2016 - 9
Education Week - September 28, 2016 - Assuring Needy Groups Aren’t Overlooked
Education Week - September 28, 2016 - 11
Education Week - September 28, 2016 - 12
Education Week - September 28, 2016 - 13
Education Week - September 28, 2016 - 14
Education Week - September 28, 2016 - 15
Education Week - September 28, 2016 - Inside a District’s ‘Transformation Zone’
Education Week - September 28, 2016 - 17
Education Week - September 28, 2016 - 18
Education Week - September 28, 2016 - 19
Education Week - September 28, 2016 - 20
Education Week - September 28, 2016 - 21
Education Week - September 28, 2016 - 22
Education Week - September 28, 2016 - 23
Education Week - September 28, 2016 - Lessons From a ‘Hidden Gem’ In Alabama
Education Week - September 28, 2016 - 25
Education Week - September 28, 2016 - 26
Education Week - September 28, 2016 - 27
Education Week - September 28, 2016 - 28
Education Week - September 28, 2016 - Tackling Climate, Behavior to Make Gains
Education Week - September 28, 2016 - 30
Education Week - September 28, 2016 - At Vt. Schools, A Look Under the Hood
Education Week - September 28, 2016 - Calif. Agency’s Goal: Bolster District Role
Education Week - September 28, 2016 - 33
Education Week - September 28, 2016 - 34
Education Week - September 28, 2016 - Loosening the Reins On Improvement Aid
Education Week - September 28, 2016 - 36
Education Week - September 28, 2016 - 37
Education Week - September 28, 2016 - 38
Education Week - September 28, 2016 - 39
Education Week - September 28, 2016 - 40
Education Week - September 28, 2016 - Cover3
Education Week - September 28, 2016 - Cover4
Education Week - September 28, 2016 - CW1
Education Week - September 28, 2016 - CW2
Education Week - September 28, 2016 - CW3
Education Week - September 28, 2016 - CW4
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http://ew.edweek.org/nxtbooks/epe/ew_09112013
http://ew.edweek.org/nxtbooks/epe/ew_08282013
http://ew.edweek.org/nxtbooks/epe/ew_sr_08212013
http://ew.edweek.org/nxtbooks/epe/ew_08212013
http://ew.edweek.org/nxtbooks/epe/ew_08072013
http://ew.edweek.org/nxtbooks/epe/ew_07102013
http://ew.edweek.org/nxtbooks/epe/ew_06122013
http://ew.edweek.org/nxtbooks/epe/dc_06062013
http://ew.edweek.org/nxtbooks/epe/ew_06052013
http://ew.edweek.org/nxtbooks/epe/ew_sr_05222013
http://ew.edweek.org/nxtbooks/epe/ew_05222013
http://ew.edweek.org/nxtbooks/epe/ew_05152013
http://ew.edweek.org/nxtbooks/epe/ew_05082013
http://ew.edweek.org/nxtbooks/epe/ew_sr_04242013
http://ew.edweek.org/nxtbooks/epe/ew_04242013
http://ew.edweek.org/nxtbooks/epe/ew_04172013
http://ew.edweek.org/nxtbooks/epe/ew_04032013
http://ew.edweek.org/nxtbooks/epe/ew_03272013
http://ew.edweek.org/nxtbooks/epe/ew_03132013
http://ew.edweek.org/nxtbooks/epe/tc_20130314
http://ew.edweek.org/nxtbooks/epe/ew_03062013
http://ew.edweek.org/nxtbooks/epe/ew_02272013
http://ew.edweek.org/nxtbooks/epe/ew_sr_02202013
http://ew.edweek.org/nxtbooks/epe/ew_02202013
http://ew.edweek.org/nxtbooks/epe/ew_sr_02062013
http://ew.edweek.org/nxtbooks/epe/ew_02062013
http://ew.edweek.org/nxtbooks/epe/ew_01302013
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http://ew.edweek.org/nxtbooks/epe/ew_01162013
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http://ew.edweek.org/nxtbooks/epe/ew_01092013
http://ew.edweek.org/nxtbooks/epe/ew_12122012
http://ew.edweek.org/nxtbooks/epe/ew_12052012
http://ew.edweek.org/nxtbooks/epe/ew_sr_11142012
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http://ew.edweek.org/nxtbooks/epe/ew_11072012
http://ew.edweek.org/nxtbooks/epe/ew_10312012
http://ew.edweek.org/nxtbooks/epe/ew_sr_10242012
http://ew.edweek.org/nxtbooks/epe/ew_10242012
http://ew.edweek.org/nxtbooks/epe/ew_10172012
http://ew.edweek.org/nxtbooks/epe/ew_10102012
http://ew.edweek.org/nxtbooks/epe/ew_10032012
http://ew.edweek.org/nxtbooks/epe/ew_09262012
http://ew.edweek.org/nxtbooks/epe/ew_09192012
http://ew.edweek.org/nxtbooks/epe/ew_09122012
http://ew.edweek.org/nxtbooks/epe/ew_08292012
http://ew.edweek.org/nxtbooks/epe/ew_sr_08222012
http://ew.edweek.org/nxtbooks/epe/ew_08222012
http://ew.edweek.org/nxtbooks/epe/ew_20120829
http://ew.edweek.org/nxtbooks/epe/ew_sr_08292012
http://ew.edweek.org/nxtbooks/epe/ew_20120822_v2
http://ew.edweek.org/nxtbooks/epe/ew_20120822
http://ew.edweek.org/nxtbooks/epe/ew_test
http://ew.edweek.org/nxtbooks/epe/diplomascount_2012issue34
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