Tag Archives: school leadership

Back to School Leader Q&A: Dr. Caprice Young on the Value of Building Relationships

As the 2021-22 school year begins across the country, we asked a few education leaders to share their insights on where we’ve been, where we’re going, and what their organizations are doing to weather the COVID-19 pandemic and serve students. Join us for a three-part Q&A series exploring the highs and lows of the past 18 months through the lens of dynamic education leaders.

Dr. Caprice Young* is no stranger to the education sector. A longtime education leader and school choice advocate, Young started her career in finance before transitioning into education as a member and president of the elected Los Angeles Unified School Board for four years. She also founded the California Charter Schools Association and served as its CEO from 2003 to 2008. Currently, Young is the national superintendent of Lifelong Learning and provides advisory services to its education partners, including the Learn4Life network of nonprofit high schools, FLEX, Mission Academy, and its new accredited online private STEAM school, Stanza International Academy. Lifelong Learning offers a proprietary personalized learning model and administrative services — ranging from operations, financial, and people services, to communications, legal, compliance, and education services — enabling teachers and schools to focus solely on their students.

I recently caught up with Young in an expansive conversation on the state of play in education, Lifelong Learning’s COVID-19 plan, new initiatives grounded in trauma-responsive and relationship-based approaches, and more.

Katie Rouse:
Tell us about Lifelong Learning, your work, and your role within the organization.

Dr. Caprice Young:
Lifelong Learning is an educational service nonprofit that focuses on supporting students disconnected from traditional public schools. We serve students ranging in age from 14 to 24 who have been impacted by experiences with houselessness, the foster system, undiagnosed special education needs, physical and mental health issues, having to work to feed their families, early pregnancy, and more.

Lifelong Learning supports their diverse needs as a provider to schools. One anchor of this work is our Trauma Responsive Education Communities, our codified approach to building a trauma-informed school community that supports everyone teachers, staff, and young people. As the national superintendent of Lifelong Learning, my role is to provide educational coaching, guidance, and strategic planning to our client schools. 

KR:
What’s unique about your background in education? What brought you to your current role?

CY:
I grew up in a host foster family, so I have 36 brothers and sisters. It’s an important part of my life and upbringing. My mother was a teacher and my dad worked in the juvenile justice system and as a Unitarian pastor. My childhood was rooted in giving back, and that’s the lens and orientation I bring to my everyday work.

I spent my early career in public finance before serving as the assistant deputy mayor for the City of Los Angeles. I won a school board race in 1999 and spent four years on the Los Angeles Unified School Board the second-largest school district in the U.S. My time on the school board made me fall in love with educators and I knew I wanted to spend my career with them. I think I read somewhere that you spend roughly one-third to one-half of your life with people in your professional industry…so you better like them. I love the collective mission I share with teachers and school leaders. 

I left the Los Angeles Unified School Board to found and lead the California Charter Schools Association, then earned my doctorate and worked on turnarounds in charter school organizations, nonprofits, for-profits, and served as a foundation vice president. Three years ago, I joined Lifelong Learning as its national superintendent. 

KR:
Looking back, how did Lifelong Learning and Learn4Life show up in the past 2020-21 school year? What went well? What was particularly challenging?

CY:
The heroism of the women and men leading our schools — and working in them every day throughout the ups and downs of the pandemic — has been incredible. I distinctly remember a Friday the 13th in March 2020 because I spent that morning trying to convince a current Los Angeles Unified School Board member to allow me to move a charter school into her district. By the end of that same day, we weren’t moving anywhere — the state-mandated school facility closures forced us to shift to remote learning.

We did an amazing pivot. And I think it worked due to a few key factors. 

  • First, our educational model, which is grounded in relationship-building and a 1:1 approach to learning, meant that students and teachers had preexisting, deep relationships before the pandemic. Each supervising teacher had 25-35 students already, and so that depth of relationship and trust were connective tissues tying everyone together. 
  • Second, we made critical investments in technology before COVID-19 closed school facilities. In February 2020, we ordered Chromebooks for more than 23,000 students because we decided to go to 1:1 computing before the pandemic required it; it was already part of a planned rollout, which in retrospect felt like providence. 
  • Third, we really listened to our young people to find out what was going on with them and to plug in and support. We quickly realized that students had varying degrees of access to reliable WiFi, so we issued nearly 18,000 hotspots to get the technology into students’ hands. We also provided food and, for our 2,400 pregnant and parenting students, we supplemented diapers and food.
  • Fourth, we invested in staff wellbeing by launching health and wellness webinars and by immediately issuing 21 days of paid sick time with a more expansive sick time policy. Just like our students, we wanted staff to feel supported and prioritized showing up for them in ways large and small. We also implemented flexible work schedules for teachers.

These measures contributed to a 7% increase in our re-enrollment rate from SY2019-20 to 2020-21. 

KR:
As you look ahead to SY2021-22, what issues are top of mind as you lead through it? How do you think about systemic supports for your team and students?

CY:
Our No. 1 issue is keeping staff, families, and students safe. Period. We’ve retrofitted all of our school sites with enhanced ventilation systems, plexiglass barriers, sanitation standards, and ample supplies of masks and hand sanitizers. As we adhere to the new California vaccination and testing mandate, we will support time off for vaccinations and provide self-collection PCR test kits from the school site. 

We’ve also seen, and I expect will continue to see, a significant portion of our school communities experience profound grief, whether manifested as severe illness and death in families or even movement from dual to single incomes. A lot more of our students are in the workforce than were pre-COVID. We’re offering even more flexibility with student and teacher schedules to better accommodate life circumstances as well. We found that by training teachers to support students coping with grief, we’re also helping support teachers in their grief. These are all top-of-mind issues. 

Another critical issue in the school year ahead is how we can locate and support students who, for whatever reason, can’t return to traditional public schools. Most of our students are 17 or 18 years old when they enroll with us. They’ve dropped out for various reasons, then — once they’ve decided to re-engage — have found themselves aged out of traditional school. Without a high school diploma, their ability to get a well-paying job is slim. Providing a school option for these youth — Opportunity Youth — is critical to the student’s success in life, a thriving community, and more. We can’t separate school completion from the rest of society. It’s pivotal to a healthy individual, community, and economy.

KR:
What’s an ongoing source of unexpected heartburn for you in the pandemic?

CY:
COVID-19 has derailed our ability to track student efficacy data. We’ve had to rely on more basic measures of success (e.g., volume of students’ work completion vs. summative assessments). It keeps me up at night because the ability to provide substantial data means more funding to serve students most in need. And it’s important now more than ever after 18 months of learning loss.

KR:
In closing, I want to reflect on you as a leader and as a human being. What’s sustaining you right now as you continue to lead? 

CY:
I’m relying on female friends — we’re all leaning on each other. Personal connections are sustaining. Professionally, I’m continually making sure my team knows how important they are and how vital their work is for young people. When they ask for things, I figure out how to make it happen.

(*Editorial note: Dr. Caprice Young and Lifelong Learning are past Bellwether clients.)

Back to School: What’s Your “Magic Wand” Education Solution? (Part Five)

Photo courtesy of Pixabay for Pexels

Join Ahead of the Heard for a lively back-to-school series expanding on Andy Rotherham’s original Eduwonk post, What’s Your Magic Wand?, featuring reflections on wish-list education solutions heading into the fall from teachers, school leaders, academics, media types, parents, private sector funders, advocates, Bellwarians…you name it.

At Bellwether, we’re focused on the 2021-22 school year ahead but also on what we’ve collectively endured since the start of the COVID-19 pandemic. It’s a gross understatement to say that it has been a lot, that mistakes have been made, that many rose to the occasion achieving amazing things for students (while others did not), and that countless lessons were (re)learned. It has been a season where optimism was sometimes elusive and where challenges often seemed insurmountable.

So we thought we’d do something a little different…and try to have some fun.

We turned to contacts across the country in the education sector and asked them this simple, hopeful question. Answers vary as widely as each participant’s background and have been featured over a two-week span on our blog. This final installment includes reflections from Bellwarians and our social media followers. 

Teachers, students, and families will enter into a 2021-22 school year unlike any other. If you could wave a magic wand, what’s the one education issue you’d address or solve right now, and why?

Lynne Graziano
Senior Analyst in the Policy and Evaluation practice area, Bellwether Education Partners

I would wave a magic wand and put a teacher in every elementary level classroom who understands the science of reading and learning, and is trained to teach young children the methods and magic of reading. Some of my earliest education sector work was researching proficiency rates and I still get depressed every time I pull numbers. With all the things we as a society get riled up about, why aren’t we angrier about how few students are prepared to read to learn by the fourth grade?”

Christine Wade
Associate Partner in the Strategic Advising practice area, Bellwether Education Partners

“I’d ensure every school has a strong school leader who can effectively support and inspire students and staff.”

Paul Beach
Senior Analyst in the Policy and Evaluation practice area, Bellwether Education Partners

“I would dramatically reframe the professional incentives for educational researchers, particularly those in academic settings. Researchers in academic settings are promoted through the ranks by publishing in peer-reviewed journals. Other criteria have to be met, to be sure, but rarely do professors achieve tenure without a strong publication record.

This ‘publish or perish’ culture creates very little incentive for researchers to a) translate key research findings into concrete steps for practitioners and policymakers or b) devote significant time to support quality implementation. This has led to a massive disconnect between researchers and the broader field. Countless wonderful programs and important research findings live in peer-reviewed journals that few people have actually read and even fewer people have done anything with.

We need more creative partnerships between researchers, practitioners, and policymakers. As just one example, researchers should be rewarded for not only designing and demonstrating the efficacy of a program, but also for supporting implementation and working with practitioners to continuously improve and sustain that program. The number of papers published on said program should not be the only marker of success. Rather, success should be measured primarily by the impact the program has on students. Universities need more complex, adaptable promotion systems that incentivize researchers to demonstrate impact to tenure committees rather than peer reviewers. In reality, the entire research enterprise must be transformed to reframe the professional incentives for academic researchers.”

Click here for more in our “Magic Wand” series and join the conversation on Twitter @bellwethered.

(Editorial note: Some organizations listed in this series may include past or present clients or funders of Bellwether.)

Back to School: What’s Your “Magic Wand” Education Solution? (Part Three)

Photo courtesy of Pixabay for Pexels

Join Ahead of the Heard for a lively back-to-school series expanding on Andy Rotherham’s original Eduwonk post, What’s Your Magic Wand?, featuring reflections on wish-list education solutions heading into the fall from teachers, school leaders, academics, media types, parents, private sector funders, advocates, Bellwarians…you name it.

At Bellwether, we’re focused on the 2021-22 school year ahead but also on what we’ve collectively endured since the start of the COVID-19 pandemic. It’s a gross understatement to say that it has been a lot, that mistakes have been made, that many rose to the occasion achieving amazing things for students (while others did not), and that countless lessons were (re)learned. It has been a season where optimism was sometimes elusive and where challenges often seemed insurmountable.

So we thought we’d do something a little different…and try to have some fun.

We turned to contacts across the country in the education sector and asked them this simple, hopeful question. Answers vary as widely as each participant’s background and will be featured over a two-week span.

Teachers, students, and families will enter into a 2021-22 school year unlike any other. If you could wave a magic wand, what’s the one education issue you’d address or solve right now, and why?

Diane D’Costa
Current Washington, D.C. Teacher

“If I had a magic wand, the one education issue I’d solve right now is reinstating the moratorium on evictions* and providing families impacted with financial hardship during the pandemic adequate resources to catch up on rent payments. After a year of instability and uncertainty, students returning to school are facing the reality of being kicked out of their homes because of the financial hardships caused by the pandemic. Restrictions being lifted and expectations that we are ‘back to normal’ at the same time as the start of the school year are a perfect storm to create another year of instability and distress for students that will inevitably impact if and how they are able to show up in the classroom. We will not be able to adequately heal from this last year and move on to the next one successfully unless we truly allow folks to recover before we simply pull the rug out from under them again.”

(*Editor’s note: Submission received prior to the Biden administration’s Aug. 3, 2021 eviction moratorium reinstatement, in effect through Oct. 3, 2021.)

Bart Epstein
CEO, EdTech Evidence Exchange; Research Associate Professor, University of Virginia School of Education & Human Development

“We need two things urgently:

First, we need an immediate and dramatic expansion of federal funding dedicated to studying thousands of edtech products. Why? Because our schools collectively spend tens of billions of dollars each year on edtech products with no clue about which products work, or how to effectively implement them. The needed research simply does not exist. As a result, a majority of edtech is barely used, used improperly, or not used at all. If the feds spend more than $40 billion annually on medical research and development, the budget for the entire federal Institute of Education Sciences should be much more than $00.6 billion per year

Second, we need a national online tutoring and homework help service to provide 24/7 on-demand academic support to every student in the country who needs help. It is shameful that such a program does not exist right now. The U.S. Military has provided a program of this type to children of servicemembers for more than a decade, and it has been a huge hit. Encouraging 13,000+ school districts to develop their own local tutoring programs is a mistake of epic proportions.”

Anne Mahle
Senior Vice President of Public Partnerships, Teach For America; Parent

“I’d wave my magic wand so that every school in the United States, no matter where it is located, is led by a well-supported transformational leader: one that is highly effective, culturally competent, and infused with creativity and courage. Effective school leaders are transformational — for students, for teachers, and for the broader school community of families and community members. We need school leaders who are compassionate and skilled in coaching and developing their teams to excel in drawing out the best in their students — inspiring curiosity, conviction, and engagement — while ensuring that students learn and grow academically and socio-emotionally. My magic wand would also ensure that these school leaders are compassionate and courageous enough to coach out teachers who do not create classrooms full of belonging, academic rigor, and joy. We have an opportunity to transform our schools into places of intellectual rigor and deep belonging for all students, enabling them to learn, lead, and thrive as we move into a future filled with both uncertainty and tremendous possibility.

And as a bonus, here’s my daughter Esther’s response (age 10) with no prompting from me: ‘I would have teachers respect all of their students, care for all of their students, and actually teach them all of the things well.’”

Laura McKenna
Education Writer, The Atlantic, Edutopia, The 74, and HuffPost

“I would love to fix many, many things with a magic wand, but if I had to pick one thing for kids and schools, it would be to fully fund the Individuals with Disabilities Education Act as originally promised by Congress, so that children with disabilities can get an education that they deserve.”

Dan Weisberg
CEO, TNTP

“My magic wand would fix the fact that too many kids — particularly students of color — never even get the chance to do work that’s on their grade level. This is partly about instructional materials and teaching techniques, but our research has shown it’s just as much about belief in students’ potential. Teachers are usually trained to ‘protect’ students from grade-level work if they’re struggling academically — which only causes them to fall even farther behind. Underestimating what students are capable of is usually a self-fulfilling prophecy.

But when given the chance and the right support, most students can succeed on grade-level work regardless of concepts they might have missed in previous grades. We could provide dramatically better and more equitable opportunities to millions of kids if we just started assuming every one of them can do grade-level work. Heading into a year when schools will need to accelerate more students than ever back to grade level after the disruption of the past 18 months, it’s never been more important to make this shift.”

Becca Bracy Knight
Former Executive Director, The Broad Center

“If I had a magic wand, I’d make all non-public school options disappear, requiring all families to enroll their children in the public school system. With a second wave of the wand, I’d make the student assignment to schools random so that families don’t have different options based on where they live. (I’d also provide teleportation services so that every student, caregiver, staff member, etc., could still easily get to and from their schools, regardless of distance.) A magical world in which everyone is personally invested in ensuring that all public schools provide an excellent education to all children — where no one can simply opt out based on their individual resources and options — might provide the funding and political will we need to actually deliver on the promise of public education.”

Stay tuned for more in our “Magic Wand” series and join the conversation on Twitter @bellwethered.

(Editorial note: Some organizations listed in this series may include past or present clients or funders of Bellwether.)

Committing to Continuous Improvement in Schools: A Customizable Workbook

Figure 1: Bellwether’s refined continuous improvement cycle

Bellwether’s Academic and Program Strategy team partnered with K-12 schools in more than a dozen district and charter networks across the country in the 2020-21 academic year to adopt continuous improvement (CI) cycles that diagnose and reverse unfinished student learning through an iterative, evidence-based approach. In this final blog post, the team provides a customizable CI workbook for use in any school context. 

Last week, we unpacked the increasing value of continuous improvement (CI) cycles in education settings and included reflections from four partner schools on what Bellwether’s distinct CI process looks like in practice. 

In Bellwether’s refined CI approach, the technical and adaptive components of the cycle (Figure 1, represented by a circled “T” and “A”) are intentionally blended. This approach enables school leadership to ground CI plans in measurable goal-based data metrics within aligned, agile teams and coalitions focused on supporting seamless execution on behalf of students. 

As schools reopen this fall, leaders and educators will need to get more strategic and efficient about diagnosing and reversing unfinished student learning in their unique school settings. Bellwether’s Continuous Improvement in Schools Workbook provides a customized way to do that. 

We hope this workbook will be a useful tool as school leaders assess and respond to unfinished student learning this fall and beyond.

It’s Time for a New, Refined Commitment to Continuous Improvement in Schools

Figure 1: Bellwether’s refined continuous improvement cycle

Bellwether’s Academic and Program Strategy team partnered with K-12 schools in more than a dozen districts and charter networks across the country in the 2020-21 academic year to adopt continuous improvement (CI) cycles that diagnose and reverse unfinished student learning through an iterative, evidence-based approach. In this first of two blog posts, the team unpacks Bellwether’s comprehensive approach to CI and what each step in the process looks like in K-12 school settings. Next week, stay tuned for a customizable CI workbook for use in any school context. 

The pandemic and its disproportionate impact on students from historically marginalized communities underscores the value of continuous improvement (CI) as a framework for understanding the depth of unfinished learning and responding to it in an urgent, data-driven, and adaptive manner. In the past decade, CI has worked its way into the lexicon of educators, largely due to the Carnegie Foundation’s plan-do-study-act cycle that has been applied to diverse education improvement efforts from implementing ESSA plans to closing achievement and opportunity gaps. This growing education application of CI draws on more than 30 years of CI best practices in improving products, services, or processes through successive, rapid, evidence-based cycles in a range of sectors. 

Since fall 2020, Bellwether has supported more than a dozen districts and charter networks in their CI efforts, within virtual and hybrid settings, and has developed a balanced approach to the process attuned to current realities in the field. Bellwether’s CI cycle (Figure 1) follows a familiar four-step cadence (“Envision-Execute-Examine-Enact”), but builds on prior models by adding a high-impact adaptive leadership action to what’s typically been viewed as a predominantly technical process. This modification — based on 21st century change management research from Chip and Dan Heath, Ronald Heifetz and Marty Linsky, and Dr. John Kotter — is grounded in the idea that while CI’s technical elements are critical to understand what needs to happen, the cycle ultimately doesn’t lead to sustained change without careful consideration of how that change will occur. 

In Bellwether’s refined approach to CI, the technical and adaptive components of the cycle (Figure 1, represented by a circled “T” and “A”) are intentionally blended. This approach enables school leadership to ground CI plans in measurable goal-based data metrics within aligned, agile teams and coalitions focused on supporting seamless execution on behalf of students.

What does this look like in practice?

Four of the schools Bellwether supported this year, each with its own unique context and focus, weigh in:

1. Envision

Achievers Early College Prep Charter School, a public charter middle school in Trenton, New Jersey, built and implemented a new, data-informed intervention program to accelerate the academic growth of its most vulnerable students. The technical work of the CI Envision stage consisted of AECP setting a vision to create a data-driven intervention program that would provide the right content to the right students at the right time. AECP then established a clear goal to leverage its intervention program to have 80% of its highest-need students reach 1.75 to 2 years of academic growth, as measured by the NWEA MAP assessment. Finally, AECP built a progress monitoring system to look at grade level aligned daily exit tickets in intervention and core classes to measure the effectiveness of both prerequisite intervention content and grade level aligned content. On the adaptive side, AECP built a coalition by having a strong eighth grade teacher team pilot this approach in its first CI cycle, enabling teachers to better troubleshoot problems in real time and facilitate training for the sixth and seventh grade teams in future CI cycles.

In AECP’s words: “[This CI cycle] improved our reflection on our targeted areas for improvement. We have been more strategic on creating intervention goals and maintaining strong leadership initiatives throughout our pilot.”

2. Execute

Seguin Independent School District, a K-12 traditional public school district outside of San Antonio, Texas, centered its CI work on developing teacher instructional capacity in a virtual academy. The technical work of the CI Execute stage consisted of a team taking action on its plan by hosting biweekly, district-wide Professional Learning Communities on virtual instruction, facilitating grade level planning time aligned to those instructional moves, and conducting 1:1 observations and coaching for virtual teachers. During this process, the SISD team gathered data and monitored progress on teacher and leader attendance, engagement, and perception of transferability of new strategies to the classroom. On the adaptive side, the team remained focused on designing high-quality supports aligned to the See it. Name it. Do it. Framework and the National Institute for Excellence in Teaching’s Virtual Look-Fors. However, SISD also had to remain agile by adjusting programs, processes, and communications as it responded to an historic set of regional ice storms, ongoing staffing shifts related to virtual instruction, and survey feedback from teachers. 

In SISD’s words: “The structures and logistics were set by the project plan and covered by the central office. This meant we had the capacity and brain space to respond to shifting circumstances and teacher needs as they arose.”

3. Examine

LEEP Dual Language Academy, a K-2 public charter school in Brooklyn, New York, focused on evaluating and coaching effective lesson planning and execution for guided reading in a hybrid setting. On the technical side of the CI Examine stage, LEEP measured impact by analyzing both process and efficacy data for its CI strategy. The team examined process data by analyzing the consistency of its strategy implementation, and dug into efficacy data to see how both teacher practice and student achievement outcomes were impacted. In this stage, the team identified the following key takeaways: (1) they were less consistent in implementing coaching and feedback on lesson execution and would need to make this shift in the second cycle of CI to drive impact, and (2) they saw less reading growth from virtual kindergarten students and identified the schedule, reading group size, and content prioritization as opportunities to address in the second cycle. The team’s adaptive work of celebrating small wins focused on noting the increase of consistency in lesson plan submission and feedback to teachers in guided reading. They also celebrated mid-year growth on the STEP assessment in second grade with 49% of students growing two reading levels or more after one month of implementation. 

In LEEP’s words: “After examining our data, I think that we have remained focused and nimble in our implementation and this has been done through careful data analysis to then inform next steps and any modifications needed to the plan.”

4. Enact

Promise Community School at Baker-Ripley, a small public charter school network in Houston, Texas, piloted a “Just In Time” (JIT) intervention model for elementary math instruction in a hybrid setting. The technical work of the team’s Enact stage centered on translating key takeaways from its first cycle of JIT intervention to make measurable shifts for a second cycle. In the first cycle of implementing the continuous JIT intervention strategy, the team saw a 30%-point increase in mastery for virtual students, however students’ proficiency fluctuated between 50 to 70%. In order to increase consistency of virtual student mastery, the Promise team shifted its data analysis to focus on remote learners by (1) analyzing remote student work and misconceptions, and (2) increasing engagement strategies during small-group virtual instruction. From an adaptive standpoint, the Promise team focused on clearly communicating adjustments for cycle 2, reinvesting the pilot team by including a rationale and updated goals for the shift, and inspiring through a reiteration of the bright spots observed in cycle 1. 

In Promise’s words: “It’s never too late to reset expectations (we reset in January). We use data to help zoom in on places for focus and problem solving, and we need to be flexible and innovative with what works for our kids.”


We hope that Bellwether’s CI cycle framework and glimpses into its application in schools help educators begin to think about how this process could live in their unique school settings. For questions or comments, please feel free to
email us, and stay tuned next week for a customizable CI workbook for use in any school context.