Venture Capital in Ohio Schools: Building Commitment and Capacity for School
Renewal (1995)
This document is a publication of the Ohio Department of Education and does not
represent official policy of the State Board of Education unless specifically stated.
[Question: Then whose policy is it?]
***** This section is still under construction******
TABLE OF CONTENTS:
Connecting Renewal Efforts for High Performance Teaching and
Learning
Venture Capital Grant Competition
- Preliminary Considerations
- Selection of Venture Schools
- Evaluation
School Improvement Models
- Accelerated Schools
- Classroom of the Future
- Coalition of Essential Schools
- Effective Schools Process
- High Success Schools
- North Central Association School Improvement Model
- Ohio Classroom Management System
- Ohio Community Learning Experience
- Quality Schools
- Professional Development School (PDSs)
- Reggio Emilia
- School Development Program
- Spectra+
- Success for All
- Tech Prep in Ohio
New American School Development Corporation (NASDC) Models
- ATLAS Communities - Partners
- Bensenville Community Design
- College for Human Services
- Community Learning Centers of Minnesota
- CoNECT
- Expeditionary Learning
- Los Angeles Learning Centers
- Modern Red Schoolhouse
- National Alliance for Restructuring
- The Odyssey Project
- Roots and Wings
Commonly Asked Questions
Conclusion Thoughts
Appendix A: Building a School Profile
Appendix B: School Improvement Self-Appraisal
Venture Capital: Investing in a new education enterprise to improve student
learning
Originating in the business sector, the concept of Venture Capital
represented... "retained corporate earning or individual savings invested or
available for investment in the ownership element of new or fresh enterprise." Since
investors were literally experimenting with these funds, Venture Capital was often
referred to as "risk capital."
The State Board's vision statement encourages... "long-term effort(s) for
positive change that encourage experimentation and risk-taking" to ensure that
"conditions for learning are right." In the sense that dollars are invested in
the new enterprise of education improvement," Venture Capital has the same
significance for education as it does for the business community.
Funding from the state legislature has made Venture Capital grants available to
support school improvement. The use of Venture Capital is an essential strategy for high
performance teaching and learning. It is used to spark school renewal efforts and to
encourage risk-takers who want to create a more effective educational system.
Schools awarded Venture Capital grants in FY 94-95 will receive $25,000 each
year for up to five years. To qualify for the award, Venture Schools have to document
support for their improvement plan from 80 percent or more of their building staff, gain
approval to apply by a resolution passed by their board of education, and generate
community support. After the five-year time frame, schools are expected to have made
significant progress in institutionalizing their commitment to professional development
and transforming the culture in which school renewal is to be implemented. As of winter
1995, 347 schools have received Venture Capital grants.
Venture Capital grants are designed to be long-term, evolving efforts focused on
a particular dimension of change, e.g., curriculum development, professional development,
assessment. Educators are asked to adjust more than the structures of conventional
schooling, and over their five-year commitment attempt fresh approaches and active
explorations of fundamental change in
· Teaching and learning
· Assessment
· Governance
· Organization
V
The challenge is to break down barriers to progress, and do so as a community of
learners with the single-minded goal of making schools better places for teachers to teach
and students to learn. Education improvement efforts are guided by a common belief system
that
· All students can learn.
· Learners possess multiple intelligences.
· participation in a learning community fosters social, civic, emotional, and
intellectual growth.
· Diverse instructional strategies and environments enhance learning.
This monograph is intended to initiate a dialogue about school improvement
efforts which have the greatest potential for enhancing the ability of educators to
improve student warning. Schools are encouraged to use this monograph to work with their
learning communities to examine their commitment, capacity, and need for school
improvement.
The most significant contribution of this monograph is the invitation it offers
the learning community to adopt existing school improvement models or the challenge to
invent something that might be better. It offers guidance for educators in reflecting
about what they do, in institutionalizing long-term improvements, and in collaborating for
sustained change.
School Improvement Focus
School improvement refers to efforts that focus on long-term, positive change in
schools. Such efforts may involve enhancing instructional strategies, sharing leadership,
designing curriculum, or some combination of all of these. School improvement applies to
efforts to change the fundamental structure of the education system to create conditions
in which all can achieve at higher levels. School improvement must focus on the
development and interrelationships of all the main components of the system
simultaneously--teaching and learning, assessment, governance, organization, and
professional development. It must also focus on the culture of the system.
School Improvement Structure
The structure includes such elements as curriculum, teaching, management, roles
and responsibilities, relationships, incentives, and other practices that define school
and district working environments. Essential to school improvement is the recognition that
schools must educate all students. The term all students is defined as students from a
broad range of backgrounds and circumstances including disadvantaged students; students
with diverse racial, ethnic, and cultural backgrounds; students with disabilities;
students with limited English proficiency; and academically talented students. School
improvement can only be achieved if there is a willingness to fundamentally restructure
Ohio's education system.
Elements of School Improvement
School improvement usually involves collaborative management and enhanced roles
for teachers in instruction and decision making. Collaborative management places the
authority and responsibility for decisions regarding budgets, teaching and learning,
personnel, and/or school policies in the hands of individual school staffs and
communities, as opposed to central office administrators. Collaborative decision making
involves teachers, parents, students, and com-munity members in decisions traditionally
made by district and/or building administrators alone. School improvement requires that
teachers play an impor-tant role in the change process.
Planning and Implementing School Improvement
The continuous and long-term involvement of teachers in planning and
imple-menting change becomes a powerful impetus for capacity building among
pro-fessionals. Those who plan and carry out improvements will not only address the
challenges of transforming entrenched traditions, cultures, and beliefs, but will
themselves experience professional transformation.
Using Venture Capital grants to create a high performance system of teaching and
learning in Ohio's schools calls for a coordinated support structure that will build the
capacity of the learning community. A learning community can be defined as people in the
community who recognize the capacity of each member of the community to enhance school
improvement; it is the sum of their capacities that represents the power of the group.
Members of the learning community include students, parents, educators, school board
members, school treasurers, higher education personnel, legislators, senior citizens, and
other representatives from the community such as social services, government, child and
youth services, law enforcement, business and industry, churches, medical services, and
the media.
Members of the learning community enhance the school improvement effort by
forming school leadership teams. The key ingredients for the success of such teams include
- Diverse and representative team membership and
· Open, honest and clear communication
The planning strategy could include
· Beginning the evolutionary process of developing a vision, mission
state-ment, values and beliefs
· Developing and conducting a needs assessment by utilizing the Building a
School Profile (Appendix A) and the School Improvement Self-Appraisal (Appendix B)
· Sharing the needs assessment with the learning community
· Developing and implementing an action plan that answers the questions
"Where are we?" "Where do we want to go?" and "How do we get
there?"
· Conducting an ongoing assessment and evaluation that offers opportunities to
reflect upon the vision, mission, values, beliefs, and action plan strategies
Waivers to Support Innovation
The quality of school improvement is surely mirrored in results. Focusing
attention on results, however, is premature and even counterproductive without a prior and
overarching focus on the processes that bring forth desired results.
As new systems and structures are developed, the board of education of a school
district may submit an application to the Ohio Department of Education for an exemption
from specific statutory provisions and/or rules to implement a proposed innovative
education program. This exemption is allowed through the State Board of Education's waiver
authority. An innovative education program is defined as one in which teaching and
learning, assessment, governance, organization, and professional development differ from
commonly accepted practice in the district, the ultimate purpose of which is to increase
student results. Schools are encouraged to take advantage of this waiver authority as
school improvement plans are conceived and implemented.
The waivers are limited to the provisions of Title XBIII of the Revised Code or
to any rule of the State Board of Education adopted pursuant to that Title, except that no
exemption shall be made for the provisions or rules that follow:
· Provisions or rules adopted pursuant to Chapter 3307 of the Revised Code
(State Teachers Retirement System)
· Provisions or rules adopted pursuant to Chapter 3309 of the Revised Code
(Public School Retirement System)
· Provisions or rules adopted pursuant to Sections 3319.07 to 3319.21 of the
Revised Code (Employment of Teachers)
- Provisions or rules adopted [pursuant to Chapter 3323 of the Revised Code
(Education of Handicapped Children)
· Federal laws, regulations, and rules
· Provisions or rules that insure the health and/or safety of students
· Implementation of the Education Management Information System (EMIS)
· Implementation of the Proficiency Tests
· Identification of gifted children
· All finance areas that deal with the calculation of funds for school
districts
Districts are also reminded of their responsibilities related to state and
federal audits.
Connecting Renewal Efforts for High Performance Teaching
and Learning
A professional development infrastructure is a key component of Ohio's education
system. Professional development can be defined as a long-term process intended to provide
opportunities for growth and learning within the organizational framework. Professional
development based on high performance teaching and learning can help provide the framework
that learning communities need to support school improvement and renewal.
An expanded focus on professional development is critical to school improvement.
The implementation of a school improvement model cannot succeed unless training in the
model's basic ideas, skills, and methods occurs at all organizational levels. The use of
new skills by educators will build a process of continuous and self-sustaining
improvement. The Ohio Department of Education is committed to facilitate professional
development required by the various school improvement models by becoming a partner with
schools to build organizational capacity.
Collective and collaborative efforts are required to provide an education system
in which all students can learn and succeed. The improvement of schools will be nurtured
through the establishment of formal collegian networks that encourage the sharing of
expertise and collaboration.
School community collaboration should identify, integrate, and focus all
available education opportunities and resources to support learning. Several resources
from other state, federal, and private programs are available to help schools develop the
capacity for school improvement efforts. The support of respective local boards of
education should also be enlisted in school improvement efforts. This suggests that local
school boards seeking change must not only be committed to change, but must be involved in
making change happen. Local boards of education should develop policies which allow the
change process to occur.
The following brief descriptions, may help school communities consider the
extent to which they are utilizing these resources within a school improvement framework.
BEST--Building Excellent Schools for Today & the 21st
Century
This public education and awareness campaign is a statewide alliance committed
to improving educational opportunities and results for all Ohio schoolchildren. The
consortium's members include educators, parents, students, business groups and individual
corporations, labor organizations, professional trade associations, institutions of higher
education, and non-profit organizations.
Ohio's BEST Communities are cities, villages, or school districts that have
taken a major step forward in their own education improvement efforts. The BEST
Communities initiative is built around the principle that education, to be effective and
successful, must be a communitywide effort, with involvement by all segments of the
community.
For a community to be formally designated as one of Ohio's BEST Communities by
the Ohio Education Improvement Consortium, its education improvement committee should
submit a brief statement affirming that it has met or exceeded the criteria established by
the consortium--and that it is committed to improving educational opportunities and
results for all schoolchildren.
Contact: BEST (614) 469-1200
Chapter 1
School districts may use Chapter I funds for projects to provide supplemental
services to meet the educational needs of educationally deprived children at the
preschool, elementary, and secondary levels. The following Chapter I programs support
Ohio's commitment to school renewal:
· Schoolwide projects
· Innovative programs
Contact: Ohio Department of Education (614) 466-4161
Collaboration with Higher Education
Many institutions of higher education in Ohio are involved with national
systemic change models in teacher development and school improvement. The most prominent
of these national initiatives include the Holmes Group, the Renaissance Group, and the
Goodlad Network for School Reform. Many schools and colleges of education in Ohio are
directly involved in these net-works or publicly committed to the reform goals embedded in
these efforts. Distinctively, each reform strategy engages schools and colleges of
education in positively effecting teacher development and school improvement, and is
committed to the same principles and belief system articulated in the Venture Capital
school renewal initiative.
Given the existence of renewal initiatives focusing on teacher development and
school improvement at the college and university level, primary and secondary schools are
encouraged to develop their own school improvement model in collaboration with
institutions of higher education. This model may emerge from an existing relationship in
school improvement--a "professional development school" for example--or
development of a new model in collaboration with a school or college of education. Primary
and secondary schools and schools and
colleges of education are encouraged to participate in the Venture Capital
grants.
Contact: Ohio Board of Regents (614) 466-6000
Community Education
Community education is a process in which all segments of a community are
involved in setting educational goals; working in collaborative partnerships to obtain
resources and deliver educational services; and planning, implementing, evaluating, and
adjusting educational programs on an ongoing basis.
The Community Education Technical Assistance Network (CETAN) provides technical
assistance in the development and improvement of community involvement in education
planning, decision making, and implementation toward the end of lifelong learning
opportunities for all members of the community.
Contact: Ohio Department of Education (614) 466-2761
Early Childhood Education
Early Childhood Education provides programs and services to all preschool-age
and early primary-age children (at-risk, disabled, gifted, typically developing) through
interagency collaboration and coordination.
Contact: Ohio Department of Education (614) 466-0224
Improving America's Schools Act Title VI--Innovative
Education Program
The Innovative Education Program (formerly Chapter 2) provides funds for the
planning, development, operation and expansion of eight innovative assistance programs:
· Technology related to the implementation of school-based reform programs,
including professional development to assist teachers and other school of finials in the
effective use of such equipment and software;
· Programs for the acquisition and use of instructional and educational
materials, including library services and materials (including media material),
assessments, reference materials, computer software and hardware for instructional use,
and other curricular materials which are tied to high academic standards and which will be
used to improve student achievement and which are part of an overall education reform
program;
· Promising education reform efforts, including Effective Schools and magnet
schools;
Programs to improve the higher order thinking skills of disadvantaged elementary
and secondary school students and to prevent students from dropping out of school;
Ohio's BEST Communities are cities, villages, or school districts that have
taken a major step forward in their own education improvement efforts. The BEST
Communities initiative is built around the principle that education, to be effective and
successful, must be a community wide effort, with involvement by all segments of the
community.
For a community to be formally designated as one of Ohio's BEST Communities by
the Ohio Education Improvement Consortium, its education improvement committee should
submit a brief statement affirming that it has met or exceeded the criteria established by
the consortium and that it is committed to improving educational opportunities and results
for all schoolchildren.
Contact: BEST (614) 469-1200
Learn and Serve America
Learn and Serve America, established by the National Community Service Trust Act
of 1993, is a federally funded grant program that engages students in addressing their
community needs. Learn and Serve America grants are awarded through the Ohio Department of
Education on a competitive basis to school districts that provide service-learning
opportunities to students enrolled in grades Kindergarten through 12 and for
intergenerational service-learning program.
Contact: Ohio Department of Education (614) 466-2761
Ohio Family & Children First Initiative
The mission of the Ohio Family & Children First Initiative is to improve the
delivery of and children's and families' access to social, health, and educational
services. It ensures meaningful input from persons most affected, including clients and
providers; its emphasis is on prevention, and it evaluates impact based on changes in the
lives of children and families which they have desired.
Contact: Office of the Governor (614) 644-7368
Project Discovery
A statewide systemic initiative funded by the National Science Foundation (NSF)
and the Ohio General Assembly, continues to expand its delivery system for teaching
science and mathematics. Through the extensive interagency cooperation of the Ohio
Department of Education and the Ohio Board of Regents, state systemic planning and an
infrastructure for delivering services are advancing as Project Discovery collaborates
with the Regional Professional Development Centers.
Contact: Ohio Board of Regents (614) 466-6000
Regional Professional Development Centers (RPDCs)
In 1992, the Ohio Department of Education established and funded eight centers
to develop a regional system of professional development across Ohio. The centers are
designed to provide ongoing support to schools and districts as they engage in school
improvement efforts.
The eight centers share three areas of focus
· support for schools which receive Venture Capital and for those working on
restructuring
· ongoing professional development for educators to implement Ohio's curriculum
models
· assistance to schools moving toward site-based management
Contact:
Central Regional Professional Development C enter (614) 365-6701
East Regional Professional Development Center (216) 492-8136 Ext. 358
Northeast Regional Professional Development Center (216) 523-7107
Northwest Regional Professional Development Center (800) 860-7882
South Regional Professional Development Center (800) 282-7201
Southeast Regional Professional Development Center (614) 593-4400
Southwest Regional Professional Development Center (513) 742-2200 Ext. 264
West Regional Professional Development Center (513) 225-4606
SchoolNET
SchoolNet is an initiative to "wire" public school classrooms in every
school in Ohio for voice, data, and video over the next five years. It will also provide
"work stations" for each classroom in the 152 lowest wealth school districts.
Also, SchoolNET is concerned with school improvement and how these technologies can help
improve the teaching and learning process.
The key to the success of the SchoolNET initiative is systemic professional
development for staff in the integration of these technologies into the teaching learning
process.
Contact: Ohio Department of Education (614) 752-8731
Special Education
Several initiatives currently being implemented through the Division of Special
Education target building-level change through the development of shared responsibility
for all students, the meaningful involvement of parent and community members, and the
creation of high-performing teams that support, rather than sort, all students at the
building level. Activities include
· Alternative service delivery models
· Alternative assessment/problem-solving pilot projects
· Ohio Classroom Management Pilot Project
· Staff development for alternate service delivery teams
· Parent mentor projects
· Jacob Javits Gifted Student Education Project
Contact: Ohio Department of Education (614) 466-2650
Special Education Regional Resource Centers (SERRCs)
Sixteen SERRCs provide services to educators and parents of children with
disabilities by
I. Assisting school district personnel in providing appropriate services to
children with disabilities, through technical assistance and cooperative planning;
2. Providing regular and special education teachers, support personnel,
administrators, and parents with resources designed to improve the quality of instruction
for children with disabilities, through the delivery of instructional materials and
methodologies designed to meet the individual needs of children with special needs; and
3. Providing staff development to local school district personnel and parents,
on an individual and team basis, to improve the quality of instruction for children with
disabilities.
Additionally, the Ohio Resource Center for Low Incidence and Severely
Handicapped (ORCLISH) provides technical assistance to SERRC personnel, educators, and
parents on adaptive and assistive equipment, and other specialized instruction, materials,
and technology that can be used to assist children with severe disabilities.
Contact: Ohio Department of Education (614) 466-2650.
Vocational and Adult Education
The mission of the vocational education system is to prepare youths and adults
to make informed career choices; to achieve personal and family goals; and to successfully
enter, complete, and advance in a changing work world. Programs that support and
complement school renewal include
· Career Development, Orientation, and Experience
· School to Work Transition
· Occupational Training
· Work and Family Life
· Tech Prep
Contact: Ohio Department of Education (614) 466-3430
Vocational Education Regional Personnel Development
Centers
These five Ohio centers were created to reform and update vocational teacher
education in Ohio and to work with vocational educators in developing individual
professional development plans for growth in technical competency and pedagogical skills.
Contact: Vocational Education Personnel Development Centers, (6 1 4) 466-3430