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Title: Compact toolkit: working draft


1
Compact toolkit working draft
Working draft
December 22, 2010
CONFIDENTIAL AND PROPRIETARY Any use of this
material without specific permission of McKinsey
Company is strictly prohibited
2
The goal of the compact initiative is to improve
collaboration and innovation between charter and
districts schools to provide all students in a
city with a portfolio of highly effective
education options, accelerating 80 percent
college readiness in the city. -- Bill and
Melinda Gates Foundation
3
Purpose of this toolkit
4
Table of contents
Sections
Whats included
Page
Overview of the compact initiative
4
  • Compact overview
  • Context, rationale, and objectives

1
What makes a good compact
  • Criteria and example collaboration ideas

13
2
Development I involving and engaging the right
participants
  • Designating compact leads
  • Deciding who to engage in the process
  • Sample approaches for engaging the charter
    community

20
3
Development II developing a meaningful compact
  • Developing an approach to content development
  • Templates and tools

26
4
43
Development III work planning
5
  • What should be included in a work plan
  • Sample work plans

47
Mitigating risk
6
  • Planning ahead for risk

Ensuring follow-through
  • Planning ahead for implementation
  • Accountability process overview

49
7
Appendix
  • Catalogue of collaboration ideas

51
8
5
The compact initiative evolved from a desire by
cities to accelerate district-charter
collaboration
Origin The idea for the compact initiative
originated at a gathering of superintendents and
charter leaders in February 2010. The group
recognized the need to improve collaboration and
innovation between charter and district schools
in order to provide all students in their cities
with a portfolio of highly effective education
options.
  • Goals
  • The group asked for Gates Foundation support in
    fundamentally shifting the district-charter
    dynamic in their cities. They asked for help with
    individual city efforts to
  • Transform the systems and incentive structures
    that foster unhealthy competition between
    districts and charter schools in each city
  • Tackle the most intractable challenges to
    collaboration, including access to facilities,
    equity in funding, and serving special needs
    students
  • The initiative
  • As a first step in driving long-term change, the
    group asked for
  • Support for cities willing to make specific
    commitments to take district-charter
    collaboration to a deeper level
  • Structures for holding cities accountable for
    those commitments
  • Strong examples of collaboration for other cities
    across the country

6
The compact initiative what is it?
  • Generate high-potential collaboration ideas to
    address pressing challenges, including resource
    sharing
  • Access to facilities
  • Equitable funding
  • Serving special education, ELL, and high need
    students
  • Support leaders who are committed to the hard
    task of affecting change
  • Refine charters role in the solution charters
    have as much to offer to collaboration efforts as
    districts

Objective
Support provided
  • A draft compact with language for general
    commitments to provide a starting place for each
    districts compact
  • A national convening of participating cities to
    discuss common challenges and share best
    practices
  • A national compact launch press event including
    all cities with signed compacts
  • A small grant to participating cities to support
    compact commitments

Expectations of participants
  • Develop a compact supported and signed by both
    district and charter leaders
  • Share learnings and collaboration ideas with
    other participating cities
  • Take responsibility for following through on
    city-specific commitments (the Center on
    Reinventing Public Education will track cities
    progress, developing measures of success and
    reporting progress)

7
The compact initiative who should participate?
8
The prevailing district-charter dynamic is often
characterized by mistrust and missed
opportunities
The relationship between school districts and
charter schools varies city to city, but in many
cases is characterized by competition for
resources and a zero-sum mindset rather than
competing to outdo each other in providing
excellent educational opportunities, schools are
struggling to control ideas, funding, or
facilities.
1 Howard Fuller and Kevin Chavous, Strangling
NYC Kids Futures, New York Post, 10/27/10
Nelson Smith, Charter Schools Chief Advocate,
District Administration, 9/2009
SOURCE Ohio Alliance for Public Charter Schools,
New York Post
9
Moreover, recent history demonstrates that this
dynamic is difficult to change
Barriers to increased collaboration
10
Charters are an increasingly important part of
public education in cities across the country

Enrollment in charter schools in the U.S.
Student enrollment in Cohort 1 cities
Traditional
Charter
Total
New Orleans
36,816
39
61
Minneapolis
44,403
78
22
45
Baltimore
82,866
90
10
Los Angeles
678,277
90
10
Denver
77,255
90
10
Rochester
36,389
93
7
Hartford
22,018
96
4
2009
2005
1999
New York
999,315
97
3
of all public schools
0.6
3.5
4.9
Nashville
80,080
98
2
SOURCE U.S. Department of Education Common Core
of Data (National Center for Education
Statistics) NAPCS
11
Examples of collaboration from across the country
  • A joint district-charter initiative created a
    template for how teachers can develop and refine
    detailed year-long plans. The templates, and
    other materials are now available more broadly.
    Washington D.C.
  • 2 charter and 1 district middle school share a
    common enrollment zone, and every student living
    within the zone is guaranteed a spot at one of
    the schools. Denver
  • A campus with a co-located district and charter
    school are piloting an active collaboration
    partnership. Students share lunch and recess and
    joint staff meetings will be held throughout the
    year. Los Angeles

But both supporters and skeptics... agree that
so far the district-charter cooperative efforts
are not widespread nor are most of them very deep
Education Week November 18, 2010
SOURCE Promising Educational Practices, Ohio
Alliance for Public Charter Schools Education
Week, Regular Public Schools Start to Mimic
Charters, Nov. 8, 2010
12
Why participate? What Cohort 1 cities said
Putting a balanced set of commitments on a single
compact was a huge part of what allowed us to get
Board approval on issues that all had been dealt
with independently before. Together, these ideas
will have a huge impact on all of our kids.
Charter Leader
The compact initiative was useful because
  • The public nature of the compact and process
    helped build trust and accountability
  • The opportunity to be a national leader in a
    high-profile initiative motivated participants to
    push for bolder changes
  • It provided a way to get buy-in on issues
    typically dealt with independently
  • It opened up new areas of collaboration with and
    among the charter community
  • It allowed us to articulate a unified call for
    change

Being able to codify and expand collaboration
that is already happening is important,
particularly in light of leadership transitions.
Now we can build on what we have and pursue the
even bolder ideas we have in the Compact.
District Leader
13
Table of contents
Sections
Whats included
Page
Overview of the compact initiative
  • Compact overview
  • Context, rationale, and objectives

1
4
What makes a good compact
  • Criteria and example collaboration ideas

13
2
Development I involving and engaging the right
participants
  • Designating compact leads
  • Deciding who to engage in the process
  • Sample approaches for engaging the charter
    community

20
3
Development II developing a meaningful compact
  • Developing an approach to content development
  • Templates and tools

4
26
Development III work planning
5
43
  • What should be included in a work plan
  • Sample work plans

Mitigating risk
6
47
  • Planning ahead for risk

Ensuring follow-through
  • Planning ahead for implementation
  • Accountability process overview

7
49
Appendix
  • Catalogue of collaboration ideas

8
51
14
A good compact articulates a shared
district-charter vision and outlines a set of
detailed commitments that will help achieve it
An articulation of the joint commitment to ensure
that all children have access to high-quality
public schools
Vision for the future
Specific commitments on how the vision will be
achieved
A set of broad commitments common to all compact
cities
A set of city-specific commitments to
collaboration
15
An example of how one city articulated its vision
in the compact
  • We, the undersigned, believe that
  • High performing schools rely on, cultivate,
    develop, and support highly effective school
    leaders and teaching professionals
  • High performing schools are student-centered,
    pursuing innovation and actively sharing
    demonstrated best practices to support their
    dissemination and implementation at scale
  • High performing schools empower parents by
    offering meaningful choices for students and
    developing creative ways to engage families in
    the design and success of their school.
  • High performing schools collaborate as partners
    in the county-wide effort to provide an excellent
    education for all students and, as partners, work
    to share best practices between classrooms,
    schools, and leaders
  • Therefore, collaboratively undertaking to build a
    system of high performing public schools
    throughout the county, we, the undersigned,
    pledge the following on behalf of the present and
    future students of Nashville-Davidson County
  • -- Nashville-Davidson County Collaboration
    Compact

16
Compacts include a set of general commitments
that all cities are expected to incorporate, in
addition to city-specific commitments
Commitments common to all cities include
Joint commitments
  • Embrace responsibility for ensuring that all
    students graduate from high school ready for
    college, work, and life
  • Support high-performing schools, immediately
    address low-performing schools
  • Foster a cooperative and collaborative
    relationship between district and charter schools

2 sets of commitments
Broad commitments common to all compact cities
1
  • Make district economies of scale available to
    charter schools
  • Advocate for equitable per-pupil funding
  • Promote replication of most promising school
    models
  • Protect autonomy of charter schools
  • Actively share best practices with all charter
    schools

District commitments
City-specific commitments
2
  • Serve all students in the city equitably in all
    schools, including special needs, ELL, and
    high-risk populations
  • Ensure transparency regarding student mobility
    and achievement
  • Work with districts to locate schools in
    high-need areas
  • Actively share best practices with district

Charter commitments
17
City-specific commitments should be bold,
specific, and actionable
Criteria
Key question
Description
  • Has the potential to significantly improve
    student outcomes and access to a portfolio of
    high quality education options. It also
    addressed the most pressing issues in our city
  • Will it make a significant difference to students
    outcomes?
  • Action to be taken can be clearly understood by
    all stakeholders and constituents
  • Actions have are separated into district, charter
    and joint commitments
  • Next steps and measures of success are explicitly
    stated or easily understood in order to ensure
    appropriate follow-through
  • Does it clearly describe an action to be taken
    and what we are accountable for?

18
Example compact commitments II
  • Common approach to... admission lotteries...
    including common forms and... parent information
    system... track outcomes of students winning and
    losing... and follow-up on lessons learned...
    Hartford
  • Serve all students measured by of special
    education enrolled consider creation of
    specialized schools / schools within a school to
    serve targeted high-need populations New Orleans

Equity and Access
  • Develop and implement an equitable and
    transparent process for facilities assignment
    that considers parent demand, and school
    performance, as well as building quality where
    possible. Denver
  • Continuing to co-locate and locate charter
    schools in underutilized district buildings and
    where a charter school would provide a
    high-quality option for parents New York

Facilities
19
Example compact commitments II
  • Create a workgroup to develop criteria and
    definitions for non-performing schools and use
    that information for authorization, renewal, and
    closure decisions Baltimore
  • Establish a common high performing school
    indicator that provides a clear, credible, and
    intelligible measure, includes multiple
    variables, weights student growth highly... used
    to improve communication and parent-friendly
    information regarding all public schools
    Nashville

School-level accountability
  • Ensure equitable access to Tax and Revenue
    Anticipation Notes (TRANS) in a manner that is
    cost neutral to the district. Los Angeles
  • Offer expanded access on an opt-in basis to
    services such as food service, transportation,
    and procurement. Rochester
  • Commit to ensuring equitable resources for
    charter schools including ... per pupil
    revenue, ... an equitable share of... Title
    funds,... bond funds, ... and materials purchased
    with federal funds, and grants... Denver

Resources (non-facilities)
20
Table of contents
Sections
Whats included
Page
Overview of the compact initiative
  • Compact overview
  • Context, rationale, and objectives

1
4
What makes a good compact
  • Criteria and example collaboration ideas

13
2
Development I involving and engaging the right
participants
  • Designating compact leads
  • Deciding who to engage in the process
  • Sample approaches for engaging the charter
    community

20
3
Development II developing a meaningful compact
  • Developing an approach to content development
  • Templates and tools

4
26
Development III work planning
5
43
  • What should be included in a work plan
  • Sample work plans

Mitigating risk
6
47
  • Planning ahead for risk

Ensuring follow-through
  • Planning ahead for implementation
  • Accountability process overview

7
49
Appendix
  • Catalogue of collaboration ideas

8
51
21
Approach to involving and engaging the right
participants
22
Designate a district lead and a charter lead
District lead main responsibilities
Charter lead main responsibilities
  • Be co-accountable for compact effort deliverables
    and timeline
  • Build district buy-in on the compact and ensure
    that the organization supports the final
    agreement
  • Represent the districts voice in workshops and
    meetings with charters
  • Co-lead district-charter workshops
  • Drive agenda, content, and outcomes of workshops
  • Take responsibility for communication with city
    stakeholders as appropriate
  • Be co-accountable for compact effort deliverables
    and timeline
  • Coordinate communication with charter community
  • Build buy-in from key charter stakeholders and
    ensure that the charter community supports the
    final agreement
  • Represent the charter communitys voice in
    workshops and meetings with the district
  • Co-lead district-charter workshops
  • Drive agenda, content, and outcomes of workshops
  • Take responsibility for communication with
    external stakeholders as appropriate

23
Decide who to involve
Examples
Who to engage
District
  • Superintendent, local school board
  • Senior leadership key to organization-wide support
  • Executive Director of Innovation and Charter
    Schools, Chief of Facilities
  • Personnel who will lead follow-through on compact
    commitments
  • Project lead on special teacher effectiveness
    initiative
  • Relevant subject-matter experts

Charter
  • Representatives from CMOs, stand-alone schools,
    conversion schools
  • Representation from the charter community
  • President of state charter association
  • Leaders of existing charter organizations
  • Representatives from charter advocacy
    organizations / foundations
  • Relevant subject-matter experts

Additional stakeholders
  • Other players who could help develop or carry out
    charter commitments
  • Union president, Mayor, local foundations, local
    education organizations

24
Develop an approach to engaging the charter
community
Invite everyone to the table Example Rochester,
NY has only seven charter schools when the
district lead convened the first compact meeting,
she invited the head of each charter school or
charter network.
Leverage existing communication
channels Example In Los Angeles, a charter
convening organization holds monthly meetings of
charter school representatives and sends out
weekly emails. Updates on the compact process
were shared both at meetings and through the
weekly emails.
Select charter representatives Example New
Orleans has a large and highly organized charter
community. Two representatives from the charter
community volunteered to draft the first compact
with the district lead.
Create new communication channels Example In
Memphis, charter schools had no tradition of
group meetings or formal communication. The first
step in the compact process for the charter lead
was to call a meeting of all charter schools to
discuss common goals.
25
Decide on the right roles for participants and
stakeholders example
Working meeting participant
Letter of support
Feedback on draft compact
Role in implementation
Content development
Stakeholder
Signatory
ü
ü
ü
ü
District lead
ü
ü
ü
ü
ü
Charter lead
ü
ü
ü
ü
Superintendent
ü
ü
District facilities head
ü
ü
ü
ü
CEOs of large CMOs
ü
ü
ü
ü
ü
Principals of stand-alone charters
ü
ü
President of state charter association
ü
ü
Template to be completed by city
Mayor
ü
ü
President of local teachers union
ü
ü
ü
Local foundation
26
Table of contents
Sections
Whats included
Page
Page
Overview of the compact initiative
  • Compact overview
  • Context, rationale, and objectives

1
4
What makes a good compact
  • Criteria and example collaboration ideas

13
2
Development I involving and engaging the right
participants
  • Designating compact leads
  • Deciding who to engage in the process
  • Sample approaches for engaging the charter
    community

20
3
Development II developing a meaningful compact
  • Developing an approach to content development
  • Templates and tools

4
26
Development III work planning
5
43
  • What should be included in a work plan
  • Sample work plans

Mitigating risk
6
47
  • Planning ahead for risk

Ensuring follow-through
  • Planning ahead for implementation
  • Accountability process overview

7
49
Appendix
  • Catalogue of collaboration ideas

8
51
27
Developing the right content
Potential approach
  • Decide on a set of goals that the compact will
    help you to achieve
  • Catalogue examples of existing collaboration
  • Consider examples of collaboration from other
    cities
  • Brainstorm new ideas for collaboration
  • Consider the feasibility and the potential for
    impact of each idea
  • Decide which ideas should be a priority what mix
    of impact and feasibility makes sense for your
    city?
  • Develop each priority idea into a commitment to a
    specific initiative
  • Consider examples of collaboration from other
    cities for ideas on how to make commitments
    bolder and more specific
  • Solicit feedback on commitments from local and
    national content area experts

28
Customizing the content development process New
Orleans example
  • Why the approach made sense for New Orleans
  • History of significant collaboration between
    district and charters, in a city that is 70
    charter school
  • Strong understanding of and alignment on the
    priority issues to address in compact
  • High levels of trust in working team and
    district-charter accountability
  • Highly organized charter community with existing
    communication channels
  • Approach 2-person working group writes early
    draft compact, then solicits input from broader
    community
  • 1 district and 1 charter representative (a deputy
    superintendent and a representative from New
    Schools for New Orleans) held an early discussion
    on priority ideas and created a draft compact to
    refine with other participants
  • Draft compact circulated to charters via email
    for feedback
  • Compact revised based on feedback, and circulated
    back to charters to solicit support

29
Customizing the content development process Los
Angeles example
  • Approach A working group follows a methodical
    process of formal workshops and exercises before
    drafting a compact to share more broadly
  • Third party interviews district and charter
    leaders to capture ideas, set expectations, and
    address initial skepticism
  • 11-person workshop District and charter leads
    make prepared remarks to set a new tone for the
    relationship participants brainstorm and
    prioritize list of collaboration ideas
  • District and charter leads create first draft
    compact
  • Joint district-charter working teams develop
    priority ideas in more detail (e.g., actions,
    impact, next steps)
  • 18-person workshop Expanded working group
    discusses and refines priority ideas external
    stakeholders participate in meeting
  • District and charter lead create revise draft
    compact and share with broader stakeholders for
    input before soliciting final signatures
  • Why the approach made sense for Los Angeles
  • History of hostility and mistrust between
    district and charters
  • Significant, but limited, examples of existing
    district-charter collaboration
  • Large charter community including several major
    CMOs
  • Charter community highly organized through state
    charter association compact leads could leverage
    association's existing channels of communication
    with charters
  • High level of buy-in and alignment on
    content/language in order to advocate for board
    approval

30
Soliciting feedback from experts
Relevant context to provide to experts
Example areas for feedback
The value of outside expert feedback
  • History of district-charter dynamics
  • District governance model
  • Size and history of the charter community (and
    how they are organized)
  • Compact participants (and who drafted the
    document)
  • Level of buy-in to date
  • Next steps for the compact and implementation
  • Specific barriers and challenges
  • Many cities found it useful to engage a third
    party expert to review the compact and push on
    areas where the compact could become more
    impactful
  • The best expert feedback sessions were
    proactively driven by the city to ensure that the
    experts understood the unique context and areas
    of inquiry for the city
  • Is the compact bold enough to make a meaningful
    impact?
  • What would make our commitments most specific and
    actionable?
  • Are the commitments and benefits appropriately
    balanced?
  • Are there key topic areas missing?
  • How should we approach gaining additional buy-in
    (e.g. from charters, school board, stakeholders)?
  • Are we taking on more than we can feasibly
    implement?

31
Tools and resources for content development (1/3)
Description
When it might be useful
Tool/resource
a
Idea brainstorming exercise
  • Group/workshop exercise to build a list (or build
    on an existing list) of collaboration ideas
  • To efficiently generate ideas and capture input
    from a group of people
  • As an early exercise to help build
    cooperation/trust among district and charter
    participants

Generating collaboration ideas
b
Lists of existing collaborations
  • Example collaborative practices drawn from cities
    across the country
  • Collection of promising cooperative practices
    from the Ohio Alliance for Public Charter Schools
  • To seed initial discussions and idea generation
    exercises
  • To provide sample ideas and language for what
    specific commitments might look like

32
Tools and resources for content development (2/3)
Description
When it might be useful
Tool/resource
c
Prioritization exercise
  • Group/workshop exercise to quickly and visually
    capture aligned/differing perspectives on
    priorities
  • To create a basis for a more prioritization
    discussion
  • To provide group transparency of where there is
    already alignment and where there are differences
    of opinion
  • To start a conversation about the criteria for
    prioritization

Prioritizing the right ideas
d
Impact / feasibility estimate tool
  • Individual voting template for rating ideas based
    on feasibility and impact
  • A chart showing how to interpret results from the
    rating exercise
  • A summary reporting format
  • To help prioritize ideas based on explicit
    criteria
  • After aligning on definitions for impact and
    feasibility
  • Capture additional transparency of differences in
    perspective along the two dimensions and across
    participants

33
Tools and resources for content development (3/3)
Description
When it might be useful
Tool/resource
e
Idea development team worksheet
  • A template for keeping track of teams responsible
    for further idea development
  • To record the specific people assigned to further
    develop each idea, and share role assignment with
    the group

Developing the right level of detail
f
Idea development template
  • A template to guide deeper discussion of each
    idea and surface areas for further discussion
  • As a tool to report out on small-group
    discussions of the ideas to be included in the
    compact

34
Idea generation brainstorming exercise
a
SAMPLE TOOL
  • Preparation
  • Compile a list of ideas that could be included in
    the compact (through interviews, informal
    conversations, or brainstorming by district and
    charter leads)
  • Categorize ideas, and write ideas in each
    category on a flip chart (or print on posters)
    and post around a room
  • Gather red markers, blue post-its and yellow
    post-its
  • Idea list
  • Idea 1
  • Idea 2
  • Additional idea
  • Exercise
  • Participants spend 30-45 minutes circulating
    throughout the room
  • Ensure that there are at least 1 district and
    charter person at each poster
  • Signal time to rotate to another set of ideas
    every 5-10 minutes
  • At each poster participants add to and refine
    ideas
  • Add new ideas in the given categories using the
    red markers provided
  • Suggest refinements with blue Post-It Notes
  • Ask questions related to the ideas using yellow
    Post-It Notes
  • After each poster has been visited, an individual
    at each will review and share ideas with full
    group

Refinements
Questions
35
Idea generation list of collaboration ideas
b
SAMPLE TOOL
Examples of district-charter collaboration
Collection of promising cooperative practices
The Ohio Alliance for Public Charter Schools
conducted a nationwide search to find the most
promising and innovative cooperative practices
between charter and traditional public schools.
We sought cooperative practices with strong
collaboration, originality, inventiveness and the
ability to replicate.
  • List of implemented and in-process
    district-charter collaboration ideas from across
    the country
  • Ideas grouped by category (e.g., facilities,
    human capital)
  • Ideas characterized by degree of collaboration
    (e.g., minimal, moderate, deep)
  • Captured from existing research and interviews
    with district and charter leaders

Link to website http//www.oapcs.org/event-calend
ar/national-conference/call-for-practices
Detailed list See appendix of this document
36
Prioritizing ideas prioritization exercise
c
SAMPLE TOOL
  • Preparation
  • Write the complete list of collaboration ideas
    brainstormed to date on flip charts, and post
    them on the wall
  • Provide each participant with five green stickers
  • 1. Ask each participant to post 5 green stickers
    on flip charts to indicate which ideas he/she is
    most excited about exploring further
  • Each person should use all five stickers on five
    different ideas
  • Ask participants to choose ideas that excite
    them, even if they may be hard to implement

2. Identify the 5-10 ideas with greatest momentum
(most green stickers)
  • 3. Ask each participant to individually rank each
    of the high-momentum ideas
  • Each participant rates each idea should be
    separately on impact and feasibility
  • Impact Has the potential to measurably benefit
    students in the city (in terms of access or
    effectiveness of their education options)
  • Feasibility Meaningful changes can be made
    within 6 months of signing the compact
  • 4. Aggregate participants rankings to use as a
    basis for further discussion
  • This can be done during a break from the working
    session, or in preparation for later meetings /
    discussions

37
Prioritizing ideas participant worksheet
d
SAMPLE TOOL
Idea Potential impact on students (circle one) Feasibility (circle one)
A. Idea High Med Low High Med Low
B. Idea High Med Low High Med Low
C. High Med Low High Med Low
D. High Med Low High Med Low
E. High Med Low High Med Low
F. High Med Low High Med Low
G. High Med Low High Med Low
H. High Med Low High Med Low
I. High Med Low High Med Low
J. High Med Low High Med Low
1
2
3
4
5
6
7
8
9
10
38
Prioritizing summary scatter plot of all ideas

d
SAMPLE TOOL
1
Idea 1
Average assessment per idea
2
Idea 2
High
Idea 3
3
3
10
4
5
4
Idea 4
9
Idea 5
5
7
Idea 6
6
8
11
1
6
12
Medium
Impact
Idea 7
7
2
Idea 8
8
Idea 9
9
Idea 10
10
Low
Idea 11
11
Medium
Low
High
12
Idea 12
Feasibility
39
Prioritizing Evaluation of feasibility/impact
estimates
3
d
SAMPLE TOOL
For discussion
Pursue
Pursue
High
Do not pursue
For discussion
Pursue
Impact
Medium
Do not pursue
Do not pursue
For discussion
Low
Low
Medium
High
Feasibility
40
Developing the right detail planning chart
e
SAMPLE TOOL
Collaboration idea Idea team Idea team Next steps Deadline
1. District lead Charter lead Functional experts District lead Charter lead Functional experts
2.
3.
4.
5.
Idea team is responsible for next steps in
developing the idea content for the compact
Some cities found it easier to translate this
page into a simple excel spreadsheet
41
f
Idea development idea template (1/2)
SAMPLE TOOL
Idea 9
Develop and implement a shared principal training
pipeline to recruit , train and support a new
generation of principals that are prepared to
lead new and existing schools successfully in
order to effectively eliminate the achievement
gap.
Benefit to students (how to measure and target
impact)
  • Students would benefit by having school
    principals that are trained in turning around
    failing schools, an/or providing opportunities to
    students
  • via the development of new schools with proven
    academic and operational models.

Considerations for district
Considerations for Charters
  • Potential benefits
  • Potential actions
  • Potential challenges
  • Potential benefits
  • Potential actions
  • Potential challenges

42
f
Idea development idea template (2/2)
SAMPLE TOOL
Idea 9 (continued)
Key Success Factors
Potential risks

Next Steps (including content development and
implementation)
Responsibility
Activity
Timing

43
Table of contents
Sections
Whats included
Page
Overview of the compact initiative
  • Compact overview
  • Context, rationale, and objectives

1
4
What makes a good compact
  • Criteria and example collaboration ideas

13
2
Development I involving and engaging the right
participants
  • Designating compact leads
  • Deciding who to engage in the process
  • Sample approaches for engaging the charter
    community

20
3
Development II developing a meaningful compact
  • Developing an approach to content development
  • Templates and tools

4
26
Development III work planning
5
43
  • What should be included in a work plan
  • Sample work plans

Mitigating risk
6
47
  • Planning ahead for risk

Ensuring follow-through
  • Planning ahead for implementation
  • Accountability process overview

7
49
Appendix
  • Catalogue of collaboration ideas

8
51
44
What to include in your work plan
Description
Guidance
Example
  • Make explicit when each phase of the content
    development process will occur

Content development phases
  • Customize phases and timing to city context
  • Dates for district-charter workshops/ meetings

Workshop/ meeting schedule
  • Put on calendar to create urgency and deadlines
  • Decide on meeting objectives and participants
    upfront
  • Work charter-specific convenings and/or
    communications into the plan

Charter convenings/ communication
  • Leverage existing meetings and communications
    where possible
  • Create timing that complements the overall work
    plan

Compact draft deadlines
  • Deadlines for different iterations of the compact
    (e.g., first, final draft)
  • Most cities had the same 1-2 people creating and
    revising drafts throughout the process
  • Timing for securing buy-in and ultimately,
    signatures/letters of support
  • Typically 2-4 weeks to finalize buy-in at the end
    of the process
  • Helpful to build into the entire process as well

Securing buy-in
45
Example work plan from cohort 1 city
EXAMPLE 1
Activities
Deliverables
Pre-work Sep 1-Oct 6
  • Interviews of several key participants/stakeholder
    s
  • Communicate the compact process and approach
  • Initial list of potential ideas for compact
  • Initial list of incoming hopes and concerns
  • Draft timeline and approach

Workshop 1 Oct 7
  • Develop a comprehensive list of collaboration
    ideas
  • Prioritize ideas to develop in further detail
  • Identify next steps and owners
  • Prioritized set of collaborative ideas to pursue
    further
  • Next steps and owners for each
  • Further develop priority ideas including
  • Working through details and challenges
  • Engaging subject matter experts
  • Identifying goals and progress measures
  • Create first draft of compact document
  • Further developed priority ideas for discussion
    at Workshop 2

Interim work Oct 9-Nov 4
Workshop 2 Nov 5
  • Review, discuss, and refine proposed Compact
    collaboration ideas
  • Identify any additional ideas for potential
    inclusion
  • Identify other local supporters and assign owners
    to pursue
  • Agree upon process for compact finalization
  • Agreed-upon in-depth ideas for collaboration
    (including key elements, metrics, etc.) for which
    language can be developed
  • Plan for engaging other supporters
  • Agreed-upon process for compact finalization
  • Circulate drafts
  • Finalize language
  • Specific compact language around proposed areas
    of collaboration
  • Collaboration metrics of success identified

Finalize compact draft Nov 6-19
Compact signingNov 15-Dec 2
  • Sign final Compact
  • Gather letters of support from other local
    supporters
  • (partial overlap with finalization of compact
    draft)
  • Signed Compact, Letters of Support, and next
    steps for collaboration
  • Board approval

46
Example work plan from cohort 1 city
EXAMPLE 2
  • Communicate the compact and build initial buy-in
    for city participation

Pre-Aug 13
  • Compact draft revised and redistributed for input

Nov 17-19
  • Hold meeting with charter, district, and
    stakeholder (and union) leaders to align on
    compact participation and sign the Broad
    commitments common to all compact cities see
    page 15

Aug 13
  • Conference call to review revised draft and agree
    on changes/next steps

Nov 22
  • Thanksgiving
  • Compact draft revised and redistributed for input
  • Individual meetings with participants to review
    latest draft and secure support

Nov 23-30
  • Hold individual meetings and calls with key
    stakeholders to develop city-specific ideas

Aug 14- Nov 1
  • District and charter leads jointly create first
    draft of compact
  • Distribute draft to compact participants to
    review and capture input

Nov 1-5
  • Conference call to finalize draft and agree on
    changes/next steps
  • Final changes/updates made

Dec 1
  • Participants review draft compact and capture
    input (e.g., questions, elements believed to be
    most important, elements missing, concerns,)

Nov 8-12
  • Collect final signatures

Dec 2
  • Hold meeting with union leader to review draft
    compact and secure letter of support
  • Finalize compact

Dec 3
  • Hold workshop to review and discuss draft
    compact, agree on changes, and align on path
    forward

Nov 16
Note This city had a small number of charters,
allowing all to more easily and manageably
participate in every meeting/call. This also
allowed the city incorporate the buy-in process
along the way, and have a quick turnaround at
process conclusion
47
Table of contents
Sections
Whats included
Page
Overview of the compact initiative
  • Compact overview
  • Context, rationale, and objectives

1
4
What makes a good compact
  • Criteria and example collaboration ideas

13
2
Development I involving and engaging the right
participants
  • Designating compact leads
  • Deciding who to engage in the process
  • Sample approaches for engaging the charter
    community

20
3
Development II developing a meaningful compact
  • Developing an approach to content development
  • Templates and tools

4
26
Development III work planning
5
43
  • What should be included in a work plan
  • Sample work plans

Mitigating risk
6
47
  • Planning ahead for risk

Ensuring follow-through
  • Planning ahead for implementation
  • Accountability process overview

7
49
Appendix
  • Catalogue of collaboration ideas

8
51
48
Mitigating risks
Potential risk
Potential mitigation strategies
  • Ensure that the right leaders are at the table
    during the process to help facilitate the
    political process (e.g., Mayors staff, senior
    leadership in the district)
  • Make honest assessment of longer timing and
    process steps required, and build into the
    process (some cities built in over 4 weeks just
    for buy-in process/bureaucracy)
  • Discuss and incorporate known overlaps with union
    input/priorities
  • Be deliberate about when and how to engage. Some
    cities decided to engage the union at compact
    process kick-off, others felt it better to engage
    after creating fuller alignment among stakeholders
  • Secure a meaningful number/representation of
    charters to move forward with the compact, while
    ensuring that all parties are heard and included
    in the discussion
  • Create opportunities for those that are not fully
    aligned to continue to participate in the process
    if not signing (this should be an ongoing
    discussion and living document)
  • Develop compact content and process with an eye
    toward a board-ready compact (e.g., language,
    content)
  • Create coordinated board outreach plan to
    advocate and build buy-in
  • Build in commitments/ideas that can feasibly be
    pursued without board approval

49
Table of contents
Sections
Whats included
Page
Overview of the compact initiative
  • Compact overview
  • Context, rationale, and objectives

1
4
What makes a good compact
  • Criteria and example collaboration ideas

13
2
Development I involving and engaging the right
participants
  • Designating compact leads
  • Deciding who to engage in the process
  • Sample approaches for engaging the charter
    community

20
3
Development II developing a meaningful compact
  • Developing an approach to content development
  • Templates and tools

4
26
Development III work planning
5
43
  • What should be included in a work plan
  • Sample work plans

Mitigating risk
6
47
  • Planning ahead for risk

Ensuring follow-through
  • Planning ahead for implementation
  • Accountability process overview

7
49
Appendix
  • Catalogue of collaboration ideas

8
51
50
Implementation planning ideas captured from
Cohort 1
Topics
  • Designate a 2 person district-charter team to
    lead each commitment
  • Hire a full-time project manager
  • Create a charter school liaison to the district
    to help organize the charter community around
    this and other efforts

Capacity and resources
  • Create metrics to monitor progress on individual
    commitments
  • Report publicly on implementation progress every
    six months
  • Create detailed work plans with clear action item
    owners

Measurement and accountability
  • Look for quick wins in implementation to build
    momentum and positive press about what the
    compact can accomplish
  • Coordinate communication with and in the media to
    minimize gotcha tactics
  • Pursue additional signatures and letters to
    broaden support

Risk mitigation
  • Hold annual meeting specifically to consider
    revisions and updates that will ensure the
    collaboration remains relevant, timely, and
    effective
  • Invite leaders that did not sign to participate
    in meetings to challenge thinking and foster
    future buy-in

Maintaining a living document
51
Table of contents
Sections
Whats included
Page
Overview of the compact initiative
  • Compact overview
  • Context, rationale, and objectives

1
4
What makes a good compact
  • Criteria and example collaboration ideas

13
2
Development I involving and engaging the right
participants
  • Designating compact leads
  • Deciding who to engage in the process
  • Sample approaches for engaging the charter
    community

20
3
Development II developing a meaningful compact
  • Developing an approach to content development
  • Templates and tools

4
26
Development III work planning
5
43
  • What should be included in a work plan
  • Sample work plans

Mitigating risk
6
47
  • Planning ahead for risk

Ensuring follow-through
  • Planning ahead for implementation
  • Accountability process overview

7
49
Appendix
  • Catalogue of collaboration ideas

8
51
52
Examples of district-charter collaboration
overview
  • Sources
  • Interviews with district and charter leaders
  • National Best Cooperative Practices Between
    Charter and Traditional Public Schools
    Conference, Sept 27-28, 2010, Ohio Alliance for
    Public Charter Schools
  • Levels of collaboration
  • Minimal Partners cooperate and make small
    concessions to enable each other
  • Moderate Partners selectively share resources
    and expertise to address mutual needs
  • Deep Partners deeply collaborate to address
    mutual needs
  • Notes and definitions

1) considering, but have not yet
implemented 2) Collaboration an arrangement
that is jointly undertaken or involves an
exchange of benefits 3) District/charter action
an arrangement where one partner primarily offers
benefits to the other partner these may be
components of a comprehensive collaboration plan
53
Governance policy
  • Minimal
  • . . .
  • Moderate
  • Collaboration District created the Charter
    School Advisory Council, where top leaders from
    the district and charter schools meet monthly.
    Council results include joint professional
    development for district and charter school
    teachers, charter leaders supporting the district
    in reviewing new charter applications, and
    charter schools having free access to the
    districts alternative out-of-school suspension
    program (Hillsborough County)
  • Collaboration District may implement a process
    to expedite renewal for high-performing charters,
    in exchange for charters sharing codified best
    practices with the district (various) . . .
  • Deep
  • . . .

54
Resources -- facilities
  • Minimal
  • District action By law, if charters share a
    building where new space becomes available, they
    must refuse it before it can be offered to a
    district school (D.C.)
  • District action By law, school districts are
    required to invite charter schools to discuss
    their capital construction needs before the
    district submits a bond request for facilities
    funding however, districts are not required to
    include the charter schools request as part of
    the districts request. (Colorado)
  • Moderate
  • Collaboration District provides the charter
    school a cost-effective lease and the charter
    provides the district with its innovative
    programming for teacher professional development
    and arts curriculum (San Antonio)
  • District action District pays for the necessary
    capital renovations on shared facilities to
    ensure that buildings have the necessary life
    safety renovations and are ADA compliant
    (Chicago)
  • District action By law, school districts must
    make its unused facilities available to locally
    approved charter schools without lease or rental
    charges, although maintenance and other costs can
    be charged (Georgia). NOTE This applies only to
    locally approved charter schools.
  • District action District may advocate to
    rationalize building safety codes for traditional
    public schools to reduce district facilities
    costs cost savings may fund additional
    facilities for charters (various)

55
Resources facilities (cont.)
  • Deep
  • District action Charters receive facilities
    (including many new buildings) effectively free,
    paying the district only 1.75 of per-pupil
    funding for students served this fee supports
    operating services, supplies, and professional
    services that the district provides to charter
    schools. Charters are responsible for general
    maintenance and operating costs (New Orleans)
  • District action Districts offer charters free
    facilities and all maintenance services (like
    traditional public schools) (Hartford)
  • Collaboration District offers facilities to
    charter schools that have been approved through
    an RFP process (Minneapolis, Chicago, although in
    2010, for the first time, the district did not
    offer buildings)
  • Collaboration A Synergy charter school and a
    district school who share a facility have
    deliberately moved beyond co-location to
    co-operatively running the building. The schools
    share and jointly staff lunch and recess and hold
    joint staff meetings (Los Angeles)
  • Collaboration District may reach out to
    charters for best practices in efficient
    facilities development cost savings may fund
    additional facilities for charters (various)
  • District action District may establish a
    facilities oversight board to identify available
    facilities, match availability to school growth
    projections, and communicate facilities decisions
    to both district and charters (various)
  • Collaboration District may encourage new
    district and charter school applicants that could
    share facilities to submit applications to public
    school choice process together (Los Angeles)

56
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