Landmark Brief: National Replication Models

ISSUES BRIEF How the U.S. can leverage the national

replication school models to bring

transformed public school experiences to

communities and students while cutting the

dropout rate in half and doubling the

number of students entering STEM fields.

Leveraging National

Replication School Models

to Deliver Results at Scale

September 30, 2012

Authors: Ted Fujimoto & Kyle Miller

Issue Brief: Leveraging National School Models to Deliver Results at Scale

September 30, 2012

Copyright© 2012 by Landmark Consulting Group, Inc. All rights reserved. 1 | P a g e

Need for Scalable Solutions in Education Over the past decade, policy makers, educators, business and civic leaders, and parents have been

looking for the “magic” that will transform the country’s public school system. The stream of reform

efforts have included the implementation of small learning communities, small schools, literacy

programs, credit recovery, smaller class sizes, longer school days, use of data to inform instruction,

teacher evaluation…and the list goes on and on.

Although some of these approaches produced incremental gains in student achievement early on, many

of the gains flattened out or were lost over time and none produced the double digit growth that our

country needs in student achievement. Tacking on a program here or there to a 20th century school

design in the hopes that it will transform the school into a 21st century model represents flawed

thinking. We are still losing as many kids today to academic failure, disengagement and poverty as we

were a decade ago (Economic Policy Institute 2006).

We cannot afford another decade of hoping that “one offs” like a good teacher or a promising practice

or even a single school success will remedy the low student achievement and completion rates

produced by our education system. It is vital for our country to cut the dropout rate in half. To do so,

the bottom 5% or about 5,000 schools need to be transformed and/or replaced.

If the average size of these schools is 1,500 students and the average size of most high performing

schools is less than 500 students, then 15,000 small school equivalents will need to be created. The

schools that need transformation and/or replacement have extremely high dropout rates of 30-50%. If

high performing schools were to fix the dropout rate in the bottom 5% of schools, 20,000-30,000 small

school equivalents would need to be created (Landmark Consulting Group, July 2011).

More effective options are needed now. A recent survey by the National Alliance for Public Charter

Schools states that “more children than ever before are waitlisted to attend public charter

schools. Losers in the lottery system, more than 600,000 students are waitlisted across the nation…The

survey showed a 67 percent growth in waiting lists since the 2008-09 school year--which outpaced the

increase of 650,000 additional seats added in charter schools during the same period. More than 60

percent of charter schools reported having children on a waitlist, with longer-running charter schools

averaging a 239-student waitlist. Twelve charter schools reported lists of more than 2,000 students.

These results demonstrate the national cry for real educational options. Parents want school choice

outside of an arbitrarily-assigned (and often underperforming) public school.” (School Choice Now!,

June 14, 2012)

Charters schools cannot be the only answer. Our country needs to build a national capacity (including

charters) at scale to transform at least a third of our schools. We are out of time to base our national

strategy on only piloting new best-practice examples whose results will not truly be known for years.

We need to shift our focus to the innovation of replication and scaling what works and delivers

results.


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Today the National Replication School Models represent over 500 schools and we believe that many

can be taken to the next level of scaling to significantly address the public education crisis and

transform communities.

The National Replication School Models meeting will host effective high performing deeper learning

school models that work on any platform—non-charter or charter. They are able to launch much needed

personalized, supportive schools swiftly. To ensure America stays competitive we must significantly

shift our approach in education reform from interesting one-off experiments to scaling proven

coherent, integrated design components that deliver student achievement and are positioned to adapt

quickly to the Common Core Standards and Next Generation assessments and can develop schools in

more communities faster.

All of the National Replication School Models that are meeting in Washington, DC on October 2nd and 3rd meet the following criteria of strong whole school models and have the potential to scale widely and quickly.


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1. School Design – A strong school model has

a set of codified design components

(defined goals, principles, standards,

culture practices/protocols, processes, and

resources) that deliver specific student

experiences and outcomes. Strong school

models have a compilation of strategies

that are intentional, interrelated and

designed to work together. Strong school

models cultivate a culture of high

expectations, 21st century skill acquisition

and college and career readiness. They

offer personalized supports and learning

experiences for each student based on their needs (including online experiences.) They build strong,

deep relationships among students, staff, families, community-based organizations, business and

higher education institutions to enhance student learning. Strong school models connect and

integrate academic content to authentic real world examples, problems and issues and provide

students opportunities to develop real understanding, solutions and products. They teach using

proven research-based practices that promote how

people learn most effectively.

2. Replication System and Capacity – A strong school

model has a specifically designed replication system

that provides support (coaching, data analysis,

human and financial resource support, teaching and

learning support) so schools are able to replicate and

sustain all codified design components with high

fidelity from startup through the life of the school.

Strong school models have replication capacity and a

volume of replications in geographic regions that are

supported by a replication system.

3. Defined Replication Conditions – A strong school model has clearly defined conditions (internal and

external) that must exist to launch, support, and sustain schools. They will only engage with a

community if these conditions are met.

4. High Performance – A strong school model has high performance expectations and clear

accountability measures for student outcomes as well as model fidelity implementation. They hold

themselves accountable to their network of schools as well as to their district partners and are

always focused on academic improvement. Strong school models deliver consistent results across a

majority of sites when compared to similar student populations. They emphasize and track college

1 - Nex+Gen Academy – New Mexico


September 30, 2012


readiness, 21st century skills acquisition, college acceptance and completion rates, dropout rates,

achievement and cohort graduation rates.

5. Adaptability – A strong school model is able to adapt to the needs of the local community and is not

rigid. They tightly define the model design components that truly drive student outcomes and

successful implementation of the model and are looser regarding the elements that are best defined

locally. A highly adaptable school model is able to deliver consistent results across various

environments from urban, suburban, to rural. In addition, a highly adaptable school model has a

track record of working in a variety of local situations including turnarounds, charter, non-charter,

school within a school, etc.

Throughout the years, there have been so-called “superstar” school models that have been touted

widely among education reform circles and sometimes the press. Most of these are schools that have

some of the makings of promising models. Even with impressive student achievement results, many of

these schools have not successfully replicated to a variety of environments or across state lines with

consistent results. Many do not know which elements

of their design are driving success because the school

design is not codified, nor has it been tested in multiple

environments. Some are claiming high graduation rates

when students do not graduate with college eligible

credits or if accepted to college have to take remedial

classes. Others are claiming significant student

achievement and high test scores but because of

annual student attrition rates of 15%-30%; the claims

are an artificial representation of their effectiveness.

Still others may have a design and may have even

codified and tested it over a few sites but have not invested in developing an effective replication

system to support the sites well. Very few have implemented their design in enough communities to be

able to clearly articulate and assist the local community in creating the right conditions to support the

design.

Several more school designs need to codify their model and invest in developing replication systems

with the intent to become the next national replication models. Even the more mature national

replication school models (National Replication School Model meeting invitees) have room for

improvement and capacity building to scale with fidelity to the level the country needs to impact the

dropout rates. Critical areas of work include:

1. Clearer design codification that prioritizes the set of components that drive student results and

tighter performance management with the existing network to ensure a higher level of fidelity.

2. Clearer and more explicit definition of external conditions accompanied by formal agreements

and better technical assistance to communities to develop these conditions. (This is the focus of

the October meeting.)

2 Columbus Signature Academy-Indiana


September 30, 2012


3. Increased level of rigor and authenticity in connecting student and real world work which will

require professional development that includes a focus on Common Core Standards and

assessments.

4. Increased investment in tools and systems to support school replication networks in their

communication, collaboration, and performance management needs.

5. Better and more consistent community cultivation protocols including school study tour visits to

high fidelity implementation sites and to lead communities through the steps of opening a

school.

To support National Replication School Models, the following actions are needed from policymakers

and philanthropy.

1. Within grants, require all school intervention and new school grant applicants to take a study

tour of a high performing national replication school model and support organization. Provide

bonus points for those that partner with a national replication school model and for those that

cluster multiple schools within their community.

2. Provide opportunities for blanket waivers of regulation and red tape and fast-track approval

processes to those replicating these school models.

3. Provide general operating and expansion funding opportunities to replication support

organizations for refinement and scale of their systems, process, and capacity.

4. Provide grants to support communities for planning and to participate in study tours of national

replication school models.

5. Provide grants to pay for independent research of student outcomes as correlated with fidelity

school model implementation.

Example National Replication School Models and Regional Intermediaries Big Picture Learning (www.bigpicturelearning.org) Center of Excellence in Leadership of Learning (www.cell.uindy.edu) Concept Schools (www.conceptschools.org) Diploma Plus (www.diplomaplus.net) Educate Texas (www.edtx.org) – Not in Attendance EdVisions (www.edvisionsschools.org) - Not in Attendance Expeditionary Learning (www.elsschools.org) - Not in Attendance First Things First (www.irre.org) Innovative Schools (www.innovativeschools.org) Institute for Student Achievement (www.studentachievement.org) New Schools Project (www.newschoolsproject.org) New Tech Network (www.newtechnetwork.org) Talent Made Here (www.talentmadehere.com) - Not in Attendance

http://www.bigpicturelearning.org/

http://www.cell.uindy.edu/

http://www.conceptschools.org/

http://www.diplomaplus.net/

http://www.edtx.org/

http://www.edvisionsschools.org/

http://www.elsschools.org/

http://www.irre.org/

http://www.innovativeschools.org/

http://www.studentachievement.org/

http://www.newschoolsproject.org/

http://www.newtechnetwork.org/

http://www.talentmadehere.com/


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National Replication School Models


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As of 2012-13, the Diploma Plus network has 15 schools in five networks across the nation and we serve

2,749 students.

West (Los Angeles, CA and Denver, CO (2))

New England (Boston, MA)

Mid Atlantic (New York City, NY, Newark, NJ, and Baltimore, MD)

Midwest (Indianapolis, IN)

South (Mobile, Alabama)


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MINNESOTA SITES: ARTech - Northfield Avalon School - St. Paul EdVisions Off-Campus High School - Henderson El Colegio Charter School - Minneapolis Harbor City International School - Duluth High School for Recording Arts - St. Paul Minnesota New Country School - Henderson New Century Charter School - Hutchinson Northern Lights Community School - Warba RiverBend Academy - Mankato Academic Arts Academy - West St. Paul SAGE Academy - Brooklyn Park WISCONSIN SITES: Birchwood Blue Hill - Birchwood Crossroads Academy - Ripon High Marq Envirnomental Charter School - Montello Kornerstone School - Kimberly NW WI Rural Community Charter Alliance (5) - Ashland Northwoods Community Secondary School - Rhinelander TAGOS Leadership Academy - Janesville Valley New School - Appleton HAWAII SITES: Hakipuu Learning Center - Kaneohe (Oahu) MAINE SITES: Blue Hill Harbor School - Blue Hill

CALIFORNIA SITES: Aveson School - Altadena Family Partnership School - Solvang Golden Eagle Charter School - Weed New Haven - Vista North County Trade Tech - Vista WASHINGTON SITES: Eagle Harbor High School - Bainbridge Island Phoenix School - Kennewick Rivercity Leadership Academy - Spokane Spokane Medicine Wheel - Spokane NEVADA SITES: Explore Knowledge Academy - Las Vegas High Desert Montessori School - Reno OREGON SITES: Resource Link Charter School - Coos Bay KANSAS SITES: Kickapoo Nation School - Powhattan PENNSYLVANIA SITES: Propel Andrew Street HS - Munhall NEW JERSEY SITES: Academy for Independent Studies - North Bergen


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14,396 students

More than 500 teachers

39 Schools

24 Districts

5 States (Maryland, Michigan, Ohio, New York, Washington)


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IRRE is currently supporting the implementation of our whole school reform model First Things First in

four high schools serving 2500 students in Michigan.

IRRE has recently completed two multi-year whole-school reform efforts:

(a) eight high schools in four districts in Texas implemented First Things First with over 14,000 students; and

(b) eight high schools in five districts in California, New York, Arizona, and Tennessee implemented IRRE’s comprehensive instructional model Every Classroom, Every Day with over 13,000 students.

Results:

Historically, IRRE has supported the implementation of First Things First in 95 elementary, middle and

high schools across 18 districts serving over 60,000 students.

“For (the four) high schools, First Things First produced [significant], sustained ’double-digit‘

improvements in reading achievement both in terms of increasing the percentage of students

whose scores were proficient and reducing the percentage whose scores were unsatisfactory;

The high schools achieved significant improvements in dropout and graduation rates;

For (the eight) middle schools, First Things First produced large improvements in reading

scores, math scores, and attendance rates. Findings for individual schools show that these

impacts were pervasive and statistically significant across schools in the district”; and

First Things First produced positive effects on closing ethnic achievement gaps, with IRRE-

supported schools closing these achievement gaps significantly faster than the rest of the state’s

secondary schools in language arts and math.

Five high schools across four districts in Texas implementing First Things First saw the number of

students scoring proficient or higher on test scores in English/Language Arts increase at least

11% and 16% in mathematics in the first two years of implementation. These gains were

sustained and continued, with several of the schools achieving 20+ point gains after four

years of work with IRRE.

IRRE’s approach to comprehensive mathematics reform (begun after the above evaluations) also

produced between 40% and 50% gains over the course of six years in four comprehensive

high schools in Kansas, and one high school in Texas.

In Pasadena, California two high schools achieved 13% and 17% gains after just one year of

implementing IRRE’s comprehensive mathematics and instructional reform; and

Two high schools in Hamilton County Tennessee achieved 22% gains in mathematics after just

one year of IRRE supports.


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4th Year of Students

12th Year of Students 33 Booker T. Washington - School of Banking, Finance & Investment Atlanta

1 School for Excellence NYC 34 Booker T. Washington - School of Health, Science & Nutrition Atlanta

11th Year of Students 35 Booker T. Washington - Early College H.S. Atlanta

2 Park East High School NYC 36 Business & Entrepreneurship Comm at Sunset Park NYC

10th Year of Students 37 Cody Academy of Public Leadership Detroit

3 Bushwick School for Social Justice NYC 38 Detroit Institute of Technology at Cody Detroit

4 Pablo Neruda Academy NYC 39 Health&Human Services Community at Sunset Park NYC

5 QHST - Montessori Community NYC 40 Manhattan Business Academy NYC

6 Wyandanch High School Team A Long Island 41 Medicine and Community Health Academy at Cody Detroit

7 Wyandanch High School Team B Long Island 42 Osborn School of Mathematics, Science and Technology Detroit

9th Year of Students 43 Osborn College Preparatory Academy Detroit

8 Bronx Laboratory High School NYC 44 Osborn Evergreen Academy of Design and Alternative Energy Detroit

9 Brooklyn Preparatory High School NYC 45 Performing and Visual Arts Community at Sunset Park NYC

10 Excelsior Preparatory High School NYC 3rd Year of Students

11 QHST - Emerson Community NYC 46 Hillside Arts & Letters Academy NYC

12 QHST - Freire Community NYC 47 Hudson High School of Learning Technologies NYC

8th Year of Students 2nd Year of Students

13 Carver School of the Arts Atlanta 48 Bronx Envision Academy NYC

14 Carver School of Health Science & Res Atlanta 49 Bronxdale High School NYC

15 Carver School of Technology Atlanta 50 Jesse Jones Academy of Biotechnology Houston

16 Explorations Academy NYC 51 Jesse Jones Academy of Engineering & Manufacturing Houston

17 Queens Preparatory High School NYC 52 Rockaway Collegiate High School NYC

7th Year of Students 53 North Community Senior Academy Minneapolis

18 Academy for Young Writers NYC ` 1st Year of Students

19 Brooklyn Comm Arts & Media HS (BCAM) NYC 54 Brooklyn Institute for Liberal Arts NYC

6th Year of Students 55 Harvest Collegiate High School NYC

20 Arts & Media Preparatory Academy NYC 56 The High School for Energy and Technology NYC

21 Life Academy High School for Film & Music NYC 57 Bronx Compass High School NYC

22 SAHS* School of Computer Animation and Design Atlanta 58 Jesse Jones Academy of Architecture & Design Houston

23 SAHS School of Health and Medical Sciences Atlanta 59 North Community High School Arts and Communications Minneapolis

24 SAHS School of Law and Social Justice Atlanta ` Planning Year

25 THS School of Engineering, Mathematics & Science Atlanta 60 NYC CTE Health Services NYC

26 THS* School of Health Sciences & Research Atlanta

27 THS School of Law, Government & Public Policy Atlanta ` Targeted Services (not Core Model)

28 Victory Collegiate High School NYC 1 August Martin NYC

5th Year of Students 2 Bushwick Leaders' HS for Academic Excellence NYC

29 Academy for Conservation & the Environment NYC 3 Jalen Rose Leadership Academy Detroit (charter)

30 Brooklyn Laboratory High School NYC 4 John Dewey NYC

31 ELLIS Preparatory Academy NYC 5 Long Island City High School Long Island

32 Urban Action Academy NYC 6 River Rouge HS Detroit


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ISA's 4-Year Cohort Graduation Rate

79% of ISA students graduated in four years, compared with 65% of comparison students. Graduation Rates at Individual Schools ISA partner school graduation rates vary. Some - like Bronx Lab's 4-year cohort graduation rate - are

as high as 90%. Bronx Lab is located on the campus of the former Evander Childs High School in the Bronx, where the graduation rate, before its transformation into small schools, was 35%.

COLLEGE SUCCESS

ISA is focused not on high school graduation or college acceptance but on college success.

90% of ISA seniors planned to attend a two- or four-year college in the following fall.

A majority of seniors reported receiving critical supports for college enrollment including visiting colleges and attending college fairs.

1,955 ISA graduates applied to a CUNY (City University of New York) school in 2007 or 2008.

Preliminary results show that ISA graduates enrolled in CUNY programs were required to take remedial courses at a lower rate than the general CUNY student body.

88% of ISA graduates in the CUNY bachelor's degree program persisted into their second year. The nationwide figure for four-year colleges is 75%.


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http://www.newtechnetwork.org/


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Regional Intermediaries


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2011-2012 year

o Total Schools: ~106

o Total Students Served: ~32,000

NCNSP Innovative Secondary Schools

Other innovative secondary schools

Early College High School


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In collaboration with national school design partners we intend to start up 25 deeper learning school, both district and charter, in every county in the state. This will impact over 11,000 students or 10% of the state’s students. Six schools are currently in the planning or implementation stages. School model adoption will occur through new charter start up, charter renewal, charter expansion or district adoption as a school improvement strategy.

Initial Results: Delaware New Tech Academy Year 1 Implementation: Compared to the traditional part of Seaford High School, DNTA state test scores (DCAS) were up 6 to 14 percentage points in every category, attendance was up by 5 percentage points and discipline referrals were significantly lower than in the rest of the school.


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Results:


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News Articles


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About Right to Succeed Foundation Right to Succeed Foundation is a 501(c)3 not-for-profit organization with a mission to empower

communities to create amazing public schools that help every child to succeed! We believe every child

has a right to succeed and have access to a great public school.

The Right to Succeed cause is realized through the work and resources of hundreds of individuals and

dozens of organizations who have made the Right to Succeed cause their own. They have undertaken

the work to create great schools in their communities and neighborhoods.

The Right to Succeed cause focuses its efforts on:

(a) building public awareness of the severe education crisis through speaking engagements, media,

entertainment, and events;

(b) helping communities to create vision about what is possible in public education by enabling

communities to see and engage with great replicable school models; and

(c) providing technical assistance and resources to help communities create the right conditions in their

community to support and sustain great schools.

Why is this cause so important? America is at risk. Fewer than 25% of children are getting the

education and work skills needed to compete and obtain jobs that will pay them enough as adults to

economically sustain themselves. Imagine an America 15 years from now when 75% of our citizens will

not be able to financially sustain themselves--and who will be our future voters.

We need modern schools in every neighborhood that eliminate the dropout rate and prepare students

for the best careers and life. The challenge is huge! Our country needs 20,000-30,000 new or

transformed high performing schools in the next 10 years to cut the dropout rate by 50%.

This large transformation will not take place from a top down Federal or State mandate. It will happen

when a community, neighborhood, or citizen's group drives the effort by organizing and creating

demand for high performing schools. We believe change happens best when it is bottom-up or top-

down initiated, bottom-up driven, and top-down supported.

Become a part of this movement and join the cause!

www.RightToSucceed.org

www.facebook.com/RightToSucceedFoundation www.twitter.com/RightToSucceed

www.YouTube.com/RightToSucceed

http://www.righttosucceed.org/

http://www.facebook.com/RightToSucceedFoundation

http://www.twitter.com/RightToSucceed

http://www.youtube.com/RightToSucceed


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About Landmark Consulting Group, Inc. Founded in 1988, Landmark Consulting Group helps create, launch, and grow high impact education

organizations, projects, and programs that are quality, innovative, sustainable, and scalable. Our clients

have created or transformed 1,100 schools, have impacted the lives of over 360,000 students, and have

raised over $150 million in philanthropy support. We have worked and supported more high

performance school models and school networks than anyone in the country.

For school organizations, we can help you codify your school or program

model, design and implement an effective replication system, plan for

quality growth that is sustainable, and/or help you improve the fidelity and

quality of implementation across schools. Partnering with our team will

help you launch smoothly and with quality.

For communities, local foundations, intermediaries, cities, states, and local

school districts, we can provide assessment services of existing conditions;

help draft supportive policies; and cultivate support for high performance

schools.

Contact Us

For additional information, visit our web site at www.consultlandmark.org or contact:

Ted Fujimoto ([email protected] / 916-769-2417) Kyle Miller ([email protected] / 909-529-2066)

Ted Fujimoto - Founder/President Ted Fujimoto is an experienced entrepreneur

and consultant in organizational performance, development, scaling, and business planning.

He has helped develop business strategies for many education organizations including Bay

Area Coalition for Essential Schools, Big Picture Learning, New Technology Foundation,

Alliance for College-Ready Public Schools, Partnerships for Uplifting Communities, Linking

Education & Economic Development, California Charter Schools Association, and the New York Charter

Schools Association - representing more than $150 million in funding.

As a freshman in college, Ted founded and operated for eleven years a management and technology

consulting company serving a range of customers including AirTouch Communications, Bank One,

Chandon Estates, California Chamber of Commerce, GM, IBM, New York Times, and Remy Martin. He

http://www.consultlandmark.org/

mailto:[email protected]

mailto:[email protected]


September 30, 2012


was an equity partner in the consulting firm that developed the retail concept for Saturn auto company

and re-engineered the retail networks of 11 automotive and hospitality brands.

As a community business leader, Ted helped to design and found the highly regarded Napa New

Technology High School and the New Technology Foundation, which was acquired by KnowledgeWorks

and as New Tech Network, is creating schools across the country. He also managed the Bill & Melinda

Gates Foundation and Carnegie Foundation grants for education reform initiatives in the Sacramento

region.

He served on the California Education Technology Advisory Committee and received the 2002 Center for

Digital Government "In the Arena" award for education leadership in transforming vision to reality. In

Converge Magazines "1999 Year in Review", Ted was named one of "Educations Dreamers, Leaders and

Innovators."

He currently serves as Chairman of the Supervisory Committee at the California Credit Union, a $1.4

billion credit union serving the education community.

Kyle A. Miller, Senior Consultant Kyle Miller is an analytical, collaborative and

influential professional experienced in building strategic initiatives, programs and

partnerships. Kyle earned a Master of Arts in Not-for-Profit Leadership from Seattle

University and a B.S. in Business from Skidmore College. She has a passion for social

justice and responsibility, and equity of access and outcomes for the disenfranchised.

Kyle has demonstrated strengths in systems thinking, strategic problem-solving, leadership coaching and

fostering consensus understanding.

Kyle Miller served as Senior Program Officer with the Bill & Melinda Gates Foundation for six years.

Kyle was instrumental in the development of education investments designed to reduce the national

high school dropout rate and to increase college readiness and completion of low-income students.

Through her landmark work, Kyle invested over $200M to help leaders accomplish systemic social and

academic equity outcomes for at-risk students. She designed processes that energized education leaders

and communities to have higher expectations for their students, to operationalize a new vision, and to

initiate collaborative, productive practices and procedures focused on measurable impact.

Kyle established her ability to build strategic community partnerships in her work as Senior Program

Manager with the Alliance for Education. She intentionally combined the expertise of industry, not-for-

profits and education to link community resources and support to priority initiatives of Seattle Public

Schools.

During her five years of employment in Nordstrom Corporate Operations, Kyle proved that

organizational titles and positions, while relevant, were not as important as relationships built on

common values. She successfully persuaded highly autonomous regional managers to implement

efficiency programs which were managed corporately and which improved the company’s overall

financial health and environmental stewardship.

Documents

Landmark Brief: National Replication Models