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1. How Eight State Education Agencies in the Northeast and Islands Region Identify and Support Low-Performing Schools and Districts. Summary. Issues & Answers. REL 2009-No. 068

Author

Regional Educational Laboratory Northeast & Islands (ED), Hergert, Leslie F., Gleason, Sonia Caus, and Urbano, Carole

Abstract

This document presents a summary of the report, "How Eight State Education Agencies in the Northeast and Islands Region Identify and Support Low-Performing Schools and Districts." This larger report describes and analyzes how eight state education agencies in the Northeast and Islands Region (Connecticut, Maine, Massachusetts, New Hampshire, New York, Puerto Rico, Rhode Island, and Vermont) identify and support low-performing schools and districts under the No Child Left Behind Act of 2001 (NCLB). Data collection for the report began in July 2007 and was completed in April 2008. A research team interviewed senior state education agency officials responsible for state interventions, conducted focus groups with staff and consultants who work directly with schools and districts, and examined materials and documents made public by the state education agencies. Focusing on direct state supports and interventions, the report finds that the eight agencies have created supports and rationales to put federally defined accountability principles into practice in response to their specific contexts, local needs, and capacities. Yet they share common concerns about balancing the tension between state and local decision-making, managing limited financial and human capacity for intervention, and ensuring coherence among various interventions. The state education agency officials' voices and perspectives point to the need for continued learning about building school and district capacity to improve student achievement, and about the role of state education agencies in supporting that goal. [This summary was written with Charlotte North. The summary was prepared for the National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences (IES) by Regional Educational Laboratory Northeast and Islands administered by Education Development Center, Inc. For the full report, see ED504360.]

Published
2009

2. How Eight State Education Agencies in the Northeast and Islands Region Identify and Support Low-Performing Schools and Districts. Issues & Answers. REL 2009-No. 068

Author

Regional Educational Laboratory Northeast & Islands (ED), Hergert, Leslie F., Gleason, Sonia Caus, and Urbano, Carole

Abstract

This report describes and analyzes how eight state education agencies in the Northeast and Islands Region (Connecticut, Maine, Massachusetts, New Hampshire, New York, Puerto Rico, Rhode Island, and Vermont) identify and support low-performing schools and districts under the No Child Left Behind Act of 2001 (NCLB). Data collection for the report began in July 2007 and was completed in April 2008. A research team interviewed senior state education agency officials responsible for state interventions, conducted focus groups with staff and consultants who work directly with schools and districts, and examined materials and documents made public by the state education agencies. Focusing on direct state supports and interventions, the report finds that the eight agencies have created supports and rationales to put federally defined accountability principles into practice in response to their specific contexts, local needs, and capacities. Yet they share common concerns about balancing the tension between state and local decision-making, managing limited financial and human capacity for intervention, and ensuring coherence among various interventions. The state education agency officials' voices and perspectives point to the need for continued learning about building school and district capacity to improve student achievement, and about the role of state education agencies in supporting that goal. Four appendixes are included: (1) Glossary; (2) The No Child Left Behind Act of 2001 and State Accountability Systems; (3) Methods; and (4) Summaries of Interventions and Rationales for each State Education Agency. (Contains 2 notes, 2 boxes, and 16 tables.) [This report was written with Charlotte North. It was prepared for the National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences (IES) by Regional Educational Laboratory Northeast and Islands administered by Education Development Center, Inc. For the report summary, see ED504359.]

Published
2009

3. Kindle the Spark: An Action Guide for Schools Committed to the Success of Every Child.

Author

Regional Laboratory for Educational Improvement of the Northeast & Islands, Andover, MA. and Hergert, Leslie F.

Abstract

Guidelines for transforming and improving the nation's public schools are presented in this book, with a focus on the regional laboratory's program for educational change. The program is organized around "designing schools for enhanced learning" and is based on three principles--a focus on learning, a systemic approach to change, and building a sense of community. Four essential components of the process are examined: classroom practice; policies and structures; student support strategies; and family and community involvement. Five chapters describe each stage of school restructuring--getting started, exploring options, preparing for change, making change, and continuing to change. Each chapter focuses on key tasks and considerations, presents sidebars describing activities and giving program examples, and concludes with a relevant school vignette about a "Kindle the SPARK" participant. An essay on early childhood education concludes the book. Thirty-four figures are included. Appendices contain selected references, an annotated bibliography, and a list of resource organizations. (105 references) (LMI)

Published
1991

4. Snapshots of Service-Learning: Factors for Its Integration and Sustainability in School Districts.

Author

Hergert, Leslie F.

Abstract

Case studies of districtwide service learning efforts in North Adams, Massachusetts, and Philadelphia embody four critical service learning components: learning, service, youth decision making, and reflection. Their sustainability is enhanced by teacher and administrator support, professional development, and district-level coordination and policy. (SK)

Published
2002

5. Support Services for At-Risk Youth. A Resource Packet.

Author

Regional Laboratory for Educational Improvement of the Northeast & Islands, Andover, MA., Perez-Selles, Marla E., and Hergert, Leslie F.

Abstract

This resource packet describes programs that employ one of 13 different school strategies that support and assist students at risk of failing to complete school. A brief introductory section notes that approximately 25% of all students who enter elementary school will drop out of school before graduation. It reviews characteristics of dropouts, reasons for dropping out, and ways that teachers and school administrators can help these students stay in school. The remainder of the document describes 41 programs that schools, teachers, and community agencies can use as models in tailoring a program for their particular school community. The 41 programs are classified according to the strategies used: (1) academic support; (2) case management; (3) family crisis programs; (4) alternatives to suspension; (5) peer programs; (6) programs for non-English speaking students; (7) curriculum enhancers; (8) counseling; (9) teacher training; (10) health programs; (11) alternative schools/programs; (12) collaboratives; and (13) school mediation. Following a complete list of programs, the major features of each program are presented and contact information provided. The final section of the packet contains a list of selected resources and programs on alternatives in schooling. (NB)

Published
1989

6. Turning Diversity into a Strength for Decision Making.

Author

Hergert, Leslie F.

Abstract

Describes a study that examined how relationships within diverse leadership teams engaged the strengths of all members to make decisions and transform schools. Results indicated that diversity issues affecting team effectiveness were apparent in team composition, agenda topics, and group representation. This paper presents recommendations for staff developers, principals, and teacher leaders involved in team-member training and support. (SM)

Published
1997

7. School Resources for At-Risk Youth.

Author

Hergert, Leslie F.

Abstract

Although every school must develop its own dropout prevention programs, the framework for multifaceted solutions can be similar, involving a systemic approach consisting of the following: (1) identification and intervention policies; (2) interventions by educational leaders, teachers, and parents; (3) academic and support programs; and (4) small-scale prevention practices. (SLD)

Published
1991

9. A Vital Link.

Author

Hergert, Leslie F.

Abstract

Describes service-learning programs in three schools: Sullivan Elementary School in North Adams, Massachusetts; Turner Middle School in southwest Philadelphia; and Miami High School in Oklahoma. Identifies common elements in the three programs. Describes what school boards can do to support service-learning programs in their districts. (PKP)

Published
2002

10. Measuring Equity in Education.

Author

Hergert, Leslie F. and Rose, Raymond

Abstract

Recommends establishing review processes at both school building and classroom level, and provides checklists for such evaluations. Both together provide a basis for determining the school's handling of equity issues. Also recommends training all school staff with respect to their legal responsibilities. (LHW)

Published
1986

11. Linking Agent's Tool Kit. Part Two: Selected Background Readings. Consortium Report Series.

Author

Network of Innovative Schools, Inc., Andover, MA., Ford, John J., III, and Hergert, Leslie F.

Abstract

The second part of a 3-part guide developed as a resource for people involved in the selection and implementation of new programs in school settings, this collection of articles covers such topics as consultation, educational change, and linking processes. The following readings are included: "Behavior of Innovative Personnel," by Gary A. Griffin and Ann Lieberman; "Rules of Thumb for Change Agents," by Herbert A. Shepard; "Dissemination of Information from Centralized Bureaucracies to Local Schools: The Role of the Linking Agent," by Karen Seashore Louis; "Federal Programs Supporting Educational Change: Executive Summary," by Paul Berman and others; "The Diffusion of an Innovation Through Inter-Organizational Linkages," by Douglas A. Paul; "Introducing Change Through Model Demonstration Programs: Giving Diffusion a Boost," by Dr. Richard C. Harris; "The Organizational Dilemma of Educational Change Models: Toward a Solution," by Sam D. Sieber; and "Organizations as Social Interventions: Rethinking Assumptions About Change," by Thomas B. Greenfield. A bibliography is provided. (FM)

Published
1979

12. Linking Agent's Tool Kit. Part Three: The Stages of Linking Agent Intervention. Consortium Report Series.

Author

Network of Innovative Schools, Inc., Andover, MA., Ford, John J., III, and Hergert, Leslie F.

Abstract

The third part of a 3-part guide developed as a resource for people involved in the selection and implementation of new programs in school settings, this examination of each phase of the linking agent's work contains articles and papers by more than 30 authors and is organized according to six stages: (1) initiating the relationship with the school improvement site, (2) defining the problem, (3) selecting a program, (4) implementing the selected program, (5) evaluating the program, and (6) disengaging from the program. (FM)

Published
1979

13. The Linking Agent: The View From the Bridge.

Author

Network of Innovative Schools, Inc., Andover, MA. and Hergert, Leslie F.

Abstract

The author describes her experiences as linking agent in aiding four local Massachusetts schools to examine, choose, and implement innovative reading programs. A process rather than content expert, her task was to organize existing, widespread support for change within the schools and to work with both the principals and a multiconstituent (parent/teacher) group in using a systematic process to choose between programs and to operationalize the final program choice. (MJB)

Published
1978

14. An Action Guide to School Improvement.

Author

NETWORK, Inc., Andover, MA., Association for Supervision and Curriculum Development, Alexandria, VA., Loucks-Horsley, Susan, and Hergert, Leslie F.

Abstract

This guide for school improvement uses as its foundation the Concerns-Based Adoption Model which describes the changing feelings of individuals as they learn about, prepare for, use, and refine new practices. Seven linear steps are depicted as they relate to the school improvement process: (1) establishing the school improvement project: (2) assessment and goal setting; (3) identifying an ideal solution; (4) preparing for implementation; (5) implementing; (6) review; and (7) maintenance and institutionalization. For each step an explanation is provided on what is involved and why, and tools and procedures to select from. At the end of each step a "dialogue" is offered between the two authors--one who has spent years studying school improvement, the other facilitating it. An appendix is provided of school improvement resources available to schools. (JD)

Published
1985

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