A publication of the Magnet Schools Assistance Program Technical Assistance Center

VOLUME 9 • ISSUE 1 • OCTOBER 2019

Planning and Managing MagnetImplementation Magnet programs are complex systems, meant to grow, change, and improve over time. To ensure the program develops as intended, magnet leaders must carefully plan, track, and modify implementation.

To achieve this, planning must go beyond developing the magnet school’s vision, goals, theme, and strategies. Additional preparation should produce a detailed plan that guides implementation and outlines how the magnet program will evolve over time. Once implementation begins, put systems in place to integrate monitoring and feedback processes into the staff ’s daily work. Track progress

against the plan, and modify and extend the plan based on analysis of the data gathered. Through this cyclical process, planning becomes an integral, constant part of implementation. This, in turn, will help drive the magnet program forward.

Furthermore, magnet leaders should view the program as a whole rather than as a series of separate components (e.g., curriculum, marketing). Each component affects the others, and decisions should consider this interplay of factors. Magnet leaders must also help each staff member understand his or her place within that larger magnet system.

Careful planning and management will also help facilitate “continuous improvement,” which comes when a school or district uses an established framework to integrate a cycle of goal setting, evaluation, and improvement into the staff ’s daily work. This issue of The Magnet Compass provides principles and strategies magnet leaders can use to plan, manage, and improve implementation.

INSIDE THIS ISSUE Managing Magnet Components. . . 3

Planning Implementation . . . . . . . 5

Key Actions. . . . . . . . . . . . . . . . . . 6

Communicating to Magnet Stakeholders . . . . . . . . . . . . . . . . . 8

REGULAR FEATURES

The Needle Point . . . . . . . . . . . . . 2

Mapping the Way . . . . . . . . . . . . . 4

Magnet Moments . . . . . . . . . . . . . 7

Four Stages of Magnet School Development Magnet schools typically progress through four stages of development. Understand this evolution, and use these stages as markers to guide implementation.

1. Planning. School stakeholders determine what the magnet school will achieve, the actions and resources needed, and how to measure success. This is the time to secure support, approvals, and financial and in-kind resources.

2. Early implementation. The school institutes the systems (i.e., procedures, methods, and culture) necessary to make the magnet program successful. Initial activities may be implemented to set the stage for full implementation.

3. Full implementation. The school implements magnet activities in the planned sequence and eventually integrates magnet activities throughout the school’s systems and services. The established systems effectively support staff and facilitate continuous improvement of the magnet work.

4. Optimization. The magnet program functions effectively with innovative yet sustainable practices. Services are enhanced and deepened. Lessons learned are used for continuous improvement and planning.

Promoting diversity, academic excellence and equity through magnet schools

A Message From the Magnet Schools Assistance Program The Department’s 2016 Non-Regulatory Guidance: Using Evidence to Strengthen Education Investments states that “Using, generating, and sharing evidence about effective strategies to support students gives stakeholders an important tool to accelerate student learning.”

In the past few years, MSAP has fostered this concept by helping grantees articulate their theories of change and develop those into actionable implementation plans. The expectation is that these plans help grantees improve their internal planning

 

 

co rac num er .

and promotes effective practices forinternal and external stakeholders to

Todd, Acting MSAP Program Manager; Tiffany McClain, MSAP Program Officer; Tahira Rashid, MSAP Program Officer; and Folake Reed, MSAP Program Officer.

and monitoring processes. This, in turn, helps to facilitate continuous improvement and to build a stronger evidence base on magnet school success by documenting and tracking the activities, the justification for selecting the activities, and the activities’ outcomes.

The same non-regulatory guidance explains how to facilitate continuous improvement using a five-step process: identify local needs; select relevant, evidence-based interventions; plan for implementation; implement; and examine and ref lect. A careful continuous improvement process that involves all stakeholders and follows these steps can increase the chances of success.

To support the initiative of using evidence, the Department’s Office of Elementary and Secondary Education now has a separate Office of Evidence-Based Practices. This Office identifies and promotes effective practices for internal and external stakeholders to

support academic and program excellence, ensures educational opportunities and equity for all children, and improves the quality of teaching and learning. The Office will work closely with MSAP to further support the grant program’s ability to meet its primary goals of reducing minority group isolation and improving student achievement. In addition, the Office will help MSAP meet the evidence requirements outlined in the Every Student Succeeds Act.

The articles in this issue of The Magnet Compass share ways that magnet leaders can effectively plan, implement, and ref lect to continually improve services for students and communities. We encourage you to read the Magnet School Development Framework located on the MSAP Center website (www.msapcenter.com) alongside these articles. The Framework provides core components, elements, and stages to help practitioners understand how a magnet program develops over time. Use the information to enhance your magnet planning and implementation processes and to continue to build evidence for what makes magnet schools successful.

Using, generating, and sharing evidence about effective strategies to support students gives stakeholders an important tool to accelerate student learning.

The MSAP Team includes Anna Hinton, Acting Director of School Choice & Improvement Programs; Jennifer Todd, Acting MSAP Program Manager; Tiffany McClain, MSAP Program Officer; Tahira Rashid, MSAP Program Officer; and Folake Reed, MSAP Program Officer.

This publication is produced by the Magnet Schools Assistance Program Technical Assistance Center (MSAP Center), a technical assistance resource for MSAP grantees and the general magnet schools community. The MSAP Center provides grantees and magnet schools with technical support by offering tools, information, and strategies to assist in planning, implementing, and sustaining programs. The ultimate goal of the MSAP Center is to help magnet schools provide communities with educational opportunities that promote diversity, academic excellence, and equity.

www.msapcenter.com

DIRECTOR

EDITOR-IN-CHIEF

Manya Walton

CONTRIBUTING WRITERS

Elizabeth Ford Nancy Balow

GRAPHIC DESIGN

William Soo

EDITORIAL SERVICES

Synergy Enterprises, Inc.

The views expressed in the newsletter do not necessarily reflect the position or policy

of the U.S. Department of Education (ED) and no official endorsement by ED should be inferred.

This publication was produced in whole or in part with funds from the U.S. Department of Education under

contract number: ED-OII-16-C-0025.

OCTOBER 2019 • PAGE 2

Managing Magnet Components A magnet program has several core components and additional elements that should be blended into each component. Use these principles to help plan and manage the components successfully.

Start with enrollment management. This component informs the other magnet

components, which all affect student and family decisions to enroll, persist, graduate, and support the school as alumni. The enrollment management plan will help you create strategies to reach enrollment goals and meet the magnet program mission. Using the plan as a frame, base all decisions on whether they will help you better serve currently enrolled students and attract and serve the mix of students you desire to serve in the future.

Establish strategies for core components. From the outset, plan explicitly to build diversity

and equity into curriculum and instruction, professional development, school culture, school partnerships, and family engagement. Apply curriculum and instructional strategies that will best serve all students to improve achievement and close achievement gaps between student subgroups. Build ways to meaningfully engage families in planning and implementation. Secure partners that reflect the school’s values, support and enhance the theme, foster schoolwide diversity and equity, and build capacity among staff.

Integrate elements of success. While professional development, theme integration, leadership, data use, communications, and sustainability may be

thought of as separate, they should inform all components. For example, professional development should build capacity around every component, and the magnet theme should be integrated everywhere. The implementation plan should include short-, medium-, and long-term sustainability strategies. And, without strong, shared leadership, effective data use, and deliberate communication to stakeholders, the magnet program will not be as successful or long lasting.

OCTOBER 2019 • PAGE 3

To create a detailed plan, Marvin recommends first identifyingthe program’s niche. Several aspects of the program may work

Planning for Magnet Implementation This article features Doreen Marvin, President, Obelisk Consulting Services, an experienced magnet leader and MSAP Project Director who now helps magnet schools across the country manage magnet implementation and the change process. In this article, she shares strategies she has seen effective magnet leaders use to successfully plan and implement magnet programs that sustain themselves over the long term.

Doreen Marvin, President

Marvin said, “It is most important to look at the magnet program from a systems-thinking approach; there are parts that must fit together in order to make a whole.” This advice applies among the individual magnet school components and between the magnet school and district. When she works with a magnet school, Marvin starts with “the goals the school said they would achieve, other visions they have, and the

district structures to support that.” She then identifies areas where additional support or redesign can build a symbiotic relationship across all organizational levels.

In addition, Marvin explained the importance of identifying “the team of people you are working with” and engaging them from the beginning. “It needs to be an integrated approach that must include families and community” so everyone feels invested in the program.

According to Marvin, the most effective magnet leaders “build the magnet development into their leadership team agenda” and work closely with school-based magnet staff so everyone looks at data and assesses magnet implementation. “Recognize the strengths and assets of that team,” Marvin said. Build on the team’s strengths and successes and “focus on building confidence and competence” among staff, particularly in the first program year.

When planning how to implement the magnet program, Marvin advised, “take a long-term approach.” Plan for the next 3 or 5 years, but also plan specifically what will happen each year so, at any given time, you know where you really need to focus for the next 3 months or so.

To create a detailed plan, Marvin recommends first identifying the program's niche. Several aspects of the program may work

together to make it unique. For example, a STEAM school may want to implement engineering, blended learning, and project-based learning. Marvin’s advice: “Pick one of those, such as engineering for Year 1, then add another initiative like blended learning in Year 2, and add something else like project-based learning in Year 3. Then you are more likely to sustain it, and people do not feel like there are too many initiatives at once.” Once you have selected yearly initiatives, identify the number of hours to be implemented each week and the courses into which the initiative will be integrated. Help each other to “realize what is manageable so that the program demonstrates success,” she said.

While the plan will cover all the magnet components, it is also important to establish plans and procedures for tracking professional learning, including the use of external experts or vendors; equipment; and curriculum materials. That will make it easier to “track procurement and the flow of money.” Develop protocols for data collection early on and use the data to regularly update the implementation plan, she added.

It is most important to look at the magnet program from a systems-thinking approach.

Doreen Marvin

Finally, at the end of each implementation year, “spend time reflecting on the past year and look ahead to the next year,” Marvin said. Use that time “to make sure that what you planned for the next year can work” within the school’s current context.

If implementation ever feels overwhelming, Marvin concluded, “Breathe. It gets better as time goes along.”

OCTOBER 2019 • PAGE 4

Planning Implementation Most likely, you will implement your magnet program incrementally. You may choose to phase in the magnet program by subject areas or grade levels, or by implementing one theme before adding another. Plan for what the magnet program will look like at different points in time, and use that plan to guide the program through the phases.

Start with the end in mind. Know where you want to be and what the magnet program will look like when fully optimized.

Your theory of change and theory of action (i.e., logic model) will help guide developing the vision with your stakeholders.

Work backward from the vision. Use the vision to plan the steps you will need to

take to fulfill it. You will establish steps for each component of the magnet program, making sure the magnet theme and the diversity and equity initiatives are addressed in each. Be specific about what will be done. Simply stating that you will, for example, implement curriculum and instruction each year is not enough; instead, delve into how curriculum and instruction will look different each year. Consider what and who will be involved each year and how what happens one year will lay the foundation for the next. Document the plan and communicate it to stakeholders.

View the entire program plan. Review the plan holistically with the magnet leaders, taking a birds-eye view across all components. Consider everything that will

happen each year across the entire magnet program, and consider the following questions: Do the activities work together to meet the mission and goals? Is too much being done in one year and not enough in another? Are there ways for staff who work on individual components to come together and share data, ensuring they are not siloed in their work? If the review brings up any issues, modify the plan to address them.

Evaluate and modify. Establish systems to continuously monitor the process and the outcomes of the activities you conduct each year. For example, you may

identify ways to streamline the student application process, or find that additional professional development is needed to help teachers implement new instructional strategies. That information will inform future activities. Ideally you should establish these procedures from the start, but you can begin doing this at any time, even if you have already begun implementing your magnet program. If that is the case, look carefully at what you have already done and use both qualitative and quantitative data to identify gaps, inefficiencies, and successes, and create a plan that reflectsthat information. that information.

OCTOBER 2019 • PAGE 5

Key Actions Although you will not fully implement all components of the magnet program right away, you should lay the foundation for each component early on. This table summarizes some key actions to take at the start of implementation for each magnet component.

Component Key actions

Diversity and equity • Include the magnet school’s goals around diversity, inclusion, and cultural competency in the school’s vision.

• Train staff on cultural competency and the importance of equity and diversity in student learning and development.

Enrollment management

• Set targets for the numbers of inquiries, applicants, acceptances, and enrollees that must be met to achieve the minority group isolation enrollment targets.

• Train all staff on their roles in supporting enrollment management strategies.

Curriculum and instruction

• Identify evidence-based instructional strategies that will support the school’s vision and help students succeed.

• Gather instructional materials that are representative of and sensitive to students’ cultures.

• Train staff on new instructional and theme-based strategies.

Family engagement • Engage families in planning the magnet program.

• Train cultural brokers and other staff to engage effectively with families from a variety of cultures.

• Develop parent workshops and other methods to encourage parents to share their skills with the school and enhance parents’ ability to support their students’ education.

Partnerships • Identify partners that will help the school meet its goals.

• Ensure partners understand and support the magnet vision.

• Create memoranda of understanding that outline each party’s responsibilities and procedures for managing and evaluating the partnership.

OCTOBER 2019 • PAGE 6

Operating a Magnet Program Effectively This article features Bryan Stoll, Coordinator of Magnet Programs for Baltimore County Public Schools (BCPS). Since 1993, he has worked with three MSAP grants at BCPS as well as many non-MSAP magnet schools. In this article, he shares specific processes magnet leaders can put in place to effectively manage and monitor program implementation.

Bryan Stoll, Coordinator of

Magnet Programs

Stoll begins planning for a new magnet program by building “support from the entire organization.” He spends “time sharing information with different strategic partners in the organization, such as leadership, content-area offices, transportation, and budget offices, getting them on board and aware of what the magnet office is doing, why it is important, and each one’s role in the process.” He

recommends building these relationships early so the relevant people will be available to assist when a challenge arises.

Stoll and his office do not develop magnet programs on their own; the magnet schools are closely involved in the planning. “We want to make this something they participate in and are fully invested in,” Stoll said. “We spend a lot of time collaborating with the schools, sharing and gathering information. And we modify our plan as we go.”

Next, “We look at each component of the implementation process and the strategies and monitoring tools we need in place to make things operate as they should,” Stoll stated. In BCPS, decisions about new or revised magnet programs and pathways are also informed by the 5-year strategic plan for magnet programs.

Stoll and his staff use a variety of strategies to monitor and support implementation. “Every couple weeks, school and district magnet staff meet to discuss what the schools are doing, things that need to be addressed, new initiatives, and what is coming up in the plans for the next 2 weeks to 6 months,” Stoll explained.

He continued, “Our district magnet staff visits each school every 2 weeks.” The site visits include meeting with school administrators to “make sure they are informed about what we are doing.” Prior to a visit, the magnet office communicates with the school to identify topics to discuss; these may include professional development logs, marketing and recruitment, collaborative planning, and any issues to be addressed. After a visit, Stoll’s office prepares a summary and identifies next steps. This report becomes the starting point for the next site visit. Also, school and district staff use project management platforms to share information and update the implementation documentation regularly.

“We also track our equipment and materials,” Stoll added. The magnet office uses barcoding software to tag items so they can check them in and out. Knowing where the materials are helps staff understand how the materials are being used and whether they are being used to their fullest potential. To support budgeting, the financial assistant visits magnet schools monthly to discuss a budget and expenditures report.

In summary, Stoll said, “The most critical piece is to have an implementation plan and follow the plan. It is important to have documentation so you are not guessing what to do next. But there needs to be flexibility built into that plan, too. And involve the voices of as many different people who are impacted by this process as possible. Be open to their suggestions because it ultimately comes down to the people that you have in place to implement your plan.”

The most critical piece is to have an implementation plan and follow the plan.

Bryan Stoll

More Information

OCTOBER 2019 • PAGE 7

Read the Magnet School Development Framework at https://msapcenter.com/TA_toolkits.aspx.Read the Magnet School Development Framework at https://msapcenter.com/TA_toolkits.aspx.

Communicating With Magnet Stakeholders Clear communication with the magnet program’s stakeholders (e.g., instructional staff, district leaders, students, families, partners, community members) is key to the program’s success. Work with the magnet leadership team to develop a cohesive program vision. Then, share that vision consistently, including the following information, early in program development to bring stakeholders on board.

The purpose of the magnet program. Establish a picture of how the magnet program will improve the lives of students, staff, and community members.

If the school received an MSAP grant, describe the main purposes of MSAP and how the funds will be used. Also, express commitment that the program will be sustained after MSAP funding ends.

The school’s minority group isolation targets. Explain why those group(s) and targets were selected, how processes to reach the targets will be operationalized, and how achieving the targets will benefit everyone. Be particularly sensitive to any community history of diversity initiatives that may affect stakeholders’ initial reactions.

How diverse students will be served in the school, focusing on building a culturally responsive school culture that improves academic achievement for all students.

How instruction will be enhanced by the program and the techniques that will be used.

How the theme will be operationalized in classrooms, out-of-school experiences, partnerships, and teacher development.

Explain how stakeholder feedback has been and will be incorporated as the magnet program is planned and implemented.

BibliographyPark, S., Hironaka, S., Carver, P., and Nordstrum, L. (n.d).

Continuous Improvement in Education. Carnegie Foundation. Retrieved August 5, 2019 from https://www.carnegiefoundation.org/wp-content/ uploads/2014/09/carnegie-foundation_continuous-improvement_2013.05.pdf

Sparks, S. (February 6, 2018). Education Week. A Primer on Continuous School Improvement. Retrieved August 5, 2019 from https://www.edweek.org/ew/ articles/2018/02/07/a-primer-on-continuous-school-improvement.html

U.S. Department of Education. (n.d.). US Department of Education Principal Office Functional Statements: Office of Elementary and Secondary Education. Retrieved September 6, 2019 from https://www2.ed.gov/about/ offices/list/om/fs_po/oese/intro.html#6

U.S. Department of Education. (September 16, 2016). Non-Regulatory Guidance: Using Evidence to Strengthen Education Investments. Retrieved August 29, 2019 from https://www2.ed.gov/policy/elsec/leg/essa/ guidanceuseseinvestment.pdf

Walton, M., Ford, B., Lapointe, J., & Balow, N. (2018). Magnet School Development Framework. Magnet Schools Assistance Program Technical Assistance Center. Retrieved September 6, 2019 from https://msapcenter.com/ FileHandler.ashx?key=MSAPdocPath&PhysicalFileName= Toolkits/MSAP-DevelopmentFramework.pdf

For technical assistance, contact the MSAP Center.

Call toll-free: 1-866-997-6727

E-mail: msapcenter@leedmci.com

Visit: www.msapcenter.com

OCTOBER 2019 • PAGE 8