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Educational Service Providers - Provider Detail

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Provider

Public Consulting Group | Focus on Results

Contact Information

Primary

Kerry Purcell
999 18th Street
Suite 3000
Denver, CO 80202

Phone: 303-357-4641
Email: kpurcell@pcgus.com

Secondary

Jennifer Meller
999 18th Street
Suite 3000
Denver, CO 80202

Phone: 303-357-4641
Email: jmeller@pcgus.com

General Information

Website: www.publicconsultinggroup.com/education/strategic_planning/turnaroundservices.html
Screenshots / Demo: www.focusonresults.net
Effectiveness Data: www.focusonresults.net/results
Type of Organization: For Profit Company
Organization is best described as: For-Profit
Age of Firm / Number of Years in Operation: Since 1986 – Operations for 27 Years
Level(s) services may be provided: - Elementary
- Middle
- High School
- District
Provides performance guarantees in contract: NO
Educational Services Provided Comprehensive Turnaround Provider
School and District Improvement

Name of Schools/ Districts that this organization has served in Colorado:

DENVER PUBLIC SCHOOLS
Contact: Makisha Booth, Director of Strategic School Design
Office: Office of School Reform and Innovation
Cell Phone: 720-940-8321
Email: MAKISHA_BOOTHE@dpsk12.org

Recent References:

1. PROJECT and CLIENT TURNAROUND PARTNER for WORCESTER PUBLIC SCHOOLS Melinda Boone, Superintendent
20 Irving Street, Worcester, MA 01609
(508) 799-3115, boone@worc.k12.ma.us

Project Scope: Assigned by the Massachusetts Department of Education as a “turn-around partner” for the Worcester Public Schools, Focus on Results (FOR) worked directly with the 13 commonwealth priority schools (under-performing/ restructuring) schools and oversaw the implementation of district initiatives in support of the 13 schools. In this effort, Focus on Results worked with all of the districts low-performing/restructuring schools in the implementation of the Seven Areas of Focus as a framework for school improvement / turnaround; and provided on-site coaching to principal and teacher leaders in the implementation of their turn-around strategies. In the first three months of the FOR’s engagement as a turnaround partner for Worcester Public Schools in 2007, FOR conducted over 60 on-site visits; helped each school develop a working Instructional Leadership team; started individual coaching with each principal and the central office team in support of the low performing schools; and helped each school to identify an area of Instructional Focus.

The work initially centered in 13 priority area schools and has now expanded for all schools in the district. FOR also provides training and support for all the district's Instructional coaches and provides ongoing executive level coaching for district leadership, principals and teacher leadership teams.

2. TURNAROUND PARTNER, GLENDALE UNIFIED SCHOOL DISTRICT
Richard M. Sheehan, Ed.D., Superintendent of Schools
223 N. Jackson Street
Glendale, CA 91206
881-241-3111, dsheehan@gusd.net

Focus On Results, under agreement with the Glendale Unified School District, is supporting the entire district in working to implement a framework for focused school improvement. Beginning in 2005, the work was initially centered in a small cohort of schools. Today, the work continues and has expanded to include the entire district. Focus On Results is currently working with district leadership to develop internal capacity for the district to sustain and maintain the initial framework. This work includes analysis of the current state of the district.

Focus on Results has worked with the Glendale Unified School District to implement protocols for measurable, lasting improvements in student performance, school leadership and decision-making thought the implementation of a common framework for improvement.

Instructional Leadership Teams have been created or restructured at 30 schools (K-12). The teams, consisting of three to nine members, have received more than 200 hours of professional development, led by FOR, and built around engaging their school communities in implementation of a strategic framework for whole school reform.

Name of Schools/ Districts that this organization has served in other states:

1. TURNAROUND PARTNER, EAST WINDSOR PUBLIC SCHOOLS
Theresa M. Kane, Ed.D., Superintendent of Schools
70 South Main Street
East Windsor, CT 06088
860-623-3346, tkane@ewct.org

Under agreement with East Windsor Public Schools, FOR is supporting the each of the districts’ three schools to develop and implement a framework for focused school improvement. The work includes providing full staff professional development and ongoing executive level coaching for the superintendent, principals and teacher leadership team, and turnaround support at the district level.

The chief measure of success of any FOR intervention is sustained measurable gains in student learning. In East Windsor Public Schools, this is measured by both CMT and district/school internal measures. In 2012, the East Windsor schools showed significant gains in student learning as measured by CMT including the following gains in proficiency:

Grade 4
-Increase of 14.3 in Mathematics average scale score on CMT
-Increase of 15.1 in Reading average scale score on CMT
-Increase of 9.8 in Writing average scale score on CMT

Grade 5
-Increase of 9.0 in Science average scale score on CMT
-Increase of 3.5 in Reading average scale score on CMT
-Increase of 15.1 in Writing average scale score on CMT

Grade 6
-Increase of 9.0 in Science average scale score on CMT
-Increase of 3.5 in Reading average scale score on CMT
-Increase of 15.1 in Writing average scale score on CMT

Grade 7
-Increase of 9.2 in Writing average scale score on CMT

Grade 8
-Increase of 16.2 in Mathematics average scale score on CMT
-Increase of 10.3 in Reading average scale score on CMT
-Increase of 25.2 in Writing average scale score on CMT
-Increase of 18.9 in Science average scale score on CMT


2. TURNAROUND PARTNER, TULSA PUBLIC SCHOOLS, OKLAHOMA
Suzette Huggins, District Turnaround Officer
3027 South New Haven
Tulsa, OK 74114
Phone: 918-760-9453, huggisu@tulsaschools.org

Tulsa Public Schools sought services and support in helping six identified low-performing schools make significant gains in student learning. To reach this end, Tulsa Public Schools engaged FOR to develop and deliver leadership training for principals, teacher leaders, and district personnel; and on-site coaching, collaboration, classroom observation, and school-based facilitation.

To achieve this end, FOR developed a district framework to identify clear expectations of indicators and benchmarks for both schools and central administrative units. The district framework was created to address a number of key focus areas, including: identifying and implementing a schoolwide instructional focus; developing professional collaboration teams to improve teaching and learning; identifying, learning, and using evidence-based teaching practices; creating targeted professional development plans to build on existing expertise and best practices; re-aligning resources to support instruction; engaging families and communities to support instruction; and creating internal accountability through adherence to student learning goals and measurable gains in student learning. FOR then used this detailed framework to drive the creation of action plans, train-the-trainer materials, professional development opportunities, individual and group coaching sessions, toolkits and facilitator guides.


3. TURNAROUND PARTNER, PECK SCHOOL – HOLYOKE PUBLIC SCHOOLS
Paul Hyry, Peck School Principal
1916 Northampton Street
Holyoke, MA
534-2040/41, phyry@hps.holyoke.ma.us

Under agreement with Holyoke Public Schools and the State of Massachusetts, PCGs FOR is supporting the William R. Peck School to develop and implement a framework for focused school improvement. The work includes providing full staff professional development and ongoing executive level coaching for the principal and teacher leadership team.

The chief measure of success of any PCGs FOR intervention is sustained measurable gains in student learning. In Holyoke Public Schools, this is measured by both MCAS and district/school internal measures. In 2010, Peck School showed significant gains in student learning as measured by MCAS including: achieving Adequate Yearly Progress in the aggregate of both ELA and math. The Peck School also achieved the following gains in proficiency:

-Grade 3 percentage of students scoring advance or proficient in ELA grew from 8 to 22% and 4 to 33% in Math.
-Grade 5 percentage of students scoring advance or proficient in ELA grew from 6 to 23% and 2 to 12% in Math.
-Grade 6 percentage of students scoring advance or proficient in ELA grew from 8 to 10% and 14 to 16% in Math.
-Grade 7 percentage of students scoring advance or proficient in ELA grew from 16 to 39% and 17 to 20% in Math.

Qualifications of this Organization (licensure, trademark, etc.):

PCG combines its 27 years of management consulting experience with significant K–12 educational domain expertise to offer consulting solutions that help schools, school districts, and state departments of education across the U.S. and in Canada promote student success, improve programs and processes, and optimize financial resources. PCG's consulting approach helps educators make effective decisions by transforming data into meaningful results. PCG has played a leadership role in education reform initiatives and conducted numerous studies of state and federally funded education reform projects. We have offered products and services that help districts and schools achieve equity for all students, accountability for results, and continuous improvement. We work directly with decision makers and educators to help them make the most effective use of their data and the resources available to them to improve student outcomes.

Our services include evaluation, coaching, and project management for the following domains:
-Strategic Planning and School Improvement
-Program Evaluation
-Revenue Management Services
-Special Education and At-Risk Student Data Management
-Data Use
-Response to Instruction and Intervention
-Literacy and Learning

Our core competencies in school turn-around, strategic action planning, and data integration, analysis, evaluation, and professional development, are combined with our expertise in various content areas such as special education, standards-based instruction, data-driven decision making, school improvement, early and adolescent literacy, Response to Intervention, and 21st Century skills. We apply this combination of content expertise and core competency to clients at the national level, such as the U.S. Department of Education, foundations, and national educational organizations; to clients at the state level, such as state departments of education and regional educational organizations; and to district and school clients. Our staff utilize a wide range of tools and approaches, including internally developed models and software, sustained professional development, and collaborative partnerships to build systemic capacity.

PCG has current projects in 42 states and five Canadian provinces and serves 24 state agencies (Arizona, Arkansas, Colorado, Delaware, Florida, Georgia, Hawaii, Illinois, Indiana, Kansas, Kentucky, Maine, Massachusetts, Michigan, New Hampshire, New Jersey, New York, Pennsylvania, Rhode Island, Tennessee, Utah, Washington, West Virginia, and Wisconsin). We work with 16 of the 25 largest U.S. school districts, including the School District of Philadelphia, Houston Independent School District, and Chicago Public Schools. With over 4,400 school district clients, PCG Education is committed to helping educators achieve their goals.

PCG's Focus on Results (FOR) Turnaround/School Improvement Solution divison is a national leader helping schools and districts achieve positive academic results. FOR serves a diverse group of school districts and foundations throughout North America and overseas. For the last decade, FOR has partnered with low- and under-performing schools and districts to provide technical support, helping them achieve significant gains in student learning and meet AYP benchmarks.

FOR contends that what makes for successful turnaround in low-performing schools is not a simple matter of new programs and practices but the implementation of focused strategies that have proven results and sustainability over time. Based on the most comprehensive federal research from the Education Sciences’ Turning Around Low-Performing Schools project, improving schools tend to combine strong leadership and data use with strategic teacher recruitment, management, and “intensive” professional development. Using our proven Seven Areas of Focus framework, we believe our job is to help principals, assistant principals and teacher leaders at identified schools become urgent and focused on their primary role: to foster excellence in teaching and learning in every classroom.
In this work, we believe it is equally critical to provide assistance to central office leadership on how their efforts must support the instructional leadership of principals and school leadership teams. Also key to leveraging this work is that principals and school staff receive coaching support to develop and refine the skills and strategies they need to lead effective, results-driven efforts at whole school improvement. Professional development opportunities designed for turnaround and school improvement work need to include a well-established system of follow-up and on-site executive coaching ensuring that the work translates into concrete action. Altogether, there needs to be a sense of coherence, collaboration, and leadership with an accountability of pressure and support.

Qualifications of Instructors/ Staff that Provide Services:

We have selected a highly-qualified team that possesses the track record, experience, and skills to support Colorado schools and districts. The team includes staff that designed, developed, and executed our District system for turnaround as well as our Seven Areas of Focus Framework. Additionally, this diverse and well-respected team has had an extensive array of experiences with training and client support with similar projects. The diversity of our team is guaranteed to offer Colorado the expertise, support, and guidance to develop and sustain a system of support across the state.

Below is the background for the FOR Project Team:

Name: Jan Leight
Project Title: Project Advisor
Job Classification: Senior Executive
Project Assignments: Project support and guidance, Technical Support to TEA project, Executive Coaching and Facilitation, Assistance in developing strategic plan, Audit and Benchmarking
Relevant Experience:
-Jan is one of two senior executives with FOR. Jan’s primary responsibilities are to support and supervise projects throughout North America. She has assisted hundreds of school leadership team members to work collaboratively in making data-driven decisions leading to both short and long-term breakthrough strategies.
-Jan brings extensive experience and expertise as a facilitator, 
executive coach, and technical assistance provider to district leaders 
and school-based personnel across the country. 
Her work in whole school improvement (Long Beach Unified) led to national recognition.

Name: Joe Palumbo
Project Title: Project Advisor
Job Classification: Senior Executive
Project Assignments: Project support and guidance, Technical Support to TEA project, Executive Coaching and Facilitation, Assistance in developing strategic plan, Audit and Benchmarking
Relevant Experience:
-Joe is one of two senior executives with FOR. Joe’s primary responsibilities are to support and supervise projects throughout North America similar to his role as lead consultant in the highly successful six-year project with Edmonton Public Schools in Edmonton, Alberta where he served as executive coach for Superintendent Angus McBeath.
-Joe brings extensive experience and expertise in strategic planning, executive coaching, facilitation, and district and school turnaround. His work in whole school improvement (Long Beach Unified) led to national recognition.

Name: Kerry Purcell
Project Title: Project Director & Lead Consultant
Job Classification: Team Leader and Senior Consultant
Project Assignments: Quality Assurance, Project Satisfaction/Success, Overall responsibility for all FOR deliverables and performance related to the Colorado Partnership
Relevant Experience:
-Kerry has over twenty years of experience in an urban district (Springfield, IL) as a teacher, assistant, principal, principal mentor, and staff developer. Her work in turning around an underperforming school gained her national recognition as one of two featured principals in the PBS documentary, “The Principal Story”.
-Kerry brings extensive experience and expertise in facilitation, management, curriculum development, resource allocation coaching, and instructional leadership.

Name: Janice Hanada
Project Title: Lead Consultant
Job Classification: Senior Consultant
Project Assigments: Develop and execute training for districts and schools, Executive coaching at districts and schools, Track performance of district and schools, Leads the team in developing custom curriculum
Relevant Experience:
-Janice has over 30 years of experience as a teacher, principal and district leader in an urban district (Glendale Unified, CA). Her work in curriculum development, principal trios, and learning walks led to recognition of Glendale Unified as a model for turnaround improvement.
-Janice brings extensive experience and expertise in content, training, curriculum development, executive coaching, and change management.

Name: Lou Stewart
Project Title: Lead Consultant
Job Classification: Senior Consultant Project
Assignments: Develop and execute training for districts and schools, Executive coaching at district and schools, Track performance of district and schools, Lead the team in coordinating work with District leaders
Relevant Experience:
-Lou has over 30 years of experience as a teacher, principal, director of special education, and assistant superintendent in an urban district (Glendale Unified, CA.). Her work in special education, ELL, and professional development led to recognition of Glendale Unified for turnaround improvement.
-Lou brings extensive experience in instruction, content, curriculum development, executive coaching, and district support.

Name: Jud Slusser
Position Title: Project Manager
Job Classification: Director Finance & Operations
Project Assignments: Project Management, Project Operations, Liaison with Evaluation Team, Project Finance & Billing
Relevant Experience:
-Jud has over 25 years of experience in public schools and education-related development work. He served as Senior Vice President of R&D for ProsoftTraining and as Chief Operating Officer for the Corporation for Standards and Outcomes (CS&O). At both organizations he was responsible for integrating the organization’s strategic plan within its day-to-day operations, managing the corporation's departments, and supervising all education personnel.
-Jud brings extensive experience and expertise in large-scale project management, logistics, operations, performance measurement and strategic planning.

Name: JoAnne Kostiuk
Position Title: Project Coordinator
Job Classification: Project Manager
Project Assignments: Project Coordination, Curriculum Production, Project Logistics, Project Tracking
Relevant Experience:
-JoAnne has over 10 years of experience planning and executing FOR projects, developing & producing print and web-accessed curriculum and serving as the organization’s main liaison to all clients.
-Prior to joining FOR team, JoAnne began her career in the private sector where she spent 14 years in a multi-faceted organization focused in customer service where she specialized in Human Resources.

Cost:

Monthly 6-hour professional development sessions are provided to learn how to lead and implement the Turnaround/School Improvement Framework: Seven Areas of Focus. All agenda activities (including activity guides and protocols) are provided and FOR facilitators serve as models for participants so that replication is successful back at school. For each activity, participants – central staff, principals, teacher leaders – are provided time and opportunities to determine next step actions and application. At the completion of each training session, time is given for closure and planning. Each school’s Instructional Leadership Team (ILT) planning time is a collaborative effort, which includes the support of central support staff who are learning side-by-side to lead the implementation of the turnaround or school improvement work. Each school team determines the what, when, who, and how the work gets done and practiced. In essence, every participant is learning how to teach and how to apply what they have learned back at school. This creates greater ownership and a collective responsibility to lead the turnaround/school improvement work. Using a gradual release of responsibility, PCG’s FOR facilitators also provide specific, small group training around effective presentation skills and curriculum writing in the Seven Areas of Focus.
Following each professional development session, ˝ day visits are made to each participating school to provide executive coaching time with principals and site-level support to school leadership teams. Our intent is to provide the right amount of pressure and support to help school leaders create urgency and a clear vision to move the turnaround work. PCG’s FOR coaches have walked in the shoes of every principal and know the value of creating a team of teacher leaders (ILT) who will be a critical factor of the turnaround work that improves the quality of teaching in every classroom. Leveraging and guiding the ILT through discussion and dialogue causes the kind of shift in school culture that impacts how the work gets done. Our training and coaching time on campus leads to establishing effective professional collaboration teams. School leadership teams learn to focus their roles and responsibilities, plan effective meetings and agendas/minutes, communicate widely, and implement data-driven decisions that impact student achievement.

During each school visit, FOR coaches visit every classroom with principals because we believe effective instructional leadership behavior can positively impact student learning. Executive coaching for principals involves building a partner relationship that includes effective feedback (from coach to principal, from principal to teachers, from teachers to students) and shifting the principal’s role from managerial leader to instructional leader or learning leader.

At least once a month and ongoing throughout the year, the FOR team meets with central office to review progress based the evidence of multiple measures and success criteria. This time provides discussion around the data collected, the necessary adjustments and next step actions of district leaders to directly support the turnaround/school improvement work of the participating schools and their leaders

Number of Schools Involved*
Cost per School
1 = $79,200
2 = $39,600
3 to 5 = $26,000 to $15,840
6 to 15= $17,840
over 15= $15,500
* 12 Month Engagement per School
These prices are inclusive and all of the Curriculum, Professional Development and Coaching Services are included in the Bundled Services. These prices include the 4% state tax but not any additional local taxes. These prices does NOT include of TRAVEL.

Explanation of how we are able to provide differentiated services to meet the individual needs of schools and districts.

CUSTOMIZED SUPPORT
Because every district and school faces its own unique challenges, FOR customizes standards and data-driven solutions for each partner. Upon entering this partnership, we begin by conducting a thorough collection and analysis of multiple sources of data, including interviews with key leaders, to gain an understanding of the strengths and opportunities of the organization. In collaboration with district leaders, we create a focused plan of action based on what we want leaders to know and be able to do by the end of the year. Resulting in this process, we arrive at a common understanding and clarity of the district’s vision and targeted goals. In the course of the school year, we regularly monitor progress and make necessary adjustments to keep these goals forefront in the work we are leading.

FOR’s experienced team of expert educators, professional developers, facilitators, executive coaches, and technical assistance providers lead the work to help districts and schools re-focus and re-align teaching, learning, and management strategies. FOR provides practical, results-oriented consultation, facilitation, and professional development for schools and districts around a framework for school turnaround and/or improvement. With personalized on-site and distance coaching services, FOR ensures that professional development translates into concrete action.
Low-performing and re-structuring schools and districts often report frustration and “initiative fatigue” related to failed isolated turnaround efforts despite high investments of time, skill, money, and political will. FOR has demonstrated replicable success in helping leaders enmeshed in this challenge to channel the same levels of resources differently to produce desired results with sustainable systems of continuous improvement. The FOR team is especially experienced at providing: consultation and facilitation with designated low-performing and re-structuring schools and districts; professional development and technical assistance leading to a systemic school and district turnaround; the creation of a system of pressure and support for building principals, teacher teams, and district leaders to help teams develop and implement focused plans for improved school performance; custom support and consultation with key central office staff to ensure implementation of identified deliverables; and focused train-the-trainer models that have allowed our partner districts to fully and confidently take over the turnaround intervention process while sustaining turnaround momentum.

The need to build the capacity of school and district leaders to improve the performance of the lowest-performing schools is well recognized. Preparing and supporting educational leaders to engage in and lead effective turnaround change requires the capacity building of all staff to better serve their students while managing challenging resource and governance issues to ensure that students have access to equal educational opportunities. Decision-making must revolve around the needs of students, not adults. Identified schools will need to be clustered around similar needs not in ones and twos, but large enough to create “an enterprise.”
FOR provides a purposefully integrated, results-based and systems-aligned approach that provides support around the Turnaround/School Improvement Framework. The difference between turnaround and school improvement work will vary according to intensity, urgency, pacing, purpose, support, and coaching as well as according to district capacity, resources and time.

PCGs FOR SEVEN AREAS OF FOCUS: TURNAROUND / SCHOOL IMPROVEMENT FRAMEWORK
1. Identify and implement a schoolwide instructional focus.
2. Develop professional collaboration teams to improve teaching and learning for all students.
3. Identify, learn and use effective evidence-based teaching practices to meet the needs of each student.
4. Create a targeted professional development plan building expertise in selected evidence-based practices.
5. Re-align resources (people, time, talent, energy and money) to support the instructional focus.
6. Engage families and the community in supporting the instructional focus.
7. Create an internal accountability system.

The FOR Seven Areas of Focus grounds the targeted professional development in practical, results oriented strategies focused on teaching and learning and supportive of dramatic schoolwide change both in and outside the classroom. Our professional development is grounded in one or more of the areas of this framework using current research on targeted components of turnaround efforts with proven results. In our work, we consistently include pertinent research including educational reform leaders such as Marzano, Kotter, Hattie, Reeves, and Joyce. We also frequently rely on the research of others in the corporate world such as Gladwell, Collins and Heath/Heath. Our purposeful decision to include the research cements the work and guarantees results. Our approach and delivery of professional development is unique. The FOR team considers the unique needs of adult learners, therefore building unique professional learning opportunities built on four strategies.

These four strategies help to create professional development that is job- embedded and easily translated into action that gets results. We do this because we recognize that adult learning requires engagement of the mind in a way that involves learning from others. Each FOR consultant is an expert in the facilitation of discussions and problem solving with partners or small groups. Embedded in the concrete tools, protocol and strategies are shared activities that promote application and next steps. This includes the use of a variety of protocols for sharing, asking, and providing peer feedback.

Every session concludes with directed planning time for participants. Concluding each session the FOR team uses an evaluation tool that demonstrates accountability on the part of the participant and provides necessary information that the team will then use to monitor and adjust future professional development. Typically the data gleaned from this meeting is used at our exit meetings with clients. We would recommend that this be the case as well in Colorado as we support the development of a system of support at every level.

FOR Team’s Executive Coaching:
-Assists district superintendents and central office leadership to focus their efforts on supporting the instructional leadership of building principals and teacher leader teams.
-Assists principals, assistant principals, and teacher leaders in focusing on fostering excellence in teaching and learning through the implementation of a strategic and focused Turnaround/School Improvement Framework.
-Supports principals and school staff to develop and refine the skills and strategies they need to lead effective, results-driven efforts at whole school improvement, and helps central office leaders tailor their roles to better support the instructional leadership of schools.
-Uses an approach that ties professional development opportunities to a well-established system of follow-up and onsite executive coaching, ensuring that the work translates into concrete action.

The FOR approach to district turnaround and comprehensive improvement involves helping districts engage in frank, open and honest discussions with their community stakeholders and staff about the challenges they face. Districts create a sense of urgency around the need to improve service and student learning results. The leaders are clear with the community and with all staff that the chief goal of the system is to ensure all students graduate prepared for college and careers.

How will we evaluate our services and support to schools and districts and its effectiveness in school/ district/ student achievement?

HOW PROGRESS and EFFECTIVENESS IS EVALUATED
FOR believes that “knowing the impact” is based on the results we achieve in schools and with school/district leaders. Following each professional development session, an evaluation of our work is provided, with feedback being welcomed, reflective, and shared with district leaders. Mid-course adjustments are made when necessary based on our ongoing checking for understanding and the evidence of progress being made. In the effort to build a culture of improvement, systems are put into place to identify where each school, teacher, and leader is on the path to meeting targets. Time is created to analyze data, celebrate successes and problem-solve challenges in order to develop a culture of growth mindset rather than a culture of blame. In order to measure the impact on student learning, PCGs FOR will use multiple forms of evidence to consistently and regularly evaluate the evidence of the work and progress in each school. This may include:
1. Each school’s ongoing assessment using the Key Indicators rubric in each of the Seven Areas of Focus
2. State and/or District benchmark data
3. Classroom data, individual student data and evidence from student work
4. Each school’s formative/interim assessment data or internal measures toward SMART Goals
5. Observational data collected from school learning walks, walkthroughs
6. Evidence and artifacts that demonstrate progress in the Seven Areas of Focus Framework
7. Staff surveys and self-assessments

Sample of services offered for a school or district:

Under 500 Students:

FOR is a Comprehensive Turnaround Provider. Services can be provided for a school or district under 500 students.

500-1000 Students:

FOR is a Comprehensive Turnaround Provider. Services can be provided for a school or district with 500-1000 students.

1000+ Students:

FOR is a Comprehensive Turnaround Provider. Services can be provided for a school or district with 1000+ students.

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