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  "documentTitle": "April 2015 Preliminary Draft Early Insights On BPS",
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  "presentationDate": "2015-04-01 00:00:00",
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      "text": "Pre-Decisional - Proprietary and Confidential. This document contains confidential and proprietary information that is exempt from disclosure. Any use or distribution of this material without specific permission is strictly prohibited.",
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      "text": "and results. Through the new network model, school leaders get a greater level of support from - and accountability to - their leaders. The hope is that the network model will ensure sufficient support to every school and ensure no school falls through the cracks. The network model also has started to create a tighter and more supportive connection between schools and the central office via dedicated departmental liaisons. This liaison model is not without its problems (see below), but it represents a step in the right direction.",
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      "text": "The strengths above have allowed BPS to continue to make progress despite financial and other pressures. At the same time, there are opportunities for improvement that can help BPS create an inflection point in its trajectory for all students. By developing a clear and actionable strategy, improving its ability to execute, more sharply defining the organizational roles and responsibilities, improving the consistency of supports to struggling students, and building a sharper and more connected linkage with the operational side of the house, BPS can accelerate progress.",
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      "text": "Urban systems face a range of challenges, from funding inequities to teacher performance to students who need greater support from the K-12 system. BPS has made a number of improvements across the system that work to address challenges faced by all schools. Investing in teacher hiring and evaluation, developing and implementing a weighted student funding formula, and most recently agreeing to extended time in the system are all examples of improvements that can benefit all students. We also heard individuals comment that the environments within the schools were well organized and not chaotic which can sometimes be the case in urban systems. Taking full advantage of these building blocks is not easy. Ensuring high-quality teacher professional development aligned to evaluation results and effectively using the additional instructional time recently agreed upon, for example, will be critical. That said, having these conditions in place does position BPS well for the road ahead.",
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      "text": "Leaders whom we interviewed struggled to articulate a clear strategy for the system. Unlike some “portfolio systems” where the strategy is autonomy2, BPS sees autonomy as one of many levers to advance a broader vision. That isn’t to say that there aren’t high-quality initiatives underway, such as ensuring high-quality teacher evaluations, engaging parents to improve student learning, and developing tiers of intervention for different types of schools. However, these initiatives seem to be more a part of a long list of areas for improvement rather than a focused set of improvements that fit",
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      "text": "2 The Center for Reinventing Public Education ranks Boston squarely in the middle of the pack on fully implementing the elements that a true portfolio system would seek.",
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