1. Experienced Change in
The Parma City School
District
The Parma City School
District

2. Formal Setting
Composed of three distinct communities:
The City of Parma, Parma Heights and Seven Hills
Total enrollment of 11,470 students
Range of educational services including formal
education, special needs education, career and
technical education,and adult education

3. Informal Setting = Instability
Political scandal
Financial difficulties
Distrust between union and board (Politics!)
Changing Demographics
Change, Change, Change, Change, Change!!!!
2000-2001 2012-2013
≤ 5% free and 73% free and
reduced reduced

4. Change
Consolidation Restructuring
High
Close 3 School
Redistric 8-12
building Middle
ting
s School
5-7
Elementar
y School
K-4

5. ent RTI implementation
Al ignm
nCore
mm o Realig
Co n ment
Curriculum of S t af f
TBT
Change is Messy! Consolidation
Restructuring Tea Block Schedule
cher
E valu
a tion
ic ting
Re distr Teaming Realignment

6. Setting/Culture

7. ent RTI implementation
Al ignm
nCore Realig
mm o n ment
Co of S t af f
Block Schedule
TBT
Change is Messy! Consolidation
Restructuring Tea Curriculum
cher
E valu
a tion
ic ting
Re distr Teaming Realignment
construction

8. Block Schedule
Teleological change -
Goal - increase instructional time; allow more
time for individualized instruction; opportunities
for intervention; increased test scores
Change Agent (Superintendent) instrumental
Internal organizational decisions motivated the
change
Outcome = new structure to the middle school

9. Social Cognition
Cognitive Dissonance - values and actions clash
Ideal Outcome - 2nd Order Change; new paradigm
Leader - shapes change through interpretation and
framing

10. Discussion Questions
What role did environment play in this change?
Federal State
Community
Government Government

11. Intended Outcomes
Increase instructional time
Reduce student load = Greater attention to
intervention and individualized instruction (embedded
RTI)
Expanded learning opportunities - more exploratory
classes and eliminate study halls

12. Unintended Outcomes
conflict with the union (politics)
diminished student engagement with the arts
alienated and disenfranchised teachers
deprived students of special education services
teachers continuing to teach as they always had, but for a
longer time.

13. Discussion Question
How does the culture and described instability of the
district affect the change process/outcome?

14. Discussion Questions
Is the change an example of reform? adaptation?
innovation? diffusion?

15. Success?
Too early to really evaluate, but so far it is not
successful.
1st order change only
Not pervasive paradigm shift (There is not an
increase in embedded interventions. Instead, we are
seeing teachers continuing to teach as they always had,
but for a longer time.)
Not institutionalized
Based on our expertise due to our readings, what steps
have been missed or misguided? Can it get back on track?