Transcript MAISA-MI-Excel-ISD-WaiverInfoMarch

Statewide System of Support
ESEA Flexibility Waiver
March 22, 2012
4/8/2015
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School Improvement
Plans
According to the Revised Schools Code (380.1277)
• All schools in Michigan must adopt and implement
a school improvement plan (SIP)
• These SIPs must focus on student academic
achievement
• The School Improvement Teams (SITs)that
implement the SIPs may include school board
members, school administrators, teachers, other
school employees, pupils, parents of pupils and
other district residents
• Local Boards of Education must approve the SIPs
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For Most Schools….
• The ability of School Improvement Teams to
implement quality School Improvement Plans leads to
academic success for students
• Title I funds supplement the educational programming
in schools that meet poverty criteria and sustains
academic success for students
For Some Title I Schools….
• The implementation of the SIP along with the
supplemental funding has not been successful for
students
• The Statewide System of Support strengthens those
schools
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MI Excel Supports based
on needs identified in the School
Data Profile/ Analysis, School
Process Profile/Analysis and
School Improvement Plan:
•Instructional Leadership
Coach w/Michigan
Fellowship of Instructional
Leaders
•Content Coach
•Professional
Development
Restructuring
Restructuring: Planning
Any MI Excel supports plus
Plan for Restructuring which
may include an approved
Reform Model
MDE’s
Statewide System
of Support for
Title I Schools
Corrective Action
Any
MI Excel supports
Identified for Improvement: Year Two
Curriculum Survey mid-year,
One MI Excel Support
Identified for Improvement: Year One
Curriculum Survey,
School Improvement Review visit, Data Workshop,
Revise School Improvement Plan
School Support Teams will be in ALL schools
(required by ESEA)
and meet with building level School Improvement Teams to
monitor student achievement
The School Improvement Framework if the foundation for all schools in Michigan.
All schools implement MDE’s Continuous School Improvement Components:
School Process Profile/Analysis, School Data Profile/Analysis
and the School Improvement Plan.
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2007-08 Cohort
• 141 Identified Title I schools received services
through the SSoS.
• The graph on the next page charts their progress
over the next 4 years.
2007-08 Cohort
Schools Still Identified by Year
Of those 141 Schools…
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128 (91%) remained identified in 2008-09
89 (63%) remained identified in 2009-10
78 (55%) remained identified in 2010-11
56 (40%) remained identified in 2011-12
Title I Identification for SSoS
• Identified for Improvement – Year
One
• Identified for Improvement – Year
Two
• Corrective Action
• Restructuring – Planning
• Restructuring – Implemented
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New Identification for Title I
Schools
• Priority Schools (Persistently Lowest
Achieving Schools on the Top to Bottom List)
• Focus Schools (Schools with the largest
achievement gaps)
• Title I Schools Not Making AYP
• Reward Schools
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Priority Schools
• Lowest performing 5% of Title I schools
as measured by MEAP/MME on:
o Reading
o Writing
o Math
o Science
o Social Studies
• BAA predicts there will be 150 – 200
schools in this category
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Priority Schools (cont.)
• These lowest 5% of Title I schools will also
be considered Persistently Lowest
Achieving Schools and be required to
follow state law and choose a Reform
Model to implement:
o Closure
o Restart as a charter school
o Transformation
o Turnaround
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MDE’s Hypothesis
• If we combine the successful elements of the
current Statewide System of Support (SSoS) with the
implementation of a Transformation or Turnaround
Plan, schools have the opportunity to make rapid
achievement
• If districts and schools use their Title I money to
support the SSoS and Transformation/Turnaround
Plan, students have the opportunity to increase
student achievement rapidly
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CLASSIFICATION OF TITLE I PRIORITY SCHOOLS
In order to differentiate for supports from the Statewide System of Support
All Priority Schools will choose one of the four School Improvement Grant Reform/Redesign models to implement:
1)closure 2)restart as a charter 3)transformation 4)turnaround
Level of Need
Category 1
Targeted Needs
Category 2
Serious Needs
Indicator
Newly identified in the lowest 5% on
Michigan’s “Top to Bottom” list or part
of a four year cohort and no longer
identified in the lowest 5%
Second year in the lowest 5% on
Michigan’s “Top to Bottom” list
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Category 3
Critical Needs
Third year in the lowest 5% on
Michigan’s “Top to Bottom” list
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Category 4
Intensive Needs
Recommendation by School Reform
Officer
Intervention(s)
School Reform Office
Title I set-asides required
Ongoing monitoring and assistance
from School Support Team
Surveys of Enacted Curriculum
Data Workshop
Superintendent’s Dropout Challenge
School Reform Office
Title I set-asides required
Ongoing monitoring and assistance
from School Support Team
Superintendent's Dropout Challenge
District Intervention Team
Intervention Specialist
Statewide System of Support
components
School Reform Office
Title I set-asides required
Ongoing monitoring and assistance
from School Support Team
Superintendent's Dropout Challenge
Intervention Specialist
Statewide System of Support
components
State take-over
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School Reform Office
• The SRO is ultimately responsible for all Priority
Schools in all Categories – Targeted, Serious, Critical
and Intensive Needs
o Provide all training for Reform/Redesign Models
o Provide technical assistance for writing of Reform/Redesign
Plans:
• Closure
• Restart
• Turnaround
• Transformation
in conjunction with SSoS
o Approve all Reform/Redesign Plans
o Monitor approved plans in conjunction with SSoS
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Darkening those dotted
lines…..
• As we review the various components
of the Statewide System of Support
supported by the Regional Assistance
Grant or by district Title I set-asides and
building Title I set-asides, those
components that include support from
an ISD/ESA will be marked with an
asterisk *
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All Title I Priority Schools
In the planning year – Category 1: Targeted Needs
• Participate in a training session on how to use the
Comprehensive Needs Assessment to identify the
appropriate Reform/Redesign Model*
• Write an approvable Reform/Redesign Plan*
• Participate in Superintendent’s Dropout Challenge*
• Work with the School Support Team to incorporate
the approved Transformation or Turnaround Plan
into the School Improvement Plan*
• Take part in Surveys of Enacted Curriculum*
• Take part in an ISD/ESA-led Data Workshop*
• Use this information to inform improvement planning
at the district and building levels*
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Superintendent’s Dropout
Challenge*
• To be implemented if the
district/building is not currently
participating
Implemented in Category 1: Targeted Needs, Category 2:
Serious Needs, Category 3: Critical Needs
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SSoS - School Support Teams*
Consists of a District Representative and an ISD/ESA
School Improvement Facilitator who meet with the
building School Improvement Team after the Reform/
Redesign plan is approved to:
• Facilitate school improvement processes in
identified schools
• Support both the building principal and the school’s
improvement team to make necessary changes to
processes and procedures that result in increased
student learning
• Implement the School Improvement Plan at the
classroom level
Required in Category 1: Targeted Needs, Category 2: Serious Needs,
Category 3: Critical Needs
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SSoS -Surveys of Enacted
Curriculum*
• Provide an overview of instructional
practices used in the school
• Compare delivered curriculum to the
Common Core Standards in ELA and Math
• Analyze the cognitive demand of student
expectations related to the delivered
curriculum
• Required in Category 1: Targeted Needs; Optional in Category 2:
Serious Needs, Category 3: Critical Needs
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SSoS - Data Workshop*
• ISD/ESA led Data Workshop in planning year
to revise SI Plan to include components of
Transformation or Turnaround Plan,
components of the SSoS and data from
Surveys of Enacted Curriculum
• MDE can provide Data Modules if the
ISD/ESA does not have its own process
• Required in Category 1: Targeted Needs
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SSoS- District
Intervention Team
• District Intervention Team
o Experienced members assigned with experience in finances,
human resources, administration, school boards
o Led by Intervention Specialist
o Works with central office to do a needs assessment
o Identifies root causes of district’s lack of support for Priority
Schools
o Assists district in revising District Improvement Plan and LEA
Planning Cycle
o Sets up benchmarks for district support of Priority Schools
Required in Category 2: Serious Needs
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Need Based SSoS Components*
• Based on the buildings’ needs and provided
through the Regional Assistance Grant…..
Content Coaches
Professional Learning
Culture/Climate Intervention
MDE approved Restructuring Model from outside
vendor
The chosen supports will be incorporated into the
school’s Reform/Redesign Plan and School
Improvement Plan
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Implemented as needed in Category 2: Serious Needs and
Category 3: Critical Needs
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Title I District Set Aside
up to 20%
• Transportation for Public School Choice (required)
AND at least one of the following
• Support of Increased Learning Time (required in
Transformation and Turnaround Plans)
• Implement a multi-tiered system of supports if the
school does not currently implement one
• Professional learning aligned with the needs of
students and staff
• School Improvement Review (contract with MDE if
not available from local ISD/ESA)*
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Title I Building Set Aside
10 % obligation
Choose one of these options:
o Hire an Intervention Specialist (see next slide)
or
o Implement professional learning aligned to
the needs of students and teachers
Required in Category 1: Targeted Needs
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Title I Building Set Aside
10 % obligation
• Hire an Intervention Specialist, trained by MDE, who
o Inspects adherence to benchmarks throughout the year
o Coordinates improvement efforts with the central office,
the school board and the building
o Drives the implementation of the Turnaround or
Transformation Plan at the district and building levels
o Participates on the School Support Teams
o Monitors that the building and district are submitting reports
according to the established timeline
o Meets regularly with MDE
o Schedules updates with the school board at least quarterly
Required in Category 2: Serious Needs and Category 3: Critical Needs
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What do you think?
• From what you have heard about Priority
Schools:
o What makes sense?
o What might be missing?
o Can the components of the SSoS within the
structure of a Transformation or Turnaround
Plan provide a structure for rapid
improvement?
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Focus Schools
• The lowest 10% of Title I schools with
the largest achievement gaps
between the highest 30% of students
and the lowest 30% of students as
measured by MEAP/MME:
o
o
o
o
o
Reading
Writing
Math
Science
Social Studies
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Focus Schools
• Due to the fact that the
projections from BAA indicate
there might be 250 – 300 schools
identified as Focus Schools, any
support must be targeted at the
district level
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All Focus Schools
• Superintendent’s Dropout Challenge
• District Toolkit
• District Improvement Facilitator
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District Improvement
Facilitator
• Trained by MDE
• Assigned to all districts with multiple Focus Schools
• Works with central office staff to conduct a
comprehensive needs assessment to identify root
causes of lack of support to focus schools
• Revises District Improvement Plan to reflect needed
support for Focus Schools
• Sets district benchmarks for this support
• Conducts classroom walkthroughs with central
office staff, building leadership and school board
member to look for evidence of tiered interventions
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Title I District Set Aside
up to 20%
• Transportation for Public School Choice (required)
AND at least one of the following
• Implement a multi-tiered system of interventions if
the school does not currently implement one
• Professional learning on research-based
instructional interventions aligned with the needs of
students and staff
• School Improvement Review (contract with MDE if
not available from local ISD/ESA)*
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Title I Building Set Aside
10 % obligation
• Professional learning on implementation of
multi-tiered system of supports and/or
research-based instruction of students in lowest
performing student groups
• Provide weekly/daily time for teacher
collaboration
• Contract for the administration of Surveys of
Enacted Curriculum*
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Focus Schools
• From what you have heard about
Focus Schools:
o What makes sense?
o What might be missing?
o What kinds of support might a district
require to meet the needs of its Focus
Schools?
Turn and talk to someone near you.
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Title I Schools Not Identified
as Priority or Focus
• Any other Title I schools not making
AYP. This ranking will be determined
by performance of all students on
MEAP/MME :
• Reading
o Writing
o Math
o Science
o Social Studies
and other criteria
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Title I Schools Not Making
AYP…and not Priority or Focus Schools
• Districts with schools not making AYP
will be required to use Title I set-asides
in those buildings in specific ways
• Buildings not making AYP will be
required to use their Title I set-asides in
a prescriptive way
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Title I District Set Aside
up to 20%
At least one of the following
• Culture/Climate Intervention
• Complete Surveys of Enacted
Curriculum*
• Professional Learning in the AYP area
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Title I Building Set Aside
10% obligation
• ISD/ESA led Data Workshop to
revise SI Plan focusing on the AYP
area(s)*
• MDE can provide Data Modules if
the ISD/ESA does not have its own
process
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ISD/ESA Support Needed
The Regional Assistance Grant provides funding so
that ISD/ESA School Improvement Facilitators can:
• Provide Technical Assistance to schools in choosing
and writing their Reform/Redesign Plan
• Help the schools to implement the Superintendent’s
Dropout Challenge
• Serve on School Support Teams
• Provide Technical Assistance to schools around
Surveys of Enacted Curriculum
• Conduct a Data Workshop which results in revising
of the School Improvement Plan (for Category 1:
Targeted Needs Priority Schools)
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ISD/ESA Support Needed
District or Building Title I Set-Asides provide
funding so that School Improvement
Facilitators may:
• Provide Technical Assistance to schools around
Surveys of Enacted Curriculum
• Provide a School Improvement Review using MDE’s
protocols and resources
• Conduct a Data Workshop which results in revising
of the School Improvement Plan
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Funding Sources
SIG
Section
1003(g
)
Section 1003(a)
Statewide System
of Support
Federal Funds – Title I Part A,
Title II, Title III, Special
Education, Etc.
State Aid – Section 31a
General Funds
Reward Schools
• Highest performing 5% of Title I schools
as measured by MEAP/MME on:
o Reading
o Writing
o Math
o Science
o Social Studies
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Reward Schools
• MDE is required to provide incentives and
recognition for success on an annual
basis by publicly recognizing and, if
possible, rewarding Title I schools making
the most progress or having the highest
performance as “reward schools.”
• There is no 1003a money attached to
Reward Schools so any “rewards” must
be cost neutral
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Reward School Incentives
Note in Annual Education Report
Distribute list to media and encourage coverage
Recognize schools at state conferences
Seek corporate or philanthropic sponsors for
recognition activities such as documentaries for top
20-40 schools and post as promising practices
• Network with demographically similar lower
performing schools to share best practices
• Provide certificates or banners
• Participate in federal grant fund consolidation project
•
•
•
•
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MDE’s Waiver Application is
Based on the Research
that says…
Significant change in most
organizations, corporations
included, comes from the inside.
John Goodlad
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Contacts
• Linda Forward
o Director
o Office of Education
Improvement and
Innovation
o [email protected]
• Mark Coscarella
o Assistant Director
o Office of Education
Improvement and
Innovation
o coscarellam@michigan.
gov
• Deb Clemmons
o School Reform Officer
o [email protected]
• Mike Radke
o Director
o Office of Field Services
o [email protected]
• Karen Ruple
o SSoS Manager
o [email protected]