Transcript Educational Plan for Student Success

Developing the
Fall 08-09
Educational Plan for
Student Success (EPSS)
New Mexico Public Education Department
Priority School Bureau
Regional EPSS Trainings Spring to Fall 2008
Goals for Today
• Provide review of
Process for the
Educational Plan for Student Success:
Plan Do Study Act
– Provide feedback from internal PDSA of 2007-2008
process
– Deepen understanding and application of Study/Act
– Include requirements for building out Core Educational
Curriculum and Programs including Early Intervening
Services (EIS)
• Inform stakeholders of potential changes based on
Title 1 and funding legislation needs;
• Directions for Developing the Educational Plan for
Student Success;
• Timelines and Responsibilities
Definition
The Educational Plan
for Student Success
is a long range plan
each district/school
is required to
develop, implement,
assess and evaluate
for the purpose of
student achievement
and continuous school
improvement.
(6NMAC3.2.9.1)
Fall 2008-2009
•
•
•
•
Anticipate 296+ CA,R1 & R2 Schools
Anticipate 200+ S1 & S2 Schools
Less Resources to provide services
Build capacity in Local Educational
Agency (District) to support schools
• Must rely on District to provide early
Technical Assistance
After a Year-
“What did the stakeholders say?”
• What worked ?
–
–
–
–
ALIGNMENT
VISITS-MOSTLY
FEEDBACK
TALKING ABOUT
INSTRUCTION
– FACE TIME
– SHORT-CYCLE ASSESSMENTS
– GAVE MEANING TO GOAL
TEAMS AND LEADERSHIP
TEAMS
• What didn’t ?
–
–
–
–
DATA, STILL
DATA ANALYSIS
STUDY/ ACT
TIME SYNC (Reports,
Data)
• Did we meet the original
goal(s) of making the EPSS
a working instructional
document?
Changing Roles of PED
and Districts
• Districts (LEAs) will
assume more responsibility
for district and school
direction, support and
reform initiatives
• PED will provide support to
district efforts, through
professional development,
monitoring, coaching, and
flow- through money
Potential Changes Prior
to fall 2008-2009
1) Three Committees of
Practitioners established in
March 2008 will
– review the School
Improvement Framework
clarity and alignment
regarding district focus
and implementation of
requirements
– review the EPSS for
inclusion of Title I,
Bilingual/ELL and SPED
indicator considerations
2) Possible modifications in the
EPSS submission process
(electronic submission pilot)
3) Possible modifications to
Technical Assistance
Assessment Process to allow
a follow-up visit from the
external Consultant
4) Possible PSB satellite office
support for certain
locations
―develop through common agreement
an understanding of Alternative
Governance options and “Good Faith
Efforts” criteria
Expectations For S1, S2
& CA Schools
• Annual Goals will be
set at AMO level
• Districts will provide
Technical Assistance
for S1, S2 & CA
schools
• Districts will appoint a
person in charge of
school reform to be
PED Liaison
• Districts will report
results to PED (PSB)
on a regular basis for
S1 & S2
• Principals and
Superintendents will
be invited to attend
Leadership Training in
School Reform
What will change for CA, R1
& R2 Schools
• PED will focus intensive
service at these levels
through TA Assessment and
district/school support and
monitoring
• A Technical Assistance
Assessment will occur at the
CA level that will include prerequirements for the
Alternative Governance Plan
• Support for Principals and
Superintendents (or
designee) will be provided
though coaching or
professional development for
Leadership Training in School
Reform
• All schools must focus on
providing Early Intervening
Services (EIS) to increase
the number of students
successful in Core (Tier One)
levels of regular education
• CA,R1 & R2 schools must
have research based core
programs, with supplemental
and intensive interventions in
place, as example: additional
classes, after school,
extended year.
Expectations for R2
“Good Faith Efforts”
The PED will be looking for assurance and documentation that the school has
implemented all of the following:
• Short-cycle assessments in reading and/or math administered quarterly or on
a trimester basis for planning and monitoring instruction;
• Research-based and results driven instructional strategies as well as
interventions based on demonstrated student needs;
• Proficiency data that shows growth greater than chance from year to year for
groups that do not achieve AYP by the conventional methods (AMO, safe
harbor, and the AYP growth model);
• Intensive professional development based on documented teacher needs to
meet the identified student needs for academic improvement;
• District assurance that additional instructional time beyond the core
instruction has been added for all students who are not proficient in reading
and/or math;
• Financial resources allocated to support successful implementation of EPSS.
Dr. Veronica Garcia, Letter to Superintendents, February 22, 2008.
Changes in EPSS Form
• Includes question stems to
facilitate PDSA Cycle cells
• Optional Implementation Plan
• Addendum to address compliance
issues (Title 1, Special Education, Bilingual)
What does the data
tell us?
Not tell us?
Celebrations/OFIs?
Next Step?
Identify key
strategy or
approach
Based on
analysis from
the previous
quarter, adjust
strategy and
implementation
plan as needed
Addition of
Question stems
for clarity
Continue through DO
each quarter;
completing the STUDY
Choose the teaching
sequence, plan and
interventions to be
used to implement
the instructional
plan and list the
steps below
And ACT/PLAN at the
end of the time period
(quarter)
Optional Implementation/
Deployment Plan
Steps
(Provide
detailed
steps)
Quarter 1 Deployment Plan
Person's)
Responsible
#1
#2
#3
#4
#5
From Iradell-Statesville,NC Schools (Handout)
Measure's)
Action Step
Completion Date
Additional Resources
• Standards for Effective
Schools - a set of standards
to help analyze the school’s
total structure
– Includes a rubric to
describe what the
indicators look like
– Review of Action Steps
and Strategies
• Self-Assessment for
Intensity of Instruction
• Coaching Reports
• Technical Assistance
Assessment Reports
• Primary Sources from
Trainings
Setting the Stage….
• In the Spring schools should
gather data in three ways:
– Open-ended reflection on
the school year using
worksheets provided
– Review of 3rd trimester or
4th quarter EPSS
– Data Review of short-cycle
assessments, progress
monitoring, end-of-unit
assessments or buildingwide target actions
School Data
Review and Discussion
Step 1
• How do the results of the spring short- cycle
assessments compare with the fall results?
• What do the data tell us? What questions are
further raised by these data?
• Ask: “What’s working? What’s not working?
What are your opportunities for
improvement?“
• What needs to be done next?
Using Data to Drive
Instruction
• You must start with information about
the performance of the students –
• Disaggregated by ethnicity
• Disaggregated by subgroups
• Disaggregated by content standards
Reflecting on 2007 - 2008
Review your current EPSS
Step 2
• After the spring data review - complete
the 4th quarter or 3rd trimester EPSS
analysis
• Focus specifically on the outcomes/ results
for the Action steps
• Record results in STUDY
• Formulate a decision for ACT to be carried
to PLAN for the fall ’08
Use the results of
the DO to
complete the
STUDY
Use the findings to
make a decision in
the ACT/PLAN at
the end of the time
period
(quarter/trimester)
Break!
Reflecting on 2007- 2008
Review Current Instructional
Systems & Processes
Step 3
• Create Self-Assessment Summary
Worksheets of current math and
reading programs
• Utilize summary worksheets to analyze
current instructional systems and
processes in order to determine
opportunities for improvement for the
2008-2009 EPSS
E
I
S
Tier 1: Core curriculum – what all students get in the general education
classroom!
Includes differentiated instruction and the use of high yield instructional
strategies
Universal Screening (DIBELS) and Data Analysis (NMSBA, SCA, CBMs…)
Ongoing professional development
In-class support and mentoring
Math and Reading curriculum
Trophies (Harcourt) Nations Choice (Houghton Mifflin)
Saxon Middle School Math
Rigby Literacy (Harcourt)
Reading Mastery (SRA/MCGraw-Hill)
Macmillan-McGraw-Hill Reading
Open Court (SRA/McGraw-Hill)
Scott Foresman Reading Math Investigations Connect Math
Tier 1
Tier 2: Supplemental – in addition to the core!
Includes strategies and interventions (programs)
Small group instruction: 1: 5-12 students
Core
Math and Reading Intervention Programs
Soar to Success Read Naturally Wilson Reading Reading Mastery
Ramp Up to Literacy Read 180 Plato I Can Learn (Pre-Algebra, Algebra I)
Cognitive Tutor (Algebra I) Navigator Math
Tier 3: Intensive Interventions - more prescriptive and focused!
Smaller group instruction: 1:1-3 students
Math and Reading Intervention Programs
Plato Ramp Up Math Corrective Math Fast ForWord
Reading Recovery Soar to Success Earobics
Wilson Reading
Tier 2
10-15%
Tier 3
5-10%
75-85%
System/Processes
Summary of How Our School Varies Intensity of Instruction Worksheet
Content Area: Reading
Area
Tier I
Tier 2
Tier 3
Curriculum (by
grade if varies)
(Core)
K-5 Houghton Mifflin Reading
Great Source (supplemental)
(Supplemental above Core)
1-2 Reading Intervention for Early
Success (Houghton Mifflin)
3-5 Soar to Success (Houghton Mifflin)
(Intensive Supplemental
above Core)
K-3 Fundations
4-5 Wilson Reading
System
Professional
Development
provided during
2007-08
Topic
Audience
Aligned to school
EPSS?
Differentiated Instruction
Whole staff
Aligned to EPSS
Marzano’s High Yield Strategies
Whole staff
Aligned to EPSS
Training in data analysis
Whole staff
Aligned to EPSS
Training in Reading Intervention for Early
Success
Whole staff
Aligned to EPSS
Training in Wilson
Reading System
Interventionist Teachers
Aligned to EPSS
Amount of Daily
Instruction
provided in
minutes
1.minutes daily instruction
Reading Intervention for Early Success:
30-40 minutes daily
Soar to Success: 30-40 minutes daily
Typical Duration
in weeks
Unit length/Pacing guides: 4-6 week
intervals
Weekly skills tests
Five day lesson plans
Short-Cycle Assessments administered
(fall, winter, spring)
Training in Soar to Success
Whole staff
Aligned to EPSS
Reading Interventions for Early Success:
Five day lesson plans
Soar to Success: 18 week sessions
Ongoing assessments of reading fluency,
retelling checks
Retelling protocols: every other day
Fundations: 60 minutes
daily
Wilson Reading System:
40-60 minutes daily
Fundations:
Wilson Reading System:
Ongoing
Progress
Monitoring
(universal screening)
Curriculum Based Measures:
Weekly Skills Tests
Five day Lesson plans (units)
Benchmark Progress Tests
(3x/yr)
Lesson plans aligned to New
Mexico Content Standards,
Benchmarks, and Performance
Standards
Short-Cycle Assessment (SCA)
data
(fall, winter, spring)
DIBELS data
(progress monitoring)
Reading Intervention for
Early Success:
Benchmark Progress tests
(3x/yr)
Five day lesson plans
Soar to Success: 18 week
sessions
Phonics decoding screener
Informal Reading Inventory
Oral Reading Checks (ongoing)
Retell protocols (every other
day)
(progress
monitoring)
Fundations:
Wilson Reading
System:
WADE-Wilson
Assessment for
Decoding and
Encoding
administered at set
intervals based on
student progress
through program
steps
%/ Age of
Students in each
Grade in Tier
Total enrollment:
588
K: 67
1: 82
2: 107
3: 112
4: 103
5: 117
K: 100%/ 5-6 years old
1: 100%/ 6-7 years old
2: 100%/ 7-8 years old
3: 100%/ 8-9 years old
4: 100%/ 9-11 years old
5: 100%/ 10-12 years old
K: none
1: 30%/ 6-7 years old
2: 41%/7-8 years old
3: 31%/ 8-9 years old
4: 35%/ 9-11 years old
5: 57%/ 10-12 years old
K: none
1: 8%/ 6-7 years
old
2: 9%/ 7-8 years
old
3: 8%/ 8-10 years
old
4: 10%/ 9-11 years
old
5: 18%/ 10-12
years old
Coaching
Available to
Teachers during
2007-08
Focus/purpose
Individual/
Group
Frequency
(District) Reading Support
Specialist:
Works with classroom
teachers; meets bi-weekly with
grade levels and individually.
Conducts classroom
observations and provides
feedback, models
differentiated instruction (DI),
and high yield instructional
strategies. Assists teachers in
aligning lesson plans to the
New Mexico Content
Standards, Benchmarks and
Performance Standards.
Assists in the analysis of shortcycle assessment (SCA) data
and curriculum based
measures (CBMs) to inform
classroom instruction.
Focus: Standards based
lessons, use of differentiated
instruction (DI), high yield
strategies, reviewing SCA data
to inform instructional
practices.
(District) Reading Support
Specialist:
Works with classroom teachers
and educational assistants;
meets biweekly with grade
levels and individually.
Conducts classroom
observations and provides
feedback, monitors fidelity in
the implementation of
interventions.
Focus: Provides support to
classroom teachers in the
implementation of
supplemental interventions.
(District)
Reading Support
Specialist:
Works with
Interventionist
teachers, meets
weekly and
individually as
needed.
Conducts
classroom
observations and
provides feedback,
monitors fidelity
in implementation
of interventions.
Focus: Provides
support to
Interventionist
teachers in the
implementation of
Tier 3
interventions.
Frequency/
Implementation
of Integrity
Measure used
(classroom walkthroughs)
Classroom Walk-throughs
(formal and informal)
Feedback reports from
Reading Support Specialist
(monthly)
Lesson plans aligned with
New Mexico Content
Standards, Benchmarks and
Performance Standards
Teacher feedback
Short Cycle Assessment data
(SCA)
Curriculum based measures
(CBMs)
Feedback reports from Reading
Support Specialist (monthly)
Classroom Walk-throughs
(formal and informal)
Supplemental Intervention
assessments
Teacher feedback
Short Cycle Assessment data
(SCA)
Curriculum based measures
(CBMs)
Classroom Walkthroughs (formal
and informal)
Feedback reports
from Reading
Support Specialist
(bi-weekly)
Assessments
embedded in
intervention
programs
Teacher feedback
Analysis Summary:
Based on the analysis of what is currently in place as part of a continuous improvement cycle, it has been
determined that the Tier 2 interventions need to be reviewed to determine if implementation in the regular
education classroom is the right setting or if students would be better served through small groups made
up of students from several classrooms that would rotate through a separate classroom.
There have been difficulties with students being able to remain focused during the supplemental
intervention lessons, sound issues when two staff members are teaching in the same classroom, overall
space constraints, and being able to consistently provide supplemental interventions at the same time on a
daily basis. These issues and concerns are documented from several sources: feedback from classroom
teachers, assistants and students, student survey results (4th and 5th grade), feedback reports from
Reading Support Specialist, classroom observations, student performance gains as measured by Tier 2
interventions.
Currently, Educational Assistants are providing the Tier 2 intervention instruction under the guidance of
the classroom teachers. They are very interested in “teaming” and working together, still under the
guidance of their respective teachers.
Currently, the Reading Support Specialist is provided a portable classroom which could be utilized as the
“Intervention Central” classroom. Grade levels would have to create a schedule for when the room would be
used. This idea needs to be discussed further to determine feasibility.
The forth and fifth grade classroom teachers have agreed to begin a pilot for next year where they would
refine their current “teaching/learning cycle (PDSA) to include input from their students regarding the
effectiveness of instructional practices in meeting the student’s learning needs. A three day retreat has
been approved and is scheduled in early June 2008 to provide time for staff to develop the pilot.
Implementation at Tier 1 would begin in the fall of 2008.
The Kindergarten students are not currently being provided Tier 2 or Tier 3 interventions. Data and
information of incoming kindergarten students for the 08-09 school year needs to be reviewed and
analyzed to determine if there is a significant need to begin providing Tier 2 and possibly Tier 3
interventions for these students.
Reflecting on 2007- 2008
Review Current Instructional
Systems & Processes
Activity
• Complete Core component from either
the school or district perspective
• Time allocation – 30 minutes
• Report out
Planning for 2008-2009
Step 4
•
For all schools, consider how many students
you have that meet expectations at grade level
• If you have less than 75% proficient at grade
level, at what grade level are 75% proficient?
That’s Core/Tier 1
Think about:
• What did you do that worked for those
students in reading and math?
• Why were they so successful?
• What didn’t work?
Planning for 2008-2009
Critical Questions
What percentage of your
students are meeting your
expectations in the core
classroom curriculum
____________%
(reading/math)
What percentage of your students are
getting supplemental help above the
core classroom with the regular
teacher?
____________%
(reading/math)
What functional grade level
is that really?
____________
What functional grade level is that
really?
__________________
What are the skills that the
students need based on the
short cycle assessments,
unit assessments, etc?
What additional skills and knowledge
do these students need?
Reading:
Vocabulary
Comprehension
Phonics/Phonemic
awareness
Fluency
What percentage of your
students are getting Intensive
supplemental help above the
core classroom with the
regular teacher or a
specialized program but not
SPED?
____________%
(reading/math)
What functional grade level is
that really?
__________________
What additional skills and
knowledge do these students
need?
What is this and when do you
start this process?
Planning for 2008-2009
Step 4 continued …
Now• What do they need ?
• In reading? In Math?
• What do you have and what do you need?
• What will you do to increase the number of
students in Core/Tier 1 to 75-85% proficient at
grade level over a ______ period of time?
• Review and complete Planning for 2008-2009
Content Worksheets (math & reading)
Planning for the Upcoming School Year 2008-2009
Content Area: Reading
Area
Curriculum (by grade if
varies)
Professional Development
provided during 2008-09

Topic

Audience

Aligned to school EPSS?
Amount of Daily Instruction
provided in minutes
Typical Duration in weeks
Tier I
(Core)
Tier 2
Tier 3
(Supplemental above Core)
(Intensive Supplemental above
Core)
Ongoing Progress Monitoring
%/ Age of Students in each
Grade in Tier
Coaching Available to
Teachers during 2008-09
Focus/purpose
Individual/Group
Frequency
Frequency/Implementation of
Integrity Measure used
(classroom walk-throughs)
(universal screening)
(progress monitoring)
(progress monitoring)
What else do you need for
the 2008-2009 EPSS?
Remember :
• Refer to the Standards for Effective
School Criteria
• Refer to Seven Components to School
Reform
• Survey data from Parents
• Attendance & Behavioral data
School Improvement Framework
“Standards of Effectiveness”
•
•
•
•
Standard 1: Effective Leadership
– Dynamic and Distributed Leadership
– Focus on Student Learning
– Sustained Improvement Efforts
Standard 2: Quality Teaching and Learning
– Quality Classroom Instruction
– Coordinated and Embedded Professional Development Focused
on Classroom Instruction
– Coordinated and Aligned Curriculum and Assessments
– High Expectations for Teachers and Students
Standard 3: Collaborative Relationships
– Family and Community Involvement
– Professional Culture and Collaborative Relationships
Standard 4: Support for System-wide Improvement
– Effective Use of Data
– Strategic Allocation of Resources
Break!
Effective Schools
Review and Discussion
Step 5
• Review Indicators and Rubric for
Standard 2: Quality Teaching and Learning
• “How can you use these indicators and the
rubric to paint a picture of quality
instruction?”
• “What’s working? What’s not working?
What are your opportunities for
improvement?“
Using the 2008 – 2009 EPSS
Template- PLAN
Step 6
With the AMO charts for SY 2009 • Choose an Overall Goal with a measure for the PLAN box of
the EPSS (percent increase to be inserted in fall from NMSBA)
• Using short-cycle assessment data, choose target goals
from the gap analysis
– Choose a Target Goal/Measure for math
– Choose a Target Goal/Measure for reading
• Write a statement about why you chose the target goals and
measures based on the data analysis
Same format for
goals with data
tables
Using the 2008 – 2009 EPSS
Template- STUDY
Step 7
In the STUDY box –
• Insert assessment data to inform target
goals/measures
–
–
–
–
NMSBA
Short-cycle Assessment (SCA)
Curriculum-based Measures (CBM)
Any other data measures (attendance, discipline …)
• Up-date assessment data based on SCA to track
and trend progress toward target goals/measures
and inform the STUDY/ACT components of EPSS
Next Steps
ACTION PLAN
Step 8
• What do the data tell us? Not tell us?
Celebrations/Opportunities For Improvement
(OFI)?
• Who are you going to target with the 1st Strategy?
Hint- What is your plan? Choose supplemental instruction or extra
period of math….
• What intervention will you choose to assure that
students will be successful ? Hint- What are your programs,
practices or materials? Choose Navigator Math.
• Remember- what does it look like when good
instruction is occurring?
What does the data
tell us?
Not tell us?
Celebrations/OFIs?
Next Step?
Identify key
strategy or
approach
Based on
analysis from
the previous
quarter, adjust
strategy and
implementation
plan as needed
Addition of
Question stems
for clarity
Optional Implementation/
Deployment Plan
Steps
(Provide
detailed
steps)
Quarter 1 Deployment Plan
Person's)
Responsible
Measure's)
#1
#2
#3
#4
#5
From Iradell-Statesville,NC Schools (Handout)
Action Step
Completion
Date
Complete the EPSS Action Plan
Step 9
• Complete the remaining PLAN/DO
components of the 1st quarter up to
STUDY/ACT (last two boxes)
• At the end of the 1st quarter report results
of interventions in the STUDY ACT/PLAN:
- What were the results of your efforts?
- What do you need to do differently?
(refine, revise, rework - or not change)
Continue through DO
each quarter;
completing the STUDY
Choose the teaching
sequence, plan and
interventions to be
used to implement the
instructional plan and
list the steps below
And ACT/PLAN at the
end of the time period
(quarter/trimester)
Schools on Status:
Reminders
What are your
requirements?
For Non-Status and S1
Schools
Affirm the use of high
yield instructional
“best practices”
Use of standards aligned
curriculum
Use the 3rd trimester or
4th qtr EPSS to plan for
the fall 1st quarter
Use continuous
improvement to monitor
student progress
For Non-Status and S1 Schools:
Use last completed column of EPSS
Spring NWEA results indicated that Special Education
students continue to struggle while making
incremental increases in proficiency (39% to 45%
winter to spring) which does not indicate they will
make the AMO for 2007 at this rate.
ELL students made a 4% gain increasing from 58% to 62%
which is 7% above the 2007 AMO of 55%.
The All Students group showed the most gain (8%) from
49% to 57% which is 2% above the 2007 AMO of
55%.
Study
State and Compare the
results with the
target goal (4.3,
Measurement,
Analysis and
knowledge
management)
(How much)
Act/Plan
Qtr
1
If target met, change
target and chose
another
benchmark; if not
revise lesson
plans and reteach
(1.7,2.11,3.5,4.3,4.4,
Process
Management)
School will continue to implement (supplemental or
Intensive Intervention) with Special Education
students to improve proficiency level in reading to
50% in the 1st quarter of 2008. PTR will reduce to
1/5 in all intervention classes during time above
core. (Tier 2, Tier 3)
ELL students will continue to use (supplemental or intensive
intervention) to improve proficiency levels to 67% in
the 1st quarter of 2008. ELL PTR will reduce to 1/8 in
all intervention classes during time above core. (Tier
2, Tier 3)
All Students not meeting proficiency will participate in
(supplemental or intensive intervention) to improve
proficiency level to 59% in the 1st quarter of 2008.
(Tier 2, Tier 3)
For S2 and CA Schools
School Improvement 2
Schools
• Assure standards based
aligned curriculum
• Aligned staff development
• Use of data driven
instruction
• Reduce gaps, focus
instruction
• Build Core/Tier 1 in regular
education
Corrective Action Schools
• Participate in and review
Technical Assistance
Documents
• Practice the 7 Components of
School Reform
• Aligned curriculum,
assessments and staff
development
• Build Core/Tiers 1,2,3 in
regular education
For R1 and R2 Schools
R1 Schools
• Complete AGP
process
• Use AGP Action
Items to develop
EPSS
• See AGP Checklist
R2 Schools
• Establish “Good
Faith Efforts”
documentation
• Review Coaching
Report for
Checklist
R1 AGP School Documentation

Attended AGP training

Read AGP information on the Web

Identified an AGP design team
including all stakeholders (district,
parents, teachers, students if
appropriate)

Established a timeline for writing the
document and establish meeting times
to include all stakeholders

Set time on Board Agenda for
approval of the AGP

Reviewed Technical Assistance
Assessment Report Recommendations
(Next steps)

Completed last 07-08 EPSS review,
identifying what worked and what did
not work
ompleted Needs Assessment
C
Analysis of Key Elements of
Restructuring (Root Cause Analysis)
on Priority Schools Web page
Developed an Implementation Plan
for the Analysis of Key Elements
Develop 1st period EPSS for fall
2008-2009, implementing one of the
AGP options.
Timeline:
April 2008 Complete needs assessment and reviews with
staff
April/May 2008 Schedule and hold meetings to develop and
review preliminary EPSS plans
May 2008 Draft AGP/EPSS Plan to Board for Approval
June 14, 2008 Submit Draft AGP/ EPSS to Public Education
Department
R2 Schools Documentation
Review of EPSS Strategies
What did you do?
List the EPSS STRATEGIES and
INTERVENTIONS from the current EPSS.
Reading
Did it work?
Using the most recent
information available,
describe the
effectiveness of the
step. If appropriate,
include a discussion of
implementation
effectiveness as well.
How do you
know?
What
tools/data
were used (or
will be used)
to measure
effectiveness?
What would you do differently?
Will you continue this next year? (Yes/No)
What changes, if any, will you make next
year?
R2 schools have the opportunity to continue with their current
choices identified in the Alternative Governance Plan or to
modify those choices.
Schools that have been classed as Restructuring 2 for more than 2 years,
document the following:
• 
Results of Short cycle assessments in reading and/or math administered
quarterly or on a trimester basis for planning and monitoring instruction.
• 
Use of research based and results driven instructional strategies as well as
interventions based on demonstrated student needs.
• 
Proficiency data that shows growth greater than chance from year to year for
groups that do not achieve AYP by the conventional methods (AMO, safe
harbor and the NMPED AYP growth model).
• 
Documentation of intensive professional development based on documented
teacher needs to meet identified student needs for academic improvement.
• 
District Assurance that additional instructional time beyond core instruction
has been added for all students who are not proficient in reading or math as
measured by the NMSBA.
• 
Documentation that financial resources have been allocated
• to support successful implementation of the EPSS.
Next Steps for Spring 2008
• CA,R1, R2 schools: drafts
of 08-09 EPSS are due to
PSB by June 14
• R1 & R2 schools: (with an
Alternative Governance Plan)
EPSS may be done after
last PED team coaching
visit. Due by June 14th
• S1, S2 schools: EPSS may
be done with District or
Partner assistance – filed
with district
• Use EPSS Plan in your
Budget Review
For Rural Districts with
Waivers
(Non-Status Schools)
• Send in the District EPSS
• Reference Groups with Gaps such as
special education and free and
reduced lunch –if gaps exist
Student enrollment in district
is less than 600
For Districts with S1 &
S2 Status Schools
• District provides Technical Assistance
and Monitors Schools in
Status
• Sends or Gives data to PED (PSB) at
Semester Report
• File EPSS with PED (PSB)
Districts with CA, R1
or R2 Schools
• PED does Technical Assistance with
District
• Technical Assistance visits from PED
• District EPSS, with data submitted at
semester
• School EPSS, with data submitted on a
quarterly/trimester basis
Thank You!
•Questions?
•Evaluations
To contact us!
•
•
Dr. Sheila Hyde
–
–
Assistant Secretary, Quality Assurance
and Systems Integration
http://[email protected]
–
–
Director, Priority Schools
http://[email protected]
–
–
Educational Administrator
http://[email protected]
Dr. Beverly Johnson
•
Deneen Bair
•
Juanita Gonzalez
– Educational Administrator
•
http://[email protected]
Brenda Gray
–
–
Educational Administrator
http://[email protected]
•
Patricia Hackney
•
Zia Zaragoza
– Educational Administrator
–
–
Educational Administrator
http://[email protected]
–
http://[email protected]
–
–
Assistant Director, Priority Schools
http://[email protected]
–
–
Educational Administrator
http://[email protected]
–
–
Assistant Director Priority Schools
http://[email protected]
•
David Johnson
•
Kevin McQuade
•
Jed Stus