Transcript Slide 1

ESEA Flexibility and its
Impact in Providence:
Community Informational
Meeting
Superintendent’s Office| November 2012
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© 2012 Providence Public School District
Welcome and Agenda
1. Welcome and Introductions
5 minutes
2. Introduction to the ESEA Waiver
5 minutes
3. RI’s New Accountability System
5 minutes
4. School Improvement Process
10 minutes
5. Q&A Period
20 minutes
6. School Breakout Sessions
45 minutes
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© 2012 Providence Public School District
Objectives
1
Introduce the ESEA waiver and Rhode Island’s new
accountability system.
2
Review the school improvement process for newly-identified
schools.
3
Highlight the opportunities that the ESEA waiver presents for
our students, our teachers, our schools, and our community.
4
Answer any questions about the ESEA waiver and its impact in
Providence.
5
Provide an opportunity for family and community members to
meet with school leadership teams.
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© 2012 Providence Public School District
Meeting Norms and Expectations
1
Stay focused on the topics under discussion.
2
Engage in each other’s thoughts, ideas, and opinions.
3
Assume the best intentions and seek clarifications when needed.
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Treat everyone with respect.
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Participate to the fullest of your ability and share your own experiences.
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Avoid interrupting one another.
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Keep all cell phones on silent and avoid using Smartphones.
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© 2012 Providence Public School District
Introduction and Overview
•
We are committed to preparing all students for success in
their chosen colleges and careers; however, we are falling
short of this goal
•
Rhode Island Department of Education has identified a
number of our schools as needing improvement
•
We must do things differently; the requirements in the
ESEA waiver will push our thinking and allow our district to
pursue new and innovative reform strategies
•
We are under a tight timeline from the State
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The district cannot do this work alone
•
We have the exciting opportunity to dramatically improve
student achievement in our most struggling schools
•
We must act now and prioritize our lowest-performing
schools; we cannot afford to wait
The Situation
The Challenge
The Opportunity
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© 2012 Providence Public School District
Part I: Introduction to the ESEA Waiver
Part II: RI’s New Accountability System
Part III: School Improvement Process
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© 2012 Providence Public School District
About the ESEA Waiver
• The Elementary and Secondary Education Act (ESEA) was enacted in
1965 to provide all students with equal access to a public education and
establish high standards and accountability.
• In 2001, Congress amended and reauthorized ESEA as the No Child Lead
Behind Act (NCLB). NCLB has been in place for over a decade; however,
it has some flaws.
• The U.S. Department of Education recently invited state education
agencies to request flexibility on behalf of their state, districts, and
schools. States could choose to submit an ESEA waiver in order to
pursue a state-developed plan to improve educational outcomes for all
students, close achievement gaps, increase equity, and improve the
quality of instruction.
• Rhode Island applied for and was granted this flexibility.
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© 2012 Providence Public School District
Impact on Providence and Our Schools
The ESEA waiver will impact our schools and our
community in a number of ways. Most notably, it:
•
Creates a new state-wide accountability
system to measure and promote success in
all schools
•
Identifies 14 schools in Providence as
needing significant and rapid improvement
•
Allows for greater flexibility tied to certain
funds so that we can more appropriately
respond to the needs of our schools
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© 2012 Providence Public School District
Part I: Introduction to the ESEA Waiver
Part II: RI’s New Accountability System
Part III: School Improvement Process
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© 2012 Providence Public School District
Changes in the Accountability System
Before:
• Schools had to reach a
state-level target
• All students were
expected to reach
proficiency by 2014
Now:
• Schools will be
accountable for schoolwide and subgroup
performance
• Schools will have schoolspecific targets
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© 2012 Providence Public School District
Annual Measurable Objectives
All schools will be expected to reduce by half the percentage of students
who are not proficient. The 2010-11 NECAP results serve as the baseline.
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90
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72.5
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60
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30
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School A
School B
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15
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School C
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0
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© 2012 Providence Public School District
Factors for School Identification
In order to identify schools in need of improvement under the ESEA waiver,
RIDE looked at combination of factors relative to other schools in the state.
• Percent proficient (all students and all subgroups)
• Percent by proficiency/distinction level
• Achievement gaps
• Growth over time
• HS graduation rates
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© 2012 Providence Public School District
School Classifications
Classification:
Description:
Commended
High-performing schools that show the strongest
patterns of performance across metrics
Leading
Strong achievement, small or no gaps in performance,
and/or improving achievement over time
Typical
Performance at or near the state average; pockets of
strengths and/or challenges
Warning
Somewhat low achievement in reading and math,
achievement gaps, and limited growth over time
Focus
Low achievement in reading and math, significant
achievement gaps, and little growth over time
Priority
Lowest achievement in reading and math; significant
achievement gaps, and little or no progress over time
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© 2012 Providence Public School District
Part I: Introduction to the ESEA Waiver
Part II: RI’s New Accountability System
Part III: School Improvement Process
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© 2012 Providence Public School District
School Classifications by Zone
Zone #1: Acceleration Zone
Zone #2: Advancement Zone
Zone #3: Innovation Zone
Alfred Lima, Sr. Elementary School
Anthony Carnevale Elementary School
Carl G. Lauro Elementary School
Asa Messer Elementary School
Central High School
Dr. Jorge Alvarez High School
Charles N. Fortes Elementary School
Classical High School
Feinstein at Sackett St Elem School
Feinstein at Broad St Elementary School
DelSesto Middle School
Gilbert Stuart Middle School
Frank D. Spaziano Elementary School
E-Cubed Academy
Hope Arts and IT High Schools
George J. West Elementary School
Esek Hopkins Middle School
Juanita Sanchez Educational Complex
Harry Kizirian Elementary School
King Elementary School
Mary E. Fogarty Elementary School
Leviton Dual Language School
Nathan Bishop Middle School
Mount Pleasant High School
Reservoir Avenue Elementary School
Nathaneal Greene Middle School
Pleasant View Elementary School
Veazie Street Elementary School
Providence Career & Technical Academy
Robert Bailey IV Elementary School
Webster Avenue Elementary School
Robert Kennedy Elementary School
Roger Williams Middle School
William D’Abate Elementary School
Vartan Gregorian Elementary School
Woods Young Elementary School
SIG Cohort 1 and 2 Schools
ESEA Waiver Priority Schools
ESEA Waiver Focus Schools
ESEA Waiver Warning Schools
© 2012 Providence Public School District
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Process Overview for Focus and Priority Schools
Priority
Schools
Focus
Schools
Stage 1:
Diagnostic,
Model/Strategy
Selection, and Planning
Stage 1:
Diagnostic,
Model/Strategy
Selection, and
Planning
Stage 2:
Implementation and
Progress Monitoring
(YRS 1-2)
Stage 2:
Implementation and
Progress Monitoring
(YR 1)
Stage 3:
Rising Priority
through Exit (YRS 3-5)
Stage 3:
Priority, Caution
(YRS 3-5)
Stage 3:
Rising Focus through
Exit (YRS 2-3)
Stage 3:
Focus, Caution
(YRS 2-3)
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© 2012 Providence Public School District
Strategies Required in ALL Schools
All schools district-wide must implement the following three strategies:
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School-wide transition to the Common Core State Standards
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Use of the data and instructional management systems
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Implementation of the educator evaluation system
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© 2012 Providence Public School District
Models Required for IDENTIFIED Schools
All identified schools must select and pursue one of three models:
Closure. District closes the identified school and enrolls the students who
attended that school in other public schools within the state that are higher
achieving.


Restart. District converts a school or closes it and reopens a new school
under new management.
Flex Model. The Flex Model requires districts to select a set of intervention
strategies from a RIDE-developed list of 28 research-based strategies.
Strategies must be: (1) coherent, (2) comprehensive, (3) responsive to the
results of the diagnostic screen, and (4) ambitious but achievable.
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© 2012 Providence Public School District
Interventions Required Under the FLEX Model
Under the Flex model, schools must select interventions from a menu of researchbased strategies. These strategies align with RIDE’s Basic Education Plan.
Leadership
Personnel supports
Infrastructure
Programmatic Content
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© 2012 Providence Public School District
Menu of Strategies under the FLEX Model
Leadership
Support
Infrastructure
Content
Intervention III Strategies: Priority schools select one from each area; Focus schools select two from areas of their choice
L-III.1: Removal of building principal and
replacement with a leader with
experience and/or training in turnaround
environments
L-III.2: Restructure building leadership
team to dramatically increase time
available for instructional leadership
L- III.3: Provide building administrators the
authority and autonomy to hire, manage
teacher placement, budget, and school
schedule
S-III.1: Require at least 30 hours of focused
professional development with a focus on
instructional strategies to support
students with disabilities and English
language learners
S-III.2: Hire building-level instructional
specialists to support educators to serve
English language learners, students with
disabilities, and other students at risk for
failure
S-III.3: Implement a system of peer
support and assistance to support the
needs of educators
I-III.1: Implement staff recommitment
process to substantially different working
conditions, including definition of school
hours, job assignment, and job duties
I-III.2: Dramatically increase common
planning time and implement a system for
its effective utilization, both horizontally
and vertically
C-III.1: Implement comprehensive
improvement of instructional approaches
for struggling students including focused
professional development and a system
for student progress monitoring
C-III.2: Review student course-taking
patterns and make substantial changes to
school schedule and student placement to
ensure access to rigorous academic core
I-III.3: Review and change student
enrollment and placement processes to
increase family engagement & improve
student outcomes
C-III.3: Implement a culturally competent
support system to improve safety, reduce
suspensions, increase attendance, and
support all students
Intervention II Strategies: Priority Schools and Focus schools select two strategies from areas of their choice
L-II.1. Evaluate the principal and connect
him or her with a mentor or appropriate
resources to ensure ability to lead the
school reform work
L-II.2: Evaluate, assess, and diagnose the
performance of the existing school
leadership team and take appropriate job
action
L-II.3: Contract with a vendor or partner
with a track record of success to support
the leadership team in school turnaround
L-II.4: Identify one leader to routinely
monitor the implementation and
effectiveness of the core
curriculum/instruction and services to
traditionally underserved students
L-II.5: Assign family/community outreach
to member of leadership team and hold
him/her accountable
© 2012 Providence Public School District
S- II.1: Implement a comprehensive dropout prevention and reentry program
I-II.1: Complete an external audit of the
use of school funds to guide staffing
decisions and implement findings
C-II.1: Increase advanced coursework
opportunities for students
S-II.2: Implement a comprehensive rampup program for students at-risk of failure
or subpopulations with the largest
achievement gaps
S-II.3: Implement culturally competent
family and community engagement
program focused on instruction and
academic performance
S-II.4. Hire full time parent/community
engagement specialist to implement
family and community engagement that is
systemic, sustained, and integrated with
school improvement
S-II.5: Establish flexible or expanded
learning opportunities with a focus on
students at risk for failure
I-II.2: Reallocate resources to increase
support for direct instruction of students
at risk for failure
C-II.2: Assign additional instructional
coaches or other core content focused,
job-embedded support for teachers
I-II.3: Develop and implement support
systems for student transition into
kindergarten and/or across break grades
C-II.3: Offer virtual education options for
both at-risk and advanced students
I-II.4: Establish a comprehensive system to
support struggling teachers with content
and pedagogy, especially teachers of
students with disabilities and English
Language Learners
I-II.5: Implement a culturally competent
tiered system of support focused on
student psycho-social health
C-II.4: Implement an instructional
monitoring system to ensure that the
curriculum is being fully implemented and
traditionally underserved students have
access to academic core
C-II.5: Increase student access to career,
technical, or credentialing programs
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Interventions Required under the Flex Model
Required in all schools
Warning Schools
Focus Schools
Priority Schools
School-wide transition to the CCSS
School-wide transition to the CCSS
School-wide transition to the CCSS
Use of the data and instructional
management systems
Use of the data and instructional
management systems
Use of the data and instructional
management systems
Implementation of the educator
evaluation system
Implementation of the educator
evaluation system
Implementation of the educator
evaluation system
Additional intervention strategy
Choice intervention III strategy
Leadership Intervention III strategy
Choice intervention III strategy
Support Intervention III strategy
Choice intervention II strategy
Infrastructure Intervention III strategy
Choice intervention II strategy
Content Intervention III strategy
Choice intervention II strategy
Choice intervention II strategy
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© 2012 Providence Public School District
ESEA Waiver Timeline
NOVEMBER 2012
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DECEMBER 2012
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JANUARY 2013
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November 8: Elementary school
diagnostic session
November 9: Secondary school
diagnostic session
November 15: Community
informational meeting
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November 29: Community
informational meeting
December: School planning meetings
January 11: Models and intervention
strategies due to RIDE
OCTOBER 2012
Community meetings
February 15: School plans due to RIDE
RIDE deadlines
School planning meetings
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© 2012 Providence Public School District
Ways to Get Involved
This is an opportunity for everyone in the school community to come together
to improve our schools and act with the best interest of our students in mind.
We cannot do this work alone; we truly value input and feedback from parents
and community members. Parents, staff, students, and community members
play an instrumental role in the improvement of our schools.
Family and community members are strongly encouraged to:
• Make sure that their children attend school and arrive on time
• Watch out for fliers and announcements regarding school planning
sessions
• Check PPSD’s website and submit questions/concerns/ideas
• Attend school planning meetings
• Participate on the school PTA
• Volunteer in schools
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© 2012 Providence Public School District
Q&A Period
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© 2012 Providence Public School District
School Breakout Sessions
School:
Classroom:
Robert Bailey IV Elementary School
Mary Fogarty Elementary School
Asa Messer Elementary School
Feinstein at Broad St. Elementary School
Frank Spaziano Elementary School
George West Elementary School
Harry Kizirian Elementary School
Martin Luther King Jr. Elementary School
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© 2012 Providence Public School District
School Breakout Sessions
School:
Classroom:
DelSesto Middle School
Esek Hopkins Middle School
Nathan Bishop Middle School
Central High School
Providence Career & Technical Academy
Hope High School
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© 2012 Providence Public School District