Transcript Document

Providing Support to
Focus and Tier III Schools
Division Leadership Support Team Meeting
The College of William and Mary
September 24, 2012
1
How do we
provide support to
focus and Tier III
schools?
Let’s begin with the ESEA flexibility waiver
2
Purpose of ESEA Flexibility
ESEA scheduled
for
reauthorization in
2007
Flexibility offered to
promote reform and
respond to state
concerns
Congress failed
to reauthorize
Disproportionate
percentage of
schools misidentified
as underperforming
3
Flexibility Principles
College- and career-ready standards and
assessments
Differentiated supports and
interventions for underperforming
schools
Teacher and principal evaluation systems
4
System of Differentiated Recognition,
Accountability, and Support
Gap Group 1
(unduplicated)
Students with Disabilities
English Language Learners
Economically Disadvantaged
Gap Group 2
Black students,
not of Hispanic origin*
Gap Group 3
Hispanic students,
of one or more races*
*to include students with disabilities, English language learners, and
economically disadvantaged students
5
For accountability purposes, 10% of Virginia’s Title I schools with one or
more proficiency gap groups not meeting performance expectations in
reading and mathematics will be considered for inclusion in the focus school
category.
All Students
Gap Group 2
Students with Disabilities
English Language Learners
Economically Disadvantaged
Black Students
Gap Group 3
Hispanic Students
Focus Schools
Gap Group 1
Other Subgroups under Safeguard
Students with Disabilities
English Language Learners
Economically Disadvantaged
White
Asian
6
Tier III Schools
Fiscal Year (FY) 2009 School Improvement Grants, authorized under Section
1003(g) of Title I of the Elementary and Secondary Education Act of 1965 (ESEA),
are grants for use by local school divisions in Title I schools in Title I School
Improvement identified as the persistently lowest-achieving schools and/or Title I
eligible schools identified as the persistently lowest-achieving schools. Under the
initial United States Department of Education (USED) requirements published in
December 2009, states were required to identify Title I schools according to the
following tiers:
• Tier I - Title I schools in Title I School Improvement that were among the lowestachieving five percent.
• Tier II - Title I eligible secondary schools that were defined as persistently lowestachieving.
• Tier III - Title I schools in Title I School Improvement in Years 2-7 that were not in
Tier I.
7/20/2015
7
Requirements for Divisions with
Focus and/or Tier III Schools
7/20/2015
8
Division Requirements
•
•
•
•
•
•
Collaborate with an external VDOE contractor
and participate in a needs sensing interview
Convene a division leadership team including
representatives of:
– Title I
– Instruction
– Special education
– English language learners
– Principals of each focus/Tier III school
Meet as a division leadership team on a monthly
basis
Develop, implement, and monitor a division
improvement plan that is aligned with the needs
of each focus/Tier III school
Participate in quarterly meetings with focus
schools to review data and make decisions
about needed technical assistance
Modify division improvement plan on a
quarterly basis based on data analysis
School Requirements
•
•
•
•
•
•
•
Convene a school leadership team including a
member of the division leadership team
Utilize a VDOE-approved adaptive reading
assessment program to determine student
growth at least quarterly
Utilize the Algebra Readiness Diagnostic Test
(ARDT) provided by the VDOE (required only for
focus schools with grade 5 or higher)
Develop, implement, and monitor a school
improvement plan
Develop an intervention strategy for all students
who have failed an SOL assessment or failed to
meet the Fall PALS benchmark
Regularly analyze a variety of data points to
make strategic, data-driven decisions, and
implement the needed interventions for
identified students
Modify school improvement plan on a quarterly
basis based on data analysis
9
Question-of-the-Day
Why is the division
critical to the
improvement of its
focus and Tier III
schools?
Think - Pair - Share
10
The division is the point of entry for school improvement.
 Use short-term infusion of resources
 Establish long-term, division-based capacity for quality
Planting the Seed for Building Division Capacity
in Virginia’s Lowest Performing Schools
In 2007, 30 schools representing 17 school divisions were
sanctioned under state accreditation requirements and received a
rating of Conditionally Accredited in lieu of having their accreditation
denied.
Conditions:
• Schools were assigned auditors who monitored
improvement efforts on a monthly basis.
• Division improvement teams participated in
webinars and developed division improvement plans
based on the CII district improvement indicators
from the Handbook on Restructuring and
Substantial School Improvement. This project was a
collaborative effort among CII, the Appalachia Regional
Comprehensive Center (ARCC), and the Virginia
Foundation for Educational Leadership (VFEL).
In 2008, 20 of the 30 original Conditionally Accredited schools
earned full accreditation. Three additional schools received ratings
of Conditionally Accredited – a total of 13 new and returning
schools.
Shifting Accountability
Student
Practitioner
System
(School Division)
Question-of-the-Day
Why is the division
critical to the
improvement of its
focus schools?
Answer:
The division is responsible for
creating conditions to help
low-performing schools improve.
14
Multidimensional Model of Capacity Building
The multidimensional model provides a framework for addressing
critical dimensions which impact an organization’s ability to build
capacity for improvement (Harsh, 2010).
Type
Outcome
Stage
Level
Vision for Building Capacity
(What is the vision? What is the desired outcome/order of change?)
1st Order Change
(Developmental)
2nd Order Change
(Transitional)
3rd Order Change
(Transformational)
Focus on one process;
planned or unplanned;
changing a practice or
procedure
Moving from existing state
to a different desired state;
planned; changing a large
sub-system
Re-culture the organization; a
change that affects the entire
organization
The VDOE Vision for Building Capacity:
To create a system of division-level support for low-performing
schools.
Desired outcome/ order of change:
2nd Order Change (Transitional)
Virginia Department of Education
Division Improvement Initiative:
2nd Order Change
(Transitional)
Types of
Capacity
Human
Material
Organizational
Structural
Intellectual
proficiency and will
Fiscal resources,
materials, and
equipment
Interaction,
collaboration, and
communication
Policies, procedures,
and practices
Stages of
Capacity
Exploration
Emerging
Full
Implementation
Sustainability
Levels of
Capacity
Information
Skills
Structures
Processes
Information and
knowledge about
the targeted change
Skills needed to
implement the
targeted change
Structures that will
incorporate the new
knowledge and give
individuals a
framework to use
the new skills
Refined procedures
that will
operationalize the
information, skills,
and structures that
undergird the
initiative
Theory of Action
• Statement of the “ideal” based on a review of
the research
• Helps people within an organization to clarify
their beliefs
• Guides and drives the work of the organization
After a theory of action has been developed, an
operational framework is created to identify the current
state, developmental levels, and expectations.
VDOE Theory of Action for Division Improvement
Effective school divisions demonstrate the ability to continuously improve, adhere to a
vision, maximize student learning, provide strong leadership, offer high quality
instruction, and conduct relevant professional development.
• The school division leadership team cultivates a culture of capacity-building and
continuous improvement. (Continuous Improvement)
• The school division consistently adheres to a vision that drives strategic planning and
subsequent actions. (Strategic Planning)
• The school board and superintendent intentionally organize the division to maximize
student learning. (System Organization)
• Leaders are proactive and intentional, and allocate resources to achieve the vision.
Leaders model systemic thinking by communicating and making transparent
decisions. (Leadership)
• Leaders continuously align curriculum, instruction, and assessment. Leaders
implement and monitor differentiated, research-based instruction, and services
provided to meet diverse student needs. (Curriculum, Instructional Practices, and
Services)
• The school division provides and assesses the effectiveness of professional
development that is needs-based and job-embedded. (Professional Development)
• Evidence‐based, tiered support programming is provided to students; multiple
sources of data, gathered from regular and intentional student progress monitoring,
are used to develop programming that includes a continuum of support options for
students. (Student Support Systems)
VDOE Second-Order Change Map
Purpose:
• To operationalize the change initiative.
• To provide a roadmap for where VDOE wants to go.
– What does the VDOE want the schools/divisions to achieve?
• To provide a tool to determine progress, diagnose any breakdowns in
progress, identify intersection points for technical assistance (coaching
cadre).
• To specify the developmental steps and expectations needed to reach
the desired state (LEA/School).
Components:
• Elements
• Sub Elements
• Stages of Implementation
• Desired State
Various stakeholders collaborated with the OSI to develop
a second-order transitional change map based on the
theory of action.
Let’s explore the VDOE Second-Order Transitional Change Map!
Assignment #1
• Review and discuss the assigned change map
elements and sub-elements with members of your
group.
• Identify the type of information (artifacts) that a division
team should have available during their needs sensing
interview to demonstrate they are functioning at the
“Full Implementation” stage of implementation.
The VDOE Change Map will be used by
division liaisons to conduct a needs
sensing interview with division
leadership teams.
The purpose of a needs sensing
interview is to take the organization’s
“pulse” and use the information to
diagnose needs:
• What is the vision? How will the organization
“look” in six months?
• Is the organization seeking a first-, second-, or
third-order change?
• What type of capacity (human, material,
organizational, or structural) is needed?
• What is the organization’s stage of capacity
(exploration, emerging implementation, full
implementation, or sustainability)?
• What is the organization’s level of capacity
(information, skills, structures, and
processes)?
Division Liaisons
Liaisons (contractors) are a team of highly skilled
educators trained and assigned to work with division
teams to support schools. These contractors provide
guidance regarding the division’s improvement efforts..
Activities that the VDOE division liaisons will coordinate
include :
• Conducting instructional walkthroughs
• Modeling teacher practices
• Modeling data analysis
• Assisting with the development and monitoring of
division and school improvement plans
• Recommending outside differentiated technical
assistance provided by OSI
25
Needs Sensing Interview
• Timeframe: Between October 2012 and
November 2012
• Facilitator: Division Liaison
• Participants: Members of the division
leadership team
– Title I Director
– Director of Instruction
– Director of Special Education
– Director of English Language Learner
(ELL) Education
– Principals of each focus/Tier III
school
Needs Sensing Interviews
Division liaisons will conduct needs sensing
interviews with division leadership teams to
determine the level of support that would be
provided by the Office of School Improvement:
• Level 1: Minimal – The division leadership
team and its schools require very little support in
addition to the monthly meetings.
• Level 2: Moderate – The division leadership team
and its schools require support from the division
liaison on a frequent basis which may include
assistance from the differentiated technical
assistance team (DTAT).
• Level 3: Intensive – The division leadership team
and its schools require intensive on-site support
from the division liaison and the DTAT.
Level 3
Level 2
Level 1
27
School-level
Needs Sensing Interview
Following the division-level needs sensing interview, the division leadership
team will complete a similar process using a School Change Map with the
following schools:
• Focus schools
• Tier III schools
• Schools rated Accredited with Warning
The completed needs sensing interview results will be submitted to the
assigned division liaison and the Office of School Improvement by the end
of the first marking period.
Information gleaned from the school-level needs sensing interview will be used to
provide differentiated technical assistance to the school. In addition, the
information will be used to plan the academic review visit for schools rated
Accredited with Warning.
7/20/2015
28
Differentiated Technical
Assistance Team
In an effort to assist the division liaisons and division leadership teams with
providing technical assistance, the Office of School Improvement has
created a Differentiated Technical Assistance Team (DTAT) .
The DTAT provides technical assistance to schools via webinars and/or onsite training. Topics include:
• Instructional preparation
• Instructional delivery
Information gleaned from
• Formative assessment
the webinars and/or on-site
• Differentiated instruction
visits is used to modify the
• Student engagement
schools’ Indistar
• Leadership
improvement plans.
• Scheduling
• Co-teaching/Inclusive Practices
Division liaisons and focus schools may submit a Technical Assistance
Request Form to OSI.
Division Requirements
•
•
•
•
•
•
Collaborate with an external VDOE contractor
and participate in a needs sensing interview
Convene a division leadership team including
representatives of:
– Title I
– Instruction
– Special education
– English language learners
– Principals of each focus/Tier III school
Meet as a division leadership team on a
monthly basis
Develop, implement, and monitor a division
improvement plan that is aligned with the
needs of each focus/Tier III school
Participate in quarterly meetings with focus/Tier
III schools to review data and make decisions
about needed technical assistance
Modify division improvement plan on a
quarterly basis based on data analysis
School Requirements
•
•
•
•
•
•
•
Convene a school leadership team including a
member of the division leadership team
Utilize a VDOE-approved adaptive reading
assessment program to determine student
growth at least quarterly
Utilize the Algebra Readiness Diagnostic Test
(ARDT) provided by the VDOE (required only for
focus schools with grade 5 or higher)
Develop, implement, and monitor a school
improvement plan
Develop an intervention strategy for all students
who have failed an SOL assessment or failed to
meet the Fall PALS benchmark
Regularly analyze a variety of data points to
make strategic, data-driven decisions, and
implement the needed interventions for
identified students
Modify school improvement plan on a quarterly
basis based on data analysis
30
Division Leadership Team
Per the ESEA flexibility waiver provisions, the division will be required to convene a division
team comprised of administrators or other key staff representing Title I, instruction, special
education, English language learners, and principals representing each focus/Tier III school.
Using the results of the needs sensing interview, the division team will be tasked with
developing, implementing, and monitoring the division improvement plan using the Center on
Innovation and Improvement’s (CII) Web-based planning tool, Indistar®.
The Indistar® tool includes division-level indicators that are aligned with rapid improvement
school indicators. These research-based indicators will serve as the foundation for the support
needed to implement strategies to reduce proficiency gaps and create full division-level
sustainability for reform efforts. Each division will select indicators based on their specific needs.
The division liaison will work with the division team to select the most appropriate indicators from
the following categories:
• Setting ambitious targets for improvement
• Tracking data over time
• Stressing resource reallocation
• Engaging parents and the wider community
• Intervening in low-performing schools
7/20/2015
31
What should be included in the division’s improvement plan?
Strategies and action steps to create conditions for the
Focus/Tier III schools to be successful with improving student
achievement.
7/20/2015
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Related
The division’s improvement plan must include, at a minimum,
Uniform
strategies aligned with the following required indicators for
Performance
each focus/Tier III school:
Standards for
Teachers
TA01
The school uses an identification process (including ongoing conversations with
instructional leadership teams and data points to be used) for all students at risk of
failing or in need of targeted interventions.
1, 4, 6
TA02
The school uses a tiered, differentiated intervention process to assign researchbased interventions aligned with the individual needs of identified students (the
process includes a description of how interventions are selected and assigned to
students as well as the frequency and duration of interventions for Tier 2 and Tier 3
students).
1, 2, 4
TA03
The school uses a monitoring process (including a multidisciplinary team that meets
regularly to review student intervention outcome data and identifies “triggers” and
next steps for unsuccessful interventions) for targeted intervention students to
ensure fidelity and effectiveness.
1, 2, 4, 6, 7
Assignment #2
• Review the list of district improvement indicators with
your group.
• Align the appropriate division-level indicators with the
three targeted intervention indicators. Include your
responses on the graphic organizer.
• Identify examples of strategies that a division team
could include in their plan to support the three targeted
intervention indicators.
Division and school teams will develop improvement plans using the
Indistar® Web-based planning tool. The first training session is
scheduled for September 27, 2012.
Log-in Page for Indistar®
www.indistar.org
Division Requirements
•
•
•
•
•
•
Collaborate with an external VDOE contractor
and participate in a needs sensing interview
Convene a division leadership team including
representatives of:
– Title I
– Instruction
– Special education
– English language learners
– Principals of each focus/Tier III school
Meet as a division leadership team on a monthly
basis
Develop, implement, and monitor a division
improvement plan that is aligned with the needs
of each focus/Tier III school
Participate in quarterly meetings with
focus/Tier III schools to review data and make
decisions about needed technical assistance
Modify division improvement plan on a
quarterly basis based on data analysis
School Requirements
•
•
•
•
•
•
•
Convene a school leadership team including a
member of the division leadership team
Utilize a VDOE-approved adaptive reading
assessment program to determine student
growth at least quarterly
Utilize the Algebra Readiness Diagnostic Test
(ARDT) provided by the VDOE (required only for
focus schools with grade 5 or higher)
Develop, implement, and monitor a school
improvement plan
Develop an intervention strategy for all students
who have failed an SOL assessment or failed to
meet the Fall PALS benchmark
Regularly analyze a variety of data points to
make strategic, data-driven decisions, and
implement the needed interventions for
identified students
Modify school improvement plan on a quarterly
basis based on data analysis
36
On a quarterly basis, school and division leadership teams will meet to review a
variety of data points to determine whether their improvement plan strategies were
successful in improving student achievement. This information will be used to
make decisions about subsequent steps, including needed revisions to
improvement plans..
Data
+
Discussions
+
Decisions
=
Continuous
Improvement
Examples of data to be reviewed:
• Student attendance
• Teacher attendance
• Reading and mathematics grades
• Student discipline reports
• Student transfer data
• VDOE-approved adaptive reading
assessment program data
• Student intervention participation
and results by intervention type
What types of
monitoring will occur
to ensure compliance
with the ESEA
flexibility waiver?
7/20/2015
38
Groups to be
Monitored
Focus School
Tier III School
School Division
State
7/20/2015
Type of Monitoring
Monitoring Agent
• Monthly review of school improvement plan
Division leadership
and completion of the quarterly rubric
team
• Monthly attendance at school leadership team
meetings and review of meeting agendas and
minutes
• Quarterly review of data and intervention results
• Instructional walkthroughs
• Monthly review of division improvement plan
VDOE via the
• Quarterly audit report to division superintendent division liaison
and VDOE
• Desk monitoring of LEA requirements and VDOE
monitoring of LEAs (i.e. improvement plans,
forms posted on the Indistar Dashboard)
• Progress checks
• On-site monitoring
U.S. Department of
Education
39
Thank you. You’ve been a great audience.
For technical assistance please contact:
Dr. Yvonne A. Holloman at 804-225-2064 or
[email protected]