Transcript Building Capacity to Support High Quality Instruction Ryan Saxe, Title I Coordinator Office of Federal Programs.

Building Capacity to Support
High Quality Instruction
Ryan Saxe, Title I Coordinator
Office of Federal Programs

Well-designed curriculum, assessments and
instructional materials aligned to standards

High-quality instructional practice

Strong school leadership
-Tony Wagner, Change Leadership Group – Harvard
Graduate School of Education
12/6/2012
ESEA Flexibility
Principle 1
College and Career Ready Expectations for All Students
Principle 2
State-Developed Differentiated Recognition, Accountability, and
Support
Principle 3
Supporting Effective Instruction and Leadership
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Principle 1: College- and CareerReady Expectations for All
Students
Support Resources/Funding
Sources
1.A
-
1.B
1.C
Adopt college-and career-ready
standards
Transition to college- and careerready standards
Develop and administer annual,
statewide, aligned, high-quality
assessments that measure student
growth
Next Generation Standards PD Training
Common Core Resources PD Training
Employment of Academic
Software that assists in ongoing
formative assessments and
benchmarks
Principle 2: State-Developed Differentiated
Recognition, Accountability, and Support
Support Resources/Funding Sources
2.A
-
2.C
Develop and implement a State-based system of
differentiated recognition, accountability, and
support
Set ambitious but achievable annual measurable
objectives
Reward schools
2.D
Priority schools – Low Performing based on index
2.E
Focus schools – Low performing based on largest
gaps
Provide incentives and supports for other Title I
schools – Schools that still need support
Build SEA, LEA, and school capacity to improve
student learning
2.B
2.F
2.G
Principle 3: Supporting Effective Instruction
and Leadership
3.A
3.B
SPL
Next Generation Standards PD Training
Common Core Resources PD Training
TLI
Extended Day/Year Activities
Transition Activities
Parent Involvement
PLC(s)/Collaborative Teams
Students Setting Academic Goals
- Parent Involvement
- Academic Coach
- Administrative Coach
Support Resources/Funding Sources
Develop and adopt guidelines for local teacher and - Instructional Coaches
principal evaluation and support systems
- Improvement Specialist
Ensure LEAs implement teacher and principal
evaluation and support systems
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Participation
Rates
Annual
Measurable
Objectives
(Proficiency
Rates)
Attendance/
Graduation Rates
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Accountability Index Components
15.0%
32.5%
20.0%
Achievement
Growth
Gap
Att/Grad Rate
32.5%
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10%
Highly Effective
30%
100% Effective
Schools
Effective
Needs Improvement
35%
Targeted for
Support
15%
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Differentiated Recognition,
Accountability & Support
All Schools 2G
Reward
Schools:
2C
Other
Title I
Schools 2F
Priority
lowest
achieving
2D
Focus
Largest Gaps
2E
KEY IMPLICATIONS
• Shift from large number of schools annually NOT
making AYP to reduced number with ongoing targeted
support
• Redirecting federal funding to support school
improvement
• Stronger focus on LEAs responsibility for school
improvement
• Shift from “compliance-driven” to “outcome focused
technical assistance”
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2.C Reward Schools –
Meaningful recognition and rewards
Reward
Schools
• Both High Achieving and High Progress
• Proposed recognition:
– Public recognition
– Special professional development opportunities
– Representation on state-level stakeholder
committees
2.D Priority Schools –
Required to Identify a minimum of 18 Low Performing schools:
• ESEA funding flexibility
• 3 year school improvement process
• Research based state models (high quality standards, diagnostics,
leadership team support)
Priority
Federal Programs Resources and Suggestions:
SPL Implementation/Training  Next Generation Standards PD
Training  Common Core Resources PD Training  TLI
 Extended Day Activities – Title I  Transition Activities 
Parent Involvement – Title I PLC/s/Collaborative Teams – Title I,
Title II  Academic Coaches – Title I  Administrative Coaches Title I  Parent Involvement – Title I
lowest
achieving
2.E Focus Schools –
Required to Identify a minimum of 36
High GAP (struggling subgroups) schools:
•
•
•
•
School self-assessment/diagnostic
Revise strategic plan
ESEA funding flexibility
RESA TA teams focused on addressing GAPs
Federal Programs Resources and Suggestions:
SPL Implementation/Training  Next Generation Standards PD
Training  Common Core Resources PD Training  TLI
 Extended Day Activities – Title I Transition Activities – Title I
 Parent Involvement – Title I PLC/s/Collaborative Teams –
Title I, Title II  Strategic Plan Revision Title I Technical
Assistance
Focus
Largest
Gaps
2.F Other Struggling Title I Schools
No requirement to identify specific number:
• Alignment of School/District Strategic Plans & funding
resources to address low-performance
• Availability of technical assistance from SEA, Regional and
LEA levels
Federal Programs Resources and Suggestions:
SPL Implementation/Training  Next Generation Standards PD
Training  Common Core Resources PD Training  TLI
 Extended Day Activities – Title I Transition Activities – Title I
 Parent Involvement – Title I PLC/s/Collaborative Teams –
Title I, Title II  Strategic Plan Revision Title I Technical
Assistance
Other
Title I
Schools
2.G Build SEA, LEA & School Capacity to
Improve Student Learning in ALL schools
ALL Schools
•
•
Coordinated approach to Principles 1, 2, 3
Systemic capacity building
Federal Programs Resources and Suggestions:
Extended Day Activities – Title I  Parent Involvement – Title I  Strategic
Plan Revision SEA Technical Assistance  Academic Coach – Title I
Administrative Coach- Title I
Improve
Teacher Quality
School Based
Leadership
Principle 3
Support for
Personalized
Learning
Principle 2
Student
Achievement
Principle 2
Increase Parent &
Community
Involvement
College & Career
Ready Standards
Principle 1
Principle 2
Please note: This is not an official WVDE representation of the Flexibility Waiver.
12/6/2012
Expected
Behaviors
Thank You
Questions?
Ryan Saxe, Title I Coordinator
Office of Federal Programs
[email protected]
12/6/2012