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Mission: School Improvement. West Virginia Department of Education Division of Educator Quality and System Support August 18, 2010. Agenda-August 18. Overview of WVDE goals for improving achievement in low performing schools State System of Support Processes and Timelines

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Mission: School Improvement

West Virginia Department of Education

Division of Educator Quality and System Support

August 18, 2010


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Agenda-August 18

  • Overview of WVDE goals for improving achievement in low performing schools

  • State System of Support Processes and Timelines

  • Instructional Practices Inventory

  • Data analysis


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WVDE School Improvement Goals

  • Goal 1: Build the capacity of the SEA and LEAs to drive transformative interventions in low-achieving schools

  • Goal 2: Strengthen teacher and leader effectiveness in low-achieving schools in order to improvethe quality of instruction

  • Goal 3: Develop comprehensive systems of support in low-achieving schools


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WVDE School Improvement Goals

Goal 1: Build the capacity of the SEA and LEAs to drive transformative interventions in low-achieving schools

  • Engage external supporting partners

  • Realign the current capacity of the state system of support structure

  • Build strong teams to support struggling schools

  • Design a Whole Child Early Warning System

  • Utilize an evaluator to design a tool to report formative assessments and an evaluation of the initiatives


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WVDE School Improvement Goals

Goal 2: Strengthen teacher and leader effectiveness in low-achieving schools in order to improvethe quality of instruction

  • Provide training and onsite support for the school improvement specialists

  • Organize school staff into PLCs

  • Provide professional development for school teams based on the High Quality Standards and the teacher and leadership standards


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WVDE School Improvement Goals

Goal 3: Develop comprehensive systems of support in low-achieving schools

  • Establish WVDE SSOS

  • Utilize a balanced assessment system

  • Provide a schoolwide system of differentiated supports for struggling students and students with disabilities

  • Establish school-based case management teams to identify non-academic issues for struggling students


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WVDE State System of Support

  • Requirements and MOU

  • Process for implementation of requirements

  • Identification and role of the WVDE Liaisons


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WVDE School Improvement ModelImplementation Chart


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WVDE School Improvement ModelImplementation Chart


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WVDE School Improvement Model Process for Implementation

  • Identify initiated/completed indicators

  • Prioritize indicators

  • Develop plan to complete indicators

  • Schedule regular county leadership team meetings


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Office of Organizational Effectiveness and Leadership

Title II and Title I

Liaisons to Tier 1 Schools

RESA Staff Development

RESA Special Education

RESA RTI Specialists

State School

Improvement Specialists

Title 1 School Liaisons

Transformation/School Improvement Specialists

School Leadership Teams

Tier 1 schools

Title I Tier 1 schools


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Roles: State School Improvement Specialists andWVDE Liaisons

  • Coordinate improvement activities in the school

  • Lead the SSOS diagnostic visit and complete and share the report with the district team and the school staff

  • Determine and coordinate the applicable progress determinants


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Roles: State School Improvement Specialists andWVDE Liaisons

  • Conduct monthly site visits

  • Discuss current data using DP-21 with local school improvement specialist and school leadership team

  • Review strategic plan action steps and professional development plans and revise, as needed

  • Conduct classroom observations using Instructional Practices Inventory (IPI) or High Quality Standards


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Roles: State School Improvement Specialists andWVDE Liaisons

  • Review results of applicable progress determinants with the school staff

  • Plan with district leadership team and the administrator for next visit

  • Complete and share a Technical Assistance Report

  • Prepare the monthly update for the SSOS

  • Assist the school in preparing for the annual presentation to the SSOS


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Roles: Local School Improvement Specialist

  • Communicate with the WVDE Liaison or State School Improvement Specialist

  • Work closely with school leadership and leadership team to examine data and determine strategy

  • Broker resources with relationship to focus

  • Build capacity through advisement, guidance and support


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Roles: Local School Improvement Specialist

  • Review strategic plan action steps and professional development plans and revise, as needed

  • Conduct classroom observations using Instructional Practices Inventory (IPI) or High Quality Standards

  • Keep weekly logs


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State System of Supporthttps://sites.google.com/a/wvde.k12.wv.us/wvde-school-system-of-support/

  • Webtop

  • Site for housing data, technical assistance and process documents


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DP21Data Portal 21


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What is DP-21?

  • Interactive data portal

  • Access to key indicators of success

  • Single location

  • Quick diagnosis for more detailed conversations around data

  • Localized data analysis


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Wild n’ Wonderful High

Charleston, WV 25305

You are logged in as John Smith

Data representative of menu selection…


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Wild n’ Wonderful High

Charleston, WV 25305

You are logged in as John Smith

October 2010

November 2010

December 2010


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Wild n’ Wonderful High

Charleston, WV 25305

You are logged in as John Smith


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Narrative Sample

Principal Phil Fake: 201008Aug 09, 2010

Teacher currently on staff is authorized to teach AP World History we will seek to guide students to work within the classroom before attempting AP exams to gain benefit of teacher guidance. Work with staff to see if a dedicated AP World History class can be offered. As regards AP Chemistry, we will need to provide a better screening process to insure students are sufficiently prepared for the curriculum.

Sally Pseudo: 201008Aug 09, 2010

Current student thinking is that the AP World History exam is rather easy relative to other exams and mostly requires committed reading. Past and current performance on this exam does not bear this out. All sixteen of the enrolled AP US History students elected to also take the AP World History. Fifteen of the sixteen did achieve the 3plus score and the remaining nineteen takers were in Honors History curriculum.

Bill Bogus: 201008Aug 09, 2010

Only 42% of the AP Chemistry exam takers were able to achieve a 3plus score. Teacher assessment of the enrolled students was that several of the students did not have sufficient mathematics preparation.


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Wild n’ Wonderful High

Charleston, WV 25305

You are logged in as John Smith


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Communication


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State System of Support

Accountability

  • Annual Report

  • 18-2e-5

  • WVBOE Report


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Next Steps:September 23, 2010IPI TrainingsWebtopWVEIS accessAcuityData Class


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September 23, 2010Agenda ItemsNetworking best practicesData Analysis: WESTEST 2/AcuitySystem of Support SiteData Portal


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October 18,19,20: School Teams Agenda Items Culture—Kent Petersen (Read, Assess, Shape)Culture Survey data and debriefing techniquesBeliefs and Values ProcessData Analysis: WESTEST 2 and AcuityIPI Introduction to process and use of dataDepth of KnowledgeSystem of Support SiteData Portal


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Concluding Thought

In order to succeed, you must know what you are doing, like what you are doing, and believe in what you are doing.

– Will Rogers


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