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Requirements for Focus Schools Contractors’ Meeting March 4, 2013 Presenter: Yvonne A. Holloman, Ph.D. Elementary and Secondary Education Act of 1965 (ESEA) Flexibility Waiver. Purpose of ESEA Flexibility. Flexibility Principles.

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Requirements for

Focus Schools

Contractors’ Meeting

March 4, 2013

Presenter: Yvonne A. Holloman, Ph.D.



Purpose of esea flexibility
Purpose of ESEA Flexibility Flexibility Waiver


Flexibility principles
Flexibility Principles Flexibility Waiver


Under the provisions of the Flexibility Waivertwo-year flexibility waiver granted by USED on June 29, ambitious but achievable annual measurable objectives (AMOs) have been set for student subgroups, including new “proficiency gap groups” comprising students who historically have had difficulty meeting the commonwealth’s achievement standards.


System of differentiated recognition accountability and support
System of Differentiated Recognition, Accountability, and Support

  • Gap Group 1

  • (unduplicated)

Students with Disabilities

English Language Learners

Economically Disadvantaged

Black students,

not of Hispanic origin*

Gap Group 2

Hispanic students,

of one or more races*

Gap Group 3

*to include students with disabilities, English language learners, and economically disadvantaged students


Reading benchmarks Supportwill be reset based on the performance of students during 2012-2013 on new reading SOL tests reflecting the increased rigor of the 2010 English standards.


Mathematics benchmarks Support are based on student achievement on the rigorous new Standards of Learning (SOL) tests introduced last year and are designed for the specific purpose of cutting in half the gap between Virginia’s lowest- and highest-performing schools.


What other individual subgroups must meet amos
What other individual subgroups must meet AMOs? Support

All Students

Gap Group 1

  • Students with Disabilities

  • English Language Learners

  • Economically Disadvantaged

Focus Schools

Gap Group 2

  • Black Students

Gap Group 3

  • Hispanic Students

Other Subgroups under Safeguard

Students with Disabilities

English Language Learners

Economically Disadvantaged

White

Asian


Focus schools
Focus Schools Support


Focus schools1
Focus Schools Support

  • States must identify ten percent of the state’s Title I schools as focus schools based on:

    • Low performance in one or more proficiency gap groups

    • Total: 72 schools


Methodology for proficiency gap group calculation
Methodology for Proficiency SupportGap Group Calculation

  • Virginia will rank order schools by proficiency gap points:

    • Calculate difference between the AMO target and each gap group’s performance in reading and mathematics to determine proficiency gap points

    • Sum the proficiency gap points in reading and mathematics (exclude any group that exceed or meet target)

    • Rank schools in order of the total number of average proficiency gap point

    • Identify 10 percent of Title I schools with the most gap points


Establishing proficiency gap group points
Establishing SupportProficiency Gap Group Points

*NI – Not Included because the gap group met or exceeded the subject area target


Establishing proficiency gap group points1
Establishing SupportProficiency Gap Group Points

Gap Group 1: NI

Gap Group 2: 10

Gap Group 3: 11

Sum Groups: 21

Divide by number of gaps: 21 / 2

Gap Points for Reading: 10.5


Schools with highest proficiency gap group points
Schools with Highest Proficiency Gap Group Points Support

21

GP

22

GP

23

GP

35

GP

35

GP

35

GP

35

GP

35

GP

35

GP

35

GP

35

GP

35

GP

35

GP

35

GP

35

GP

Identify from the list of schools ranked by proficiency gap points a number equal to 10 percent of the state’s total Title I schools = 72 Schools


Division Requirements Support

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

  • 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 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 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


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