Components of School Improvement in New Mexico Superintendent’s Meeting September 26, 2007

1. Components of School Improvement in New MexicoSuperintendent’s MeetingSeptember 26, 2007 Dr. Karen Kay Harvey Assistant Secretary for Quality Assurance and Systems Integration Dr. Beverly Johnson Director, Priority Schools Bureau New Mexico Public Education Department

2. Session Goals Provide opportunities to: • Be informed of the requirements of NCLB for districts and PED • Be informed of the mandates and support • Receive the revised School Improvement Framework • Ask questions regarding the new processes

3. NCLBProvisions • Delineates long term goal of proficiency in reading and math for each and every student • Delineates accountability measures and consequences based on student achievement that all systems must take to reach that goal • Schools, • Districts and • State Public Education

4. All Levels have specific responsibilities • PED Monitors Districts • Districts Monitor Schools • Schools MonitorClasses

5. NCLB Improvement Provisions Each level (system) is responsible for providing • Annual Review of School Progress (using a common standards based assessment) • Implementing sanctions (NCLB Designations and PED Mandates in SIF) when goals are not met • Developing a School Improvement Plan • Providing Technical Assistance

6. NCLB Requirements of Districts to Schools in Improvement • Technical Assistance • Data Analysis • Identification and Implementation of Strategies • Budget Analysis 2. Comprehensive Needs Assessment • Develop a School Plan for Improvement (EPSS)

7. School Improvement Plan ( EPSS) must include….. • Scientifically based instructional strategies • Addresses core academic subjects of reading and math • Establishes annual goals and measures for each group of students • Extends the school year or day • Incorporates high quality professional development • Incorporates a teacher mentoring program

8. District Requirements continued….. 4.Conduct Peer Review of the EPSS Prior to Approval • Conditional Approval can be instituted and implement corrective measures • New curriculum • Significantly decreasing school-level management authority • Changing the internal organization of the school

9. District Requirements continued…. 6. Parent notification for all schools with a designation • What the identification means; • Reason for the school being identified for improvement; • An explanation of how parents can be involved; • Choice & Supplemental Services (SES)

10. District Requirements continued...SI-I & II Schools Notification to Parents for Schools in School Improvement I and II • Option to transfer to another public school that is making AYP in the district ( Choice) • LEA provide names of approved SES providers of services in the LEA (Tutoring) SI-II

11. District Requirements continued...CA Schools For Schools in Corrective Action: • LEA takes greater control of the school’s management and decision making • Choice • SES • All staff receive professional development that is scientifically based • Institute a new curriculum • Extend the length of the day or year • Replace the staff deemed relevant to not making AYP • Significantly decrease the management authority of the school; • Restructure the internal organization of the school • Appoint one or more outside experts to assist

12. District Responsibilities continued…R I & R II Schools • Districts must make major changes in the school operation that includes: • Intensive interventions designed to revamp the operation and governance of the school • Institute a 2 part process- one year of planning and finally implementation during the 7th year of not meeting AYP • Involve stakeholders in planning for the Alternative Governance of the school • Districts must notify parents and teachers about the Restructuring efforts and obtain involvement

13. State Involvement with Restructuring Plans • States are responsible for monitoring the implementation of the District efforts for Restructuring Plans • Assignment of State support team • Collect and review plans and progress reports • Withhold funds

14. NCLB State Requirements for District Improvement Plans and Status • The State must identify for improvement any District that has not made AYP for two consecutive years • New Mexico Districts are just entering year 2 of school improvement • 34 Districts in SI-II status

15. Components of the Plan • Address the fundamental teaching and learning needs of the students not achieving • Define specific measurable goals and targets for each student in the subgroup • Incorporate strategies grounded in scientifically based research to strengthen instruction in the core. • Provide extended learning time during the day, summer, etc. • Provide high-quality professional development focused on improved instruction • Include a determination of why the previous plan did not bring about increased student achievement • Include strategies to promote effective parental involvement

16. Requirements of the Plan • Specify the fiscal responsibility of the School District (LEA) • Detail the technical assistance that the SEA will provide §1116(c)(7)(A); § 200.52 • Develop or revise the plan, no later than 3 months after identification §1116(c)(7)(A); § 200.52

17. ImplementationTimeline • Implement the Improvement Plan no later than the beginning of the school year following the assessments that resulted in the LEA being identified for improvement.

18. Funding for the Plan • Reserve 10% of Title I, Part A funds for high-quality professional development

19. SEA Responsibility: LEA Improvement Status • Provide Technical Support as Needed • Identify the school district for Corrective Action if they believe the district is not making adequate progress based on the plan

20. Delaying Corrective Action • SEA can delay Corrective Action if the LEA makes AYP for 1 year • State must notify the public when identifying the LEA for Corrective Action

21. Corrective Action Requirements • SEA Must: • Provide Technical Assistance • Take at least one of the following actions: • Defer Programmatic funds or reduce administrative funds • Institute and fully implement a new curriculum and professional development • Replace LEA personnel • Remove individual schools from the jurisdiction of the LEA and arrange for governance and supervision • Appoint a trustee to administer the LEA in place of the supt. and school board; or • Abolish and restructure the LEA

22. The Situation in 2006-07 Corrective Action & Restructuring 98 247 School Improvement 84 No designation, but missed AYP 372 No designation

23. The Situation for 2007-08 Corrective Action & Restructuring 198 155 School Improvement 100 No designation, but missed AYP 305 No designation

24. Comprehensive Approach to School Improvement Align all systems and processes to focus on school improvement. Build a sustainable capacity for high-quality leadership in districts and schools. Different levels of monitoring and support for schools according to NCLB status. Share responsibility with districts for monitoring and supporting their schools. Focus and intensifysupport by drawing on a wide variety of partners.

26. The EPSS Process

27. The EPSS Process

28. Scaffolded Mandates and Responsibilities

29. Shared Responsibility: State PED Involvement Increases with NCLB Status Provided by State PED and partners 196 200 Provided by District and partners; individual reports to State PED 100 Provided by District and partners; summary report to State PED 305 Self-monitored: Core Educational Expectations

30. Schools Must Focus on Making AYP Every Year • School conducts internal needs assessment, including data analysis and identification of gaps and target groups • District/School Improvement Plan • Aligned programs, short-cycle assessments, professional development, and curriculum • District involvement in alignment and monitoring of plan 100 schools missed AYP for the first time

31. New requirements are triggered when a school is in School Improvement status. • District conducts an External Needs Assessment and develops a Technical Assistance Plan • Common curriculum • Systems check: evaluating system for effectiveness • Analysis of performance data • EPSS (with action plan) submitted to the district must include: • Focused professional development for teachers and principal • Required interventions for students/subgroups not at proficiency • Aligned programs, short-cycle assessments, professional development and curriculum • Alignment of budget to EPSS goals. • Regular progress reporting to district; district reports progress to state. 200 schools will be designated “School Improvement” schools

32. For Corrective Action and Restructuring schools, PED involvement becomes much more intense, focused and directive. • State Technical Assistance Team conducts an external needs assessment, and the district/school conducts an internal self assessment. • Common curriculum • Analysis of performance data • Systems check: evaluate system for effectiveness • Education Plan for Student Success (with action plan) submitted to state PED must include • Aligned programs, short-cycle assessments, professional development, and curriculum • Required interventions for students/subgroups not at proficiency • Required modifications for school/district operations • Required professional development for superintendent, principal, and teachers • Quarterly progress reports • Quarterly Tech Assistance Team visits • Alignment of budget to EPSS goals 196 schools in Corrective Action, Restructuring, or Alternative Governance.

33. Alternative Governance Plan

34. Focused and Intensive Support from a Variety of Partners Technical Assistance • Technical Assistance Teams • Regional Quality Centers • Regional Education Cooperatives • Education Partners 196 Coaching Professional Development 200

35. Consultants for CA Schools • Consultants trained in a systems approach • Visit Schools • Write a report and review with leadership team

36. Technical Assistance Teams Composition: Lead From Priority Schools Bureau PED Educational Administrator Education Partner, REC, OEA, vendor coaches Process: Visit 3 times per year to monitor data, plan, and progress Work with CA schools in the district to identify areas of need Work to reallocate budgets to meet the needs identified in the data

37. School Improvement Framework Revised for 2007-2008 Key Changes: • Revised to eliminate repetition of concepts • Focuses on Plan, Do, Study, Act (PDSA) • Mandates for interventions for students not proficient in reading and/or math • No recommendations on class size based on lack of research in this area

38. The Process is Focused on . . . • Data • Quality Instruction • Assessment • Interventions • Professional Development

39. It is of no use saying, ‘We are doing our best’. We have to succeed in doing what is necessary. -Winston Churchill New Mexico is doing what is “necessary” for ALL STUDENTS based on data sources.

40. Questions and Answers • Q: How does the PED determine a NCLB designation for a new school configuration? • A: PED has a new process as of August 1, 2007

42. Questions?

43. Contacts • Dr. Karen K. Harvey 827-6517 karenk.harvey@state.nm.us • Dr. Beverly A. Johnson Director of Priority Schools 827-6420 beverly.johnson@state.nm.us