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Requirements for Cohort I Focus Schools 2013-2014 August 12 and 13, 2013 PowerPoint Presentation
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Requirements for Cohort I Focus Schools 2013-2014 August 12 and 13, 2013

Requirements for Cohort I Focus Schools 2013-2014 August 12 and 13, 2013

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Requirements for Cohort I Focus Schools 2013-2014 August 12 and 13, 2013

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  1. Requirements for Cohort I Focus Schools 2013-2014 August 12 and 13, 2013 Yvonne A. Holloman, Ph.D. Associate Director Office of School Improvement Virginia Department of Education

  2. Elementary and Secondary Education Act of 1965 (ESEA) Flexibility Waiver

  3. Purpose of ESEA Flexibility

  4. Flexibility Principles

  5. 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

  6. System of Differentiated Recognition, Accountability, and Support Lowest performing 5% of Title I schools in the “All Students” group are identified as Priority Schools – 36 schools All Students Lowest performing 10% of Title I schools in Proficiency Gap Group performance are identified as Focus Schools – 72 schools Gap Group 1 • Students with Disabilities • English Language Learners • Economically Disadvantaged Gap Group 2 • Black Students Gap Group 3 • Hispanic Students Other Subgroups under Safeguard Title I and non-Title I schools that did not meet an annual measurable objective are required to develop an improvement plan Students with Disabilities English Language Learners Economically Disadvantaged White Asian

  7. Focus School Requirements

  8. All requirements for focus schools and the associated division leadership teams are included in the 2013 Checklist available on the OSI Web page and the Indistar ®Dashboard.

  9. Division Requirements 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 Utilizethe 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 • Convenea division leadership team including representatives of: • Title I • Instruction • Special education • English language learners • Principals of each focus school • Meetas 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 • Participatein quarterly meetings with focus schools to review data and make decisions about needed technical assistance • Modifydivision improvement plan on a quarterly basis based on data analysis

  10. Parental Notification A-16.    What is the role of parents and the broader community in developing a request for, and then implementing, ESEA flexibility? An SEA developing a request for ESEA flexibility must meaningfully engage and solicit input from teachers and their representatives, as well as diverse stakeholders, such as students, parents, community-based organizations, civil rights organizations, organizations representing students with disabilities and English Learners, business organizations, and Indian tribes (see D-2).  An SEA must also consult with its Committee of Practitioners, which includes parents, regarding the information set forth in its request (see D-3).  If the SEA’s request for flexibility is granted, an LEA with one or more priority schools must seek input from families and the community in selecting the meaningful interventions aligned with the turnaround principles that will be implemented in these schools.  Additionally, an LEA’s interventions in priority schools must include ongoing mechanisms for family and community engagement (see C-37).  Under ESEA flexibility, parents will continue to receive information on their children’s progress in meeting State academic achievement standards as well as their school’s success in helping all students meet those standards.  Parents will know whether their children’s schools are succeeding, by being identified as reward schools, or falling short, by being identified as priority or focus schools.  When schools fall short, parents can be assured that school leaders will adopt strategies focused on school needs and targeted towards the students most at risk. 

  11. 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

  12. 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 school. • Using the results of the needs assessment, the division team will be tasked with developing, implementing, and monitoring the division improvement plan using the Center on Innovations in Learning (CIL) 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

  13. Needs Assessment • 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 • Format:ESEA Flexibility Waiver Progress Monitoring Report for Focus Schools

  14. Needs Assessment Results • During the summer of 2013, division liaisons conducted meetings with division leadership teams to complete the ESEA Flexibility Waiver Progress Monitoring Report for Focus Schoolsto determine whether the requirements were implemented with fidelity. The results of this report coupled with the Spring 2013 Standards of Learning Assessment results will determine the level of support needed for the 2013-2014 school year. • Level 1: Minimal (1-2 days per month*)– The division • leadershipteam and its schools require very little support • in addition to the monthly meetings. • Level 2: Moderate (2-3 days per month*)– 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 (4-5 days per month*)– The division leadership team and its schools require intensive on-site support from the division liaison and the DTAT. • * These days are in addition to the monthly division leadership team meetings.

  15. PROCEDURES FOR COMPENSATING OFFICE OF SCHOOL IMPROVEMENT CONTRACTORS The division superintendent, division contact person, and school principal will receive an e-mail regarding the assigned Virginia Department of Education contractor. The amount of the compensation for the 2013-14 school year is determined by the number of Focus Schools in the division. Each division with identified Focus Schools will be assigned a division liaison to facilitate division strategies to support school(s) in developing interventions for students who are at risk of not passing state assessment in reading/and/or mathematics including students with disabilities and English Language Learners (ELL). 8/6/2013 15

  16. The VDOE CONTRACTOR WILL: • Conduct a needs sensing interview with the division leadership team to gather baseline data to determine the level of support needed from the SEA; • Provide leadership and teacher professional development focused on what evidence to look for when observing classrooms; coaching for literacy and mathematics; effective modeling practices; planning based on classroom observations; research‐based intervention practices; and, response to intervention; • Provide implementation support and coaching throughout the year for principals and teachers; • Model effective practices and provide guided practice until practices are in place independently of the contractor; • Provide modeling to principals in providing feedback to teachers, and provide guided practice to principals until the principal is able to exhibit practices independently; • Build the division’s capacity to support low‐performing schools and increase student achievement; • Meet at least quarterly with VDOE staff to share common issues across the state and discuss strategies for addressing emerging issues in the field; and • Submit a quarterly audit report to document a school division’s compliance with the ESEA Flexibility Waiver requirements for focus schools. 8/6/2013 16

  17. The division contact person will use the local educational agency’s (LEA) procedure to secure an approved purchase order for the total amount of the compensation for the contractor, and will send to the following supplier: • UNIVERSITY INSTRUCTORS, INC. • PO Box 3074 Staunton VA 24402 • Phone: 540-324-4256 Fax: 800-276-0305 • Contact: Gail Newlen Vendor TIN: • The approved purchase order must include the words OFFICE OF SCHOOL IMPROVEMENT – AMM on the document for identification purposes. The approved purchase order should be sent to University Instructors and copied to Annette Monroe-Martin at Annette.Monroe-Martin@doe.virginia.gov by September 16, 2013. • A Scope of Services will be sent to the LEA contact and University Instructors by Annette Monroe-Martin to indicate the number of hours and the tasks assigned to contractor(s). • University Instructors will send a copy of the Scope of Services to the contractor(s). This will serve as notification that the contractor(s) may begin working in the local educational agency. • All contractors have been registered with University Instructors and have been cleared to work. • At the end of each pay period University Instructors will send an invoice to the school division for payment. This invoice will include the date, hours and purpose of the contractor’s work. • All questions related to these procedures should be referred to Annette Monroe-Martin at • 804-241-2677 or 804-225-3641 . 8/6/2013 17

  18. All focus schools will be required to administer a VDOE-approvedadaptive reading assessment to students. This form is available on the focus school’s Indistar® Dashboard

  19. All focus schools are required to utilize a VDOE-approved Data Query System to monitor the achievement of students receiving Tier 2 and 3 interventions. This form is available on the focus school’s Indistar® Dashboard

  20. Student Report Card Grades in reading and mathematics • Benchmark/Formative Assessment results • Student Attendance • Student Discipline • Data related to the Tier 2 or Tier 3 interventions provided to the student The data provide a holistic view of the student

  21. On a quarterly basis, spreadsheets containing the required data points must be uploaded into the focus school’s Indistar® filing cabinet.

  22. Sample Spreadsheet Third Grade Students Receiving Tier 2 interventions in Reading (Gap Group 1) – Roaring Reader Program

  23. Sample Spreadsheet Fifth Grade Students Receiving Tier 2 interventions in Reading (Gap Group 1) – Small Group Instruction with Teacher

  24. Sample Spreadsheet Fourth Grade Students Receiving Tier 3 interventions in Math (Gap Group 1) – Individualized Instruction with Teacher

  25. Effective use of data is a critical component of the continuous improvement cycle. Division School Data + Discussions + Decisions = Continuous Improvement Planning Data Data

  26. All focus schools with grades 5 or higher will be required to administer the Algebra Readiness Diagnostic Test (ARDT) to students at risk of failure in mathematics. http://www.doe.virginia.gov/instruction/mathematics/middle/algebra_readiness/diagnostic_test/index.shtml

  27. The new ARDT is currently still in the 2012-2013 Administration.  The2013-2014 Administration will begin on August 26, 2013.  On or close to August 19, 2013, ARDT division coordinators will receive specific information related to ARDT and live training via Webinar for new users that will occur early in September. • Transition from the current (2012-2013) to the next (2013-2014) ARDT Administration • The current administration of the ARDT will transition to the next administration on August 26, 2013.  • NOTE:No ARDT testing will be available between August 17-25, 2013. • New allocations of testing units will be transferred to school divisions at the time of switchover • between the current and next administration.  Allocations will be roughly the same as in February • 2013. • Unused testing units that were purchased by school divisions will be carried over to the 2013-2014 • administration. • Audio Versions of ARDT • The contractor, Pearson, is currently working on the development of audio versions of the ARDT.  The audio versions will be available in the late fall of the 2013-2014 ARDT Administration. • Focus and Priority Schools • All focus schools and priority schools with grade 5 or higher will be required to use the Algebra • Readiness Diagnostic Test (ARDT) provided by VDOE. • This Web-based application employs a computer adaptive testing engine to help determine student • proficiency in mathematics. It will be required for students who failed the SOL assessment in the • previous year, students with disabilities, and English language learners. • For the purposes of elementary focus and elementary priority schools, the division may use a • computer adaptive assessment from a vendor on the approved list of growth measure vendors rather • than the ARDT.  This list can be found at: • http://www.doe.virginia.gov/school_finance/procurement/student_growth_assessments/index.shtml

  28. The results of the Algebra Readiness Diagnostic Test (ARDT) should be recorded on the Algebra Readiness Diagnostic Test (ARDT) Reporting Form posted on the Indistar® Dashboard. This form is available on the focus school’s Indistar® Dashboard

  29. School Improvement Planning Requirements for School- and Division-level Leadership Teams

  30. Focus schools are required to revise their improvement plans including tasks associated with the targeted intervention indicators (TA01, TA02, and TA03).

  31. Focus schools are required to include a total of five indicators, including the targeted intervention indicators, in their improvement plans. By October 1, 2013, tasks associated with indicators TA01, TA02, and TA03 should be revised. The additional indicators may also be revised or discontinued.

  32. Revising an Improvement Plan – Focus Schools Step 1:Review the student performance data from the previous year (i.e., 2013 SOL scores, Spring PALS data). Emphasize information regarding the performance of students who received Tier 2 and 3 interventions during the 2012-2013 school year as well as the proficiency gap group(s) causing the school to be identified as a focus school during the previous and current year, if applicable. Step 2:Review the tasks associated with the required indicators (TA01, TA02, and TA03) and determine the success based on the student performance data (i.e., students meeting the PALS Spring benchmark, students passing the SOL assessments in reading and mathematics). Repeat this process with the additional two indicators selected. Step 3:Update or develop new tasks associated with the indicators. The school leadership team may opt to discontinue working with the two additional indicators selected during the previous year, and select two new indicators. Note: The division leadership team will update the division’s improvement plan based on the updated focus school(s) improvement plan(s).

  33. Options for Updating Improvement Plans Option B Option A The school leadership team may enter comments regarding their efforts to implement the task (including related data) and indicate that it will be discontinued. This may be accomplished by returning to the “Monitor School Plan” component of the Main Menu. A new task will need to be created. The school leadership team may revise the task by adding additional information. This may be accomplished by returning to the “Create School Plan” component of the Main Menu.

  34. Option A: Add additional information to an existing task by revisiting the Create School Plan component. Select the task, and edit the information. Save your work.

  35. Option B: Revisit the Monitor School Plan component. Enter comments regarding efforts to implement the task (including related data) and indicate that it will be discontinued.

  36. Process for Monitoring Improvement Plans

  37. What should be included in status comments for each task? • Monthly/Quarterly dates indicating when • individual tasks were monitored. The • frequency is dependent upon the frequency- • level entered when the task was developed. • A description of what occurred when the • individual tasks were implemented. • A description of the next steps for the • school/division leadership team.

  38. Procedures for Entering and Responding to Coaching Comments

  39. Coaching Comments Coaching Comments Make it Easy and Automatic for Teams to Communicate with their Coaches

  40. Coaching Comments Begin here to enter comments

  41. Coaching Comments are meant to be specific comments and/or suggestions in relation to an indicator or area of leadership team planning (i.e., team meetings, forms, updates).

  42. Procedures for Entering Coaching Comments for a School or Division Team Step 1: The designated coach will review the school/division improvement plan, and enter detailed comments about the areas of strength (“glows”). Examples: • Your improvement team did a great job developing a school-specific matrix for identifying students at each tier. This will ensure consistency throughout the building. I am looking forward to our upcoming meeting to discuss students who have been identified for Tier 2 and 3 interventions in reading. • I have reviewed the status comments for tasks associated with indicator TA03. It appears that the Student Intervention Team process is quite successful based on the movement of 15% of your students from a Tier 3 intervention level to a Tier 2 intervention level in reading.

  43. Procedures for Entering Coaching Comments for a School or Division Team Step 2: The designated school/division coach will ask probing questions about the series of tasks or status comments. Examples: • How is your division leadership team planning to provide support to Happy Town ES regarding implementation of extended planning time for each grade-level? This task was recently added to their school improvement plan. Have you considered the possibility of adding a task to the division’s improvement plan regarding this? • Based on the low attendance at the Happy Hills After-School Tutorial Program as reported in your status comments for task 3 (TA02), what alternatives have your team members discussed? Would you like to add this as an agenda item for next week’s meeting?

  44. Procedures for Entering Coaching Comments for a School or Division Team Step 3: The designated school/division coach will include detailed information about areas for improvement (“grows”). Examples: • During the quarterly data review meetings with schools, it would be helpful to have a copy of the division’s improvement plan available. This will assist your division team with ensuring that tasks are evaluated and revised based on student performance data. • While reviewing the school improvement plan tasks for indicator TA02, I noted that tasks associated with interventions for students only included references to programs. Your team may want to consider adding a task regarding professional development for teachers to assist them with providing Tier 2 interventions. This will build their capacity.

  45. Procedures for Entering Coaching Comments for a School or Division Team Step 4: The designated school/division coach willsuggest next steps for the improvement team to complete. Examples: • Prior to our upcoming meeting, please review with your staff members the status of tasks for indicator IF08. Based on the monitoring comments, there appears to be a need for additional professional development regarding use of virtual manipulatives. You may enter comments relative to the discussion into the monitoring component of your plan. Jane Doe is scheduled to join us for the meeting in an effort to provide additional math support to your teachers. • It appears that your improvement team has completed all tasks associated with indicator IA13. Please revisit the “Create Division Plan” component and determine whether the description entered under “How will it look when fully implemented?” accurately describes the current state of implementation.

  46. Sample Coaching Comments entered into Indistar®, and the school leadership team’s replies.

  47. The test of a good coach is that when they leave, others will carry on successfully. Author Unknown

  48. A series of instructional videos regarding use of the Indistar® Web-based planning tool have been posted at: http://www.doe.virginia.gov/support/school_improvement/indistar/index.shtml . Worksheets for each video as well as an Indistar® User Guide will also be posted at this location.  The videos are generic in nature so any school using the tool may view them. 

  49. Technical Assistance for Focus Schools

  50. During the 2013-2014 school year, school and/or division leadership teams may participate in School Improvement Support Session (SISS) webinars. • These voluntary sessions will focus on the basic • components of the Indistar® Web-based planning tool and • improvement planning processes. • Participants will have an opportunity ask questions and • receive technical assistance. • All sessions will begin at 10:00 a.m. • Dates: • September 26, 2013 (This is a new date) • October 17, 2013 • November 21, 2013 • January 16, 2014 • February 20, 2014 • March 20, 2014