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ESEA FLEXIBILITY REQUEST
BackgroundBackgroundHighlights of Principles 1 – 3Highlights of Principles 1 – 3
School IdentificationSchool IdentificationRequirements Requirements
Supports & ServicesSupports & Services
July 19, 2012Alan Burke, Deputy Superintendent, OSPI
Bob Harmon, Assistant Superintendent, OSPIAndy Kelly, Assistant Superintendent, OSPI
Sue Cohn, School Improvement Specialist, OSPI
ESEA Flexibility
• Audio is one-way only; all participants are in mute status.
• Please send questions to us via the Comments box. We will answer questions at our first available opportunity.
• PowerPoint presentation is available online at: http://www.k12.wa.us/ESEA/PublicNotice.aspx
WEBINAR ETIQUETTE REMINDER
2
ESEA Flexibility
• Share background for ESEA Flexibility Request
• Describe highlights of Principles 1, 2, and 3• Outline criteria used for each classification of schools identified through Principle 2
• Share requirements for identified schools and their districts and support/services OSPI will provide
• Outline timeline and next steps• Respond to questions
GOALS FOR WEBINAR
3
ESEA Flexibility
BACKGROUND FOR ESEA FLEXIBILITY REQUEST
4
ESEA Flexibility
WHY DID WASHINGTON STATE APPLY?This is the right decision for Washington State. Over 1176 schools and 113 districts across our state were identified as “in improvement” based on 2010-11 state assessments. And, by 2014, nearly every school and district would be identified as in improvement. So we know our current AYP system doesn’t work.
We need a new way to measure progress and provide resources to support our work. This request gives us the opportunity to set new annual learning targets and frees up to $58 million across our state to address the needs of struggling students and schools. It provides the flexibility Washington needs to ensure ALL students graduate with college- and career-ready skills.
Randy DornSuperintendent of Public Instruction
5
ESEA Flexibility
WHAT DOES ESEA FLEXIBILITY REQUIRE FROM STATES?
1. Ensure college- and career-ready expectations for all students (Common Core State Standards [CCSS] and Smarter Balanced Assessment Consortium [SBAC] in Washington)
2. Implement state-developed system of differentiated recognition, accountability, and support
3. Support effective instruction and leadership (Teacher and Principal Evaluation Project [TPEP] in Washington)
4. Reduce duplication and unnecessary burden on school districts by the State
6
ESEA Flexibility
WHAT DOES ESEA FLEXIBILITY PROVIDE FOR STATES?Highlights:1. Flexibility to determine new ambitious and achievable annual
targets for reading, mathematics, and graduation rates.2. Elimination of AYP determinations and associated sanctions for
schools in improvement, including 20% set-aside of Title I, Part A funds for Public School Choice and Supplemental Education Services and 10% set-aside for professional development for schools.
3. Elimination of associated sanctions for districts in improvement and the 10% set-aside for professional development for districts.
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ESEA Flexibility
HIGHLIGHTS FOR PRINCIPLES 1 & 3
• Principle 1: Ensure college- and career-ready expectations for All students
• Principle 3: Support effective instruction and leadership
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ESEA Flexibility
HIGH-QUALITY CURRICULUM AND ASSESSMENTS: A BALANCED SYSTEM
All students leave
high school
college and
career ready
All students leave
high school
college and
career ready
Teachers and schools
have information and tools
they need to improve teaching
and learning Interim assessments Flexible, open,
used for actionable feedback
Summative assessments
Benchmarked to college and career
readiness
Teacher resources for
formative assessment
practicesto improve instruction
Common Core State
Standards specify
K-12 expectations for college
and career
readiness
Common Core State
Standards specify
K-12 expectations for college
and career
readiness
9
ESEA Flexibility Package USED/OSPI
Principle 1: Ensure College- and Career-Ready Standards & Assessments for All Students - Highlights
10
ESEA Flexibility
PRINCIPLE 1: WEBINARS & RESOURCESOpportunities to Build Statewide Awareness:
Opportunities and ResourcesOSPI CCSS 2011-12 & 2012-13 Quarterly Webinar Series-District/Building Leaders (System Focus)-Mathematics-English language arts
http://www.k12.wa.us/CoreStandards/UpdatesEvents.aspx#Webinar WA Comparisons and 3-Year Content Transition Plans
Resources for Regional/Local CCSS Awareness Activities-Hunt Institute CCSS Videos-College Board Leadership Webinar Series-Parent Guides to the CCSS, National PTA-Overview PowerPoint presentations
http://www.k12.wa.us/CoreStandards/default.aspx 11
ESEA Flexibility
PRINCIPLE 1: WEBINARS & RESOURCESOpportunities to Build Statewide Capacity:
Opportunities and ResourcesCCSS Professional Learning Opportunities – Digging Deeper-Offered through all 9 ESDs-Will also be offered in 2012-13
http://www.k12.wa.us/CoreStandards/UpdatesEvents.aspx
CCSS District Implementation Network Pilot Project Grantee Workshops-Workshops will be replicated regionally during 2012-13
http://www.k12.wa.us/CoreStandards/DistrictProject.aspx
Summer and Fall 2012 Statewide Conferences
Support for Identifying Quality Instructional Material and Resources-Achieve 20+ State Consortia -Access to and application of existing and emerging rubrics as connect to CCSS
Access to Examples of Quality Demonstrations of Instruction-Videos and resources from other states/organizations
12
ESEA Flexibility Package USED/OSPI
Principle 3: Support Effective Instruction and Leadership - Highlights
13
ESEA Flexibility
More information will be posted on OSPI website.
PRINCIPLE 3: WEBINARS
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Webinar #1 • Topic: Evaluation System Orientation - Instructional and Leadership Frameworks
• Thursday, August 23 from 1:30-3:30pm
Webinar #2• Topic: Student Growth - Summative Methodology
• Thursday, August 30 from 1:30-3:30pm
ESEA Flexibility
UNPACKING PRINCIPLE 2
• Principle 2: Implement state-developed system of differentiated recognition, accountability, and support.
15
ESEA Flexibility
STATES MUST:
• Set ambitious, but achievable, Annual Measurable Objectives (AMOs)
• Identify:– Reward schools: Provide incentives and recognition
for high-progress and highest performing Title I schools– Priority schools: Identify lowest-performing schools
and implement interventions aligned with the turnaround principles
– Focus schools: Identify and implement meaningful interventions (i.e., turnaround principles) in schools with the lowest performing subgroups
– Emerging schools: Identify other low-performing Title I schools and provide incentives and support
• Build state, district, and school capacity16
ESEA Flexibility
STATE UNIFORM BAR GOALS UNDER OLD NCLB REQUIREMENTS
17
ESEA Flexibility
Set Ambitious but Achievable Annual Measurable Objectives (AMOs)
NEW Annual Measurable Objectives (Targets): Cut Proficiency Gap by Half by 2017
Sample High School - 10th Grade Reading
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ESEA Flexibility
ACCOUNTABILITY EVOLUTION WITH ESEA REQUEST
ESEA Request Accountability System
Used to identify Reward, Priority, Focus, and Emerging schools
Washington State’s New Accountability System
Used to identify Reward, Priority, Focus, and Emerging schools for Title I and non-Title I schools
School Improvement
•Uses AYP calculations to identify schools and districts in a step of improvement (Title I)
•Uses PLA Methodology based on AYP calculations to generate list of Persistently Lowest Achieving Schools (PLAs)
SBE/OSPI Achievement Index
Used to identify Award Schools
AYP Determinations•Sanctions for schools and districts “in improvement”•Set-asides required for Public School Choice and Supplemental Education Services
Up to 2011-12Up to 2011-12 2012-13 and 2013-14
2012-13 and 2013-14
2014-15 and beyond
2014-15 and beyond
AMO Calculations•Annual targets intended to close proficiency gaps by half by 2017; uses 2011 as baseline and adds equal annual increments (1/6 of proficiency gap) to get to 2017 target; each subgroup, school, district, and state have unique annual targets.•Calculations reported on Report Card•No AYP sanctions based on identification of schools and districts “in improvement”•Requires districts to set aside up to 20% for Priority, Focus, and Emerging Schools
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ESEA Flexibility
CRITERIA USED TO IDENTIFY SCHOOLS
20
ESEA Flexibility
REWARD SCHOOLS
* The school cannot have significant gaps among subgroups, which means the school is not on the list of Focus Schools or the list of Emerging Schools.
21
Category DescriptionHIGHEST
PERFORMING TITLE I SCHOOLS*
•Title I schools only•Met AYP in all students group and/or in all subgroups for 3 years in both R and M; highest performing at each level over 3 years
HIGH-PROGRESS
TITLE I SCHOOLS*
•N = up to 92 (10%) Title I schools showing greatest improvement and performance in R/M or graduation rates over 3 years•Ratio of current performance to improvement is 1:1
ESEA Flexibility
PRIORITY, FOCUS, & EMERGING SCHOOLS
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Category
Description
PRIORITY
• Lowest performing in all students group over 3 years
• N = at least 46 (5%) schools; includes 27 SIGs • Remaining 19 chosen using PLA methodology
for R/M (Title I schools) and grad rates < 60% (Title I and Title I-eligible secondary schools that graduate students)
FOCUS
• Lowest performing subgroups over 3 years• N = 92 (10%) Title I schools only• Uses PLA methodology for R/M and grad rates
< 60%• Identified from bottom of ranked list of all
subgroups• School could be identified for multiple
subgroups
EMERGING
• N = 138 • Includes next 5% up from bottom of Priority
Schools list (46 schools) and next 10% up from bottom of Focus Schools list (92 schools)
ESEA Flexibility
Priority: Based on “All
Students” Performance
PRIORITY, FOCUS, AND EMERGING SCHOOLS
Lowest 5% (N=46)
Lowest 10% (N = 92)
Next 10% (N=92)
Next 5% (N=46)
Emerging: Next 5% of Priority and
10% of FocusTotal N =
138
Focus: Based on
“Subgroup” Performance
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ESEA Flexibility
REQUIREMENTS FOR SCHOOLS IDENTIFIED AS
PRIORITY, FOCUS, OR EMERGING
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ESEA Flexibility
REQUIREMENT FOR PRIORITY SCHOOLS
Implement SIP aligned with Turnaround
Principles/meaningful interventions that address the unique needs of the school and its students
and informed by Needs Assessment
25
ESEA Flexibility
PRIORITY, FOCUS, AND EMERGING SCHOOLS
26
RequirementPriori
tyFocus
Emerging
Engage in Needs Assessment or NA (Sept – Oct)
√ √ √
Develop SIP using findings from NA; use OSPI’s 8-step process and on-line planning tool; submit plan for review and feedback (Oct – Nov)
√* √* √**
Implement SIP aligned with Turnaround Principles
√ √***
Implement SIP aligned with meaningful interventions that match unique needs of school and subgroups
√ √ √
Engage in PD aligned with turnaround model and/or meaningful interventions
√ √ √
Develop 90-day benchmark plans to monitor progress
√ √ √
District: Set-aside up to 20% of Title I, Part A funds; ensure school(s) implements SIP as designed; build capacity to sustain
√ √ √
*Use findings from external Needs Assessment (NA)**Use findings from internal Needs Assessment (NA)***If Emerging School is identified from Priority Schools list
ESEA Flexibility
• Provide strong leadership by:– Reviewing the performance of the current principal and
replacing if necessary; and – Providing the principal with operational flexibility (e.g.,
budget, staffing).
• Ensure that teachers are effective and able to improve instruction by: – Reviewing the quality of all staff and retain only those
who are determined to be effective and have the ability to be successful in the turnaround effort;
– Preventing ineffective teachers from transferring to these schools (e.g., through MOUs); and
– Providing job-embedded, ongoing professional development (e.g., coaching).
IMPLEMENT TURNAROUND PRINCIPLES
27
ESEA Flexibility
• Redesign the day or school year to provide additional time for student learning (e.g., double-dose in mathematics) and teacher collaboration (e.g., grade-level or content-area PLCs).
• Ensure instructional program is research-based, rigorous, and aligned with standards in order to meet the academic needs of all students (e.g., the school implements a tiered system of instruction and support such as RTI or similar system aligned with CCSS).
• Use data to inform instruction and for continuous improvement (e.g., benchmark assessments) and provide time for collaboration on the use of data.
• Improve school safety and discipline and other non-academic factors, such as students’ social, emotional, and health needs (e.g., implement PBIS or similar system).
• Provide ongoing mechanisms for family and community engagement.
IMPLEMENT TURNAROUND PRINCIPLES (CONT.)
28
ESEA Flexibility Package USED/OSPI
REQUIREMENT FOR FOCUS SCHOOLS
Implement SIP aligned with meaningful interventions
that address the unique needs of the school and its students
and informed by Needs Assessment
29
ESEA Flexibility
Strategic actions may include the following:• Implementation of the Turnaround Principles• Implement tiered intervention system that is research-
based, rigorous, and aligned with standards (e.g., Response to Intervention or similar system aligned with CCSS, SIOP, GLAD, Positive Behavioral Interventions and Supports to improve school safety and discipline and other non-academic factors, such as students’ social, emotional, and health needs ).
• Use data to inform instruction and for continuous improvement (e.g., benchmark assessments) and provide time for collaboration on the use of data.
• Implement college/career readiness programs (e.g., AVID, GEAR-UP!)
IMPLEMENT MEANINGFUL INTERVENTIONS
30
ESEA Flexibility
REQUIREMENT FOR EMERGING SCHOOLS:
Implement SIP informed by Needs Assessment.
*Schools from Priority List must implement Turnaround Principles
*Schools from Focus List must implement
meaningful interventions aligned with unique needs of school and students
31
ESEA Flexibility
Schools identified for Priority or Focus status based on their mathematics and reading (combined) performance must meet all three of the following criteria:•Priority: Increase performance in reading and mathematics in the all students groups and all subgroups so that for 3 consecutive years, the school (a) meets or exceeds its AMOs, (b) has at least a 95% participation rate for each group, and (c) is no longer in the bottom 5% of the state’s Priority list;•Focus: Increase performance in reading and mathematics in the identified subgroup(s) so that for 3 consecutive years, the school (a) meets or exceeds its AMOs, (b) has at least a 95% participation rate for each group, and (c) is no longer in the bottom 10% of the state’s Focus list;•Decrease the percentage of students scoring at Level 1 or Level 2 on state assessments in reading and mathematics over a 3-year period. The percentage shall be comparable to the improvement that the top 30% of Title I schools make statewide for the same three-year period; and•The school is determined by the Superintendent of Public Instruction to have made sufficient progress on the new accountability system.
HOW WE MEASURE SUCCESS: EXIT CRITERIA
32
ESEA Flexibility
Secondary schools that graduate students and are identified for Priority or Focus status based on their graduation rates must meet all three of the following criteria:•Priority: Increase graduation rates in the all students groups and for all subgroups so that for 3 consecutive years, the school (a) meets or exceeds its AMOs and (b) is no longer in the bottom 5% of the state’s Priority list; •Focus: Increase graduation rates in the identified subgroup(s) so that for 3 consecutive years, the school (a) meets or exceeds its AMOs and (b) is no longer in the bottom 10% of the state’s Focus list; •Decrease the percentage of students who drop out of school over a three-year period. The percentage shall be comparable to the improvement that the top 30% of secondary schools that graduate students make statewide for the same 3-year period; and•The school is determined by the Superintendent of Public Instruction to have made sufficient progress on the new accountability system.
HOW WE MEASURE SUCCESS (CONT.)
33
ESEA Flexibility
In addition, prior to removing any school from Priority or Focus status, OSPI will review evidence submitted by the district around the goals on its redesign plan to ensure district has capacity and that conditions are in place at both the district and school levels to sustain that improvement.
HOW WE MEASURE SUCCESS (CONT.)
34
ESEA Flexibility
SUPPORTS AND SERVICES
35
ESEA Flexibility
PRIORITY, FOCUS, AND EMERGING SCHOOLS
36
Supports and ServicesPrior
ityFocus Emerging
Student and School Success Coach – Leadership Coaching, Technical Assistance, and Progress Monitoring (Differentiated)
√ √ √
Needs Assessment √ √Support to
conduct using web-based tools
Data Packages √* √**
Review of SIP by OSPI √ √ √
Access to OSPI and ESD PD and services √ √ √
Minimal iGrants to support engagement in PD and services √ √
Access to “Mentor Schools” (Reward Schools, MERIT Schools with similar demographics)
√ √ √
Additional funding for small schools/districts √ √
*Generated with support of Student & School Support Coach and external partners before Needs Assessment**Generated with support of Student & School Support Coach as part of Needs Assessment process
ESEA Flexibility Package USED/OSPI
STUDENT & SCHOOL SUCCESS
37
ESEA Flexibility
TIMELINE AND NEXT STEPS
38
ESEA Flexibility
TIMELINEMonth Activities
July - Aug
ED approval of ESEA Request; districts/schools notified; webinars for Superintendents and Principals; webinar for district leaders and Title I/fiscal administrators
July - Aug
Priority and Focus: Liaisons contact schools; iGrants submitted, reviewed, and approved; services in August and September determined
Aug – Sept
Priority and Focus: Engage in PD, Networks
Aug – Sept
Priority, Focus, and Emerging: Planning for Needs Assessments
Sept – Oct
Priority and Focus: External Needs AssessmentEmerging Schools: Internal Needs Assessment
Oct – Nov
Priority, Focus, and Emerging: SIPs completedPriority, Focus, and Emerging: SIPs submitted to OSPI for feedback and review
Oct – June
Priority, Focus, and Emerging: SIPs implemented as designed in schools/districts; 90-benchmark plans developed to guide actions and monitor progress
Aug – June
Priority and Focus: Technical assistance, review of 90-day benchmark plans, and progress monitoring with liaisons
39
ESEA Flexibility
NEXT 90 DAYS: Districts and Schools
40
Month Activities
August 1 ESEA Webinar (repeat of this webinar), 2:00 – 3:30
August 1 - 24
Superintendents and Principals notified regarding Student and School Success Coach assigned to their Priority, Focus, or Emerging School; Coaches make contact with Superintendent and Principal
August 1 – September 15
Data collected in priority, Focus, and Emerging Schools with support of Coach; data also collected in Priority Schools by CEE and BERC
By August 10
iGrants posted
August 17 Needs Assessments scheduled in Priority and Focus Schools
August 23 TPEP Webinar #1: Evaluation System Orientation – Instructional and Leadership Frameworks, 1:30 – 3:30
August 30 TPEP Webinar #2: Student Growth – Summative Methodology, 1:30 – 3:30
By September 14
Superintendents and Principals notify school community of school’s designation as a Reward, Priority, Focus, or Emerging School and process to improve the school’s performance
September - October
Conduct Needs Assessment; develop SIP based on Needs Assessment; submit to OSPI for review
ESEA Flexibility
QUESTIONS?
For information, please contact:Andrew Kelly, Assistant Superintendent
[email protected](360) 725-4960
THANK YOU FOR YOUR PARTICIPATION!
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