ESEA Flexibility Webinar_ An Overview - Office of Superintendent of

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ESEA Flexibility Webinar_ An Overview - Office of Superintendent of Powered By Docstoc
					ESEA FLEXIBILITY REQUEST

                Background
        Highlights of Principles 1 – 3
           School Identification
               Requirements
           Supports & Services

                   July 19, 2012
    Alan Burke, Deputy Superintendent, OSPI
   Bob Harmon, Assistant Superintendent, OSPI
    Andy Kelly, Assistant Superintendent, OSPI
  Sue Cohn, School Improvement Specialist, OSPI
ESEA Flexibility




WEBINAR ETIQUETTE REMINDER

   • 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



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ESEA Flexibility



GOALS FOR WEBINAR
• 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
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ESEA Flexibility




                 BACKGROUND FOR
              ESEA FLEXIBILITY REQUEST




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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 Dorn
                                                                      5
                               Superintendent of Public Instruction
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

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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
                                                  Summative
  Common                                        assessments
                                               Benchmarked to                                     All
Core State                                    college and career
                                                                                              students
                                                   readiness
 Standards                                                                                      leave
   specify                                  Teachers and
                                            schools have                                         high
    K-12
                                          information and                                      school
expectation
    s for
                                           tools they need                                     college
                                             to improve                                          and
college and                                 teaching and
   career                                                                                      career
                                               learning
 readiness                                                                                      ready
                     Teacher resources for
                    formative assessment                            Interim assessments
                           practices                               Flexible, open, used for
                     to improve instruction                          actionable feedback


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 ESEA Flexibility Package                           USED/OSPI

Principle 1: Ensure College- and Career-Ready Standards & Assessments for
                          All Students - Highlights




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ESEA Flexibility


 PRINCIPLE 1: WEBINARS & RESOURCES
Opportunities to Build Statewide Awareness :
                       Opportunities and Resources
 OSPI 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
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ESEA Flexibility



PRINCIPLE 1: WEBINARS & RESOURCES
Opportunities to Build Statewide Capacity :
                         Opportunities and Resources
CCSS 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
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ESEA Flexibility Package                             USED/OSPI

  Principle 3: Support Effective Instruction and Leadership - Highlights




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ESEA Flexibility



 PRINCIPLE 3: WEBINARS

  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

More information will be posted on   OSPI website.
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ESEA Flexibility




                   UNPACKING PRINCIPLE 2
      • Principle 2: Implement state-
        developed system of differentiated
        recognition, accountability, and
        support.



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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 capacity
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ESEA Flexibility



STATE UNIFORM BAR GOALS UNDER OLD NCLB
REQUIREMENTS




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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
         Up to 2011-12
         Up to 2011-12                            2012-13 and 2013-14
                                                  2012-13 and 2013-14                                2014-15 and beyond
                                                                                                     2014-15 and beyond

 AYP Determinations                     AMO Calculations
 •Sanctions for schools and districts   •Annual targets intended to close proficiency gaps by half by 2017; uses 2011 as baseline and
 “in improvement”                       adds equal annual increments (1/6 of proficiency gap) to get to 2017 target; each subgroup,
 •Set-asides required for Public        school, district, and state have unique annual targets.
 School Choice and Supplemental         •Calculations reported on Report Card
 Education Services                     •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
                                         
 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
                                            ESEA Request Accountability                      Washington State’s New
 Schools (PLAs)
                                            System                                           Accountability System
                                            Used to identify Reward, Priority, Focus, and    Used to identify Reward, Priority, Focus,
                                            Emerging schools                                 and Emerging schools for Title I and non-
 SBE/OSPI Achievement
                                                                                             Title I schools
 Index
 Used to identify Award Schools



                                                                                                                                         19
ESEA Flexibility




                   CRITERIA USED TO
                   IDENTIFY SCHOOLS




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ESEA Flexibility




REWARD SCHOOLS

   Category                                Description
  HIGHEST          •Title I schools only
PERFORMING         •Met AYP in all students group and/or in all subgroups for 3
   TITLE I         years in both R and M; highest performing at each level over 3
 SCHOOLS*          years
     HIGH-         •N = up to 92 (10%) Title I schools showing greatest
   PROGRESS        improvement and performance in R/M or graduation rates
    TITLE I        over 3 years
   SCHOOLS*        •Ratio of current performance to improvement is 1:1
* 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.


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ESEA Flexibility


PRIORITY, FOCUS, & EMERGING SCHOOLS
Category                                    Description
                   • Lowest performing in all students group over 3 years
                   • N = at least 46 (5%) schools; includes 27 SIGs
PRIORITY           • 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)
                   •   Lowest performing subgroups over 3 years
                   •   N = 92 (10%) Title I schools only
 FOCUS             •   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
                   • N = 138
                   • Includes next 5% up from bottom of Priority Schools list (46
EMERGING
                     schools) and next 10% up from bottom of Focus Schools list
                     (92 schools)
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ESEA Flexibility



PRIORITY, FOCUS, AND EMERGING
SCHOOLS
                                         Focus:
                                       Based on
                                      “Subgroup”
                                      Performance              Emerging:
                                                               Next 5% of
                                                            Priority and 10%
               Priority: Based                                  of Focus
              on “All Students”                              Total N = 138
                Performance




                                      Next 10% (N=92)
                   Next 5% (N=46)
                                      Lowest 10% (N = 92)
                   Lowest 5% (N=46)
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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


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 ESEA Flexibility


PRIORITY, FOCUS, AND EMERGING SCHOOLS
                         Requirement                             Priority Focus 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)                                      26
***If Emerging School is identified from Priority Schools list
ESEA Flexibility




IMPLEMENT TURNAROUND PRINCIPLES
• 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).

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ESEA Flexibility




IMPLEMENT TURNAROUND PRINCIPLES (CONT.)
• 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.
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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



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ESEA Flexibility




IMPLEMENT MEANINGFUL INTERVENTIONS
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!)
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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


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ESEA Flexibility




HOW WE MEASURE SUCCESS: EXIT CRITERIA
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. 
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ESEA Flexibility




HOW WE MEASURE SUCCESS (CONT.)
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.




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ESEA Flexibility




  HOW WE MEASURE SUCCESS (CONT.)

  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.




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ESEA Flexibility




                   SUPPORTS AND SERVICES




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ESEA Flexibility


         PRIORITY, FOCUS, AND EMERGING SCHOOLS
                Supports and Services               Priority   Focus         Emerging
Student and School Success Coach – Leadership
Coaching, Technical Assistance, and Progress           √          √               √
Monitoring (Differentiated)
                                                                          Support to conduct
Needs Assessment                                       √          √      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                                                                                     36
ESEA Flexibility Package             USED/OSPI



                 STUDENT & SCHOOL SUCCESS




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ESEA Flexibility




               TIMELINE AND NEXT STEPS




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ESEA Flexibility


TIMELINE
 Month             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 Assessment
                   Emerging Schools: Internal Needs Assessment
 Oct – Nov         Priority, Focus, and Emerging: SIPs completed
                   Priority, 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
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ESEA Flexibility


NEXT 90 DAYS: Districts and Schools
 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 –        Data collected in priority, Focus, and Emerging Schools with support of
 September 15      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      Superintendents and Principals notify school community of school’s
 14                designation as a Reward, Priority, Focus, or Emerging School and
                   process to improve the school’s performance
 September -       Conduct Needs Assessment; develop SIP based on Needs Assessment;
                                                                                             40
 October           submit to OSPI for review
ESEA Flexibility




                   QUESTIONS?

         For information, please contact:
      Andrew Kelly, Assistant Superintendent
            Andrew.Kelly@k12.wa.us
                  (360) 725-4960

 THANK YOU FOR YOUR PARTICIPATION!

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