WV Proposed ESEA
Flexibility Request
Differentiated Recognition
and Support
Differentiated
Recognition & Support
The Accountability rules have been applied.
My schools have been designated Success,
Transition, Focus, Support or Priority.
Now what????
Priority Schools
• Plans are extended (strategic plan & ESEA plan) to
address WV Accountability Index targets
• TA provided by LEA/WVDE/RESA/external providers
• Implementation of USDE Turnaround Principles aligned
to the WV School Improvement Framework
• Progress accountability reviewed annually by the LEA,
local board & WV Board of Education
Standards for High
Quality
Schools/Turnaround
Principles
Priority Schools Timeline
(Recommended)
2012-13 Diagnose and begin building structures for
school improvement
2013-14 Build structures that facilitate school
improvement
2014-15 Facilitate school improvement process
2015-16 Build capacity to facilitate sustainability
2016-17 Sustain and institutionalize the school
improvement process
Priority Schools
• School Improvement Coordinator assigned to
provide school-based assistance
• Participation in at least 1 School Leadership
Team Conference per year hosted by WVDE
• Specific funding opportunities based on
availability
Support Schools
• Plans are extended (strategic plan & ESEA plan) to
address WV Accountability Index targets
• TA provided by LEA/RESA/external providers
• Interventions are school determined/facilitated by the
LEA and articulated in school strategic plans
• Progress accountability reviewed annually by the LEA &
local board
Support Schools Timeline
(Recommended)
2012-13 Diagnose and begin building structures for
school improvement
2013-14 Build structures that facilitate school
improvement
2014-15 Facilitate school improvement process
2015-16 Build capacity to facilitate sustainability
2016-17 Sustain and institutionalize the school
improvement process
Focus Schools
• Plans are extended (strategic plan & ESEA plan) to address
subgroup targets
• TA provided by FAST groups at the LEA, RESA & WVDE
• Specific funding opportunities based on availability
• Interventions consistent with approved best practices
menu
• Progress accountability outlined in MOU and reviewed
annually by the LEA & local board
FAST
Focus Assistance Support Teams
State FAST may
include:
RESA FAST may
include:
LEA FAST may
include:
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Federal Programs
Healthy Schools
Optional Pathways
School Improvement
Special Programs
other
Professional Development
Special Education Director
TA Support Specialists
Wellness Specialists
other
Superintendents
Attendance Directors
Curriculum Director
Test Coordinator
Federal Program Staff
Special Education Director
other
Interventions
LEA, RESA & WVDE staff will provide technical
assistance for job-embedded professional
development to Focus schools based on their
identified gaps.
Focus Schools Timeline
2012-13 Diagnose and begin building structures for
school improvement
2013-14 Build structure that facilitate school
improvement
2014-15 Facilitate school improvement process
2015-16 Build capacity to facilitate sustainability
2016-17 Sustain and institutionalize the school
improvement process
Transition Schools
• Plans are targeted (strategic plan & ESEA plan)
for meeting AMO targets
• TA & Interventions are school determined &
supported by the LEA
• Progress accountability/review are established
by the LEA
Transition Schools
• Potential Transition High Progress
Designation
• Limited ESEA monitoring for sub-group gaps
• Opportunities to be featured for success &
representation on state-level committees
Success Schools
• Plans are basic (strategic plan & ESEA plan)
• TA & Interventions are determined by the
school and supported by the LEA as needed
• Progress accountability & review are
established by the LEA
Success Schools
• Potential REWARD for High
Performance or High Growth
• Monitoring exemptions for ESEA for one
monitoring cycle
• Opportunities to be featured for success &
representation on state-level committees
Sample Success Plan
Vision:
Mission:
Core Beliefs:
Prioritized Strategic/Focus Areas from
Data Analysis:
Goals/Action Steps:
Sample Transition Plan
Vision:
Mission:
Core Beliefs:
Prioritized Strategic/Focus Areas from
Data Analysis:
Root Causes of Transition Designation:
Goals/Action Steps:
Specific Goals/Action Steps to address root causes of Transition designation:
Sample Focus Plan
Vision:
Mission:
Core Beliefs:
Prioritized Strategic/Focus Areas from
Data Analysis:
Root Causes of Focus Designation:
Goals/Action Steps:
Specific Goals/Action Steps to address root causes of Focus designation:
(Must include selection of ESEA Flexibility approved intervention strategies)
Sample Support Plan
Vision:
Mission:
Core Beliefs:
Prioritized Strategic/Focus Areas from
Data Analysis:
Root Causes of Support Designation:
Goals/Action Steps:
Specific Goals/Action Steps to address root causes of Support designation:
(Should include strategies consistent with ESEA Flexibility Turnaround Principles/WV Standards for High Quality Schools)
Sample Priority Plan
Vision:
Mission:
Core Beliefs:
Prioritized Strategic/Focus Areas from
Data Analysis:
Root Causes of Priority Designation:
Goals/Action Steps:
Specific Goals/Action Steps to address root causes of Priority designation:
(Must include strategies consistent with ESEA Flexibility Turnaround Principles/WV Standards for High Quality Schools)
The County Perspective
Scenarios
County A
1 Success
• 1 non-Title I elementary
1 Transition
• 1 Title I elementary
• 1 non-Title I middle
3 Focus
• 2 Title I elementary
• 1 non-Title I high
2 Support
• 1 Title I elementary
• 1 non-Title I elementary
2 Priority
• 1 Title I elementary
• 1 non-Title I middle
Communication
• Message needs to remain positive and focus on
capacity to improve
• Internal message to educate school system
stakeholders on how the designations are
determined
• Articulate the issues with sub-group gaps as
different from overall proficiency
• Develop parent community messages to explain
designations for each school and what will be
done to promote improvements
LEA Capacity Building
• What expertise do we have to inform the
planning for subgroup gaps?
• How can instructional coaches/
interventionists support improvement efforts
at the school level?
• Do we have the county wide structures to
assure the appropriate staff time (innovative
scheduling)
Partnerships
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Who are we partnering with now?
With whom can we initiate new partnerships?
Can we partner with a neighboring county?
Can we partner schools into improvement
networks to address similar issues?
Resources
• Which schools will have Title I resources?
• How can you utilize Title II resources to
support non-Title I schools?
• Are we utilizing existing personnel most
effectively?
• What existing county resources (PD,
management systems) can be targeted toward
higher need areas?
Interventions
• What do the data suggest that we need to do?
• How do we make sure we choose the best
interventions and implement with fidelity?
• How do we embed support for
implementation into the work of teams?
• How do we evaluate the effectiveness of
interventions and make appropriate
adjustments?
Continuous Progress
Monitoring
• What tools are available to help teams gather
and analyze evidence of progress?
• How will the central office staff support and
monitor school level progress?
• How do we structure the process for annual
progress review by the local board?
Your County?
? Success
• ? Title I/non-Title I
? Transition
• ? Title I/non-Title I
? Focus
• ? Title I/non-Title I
? Support
• ? Title I/non-Title I
? Priority
• ? Title I/non-Title I