Federal Program
Directors’ Meeting
December 11, 2012
Embassy Suites, Charleston, WV
Overview of the Day
• ESEA Flexibility Application
• Federal Programs Updates
• Topics of Interest - Concurrent
Sessions
ESEA Flexibility
• Brief Overview/Status
• Federal Program Implications
• Principles 1, 2 & 3
• Thinking about Transition to Flexibility
ESEA Flexibility
Brief Overview & Status Report
Dr. Amelia Courts
Assistant State Superintendent
Division of Educator Quality & System Support
Federal Program Directors
ESEA Flexibility Request
UPDATE
ESEA Flexibility
Principle 1
College and Career Ready Expectations for All Students
Principle 2
State-Developed Differentiated Recognition, Accountability, and
Support
Principle 3
Supporting Effective Instruction and Leadership
10/30/12
6
Principle 1
College- and Career-Ready Expectations
for All Students
• 1.A: Adopt college- and career-ready standards
• 1.B: Transition to college- and career-ready standards
• 1.C: Develop and administer annual, statewide,
aligned, high-quality assessments that measure
student growth
10/30/12
7

Submitted on September 6th

Peer review -first call October 1, 2012


US Dept. of Ed. -technical assistance
call November 30th
PRINCIPLE 1- No substantive comments
* NOTE - accelerated timeline proposed for CCSS professional
development
10/30/12
8
Original Professional Development Schedule
2011
2012
K
(0)
1
2
3
4
5
6
7
8
9
10
11
12
2012
2013
K
(0)
1
(1)
2
3
4
(0)
5
(0)
6
7
8
9
(0)
10
11
12
2013
2014
K
(0)
1
(1)
2
(2)
3
(0)
4
(0)
5
(1)
6
(1)
7
(0)
8
9
(0)
10
(1)
11
12
2014
2015
K
(0)
1
(1)
2
(2)
3
(3)
4
(1)
5
(1)
6
(2)
7
(2)
8
(1)
9
(0)
10
(1)
11
(2)
12
(0)
2015
2016
K
(0)
1
(1)
2
(2)
3
(3)
4
(4)
5
(2)
6
(2)
7
(3)
8
(3)
9
(2)
10
(1)
11
(2)
12
(3)
Professional Development Schedule:
2011-12
2012-13
2013-14
2014-15
Kindergarten
First, Fourth, Fifth, and Ninth Grade
Second, Third, Sixth, Seventh, and Tenth Grade
Eighth, Eleventh, Twelfth Grade
10/30/12
9
CCSS-Aligned Professional Development and Implementation Schedule
2011
2012
K
(0)
1
2
3
4
5
6
7
8
9
10
11
12
2012
2013
K
(0)
1
(1)
2
3
4
(0)
5
(0)
6
7
8
9
(0)
10
11
12
2013
2014
K
(0)
1
(1)
2
(2)
3
(0)
4
(0)
5
(1)
6
(1)
7
(0)
8
(0)
9
(0)
10
(1)
11
(0)
12
(0)
2014
2015
K
(0)
1
(1)
2
(2)
3
(3)
4
(1)
5
(1)
6
(2)
7
(2)
8
(1)
9
(1)
10
(1)
11
(2)
12
(1)
2015
2016
K
(0)
1
(1)
2
(2)
3
(3)
4
(4)
5
(2)
6
(2)
7
(3)
8
(3)
9
(2)
10
(2)
11
(2)
12
(3)
Legend for CCSS-Aligned Professional Development and Implementation Schedule
PD/Implementation Schedule:
First Year of PD/Implementation for Grade
2011-12
2012-13
2013-14
(0)(1)(2)(3)
Red Text:
K
Grades 1, 4, 5, and 9
Grades 2 and 3, 6 – 8, and 10 - 12
Number of Years of Standards Implementation this
cohort of students has experienced by this school
year
First year of CCSS-aligned10/30/12
assessment
10
Principle 2
State-Developed Differentiated Recognition,
Accountability, and Support
• 2.A:
Develop and implement a State-based system of
differentiated recognition, accountability, and support
• 2.B:
Set ambitious but achievable annual measurable objectives
• 2.C:
Reward schools (highest-performing & highest-progress schools)
• 2.D:
Priority schools (lowest-performing = to at least 5% of T1 schools)
• 2.E:
Focus schools (low-performing = to at least 10% of T1 schools)
• 2.F:
Provide incentives and supports for other Title I schools
• 2.G:
Build SEA, LEA, and school capacity to improve student learning
10/30/12
11
Principle 2
State-Developed Differentiated Recognition,
Accountability, and Support
• 2.A:
Develop and implement a State-based system of
differentiated recognition, accountability, and support
• 2.B:
Set ambitious but achievable annual measurable objectives
• 2.C:
Reward schools (highest-performing & highest-progress schools)
• 2.D:
Priority schools (lowest-performing = to at least 5% of T1 schools)
• 2.E:
Focus schools (low-performing = to at least 10% of T1 schools)
• 2.F:
Provide incentives and supports for other Title I schools
• 2.G:
Build SEA, LEA, and school capacity to improve student learning
10/30/12
12
Principle 2
State-Developed Differentiated Recognition,
Accountability, and Support
• 2.A:
Develop and implement a State-based system of
differentiated recognition, accountability, and support
• 2.B:
Set ambitious but achievable annual measurable objectives
• 2.C:
Reward schools (highest-performing & highest-progress schools)
• 2.D:
Priority schools (lowest-performing = to at least 5% of T1 schools)
• 2.E:
Focus schools (low-performing = to at least 10% of T1 schools)
• 2.F:
Provide incentives and supports for other Title I schools
• 2.G:
Build SEA, LEA, and school capacity to improve student learning
10/30/12
13
Participation
Rates
Annual
Measurable
Objectives
(Proficiency
Rates)
Attendance/
Graduation Rates
10/30/12
14
Proposed Accountability Index
Components
& Weights
15.0%
32.5%
20.0%
Achievement
Growth
Gap
32.5%
Att/Grad Rate
10/30/12
15
Differentiated Recognition,
Accountability & Support
All Schools 2G
Reward
Schools:
2C
Other
Title I
Schools 2F
Priority
lowest
achieving
2D
Focus
Largest Gaps
2E

PRINCIPLE 2 Comments
◦ Participation Rate
◦ Special Populations
◦ Trajectories
◦ Turnaround Principles
◦ School Improvement and Support
10/30/12
17
Principle 3
Supporting Effective Instruction and Leadership
• 3.A: Develop and adopt guidelines for local teacher and
principal evaluation and support systems
• 3.B: Ensure LEAs implement teacher and principal
evaluation and support systems
 PRINCIPLE
3 Comments:
◦ Process for approving LEA plans
◦ Progress update
◦ Do plan to drill down to Principal 3
◦ Ensure consistency and high quality
10/30/12
19
 Next
Steps
◦ Submit draft revisions
◦ Submit formal revisions
◦ Move toward approval
◦ Reconvene stakeholders as needed
10/30/12
20
CEO Option – When considering the
impact of CEO, districts should use
the data from the current year
 Sequestration –
◦ Option A (best case) and Option B
(worst case)
◦ Utilize Carryover funds
◦ “Repurposing” set aside funds

The Impact of the Flexibility Request:
 Identification of Priority, Focus schools (based
on achievement)

Ranking of schools for Title I (based on
Poverty)
◦ Example A
◦ Example B

Providing Resources to support
◦ Definition of “resources”
◦ SIG versus Tier schools

Making data-driven decisions
◦ Percent needy, 5-17 report now available


Making Timely decisions– deadline
extended to March 1
Utilizing individual technical
assistance
To access WV’s application -http://wvde.state.wv.us/policies/esea.html
Thank you!
Federal Program
Implications
Group discussion at your table
WVDE staff will take notes and report
• Principle 1
• Principle 2
• Principle 3
Large group summary on Key Areas of
Impact
Principle 1: College & Career Ready
• What is your county doing related to College and
Career Ready? Common core/Next Gen CSOs,
SPL, Dropout Prevention
• How are/can federal programs support this
principle in your county?
• Is the conceptual framework of College and
Career Ready woven through your county
strategic plan/federal program plans?
• How will you implement the new Title III
requirements that are proposed in the waiver?
Principle 1 Key Areas of Impact
Burning Questions
• TLI and how will it be implemented this coming
summer?
Principle 2: Differentiated Recognition,
Accountability & Support
• How do you think the proposed WV Accountability
Index (WVAI) will change the schools that are
identified for improvement (Priority or Focus)?
• How will that affect the schools that your county
serves with Title I funding?
• What resources might your county use to serve
Priority and Focus schools that are not designated
Title I schools (Title II, RLIS, other)?
• What are the capacity issues for your county to
support Priority schools that might be identified?
• What are the capacity issues for your county to
support Focus schools that might be identified?
Principle 2 Key Areas of Impact
Burning Questions
• How much of the 20% set aside needs to be used
not knowing the budget for next year
• Timeline and impact of the ESEA Waiver
• Statewide benchmark for K-2 schools?
• CEO lunches and how will that come into play?
• Transition with the CSO’s/Nxtgen/Common Core
and Assessment
• Turnover of personnel
• Will they be able to use the 30% for the
improvement schools.
• The set aside for highly qualified?
Principle 3: Supporting Effective
Instruction & Leadership
• What is your level of involvement/knowledge of new the
teacher and principal evaluation system?
• How does the evaluation system impact federal programs?
• How can the PD funds from ESEA programs support
improving the effectiveness of teachers in areas identified
through their evaluation?
• Many elements of the standards and rubrics included in the
evaluation process emphasize the importance of
collaboration, how can federal programs continue to support
collaboration and specifically collaborative teams?
• How can ESEA PD funding support teacher understanding
and capacity to develop and monitor high quality student
goals?
Concurrent Sessions
9:45-10:30 & 10:40-11:25
Principle 1
• Salon B Next Generation Standards
• Salon C SPL
Principle 2
• Salon D School Improvement
Principle 3
• Salon E Teacher/Leader Evaluation
Concurrent Session Objectives
Participants will:
• gain practical understanding of the key
initiatives articulated within each Principle
section of the ESEA Waiver.
• make & add connections between these
key initiatives and ESEA programs.
• generate ideas for building or enhancing
support for these initiatives in their ESEA
program plans.
Thinking About Transition to Flexibility
What answers did we find?
• Eligibility – the rules of Title I
eligibility do not change with ESEA
Flexibility. The choices that an LEA
makes (grade span options) may
change.
• Notification – county superintendents
will be first to receive “the lists” along
with Federal Program Directors
Thinking About Transition to Flexibility
What questions remain unanswered?
• Timelines – release of the
Priority/Focus lists
• Transition year – Title I school
selection, staffing
• Professional Development – TLI
format, ISE days, other Audit issues
Thinking About Transition to Flexibility
What new questions need to be added?
• Will SIG funds be available for Priority
schools?
• What does “transition year” mean?
Federal Programs
Reorganization
Title I – Education for the Disadvantaged
Title II – Improving Teacher Quality
Title III – English as a Second Language (ESL)
Title IV – 21st Century Community Learning
Center (CCLC)
Title VI – Rural & Low Income Schools (RLIS)
Troops to Teachers
World Languages
Promote student achievement by
increasing local capacity to ensure
educational opportunities that meet
the diverse needs of all students.
We do this by providing leadership,
resources and services to educators,
families and community partners.
Revise guidance documents and
operational practices to reflect the
approved ESEA Flexibility Agreement
 plans/budgets
 LEA guidance documents
 TA & monitoring protocols
 Revise Policy 2417-Programs of Study
for LEP Students
Improve educator quality by:
 supporting the new teacher/leader
evaluation system;
 Increasing capacity to generate and
access accurate data to inform Highly
Qualified Teacher Plans;
 Addressing statewide teacher shortage
concerns.
Initiate the development of a
comprehensive 10-year world language
plan:
 Revise WVBE Policy 2520.7,
 Support the implementation of the MIEL
model FLES program, and
 Engage stakeholders to address critical
world language teacher shortages.
Improve 21st Century Community Learning
Center programs through promotion of
evidence based practices:
 Parental engagement, family literacy and/or
adult skill development;
 Program implementation of data-based
action plans.
Connection with School
Improvement
• SIG(g) Grants (financial overview in
Federal Programs/program support in
School Improvement)
• Joint development of Flexibility
Principle 2 application
• More to come…
Federal Program Updates
Plans and Grants
• Title I, II, III & IV (RLIS) e-grants are
approved and ready
• Finalize plans for approval if you
have not already done so
Comparability
• Enrollment data
• New due date: December 21, 2012
• WVDE Title I staff will verify the
numbers for those already submitted
School Improvement
School Choice/SES
• Reports (end of year reports include
expenditure information for CSPR)
• 2nd semester enrollment process
Dance Grants (Sept. 30, 2012 obligation)
1003(a) Grants (moving through)
General Updates
Website Re-model
Future Meetings
• New Directors (Feb. , 2013)
• Spring Directors’ (March , 2013)
• Webinars related to Flex (TBD)
Active Gaming!!!!
WV Title I Distinguished
Schools for 2012-13
County
School
Brooke
Collier Primary School
Clay
Big Otter Elementary
Greenbrier
White Sulphur Elementary
Logan
South Man Elementary
Ohio
Madison Elementary
Pendleton
North Fork Elementary
Putnam
Poca Elementary
Raleigh
Bradley Elementary
Raleigh
Cresent Elementary
Webster
Diana Elementary
Wood
Neale Elementary
Wyoming
Mullens Elementary
Concurrent Sessions
Room
Salon B
Salon C
Concurrent Session Round 1
2:10-3:00 p.m.
Building Capacity to Support High Quality
Instruction
Title III Updates
Concurrent Session Round 2
3:10-4:00 p.m.
Helping School Leadership Teams Work With
Their Growth Data
Parent Engagement: Requirements &
Promising Practices
Tracking Professional Development
Community Eligibility Option (CEO) Issues
On-line Data Storage for Consolidated
Monitoring
Salon D
Salon E
Don’t forget:
• Active gaming systems
• Meeting evaluations will be sent to
you electronically by the end of the
week
• The meeting ends with the Round 2 of
the Concurrent Sessions
Safe Travels