Building Capacity to Support High Quality Instruction Ryan Saxe, Title I Coordinator Office of Federal Programs Well-designed curriculum, assessments and instructional materials aligned to standards High-quality instructional practice Strong school leadership -Tony Wagner, Change Leadership Group – Harvard Graduate School of Education 12/6/2012 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 12/6/2012 Principle 1: College- and CareerReady Expectations for All Students Support Resources/Funding Sources 1.A - 1.B 1.C Adopt college-and career-ready standards Transition to college- and careerready standards Develop and administer annual, statewide, aligned, high-quality assessments that measure student growth Next Generation Standards PD Training Common Core Resources PD Training Employment of Academic Software that assists in ongoing formative assessments and benchmarks Principle 2: State-Developed Differentiated Recognition, Accountability, and Support Support Resources/Funding Sources 2.A - 2.C Develop and implement a State-based system of differentiated recognition, accountability, and support Set ambitious but achievable annual measurable objectives Reward schools 2.D Priority schools – Low Performing based on index 2.E Focus schools – Low performing based on largest gaps Provide incentives and supports for other Title I schools – Schools that still need support Build SEA, LEA, and school capacity to improve student learning 2.B 2.F 2.G Principle 3: Supporting Effective Instruction and Leadership 3.A 3.B SPL Next Generation Standards PD Training Common Core Resources PD Training TLI Extended Day/Year Activities Transition Activities Parent Involvement PLC(s)/Collaborative Teams Students Setting Academic Goals - Parent Involvement - Academic Coach - Administrative Coach Support Resources/Funding Sources Develop and adopt guidelines for local teacher and - Instructional Coaches principal evaluation and support systems - Improvement Specialist Ensure LEAs implement teacher and principal evaluation and support systems 12/6/2012 Participation Rates Annual Measurable Objectives (Proficiency Rates) Attendance/ Graduation Rates 12/6/2012 Accountability Index Components 15.0% 32.5% 20.0% Achievement Growth Gap Att/Grad Rate 32.5% 12/6/2012 10% Highly Effective 30% 100% Effective Schools Effective Needs Improvement 35% Targeted for Support 15% 12/6/2012 Differentiated Recognition, Accountability & Support All Schools 2G Reward Schools: 2C Other Title I Schools 2F Priority lowest achieving 2D Focus Largest Gaps 2E KEY IMPLICATIONS • Shift from large number of schools annually NOT making AYP to reduced number with ongoing targeted support • Redirecting federal funding to support school improvement • Stronger focus on LEAs responsibility for school improvement • Shift from “compliance-driven” to “outcome focused technical assistance” 12/6/2012 2.C Reward Schools – Meaningful recognition and rewards Reward Schools • Both High Achieving and High Progress • Proposed recognition: – Public recognition – Special professional development opportunities – Representation on state-level stakeholder committees 2.D Priority Schools – Required to Identify a minimum of 18 Low Performing schools: • ESEA funding flexibility • 3 year school improvement process • Research based state models (high quality standards, diagnostics, leadership team support) Priority Federal Programs Resources and Suggestions: SPL Implementation/Training Next Generation Standards PD Training Common Core Resources PD Training TLI Extended Day Activities – Title I Transition Activities Parent Involvement – Title I PLC/s/Collaborative Teams – Title I, Title II Academic Coaches – Title I Administrative Coaches Title I Parent Involvement – Title I lowest achieving 2.E Focus Schools – Required to Identify a minimum of 36 High GAP (struggling subgroups) schools: • • • • School self-assessment/diagnostic Revise strategic plan ESEA funding flexibility RESA TA teams focused on addressing GAPs Federal Programs Resources and Suggestions: SPL Implementation/Training Next Generation Standards PD Training Common Core Resources PD Training TLI Extended Day Activities – Title I Transition Activities – Title I Parent Involvement – Title I PLC/s/Collaborative Teams – Title I, Title II Strategic Plan Revision Title I Technical Assistance Focus Largest Gaps 2.F Other Struggling Title I Schools No requirement to identify specific number: • Alignment of School/District Strategic Plans & funding resources to address low-performance • Availability of technical assistance from SEA, Regional and LEA levels Federal Programs Resources and Suggestions: SPL Implementation/Training Next Generation Standards PD Training Common Core Resources PD Training TLI Extended Day Activities – Title I Transition Activities – Title I Parent Involvement – Title I PLC/s/Collaborative Teams – Title I, Title II Strategic Plan Revision Title I Technical Assistance Other Title I Schools 2.G Build SEA, LEA & School Capacity to Improve Student Learning in ALL schools ALL Schools • • Coordinated approach to Principles 1, 2, 3 Systemic capacity building Federal Programs Resources and Suggestions: Extended Day Activities – Title I Parent Involvement – Title I Strategic Plan Revision SEA Technical Assistance Academic Coach – Title I Administrative Coach- Title I Improve Teacher Quality School Based Leadership Principle 3 Support for Personalized Learning Principle 2 Student Achievement Principle 2 Increase Parent & Community Involvement College & Career Ready Standards Principle 1 Principle 2 Please note: This is not an official WVDE representation of the Flexibility Waiver. 12/6/2012 Expected Behaviors Thank You Questions? Ryan Saxe, Title I Coordinator Office of Federal Programs rsaxe@access.k12.wv.us 12/6/2012