Harrison County Elementary
Strategic Planning
ESEA Flexibility Request
June , 13 2013
5/29/2016
1
ESEA Flexibility Request
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
5/29/2016
2
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
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
2.D
Priority schools
2.E
Focus schools
2.F
Provide incentives and supports for other Title I schools
2.G
Build SEA, LEA, and school capacity to improve student learning
Principle 3: Supporting Effective Instruction and Leadership
5/29/2016
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
3
ESEA Flexibility Request
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
Differentiated
Standards
Recognition
and
Accountability
Assessments
Support
5/29/2016
Educator
Evaluation
and Support
4
Differentiated
Recognition
Accountability
Support
Standards and
Assessments
5/29/2016
Educator
Evaluation
and Support
5
Differentiated
Recognition
Accountability
Support
Standards and
Assessments
5/29/2016
Educator
Evaluation
and Support
6
Student
Learning
5/29/2016
7
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
5/29/2016
8
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)
5/29/2016
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
9
First year of CCSS-aligned assessment
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
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10
Evaluation System for Teachers
Four
Performance
Levels
Advanced
Progression
6+ years
Intermediate
Progression
4-5 years
Initial
Progression
1-3 years
Oct. 1
Distinguished
Accomplished
Emerging
Nov. 1
Summative Conference/Evaluation
by June 1
Al;ksdjf
Unsatisfactory
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11
Differentiated
Recognition
Accountability
Support
Standards and
Assessments
5/29/2016
Educator
Evaluation
and Support
12
Monongalia County Schools
Leader Student Learning Goal – Middle Schools
GOAL:
1. By the end of the year SMI benchmark assessment, both all students and
randomly selected Economically Disadvantaged sixth through eighth grade
students will show a decrease (5%) in below-mastery range scores and an
increase (8%) in mastery and above mastery range scores.
ASSESSMENT:
SMI for Math
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
• 2.D: Priority schools
• 2.E: Focus schools
• 2.F: Provide incentives and supports for other Title I schools
• 2.G: Build SEA, LEA, and school capacity to improve student
learning
WV’s Old Accountability System
• Adequate yearly progress (AYP)
• 3 successive on/off switches
– Participation Rates
– Attendance/Graduation Rates
– Annual Measurable Objectives (Proficiency)
• Sanctions based on on/off
• Differentiation of support based on length of
time “not making AYP”
State Developed Differentiated Recognition, Accountability
and Support System
All
Schools
Current Metrics: WESTEST RLA & Math
Achievement
Growth
GAP
Attendance/Grad. Rate
WV Accountability
Index &
AMOs
Potential Metrics:
Others?
Highest Performing
Highest Improvement
REWARD
Recognition, Monitoring Exemption, Local Flexibility
PRIORITY
5/29/2016
SUPPORT
FOCUS
TRANSITION
SUCCESS
16
Old Adequate Yearly Progress
Participation
Rates
5/29/2016
Annual
Measurable
Objectives
(Proficiency
Rates)
Attendance/
Graduation Rates
17
Transitioning to a New System
• WV’s ESEA Flexibility Request
– Multiple Measures
– Schoolwide considerations (i.e., holistic)
– Subgroup-specific considerations (i.e.,
individualized)
– Differentiated recognition, services, and support
WV’s Key ESEA
Flexibility Components
• Why 2 components?
– Holistic Targets – Schoolwide Performance
– Individualized AMOs – Subgroup-specific
performance
– Both allow for
• Targeted goal-setting
• Targeted service-provision
• Progress monitoring
WV’s Accountability Designations
Priority
Support
Focus
Transition
Success
Reward
criteria*
Reward
Criteria*
*Reward criteria include High-progress and High-performance indicators
Pause for Thought
• Examine your handout
– Each designation is named
– Please take notes as we go through under each
Designation
– Stop me for clarification at any point
Old vs. New
• How could you use the “Old AYP” process to
assign schools into one of 5 designations?
• What problems could there be?
• What advantages could there be?
5 Designations:
How do they work?
• In any system, designations or classifications
should be assigned meaningfully.
– Priority
– Support
– Focus
– Transition*
– Success*
• Consider the old system…
Categorizing
Schools into Designations
• WV’s New System:
1. Schoolwide progress on multiple measures
2. Subgroup-specific proficiency rates
• Goals:
1. Holistic school improvement
2. Targeted, subgroup-specific improvement
3. Give credit for progress on both
A Two-Part System
1. Holistic Schoolwide Performance
– The West Virginia Accountability Index
– Multiple measures
– Considers growth and relative performance
2. Subgroup-Specific Performance
– Annual Measurable Objectives (AMOs)
– Proficiency rate expectations for subgroups
– Considers current absolute performance
How are these applied?
• School context considered throughout:
– Every school gets its own starting point
• All schools have the same expectations
– Every school has the same end point
– Every school gets its own trajectory
• Requires successively higher rates of progress
– Higher performing schools are expected to continue
increasing
– Lower performing schools must improve at faster
rates
What is the First Part?
The West Virginia Accountability Index (WVAI)
• Multiple measures
– Achievement
– Achievement Gaps
– Growth
– Graduation Rates/Attendance Rates
What is the First Part?
The West Virginia Accountability Index (WVAI)
• Achievement
– Progressively more points for more students who
are proficient
– Math and Reading
What is the First Part?
The West Virginia Accountability Index (WVAI)
• Achievement Gaps
– An average achievement gap across all subgroups
in a school
– N size of 20
– Subgroup vs. Non-subgroup membership (low-SES
vs. non-low-SES)
What is the First Part?
The West Virginia Accountability Index (WVAI)
• Growth
– Are students demonstrating growth right now?
– Are students on track to be proficient in three
years or sooner?
What is the First Part?
The West Virginia Accountability Index (WVAI)
• Graduation/Attendance Rates
– Attendance rate:
• How close is your attendance rate to 100%?
• Attendance rate no longer is a pass/fail
– Graduation rate:
• How close is your graduation rate to 100%?
• Graduation rate no longer is a pass/fail
How the Index
Components Fit Together
• Each of the WVAI components (achievement,
gaps, growth, graduation/attendance rates)
add up to a WVAI Index Score
• Each school has a unique Index Score
• Each school (within a programmatic level) has
the same target
• Each school has its own trajectory
State Developed Differentiated Recognition, Accountability and
Support System
All
Schools
Current Metrics: WESTEST RLA & Math
Achievement
Growth
GAP
Attendance/Grad. Rate
WV Accountability
Index &
AMOs
Potential Metrics:
Others?
Highest Performing
Highest Improvement
REWARD
Recognition, Monitoring Exemption, Local Flexibility
PRIORITY
SUPPORT
FOCUS
TRANSITION
SUCCESS
Self Reflection/HQ Standards, Diagnostic Visit, Data Analysis (e.g. Personnel Evaluations) ID Strengths & Weaknesses
Required
Extended Plan +
Analysis Turnaround
Interventions
LEA & State support
5/29/2016
Optional
Extended Plan LEA
Interventions,
LEA & RESA support
Extended Plan +
Analysis Targeted
Interventions
LEA & State support
Basic Plan + Extension
Regular Monitoring
Local Account.
Basic Plan
Monitoring Exemption
Local flexibility
33
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
The School Improvement Plan
Data
Implement
Design
Action Steps
Identify Root
Causes
Set Goals &
Prioritize
Strategic
Issues
Essential Guiding Question
“Is what we are doing, or about to
do, going to improve student
achievement?”
-Steve Edwards-
The School Improvement Plan
Designation:
Priority Schools Example
(Pre-populated)
Value Statement: What do you value in your school?
Identify root causes and rationale for addressing the identified issues. (Limit to one-page narrative)
Conduct self-reflection around the High Quality Standards.
(http://wvde.state.wv.us/schoolimprovement/high-quality-standards.html)
Prioritized Strategic Issues Based on Data Analysis
1.
2.
3.
Leadership Statement: What is it that you would like to change?
Develop one to three goals (SMART).
Prioritized Strategic Issues Based on Data Analysis
1.
2.
3.
The School Improvement Plan
Leadership Statement: What is it that you would like to change?
Develop one to three goals (SMART).
Goal:
Goal:
Goal:
Mission Statement: What is it that you are willing to do?
Guidance: Action steps need to be aligned with your Value Statements, Leadership Statements, and any
other federal compliance considerations. Consider any specific personnel, professional development,
equipment and supplies that need to be included with action steps.
Goal: (Pre-populated from Leadership Statement)
Action Steps
1.
Timeline
Person
Responsible
Funding
Source(s)
Progress/Evidence
2.
I certify that I have completed compliance standards for ESEA (Title I, Title II, Title III, RLIS) and IDEA
plans.
The School Improvement Plan
What should we plan for?
- Describe what it is your school value and
believe? (What is the role of the students, teachers,
administrators, and parents?)
- Data analysis that is descriptive in nature and
based upon multiple sources of data (i.e.
formative, summative, culture, climate,
instructional.
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39
School Improvement Planning
Data
Implement
Design
Action Steps
Identify Root
Causes
Set Goals &
Prioritize
Strategic
Issues
Data Analysis
In the plan (May be the most important part!):
• What are your observations about the data? (increase, decrease, etc.)
• What specific areas of weakness/strength are apparent from the data?
• What are the root causes of the weaknesses? What conclusions can you
draw about what needs to be done to improve?
• What will your priorities be for this year?
The School Improvement Plan
What should we plan for?
- Identification of root causes that are within
the control of the school. (Can you control poverty,
parent involvement, student apathy or attendance?)
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42
School Improvement Planning
Data
Implement
Design
Action Steps
Identify Root
Causes
Set Goals &
Prioritize
Strategic
Issues
The School Improvement Plan
What should we plan for?
- Prioritized strategic issues based upon data
analysis and identification of your root
causes.
- Develop school goals. (SMART goals)
- Develop a mission statement (This should
identify what it is that you are willing to do).
- Develop action steps to achieve school goals.
5/29/2016
44
School Improvement Planning
Data
Implement
Design
Action Steps
Identify Root
Causes
Set Goals &
Prioritize
Strategic
Issues
Goals
What are we going to change?
• SMART Goals
– Specific, Measurable, Attainable (Achievable),
Results-focused (Realistic), Time-bound
• Can be from any area of improvement
need (Focus Areas, Prioritized Focus
Area, Data, Surveys, etc.)
School Improvement Planning
Data
Implement
Design
Action Steps
Identify Root
Causes
Set Goals &
Prioritize
Strategic
Issues
Action Steps
Action Steps:
• Steps to accomplish your SMART Goals
• Work plan (including time line and people
responsible)
• Are specific
Action Steps
•
•
•
•
•
•
Clear
Focused and Purposeful
Detailed and Sequential
Research-based, highly effective strategies
Embedded Parental Involvement
Embedded Professional Development
Prioritized Strategic Issues Based on Data Analysis
Action Steps
1.
2.
3.
Leadership Statement: What is it that you would like to change?
Develop one to three goals (SMART).
Goal:
Goal:
Goal:
Mission Statement: What is it that you are willing to do?
Guidance: Action steps need to be aligned with your Value Statements, Leadership Statements, and any
other federal compliance considerations. Consider any specific personnel, professional development,
equipment and supplies that need to be included with action steps.
Goal: (Pre-populated from Leadership Statement)
Action Steps
1.
Timeline
Person
Responsible
Funding
Source(s)
Progress/Evidence
2.
I certify that I have completed compliance standards for ESEA (Title I, Title II, Title III, RLIS) and IDEA
plans.
5/29/2016
50
Professional Development…
an action step to school improvement.
Professional Development:
• Training (teacher or trainer led), workshops,
book studies (with action), programs,
processes, embedded (coaches), modeling,
etc.
• PD designed specifically to accomplish
needed improvement
School Improvement Planning
Data
Implement
Design
Action Steps
Identify Root
Causes
Set Goals &
Prioritize
Strategic
Issues
Monitoring
• Has student learning increased? How do
we know?
• What did we do that was successful?
• What do we need to change?
• Is there other data we need to look at?
• What are our next steps?
School Improvement Planning
Data
Implement
Design
Action Steps
Identify Root
Causes
Set Goals &
Prioritize
Strategic
Issues
Thank You
Glenna Heinlein
Ryan Saxe
WVDE
Federal Programs School
Improvement Coordinator
gplymale@access.k12.wv.us
WVDE
Federal Programs School
Improvement Coordinator
rsaxe@access.k12.wv.us
@ryansaxe
WV School Improvement
@wvschoolimprove