WV Proposed ESEA Flexibility Request Differentiated Recognition and

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: • • • • • 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 • • 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