WVDE System of Support Michele Blatt Office of

WVDE System of Support Michele Blatt Office of School Improvement

Restructuring began in Fall 2009 Dr. Mc. Clanahan ask the question, “How can we better support schools? ” – OEPA – Technical Assistance – Specific Professional Development

Compliance Non. Compliance

Oversight to Capacity Building

Statewide System of Support Capacity Local Capacity Coordinate SSOS services, components, Personnel SEA’s Intermediate agencies, External Partners School Support Coordinators, school teams Differentiate support to districts and schools Intensity, Duration of services, point of impact, Deliver services to districts and schools Supporting Partner District

WVDE School Improvement Model • • Identification Governance Protocols & Expectations Progress Determinants Data Collection Essential Components Monitoring Evaluation/Consequences DRAFT FOR COMMENT

Components of Model Identification SEA Title I Governance Protocols & Expectations Tier 1 Lowest 8 achieving schools per programmatic level on WESTEST 2 (RLA/M) Lowest 5 achieving Title I schools identified for improvement *Based on the criteria for 1003(g) School Improvement grants SEA & LEA shared decision making Consulting partner WVDE liaison SSOS diagnostic visit Consulting partner Use School Team: some recommendations: Principal, 2 Lead Teachers, School Counselor(If applicable), Special Ed. , Title 1 (If applicable), any current Academic/ Instructional Coaches District: member of district office. Revise strategic plan Professional development(monitored for implementation) • Strategic plan revision presented to LSIC for approval. Tier 2 Second lowest 8 achieving schools per programmatic level on WESTEST 2 (RLA/M) Middle and high school only *Based on the criteria for 1003(g)School Improvement grants LEA decision making WVDE liaison Consulting partner(optional) Use School Team: some recommendations: Principal, 2 Lead Teachers, School Counselor(If applicable), Special Ed. , Title 1 (If applicable), any current Academic/ Instructional Coaches District: member of district office. Revise strategic plan Professional development (monitored for implementation) Tier 3 Third lowest 8 achieving schools per programmatic level on WESTEST 2 (RLA/M) Remaining Title I schools identified for improvement *Based on the criteria for 1003(g)School Improvement grants LEA decision making WVDE liaison Consulting partner(optional) Use School Team: some recommendations: Principal, 2 Lead Teachers, School Counselor(If applicable), Special Ed. , Title 1 (If applicable), any current Academic/ Instructional Coaches District: member of district office. Revise strategic plan Professional development

Diagnostic Visit • Full day visit by a 4 -6 member team • Frameworks for High Performing Schools • Observations • Interviews • Culture Survey

Building Capacity • Diagnostic Report – – – Culture Leadership Curriculum and Instruction Student Support Effective Management Shared with central office, faculty and staff.

Tier 1 Schools and SIG Schools • Layered system of support with a state liaison • Weekly visits from Local School Improvement Specialist • Monthly visits from State School Improvement Specialist • Professional development ongoing throughout the year based on individual school needs

Capacity and Roles in a Turnaround Framework State Turnaround Support School Lead Turnaround Partner—SSOS Organizational Consultant Supporting Providers District

Coordinated Effort Statewide • • WVDE Local Boards of Educations RESA External Supporting Partners

OEPA Work • Review County/School Strategic Plans • Prepare a template to document action steps to correct findings from OEPA visit • Technical Assistance • WVBE approval

Leadership is not the private reserve of a few charismatic men and women. It is a process that ordinary people use when they bring forth the best from themselves and others. James Kouzes & Barry Posner