esea flexibility waiver webinar early childhood, special education, title program services kansas...
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ESEA Flexibility Waiver ESEA Flexibility Waiver WebinarWebinar
Early Childhood, Special Education, Title Program Services
Kansas State Department of EducationPat Hill phill@ksde.org
Norma Cregan ncregan@ksde.org
Kansas State Department of Educationwww.ksde.org
Agenda Part 1: School Improvement Process
Flowchart Next Steps Support for Districts and Schools
District Facilitators (DFs) and Implementation Coaches (ICs) Kansas Integrated Innovation Teams (KIITs) Technical Assistance System Network (TASN) and Directory of Resources Additional Support
Part 2: Role of KansaSTAR System Purpose/Key Features Dashboard – Login/Password, Enter School Information Getting Started – School Leadership Team Steps
Part 3: Focus of the School’s Work: Four Team Structure Indicators Assess – Assessing the Indicators Plan – Creating the School Plans and Tasks Monitor – Implementation & Sustainability
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Part 1: School Improvement Part 1: School Improvement Process Process Flowchart Next Steps
Kansas State Department of Educationwww.ksde.org
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Kansas State Department of Educationwww.ksde.org
School Improvement Process – KLN Team conducts DNA DNA Reports including recommendations of
Menu of Meaningful Interventions (MMIs).
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Kansas State Department of Educationwww.ksde.org
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Kansas State Department of Educationwww.ksde.org
Priority and Focus Schools’ Next Steps
Implement targeted technical assistance and professional development that is based on data from the District Needs Assessment.
Required in Priority Schools (Address First): Review the performance of the current principal Replace the principal if such a change is necessary to ensure
strong and effective leadership; or demonstrate to the KSDE that the current principal has a track record in improving achievement and has the ability to lead the turnaround effort.
Review the quality of all staff and retain only those who are determined to be effective and have the ability to be successful in the turnaround effort.
School Improvement Grant (SIG) schools will use the Menu of Meaningful Interventions.
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Kansas State Department of Educationwww.ksde.org
Priority and Focus Schools – Next Steps
Complete an analysis of the DNA Report Begin using the KansaSTAR system to track
implementation of DNA Report recommendations.
Refer to the Crosswalk document that aligns the 7 Turnaround Principles, Menu of Meaningful Interventions and the KansaSTAR Indicators.
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Kansas State Department of Educationwww.ksde.org
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Kansas State Department of Educationwww.ksde.org
Priority and Focus School –Next Steps
Using the KansaSTAR system Assess, Plan for, and begin to implement 4 Key Indicators (Team Structure).
Dates for implementing 4 Key Indicators Refer to the KansaSTAR Reporting Requirements
and Timelines document for specific directions on the number of indicators to complete in a given timeframe and the KansaSTAR Indicators of Effective Practices document. This cycle will continue for 3 years.
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Kansas State Department of Educationwww.ksde.org
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Kansas State Department of Educationwww.ksde.org
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Kansas State Department of Educationwww.ksde.org
Priority and Focus Schools –Next Steps
Determine what types of technical assistance will assist the district and school(s) in addressing the challenges and recommendations indicated in the DNA Report.
Utilize the Technical Assistance System Network (TASN) and the Directory of Resources to assist the district and school(s) in providing additional professional learning opportunities aligned to the DNA Report’s recommendations.
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Kansas State Department of Educationwww.ksde.org
TASN and Directory of Resources Links
TASN: http://www.ksdetasn.org/cms/
Directory of Resources: http://tasnsupport.greenbush.org/
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Kansas State Department of Educationwww.ksde.org
Role of District Facilitator (DF) DFs will work directly with the district and
Priority and Focus schools. DFs work at the district level to facilitate the
implementation of the improvement process.
DFs provide ongoing technical assistance to the district as they implement interventions related to the needs assessment.
DFs serve on the KIIT.15
Kansas State Department of Educationwww.ksde.org
Role of Implementation Coach (IC)
ICs work at the school level to facilitate the implementation of the improvement process in Priority Schools.
ICs will support the implementation of the interventions at the school level.
ICs will evaluate whether the key indicators and turnaround indicators are met.
ICs will serve on the KIIT.16
Kansas State Department of Educationwww.ksde.org
Additional Support for Priority & FocusSchools
Federal School Improvement Grants Title I funds reserved by districts Support provided by KSDE through the Kansas
Learning Network (KLN) KSDE—School Improvement Coordinator Sandy Guidry Network Providers (service centers) Cross & Joftus Consultants District Facilitators Implementation Coaches Kansas Integrated Innovation Team (KIIT)
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Kansas State Department of Educationwww.ksde.org
Support for Priority and Focus Schools –Kansas Integrated Innovation Teams (KIITs)
KSDE staff is assigned to KIITs.
The KIITs will offer technical assistance throughout the school improvement process.
The KIITs will provide On-site monitoring two times a year in Priority Schools.
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The KansaSTAR SystemThe KansaSTAR System
DashboardLogin/Password
School InformationSchool Leadership Team Steps
Schools are given a unique password and Schools are given a unique password and enter here through a link from the SEA enter here through a link from the SEA websitewebsite
Kansas State Department of Educationwww.ksde.org
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Kansas State Department of Educationwww.ksde.org
The first items that a process
manager should do in the
system, are:
Update school information
Add Team Members
Add demographics and test assessment scores
Focus of the WorkFocus of the Work
Four Team Structure IndicatorsAssessing the Indicators
Creating School Plans and Tasks Monitoring: Implementation & Sustainability
Kansas State Department of Educationwww.ksde.org
Indicators of Effective Practice-Samples
Kansas State Department of Educationwww.ksde.org
First Read Wise Ways Research Indicator: A Leadership Team consisting of the principal, teachers who lead the Instructional
Teams, and other key professional staff meets regularly (twice a month or more for an hour each meeting). (42)
Evidence Review: Some decisions concern the general operation of the school and its continuous improvement. The
Mega System places those decisions with a Leadership Team that is headed by the principal and includes teachers and other staff. In order to facilitate communication and coordination among the grade levels and the departments of the school, a typical composition of the Leadership Team is the principal and team leaders from the Instructional Teams. The Leadership Team needs to meet twice each month for an hour each meeting. Less frequent meetings lead to drift and loss of continuity; less time for each meeting creates hurriedness and insufficient attention to the work at hand. Effective teams operate with agendas, keep minutes, stay focused, and follow through with the plans they make.
Source: Sam Redding, The Mega System. Deciding. Learning. Connecting. A Handbook for Continuous Improvement Within a Community of the School.
©2010 Academic Development Institute
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Kansas State Department of Educationwww.ksde.org
The Leadership Team should ask themselves:
1.What is the straight-forward, literal meaning and intent of the indicator?
2. How would we know the extent to which the indicator is implemented?
3. What data must be analyzed to determine the level of implementation?
4. What instruments must be created to gather the data?
5. Who will make the data available?
6. What does it look like now?
Kansas State Department of Educationwww.ksde.org
Team Structure IndicatorsCategory: Leadership and Decision-MakingSection: Establishing a Team Structure with Specific duties and time for instructional Planning
Four Key Indicators:A Leadership Team consisting of the principal, teachers who lead the Instructional Teams, and other key professional staff meets regularly (twice a month or more for an hour each meeting). (42)
The Leadership Team serves as a conduit of communication to the faculty and staff. (43)
The school’s Leadership Team regularly looks at school performance data and aggregated classroom data an uses that data to make decisions about school improvement and professional development needs. (45)
Teachers are organized into grade-level, grade-level cluster, or subject-area instructional teams. (46)
Kansas State Department of Educationwww.ksde.org
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Kansas State Department of Educationwww.ksde.org
Assess School Indicators
Utilizing Wise Ways and candid conversations, teams will determine if indicators are:
Fully Implemented
Limited development
No development
Kansas State Department of Educationwww.ksde.org
No Development or Implementation
If the team determines there is no implementation, it then decides if the indicator is:
not a priority (provide explanation why) a priority and will be included in the school improvement
plan.
Kansas State Department of Educationwww.ksde.org
Will Include in Plan/Limited Development
If the team determines that it will include the indicator in their plan OR if the team assesses the indicator as Limited Development, then the team will determine:Priority of the indicatorOpportunity to reach full implementation Description of current implementation
Kansas State Department of Educationwww.ksde.org
Full Implementation
If an indicator is determined to be fully implemented, the team must provide:Evidence of full implementationDescription of sustainability efforts
*Indicators marked as fully implemented or not a priority will not move into the planning process.
Creating School Plans and Tasks
Kansas State Department of Educationwww.ksde.org
Objectives to Plan
Teams can create plans for indicators assessed as:No development, will includeLimited development
Indicators that were assessed as:not a priority or fully implemented
will not appear in Step 5.
Indicators are referred to as ‘objectives’ in the planning process.
Kansas State Department of Educationwww.ksde.org
Creating Plans
assigns a team member to be responsible for the Objective
describes how the Objective will look in the school when it is fully implemented
describes what they will need to gather to provide evidence when it is fully implemented
creates tasks to reach the Objective
To create a plan for an objective, the Leadership Team :
*Teams should again refer to Wise Ways when creating plans.
Kansas State Department of Educationwww.ksde.org
Creating Tasks
For each task created, the Leadership Team:
describes the tasks
assigns a person to complete the task
establishes a date for completion
Tasks should be simple steps towards completing the objective.
Monitoring:Implementation & Sustainability
Kansas State Department of Educationwww.ksde.org
Monitoring the Plan
At each Leadership Team meeting, the team will:
review the list of tasks that were created for each Objective
check progress of each task with the team member assigned
check off each task as it is completed.
Kansas State Department of Educationwww.ksde.org
Monitoring the Plan
Once all tasks for an objective have been completed, the team will decide if:
The objective is now fully implemented OR
More work still needs to be done
Kansas State Department of Educationwww.ksde.org
Monitoring the Plan
If the team has reached full implementation for an objective, they should:
CELEBRATE!
Describe evidence of implementation
Describe experience
Explain how implementation will be sustained.
Kansas State Department of Educationwww.ksde.org
Monitoring the Plan
If all tasks have been completed, but the Leadership Team does not feel as if they have reached full implementation, the Team will simply add more tasks until the objective has been met.
Kansas State Department of Educationwww.ksde.org
Thank You!
Questions?
Contact InformationPat Hill 785-296-3137
phill@ksde.orgNorma Cregan 785-296-4906 ncregan@ksde.org
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