Building Capacity to Support High Quality

Instruction

Ryan Saxe, Title I CoordinatorOffice 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

The factors within the control of districts and schools that have the most significant impact on student

learning is…

12/6/2012

ESEA Flexibility

Principle 1 College and Career Ready Expectations for All Students

Principle 2State-Developed Differentiated Recognition,

Accountability, and SupportPrinciple 3

Supporting Effective Instruction and Leadership

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Principle 1: College- and Career-Ready Expectations for All Students

Support Resources/Funding Sources

1.A Adopt college-and career-ready standards

- Next Generation Standards PD Training- Common Core Resources PD Training - Employment of Academic - Software that assists in ongoing

formative assessments and benchmarks

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

Support Resources/Funding Sources

2.A Develop and implement a State-based system of differentiated recognition, accountability, and support

- 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

2.B Set ambitious but achievable annual measurable objectives

2.C Reward schools

2.D Priority schools – Low Performing based on index

2.E Focus schools – Low performing based on largest gaps

2.F Provide incentives and supports for other Title I schools – Schools that still need support

2.G Build SEA, LEA, and school capacity to improve student learning

- Parent Involvement - Academic Coach - Administrative Coach

Principle 3: Supporting Effective Instruction and Leadership

Support Resources/Funding Sources

3.A Develop and adopt guidelines for local teacher and principal evaluation and support systems

- Instructional Coaches- Improvement Specialist

3.B Ensure LEAs implement teacher and principal evaluation and support systems

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Old Adequate Yearly Progress

Participation Rates

Attendance/ Graduation Rates

Annual Measurable Objectives (Proficiency

Rates)

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A Balanced Way of Examining Data

32.5%

32.5%

20.0%

15.0%

Accountability Index Components

AchievementGrowthGap Att/Grad Rate

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School Classifications along The West Virginia Accountability Index

15%

35%

30%

10%

Highly EffectiveEffectiveNeeds Im-provementTargeted for Support

100%

Eff

ecti

ve

Scho

ols

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Differentiated Recognition, Accountability & Support

All Schools 2G

Priority lowest

achieving 2D

Focus Largest Gaps

2E

Other Title I

Schools 2F

Reward Schools:

2C

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”

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2.C Reward Schools – Meaningful recognition and rewards

• Both High Achieving and High Progress• Proposed recognition:–Public recognition – Special professional development opportunities–Representation on state-level stakeholder

committees

Reward Schools

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

lowest achievingFederal 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

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

Focus Largest

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

2.F Other Struggling Title I SchoolsNo 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

Other Title I

Schools

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

2.G Build SEA, LEA & School Capacity to Improve Student Learning in ALL schools

• Coordinated approach to Principles 1, 2, 3• Systemic capacity building

ALL Schools

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

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Student Achieveme

ntPrinciple 2

Improve Teacher Quality

Principle 3

School Based Leadership

Principle 2

College & Career Ready Standards

Principle 1

Increase Parent & Community

Involvement Principle 2

Support for Personalized

Learning

Expected Behaviors

Please note: This is not an official WVDE representation of the Flexibility Waiver.

Thank You Questions?

Ryan Saxe, Title I CoordinatorOffice of Federal Programsrsaxe@access.k12.wv.us

12/6/2012