building capacity to support high quality instruction ryan saxe, title i coordinator
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Building Capacity to Support High Quality Instruction Ryan Saxe, Title I Coordinator Office of Federal Programs. The factors within the control of districts and schools that have the most significant impact on student learning is…. - PowerPoint PPT PresentationTRANSCRIPT
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Building Capacity to Support High Quality
Instruction
Ryan Saxe, Title I CoordinatorOffice of Federal Programs
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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…
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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
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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
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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
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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
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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
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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
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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.