Expectations for All Focus Schools

Michigan Department of EducationOffice of Education Improvement and InnovationSchool Improvement SupportAugust 23, 2013

MDEs Theory of ActionIF: a schools challenges are accurately diagnosed through data analysis and data conversations at the district and building levels,

THEN: the implementation of a focused and customized set of interventions will result in changes in adult behavior that result in school and student success.*

Expectations for ALL Districts with Focus SchoolsDistrict will

Identify a central office point person to support the Focus School(s)

Target efforts toward supporting needs of lowest achievers in the school (likely through strengthening or recalibrating the multi-tiered system of support)*

Expectations for ALL Districts with Focus Schools (continued) Identify System Issues that are barriers to schools rapid transformationConsider using the ERS Resource Checkhttp://www.erstrategies.org/assessments/resource_check

This self-assessment to shows how your district resource decisions compare to best practices

*

*

Expectations for ALL Districts with Focus Schools (continued) If you learn that there are gaps between your district support and the ERS best practices, there is a District Toolkit available online http://mitoolkit.org/

*

Expectations for ALL Districts with Focus Schools (continued)

Monitor and Evaluate Focus Schools Improvement PlanRevise District Improvement PlanReport quarterly to School Board on plans and progress of the Focus School

*

Expectations for ALL Focus SchoolsEngage in data conversations that: identify root causes of achievement gaps between the highest 30% and the bottom 30% of students*

Use MI SchoolData for this Data Analysis: www.mischooldata.org *

Expectations for ALL Focus SchoolsOnce the root causes of the achievement gaps are identified from the data dialogues:Agree on one or two Teaching and Learning Priorities for interventions most likely to close the gap and record them in the Focus School Diagnostic in ASSIST by November 25*

*

Expectations for ALL Focus SchoolsParticipate in the Superintendents Dropout Challenge

www.michigan.gov/dropoutchallenge

*

*

*

Additional Requirements and Supports for Title I Focus Schools

*

Requirement for Districts with Title I SchoolsSend a parent notification letter home within ten days of the release of the state achievement data on the Scorecard site

Notification templates available at: www.michigan.gov/focusschoolsat the link Memo to Title I Focus Schools

*

Supports for Title I Focus DistrictsThe MI Excel Statewide System of Support (SSoS) provides districts with a Title I Focus School an MSU-trained District Improvement Facilitator to provide guidance and technical assistance to central office in its efforts to better provide support to its Focus Schools

*

Requirements and Supports for Districts with Title I SchoolsDistrict Improvement Facilitators engage in professional dialogue with district administrators in order to: Prepare for data conversations with schools using the school-specific data wall in MI SchoolData Analyze central office systems in partnership with your district leadership team using the ERS ResourceCheck leading to differentiated district support for Focus schoolsDocument the ERS ResourceCheck in the District Resource Allocation Diagnostic in ASSIST Bring resources and research to support the revision of the District and School ImprovementPlans*

Requirements and Supports for Title I SchoolsDistrict Improvement Facilitators support district administrators in order to: Hold deep diagnostic data conversations in order to identify root causes of achievement gaps between the highest 30% and the bottom 30% of studentsDocument the one or two Teaching and Learning Priorities for interventions most likely to close the gap and record them in the Focus School Diagnostic in ASSIST by November 25

*

Requirements and Supports for Title I SchoolsDistrict Improvement Facilitators support district administrators in order to:

Direct the revision of the Focus Schools Improvement PlanMonitor and Evaluate the Focus Schools Improvement PlanProvide support to the implementation of the Superintendents Dropout Challenge*

Title I Focus SchoolsESEA Flexibility Waiver Set-Aside Amendment Changes**

Title I District Set-AsidesDuring 2013/14 and Moving Forward:

20% of the District Set Aside to support Focus Schools during all years of identification Choice/Transfer in all years of identification**

Title I District Set-Aside ChangesIn 2013/14 and Moving Forward

No district set-asides to support Focus Schools until Year 3 of Focus School Identification

Set-aside amount calculated as the sum of 10% of each non-Improving Focus Schools previous year Title I budget up to a max of 10% in Year 3

**

Title I District Set-Aside Changes (continued) Set-aside rises to a max of 15% in Year 4 District set-asides not required IF proficiency levels of the bottom 30% of students have improved as determined by MDE No Choice/Transfer in any year Districts may opt to offer Choice/Transfer, or continue to support Choice/Transfer for students who transferred in prior years Set-aside funds may not be used to support the transportation of students**

District Title I Set-Aside Uses for support of Title I Focus Schools

Provide or deepen implementation of a multi-tiered system of support in Focus School(s)

Professional Learning aligned with needs of Focus School(s)

*Uses of Title I District Set-Aside*

During 2013/14 and Moving Forward

10% of the Building Set -Aside during all years of identification *Title I Building Set-Asides for Focus Schools*

2013/14 and Moving Forward

No set-aside required during Year 1 of Focus School identification

10% set-aside required during Years 2, 3 and 4 of identification*Title I Building Set-Asides for Focus Schools*

*Title I Building Set-Asides for Focus SchoolsUses of Building 10% Title I Set-Aside:

Option 1: Professional development on implementation of multi-tiered system of supports and/or scaffolded instruction of students in lowest performing student groups

Option 2: Provide weekly/daily time for teacher collaboration

Option 3: Contract for the administration of Surveys of Enacted Curriculum

*

*Title I Building Set-Asides for Focus SchoolsUses of Building 10% Title I Set-Aside (cont):

Option 4: Contract with the local ISD/ESA or MDE for a School Improvement Review,

Option 5: Professional learning about implementing the Essential Elements for teachers with MI-ACCESS students in the bottom 30%

Option 6: Culture/climate interventions, use of time analysis or culturally-responsive teaching interventions as needed

*

Single Building DistrictsTitle I Single Building Districts are expected to set aside:

The required Title I district set-aside in Years 3 and 4 of identification

AND

The required Title I building set-aside in Years 2, 3 and 4 of identification**

Non-Title I SchoolsThere is no obligation for non-Title I schools to set-aside any money for any of the options

Districts and buildings could consider using their Title IIA monies to address the needs of Focus Schools

**

Four Year Cohort for Focus SchoolsAll Focus Schools are placed in a four year cohort that begins with their identification yearIf a school is not identified in any of the subsequent years of that four year cohort, then the Focus School requirements and supports are conditionally suspendedIf a Title I Focus School is re-identified during that four year cohort, the supports and requirements kick in at the appropriate cohort year**

Next Steps What can you do? What can you expect?*

What are the next steps for all Focus Schools?Ensure that staff knows the achievement levels of all students, especially those in the lowest 30%Consider ways to check implementation of, and strengthen/retarget the schools current multi-tiered system of supportParticipate in Data Dialogues early in the year to assess what changes are needed to the School Improvement Plans

*

What are the next steps for all Focus Schools?Record the one or two Teaching and Learning Priorities for interventions most likely to close the gap and record them in the Focus School Diagnostic in ASSIST by November 25Ensure that your School Improvement Plan includes strategies to address your achievement gap and that implementation planning is robustSign up for the Superintendents Dropout Challenge

*

What are the next steps for districts with Focus Schools?Develop a plan to address internal and community communications regarding the Focus school designationConduct Data Dialogues in each Focus School early in the year to assess what changes are needed to the School Improvement PlansSchedule the quarterly reports to the Board of Education on the progress of identified Focus Schools

*

What are the next steps for districts with Title I Focus Schools?Send a notification letter to parents within ten days of the public release of 2012/13 student achievement data in the ScorecardMeet the District Improvement Facilitator in early September to plan how to engage in deep, data-rich dialogue with schools regarding achievement gaps. Identify the district administrator who will partner with the District Improvement Facilitator to support the school.

*

What are the next steps for districts with Title I Focus Schools?Work with your District Improvement Facilitator to Collaboratively complete the District Resource Allocation Self-Assessment (ERS ResourceCheck) with central office staff and follow up with data conversations about possible system opportunitiesAddress the system-level opportunities identified in the Self-Assessment using the District Toolkit

*

What are the next steps for districts with Title I Focus Schools?Work with your District Improvement Facilitator to: Upload compiled results of the District Resource Allocation Self-Assessment (ERS ResourceCheck) in ASSIST by February 28Revise your District Improvement Plan to incorporate your learnings

*

Focus Schools Websitewww.michigan.gov/focusschools

*

Reflection

None of us is as smart as all of us Ken Blanchard*

OEII Contacts

Joann Neuroth Supervisor School Improvement Support 517.335.2957 neurothj@michigan.gov

Karen Ruple Manager Statewide System of Support 517.241.9386 ruplek@michigan.gov

Greg Olszta Consultant Statewide System of Support 517.241.4715 olsztag@michigan.gov Jonathan Doll Consultant Statewide System of Support 517.373.3488 dollj2@michiigan.gov Amy Henry Consultant Statewide System of Support 517.241.9041 henrya3@michigan.gov

*

If you plan on printing out this ppt, please use the Pure Black and White option on the Print page to save on toner. It should be a dropdown choice on the bottom of the page.**The role of a district is critical in closing achievement gaps. MDE is asking all districts with Focus Schools to take an active role in supporting these schools.*http://www.erstrategies.org/assessments/resource_check

*These are the seven standards that districts are asked to self-assess against. The frame of reference is your Focus School and you will be asked about how you align your resources to support this.http://www.erstrategies.org/assessments/resource_check

*Provides resources to support misalignments to the seven ERS strategies**The district should incorporate its support of its Focus Schools and any adjustments it makes in its system-level processes in the DIP. It has always been the responsibility of districts - and school boards for that matter - to monitor and evaluate each of its schools Improvement Plans. We are highlighting this so that the district can ensure that the school is addressing the causes of the achievement gaps. And, all districts need to report quarterly to the SBE.*It is important to know if there are particular student groups and/or particular content areas that are contributing to this achievement gap.**These T & L Priorities can serve as a reminder when schools revise their SIPs in the spring.*If you are a Year One School, input by November 25. If you are a Year Two School, update by November 25*Identify 10 15 students at risk due to attendance, behavior or course failure, assign a caring adult to meet regularly with the student to check-in with them on how they are doing.*This website gives you an overview of the Superintendents Dropout Challenge.*..as well as many resources to support this initiative**Title I Focus schools identified as Focus in 2013 must send a letter to parents of students enrolled in the 2012-3 school year, and those anticipated in the Focus school for the 2013-14 school year. The letter must include the reasons for the schools Focus identification and the schools and districts plans to improve achievement and narrow the achievement gap. Earlier communication to districts had set an earlier deadline for parent receipt of the letters. MDE delays in release of the Top to Bottom list had resulted in extension of the deadline such that parents receive the letters within 10 days of public release of the TTB list and Scorecard information. Possible templates for district and school use in customizing this information are available on the MDE Focus schools webpage. All documentation of compliance with these requirements must be retained by the district for submission of signed copies of the letters to the MDE later this fall. A separate communication to districts will advise how letters and documentation should be submitted in the MDE Grants Electronic Monitoring System (GEMS).*Districts with Title I schools do not need to do this work on their own. Through the Statewide System of Support, Districts with Title I Focus Schools get help to close the achievement gap.*40 hours or so of customized support at the district level from a District Improvement Facilitator. So, all the same requirements are in place for Title I Focus Schools the districts have support from a DIF to help them coordinate and complete this work.*40 hours or so of customized support at the district level from a District Improvement Facilitator. So, all the same requirements are in place for Title I Focus Schools the districts have support from a DIF to help them coordinate and complete this work.*40 hours or so of customized support at the district level from a District Improvement Facilitator. So, all the same requirements are in place for Title I Focus Schools the districts have support from a DIF to help them coordinate and complete this work.**There are changes to the District Set Aside for Focus Schools.**Choice/Transfer is no longer a requirement for identified Focus schools; however, districts may opt to offer Choice/Transfer in 2013-14, and/or to continue to support the transportation of students who transferred to Choice option schools in past years. While Title I funds may continue to be used to support transportation of students under the Waiver, the funds may NOT come out of any other required set-aside. Use of Title I funds for transportation must be identified in the Consolidated Application budget as Pupil Transportation Services, Function Code 271. Questions about use of Title I purposes should be discussed with the MDE Office of Field Services Consultant for the district.*If elimination of the district set-aside for Year Two Title I Focus Schools is a burden for the district and the school, please contact your Office of Field Services consultant to explore continuing this set-aside for Year Two schools.*These options are the same as last year**The set-asides address different issues and these issues must be address in single building district through the use of both set-asides

Title II A may be used for some of the options described. Districts with Non-Title I Focus schools are encouraged to send parents the Focus school identification letter advising parents of the schools identification and planned interventions to close the achievement gap, but are not required to do so.

For example:If a school is designated as Focus in summer of 2012, it is in the 2012/13 Focus School cohortIf the school is not identified in the summer of 2013, then its requirements and supports are conditionally suspended. Nothing that we have addressed in this webinar needs to be implemented. MDE encourages the schools to continue the efforts to close the achievement gap, but MDE will not be monitoring this workIf the school is re-identified as a Focus School in the summer of 2014, all of the requirements and supports are again required. If the school is Title I, then the Title I set-asides at the district and school levels are required at the Year 3 level.If a school in the 2012 cohort is not identified again in the summer of 2016, it is dropped from the Focus School cohort. If it is still identified, it continues the Focus School requirements and supports.********It is the hope of MDE that those of you listening have ideas on how to close the achievement gap, we have offered you some suggestions to close the achievement gap, now how can you take all of this good thinking back to your schools to support the learning of all students, including those in the bottom 30%.**