a merican r ecovery and r einvestment a ct s trategic p lanning s eminars

AMERICAN RECOVERY AND

REINVESTMENT ACT STRATEGIC PLANNING

SEMINARS

Welcome!

Chuck Heinlein

THE AGENDA FOR TODAY

10:00 a.m. Introductory comments

Context for planning ARRA Six Foundational Premises (Page 1 in WV Guidebook) . WVBE/WVDE Priorities for Expenditures of ARRA Funds (See WV Guidebook—Page 4)Professional Learning Community Rationale and RecommendationsDevelopment of Highly Skilled Teachers Rationale and RecommendationsGuidance for Creating a 21st Century Infrastructure

11:00 a.m. Using the Strategic Plan to plan and establish prioritiesHow to utilize funds and track allocation of ARRA Funds

11:50 p.m. LUNCH

12:30 p.m. Individual Sessions for Compliance, Accounting, Technology and Planning and School Training

LOGISTICS

Lunch: Glade Room

Title 1: Woodland 2

Special Education: Woodland 3

Treasurers: Glade Room

Technology: Glade Room

Core Plan/School Training: Bright Ballroom A

ONCE IN A CAREER

OpportunityTo Leave a Legacy

Will It Last?

Plan Before Spend

SIX FOUNDATIONAL PRINCIPLES

Spending of funds quickly to save jobs. Advancing education reform and long-lasting results

(rigorous college-career-ready standards and aligned assessments).

Creating pre-K to college and career data systems consistent with America COMPETES Act.

Improving teacher effectiveness

Providing equitable distribution of effective teachers/effective supports.

Assuring interventions for lowest performing schools.

DEADLINES

May--------Regular State Budget Due

June 15--- Special Education Plan/ Budget Due

June 30----ARRA Plans Due

July 1-------Title I, II, III, IV Budgets/Plans Due

COMPETITIVE GRANTS AND

OTHER PROGRAMS

ARRA (American Recovery and Reinvestment Act)

State Fiscal Stabilization Fund

ARRA Competitive Grants

Richard Lawrence

QUESTIONS THAT CAN FOCUSYOUR STRATEGIC PLANNING FOR

THE ARRA FUNDS

How will the funds be used to transform education in the district and develop an infrastructure for Global 21 learning?

How will the district measure the impact and ensure transparency of the investment of the funds?

Are the planned activities/expenditures for the ARRA funds aligned with the prioritized district initiatives as specified in the county strategic plan?

QUESTIONS THAT CAN FOCUSYOUR STRATEGIC PLANNING FOR

THE ARRA FUNDS

Is the investment of the ARRA funds aligned with the timeline of available funds?

Have the funds been invested strategically to avoid a “funding cliff” at the end of the obligation date?

Has the planning team examined all funding for flexibility in expenditure?

LEVERAGE

"Give me a lever long enough and a fulcrum on which to place it, and I shall move the world." -Archimedes

LEVERAGE POINTS

There are levers, or places within a complex system (such as an educational system or business) where a small shift in one thing can produce big changes in everything.

Lisa Youell

PROFESSIONAL LEARNING

COMMUNITIESRATIONALE AND

RECOMMENDATIONS

BUILDING THE BACK PORCH

BUILDING THE BACK PORCH

Providing time for collaboration, an organizational structure for collaboration and training in collaborative processes is an investment in teachers that will have long term effects.

SO…WHAT DO WE MEAN BY PROFESSIONAL

LEARNING COMMUNITY?

Collaborative teams that meet at least once a week to focus on student learning by addressing these questions:

1. What do we want students to know and be able to do?

2. How will we know when they know it?

3. What will we do when they don’t?

Continuous Improvement

Classroom Assessment Network

TechSteps

Special Education Teacher Leadership Institute

RTI

Teacher Leader Institute

Educators committed to working collaboratively in ongoing processes of collective inquiry

and action research in order to achieve better

results for students.

Acuity

Technology Integration Specialists

Continuous Improvement

Professional Learning Communities Model for School Improvement

Teacher isolation is replaced with collaborative processes that are deeply embedded into the daily

life of the school.

PROFESSIONAL LEARNING COMMUNITIES

Planned Expenditures

1. Time and Organization

a) Create structures for collaborative teams to meet on a regular & consistent basis

Common Planning Parallel Scheduling Adjusted Start and End Time of Contractual Day Shared Classes ISE and Faculty Senate Days

PROFESSIONAL LEARNING COMMUNITIES

Planned Expenditures

1. Time and Organization Hire a scheduling expert to build a master

schedule for 2010-11 Hire substitutes to move from grade to

grade one day each week to release teachers for collaborative teaming

Provide stipends for days outside of the contractual year

PROFESSIONAL LEARNING COMMUNITIES

Planned Expenditures

1. Time and Organization

b) Develop a leadership team to guide the work of continuous improvement

Provide stipends for additional responsibilities

PROFESSIONAL LEARNING COMMUNITIES

Planned Expenditures

2. Training in Collaborative Processes

How to use ongoing analysis of data

How to make shared decisions and establish common goals for student learning

How to continuously assess student learning to inform and improve practice & foster school and system accountability

How to use collaborative processes to drive job-embedded professional development

PROFESSIONAL LEARNING COMMUNITIES

Planned Expenditures2. Training in Collaborative Processes

Once a school has created the structure for collaborative teams to meet, the training can take place on site during the established weekly meetings. Instead of sending a small group of teachers to a professional development provider, the provider comes to the school, moves from team to team modeling the collaborative processes.

RESOURCES

Classroom Assessment Network

WEB 2.0 Collaborative Tools

Pearson Learning

Solution Tree

Sharon Kramer

Chris Jakicic

Tom Many

Tim Brown

THE RESEARCH

Exploring the Concept of Collaborative Teaming

Nathan Estel

Highly QualifiedTeacher

Highly EffectiveTeacher

INPUTS OUTPUTS

HIGHLY EFFECTIVE TEACHING

April 1, 2009, letter from Secretary Duncan to Governors indicates that states will report the extent to which all students have access to qualified and effective teachers AND whether or not teachers are evaluated based on how well their students perform.

The number and percent of Highly Qualified Teachers in the highest-poverty and lowest-poverty schools;

The number and percent of teachers and principals rated at each performance level in each LEA; AND

The number and percent of LEA evaluation systems that require evidence of student achievement outcomes.

RESEARCH-BASED PROFESSIONAL DEVELOPMENT

Darling-Hammond, L. & McLaughlin, M. (1995)

Elmore, R. (2002)

Fullan, M. (2001)

Joyce, B. & Showers, B. (1981, 1995 & 1996)

Marzano, R., Pickering, D. & Polluck, J. (2001)

Marzano, R., Waters, T., and McNulty, B. (2005)

Schon, D. (1987)

Senge, P. (1990)

Stiggins, R. (2004)

York-Barr, J. & Duke, K. (2004)

AGE DISTRIBUTION OF WEST VIRGINIA EDUCATORS

Age0

2000

4000

6000

8000

10000

12000

20-2930-3940-4950-5960 or Greater

CROSS-GENERATIONAL TEAMS

Sarah Lyons

INTEGRATING TECHNOLOGY

TO MEET PROGRAM GOALS

Recommendations for Appropriate Expenditures

Process

Netbook Information

TITLE IID

ENHANCING EDUCATIONTHROUGH

TECHNOLOGY

Michele Blatt

http://dpeduto.googlepages.com/strategic planning

Questions?

LOGISTICS

Lunch: Glade Room

Title 1: Woodland 2

Special Education: Woodland 3

Treasurers: Glade Room

Technology: Glade Room

Core Plan/School Training: Bright Ballroom A