ESEA FLEXIBILITY REQUEST

BackgroundBackgroundHighlights of Principles 1 – 3Highlights of Principles 1 – 3

School IdentificationSchool IdentificationRequirements Requirements

Supports & ServicesSupports & Services

July 19, 2012Alan Burke, Deputy Superintendent, OSPI

Bob Harmon, Assistant Superintendent, OSPIAndy Kelly, Assistant Superintendent, OSPI

Sue Cohn, School Improvement Specialist, OSPI

ESEA Flexibility

• Audio is one-way only; all participants are in mute status.

• Please send questions to us via the Comments box. We will answer questions at our first available opportunity.

• PowerPoint presentation is available online at: http://www.k12.wa.us/ESEA/PublicNotice.aspx

WEBINAR ETIQUETTE REMINDER

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• Share background for ESEA Flexibility Request

• Describe highlights of Principles 1, 2, and 3• Outline criteria used for each classification of schools identified through Principle 2

• Share requirements for identified schools and their districts and support/services OSPI will provide

• Outline timeline and next steps• Respond to questions

GOALS FOR WEBINAR

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BACKGROUND FOR ESEA FLEXIBILITY REQUEST

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WHY DID WASHINGTON STATE APPLY?This is the right decision for Washington State. Over 1176 schools and 113 districts across our state were identified as “in improvement” based on 2010-11 state assessments. And, by 2014, nearly every school and district would be identified as in improvement. So we know our current AYP system doesn’t work.

We need a new way to measure progress and provide resources to support our work. This request gives us the opportunity to set new annual learning targets and frees up to $58 million across our state to address the needs of struggling students and schools. It provides the flexibility Washington needs to ensure ALL students graduate with college- and career-ready skills.

Randy DornSuperintendent of Public Instruction

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WHAT DOES ESEA FLEXIBILITY REQUIRE FROM STATES?

1. Ensure college- and career-ready expectations for all students (Common Core State Standards [CCSS] and Smarter Balanced Assessment Consortium [SBAC] in Washington)

2. Implement state-developed system of differentiated recognition, accountability, and support

3. Support effective instruction and leadership (Teacher and Principal Evaluation Project [TPEP] in Washington)

4. Reduce duplication and unnecessary burden on school districts by the State

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WHAT DOES ESEA FLEXIBILITY PROVIDE FOR STATES?Highlights:1. Flexibility to determine new ambitious and achievable annual

targets for reading, mathematics, and graduation rates.2. Elimination of AYP determinations and associated sanctions for

schools in improvement, including 20% set-aside of Title I, Part A funds for Public School Choice and Supplemental Education Services and 10% set-aside for professional development for schools.

3. Elimination of associated sanctions for districts in improvement and the 10% set-aside for professional development for districts.

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HIGHLIGHTS FOR PRINCIPLES 1 & 3

• Principle 1: Ensure college- and career-ready expectations for All students

• Principle 3: Support effective instruction and leadership

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HIGH-QUALITY CURRICULUM AND ASSESSMENTS: A BALANCED SYSTEM

All students leave

high school

college and

career ready

All students leave

high school

college and

career ready

Teachers and schools

have information and tools

they need to improve teaching

and learning Interim assessments Flexible, open,

used for actionable feedback

Summative assessments

Benchmarked to college and career

readiness

Teacher resources for

formative assessment

practicesto improve instruction

Common Core State

Standards specify

K-12 expectations for college

and career

readiness

Common Core State

Standards specify

K-12 expectations for college

and career

readiness

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ESEA Flexibility Package USED/OSPI

Principle 1: Ensure College- and Career-Ready Standards & Assessments for All Students - Highlights

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PRINCIPLE 1: WEBINARS & RESOURCESOpportunities to Build Statewide Awareness:

Opportunities and ResourcesOSPI CCSS 2011-12 & 2012-13 Quarterly Webinar Series-District/Building Leaders (System Focus)-Mathematics-English language arts

http://www.k12.wa.us/CoreStandards/UpdatesEvents.aspx#Webinar WA Comparisons and 3-Year Content Transition Plans

Resources for Regional/Local CCSS Awareness Activities-Hunt Institute CCSS Videos-College Board Leadership Webinar Series-Parent Guides to the CCSS, National PTA-Overview PowerPoint presentations

http://www.k12.wa.us/CoreStandards/default.aspx 11

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PRINCIPLE 1: WEBINARS & RESOURCESOpportunities to Build Statewide Capacity:

Opportunities and ResourcesCCSS Professional Learning Opportunities – Digging Deeper-Offered through all 9 ESDs-Will also be offered in 2012-13

http://www.k12.wa.us/CoreStandards/UpdatesEvents.aspx

CCSS District Implementation Network Pilot Project Grantee Workshops-Workshops will be replicated regionally during 2012-13

http://www.k12.wa.us/CoreStandards/DistrictProject.aspx

Summer and Fall 2012 Statewide Conferences

Support for Identifying Quality Instructional Material and Resources-Achieve 20+ State Consortia -Access to and application of existing and emerging rubrics as connect to CCSS

Access to Examples of Quality Demonstrations of Instruction-Videos and resources from other states/organizations

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ESEA Flexibility Package USED/OSPI

Principle 3: Support Effective Instruction and Leadership - Highlights

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More information will be posted on OSPI website.

PRINCIPLE 3: WEBINARS

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Webinar #1 • Topic: Evaluation System Orientation - Instructional and Leadership Frameworks

• Thursday, August 23 from 1:30-3:30pm

Webinar #2• Topic: Student Growth - Summative Methodology

• Thursday, August 30 from 1:30-3:30pm

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UNPACKING PRINCIPLE 2

• Principle 2: Implement state-developed system of differentiated recognition, accountability, and support.

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STATES MUST:

• Set ambitious, but achievable, Annual Measurable Objectives (AMOs)

• Identify:– Reward schools: Provide incentives and recognition

for high-progress and highest performing Title I schools– Priority schools: Identify lowest-performing schools

and implement interventions aligned with the turnaround principles

– Focus schools: Identify and implement meaningful interventions (i.e., turnaround principles) in schools with the lowest performing subgroups

– Emerging schools: Identify other low-performing Title I schools and provide incentives and support

• Build state, district, and school capacity16

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STATE UNIFORM BAR GOALS UNDER OLD NCLB REQUIREMENTS

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Set Ambitious but Achievable Annual Measurable Objectives (AMOs)

NEW Annual Measurable Objectives (Targets): Cut Proficiency Gap by Half by 2017

Sample High School - 10th Grade Reading

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ACCOUNTABILITY EVOLUTION WITH ESEA REQUEST

ESEA Request Accountability System

Used to identify Reward, Priority, Focus, and Emerging schools 

Washington State’s New Accountability System

Used to identify Reward, Priority, Focus, and Emerging schools for Title I and non-Title I schools

School Improvement

•Uses AYP calculations to identify schools and districts in a step of improvement (Title I)

•Uses PLA Methodology based on AYP calculations to generate list of Persistently Lowest Achieving Schools (PLAs)

SBE/OSPI Achievement Index

Used to identify Award Schools

AYP Determinations•Sanctions for schools and districts “in improvement”•Set-asides required for Public School Choice and Supplemental Education Services

Up to 2011-12Up to 2011-12 2012-13 and 2013-14

2012-13 and 2013-14

2014-15 and beyond

2014-15 and beyond

AMO Calculations•Annual targets intended to close proficiency gaps by half by 2017; uses 2011 as baseline and adds equal annual increments (1/6 of proficiency gap) to get to 2017 target; each subgroup, school, district, and state have unique annual targets.•Calculations reported on Report Card•No AYP sanctions based on identification of schools and districts “in improvement”•Requires districts to set aside up to 20% for Priority, Focus, and Emerging Schools

 

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CRITERIA USED TO IDENTIFY SCHOOLS

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REWARD SCHOOLS

* The school cannot have significant gaps among subgroups, which means the school is not on the list of Focus Schools or the list of Emerging Schools.

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Category DescriptionHIGHEST

PERFORMING TITLE I SCHOOLS*

•Title I schools only•Met AYP in all students group and/or in all subgroups for 3 years in both R and M; highest performing at each level over 3 years

HIGH-PROGRESS

TITLE I SCHOOLS*

•N = up to 92 (10%) Title I schools showing greatest improvement and performance in R/M or graduation rates over 3 years•Ratio of current performance to improvement is 1:1

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PRIORITY, FOCUS, & EMERGING SCHOOLS

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Category

Description

PRIORITY

• Lowest performing in all students group over 3 years

• N = at least 46 (5%) schools; includes 27 SIGs • Remaining 19 chosen using PLA methodology

for R/M (Title I schools) and grad rates < 60% (Title I and Title I-eligible secondary schools that graduate students)

FOCUS

• Lowest performing subgroups over 3 years• N = 92 (10%) Title I schools only• Uses PLA methodology for R/M and grad rates

< 60%• Identified from bottom of ranked list of all

subgroups• School could be identified for multiple

subgroups

EMERGING

• N = 138 • Includes next 5% up from bottom of Priority

Schools list (46 schools) and next 10% up from bottom of Focus Schools list (92 schools)

ESEA Flexibility

Priority: Based on “All

Students” Performance

PRIORITY, FOCUS, AND EMERGING SCHOOLS

Lowest 5% (N=46)

Lowest 10% (N = 92)

Next 10% (N=92)

Next 5% (N=46)

Emerging: Next 5% of Priority and

10% of FocusTotal N =

138

Focus: Based on

“Subgroup” Performance

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REQUIREMENTS FOR SCHOOLS IDENTIFIED AS

PRIORITY, FOCUS, OR EMERGING

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REQUIREMENT FOR PRIORITY SCHOOLS

Implement SIP aligned with Turnaround

Principles/meaningful interventions that address the unique needs of the school and its students

and informed by Needs Assessment

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PRIORITY, FOCUS, AND EMERGING SCHOOLS

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RequirementPriori

tyFocus

Emerging

Engage in Needs Assessment or NA (Sept – Oct)

√ √ √

Develop SIP using findings from NA; use OSPI’s 8-step process and on-line planning tool; submit plan for review and feedback (Oct – Nov)

√* √* √**

Implement SIP aligned with Turnaround Principles

√ √***

Implement SIP aligned with meaningful interventions that match unique needs of school and subgroups

√ √ √

Engage in PD aligned with turnaround model and/or meaningful interventions

√ √ √

Develop 90-day benchmark plans to monitor progress

√ √ √

District: Set-aside up to 20% of Title I, Part A funds; ensure school(s) implements SIP as designed; build capacity to sustain

√ √ √

*Use findings from external Needs Assessment (NA)**Use findings from internal Needs Assessment (NA)***If Emerging School is identified from Priority Schools list

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• Provide strong leadership by:– Reviewing the performance of the current principal and

replacing if necessary; and – Providing the principal with operational flexibility (e.g.,

budget, staffing).

• Ensure that teachers are effective and able to improve instruction by: – Reviewing 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;

– Preventing ineffective teachers from transferring to these schools (e.g., through MOUs); and

– Providing job-embedded, ongoing professional development (e.g., coaching).

IMPLEMENT TURNAROUND PRINCIPLES

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• Redesign the day or school year to provide additional time for student learning (e.g., double-dose in mathematics) and teacher collaboration (e.g., grade-level or content-area PLCs).

• Ensure instructional program is research-based, rigorous, and aligned with standards in order to meet the academic needs of all students (e.g., the school implements a tiered system of instruction and support such as RTI or similar system aligned with CCSS).

• Use data to inform instruction and for continuous improvement (e.g., benchmark assessments) and provide time for collaboration on the use of data.

• Improve school safety and discipline and other non-academic factors, such as students’ social, emotional, and health needs (e.g., implement PBIS or similar system).

• Provide ongoing mechanisms for family and community engagement.

IMPLEMENT TURNAROUND PRINCIPLES (CONT.)

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ESEA Flexibility Package USED/OSPI

REQUIREMENT FOR FOCUS SCHOOLS

Implement SIP aligned with meaningful interventions

that address the unique needs of the school and its students

and informed by Needs Assessment

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Strategic actions may include the following:• Implementation of the Turnaround Principles• Implement tiered intervention system that is research-

based, rigorous, and aligned with standards (e.g., Response to Intervention or similar system aligned with CCSS, SIOP, GLAD, Positive Behavioral Interventions and Supports to improve school safety and discipline and other non-academic factors, such as students’ social, emotional, and health needs ).

• Use data to inform instruction and for continuous improvement (e.g., benchmark assessments) and provide time for collaboration on the use of data.

• Implement college/career readiness programs (e.g., AVID, GEAR-UP!)

IMPLEMENT MEANINGFUL INTERVENTIONS

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REQUIREMENT FOR EMERGING SCHOOLS:

Implement SIP informed by Needs Assessment.

*Schools from Priority List must implement Turnaround Principles

*Schools from Focus List must implement

meaningful interventions aligned with unique needs of school and students

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Schools identified for Priority or Focus status based on their mathematics and reading (combined) performance must meet all three of the following criteria:•Priority: Increase performance in reading and mathematics in the all students groups and all subgroups so that for 3 consecutive years, the school (a) meets or exceeds its AMOs, (b) has at least a 95% participation rate for each group, and (c) is no longer in the bottom 5% of the state’s Priority list;•Focus: Increase performance in reading and mathematics in the identified subgroup(s) so that for 3 consecutive years, the school (a) meets or exceeds its AMOs, (b) has at least a 95% participation rate for each group, and (c) is no longer in the bottom 10% of the state’s Focus list;•Decrease the percentage of students scoring at Level 1 or Level 2 on state assessments in reading and mathematics over a 3-year period. The percentage shall be comparable to the improvement that the top 30% of Title I schools make statewide for the same three-year period; and•The school is determined by the Superintendent of Public Instruction to have made sufficient progress on the new accountability system. 

HOW WE MEASURE SUCCESS: EXIT CRITERIA

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Secondary schools that graduate students and are identified for Priority or Focus status based on their graduation rates must meet all three of the following criteria:•Priority: Increase graduation rates in the all students groups and for all subgroups so that for 3 consecutive years, the school (a) meets or exceeds its AMOs and (b) is no longer in the bottom 5% of the state’s Priority list; •Focus: Increase graduation rates in the identified subgroup(s) so that for 3 consecutive years, the school (a) meets or exceeds its AMOs and (b) is no longer in the bottom 10% of the state’s Focus list; •Decrease the percentage of students who drop out of school over a three-year period. The percentage shall be comparable to the improvement that the top 30% of secondary schools that graduate students make statewide for the same 3-year period; and•The school is determined by the Superintendent of Public Instruction to have made sufficient progress on the new accountability system.

HOW WE MEASURE SUCCESS (CONT.)

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In addition, prior to removing any school from Priority or Focus status, OSPI will review evidence submitted by the district around the goals on its redesign plan to ensure district has capacity and that conditions are in place at both the district and school levels to sustain that improvement.

HOW WE MEASURE SUCCESS (CONT.)

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SUPPORTS AND SERVICES

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PRIORITY, FOCUS, AND EMERGING SCHOOLS

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Supports and ServicesPrior

ityFocus Emerging

Student and School Success Coach – Leadership Coaching, Technical Assistance, and Progress Monitoring (Differentiated)

√ √ √

Needs Assessment √ √Support to

conduct using web-based tools

Data Packages √* √**

Review of SIP by OSPI √ √ √

Access to OSPI and ESD PD and services √ √ √

Minimal iGrants to support engagement in PD and services √ √

Access to “Mentor Schools” (Reward Schools, MERIT Schools with similar demographics)

√ √ √

Additional funding for small schools/districts √ √

*Generated with support of Student & School Support Coach and external partners before Needs Assessment**Generated with support of Student & School Support Coach as part of Needs Assessment process

ESEA Flexibility Package USED/OSPI

STUDENT & SCHOOL SUCCESS

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TIMELINE AND NEXT STEPS

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TIMELINEMonth Activities

July - Aug

ED approval of ESEA Request; districts/schools notified; webinars for Superintendents and Principals; webinar for district leaders and Title I/fiscal administrators

July - Aug

Priority and Focus: Liaisons contact schools; iGrants submitted, reviewed, and approved; services in August and September determined

Aug – Sept

Priority and Focus: Engage in PD, Networks

Aug – Sept

Priority, Focus, and Emerging: Planning for Needs Assessments

Sept – Oct

Priority and Focus: External Needs AssessmentEmerging Schools: Internal Needs Assessment

Oct – Nov

Priority, Focus, and Emerging: SIPs completedPriority, Focus, and Emerging: SIPs submitted to OSPI for feedback and review

Oct – June

Priority, Focus, and Emerging: SIPs implemented as designed in schools/districts; 90-benchmark plans developed to guide actions and monitor progress

Aug – June

Priority and Focus: Technical assistance, review of 90-day benchmark plans, and progress monitoring with liaisons

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NEXT 90 DAYS: Districts and Schools

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Month Activities

August 1 ESEA Webinar (repeat of this webinar), 2:00 – 3:30

August 1 - 24

Superintendents and Principals notified regarding Student and School Success Coach assigned to their Priority, Focus, or Emerging School; Coaches make contact with Superintendent and Principal

August 1 – September 15

Data collected in priority, Focus, and Emerging Schools with support of Coach; data also collected in Priority Schools by CEE and BERC

By August 10

iGrants posted

August 17 Needs Assessments scheduled in Priority and Focus Schools

August 23 TPEP Webinar #1: Evaluation System Orientation – Instructional and Leadership Frameworks, 1:30 – 3:30

August 30 TPEP Webinar #2: Student Growth – Summative Methodology, 1:30 – 3:30

By September 14

Superintendents and Principals notify school community of school’s designation as a Reward, Priority, Focus, or Emerging School and process to improve the school’s performance

September - October

Conduct Needs Assessment; develop SIP based on Needs Assessment; submit to OSPI for review

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QUESTIONS?

For information, please contact:Andrew Kelly, Assistant Superintendent

Andrew.Kelly@k12.wa.us(360) 725-4960

THANK YOU FOR YOUR PARTICIPATION!

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