Every Child Deserves a Champion

HB555 RecommendationsCommittee on Urban Education

Present Charge to SBOE from General Assembly - Section 4 of HB 555

Not later than August 31, 2013, the state board of education shall submit to the General Assembly under section 101.68 of the Revised Code recommendations for a comprehensive statewide plan to intervene directly in and improve the performance of persistently poor performing schools and school districts.

For purposes of fulfilling the requirements of this section, "persistently poor performing schools and school districts" means any of the following:  

A. Priority schools and focus schools as defined by the Elementary and Secondary Education Act waiver issued by the United States Department of Education under the No Child Left Behind Act of 2001;

B. Schools and school districts that have been in school improvement status as defined by the United States Department of Education for four of the five most recent school years;

C. Schools and school districts whose performance index score places them in the bottom five per cent of schools statewide for three of the five most recent school years;

D. Schools and school districts that have a value-added progress dimension grade of "F" for three of the five most recent school years under section 3302.03 of the Revised Code, as amended by this act, or the equivalent measure.

Where are the HB555 Schools?

What are the demographics of Students in the HB555 Schools?

Special Education–726 schools (75%) have greater than 14%

Economically Disadvantaged–785 schools (81%) have greater than 50%

Race/Ethnicity–56.30% - White, non-Hispanic–31.82% - Black, non-Hispanic –5.31% - Multiracial–5.29% - Hispanic

Our Vision

The vision of the State Board of Education (SBOE) is for all Ohio students to graduate from the PK-12 education system with the knowledge, skills and behaviors necessary to successfully continue their education and/or be workforce ready and successfully participate in the global economy as productive citizens. Ultimately, all students will graduate well prepared for success.

WHAT IS THE GOAL OF HB 555?

• TO INCREASE STUDENT ACHIEVEMENT? IF SO, BY HOW MUCH?

• PREPARE OUR CHILDREN TO BE COLLEGE AND CAREER READY?

• TO PREPARE OUR CHILDREN TO BE SUCCESSFUL?

• TO CLOSE THE ACHIEVEMENT GAP?

• OR AS MANY ARE FEARING WITH PARCC, TO CLOSE THE ACHIEVEMENT SINKHOLE?

• WHAT DOES ALL OF THIS MEAN?

Information Gathering Process

•Research of data such as Special Education, Economically Disadvantaged, Discipline, Attendance Rate, Graduation Rate, Race/Ethnicity, District Typology, etc.•Received Department Presentations on various topics•Conducted Survey – provide number of responses

Information Gathering Process (cont.)

• Meet with various Stakeholder groups

• Traditional

– Ohio School Boards Association

– OFT/OEA Focus Groups

– Met with School Leaders

– SIG-funded Schools – Cohort 1 schools

• Non-traditional

– Ohio Health Plans Association

– Department of Health

Barriers to Student Achievement:

Academic Barriers– Resources– Ineffective Teachers– Building Leaders– Lack of Supportive Administration– Alignment with Standards– Instructional Practices– School Environment/Climate– System for Leadership– Professional Development– Data-Driven decisions

Non-Academic Barriers– Health & Wellness

• Physical, Dental, Vision, Mental• Behavioral/Emotional• Social Determinants

– Poverty– Housing– Transportation– Food– Safety– Incarceration– Employment

– Lack of Parental/Family Involvement– Hopelessness

HOPE SEES THE INVISIBLE, FEELS THE INTANGIBLE, AND ACHIEVES THE IMPOSSIBLE.

-ANONYMOUS

An opportunity to redesign an “education system”/ “learning community” that are sustainable – what does that mean?

What strengths do we have to ignite or support innovation?

What strengths do we have to create sustainable value?

What strengths do we have to inspire others such as our students, teachers, building/district leaders, communities, etc.?

HB555 Recommendations

Phase I – August 31, 2013

Ohio’s System of Differentiated Interventions and Supports

(ESEA Waiver & HB 555)

Phase I – August 31, 2013

• Use the Decision Framework to create LEA and building needs assessments to develop one focused plan for the LEA. Institute and fully implement data driven goals (including subgroup performance data and non-academic barriers to student leaning) to form one focused plan including PD for teachers and technical assistance by State Support Team or Educational Service Center.

• Implement School Improvement Model (SIG models or Ohio’s Intervention and Improvement Model). Interventions are embedded in School Improvement Plan, including addressing non-academic barriers to student learning.

HB555 Recommendations

Phase 2 – Beyond August…

Appreciative Inquiry Summit

•internal stakeholders

•external stakeholders

CHAMPIONS BUILD ON POSSIBILITIES.

• What are SBOE’s strengths?

• What are ODE’s strengths?

• What are school buildings’ strengths?

• What are the State of Ohio’s strengths?

Internal Stakeholders (Traditional)Students (show video clip)FamiliesTeachersBuilding/District LeadersSupport Staff such as janitors, lunch aides, etc.Higher EducationLegislatorsGovernor’s OfficeFoundations

External Stakeholders (Non-Traditional)HospitalsCommunity Health CentersManaged Care OrganizationsMental HealthBusiness Community

Rethink our approach to Existing Interventions

Phase 2 – Beyond August…

Organize and conduct an Appreciative Inquiry Summit, bringing together as many internal and external stakeholders as possible, with the goal to discover, dream, design and deploy a sustainable learning community that inspires its students to be successful.

Make a Commitment to Action. No Excuses. Whatever It Takes.

“Anything is possible when enough people realize that everything is at stake.”

-Norman Cousins