1. WASHINGTON STATE STUDENT AND SCHOOL SUCCESS COLLABORATIVE ACTION PLANNING AND SUPPORT MODEL DEVELOPING DISTRICT AND REGIONAL CAPACITY FOR SUPPORTING INDISTAR® SCHOOLS January 2016 Paul Wieneke, Indistar Steward Washington Office of Public Instruction Division of Student and School Success

3. Our Division has an Assistant Superintendent, a Director, two support people and myself. I am Representing Our Division Today.

4.  Introduce the Work in Washington State  Present District Level Action Plan Integration  Present Regional Level Action Plan Integration  Hyperlink to Extensive Supports and Resources TODAY’S PRESENTATION WILL: Bill Wagner / The Daily News Monticello “Success Night”

5. All 9 Associated Educational Regional Leadership Teams are Indistar Users

6. 295

7.  School-level  District-level  Coach-level (Leadership and Instructional Contractors)  Regional-Level  State-level INDISTAR ACCOUNT TYPES

8. We use the Indistar® Action Planning tool to support 136 of the total 295 Washington State School Districts (46%) We are “growing” rather than mandating Indistar® action planning 42% of all WA Indistar® users are “Opt-in” users 50% of all WA Indistar® schools are “Opt-in” users GROWING INDISTAR® IN WASHINGTON STATE

9. STUDENT AND SCHOOL SUCCESS INDISTAR USER SUMMARY 2016 42%

10. BALANCING THE MESSAGING VoluntarilyMandatory, Required, Expected.

11. Rearview Mirror: A Look Back Number of schools we serve has doubled (see graph) with no additional funding Installed multi-tiered system of supports with metrics to assess impact on educator practice and student learning MTSS refers to the cycle of “Plan, Do, Study, Act.”

12. SUCCESS AND THE WORK AHEAD… Challenges Overcome Increased accountability – Performance based contracts – Consistent use of Indistar® among all identified schools Established collaborative partnership with AESDs – Outcomes based CSA with clearly defined deliverables related to impacting educator practice and student learning Increased transparency of the division’s work that allowed for open communication Created an integrated system of support in five major areas Challenges Ahead Fiscal distribution /costs to meet urgent needs RAD Growth and Exit – Language Establishing the new E.S.S.A Decisions around adding P and F on an annual basis versus a 3 year cycle

13. “SKETCHES FOR SUCCESS” “PILLARS” OF OUR DIVISION

14. Handbooks to guide and support the process: Action-Planning Handbook for School Teams -examine ways to increase educator capacity & improve student achievement -use the Indistar® action-planning tool to assess, create, & monitor Student and School Success Action Plan, as well as integration of Title I Schoolwide and Targeted Assistance Plan and integration of ESEA-AYP. Action-Planning Handbook for District Teams -companion to the School Action-Planning Handbook -in depth description of all District requirements and guidance to using the Indistar® tool for developing district action plans, integrating district improvement plans (D.I.P) and integrating ESEA-AYP.

15. DISTRICT ROLE IN SCHOOL IMPROVEMENT “Ultimately, the district is accountable to ensure the greatest likelihood of school improvement efforts and interventions having their intended impact on educator practice and on student outcomes.” (Central Office Action Planning for Student and School Success Guidance for District Leadership 2014)

16. “This process engages district and school teams in examining critical district policy, programs and practices that impact the improvement of student learning in all schools.” (OSSS Central Office Guidance, Pg. 16) USING EVIDENCE-BASED PROCESSES

17. Continuous Improvement Process Indistar® Planning Phases

18. WADistrict/WADistrict Demo Login Our District Landing page has many links to resources.

19. Keys to Success for Indistar® Districts 1. District Leadership Team meets regularly (typically twice a month) to review multiple data sources, including evidence of indicator implementation, monitor progress, and guide continuous improvement of district support for school improvement. 2. District Leadership Team reviews work of school Leadership Teams to determine where district supports and resources might be best applied. 3. District Leadership Team dialogues with the coach via coaching comments and reviews. 4. Superintendent provides direction for the District Leadership Team, focuses on district support for school improvement, builds leadership capacity of others. 5. District Liaisons regularly review the work of the School Leadership Teams and provide guidance, reflection, pressure, and support. 6. Superintendent generates a monthly progress reports (Summary Report and/or Where Are We Now?) for the district and for each school and summarizes the reports for the board. 7. School board members, district personnel, school personnel, and district stakeholders review reports through the Guest Login to stay abreast of the evolving district plan and offer feedback.

20. Student and School Success “Turnaround Principles” Principle 1: Provide strong leadership Principle 2: Ensure teachers are effective and able to improve instruction Principle 3: Expand time for student learning and teacher collaboration Principle 4: Strengthen the school’s instructional program Principle 5: Use data to inform instruction and for continuous improvement Principle 6: Establish a safe and supportive school environment Principle 7: Engage families and community

21.  Districts are expected to annually assess each of the 14 District-Level Expected Indicators (displayed in the following slides)  “Active” Indicators include S.M.A.R.T. goals, tasks, and timelines  “Fully Implemented indicators must have supporting evidence uploaded in the Upload Folder  Special conditions apply for districts in a step of ESEA-AYP  AESD Regional Teams are expected to annually assess 10 Integrated School and District Indicators, as per their Collaborative Service Agreement (CSA). Expected Indicators

22. P1-A The district reviews capacity of principals in schools required to implement turnaround plans and determines whether an existing principal has the necessary competencies to lead the turnaround effort. P1-B The district ensures that an empowered change agent (typically the principal) is appointed to head the each school that needs rapid improvement. P1-C District examines its policies and makes modifications as needed to provide operational flexibility for principals in order to support school turnaround plans in key areas. 14 DISTRICT EXPECTED INDICATORS

23. P2-A District policy and practices ensure highly qualified teachers are recruited, placed, and retained to support the transformation and turnaround efforts. P2-B The district has policies and practices in place that prevent ineffective teachers from transferring to schools that are required to implement turnaround plans. P2-C* Professional development is built into the school schedule by the district, but the school is allowed discretion in selecting training and consultation that fit the requirements of its Student and School Success Action Plan and evolving needs. 14 DISTRICT EXPECTED INDICATORS (CONTINUED)

24. P3-A *The district allocates resources to support additional learning time for students and staff in schools required to implement turnaround principles. P4-A* The district ensures that school improvement initiatives include rigorous, research-based, field-proven instructional programs, practices, and models. P4-B* The district works with the school to provide early and intensive intervention for students not making progress. P4-C The district has a comprehensive plan that includes testing each student at least 3 times each year to determine progress toward standards-based objectives. 14 DISTRICT EXPECTED INDICATORS (CONTINUED)

25. P5-A The district provides schools with technology, training, and support for integrated data collection, reporting, and analysis systems. P6-A The district and its schools implement state and federally aligned policies and procedures which guide, promote and assist school communities with academic, physical, social, emotional and behavioral programs and practices that ensure a safe and supportive culture and climate. P7-A * The LEA (district)/School has announced changes and anticipated actions publicly; communicated urgency of rapid improvement, and signaled the need for rapid change. P7-B* The LEA (district)/School has engaged parents and community in the transformation process. 14 DISTRICT EXPECTED INDICATORS (CONTINUED)

26. FRAMEWORK FOR CHANGE

27. Analyze current data Identify and specify the Problem of Practice (CLD) (Step 2, pg 13) Select the intervention to address (step 3, pg 14) Craft action plan for change (step 4, pg 15) Implement Action Plan Monitor Implementation and Impact (steps 5/6) Monitor and Revise IMPROVEMENT CYCLE

28. Step 1: Accessing the Current Level of Development Tool

30. Final Step is to submit the plan Submit P1 letter Submit Plan

31. Districts with leadership teams with clearly defined roles and responsibilities were more intentional about systemically addressing supports for the identified buildings Districts struggled with “compliance” vs a “transformational change” of central office approach Many districts marked “fully implemented” for an Indicator without looking at the data available Evidence upload; too dense and was district wide not for identified schools WHAT WE HAVE LEARNED FROM 2012-2016

32. 1-2 pieces of evidence is all that is needed Narratives helped reviewers understand the districts current status in relation to indicator implementation (CLD) District that had accessed “limited development” for an indicator had a S.M.A.R.T goal and at least one task to start the year. WHAT WE HAVE LEARNED (CONT.)

33. AESD “SUCCESS NETWORK” Collaboration and partnership between ESD Leads and OSPI Coaches result in scope and sequence of professional learning as a regional focus Regional improvement action plans focus on the identified needs of schools and districts within regions anchored in problems of learning for students and related problems of practice for educators Success ratings increased to 87% in PD outreaches in 2014-15

34. TITLE III INTEGRATION Collaboration and partnership between Office of Student and School Success and OSPI Title III Division. Integrating District level Indistar® plans from school level AMO’s for ELL students. Integration 14 District Level Indistar® Expected Indicators and the Developmental Bilingual Education Needs assessment. Rolled out: November 2015

35. District/Regional Action Planning Timeline and Resources District Title III integration District ESEA-AYP integration AWSP/Marzano Leadership Framework integration District SIG Reports AESD integration (School Title I Integration) LIVE! Demonstration in Indistar

36. STUDENT AND SCHOOL SUCCESS CONTACT INFORMATION Paul Wieneke, Indistar Program Supervisor paul.wieneke@k12.wa.us OR indistar@k12.wa.uspaul.wieneke@k12.wa.usindistar@k12.wa.us PH: 360-725-6319 OSSS website: www.k12.wa.us/StudentAndSchoolSuccess www.k12.wa.us/StudentAndSchoolSuccess Michael Merrin, Assistant Superintendent michael.merrin@k12.wa.us