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New Hampshire Department of Education: State Support System Presentation to NH School Administrator’s Association “Living with the NCLB Act” conference.

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Presentation on theme: "New Hampshire Department of Education: State Support System Presentation to NH School Administrator’s Association “Living with the NCLB Act” conference."— Presentation transcript:

1 New Hampshire Department of Education: State Support System Presentation to NH School Administrator’s Association “Living with the NCLB Act” conference September 20, 2005

2 State Accountability NCLB requires the following: “A State shall identify for improvement any local education agency (district) that, for two consecutive years, has not made adequate yearly progress as defined in the State’s plan.” The State identified 18 districts as Districts In Need of Improvement based on two years of NHEIAP data. Three districts appealed the designation and were granted the appeal by the NH State Board. After appeal: 6 districts are identified in area of reading 7 districts are identified in the area of mathematics 2 districts have been identified in both reading and mathematics

3 State’s Responsibility for Technical Assistance RSA 193 H - Local Education Improvement The Department of Education and the State Board of Education shall work cooperatively with the school or school district to provide assistance. NCLB For each local education agency (district) identified under paragraph (3), the State education agency shall provide technical assistance or other assistance if requested, as authorized under section 1117.

4 This is a National Dialogue Standards-based reform requires changes in the role of state education agencies and district central offices.  Districts are critical to the improvement process through the provision of resources, information and incentives to facilitate school improvement. For each school identified for school improvement, the district shall ensure the provision of technical assistance – this includes analyzing data from the state assessments and other examples of student work, to identify and address problems in instruction.  States play a key role in supporting districts as they move through this process: needs assessment, planning, resources for implementation, and evaluation Taken from a CCSSO report – March 2003

5 What does the law require? SEC SCHOOL SUPPORT AND RECOGNITION. (a)SYSTEM FOR SUPPORT,- (1) IN GENERAL, - Each State shall establish a statewide system of intensive and sustained support and improvements for local education agencies and schools receiving funds under this part, in order to increase the opportunity for all students served by the agencies and schools to meet the State’s academic content standards and student academic achievement standards.

6 What is the State’s Responsibility? STATEWIDE SYSTEM 1.Establishing school support teams. 2.Providing such support as the State educational agency determines necessary and available in order to ensure the effectiveness of such teams. 3.Designating and using distinguished teachers and principals chosen from schools served under this part that have been especially successful in improving academic achievement. 4.Devising additional approaches to providing assistance, such as providing assistance through institutions of higher education and educational service agencies or other local consortia, and private providers of scientifically based technical assistance.

7 Student Standards- Based Curriculum Instruction Assessment Structural Reform Strategies Leadership & Governance External Support/ Resources Culture & Climate Professional Development Data-Based Accountability & Evaluation Extended Learning Activities Parent & Community Involvement The NH Focus

8 State Support System: A Draft Action Plan Draft created by a team of Department staff and members of the School Improvement Advisory Committee that participated in the Council of Chief State School Officers Conference on Rewards and Sanctions in February, 2005.

9 IndicatorWhat exists?What is needed?GapAction and Stakeholders State Support System: A Draft Action Plan

10 IndicatorWhat exists?What is needed?GapAction and Stakeholders Common expectation of student success  NH Curriculum Frameworks  Grade Level Expectations (GLE)  Grade Span Expectations (GSE)  English Language Proficiency Standards Roll out of GLEs and GSEs that include all administrators, contractors, teachers, DOE staff. NECAP Information administration with accommodations. Belief that this is for all students:  SPED  ESOL  Students in poverty Provide assistance to schools through SETACS Department Staff School Improvement Coordinators Contracted Vendors Regional Content Meetings Title I and SPED Regional Groups State Support System: A Draft Action Plan

11 IndicatorWhat exists?What is needed? GapAction and Stakeholders Support for students at risk: Educational disabilities ESOL Poverty  SPED Directors  SPED Advisory Committee (SAC)  ESOL Coordinators  21 st Century Grants Data that shows what is working; what is the relationship between: PBIS and student achievement 21 st Century and student achievement An analysis of schools that are succeeding with students at risk Through the DINI plans begin to gather data for analysis. Work with DOE staff and coordinators of PBIS and 21 st Century programs to collect data State Support System: A Draft Action Plan

12 IndicatorWhat exists?What is needed? GapAction and Stakeholders Focus on prevention Early Intervention Access to the general curriculum for all learners  Even Start  Reading First  Reading Recovery  Parents as Teachers program  Early Literacy local activities  SPED preschool programs Data that shows: -What is working -What is the relationship between the programs and student achievement How to identify and communicate lessons learned to all schools State Support System: A Draft Action Plan

13 IndicatorWhat exists?What is needed? GapAction and Stakeholders Professional Development Teacher Skills Content Knowledge Instructional Leadership  PD Master plans  Mathematics- Science partnerships (MSP)  ACROSS  CIEL  Mentoring programs  E2T2  SALT A examination of the relationship between the Master plans, Consolidated Applications, SINI and DINI plans Inventory and evaluation of the MSP, ACROSS, CIEL, Mentoring and other programs Analysis of the relationship between various plans teacher development Inventory of schools and districts that have participated in various programs to: - identify success in raising student achievement - what were causes State Support System: A Draft Action Plan

14 IndicatorWhat exists?What is needed? GapAction and Stakeholders Resources: Reorganize Reallocation An examination within the Department of how funds can be focused Identification of districts that have coordinated and maximized funding sources Initial discussions occurring within DOE State Support System: A Draft Action Plan

15 IndicatorWhat exists?What is needed? GapAction and Stakeholders Continuous improvement systems in place that are student achievement centered Department support of schools and districts identified as in need of improvement:  Funding  Root Cause Analysis  Institutes - CSI - HOPE Department plan for coordinating activities to support continuous improvement Not currently donePlanning occurring to identify 5 districts to conduct case studies examining how the Department/district interaction State Support System: A Draft Action Plan

16 IndicatorWhat exists?What is needed? GapAction and Stakeholders Data- informed decisions  Variety of local activities  Initial stage of State Assigned Student ID (SASID) Identification of strategies used at local level Phase II of SASID Analysis of success of local strategies Support for districts State Support System: A Draft Action Plan

17 IndicatorWhat exists?What is needed? GapAction and Stakeholders Systems for providing support to schools and districts  Reading First Coaches  Reading Recovery Teacher Leaders  Facilitators  Distinguished Educators  Survey of the Enacted Curriculum (SEC)  Impact Centers  CSR Inventory and mapping of participation Plan to coordinate State Support System: A Draft Action Plan

18 IndicatorWhat exists?What is needed? GapAction and Stakeholders Strategic partnerships  NHSAA  NHASP  NEA NH/NH F of T  Universities/ colleges  Content organizations More explicit partnerships State Support System: A Draft Action Plan

19 IndicatorWhat exists?What is needed? GapAction and Stakeholders Closing of the achievement gap 2 years of NHEIAP data Additional data Analysis of specifics of gap State Support System: A Draft Action Plan

20 IndicatorWhat exists?What is needed? GapAction and Stakeholders Technology access for school/ district improvement PD CentersIdentification of how to: best use centers to support improvement work create long term funding support for centers State Support System: A Draft Action Plan

21 Next Steps: Team of Department staff participating with district leadership representation in CCSSO Supporting Low Performing Schools and Districts meeting in October to examine current NH strategies and plans in relation to work occurring in other states Hiring of distinguished educators in content, school improvement and data strategies areas Regular meetings with district improvement coordinators Renewal of contracts with IMPACT centers, SEC and discussion of strategies to use these resources Discussion with University of Virginia regarding participation in development of a Turn Around Specialist program Collaboration with Brown University’s Comprehensive School Reform Support and Capacity Building Program ?

22 If you have questions or suggestions contact: Members of the School Improvement Advisory Committee: Mary Ellen Hannon - Assistant Superintendent, SAU 10 (Derry) Jacqui Gillette – Superintendent, SAU 6 (Claremont) Sharyn Orvis – Curriculum Coordinator, SAU 59 (Winnisquam) Department of Education Gary Guzouskas – Administrator, School Improvement


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