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PROCESSES, PROCEDURES, AND REQUIREMENTS 2014-2015 ARIZONA DEPARTMENT OF EDUCATION SCHOOL IMPROVEMENT PRIORITY, PRIORITY-SIG, FOCUS AND PRE-INTERVENTION.

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Presentation on theme: "PROCESSES, PROCEDURES, AND REQUIREMENTS 2014-2015 ARIZONA DEPARTMENT OF EDUCATION SCHOOL IMPROVEMENT PRIORITY, PRIORITY-SIG, FOCUS AND PRE-INTERVENTION."— Presentation transcript:

1 PROCESSES, PROCEDURES, AND REQUIREMENTS ARIZONA DEPARTMENT OF EDUCATION SCHOOL IMPROVEMENT PRIORITY, PRIORITY-SIG, FOCUS AND PRE-INTERVENTION SCHOOLS

2 MISSION To build LEA and school capacity through a comprehensive system of support that ensures effective and sustainable teaching and learning environments that result in high academic achievement. 2

3 OBJECTIVES LEAs and schools will understand: Federal School Improvement Labels Priority, Focus and Pre-Intervention School Requirements Priority, Focus and Pre-Intervention School Support and Monitoring 3

4 FEDERAL SCHOOL IMPROVEMENT LABELS 4

5 Priority Schools A minimum of 5% of Title I schools in the state will be identified as Priority Schools Focus Schools A minimum of 10% of Title I schools in the state will be identified as Focus Schools Pre-Intervention Schools Up to a maximum of 10% of Title I schools in the state will be identified as Pre-Intervention Schools three Federal labels are issued for three consecutive years from initial year of identification 5

6 PRIORITY SCHOOL CRITERIA Among the lowest performing schools Title I ‘F’ school, or The remaining ‘D’ schools with the lowest A-F total points, or The lowest 10% of Title I alternative schools on total points in the A-F Letter Grade Alternative Model 6

7 PRIORITY SCHOOL CRITERIA SIG schools Currently served SIG school Low graduation rate Title I eligible high schools with graduation rate of less than 60% for 3 consecutive years, not including alternative schools 7

8 FOCUS SCHOOL CRITERIA Low achieving subgroup Title I schools with less than 25% of their bottom quartile students passing AIMS in reading and mathematics on the most current year of data; Have had less than 21 percentage point increase over the most recent 2 years in the percent of bottom quartile students passing AIMS 8

9 FOCUS SCHOOL CRITERIA “Alternative low-achieving-subgroup” Approved ADE Title I school Alternative School with less than 45% of non-proficient students in reading improved by at least one AIMS performance level for three consecutive years; or Have less than 30% of non-proficient students in mathematics improved by at least one AIMS performance level for three consecutive years 9

10 FOCUS SCHOOL CRITERIA Within-school-gap Title I schools with the largest gaps (greater than 65% difference in the percent passing) within the school between the percent of bottom quartile students passing AIMS in reading and mathematics and the top 2 quartiles of students passing AIMS on the most current year of data Have had less than 21 percentage point increase over the most recent 2 years in the percent of bottom quartile students passing AIMS 10

11 FOCUS SCHOOL CRITERIA Low graduation rate Title I school with a graduation rate of less than 60% for 3 consecutive years, not including alternative schools that meet Arizona’s original School Improvement Grant Exception policy; Not be identified as a priority school 11

12 PRE-INTERVENTION SCHOOL CRITERIA AMOs, specifically A school with any single subgroup missing AMOs for 2 or more consecutive years; A school with the total number of subgroups missing the AMO targets in the current year being greater than 50% of the school’s eligible number of subgroups 12

13 PRE-INTERVENTION SCHOOL CRITERIA Academic Growth, specifically Negative growth in the percent of students passing AIMS over 2 years; Schools with less than 50% of students passing AIMS over 2 years that have less than 5% improvement annually in the percent of students passing AIMS; SGP of bottom quartile students below 1 standard deviation for 2 years Graduation rates, specifically High schools that do not meet graduation AMOs 13

14 PRIORITY, FOCUS & PRE- INTERVENTION REQUIREMENTS 14

15 IMPROVEMENT PLAN REQUIREMENTS PrioritySchoolsFocusSchoolsPre-InterventionSchools Must select to implement one of the four Federal Intervention Models; or Develop own comprehensive model based on all 7 Turnaround Principles Must implement interventions aligned to Principle 5: Data Inform Instruction for continuous improvement and providing time for collaboration on the use of data May select additional Turnaround Principles addressing the reason for identification Must select one or more of the Turnaround Principles addressing the reason for identification LEA must assure fiscal resources to address improvement efforts 15

16 FEDERAL MODELS Restart Closure Transformation Turnaround 16

17 17 7 Turnaround Principles Principle 1Strong, Effective Leadership Principle 2Effective Teachers Principle 3Additional Instruction Time Principle 4Strengthen Instructional Program Based on Student Needs Principle 5Data Informs Instruction Principle 6School Environment Focused on Achievement/ Non- Academic Factors Affecting Student Achievement Principle 7Engaging Families and Communities

18 LEA REQUIREMENTS Ensure schools complete Self Readiness Assessment Write LCIP supporting schools implementation of Turnaround Principles Support schools to write SCIPs with goals, strategies and action steps to increase student achievement Identify annual performance targets (SMART goals) and milestones in math and reading Address the needs of the bottom quartile students by identifying annual performance targets (SMART goals) and milestones in math and reading 18

19 LEA REQUIREMENTS Set goals to strengthen school climate/culture (Goal 4) Set goals to increase teacher performance (Goal5) Complete Climate/ Culture Survey (LEA/school choice) for each school in improvement twice a year Complete Data Summary three times a year for each school in improvement 19

20 LEA COMMITMENTS LEAs with priority and focus schools will be required to submit signed assurances to ADE to demonstrate their commitment and capacity to fully meet all of the priority and/or focus school requirements. These commitments list all the specific expectations for the LEA and school/s. Please read them carefully. Evidence of adherence to the commitments will be collected by ADE. Commitments are located on the LEA instrument page on ALEAT. By completing and signing the Commitments and uploading them to ALEAT, the LEA is agreeing to adhere to all commitments. 20

21 NOTIFICATION LETTERS If a school is assigned a “D”, within 30 days of public release of letter grades, including priority status, LEAs must provide written notification to each residence within the attendance area of the school. The notice must provide an explanation of the improvement plan process and information regarding the required public meeting If a school is assigned a “D”, within 30 days of public release of letter grades, including priority status, Charter schools must notify the parents of the students attending the school of the classification. The notice shall explain the improvement plan and process and provide information regarding the public meeting 21

22 SCHOOL CHOICE LEAs will be required to offer School Choice and set aside a sufficient amount to provide transportation to students that participate in School Choice. However, if there are unused/unencumbered funds, the LEA may reallocate excess set aside funds towards increasing student achievement after the first semester. If a school exits priority or focus status but has been providing School Choice and transportation to students, these options must continue as long as the child is enrolled in that school 22

23 PRIORITY, FOCUS & PRE- INTERVENTION SUPPORT & MONITORING 23

24 GUIDANCE FOR PRIORITY, PRIORITY-SIG, FOCUS, AND PRE- INTERVENTION SCHOOLS This document is available on the School Improvement Website. It contains additional information including a helpful appendix with dates, templates, rubrics, and other important information. Your EPS will also send you an electronic copy.

25 SII SYSTEM OF SUPPORT Multi-Tiered System of Support for Priority, Priority-SIG, Focus, Pre-Intervention and Universal Schools Priority, Priority-SIG, Focus and Pre-Intervention Schools will receive differentiated support based on the needs of the LEA and school As LEA’s and schools make progress, the level of support and monitoring will gradually decrease 25

26 REGIONAL SUPPORT Schools can also optionally include their regional service center to collaborate with ADE in providing technical assistance and professional development support 26

27 REGIONAL SERVICE CENTERS 27 Maricopa County Education Service Agency (MCESA) Lori Shough West Central Regional Service Center Stan Goligoski East Central Regional Service Center Linda O’Dell Southern Arizona Regional Education Center Denise Ryan

28 28 School Improvement Growth Model Self-Readiness Assessment & Progress Monitoring Report Self-Readiness Assessment & Progress Monitoring Report Self-Readiness Assessment, PMI Report, and Data Summary Reports Tiered Support System Model

29 SYSTEM’S FOUR COMPONENTS Support Technical Assistance Professional Development Accountability Progress Monitoring Compliance Monitoring 29

30 Priority and Priority-SIG Schools Technical Assistance Professional Learning Progress Monitoring Compliance Monitoring  Assigned ADE SII Education Program Specialist (EPS)  Assigned LEA & School Improvement Implementation Specialist as an option for grant funded schools  On-site support visits based on needs  Support developing, implementing & monitoring LEA & School Continuous Improvement Plans, grant application & funding process  Peer Network Partnerships  School Improvement Webinars  Leadership Development  Targeted Professional Learning: Curriculum, Instruction, Assessment 7 Turnaround Principles Turnaround Model Transformation Model Model Based on 7 Turnaround Principles Other ADE PD  Peer-panel Webinars focused on the 7 Turnaround Principles  Semi-annual progress monitoring site visits  Performance Management Instrument- Report by ADE following visit  Annual review of LEA/School Self- Readiness Assessment  LEA/School Benchmark & Leading Indicator data submission (3 x a year)  Climate and Culture Survey (2 x a year)  School Improvement Survey  Website access to progress monitoring resources  Teacher Performance Data submitted to ADE  Documentation of Title I set-aside  Parent Notification Letter  LEA & School Continuous Improvement Plans (LCIP AND SCIP) on ALEAT  Fiscal Review (Grant Funded) Budget review Quarterly fiscal monitoring Amendment review Cash Management Review Completion Report 30

31 Focus Schools Technical AssistanceProfessional LearningProgress Monitoring Compliance Monitoring  Assigned ADE SII Education Program Specialist (EPS)  Assigned LEA & School Improvement Implementation Specialist as an option for grant funded schools  On-site support visits based on needs  Support developing, implementing & monitoring LEA & School Continuous Improvement Plans, grant application & funding process  Peer Network Partnerships  School Improvement Webinars  Leadership Development  Targeted Professional Learning: Curriculum, Instruction, Assessment 7 Turnaround Principles Other ADE PD  Peer-panel Webinars focused on the 7 Turnaround Principles  Progress monitoring by ADE differentiated by site needs (Solution Team visit)  Performance Management Instrument -Report by ADE following visit  Annual review of LEA/School Self- Readiness Assessment  LEA/School Benchmark & Leading Indicator data submission (3 x a year)  Climate and Culture Survey (2 x a year)  School Improvement Survey  Website access to progress monitoring resources  Teacher Performance Data submitted to ADE  Documentation of Title I set-aside  Parent Notification Letter  LEA & School Continuous Improvement Plans on ALEAT  Fiscal Review (Grant Funded) Budget review Quarterly fiscal monitoring Amendment review Cash Management Review Completion Report 31

32 Pre-Intervention Schools Technical AssistanceProfessional LearningProgress Monitoring Compliance Monitoring  Assigned ADE SII Education Program Specialist (EPS)  On-site support visits based on needs  Support developing, implementing & monitoring LEA & School Continuous Improvement Plans, grant application & funding process  Peer Network Partnerships  School Improvement Webinars  Targeted Professional Learning: Curriculum, Instruction, Assessment 7 Turnaround Principles Other ADE PD  Peer-panel Webinars focused on the 7 Turnaround Principles  Annual review of LEA/School SRA  LEA/School Benchmark & Leading Indicator data submission (3 x a year)  Climate and Culture Survey (2 x a year)  School Improvement Surveys  Website access to progress monitoring resources  Teacher Performance Data Submitted to ADE  Documentation of Title I set-aside  Parent Notification Letter (D grade)  LEA & School Continuous Improvement Plans on ALEAT 32

33 TECHNICAL ASSISTANCE Data-Driven Instruction School Culture Student Culture Staff Culture Classroom Observations and Feedback Professional Learning Community (PLC) Curriculum Support Professional Development 33

34 SITE VISITS On-site visits to Priority, Priority-SIG, and Focus Schools will be conducted by the assigned EPS Technical assistance/support Progress and compliance monitoring The number of on-site visits will be differentiated based on need Pre-Intervention Schools will be assigned an EPS and provided with on-site visits based on school needs Other support will include technical assistance through webinars, Go-to-Meetings, s and phone conversations Schools with an Implementation Specialist will receive additional differentiated on-site and desktop support (Not to exceed 50 days per school year) 34

35 SITE VISITS 35 Site visits may include the following: Performance Management Instrument (PMI) report Evidence of implementation of LCIP/SCIP Interviews and discussion with district and site leadership Focus group discussions with teachers Focus group discussions with students Classroom observations

36 SELF-READINESS ASSESSMENT (SRA) Priority, Priority-SIG, Focus and Pre-Intervention Schools Completed:By SchoolOnce a year Purpose: A tool for schools to conduct a needs assessment around the 7 Turnaround Principles. September 12, 2014 *If date falls on a weekend, due on the Monday after date. Complete the Self-Readiness Assessment by rating each of the indicators for the 7 Turnaround Principles. Determine and record evidence to support findings. Determine and record the primary concerns/successes, root causes and action steps for CIP. Submitted: BY LEA and School On ALEAT September 12, 2014

37 DATA SUMMARY Priority, Priority-SIG, Focus and Pre-Intervention Schools Completed:By SchoolThree times a year Purpose: A tool for school to analyze school data trends, reflect on performance and determine next steps October 1, 2014 February 1, 2015 June 1, 2015 *If date falls on a weekend, due on the Monday after date. Complete Data Summary and Narrative questions using student performance data. Submitted: BY LEA and School To ADE on ALEAT Oct. 1, 2014 Feb. 1, 2015 June 1,

38 CONTINUOUS IMPROVEMENT PLANS (LCIP AND SCIP) Address the LEA strategies and action steps to support and implement Priority, Priority-SIG, Focus and/or Pre- Intervention School plans for improvement in the LEA Continuous Improvement Plan (LCIP) Priority, Priority-SIG address all selected model’s principles through strategies and action steps within your School Continuous Improvement Plan (SCIP) Include Title 1 Goal 1 (with strategies and action steps) Include Goal 2 and 3 for bottom 25% in both reading and math (with strategies and action steps) Include Goal 4 (school culture/climate) and 5 (teacher effectiveness) 38

39 CIP PLANS IN ALEAT Refer to the Title I Guidance Document Goal 1 Include additional school goals  address the bottom 25% in reading and math  address the school culture/climate  address teacher performance Use SMART goal format. 39

40 CIP PLANS TAGS IN ALEAT 40 Click on “Add Action Step,” scroll down to “Tags” and check the appropriate tag. Then, click on “Save” or “Save and Add Another.” NOTE! Hover over each tag to see full description. Use the LEA scroll bar to see all tags.

41 GOAL 1 (ALL TITLE I SCHOOLS) Example : (School) will improve student achievement for all grades in Reading by _____% moving from ____% mastery in Spring 2014 to ____% mastery in Spring 2015 as measured by the LEA assessment. (School) will improve student achievement for all grades in Math by _____% moving from ____% mastery in Spring 2014 to ____% mastery in Spring 2015 as measured by the LEA assessment; increase % English language proficiency ____% by moving from ____% in 2014 to ____% in 2015; increase attendance by _____% moving from _____% in 2014 to ____% in 2015; Increase graduation rate by _____% from _____% to ______% according to ADE calculations. 41

42 GOAL 2-Schools in Improvement To improve student achievement by addressing the academic needs of the bottom 25% of the student population in Reading. Example : (School) will improve student achievement in Reading for students in the bottom quartile. Reading achievement of students in the bottom quartile will increase by _____% moving from ____% mastery in Spring 2014 to ____% mastery in Spring 2015 as measured by the LEA assessment. 42

43 GOAL 3-Schools in Improvement To improve student achievement by addressing the academic needs of the bottom 25% of the student population in Math. Example : (School) will improve student achievement in Math for students in the bottom quartile. Math achievement of students in the bottom quartile will increase by _____% moving from ____% mastery in Spring 2014 to ____% mastery in Spring 2015 as measured by the LEA assessment. 43

44 PRIORITY AND FOCUS GRANTS The purpose of the 1003(a) Priority/Focus Grant is to assist schools identified as Priority and Focus in improving student achievement The strategy is to use one of the Federal Models or model based on the 7 Turnaround Principles to support LEA’s and schools in their on-going improvement efforts 44

45 LEA AND SCHOOL IMPROVEMENT IMPLEMENTATION SPECIALIST (IS) Coordinate, support and deliver appropriate coaching and mentoring at the school level with a focus on strong leadership and effective teaching Assists in the development and/or revision of LEA and School Continuous Improvement Plans Ensure implementation of the 7 Turnaround Principles Supports the collection and use of data to monitor implementation of improvement plans 45

46 IMPLEMENTATION SPECIALIST Coaches, mentors and provides professional learning around: LEA and school leadership Curriculum and instructional systems Supplemental supports and intervention services Data, assessment and evaluation Stakeholder relations Attends leadership development trainings with LEA and school: IS and LEA/school leadership use trainings as collaboration time IS ensures that best practices from trainings are implemented and monitored Reviews the alignment of resources (human, fiscal, etc.) Facilitates participation in peer network opportunities 46

47 IMPLEMENTATION SPECIALIST The IS will be contracted for no more than 50 days of service for each school year. The 50 days will include: A minimum of 10 on-site full day visits (8 hrs. per full day) Those with greater needs will receive additional on-site visits On-going desktop support (go-to meetings, webinars, phone calls) Attendance with LEA and school at leadership trainings Implementation Specialist provides monthly feedback through a Coaching and Mentoring Log 47

48 RELEASE LETTERS If choosing an Implementation Specialist (IS), the LEA will need to give permission in the grant application and sign a letter authorizing ADE to utilize a portion of the LEA’s school improvement grant assistance funds to cover the costs for IS 48

49 EXTERNAL SERVICE PROVIDER An external service provider may be contracted through the LEA/school to provide support for one or more of the school’s identified needs For example, provide staff development on Essential Elements of Instruction or the Common Core State Standards A scope of work must be provided Efficacy must be evaluated Your assigned EPS must approve before LEA enters into a contract with an external provider If a provider has not been identified, provide a detailed description of the principle the service will support as well as the following statement: “Educational Service Provider to be determined in consultation with School Improvement and Intervention section of ADE” 49

50 COMPLIANCE MONITORING The list below includes an overview of requirements. Grantee recipients are required to: Submit amendments for any fiscal or programmatic change Receive approval for amendments prior to implementing any change in spending or program Submit Completion Reports Be familiar with and follow instructions for grants management through the Grants Management Enterprise System through the Arizona Department of Education (Resources and support are available, for details, call ) 50

51 COMPLIANCE MONITORING CRITERIA FOR COMPLIANCE The list below includes an overview of requirements. Non-Grantee recipients are required to: Keep proper records Keep relevant records organized for announced and unannounced site visits Submit all SII reports for all Priority, Priority-SIG, Focus, and/or Pre- Intervention Schools, (Self-Readiness Assessment, Data Summaries, Climate and Culture Surveys) in a timely manner Submit Parent Notification and LCIP/SCIP in a complete and timely manner Make progress towards the goals in the LCIP/SCIP Set aside a maximum of 20% of Title I funds for school improvement efforts Submit and follow Commitments and the General Statement of Assurance 51

52 COMPLIANCE MONITORING The list below includes an overview of requirements. Grantee recipients are required to: Keep proper records Keep relevant records organized for announced and unannounced site visit Submit all SI reports for all Priority, Priority-SIG, Focus, and/or Pre- Intervention Schools, (Self-Readiness Assessment, Data Summaries, Climate and Culture Surveys) in a timely manner Submit Parent Notification and LCIP/SCIP in a complete and timely manner Read and understand the approved School Improvement and Intervention Grant Make progress towards the goals outlined in the awarded grant and LCIP/SCIP Submit and follow Commitments and the General Statement of Assurance Follow the Grants Management Business Rules 52

53 IMPORTANT Grantee Recipients are requested to: In accordance with sound accounting practices, it is requested that LEA’s draw down allocated funds on a monthly basis (as opposed to journaling at the end of the year) Examples of monthly draw-downs might be to pay the salary of grant funded positions, schedule services of external providers, or specific training/conferences scheduled during the month 53

54 IMPORTANT DATES 54 Date LEA Contact InformationAugust 22, 2014 SRASeptember 12, 2014 Data Summary WebinarSeptember 16 or 18, 2014 LCIP AND SCIPOctober 1, 2014 Data SummaryOct. 1, 2014; Feb. 1, 2015; June 1, 2015

55 Q & A x 55

56 Contact Information Laura Toenjes, Deputy Associate Superintendent Robert Gray, Director of LEA and School Improvement John Cortez, Education Program Specialist Jan Pender, Education Program Specialist Devon Isherwood, Education Program Specialist Steve Henneberg, Education Program Specialist Mary Arno, Education Program Specialist Lisa Cogan, Education Program Specialist Scott Maxwell, Education Program Specialist Cindy Richards-Administrative Assistant Felicia Francis-Program Project Specialist Contact 56


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