Next Generation of Accountability Differentiated Recognition, Accountability, and Support Summer 2012

Four Principles for ESEA Flexibility  College and Career Ready Expectations  Differentiated Recognition, Accountability, and Support  Effective Instruction and Leadership  Reduce Duplication and Unnecessary Burden

Levels of Intervention Level 3: Intensive Direct Intervention Level 2: Directed Use of Resources Level 1: Coaching and Support Locally Guided Continuous Improvement

Priority Schools

Focus Schools

Key Areas of Effectiveness  Teaching and learning  What content do teachers teach?  Educator effectiveness  How do educators behave to get the best results?  Family and community involvement  How does the school/district engage parents and the community?  District and school structure and culture  Do district and school policies and practices support student achievement?  Technical and adaptive leadership  Does the school’s leadership team effectively lead for improvement and how to adjust to the school context?

Priority Schools Timeline  Title IA set asides as school year begins  Self-evaluation early fall 2012  Deeper diagnostics fall 2012  Plan development & approval winter/spring 2013  Comprehensive, system-wide interventions beginning  Address all of the five key areas of effectiveness  School Improvement Grant (SIG) schools continue with approved plan

SIG Schools as Priority Schools  Continue priority status through  No supplemental Title IA school improvement funding following SIG expiration  Most likely continued reporting requirements as priority school  Continuation in the Network as an option

Focus Schools Timeline  Title IA set asides as school year begins  Self-evaluation early fall 2012  Plan development & approval fall 2012  Interventions targeting achievement gaps beginning midyear  Deeper diagnostics as resources allow  Revision of plan and interventions for based on deeper diagnostics

Continuous Improvement Network  Leadership Coaches  Regional Network Coordinators  School Appraisal Teams  School Support Teams  Education partners and organizations

Leadership Coaches  Mentor leadership’s professional growth  Provide direction in completing self-evaluation  Facilitate creation and implementation of CAP  Participate in school support team  Network to strengthen implementation strategies  Assist in selecting external resources

Regional Network Coordinators  Support priority and focus schools in self-evaluation  Facilitate selection of school support team members  Coordinate deeper diagnoses  Assist in selection of interventions  Assist in oversight & monitoring of CAP implementation  Support participation in the Network

School Appraisal Teams  Review results of self-evaluation & school data  Apply appropriate diagnostic tools and conduct deeper diagnoses  Create a report of results and prescribed interventions  Assist in continued diagnoses as needed

School Support Teams  Assist in the development of CAPs  Support roles needed to ensure implementation of CAPs  Assist in oversight and monitoring of district  Assist in oversight & monitoring of CAP implementation  Support participation in the Network

Education Partners  Expansion of current statewide efforts  Many partnering organizations:  K-12 districts & schools  Education Service Districts  Higher education  Business community  Early learning service providers  Other education & community organizations  RTI  PBIS  OSBA Lighthouse Project  DATA Project  STEM  ESD School Improvement  Accreditation  Other programs

Getting in Touch  ODE Next Generation Site   Tryna Luton   or  Jan McCoy  