WVDE System of Support Michele Blatt Office of School Improvement

Restructuring began in Fall 2009 Dr. McClanahan ask the question, “How can we better support schools?” – OEPA – Technical Assistance – Specific Professional Development

Compliance Non- Compliance

Oversightto Capacity Building

Statewide System of Support Capacity Local Capacity Coordinate SSOS services, components, Personnel Differentiate support to districts and schools Deliver services to districts and schools SEA’s Intermediate agencies, External Partners School Support Coordinators, school teams Intensity, Duration of services, point of impact, Supporting Partner District

Identification Governance Protocols & Expectations Progress Determinants Data Collection Essential Components Monitoring Evaluation/Consequences DRAFT FOR COMMENT WVDE School Improvement Model

Components of Model Tier 1Tier 2Tier 3 Identification SEA Lowest 8 achieving schools per programmatic level on WESTEST2 (RLA/M) Second lowest 8 achieving schools per programmatic level on WESTEST2 (RLA/M) Third lowest 8 achieving schools per programmatic level on WESTEST2 (RLA/M) Title I Lowest 5 achieving Title I schools identified for improvement *Based on the criteria for 1003(g) School Improvement grants Middle and high school only *Based on the criteria for 1003(g)School Improvement grants Remaining Title I schools identified for improvement *Based on the criteria for 1003(g)School Improvement grants Governance SEA & LEA shared decision making Consulting partner WVDE liaison LEA decision making WVDE liaison LEA decision making WVDE liaison Protocols & Expectations SSOS diagnostic visit Consulting partner Use School Team: some recommendations: Principal, 2 Lead Teachers, School Counselor(If applicable), Special Ed., Title 1 (If applicable), any current Academic/ Instructional Coaches District: member of district office. Revise strategic plan Professional development(monitored for implementation) Strategic plan revision presented to LSIC for approval. Consulting partner(optional) Use School Team: some recommendations: Principal, 2 Lead Teachers, School Counselor(If applicable), Special Ed., Title 1 (If applicable), any current Academic/ Instructional Coaches District: member of district office. Revise strategic plan Professional development (monitored for implementation) Consulting partner(optional) Use School Team: some recommendations: Principal, 2 Lead Teachers, School Counselor(If applicable), Special Ed., Title 1 (If applicable), any current Academic/ Instructional Coaches District: member of district office. Revise strategic plan Professional development

Diagnostic Visit Full day visit by a 4-6 member team Frameworks for High Performing Schools Observations Interviews Culture Survey

Building Capacity Diagnostic Report – Culture – Leadership – Curriculum and Instruction – Student Support – Effective Management Shared with central office, faculty and staff.

Tier 1 Schools and SIG Schools Layered system of support with a state liaison Weekly visits from Local School Improvement Specialist Monthly visits from State School Improvement Specialist Professional development ongoing throughout the year based on individual school needs

Capacity and Roles in a Turnaround Framework Turnaround Support State District School Lead Turnaround Partner—SSOS Organizational Consultant Supporting Providers

Coordinated Effort Statewide WVDE Local Boards of Educations RESA External Supporting Partners

OEPA Work Review County/School Strategic Plans Prepare a template to document action steps to correct findings from OEPA visit Technical Assistance WVBE approval

Leadership is not the private reserve of a few charismatic men and women. It is a process that ordinary people use when they bring forth the best from themselves and others. James Kouzes & Barry Posner