Contractor Update

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Office of School Improvement Contractor Training Division Leadership Support Team (DLST) Meeting The College of William and Mary September 16, 2013

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State Accountability Standards of Learning (SOL) BenchmarksSchools that do not meet the minimum pass rates for each content area assessment are rated Accredited with Warning

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State Accountability Graduation and Completion IndexBeginning with accreditation ratings announced in fall 2011, high schools were required to earn a minimum of 85 points on the Graduation and Completion Index—as well as achieve the required pass rates on state tests in English, history/social science, mathematics and science—to be Fully Accredited. The Graduation and Completion Index awards: 100 points for students who graduate with a diploma 75 points for students who earn a GED 70 points for students still in school 25 points for students who finish high school with a Certificate of Completion

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State Accountability Graduation and Completion IndexBenchmarks for Graduation and Completion Index and Rating of Provisionally Accredited-Graduation Rate

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*Federal Accountability System of Recognition, Accountability, and Support Lowest performing 5% of Title I schools in the “All Students” group are identified as Priority Schools – 36 schoolsTitle I and non-Title I schools that did not meet an annual measurable objective are required to develop an improvement plan Lowest performing 10% of Title I schools in Proficiency Gap Group performance are identified as Focus Schools – 72 schools

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2013-2014 At-A-Glance

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School RequirementsUndergo an academic review Develop and implement a school improvement plan including essential actions identified as a result of the academic review, and including the following nine components: Description of how the school will meet the requirements to be Fully Accredited, for each of the years covered by the plan. Specific measures for achieving and documenting student academic improvement. A description of the amount of time in the school day devoted to instruction in the core academic areas. Instructional practices designed to remediate students who have not been successful on SOL tests. Intervention strategies designed to prevent further declines in student performance. Staff development needed. Strategies to involve and assist parents in raising their child’s academic performance The need for flexibility or waivers to state or local regulations to meet the objectives of the plan. A description of the manner in which local, state, and federal funds are used to support the implementation of the components of the plan. Adopt and implement a research-based intervention program (required for schools that are warned in English and/or mathematics) *

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“The lack of excellence in American schools is not caused by ineffective teaching, but mostly by misaligning what teachers teach, what they intend to teach, and what they assess as having been taught” (Cohen, 1987) A “guaranteed and viable curriculum” is perhaps the most significant school factor that affects learning (Marzano , 2003). One of the six indicators of excellence in education is that teachers “know the learning intentions and success criteria” of what they are teaching (John Hattie, 2009).

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In a school division with schools rated Accredited with Warning, the OSI contractor will be responsible for:

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Federally-Sanctioned Schools The ultimate role of the OSI contractor in schools with state and federal sanctions is to ensure that all partners (i.e., LTP, contractors, division personnel) are focused on schools attaining full accreditation. Monitoring of interventions in Tier 1 and 2 are equally as important as Tier 3.

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In school divisions with priority schools, the OSI contractor will be responsible for:

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The VDOE contractor assigned to divisions with priority schools will review reports prior to submission to VDOE for review through Indistar®.

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For example, the OSI contractor assigned to divisions with priority schools will review the Priority School Quarterly Data Analysis Report prior to submission to VDOE for review through Indistar®. The OSI contractor will ensure “next steps” for earning full accreditation are documented as tasks in the school’s improvement plan.

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The main responsibility of the OSI contractor assigned to divisions with priority schools will be to: monitor the alignment of supports from the division, LTP and school as it relates to the school’s identified needs ensure the transformation “work” is evidenced in the school improvement plan, meeting minutes and reports.

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Part I. Alignment with NeedsReview the current continuation application, current division- and school-level meeting minutes, school improvement plan tasks and any available school reviews (LTP, state, etc.). Review the essential actions to ensure the school is fully accredited and revise, if needed. Provide evidence as to whether the school-level, division-level and LTP’s improvement efforts are aligned with the identified needs. (Related Indistar® indicators/tasks should be used as evidence.)Procedures for Completing the Priority School VDOE Contractor Monthly Report

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Part I. Alignment of Needs (Sample)October Report (Due Nov. 1) School: Principal and administrative team meets with the teachers on designated day weekly: analyze data and plan next steps (G3). Principal requested support from LTP and division in math based on grade level team’s analysis of common formative assessments and recent benchmark results (misalignment). Request for instructional planning and delivery support in patterns/functions for 6th and 7th grade teachers (I3/I4). Division: Supported principal’s request , meeting with principal/LTP to assure that LTP’s specialist provides services by November 15 (support planning, development of model lessons and assessment development PD. Division added additional 2-day content training for all math teachers (B4/I3) on unpacking of standards. (The LTP attended the training.)Procedures for Completing the Priority School VDOE Contractor Monthly Report

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Part II. Development of Capacity for Sustainability Describe evidence of capacity being developed in the division, school and classroom. Indicate who is supporting the capacity development (i.e., LTP, OSI or other). Detailed evidence may include professional development activities, modeling, leadership coaching, etc. (Related Indistar® indicators should be specified, if applicable.) Procedures for Completing the Priority School VDOE Contractor Monthly Report

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Part II. Development of Capacity for Sustainability (Sample)Division: Division level team revised the calendar for discussing analyzed data with school teams and developed next steps and support provided by the division leadership bi-weekly based on the assessment results (A2). (The VDOE Contractor will attend one of these meetings monthly.) The superintendent is requiring LTP school-level math support 4 days/week and has requested a report on the impact after the first month to be provided by the LTP and principal. (B4) School: Data meetings and lesson plan reviews held weekly (review student data from common assessments to plan for corrective instruction. The Principal and LTP’s classroom observations and supportive feedback will be focused on the math instructional block and math intervention (2xs/teacher/week minimum) (K3/K4). Improvement plans in place for teachers (3) after discussions with the division team have been reviewed by the division (H18/H22). Classroom: Some evidence of effective instruction being built supported by LTP and Principal. Principal sets expectation for teachers to review all student data and adjust instructional plans to focus on areas of weakness and report progress. Principal requires corrective action plan to be disaggregated for pre-assessments and post-assessments, breaking down the individual strands needing additional remediation, describing WHO, WHAT, WHEN, WHERE, HOW LONG strategies/interventions will be in place (K5). Teachers received 2 professional development trainings from external contractors on student engagement provided by the division. (I9)

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Part III. InterventionsFirst month, enter comments regarding the fidelity of implementation of interventions as described in the application. Following months, describe any current modifications (identification, placement, monitoring, etc.). Include related Indistar® indicators, if applicable. (i.e., TA01, TA02, TA03) Procedures for Completing the Priority School VDOE Contractor Monthly Report

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Last Updated: 8th March 2018

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