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Connecticut’s S tate P ersonnel D evelopment G rant Leadership Launch for the 2013-2016 Cohort

Connecticut’s S tate P ersonnel D evelopment G rant Leadership Launch for the 2013-2016 Cohort September 10, 2013. http://www.youtube.com/watch?v=l-gQLqv9f4o. Today’s Objectives. Review expectations of CT’s SPDG with participating district and school leadership

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Connecticut’s S tate P ersonnel D evelopment G rant Leadership Launch for the 2013-2016 Cohort

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  1. Connecticut’s State Personnel Development Grant Leadership Launch for the 2013-2016 Cohort September 10, 2013

  2. http://www.youtube.com/watch?v=l-gQLqv9f4o

  3. Today’s Objectives • Review expectations of CT’s SPDG with participating district and school leadership • Establish working relationships between SERC/RESCs and district/school teams • Gather essential data to customize training and technical assistance • Manage logistical aspects of grant (e.g., communication, scheduling, stipends) in an efficient manner

  4. Agenda 8:30 Welcome/Opening Remarks 9:00 Overview of CT’s SPDG 10:00 Equity and Leadership 10:45 Break/Transition 11:00 One Hour Working Sessions (Lunch on own 12:00 – 1:00) 3:15 Closing Remarks/Evaluation

  5. ESEA Flexibility Find more information about the ESEA Flexibility Waivers at: http://www2.ed.gov/policy/elsec/guid/esea-flexibility/index.html

  6. ESEA Flexibility and SPDG:What’s the connection? Principle 1: College and career readyexpectations for all students Principle 2: State developed differentiated recognition, accountability, and support Principle 3: Supporting effective instruction and leadership Principle 4: Reducing duplication and unnecessary burden

  7. SPDG Goal 1 • Increase state-level capacity to provide leadership, professional development, coaching and support to schools to improve academic and behavior/social outcomes through a continuum of academic and behavior supports. Principle 2 Principle 3

  8. SPDG Goal 2 • Increase the number of schools in Connecticut implementing a scientifically research-based core program of literacy instruction driven by common core state standards and positive behavior support and multi-tiered models of interventions. Principle 2 Principle 4 Principle 1 Principle 3

  9. SPDG Goal 3 • Improve the academic achievement of all students, specifically students with disabilities, students of color, and English learners. Principle 1 Principle 2 Principle 3

  10. SPDG: State Impact Goal = 100 Schools Year One: 17 schools Year Two: 29 schools Year Three: 18 schools

  11. Systems Approach to SRBI Periodic universal screening Scientifically supported core curriculum Frequent/ continuous progress monitoring System of Assessment System of Instruction Scientifically supported “tiers” of interventions System of Decision-Making Methods for organizing data Methods for making strategic, and systemic decisions John Hintze, Ph.D. (2009) SERC 2010

  12. Format for Logic Model Adapted from the W.K. Kellogg Foundation, Revised June 2011 Logic Model for Connecticut’s SPDG 2011

  13. SPDG ORGANIZATIONAL STRUCTURE

  14. Phases of Implementation

  15. School/District Cohorts

  16. Participation Timeline Year 1: 2013-2014 Year 3: 2015-2016 Year 2: 2014-2015 2016…. • .5 Days Off-Site Training • 3.5 Days On-Site Support • Focus: Sustainability • 6.5 Days Off-Site Training • 5.5 Days On-Site Support • Focus: Tier I • 5 Days Off-Site Training • 5.5 Days On-Site Support • Focus: Tiers II/III

  17. Grant Supports

  18. SPDG Management Team

  19. Grant Partners

  20. Project Evaluator Glen Martin Associates http://www.glenmartinassociates.com Rebecca Walker, Director

  21. Tools for Data DrivenDecision-Making School Level Student Outcomes (CEDAR) School Performance Index Suspensions/Expulsions Prevalence/Placement Graduation Rate Grant Level 16-point PD Rubric Session Evaluations Administrators’ Survey TA Focus Groups Quality Assurance Scales • SRBI Self-Assessment • PBIS Assessments • SET, TIC, BOQ, SAS • SWIS • Literacy Assessments • LET • Universal Screens/ECI • Ed Benefit Review Process • IEP Rubric • Welcoming Walkthrough

  22. Information and Resources www.ctserc.org/spdg

  23. CSDE Core Strategies/Theory of Action

  24. How is Scope and Sequence of grant aligned? Building Coherence Common Core of Leading: Common Core of Teaching: Content Knowledge Learning Environment Planning Instruction Assessment Teacher Leadership • Vision, Mission and Goals • Teaching and Learning • Organizational Systems • Families and Stakeholders • Ethics and Integrity • Education System

  25. SRBI for Equity “…teaching and leading in such a way that more students…are achieving at higher levels, more of the time, without giving up who they are.” Gary Howard, We Can’t Teach, What We Don’t Know

  26. Systems Approach to SRBI Periodic universal screening Scientifically supported core curriculum Frequent/ continuous progress monitoring System of Assessment System of Instruction Scientifically supported “tiers” of interventions System of Decision-Making Methods for organizing data Methods for making strategic, and systemic decisions John Hintze, Ph.D. (2009) SERC 2010

  27. EQUITY Leadership Leadership CCT System of Assessment System of Instruction Student Outcomes Leadership CCT CCT Leadership EQUITY EQUITY System of Decision Making

  28. Leadership Dialogue • What are the goal(s) you hope to accomplish? • What knowledge and skills do educators need to exhibit with students and families to realize these goals? • Which areas require the greatest support and why? • How do you plan to maintain and sustain this work over time?

  29. Focus on Building Capacity Creation of school systems and structures

  30. School Leadership Team • Principal • PBIS Coach/Behavior Specialist • Literacy Coach/Reading Consultant • 3 Teachers, including one special education teacher Please consider the composition of your team relative to composition of your staff. • Do you have a balance of diversity (e.g., age, gender, race, expertise, experience, grade level representation)? • Do you have a team of educators who are respected by staff with the desire and readiness to lead change? • Do you have a family liaison that should also be part of team? • Will members of this team be able to meet regularly (minimally bi-weekly)?

  31. Transition to One Hour Working Sessions

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