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Expectations for All Focus Schools

Expectations for All Focus Schools. Michigan Department of Education Office of Education Improvement and Innovation School Improvement Support August 23, 2013. MDE’s Theory of Action.

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Expectations for All Focus Schools

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  1. Expectations for All Focus Schools Michigan Department of Education Office of Education Improvement and Innovation School Improvement Support August 23, 2013

  2. MDE’s Theory of Action • IF: a school’s challenges are accurately diagnosed through data analysis and data conversations at the district and building levels, • THEN: the implementation of a focused and customized set of interventions will result in changes in adult behavior that result in school and student success. 2

  3. Expectations for ALL Districts with Focus Schools • District will • Identify a central office point person to support the Focus School(s) • Target efforts toward supporting needs of lowest achievers in the school (likely through strengthening or recalibrating the multi-tiered system of support) 3

  4. Expectations for ALL Districts with Focus Schools (continued) • Identify System Issues that are barriers to schools’ rapid transformation • Consider using the ERS Resource Check • http://www.erstrategies.org/assessments/resource_check • This self-assessment to shows how your district resource decisions compare to best practices 4

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  6. Expectations for ALL Districts with Focus Schools (continued) • If you learn that there are gaps between your district support and the ERS best practices, there is a District Toolkit available online • http://mitoolkit.org/ 6

  7. Expectations for ALL Districts with Focus Schools (continued) • Monitor and Evaluate Focus School’s Improvement Plan • Revise District Improvement Plan • Report quarterly to School Board on plans and progress of the Focus School 8

  8. Expectations for ALL Focus Schools • Engage in data conversations that: • identify root causes of achievement gaps between the highest 30% and the bottom 30% of students 9

  9. Use MI SchoolData for this Data Analysis: www.mischooldata.org 10

  10. Expectations for ALL Focus Schools • Once the root causes of the achievement gaps are identified from the data dialogues: • Agree on one or two Teaching and Learning Priorities for interventions most likely to close the gap and record them in the Focus School Diagnostic in ASSIST by November 25 11

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  12. Expectations for ALL Focus Schools • Participate in the Superintendent’s Dropout Challenge • www.michigan.gov/dropoutchallenge 13

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  15. Additional Requirements and Supports for Title I Focus Schools 16

  16. Requirement for Districts with Title I Schools • Send a parent notification letter home within ten days of the release of the state achievement data on the Scorecard site • Notification templates available at: www.michigan.gov/focusschools • at the link Memo to Title I Focus Schools 17

  17. Supports for Title I Focus Districts • The MI Excel Statewide System of Support (SSoS) provides districts with a Title I Focus School an MSU-trained District Improvement Facilitator to provide guidance and technical assistance to central office in its efforts to better provide support to its Focus Schools 18

  18. Requirements and Supports for Districts with Title I Schools • District Improvement Facilitators engage in professional dialogue with district administrators in order to: • Prepare for data conversations with schools using the school-specific data wall in MI SchoolData • Analyze central office systems in partnership with your district leadership team using the ERS ResourceCheck leading to differentiated district support for Focus schools • Document the ERS ResourceCheck in the District Resource Allocation Diagnostic in ASSIST • Bring resources and research to support the • revision of the District and School Improvement Plans 19

  19. Requirements and Supports for Title I Schools • District Improvement Facilitators support district administrators in order to: • Hold deep diagnostic data conversations in order to identify root causes of achievement gaps between the highest 30% and the bottom 30% of students • Document the one or two Teaching and Learning Priorities for interventions most likely to close the gap and record them in the Focus School Diagnostic in ASSIST by November 25 20

  20. Requirements and Supports for Title I Schools • District Improvement Facilitators support district administrators in order to: • Direct the revision of the Focus School’s Improvement Plan • Monitor and Evaluate the Focus School’s Improvement Plan • Provide support to the implementation of the Superintendent’s Dropout Challenge 21

  21. Title I Focus Schools ESEA Flexibility Waiver Set-Aside Amendment Changes 22

  22. Title I District Set-Asides • During 2013/14 and Moving Forward: • 20% of the District Set –Aside to support Focus Schools during all years of identification • Choice/Transfer in all years of identification 23

  23. Title I District Set-Aside Changes • In 2013/14 and Moving Forward • No district set-asides to support Focus Schools until Year 3 of Focus School Identification • Set-aside amount calculated as the sum of 10% of each non-Improving Focus Schools’ previous year Title I budget up to a max of 10% in Year 3 24

  24. Title I District Set-Aside Changes (continued) • Set-aside rises to a max of 15% in Year 4 • District set-asides not required IF proficiency levels of the bottom 30% of students have improved as determined by MDE • No Choice/Transfer in any year • Districts may opt to offer Choice/Transfer, or continue to support Choice/Transfer for students who transferred in prior years • Set-aside funds may not be used to support the transportation of students 25

  25. Uses of Title I District Set-Aside • District Title I Set-Aside Uses for support of Title I Focus Schools • Provide or deepen implementation of a multi-tiered system of support in Focus School(s) • Professional Learning aligned with needs of Focus School(s) 26

  26. Title I Building Set-Asides for Focus Schools • During 2013/14 and Moving Forward • 10% of the Building Set -Aside during all years of identification 27

  27. Title I Building Set-Asides for Focus Schools • 2013/14 and Moving Forward • No set-aside required during Year 1 of Focus School identification • 10% set-aside required during Years 2, 3 and 4 of identification 28

  28. Title I Building Set-Asides for Focus Schools • Uses of Building 10% Title I Set-Aside: • Option 1: Professional development on implementation of multi-tiered system of supports and/or scaffolded instruction of students in lowest performing student groups • Option 2: Provide weekly/daily time for teacher collaboration • Option 3: Contract for the administration of Surveys of Enacted Curriculum 29

  29. Title I Building Set-Asides for Focus Schools • Uses of Building 10% Title I Set-Aside (cont): • Option 4: Contract with the local ISD/ESA or MDE for a School Improvement Review, • Option 5: Professional learning about implementing the Essential Elements for teachers with MI-ACCESS students in the bottom 30% • Option 6: Culture/climate interventions, use of time analysis or culturally-responsive teaching interventions as needed 30

  30. Single Building Districts • Title I Single Building Districts are expected to set aside: • The required Title I district set-aside in Years 3 and 4 of identification • AND • The required Title I building set-aside in Years 2, 3 and 4 of identification 31

  31. Non-Title I Schools • There is no obligation for non-Title I schools to set-aside any money for any of the options • Districts and buildings could consider using their Title IIA monies to address the needs of Focus Schools 32

  32. Four Year Cohort for Focus Schools • All Focus Schools are placed in a four year cohort that begins with their identification year • If a school is not identified in any of the subsequent years of that four year cohort, then the Focus School requirements and supports are conditionally suspended • If a Title I Focus School is re-identified during that four year cohort, the supports and requirements kick in at the appropriate cohort year 33

  33. Next Steps What can you do? What can you expect? 34

  34. What are the next steps for all Focus Schools? • Ensure that staff knows the achievement levels of all students, especially those in the lowest 30% • Consider ways to check implementation of, and strengthen/retarget the school’s current multi-tiered system of support • Participate in Data Dialogues early in the year to assess what changes are needed to the School Improvement Plans 35

  35. What are the next steps for all Focus Schools? • Record the one or two Teaching and Learning Priorities for interventions most likely to close the gap and record them in the Focus School Diagnostic in ASSIST by November 25 • Ensure that your School Improvement Plan includes strategies to address your achievement gap and that implementation planning is robust • Sign up for the Superintendent’s Dropout Challenge 36

  36. What are the next steps for districts with Focus Schools? • Develop a plan to address internal and community communications regarding the Focus school designation • Conduct Data Dialogues in each Focus School early in the year to assess what changes are needed to the School Improvement Plans • Schedule the quarterly reports to the Board of Education on the progress of identified Focus Schools 37

  37. What are the next steps for districts with Title I Focus Schools? • Send a notification letter to parents within ten days of the public release of 2012/13 student achievement data in the Scorecard • Meet the District Improvement Facilitator in early September to plan how to engage in deep, data-rich dialogue with schools regarding achievement gaps. • Identify the district administrator who will partner with the District Improvement Facilitator to support the school. 38

  38. What are the next steps for districts with Title I Focus Schools? Work with your District Improvement Facilitator to • Collaboratively complete the District Resource Allocation Self-Assessment (ERS ResourceCheck) with central office staff and follow up with data conversations about possible system opportunities • Address the system-level opportunities identified in the Self-Assessment using the District Toolkit 39

  39. What are the next steps for districts with Title I Focus Schools? Work with your District Improvement Facilitator to: • Upload compiled results of the District Resource Allocation Self-Assessment (ERS ResourceCheck) in ASSIST by February 28 • Revise your District Improvement Plan to incorporate your learnings 40

  40. Focus Schools Websitewww.michigan.gov/focusschools 41

  41. Reflection • None of us is as smart as all of us Ken Blanchard 42

  42. OEII Contacts Greg Olszta Consultant Statewide System of Support 517.241.4715 olsztag@michigan.gov Jonathan Doll Consultant Statewide System of Support 517.373.3488 dollj2@michiigan.gov Amy Henry Consultant Statewide System of Support 517.241.9041 henrya3@michigan.gov • Joann Neuroth Supervisor School Improvement Support 517.335.2957 neurothj@michigan.gov • Karen Ruple Manager Statewide System of Support 517.241.9386 ruplek@michigan.gov 43

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