1 / 31

WV Proposed ESEA Flexibility Request

Learn how to navigate Priority, Support, Focus, Transition, and Success school designations in West Virginia. Discover resources and interventions tailored to each designation, timelines, and monitoring processes for continuous improvement.

brentp
Download Presentation

WV Proposed ESEA Flexibility Request

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. WV Proposed ESEAFlexibility Request Differentiated Recognition and Support

  2. Differentiated Recognition & Support The Accountability rules have been applied. My schools have been designated Success, Transition, Focus, Support or Priority. Now what????

  3. Priority Schools • Plans are extended (strategic plan & ESEA plan) to address WV Accountability Index targets • TA provided by LEA/WVDE/RESA/external providers • Implementation of USDE Turnaround Principles aligned to the WV School Improvement Framework • Progress accountability reviewed annually by the LEA, local board & WV Board of Education

  4. Standards for High Quality Schools/Turnaround Principles

  5. Priority Schools Timeline (Recommended)

  6. Priority Schools • School Improvement Coordinator assigned to provide school-based assistance • Participation in at least 1 School Leadership Team Conference per year hosted by WVDE • Specific funding opportunities based on availability

  7. Support Schools • Plans are extended (strategic plan & ESEA plan) to address WV Accountability Index targets • TA provided by LEA/RESA/external providers • Interventions are school determined/facilitated by the LEA and articulated in school strategic plans • Progress accountability reviewed annually by the LEA & local board

  8. Support Schools Timeline (Recommended)

  9. Focus Schools • Plans are extended (strategic plan & ESEA plan) to address subgroup targets • TA provided by FAST groups at the LEA, RESA & WVDE • Specific funding opportunities based on availability • Interventions consistent with approved best practices menu • Progress accountability outlined in MOU and reviewed annually by the LEA & local board

  10. FASTFocus Assistance Support Teams

  11. Interventions LEA, RESA & WVDE staff will provide technical assistance for job-embedded professional development to Focus schools based on their identified gaps.

  12. Focus Schools Timeline

  13. Transition Schools • Plans are targeted (strategic plan & ESEA plan) for meeting AMO targets • TA & Interventions are school determined & supported by the LEA • Progress accountability/review are established by the LEA

  14. Transition Schools • Potential Transition High Progress Designation • Limited ESEA monitoring for sub-group gaps • Opportunities to be featured for success & representation on state-level committees

  15. Success Schools • Plans are basic (strategic plan & ESEA plan) • TA & Interventions are determined by the school and supported by the LEA as needed • Progress accountability & review are established by the LEA

  16. Success Schools • Potential REWARD for High Performance or High Growth • Monitoring exemptions for ESEA for one monitoring cycle • Opportunities to be featured for success & representation on state-level committees

  17. Sample Success Plan

  18. Sample Transition Plan

  19. Sample Focus Plan

  20. Sample Support Plan

  21. Sample Priority Plan

  22. The County Perspective

  23. Scenarios

  24. Communication • Message needs to remain positive and focus on capacity to improve • Internal message to educate school system stakeholders on how the designations are determined • Articulate the issues with sub-group gaps as different from overall proficiency • Develop parent community messages to explain designations for each school and what will be done to promote improvements

  25. LEA Capacity Building • What expertise do we have to inform the planning for subgroup gaps? • How can instructional coaches/ interventionists support improvement efforts at the school level? • Do we have the county wide structures to assure the appropriate staff time (innovative scheduling)

  26. Partnerships • Who are we partnering with now? • With whom can we initiate new partnerships? • Can we partner with a neighboring county? • Can we partner schools into improvement networks to address similar issues?

  27. Resources • Which schools will have Title I resources? • How can you utilize Title II resources to support non-Title I schools? • Are we utilizing existing personnel most effectively? • What existing county resources (PD, management systems) can be targeted toward higher need areas?

  28. Interventions • What do the data suggest that we need to do? • How do we make sure we choose the best interventions and implement with fidelity? • How do we embed support for implementation into the work of teams? • How do we evaluate the effectiveness of interventions and make appropriate adjustments?

  29. Continuous Progress Monitoring • What tools are available to help teams gather and analyze evidence of progress? • How will the central office staff support and monitor school level progress? • How do we structure the process for annual progress review by the local board?

  30. Your County?

More Related