American Recovery and Reinvestment Act Strategic Planning Seminars

1. American Recovery and Reinvestment Act Strategic Planning Seminars

2. Welcome!

3. Chuck Heinlein

4. The Agenda for Today 10:00 a.m.Introductory comments Context for planning   ARRA Six Foundational Premises (Page 1 in WV Guidebook)   . WVBE/WVDE Priorities for Expenditures of ARRA Funds (See WV Guidebook—Page 4) Professional Learning Community Rationale and Recommendations Development of Highly Skilled Teachers Rationale and Recommendations Guidance for Creating a 21st Century Infrastructure 11:00 a.m.Using the Strategic Plan to plan and establish priorities How to utilize funds and track allocation of ARRA Funds 11:50 p.m. LUNCH 12:30 p.m. Individual Sessions for Compliance, Accounting, Technology and Planning and School Training

5. Logistics • Lunch: Glade Room Title 1: Woodland 2 Special Education: Woodland 3 Treasurers: Glade Room Technology: Glade Room Core Plan/School Training: Bright Ballroom A

6. Once in a Career Opportunity To Leave a Legacy Will It Last?

7. Plan Before Spend

8. Six Foundational principles • Spending of funds quickly to save jobs. • Advancing education reform and long-lasting results (rigorous college-career-ready standards and aligned assessments). • Creating pre-K to college and career data systems consistent with America COMPETES Act. • Improving teacher effectiveness • Providing equitable distribution of effective teachers/effective supports. • Assuring interventions for lowest performing schools.

9. Deadlines • May--------Regular State Budget Due • June 15--- Special Education Plan/ Budget Due • June 30----ARRA Plans Due • July 1-------Title I, II, III, IV Budgets/Plans Due

10. Competitive Grants and Other Programs • ARRA (American Recovery and Reinvestment Act) • State Fiscal Stabilization Fund • ARRA Competitive Grants

11. Richard Lawrence

12. Questions that can FocusYour Strategic Planning for the ARRA Funds • How will the funds be used to transform education in the district and develop an infrastructure for Global 21 learning? • How will the district measure the impact and ensure transparency of the investment of the funds? • Are the planned activities/expenditures for the ARRA funds aligned with the prioritized district initiatives as specified in the county strategic plan?

13. Questions that can FocusYour Strategic Planning for the ARRA Funds • Is the investment of the ARRA funds aligned with the timeline of available funds? • Have the funds been invested strategically to avoid a “funding cliff” at the end of the obligation date? • Has the planning team examined all funding for flexibility in expenditure?

14. Leverage "Give me a lever long enough and a fulcrum on which to place it, and I shall move the world." -Archimedes

15. Leverage Points There are levers, or places within a complex system (such as an educational system or business) where a small shift in one thing can produce big changes in everything.

17. Lisa Youell

18. Professional learning CommunitiesRationale and Recommendations

19. Building the Back Porch

20. Building the Back Porch Providing time for collaboration, an organizational structure for collaboration and training in collaborative processes is an investment in teachers that will have long term effects.

21. So…What Do We Mean by Professional Learning Community? Collaborative teams that meet at least once a week to focus on student learning by addressing these questions: • What do we want students to know and be able to do? • How will we know when they know it? • What will we do when they don’t?

22. Teacher Leader Institute Classroom Assessment Network Technology Integration Specialists Educators committed to working collaboratively in ongoing processes of collective inquiry and action research in order to achieve better results for students. Continuous Improvement Acuity Special Education Teacher Leadership Institute RTI TechSteps

23. Teacher isolation is replaced with collaborative processes that are deeply embedded into the daily life of the school. Continuous Improvement Professional Learning Communities Model for School Improvement

25. Professional Learning Communities • Planned Expenditures • Time and Organization • Create structures for collaborative teams to meet on a regular & consistent basis • Common Planning • Parallel Scheduling • Adjusted Start and End Time of Contractual Day • Shared Classes • ISE and Faculty Senate Days

26. Professional Learning Communities • Planned Expenditures • Time and Organization • Hire a scheduling expert to build a master schedule for 2010-11 • Hire substitutes to move from grade to grade one day each week to release teachers for collaborative teaming • Provide stipends for days outside of the contractual year

27. Professional Learning Communities • Planned Expenditures • Time and Organization • Develop a leadership team to guide the work of continuous improvement • Provide stipends for additional responsibilities

28. Professional Learning Communities Planned Expenditures 2. Training in Collaborative Processes • How to use ongoing analysis of data • How to make shared decisions and establish common goals for student learning • How to continuously assess student learning to inform and improve practice & foster school and system accountability • How to use collaborative processes to drive job-embedded professional development

29. Professional Learning Communities Planned Expenditures Training in Collaborative Processes Once a school has created the structure for collaborative teams to meet, the training can take place on site during the established weekly meetings. Instead of sending a small group of teachers to a professional development provider, the provider comes to the school, moves from team to team modeling the collaborative processes.

30. Resources • Classroom Assessment Network • WEB 2.0 Collaborative Tools • Pearson Learning • Solution Tree • Sharon Kramer • Chris Jakicic • Tom Many • Tim Brown

31. The Research Exploring the Concept of Collaborative Teaming

32. Nathan Estel

34. Highly Qualified Teacher Highly Effective Teacher INPUTS OUTPUTS

35. Highly Effective Teaching • April 1, 2009, letter from Secretary Duncan to Governors indicates that states will report the extent to which all students have access to qualified and effective teachers AND whether or not teachers are evaluated based on how well their students perform. • The number and percent of Highly Qualified Teachers in the highest-poverty and lowest-poverty schools; • The number and percent of teachers and principals rated at each performance level in each LEA; AND • The number and percent of LEA evaluation systems that require evidence of student achievement outcomes.

36. Research-Based Professional Development • Darling-Hammond, L. & McLaughlin, M. (1995) • Elmore, R. (2002) • Fullan, M. (2001) • Joyce, B. & Showers, B. (1981, 1995 & 1996) • Marzano, R., Pickering, D. & Polluck, J. (2001) • Marzano, R., Waters, T., and McNulty, B. (2005) • Schon, D. (1987) • Senge, P. (1990) • Stiggins, R. (2004) • York-Barr, J. & Duke, K. (2004)

37. Age Distribution of West Virginia Educators

38. Cross-Generational Teams

39. Sarah Lyons

41. Integrating Technologyto meet program goals • Recommendations for Appropriate Expenditures • Process • Netbook Information

42. Title IID Enhancing EducationThrough Technology

43. Michele Blatt http://dpeduto.googlepages.com/strategic planning

44. Questions?

45. Logistics • Lunch: Glade Room Title 1: Woodland 2 Special Education: Woodland 3 Treasurers: Glade Room Technology: Glade Room Core Plan/School Training: Bright Ballroom A