Components of School Improvement in New Mexico New Mexico Administrator Conference Albuquerque, New Mexico July 2007

1. Components of School Improvement in New MexicoNew Mexico Administrator Conference Albuquerque, New MexicoJuly 2007 Dr. Karen Kay Harvey Assistant Secretary for Quality Assurance and Systems Integration Dr. Beverly Johnson Director, Priority Schools Bureau New Mexico Public Education Department

2. Session Goals Gain understanding of: • The New EPSS Process • Mandates • District and PED Roles • Available Support

3. School Improvement Focuses on the Success of All Students

4. The Situation in 2006-07 Corrective Action & Restructuring 98 247 School Improvement 84 No designation, but missed AYP 372 No designation

5. The Projection for 2007-08 Corrective Action & Restructuring 196 200 School Improvement 100 No designation, but missed AYP 305 No designation

6. Comprehensive Approach to School Improvement Align all systems and processes to focus on school improvement. Build a sustainable capacity for high-quality leadership in districts and schools. Different levels of monitoring and support for schools according to NCLB status. Share responsibility with districts for monitoring and supporting their schools. Focus and intensifysupport by drawing on a wide variety of partners.

7. Creating Standards for Systems Alignment

8. The Education Plan For Student Success (EPSS) Aligning systems to focus on school improvement

9. The EPSS Process

10. The EPSS Process

11. The EPSS Process

12. Scaffolded Mandates and Responsibilities

13. Shared Responsibility: State PED Involvement Increases with NCLB Status Provided by State PED and partners 196 200 Provided by District and partners; individual reports to State PED 100 Provided by District and partners; summary report to State PED 305 Self-monitored: Core Educational Expectations

14. Schools Must Focus on Making AYP Every Year • School conducts internal needs assessment, including data analysis and identification of gaps and target groups • District/School Improvement Plan • Aligned programs, short-cycle assessments, professional development, and curriculum • District involvement in alignment and monitoring of plan 100 schools projected to miss AYP for the first time

15. New requirements are triggered when a school is in School Improvement status. • District conducts an External Needs Assessment and develops a Technical Assistance Plan • Common curriculum • Systems check: evaluating system for effectiveness • Analysis of performance data • EPSS (with action plan) submitted to the district must include: • Focused professional development for teachers and principal • Required interventions for students/subgroups not at proficiency • Aligned programs, short-cycle assessments, professional development and curriculum • Alignment of budget to EPSS goals. • Regular progress reporting to district; district reports progress to state. 200 schools will be designated “School Improvement” schools

16. For Corrective Action and Restructuring schools, PED involvement becomes much more intense, focused and directive. • State Technical Assistance Team conducts an external needs assessment, and the district/school conducts an internal self assessment. • Common curriculum • Analysis of performance data • Systems check: evaluate system for effectiveness • Education Plan for Student Success (with action plan) submitted to state PED must include • Aligned programs, short-cycle assessments, professional development, and curriculum • Required interventions for students/subgroups not at proficiency • Required modifications for school/district operations • Required professional development for superintendent, principal, and teachers • Quarterly progress reports • Quarterly Tech Assistance Team visits • Alignment of budget to EPSS goals 196 schools in Corrective Action, Restructuring, or Alternative Governance.

17. Alternative Governance Plan

18. Alignment Remains Vital

19. Focused and Intensive Support from a Variety of Partners Technical Assistance • Technical Assistance Teams • Regional Quality Centers • Regional Education Cooperatives • Education Partners 196 Coaching Professional Development 200

20. Intra- and Interagency Coordination Indian Education Bureau Title I Special Education Rural Education Bilingual Education Assessment and Accountability Charter Schools Instructional Services Office of Educational Accountability . . .and others

21. Consultants for CA Schools • Consultants trained in a systems approach • Visit Schools • Write a report and review with leadership team

22. Technical Assistance Teams Composition: Lead From Priority Schools Bureau PED Educational Administrator Education Partner, REC, OEA, vendor coaches Process: Visit 3 times per year to monitor data, plan, and progress Work with CA schools in the district to identify areas of need Work to reallocate budgets to meet the needs identified in the data

23. School Improvement Framework Revised for 2007-2008 Key Changes: • Revised to eliminate repetition of concepts • Focuses on Plan, Do, Study, Act (PDSA) • Mandates for interventions for students not proficient in reading and/or math • No recommendations on class size based on lack of research in this area

24. The Process is Focused on . . . • Data • Quality Instruction • Assessment • Interventions • Professional Development

25. It is of no use saying, ‘We are doing our best’. We have to succeed in doing what is necessary. -Winston Churchill New Mexico is doing what is “necessary” for ALL STUDENTS based on data sources.

26. Questions? Contact: • Dr. Karen K. Harvey 827-6517 karenk.harvey@state.nm.us • Dr. Beverly A. Johnson Director of Priority Schools 827-6420 beverly.johnson@state.nm.us