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Priority Improvement/Turnaround Orientation Part A Colorado Department of Education Fall 2013

Priority Improvement/Turnaround Orientation Part A Colorado Department of Education Fall 2013. Introductions. Directions.

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Priority Improvement/Turnaround Orientation Part A Colorado Department of Education Fall 2013

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  1. Priority Improvement/Turnaround Orientation Part A Colorado Department of Education Fall 2013

  2. Introductions Directions Turn to a neighbor you’ve never met and introduce yourself. Discuss your current comfort level with the UIP and share one thing you hope to get out of today’s session. Be prepared to share with the group. 3

  3. Welcome and Agenda for Today • Part A: Priority Improvement and Turnaround Orientation • What is the state accountability system? • What is the five-year timeline? • Part B: Planning for Dramatic Improvement • What is an example of a successful Turnaround school? • What conditions did they create? • Part C: Planning for Dramatic Improvement – UIP Planning • How can the UIP be used to plan for dramatic improvement?

  4. Orientation Objectives and Goals To affirm understandings of district and school performance plan types and why a district or school is identified 1 To understand the mechanics of the 5-year timeline 2 To understand how CDE staff can support districts and schools 3 To engage with PI/TA peers in sharing best practices and planning. 4

  5. Welcome and Agenda for Today’s Orientation • Part I: Welcome and Introductions • Meeting norms • Goals and objectives for this meeting • Part II: Accountability Overview • Understanding Identification • Accountability Timeline • Part III: Requirements • Timeline and guidance • What does your school/district need? • Part IV: Resources and Q & A • CDE Support and resources • Q & A • Reflections and next steps

  6. Orientation Norms 1 Stay focused on the topics under discussion. Engage in each other’s thoughts, ideas, and opinions. Avoid interrupting each other. Respect each other’s confidentiality. Assume the best intentions and seek clarifications when needed. Be open to new ideas and ways of thinking. Participate to the fullest of your ability and share your own experiences. Be present in the discussion. Refrain from using electronics. 2 3 4 5 Note: This icon indicates where in the PI/TA handbook you can locate more information.

  7. Defining the Need for Bold Action in Priority Improvement & Turnaround Districts and Schools The Situation The Challenge The Opportunity • There is an unprecedented focus on how to improve our state’s lowest-performing schools; this is incredibly challenging yet necessary work. • In most instances, intervention in these schools requires substantial system changes. • We must identify rigorous, research-based options for PI/T schools that will yield dramatic improvements in student achievement. • Often, improvement plans do not address the systemic challenges present in turnaround schools and districts. • Schools in transformation must have an aligned improvement plan, strong leadership, and a relentless focus on continuous improvement. • The options outlined in SB 163 are research-driven interventions that have a demonstrated track record of improving student achievement. • CDE must support districts in evaluating local trends, context and need to determine the option (or combination of options) that will yield dramatic results. • The district has the opportunity to partner with organizations that have experience in school turnaround. 8

  8. CO Accountability Components SB 09-163 The CO Educational Accountability Act (SB 163) provided foundation for an aligned accountability system. Granted in 2012, the ESEA Flexibility Waiver further streamlined accountability by bringing state and federal accountability into closer alignment. ESEA Flexibility Waiver Performance Frameworks The School and District Performance Frameworks provide one set of outcome data to determine overall district and school accountability. The accountability system enables CDE to identify those schools and districts with the greatest need in order to direct resources, support, and potential consequences (accountability clock). School & District Identification All schools and districts document improvement efforts through improvement planning. Districts with greatest needs must demonstrate dramatic change; CDE and State Review Panel review these plans. Improvement Planning

  9. Performance Frameworks • The purpose of the Performance Framework is to: • Provide a common framework through which to understand performance and focus improvement efforts. • Identify those schools and districts with the greatest need, in order to direct resources and support and potential consequences • The framework provides focused attention on the following four key performance indicators: Schools and districts receive a rating for each of the performance indicators. The ratings roll up to an overall evaluation of the district and/or school’s performance, which determines the school’s plan type assignment and the district accreditation rating.

  10. District Accreditation and School Plan Categories District Accreditation Categories School Plan Categories • Accredited with Distinction: The district meets or exceeds statewide attainment on the performance indicators and is required to adopt and implement a Performance Plan. • Accredited: The district meets statewide attainment on the performance indicators and is required to adopt and implement a Performance Plan. • Accredited with Improvement Plan: The district is required to adopt and implement an Improvement Plan. • Accredited with Priority Improvement Plan: The district is required to adopt and implement a Priority Improvement Plan. • Accredited with Turnaround Plan: The district is required to adopt and implement a Turnaround Plan. • Performance Plan: The school meets or exceeds statewide attainment on the performance indicators and is required to adopt and implement a Performance Plan. • Improvement Plan: The school is required to adopt and implement an Improvement Plan. • Priority Improvement Plan: The school is required to adopt and implement a Priority Improvement Plan. • Turnaround Plan: The school is required to adopt and implement a Turnaround Plan.

  11. ESEA Waiver Alignment: Federal Accountability The ESEA Waiver was designed to bring into closer alignment State and Federal Accountability • Under NCLB, Adequate Yearly Progress was based on achievement of disaggregated groups compared to an annual proficiency target, leading to the goal of 100% proficiency by 2014. If a single target was missed, a school/district could not make AYP. With the approval of our waiver, AYP is no longer an accountability measure for Colorado. • Under the waiver, Title IA Focus Schools were identified in 2012-2013 (based on 2011-2012 data) if they have: (1) a Priority Improvement or Turnaround plan and low achieving disaggregated student groups or (2) low disaggregated graduation rate. These schools remain Focus schools for three years until they achieve an Improvement rating or higher for two consecutive years. • Title I schools with Priority Improvement or Turnaround plan type assignments must offer Public School Choice and SES. Districts may also reserve additional funds to support these schools. 12

  12. Accountability Clock: Yearly Actions for Districts Year 0 – Year 2 Year 3 Year 4 Year 5 CDE assigns Performance Manager to District – Support coordinated across CDE offices Districts and Schools to participate in CDE trainings and online resources Diagnostic Review for District or School State Review Panel may review UIPs and may conduct site visits CDE Leadership Visit or Conversation. CDE executive leadership may visit the district to plan potential actions for year 5. State Board of Education. State Board of Education removes accreditation at the end of year 5 and outlines required actions. This is based upon recommendations from (1) CDE recommendations and (2) the State Review Panel. Pg23 13

  13. State Review Panel Who? Educational experts from the field appointed by the State Board of Education. • Responsibilities include: • Providing a critical evaluation of the Unified Improvement Plans , including capacity of school/district to engage in dramatic change. • Providing recommendations to the Commissioner and State Board of Education on potential actions when a school or district remain on the accountability clock for more than five consecutive years or earlier upon request. Purpose? Of Special Note • Panel “shall” review UIPs for schools/districts with a Turnaround plan type and “may” review UIPs for schools/districts with a Priority Improvement plan type. • Beginning in 2013, the Panel will begin the offer site visits in select cases to further inform their recommendations to the State Board of Education. • Reports from Panel are not automatically shared with districts. Upon request, CDE will release a report for a school or district if it is available. 14

  14. Turnaround Actions: Locally-Driven, State-Driven Potential Actions Recommended by CDE, SRP and/or Directed by the State Board of Education Bold Actions for Dramatic Improvement District Reorganization Employ a Lead Turnaround Partner • The State Board may act on on one or more of these recommendations by the Commissioner and/or State Review Panel • At the end of the clock, the State Board shall remove a district’s accreditation and reinstate after the district takes a mandated action. • The State Board may act early on a district or school in Turnaround. • Some of these actions have been used successfully to bring about significant improvement in districts and schools. • CONDITIONS FOR SUCCESS: • 1. Leadership • 2. Instructional Infrastructure • 3. Culture of Performance ManagementChange in District or School Conversion to Charter School Innovation Status School Closure Other Options 15

  15. Agenda • Part I: Welcome and Introductions (15 minutes) • Meeting norms • Goals and objectives for this meeting • Part II: Accountability Overview (40 minutes) • Understanding Identification • Accountability Timeline • Part III: Requirements (50 minutes) • Timeline and guidance • What does your school/district need? • Part IV: Resources and Q & A (25 minutes) • CDE Support and resources • Q & A • Reflections and next steps

  16. What is Unified Improvement?

  17. UIP Timeline for Districts and Schools with Priority Improvement & Turnaround Plans *Note change: Only PI/T districts/schools need to submit, regardless of grant status. Note: State Review Panel will conduct site visits and review UIPs on an ongoing basis. 19

  18. Parent Notification and Public Hearing • Districts notify parents within 30 days • Local Board hold hearing 30 days after notification • Release of Preliminary SPFs • Local Board adopts PI or Turnaround Plan and submits to CDE Summary Nov Dec Aug Sept Oct Jan • Nov 1 • District X holds public hearing for school, inc progress on plan. • Aug 15 Tumbleweed Elem receives PI plan type • Sept 14 • District X sends notification to Tumbleweed parents, inc plan type, reason, and info on hearing. • Dec 10 • District X adopts Tumbleweed UIP and submits to CDE. Example

  19. Unified Improvement Planning: Special Requirements Schools and Districts with a Priority Improvement or Turnaround plan type have some additional requirements. School District Data Narrative • Priority Performance Challenges extend across system • Demonstrates magnitude of challenge • Same Action Plan • Targets set to move before end of clock • Action plan demonstrates bold actions • Include parent involvement strategies • Targets set to move before end of clock • Action plan demonstrates bold actions • Support for schools on clock • Turnaround addendum • Other grants, as specified in prepopulated report • Turnaround addendum • Other programs and grants, as specified in prepopulated report Addenda 21

  20. Federal Accountability for Priority Improvement & Turnaround Districts Who? What? Title I Must set aside portion of the Title IA to support professional learning targeted towards priority performance challenge (i.e. PPC set-aside in Consolidated App). Districts with PI/T DPF District must have a narrow scope for Title IIA funds. Activities should align to performance challenges and be aligned to state priorities (including: 1. professional learning, 2. recruitment, retention, distribution of effective teachers, or 3. ensure highly qualified teachers. Title IIA Districts with PI/T DPF Title III Program Submit an improvement plan that identifies the challenges of the current English Language Development plan and strategies that the district will implement to address the academic and linguistic needs of ELLs. Title III Grantees that miss AMAOs for two consecutive years 22

  21. Federal Accountability for Priority Improvement & Turnaround Schools Who? What? • School must offer: • Public School Choice • AND/OR • Supplemental Educational Support (SES) • Focus and Priority Schools must include data analysis addressing achievement of disaggregated student groups that did not meet expectations (including graduation rates). Actions should include strategies to address the academic and linguistic needs of identified groups. • UIP Title IA School-wide and Targeted Assistance plans submitted in 2012-2013 UIP fulfill program plan requirements for this year. Title IA Schools with a PI/T Plan Type (SPF) Title IIA Any school with PI/T Plan Type (SPF), regardless of Title IA eligibility District must target Title IIA to support these schools 23

  22. Welcome and Agenda for Today’s Orientation • Part I: Welcome and Introductions • Meeting norms • Goals and objectives for this meeting • Part II: Accountability Overview • Understanding Identification • Accountability Timeline • Part III: Requirements • Timeline and guidance • What does your school/district need? • Part IV: Resources and Q & A • CDE Support and resources • Q & A • Reflections and next steps

  23. “We’re from the State and we’re here to help!”

  24. Grant Eligibility The Competitive Grants and Awards Unit at CDE is dedicated to enhancing school improvement through federal and state grant opportunities. Schools and districts should consider pursuing grants based on improvement strategies and eligibility. Please continue to check the CDE Competitive Grants Webpage at: http://www.cde.state.co.us/FedPrograms/cga/index.asp 26

  25. CDE Support and Services School and District Performance Unit CDE has established systems, processes and teams designed to support districts and schools in implementing reform strategies. This support includes on-going technical assistance, performance monitoring, and community engagement in support of turnaround work. 1 2 Support Performance Monitoring • Provides technical assistance and support for PI/TA districts and schools: • Assigns a Performance Manager to serve as key point-person between the district , the school, and CDE • Holds professional learning opportunities to address specific needs of PI/TA districts and schools. • Partners with the district to monitor the performance of district and schools: • Facilitates performance monitoring meetings • Supports district and school in implementing improvement strategies by coordinating resources and support. 3 4 Partnership Community Engagement Provide support to districts in engaging stakeholders in the improvement process. Maintain an embedded and consistent presence in the school and district.

  26. Questions & Answer Session Parking Lot ? • Reflection Questions • What questions do you have about the accreditation process? What additional tools do you need to help you understand the DPF/SPF? • What questions do you have about the accountability clock? • How will you communicate the PI/TA message to your stakeholder groups? • What types of support would be most helpful to you from CDE?

  27. Conclusions and Next Steps • What did we accomplish today? Recapping Today’s Session. • We shared information about how schools and districts are identified as Priority Improvement/Turnaround. • We gained a deeper understanding of the timeline of the ‘5-year Accountability’ clock. We discussed requirements for PI/T districts and schools. • We shared information about CDE support and services. • What’s coming next? 29

  28. Contact Us!

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