ESEA Flexibility and its Impact in Providence: Community Informational Meeting

1. ESEA Flexibilityand its Impact in Providence: Community Informational Meeting Superintendent’s Office| November 2012

2. Welcome and Agenda Welcome and Introductions 5 minutes Introduction to the ESEA Waiver 5 minutes RI’s New Accountability System 5 minutes School Improvement Process 10 minutes Q&A Period 20 minutes School Breakout Sessions 45 minutes

3. Objectives

4. Meeting Norms and Expectations 1 Stay focused on the topics under discussion. Engage in each other’s thoughts, ideas, and opinions. Assume the best intentions and seek clarifications when needed. Treat everyone with respect. Participate to the fullest of your ability and share your own experiences. Avoid interrupting one another. Keep all cell phones on silent and avoid using Smartphones. 2 3 4 5 6 7

5. Introduction and Overview • We are committed to preparing all students for success in their chosen colleges and careers; however, we are falling short of this goal • Rhode Island Department of Education has identified a number of our schools as needing improvement The Situation • We must do things differently; the requirements in the ESEA waiver will push our thinking and allow our district to pursue new and innovative reform strategies • We are under a tight timeline from the State • The district cannot do this work alone The Challenge The Opportunity • We have the exciting opportunity to dramatically improve student achievement in our most struggling schools • We must act now and prioritize our lowest-performing schools; we cannot afford to wait

6. Part I: Introduction to the ESEA Waiver Part II: RI’s New Accountability System Part III: School Improvement Process

7. About the ESEA Waiver • The Elementary and Secondary Education Act (ESEA) was enacted in 1965 to provide all students with equal access to a public education and establish high standards and accountability.  • In 2001, Congress amended and reauthorized ESEA as the No Child Lead Behind Act (NCLB).  NCLB has been in place for over a decade; however, it has some flaws. • The U.S. Department of Education recently invited state education agencies to request flexibility on behalf of their state, districts, and schools.  States could choose to submit an ESEA waiver in order to pursue a state-developed plan to improve educational outcomes for all students, close achievement gaps, increase equity, and improve the quality of instruction.  • Rhode Island applied for and was granted this flexibility.

8. Impact on Providence and Our Schools • The ESEA waiver will impact our schools and our community in a number of ways. Most notably, it: • Creates a new state-wide accountability system to measure and promote success in all schools • Identifies 14 schools in Providence as needing significant and rapid improvement • Allows for greater flexibility tied to certain funds so that we can more appropriately respond to the needs of our schools

9. Part I: Introduction to the ESEA Waiver Part II: RI’s New Accountability System Part III: School Improvement Process

10. Changes in the Accountability System Before: Now: • Schools had to reach a state-level target • All students were expected to reach proficiency by 2014 • Schools will be accountable for school-wide and subgroup performance • Schools will have school-specific targets

11. Annual Measurable Objectives All schools will be expected to reduce by half the percentage of students who are not proficient. The 2010-11 NECAP results serve as the baseline.

12. Factors for School Identification In order to identify schools in need of improvement under the ESEA waiver, RIDE looked at combination of factors relative to other schools in the state. • Percent proficient (all students and all subgroups) • Percent by proficiency/distinction level • Achievement gaps • Growth over time • HS graduation rates

13. School Classifications

14. Part I: Introduction to the ESEA Waiver Part II: RI’s New Accountability System Part III: School Improvement Process

15. School Classifications by Zone

16. Process Overview for Focus and Priority Schools Stage 3: Rising Priority through Exit (YRS 3-5) Priority Schools Stage 1: Diagnostic, Model/Strategy Selection, and Planning Stage 2: Implementation and Progress Monitoring (YRS 1-2) Stage 3: Priority, Caution (YRS 3-5) Stage 3: Rising Focus through Exit (YRS 2-3) Focus Schools Stage 1: Diagnostic, Model/Strategy Selection, and Planning Stage 2: Implementation and Progress Monitoring (YR 1) Stage 3: Focus, Caution (YRS 2-3)

17. Strategies Required in ALL Schools All schools district-wide must implement the following three strategies: 1 School-wide transition to the Common Core State Standards 2 Use of the data and instructional management systems 3 Implementation of the educator evaluation system

18. Models Required for IDENTIFIED Schools All identified schools must select and pursue one of three models: Closure. District closes the identified school and enrolls the students who attended that school in other public schools within the state that are higher achieving. Restart. District converts a school or closes it and reopens a new school under new management. Flex Model. The Flex Model requires districts to select a set of intervention strategies from a RIDE-developed list of 28 research-based strategies. Strategies must be: (1) coherent, (2) comprehensive, (3) responsive to the results of the diagnostic screen, and (4) ambitious but achievable.

19. Interventions Required Under the FLEX Model Under the Flex model, schools must select interventions from a menu of research-based strategies. These strategies align with RIDE’s Basic Education Plan. • Leadership • Personnel supports • Infrastructure • Programmatic Content

20. Menu of Strategies under the FLEX Model

21. Interventions Required under the Flex Model Warning Schools Focus Schools Priority Schools Required in all schools School-wide transition to the CCSS School-wide transition to the CCSS School-wide transition to the CCSS Use of the data and instructional management systems Use of the data and instructional management systems Use of the data and instructional management systems Implementation of the educator evaluation system Implementation of the educator evaluation system Implementation of the educator evaluation system Additional intervention strategy Choice intervention III strategy Leadership Intervention III strategy Choice intervention III strategy Support Intervention III strategy Choice intervention II strategy Infrastructure Intervention III strategy Choice intervention II strategy Content Intervention III strategy Choice intervention II strategy Choice intervention II strategy

22. ESEA Waiver Timeline November 8: Elementary school diagnostic session November 9: Secondary school diagnostic session November 15: Community informational meeting November 29:Community informational meeting December: School planning meetings January 11: Models and intervention strategies due to RIDE February 15: School plans due to RIDE

23. Ways to Get Involved • This is an opportunity for everyone in the school community to come together to improve our schools and act with the best interest of our students in mind.  • We cannot do this work alone; we truly value input and feedback from parents and community members.  Parents, staff, students, and community members play an instrumental role in the improvement of our schools.   • Family and community members are strongly encouraged to: • Make sure that their children attend school and arrive on time • Watch out for fliers and announcements regarding school planning sessions • Check PPSD’s website and submit questions/concerns/ideas • Attend school planning meetings • Participate on the school PTA • Volunteer in schools

24. Q&A Period Questions?

25. School Breakout Sessions

26. School Breakout Sessions