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Next Generation of Accountability

Next Generation of Accountability. Differentiated Recognition, Accountability, and Support Summer 2012. Four Principles for ESEA Flexibility. College and Career Ready Expectations Differentiated Recognition, Accountability, and Support Effective Instruction and Leadership

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Next Generation of Accountability

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  1. Next Generation of Accountability Differentiated Recognition, Accountability, and Support Summer 2012

  2. Four Principles for ESEA Flexibility • College and Career Ready Expectations • Differentiated Recognition, Accountability, and Support • Effective Instruction and Leadership • Reduce Duplication and Unnecessary Burden

  3. Levels ofIntervention • Locally Guided Continuous Improvement

  4. PrioritySchools

  5. FocusSchools

  6. Key Areas of Effectiveness • Teaching and learning • What content do teachers teach? • Educator effectiveness • How do educators behave to get the best results? • Family and community involvement • How does the school/district engage parents and the community? • District and school structure and culture • Do district and school policies and practices support student achievement? • Technical and adaptive leadership • Does the school’s leadership team effectivelylead for improvement and how to adjust to the school context?

  7. Priority Schools Timeline • Title IA set asides as school year begins • Self-evaluation early fall 2012 • Deeper diagnostics fall 2012 • Plan development & approval winter/spring 2013 • Comprehensive, system-wide interventions beginning 2013-14 • Address all of the five key areas of effectiveness • School Improvement Grant (SIG) schools continue with approved plan

  8. SIG Schools as Priority Schools • Continue priority status through 2014-15 • No supplemental Title IA school improvement funding following SIG expiration • Most likely continued reporting requirements as priority school • Continuation in the Network as an option

  9. Focus Schools Timeline • Title IA set asides as school year begins • Self-evaluation early fall 2012 • Plan development & approval fall 2012 • Interventions targeting achievement gaps beginning midyear 2012-13 • Deeper diagnostics as resources allow • Revision of plan and interventions for 2013-14 based on deeper diagnostics

  10. Continuous Improvement Network • Leadership Coaches • Regional Network Coordinators • School Appraisal Teams • School Support Teams • Education partners and organizations

  11. Leadership Coaches • Mentor leadership’s professional growth • Provide direction in completing self-evaluation • Facilitate creation and implementation of CAP • Participate in school support team • Network to strengthen implementation strategies • Assist in selecting external resources

  12. Regional Network Coordinators • Support priority and focus schools in self-evaluation • Facilitate selection of school support team members • Coordinate deeper diagnoses • Assist in selection of interventions • Assist in oversight & monitoring of CAP implementation • Support participation in the Network

  13. School Appraisal Teams • Review results of self-evaluation & school data • Apply appropriate diagnostic tools and conduct deeper diagnoses • Create a report of results and prescribed interventions • Assist in continued diagnoses as needed

  14. School Support Teams • Assist in the development of CAPs • Support roles needed to ensure implementation of CAPs • Assist in oversight and monitoring of district • Assist in oversight & monitoring of CAP implementation • Support participation in the Network

  15. Education Partners • Expansion of current statewide efforts • Many partnering organizations:

  16. Getting in Touch • ODE Next Generation Site • http://www.ode.state.or.us/go/nextgen • Tryna Luton • tryna.luton@state.or.us • 503-947-5922 or 503-508-1268 • Jan McCoy • jan.mccoy@state.or.us • 503-947-5704

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