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Early Childhood, Special Education and Title Services Team October 2012

Early Childhood, Special Education and Title Services Team October 2012. Parents as Teachers—Birth through Age 3 Four Year Old At-Risk Program—a school-based, Pre-kindergarten program Part B, Section 619 Preschool—Ages 3 through 5

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Early Childhood, Special Education and Title Services Team October 2012

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  1. Early Childhood, Special Education and Title Services Team October 2012

  2. Parents as Teachers—Birth through Age 3 Four Year Old At-Risk Program—a school-based, Pre-kindergarten program Part B, Section 619 Preschool—Ages 3 through 5 Kansas Pre-K Program—a community-based Pre-Kindergarten Program Early Childhood Services

  3. Special Education Services • General Supervision • Gifted as well as disabilities as defined in IDEA • Effective Dispute Resolution • State Performance Plan Measurable Targets • Fiscal Management • Timely and Accurate Data Processes • Integrated Monitoring Activities • Effective policies and practices • Program Improvement, Correction of noncompliance, incentives and sanctions • Targeted Technical Assistance and Professional Development

  4. Title Services • Title 1 ESEA Accountability • Title 1 School Wide • Title I Neglected and Delinquent • Title IIA Teacher Quality • Homeless • Dropout and Graduation • Migrant • School Improvement Grants • KAN DIS • Parent Involvement • English Language Learners • 21st Century Community Grants • REAP

  5. How can our team support you in your district? • Provide access to appropriate technical assistance in order to support your implementation of KCCS, MTSS, KEEP and new accreditation system • Maximizing resources to provide local services Pre K through age 21 (TASN) • Program Spotlight: 21st Century Community Learning Centers

  6. What TASN Does The Kansas TASN isthe single point of contact for educators and parents to find services and resources to support student learning and family engagement. Each request for assistance is personally reviewed and then referred to the resource best matched to the support being requested.

  7. Who is TASN TASN is a network of multiple agencies, grants and partnerships all committed to providing services and resources to assist schools to implement and sustain evidence based practices that have a positive impact on students. This network consists of KSDE staff as well as multiple technical assistance projects and partners.

  8. How TASN can Help Districts Skip the searching for services and resources and let TASN connect you directly with what you are looking for. www.ksdetasn.org

  9. What is a 21st CCLC Program? • The 21st CCLC Grant funds programs that offer academic and youth development to students and their families when school is not in session (before school, after school, evenings, weekends, summer, holiday breaks, etc.).

  10. What is a 21st CCLC Program? 21st CCLC programs. . . • Offer academic enrichment to children • Assist students in achieving state and local academic standards in core subjects, such as reading and math, by providing students opportunities for academic enrichment

  11. What is a 21st CCLC Program? • Offer literacy and other educational services to families of participating children • Provide students a broad array of other activities such as drug and alcohol prevention, counseling, art, music, dance, drama, recreation, technology or character education programs

  12. Who Can Apply for a 21st CCLC Grant? • Any public or private organization can apply for the grant • Examples of eligible applicants: • School districts, non-public schools, non-profit organizations, city or county government agencies, faith-based organizations, community-based organizations, institutions for higher learning, for-profit agencies

  13. Absolute Priority Kansas is required to make awards only to those applicants that will primarily serve students where at least 40% of the students qualify for free or reduced-cost meals

  14. Size of Grants • Grant is for five years (with continuation from year to year) • The award is for up to $200,000 per year • By statute, the grant funds may not be awarded for less than $50,000 per year

  15. Contact: Christine Macy cmacy@ksde.org 785-296-3287 http://www.ksde.org/Default.aspx?tabid=349 21st CCLC

  16. Update on ESEA Flexibility Waiver October 12, 2012

  17. Information & Contact • ESEA Flexibility Website: http://www.ksde.org/Default.aspx?tabid=5075 • Click on Icon on Main KSDE Web Page (Right Side) www.ksde.org • Contact: waiver@ksde.org

  18. Why Kansas Sought a Waiver? • To move away from the narrowly defined accountability system in NCLB (100%proficient) • To have a new accountability system that uses multiple measures with goals that are unique to each school/district • To have results which are more meaningful measures of the success and progress of Kansas schools • KS is already doing many of the parts, i.e. common core standards

  19. Numerous Waivers within Waiver • Adequate Yearly Progress (AYP) • Use 2011 targets in 2012 • No more determinations beginning 2012-2013 • No identifying Title I Schools on Improvement nor having Choice, SES, Corrective Action • No identifying Title I Districts on Improvement

  20. Title II A Teacher Quality • Highly Qualified Teacher (HQT) still required • If not 100% HQT, no longer • Have to write improvement plans • Reserve Title IIA funds for on improvement • Develop agreement between district & KSDE use of Title IIA funds • Restricted on hiring new Title I paraprofessionals • Now emphasis on evaluation and support systems –effective teachers

  21. ESOL and Title III • Title III: • Annual Measurable Achievement Objective (AMAO) • Replace AYP with Waiver’s AMO 4 Reducing Non-Proficient • All ELLs— • revise English Language Proficiency standards • revise or new KELPA

  22. Principles of the Waiver • College- and Career-Ready Expectations for All Students • State-Developed Differentiated Recognition, Accountability, and Support • Supporting Effective Instruction and Leadership

  23. Principle 1: College- and Career-Ready Expectations for All Students • Implement KS Common Core Standards (College & Career Ready) in reading/language arts and mathematics by 2013-2014 • Implement new high quality assessments aligned with CCS in 2014-2015 • Smarter Balanced Assessment Consortium • Assessments in grades 3-8 and HS • Regular & alternate assessments (no KAMM)

  24. Principle 1: College- and Career-Ready Expectations for All Students • Adopt English Language Proficiency (ELP) standards aligned to CCS by 2013-2014 • Administer new ELP assessments aligned to new ELP standards by 2014-2015 (revise or replace the KELPA)

  25. Principle 2: Differentiated Recognition, Accountability, and Support • Accountability • Still use state assessments for reading and math • Look at state assessment data in four ways • Improving achievement • Increasing growth • Decreasing gap • Reducing non-proficient • Participation rates on state assessments • Graduation rates • Establish Annual Measurable Objectives (AMOs) for each

  26. Principle 2 Accountability—AMOs • Four ways to calculate state assessment results • Each has own annual measurable objective (AMO) • AMOs calculated for schools, districts and state • All students, traditional subgroups, and lowest 30% group (if 30 students in group)

  27. Accountability-AMO #1 • Improving Achievement • Assessment Performance Index—API • Similar to Standard of Excellence—acknowledge results at all performance levels • AMO—Amount of Improvement based on what quartile school is in

  28. Calculating API

  29. Accountability—AMO #2 • Increasing Growth • Student Growth Percentile Model • AMO—Be within top half of distribution of all school growth medians

  30. Growth AMO

  31. Accountability—AMO #3 • Decreasing Gap • Assessment Performance Index—compare lowest 30% of students within building to state benchmark (highest 30% in state) • AMO—Reduce the gap by half in annual increments spanning 6 years

  32. Gap Reduction

  33. Accountability –AMO #4 • Reducing the Non-Proficient • Performance Level Percentages • Includes disaggregated groups • AMO—Reduce the percentage of non-proficient students by half in annual increments spanning 6 years

  34. Reducing the Non-Proficient Non-Proficient Non-Proficient Proficient Proficient Now 2017

  35. Other AMOs • Participation Rates • State reading and math assessments • Follow same rules as did with AYP • AMO—95%

  36. Other AMOs • Graduation Rate • 4-year and 5-year adjusted cohort graduation rates • Follow same rules as did last two years • AMO—Goal 80% and Targets are • If rate is 80% or higher, target is 0 • If rate is between 50-79%, target is 3% improvement • If rate is less than 50%, target is 5% improvement

  37. Principle 2 Other Title I Schools • Title I Not Making Progress Schools • Missed all assessment AMOs • Develop action plan to address identified needs including subgroups • Title I Making Progress Schools • Met at least one of the assessment AMOs

  38. Principle 2 Recognition & Support • Identify Title I Reward, Priority and Focus Schools: • Reward Schools: Highest performance or highest progress (10% of Title I schools= 66) • Priority Schools: Lowest performing (5% of Title I schools= 33) • Focus Schools: Largest gaps between state benchmark and lowest achieving students in school (10% = 66)

  39. Principle 2 Recognition & Support • Identification of these schools is based on • Reading and math assessment results combined • Multiple years of data • “All Students” group • Priority schools—Turnaround Principles • Focus schools--interventions based on need

  40. Support for Priority & Focus Schools • Federal School Improvement Grants • Title I funds reserved by districts • Support provided by KSDE through the Kansas Learning Network (KLN) • KSDE—School Improvement Coordinator Sandy Guidry • Network Providers (service centers) • District Facilitators • Implementation Coach

  41. Principle 3 Supporting Effective Instruction and Leadership Implement teacher & principal evaluation & support systems that: • Use for continual improvement of instruction • Use at least 3 performance levels • Use multiple measures including student growth as significant factor • Evaluate on a regular basis • Provide clear, timely, and useful feedback • Use to inform personnel decisions

  42. Which Evaluation System? • No specific system is required; however, all teacher and principal evaluation systems must meet the Kansas guidelines for educator evaluation • Kansas Educator Evaluation Protocol (KEEP) is a model which districts may use • If districts use own system, it will be reviewed by KSDE to ensure it meets guidelines

  43. Timeline (cont’d) • 2012-13— • Districts determine whether use KEEP or own system; submit own system for review • Teaching in Kansas Commission II • Pilot KEEP • 2013-14—Pilot • 2014-15—Fully implement

  44. Waiver Helps with Transition • Focus on common core standards • Develop and implement next generation of state assessments • Design a new accreditation system • Prepare for a future reauthorized ESEA

  45. Keep the Main ThingThe Main Thing - Tony Pearce

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