Priority/Focus School Monitoring 2014

1. Priority/Focus School Monitoring 2014 Virginia Baker Division of Federal Programs vbaker@pa.gov

2. How did you get here? • Priority schools – Lowest 5 % of Title I schools • Based on aggregate math and reading proficiency, or • Algebra I/Literature Keystone exams, or • Title I school receiving SIG (School Improvement Grant) funds • Focus schools – Lowest 10% of Title I schools • Based on highest achievement gap for Historically Low Performing students, or • Title I school with a graduation rate below 60%, or • Test participation rate below 95%, AND • Not a Priority school

3. Monitoring Generalities • All Priority schools will be monitored this year • Half of the Focus schools will be monitored this year; other half will be monitored in 2014-15 school year • Monitors have been assigned. Training will take place March 4 & 5 • Academic Recovery Liaisons will be assigned to Priority schools to help with planning interventions • Title I-A, Title II-A and Title III (if applicable) will be monitored at the same time

4. Timeline • Letters will go out to superintendents the week of March 17 • Name of Monitor • Login/Password for Fed Monitor system • Monitor will contact the district to set up date(s) for monitoring • May be a team of monitors depending on the number of buildings

5. Timeline • 2 weeks prior to visit – district personnel access Fed Monitor and fill out online monitoring instruments • Title I, II and III • Priority/Focus school monitoring instrument • Monitor(s) will review monitoring instruments prior to visit and verify documentation

6. Timeline • After monitoring visit, monitors will make any changes/additions to instrument that are warranted and lock the instrument • Schools have 3 years to complete all the required elements for Priority/Focus interventions

7. What documentation should be available to the Monitors? • Comprehensive Plan – School Level • Leadership Team membership • LEA Level • School Level • Include parents on the teams • Schedule of Leadership Team meetings • ARL may be available for monitoring visit to discuss direction of district

8. Monitoring Visits will include: • Review of documentation • Observation of interventions • Interviews of appropriate staff • ARL, if available • Principal • Other members of the leadership team

9. Priority/Focus Schools • Schools must choose interventions to assist in meeting the four Annual Measurable Objectives (AMOs) • Test Participation Rate – 95% participation on PSSA/Keystones • Graduation rates (85%)/Attendance rates if no graduation rate) (90% or improvement from previous year) • Closing Achievement Gap – All Students • Closing Achievement Gap – Historically Underperforming Students

10. Exiting Priority Status • Make all 4 AMOs for 3 consecutive years • If not, significant changes aligned with the one of the 4 SIG options will be required

11. Exiting Focus status • Make all 4 AMOs for 3 consecutive years • If not, implement a revised improvement plan with additional supports • Focus schools that have not exited Focus status after an additional 3 years will be designated Priority schools

12. Choosing Interventions • Characteristics of high performing schools: • Clear and shared focus • High standards and expectations • Effective leadership • High levels of collaboration and communication • Curriculum, instruction and assessment aligned to standards • Frequent monitoring of teaching and learning • Focused professional development • Supportive learning environment • High levels of community and parent involvement

13. Intervention Models • School Improvement Grant model • School Closure • School Restart • School Turnaround • School Transformation • Model aligned with 7 Turnaround Principles • Priority schools must adopt all 7 principles • Focus schools must adopt at least one principle

14. Additional interventions • Tiered interventions • Set of interventions strategically designed to address the range of student needs within a school (RTII) • Needs analysis that leads to interventions ties to a specific subgroup needs

15. SIG Models • Closure • School is closed and students are sent elsewhere • Restart • School turned over to a Charter Management Organization (CMO) or an Education Management Organization (EMO)

16. SIG Model - Turnaround • Replace the principal and grant flexibility • Screen all staff and rehire no more than 50% • Adopt a new governance structure • Provide high-quality, job-embedded professional development • Adopt a research-based, vertically aligned instructional program • Increase learning time • Provide appropriate social-emotional and community oriented services for students • Include parents in planning the implementation model

17. SIG Model - Transformation • Replace principal and grant flexibility • Use a teacher evaluation system that takes into account student achievement • Identify and reward school leaders and teachers who increase student achievement and graduation rates • Remove staff who, after ample opportunities have not increased student achievement or graduation rates • Provide high-quality, job-embedded professional development • Adopt a research-based, vertically-aligned instructional program • Use student data to identify academic needs and to inform and differentiate instruction • Increase learning time • Provide ongoing mechanisms for family and community engagement

18. 7 Turnaround Principles • Priority Schools must implement meaningful interventions associated with the 7 Turnaround Principles • Focus schools must implement meaningful interventions associated with at least ONE of the 7 Turnaround Principles • Strong leadership • Effective teachers • Increased learning time • Strengthened instructional program • Use of data to inform instruction • Safe school environment • Family and community engagement

19. Turnaround Principle 1 • Providing strong leadership • Review the performance of the current principal • Replace the principal Or • Demonstrate that the current principal has a track record in improving achievement and the ability to lead the turnaround effort • Provide operational flexibility in the area of staff, curriculum and budget

20. Turnaround Principle 1 – Strong Leadership • Evidence of implementation: • For principals with minimum of 3 years in current position, LEAs should provide data for: • Student achievement on Student Achievement • Student attendance or graduation rates • Student discipline numbers • Teacher attendance rates • Teacher retention rates • Flat or downward data trends signify a need to consider replacing the principal

21. Turnaround Principle 1 – Strong Leadership • Evidence of implementation: • Evidence of an LEA pipeline of turnaround leaders to support school leaders who are likely to be successful in accelerating student achievement • Partnerships with graduate schools of education • Establishment of consortia of LEAs to provide pool of leaders • Evidence of operational flexibility based on school-based data • Staggered schedule to ease transition-related student disruptions • Reallocate or repurpose staff to focus on targeted instructional needs (including participation in PA Instructional Coaching Institute) • Internal curriculum audit to ensure fidelity in the implementation of the standards • Reallocation of funds to support systematic and sustained adult learning.

22. Turnaround Principle 2 – Effective Teachers • Effective teachers • Review the quality of all staff and retain only those who are determined to be effective and have the ability to be effective • Prevent ineffective teachers from transferring into the school • Use the state Teacher Effectiveness tool based on Charlotte Danielson’s framework • Provide high-quality professional development aligned to the domains and components of the Framework for Teaching for both teachers and principals

23. Turnaround Principle 2 – Effective Teachers • Evidence of implementation • Schedule of staff reviews with: • Numbers to be evaluated each year • Numbers of teachers determined to be in need of improvement • Numbers of teachers dismissed due to unsatisfactory performance • Example of student data system used to determine how teacher effectiveness is tied to student achievement

24. Turnaround Principle 2 – Effective Teachers • Evidence of Implementation • Evidence of evaluation of implementation of teacher effectiveness system • Evidence of teachers and principals being assigned to professional development based on evaluation

25. Turnaround Principle 3 Increased Learning Time • Redesign school day, week or year to include additional time for student learning and teacher collaboration • Longer school day • Add before and/or after school time • Redesigned school day to increase instructional time • Increase number of school days in the year • Add time for teachers to collaborate on data analysis and/or instructional design • Addition of summer school for all students • Add weekend school time

26. Turnaround Principle 3 Increased Learning Time • Evidence of implementation • School calendar showing additional days added • Student schedule showing increased hours or additional student advisory periods • Teacher schedule showing addition of common planning time • Evidence of addition of full-day kindergarten or pre-kindergarten • Additional evidence of hours added for student learning or teacher collaboration

27. Turnaround Principle 4 – Strengthened Instructional Programs • Instructional program based on student needs and: • Research based • Rigorous • Aligned with PA Core Standards

28. Turnaround Principle 4Strengthened Instructional Program • Evidence of Implementation • Curriculum Auditshowing prioritized curriculum needs • Evidence of periodic reviews of the instructional program • Evidence of student progress monitoring • Teacher surveys • Evidence of technology-based interventions • Evidence of an RTI I program • Dual enrollment program • Freshman academies • Student transition program • Credit recovery programs • Early Warning systems

29. Turnaround Principle 5 Using Data to Inform Instruction • Use of a data system such as CDT to provide diagnostic information • Provide time for collaboration on the use of data • Use of an Early Warning System to improve graduation rates • Use of a reporting tool such as Kindergarten Entry Inventory to help teachers understand and track kindergarten students’ proficiency

30. Turnaround Principle 5Using Data to Inform Instruction • Evidence of implementation • Student data system such as CDT • Teacher use of Learning Progression Maps • Use of the Kindergarten Entry Inventory • Opening Doors or other Early Warning System • Use of Schools to Watch Protocol, High Schools that Work assessments and surveys or other continuous improvement tools • Evidence of common planning time - team meeting agendas and minutes

31. Turnaround Principle 6Safe School Environment • Establish a school environment that: • Improves safety and discipline • Addresses other non-academic factors that impact student achievement, such as students social, emotional and health needs • Establish changes in systems, protocols, procedures and culture to effect change where needed

32. Turnaround Principle 6Safe School Environment • Evidence of Implementation • Positive School Wide Behavioral Supports • Bullying Prevention • Restorative Practices • Examination of school safety and discipline trends based on the cycle of the school year, grade/subject area, time of day, etc.

33. Turnaround Principle 7Family and Community Engagement • Leverage the resources of the community to create learning experiences that engage youth in their communities and provide them with 21st century skills • Use digital media to interact with parents and guardians who may not be able to participate in the usual parent activities

34. Turnaround Principle 7Family and Community Engagement • Evidence of Implementation • List of organized parent group members • Evidence of parents being involved in and informed of school turnaround decisions • Meeting agendas, notes, sign-in sheets • Community surveys • Evidence of learning experiences created with community involvement and resources • Workforce development • Evidence of the school’s effort to engage parents and community beyond traditional means, such as social media, email, blogs, website, etc • Parent education classes • Addition of a Parent Resource Center

35. State Resources • Academic Recovery Liaisons • Standards-Aligned System (SAS) • Classroom Diagnostic Tests (CDT) • E-Metric • PVAAS • Comprehensive Planning Tool • Pennsylvania Institute for Instructional Coaching (PIIC) • Pennsylvania Inspired Leadership Program (PIL) • Teacher Effectiveness System • Principal Effectiveness System • Specialist Effectiveness System

36. State Resources (cont.) • Pennsylvania Comprehensive Literacy Plan • Hybrid Learning Environment • Opening Doors • School Intervention funding • Intermediate Unit expertise • PaTTANs

37. How do we pay for it? • Title I funds • 20% of allocation must be used for interventions in Priority schools • Optional for 2013-14 • School Intervention Funds • Non-competitive • Comparable to School Improvement funds from past years • SIG Grant (School Improvement Grant) • Competitive • Up to $2 million per school per year

38. PDE Communication • Division of Federal Programs will be sending information regarding monitoring • Powerpoint • Monitoring tool • Instructions on accessing Fed Monitor • Designate a contact(s) for your LEA to receive this information and send to Kelly Iorfida at kiorfida@pa.gov • LEA name and school name • Name • Position within the LEA • Email address

40. Questions???