December 11, 2012Embassy Suites, Charleston, WV

Federal Program Directors’ Meeting

Overview of the Day

• ESEA Flexibility Application

• Federal Programs Updates

• Topics of Interest - Concurrent Sessions

ESEA Flexibility

• Brief Overview/Status

• Federal Program Implications

• Principles 1, 2 & 3

• Thinking about Transition to Flexibility

ESEA Flexibility

Brief Overview & Status Report

Dr. Amelia CourtsAssistant State Superintendent

Division of Educator Quality & System Support

Federal Program Directors

ESEA Flexibility RequestUPDATE

ESEA Flexibility

Principle 1 Principle 1 College and Career Ready Expectations for All Students College and Career Ready Expectations for All Students

Principle 2Principle 2State-Developed Differentiated Recognition, State-Developed Differentiated Recognition,

Accountability, and SupportAccountability, and Support

Principle 3Principle 3Supporting Effective Instruction and LeadershipSupporting Effective Instruction and Leadership

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Principle 1Principle 1College- and Career-Ready Expectations College- and Career-Ready Expectations

for All Students for All Students

• 1.A: Adopt college- and career-ready standards

• 1.B: Transition to college- and career-ready standards

• 1.C: Develop and administer annual, statewide, aligned, high-quality assessments that measure student growth

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Submitted on September 6th

Peer review -first call October 1, 2012

US Dept. of Ed. -technical assistance call November 30th

PRINCIPLE 1- No substantive comments * NOTE - accelerated timeline proposed for CCSS professional

development

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20112012

K(0)

1 2 3 4 5 6 7 8 9 10 11 12

20122013

K(0)

1(1)

2 3 4(0)

5(0)

6 7 8 9(0)

10 11 12

20132014

K(0)

1(1)

2(2)

3(0)

4(0)

5(1)

6(1)

7(0)

8 9(0)

10(1)

11 12

20142015

K(0)

1(1)

2(2)

3(3)

4(1)

5(1)

6(2)

7(2)

8(1)

9(0)

10(1)

11(2)

12(0)

20152016

K(0)

1(1)

2(2)

3(3)

4(4)

5(2)

6(2)

7(3)

8(3)

9(2)

10(1)

11(2)

12(3)

Original Professional Development ScheduleOriginal Professional Development Schedule

Professional Development Schedule: 2011-12 Kindergarten2012-13 First, Fourth, Fifth, and Ninth Grade2013-14 Second, Third, Sixth, Seventh, and Tenth Grade2014-15 Eighth, Eleventh, Twelfth Grade

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20112012

K(0)

1 2 3 4 5 6 7 8 9 10 11 12

20122013

K(0)

1(1)

2 3 4(0)

5(0)

6 7 8 9(0)

10 11 12

20132014

K(0)

1(1)

2(2)

3(0)

4(0)

5(1)

6(1)

7(0)

8(0)

9(0)

10(1)

11(0)

12(0)

20142015

K(0)

1(1)

2(2)

3(3)

4(1)

5(1)

6(2)

7(2)

8(1)

9(1)

10(1)

11(2)

12(1)

20152016

K(0)

1(1)

2(2)

3(3)

4(4)

5(2)

6(2)

7(3)

8(3)

9(2)

10(2)

11(2)

12(3)

CCSS-Aligned Professional Development and Implementation ScheduleCCSS-Aligned Professional Development and Implementation Schedule

Legend for CCSS-Aligned Professional Development and Implementation Schedule

PD/Implementation Schedule: First Year of PD/Implementation for Grade

2011-12 K2012-13 Grades 1, 4, 5, and 92013-14 Grades 2 and 3, 6 – 8, and 10 - 12(0)(1)(2)(3) Number of Years of Standards Implementation this

cohort of students has experienced by this school year

Red Text: First year of CCSS-aligned assessment10/30/12 10

Principle 2State-Developed Differentiated Recognition, Accountability, and

Support• 2.A: Develop and implement a State-based system of differentiated recognition, accountability, and support

• 2.B: Set ambitious but achievable annual measurable objectives

• 2.C: Reward schools (highest-performing & highest-progress schools)

• 2.D: Priority schools (lowest-performing = to at least 5% of T1 schools)

• 2.E: Focus schools (low-performing = to at least 10% of T1 schools)

• 2.F: Provide incentives and supports for other Title I schools

• 2.G: Build SEA, LEA, and school capacity to improve student learning10/30/12 11

Principle 2State-Developed Differentiated Recognition, Accountability, and

Support• 2.A: Develop and implement a State-based system of differentiated recognition, accountability, and support

• 2.B: Set ambitious but achievable annual measurable objectives

• 2.C: Reward schools (highest-performing & highest-progress schools)

• 2.D: Priority schools (lowest-performing = to at least 5% of T1 schools)

• 2.E: Focus schools (low-performing = to at least 10% of T1 schools)

• 2.F: Provide incentives and supports for other Title I schools

• 2.G: Build SEA, LEA, and school capacity to improve student learning10/30/12 12

Principle 2State-Developed Differentiated Recognition, Accountability, and

Support• 2.A: Develop and implement a State-based system of differentiated recognition, accountability, and support

• 2.B: Set ambitious but achievable annual measurable objectives

• 2.C: Reward schools (highest-performing & highest-progress schools)

• 2.D: Priority schools (lowest-performing = to at least 5% of T1 schools)

• 2.E: Focus schools (low-performing = to at least 10% of T1 schools)

• 2.F: Provide incentives and supports for other Title I schools

• 2.G: Build SEA, LEA, and school capacity to improve student learning10/30/12 13

Participation Rates

Attendance/ Graduation Rates

Annual Measurable Objectives (Proficiency

Rates)

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Differentiated Recognition, Accountability & Support

All Schools 2G

Priority lowest

achieving 2D

Focus Largest Gaps

2E

Other Title I

Schools 2F

Reward Schools:

2C

PRINCIPLE 2 Comments◦Participation Rate◦Special Populations◦Trajectories◦Turnaround Principles◦School Improvement and Support

10/30/12 17

Principle 3Supporting Effective Instruction and Leadership

• 3.A: Develop and adopt guidelines for local teacher and principal evaluation and support systems

• 3.B: Ensure LEAs implement teacher and principal evaluation and support systems

PRINCIPLE 3 Comments:◦Process for approving LEA plans◦Progress update◦Do plan to drill down to Principal 3◦Ensure consistency and high quality

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Next Steps◦Submit draft revisions◦Submit formal revisions◦Move toward approval◦Reconvene stakeholders as needed

10/30/12 20

CEO Option – When considering the impact of CEO, districts should use the data from the current year

Sequestration –◦Option A (best case) and Option B (worst case)

◦Utilize Carryover funds◦“Repurposing” set aside funds

The Impact of the Flexibility Request:Identification of Priority, Focus schools (based on achievement)

Ranking of schools for Title I (based on Poverty)

◦ Example A◦ Example B

Providing Resources to support◦ Definition of “resources”◦ SIG versus Tier schools

Making data-driven decisions ◦Percent needy, 5-17 report now available

Making Timely decisions– deadline extended to March 1

Utilizing individual technical assistance

To access WV’s application --http://wvde.state.wv.us/policies/esea.html

Thank you!

Federal Program Implications

Group discussion at your tableWVDE staff will take notes and report•Principle 1•Principle 2•Principle 3Large group summary on Key Areas of Impact

Principle 1: College & Career Ready

• What is your county doing related to College and Career Ready? Common core/Next Gen CSOs, SPL, Dropout Prevention

• How are/can federal programs support this principle in your county?

• Is the conceptual framework of College and Career Ready woven through your county strategic plan/federal program plans?

• How will you implement the new Title III requirements that are proposed in the waiver?

Principle 1 Key Areas of Impact

Burning Questions

• TLI and how will it be implemented this coming summer?

Principle 2: Differentiated Recognition, Accountability & Support

• How do you think the proposed WV Accountability Index (WVAI) will change the schools that are identified for improvement (Priority or Focus)?

• How will that affect the schools that your county serves with Title I funding?

• What resources might your county use to serve Priority and Focus schools that are not designated Title I schools (Title II, RLIS, other)?

• What are the capacity issues for your county to support Priority schools that might be identified?

• What are the capacity issues for your county to support Focus schools that might be identified?

Principle 2 Key Areas of Impact

Burning Questions

• How much of the 20% set aside needs to be used not knowing the budget for next year

• Timeline and impact of the ESEA Waiver• Statewide benchmark for K-2 schools?• CEO lunches and how will that come into play?• Transition with the CSO’s/Nxtgen/Common Core

and Assessment• Turnover of personnel• Will they be able to use the 30% for the

improvement schools.• The set aside for highly qualified?

Principle 3: Supporting Effective Instruction & Leadership

• What is your level of involvement/knowledge of new the teacher and principal evaluation system?

• How does the evaluation system impact federal programs?• How can the PD funds from ESEA programs support

improving the effectiveness of teachers in areas identified through their evaluation?

• Many elements of the standards and rubrics included in the evaluation process emphasize the importance of collaboration, how can federal programs continue to support collaboration and specifically collaborative teams?

• How can ESEA PD funding support teacher understanding and capacity to develop and monitor high quality student goals?

Concurrent Sessions9:45-10:30 & 10:40-11:25

Principle 1•Salon B Next Generation Standards•Salon C SPLPrinciple 2•Salon D School ImprovementPrinciple 3•Salon E Teacher/Leader Evaluation

Concurrent Session Objectives

Participants will:•gain practical understanding of the key initiatives articulated within each Principle section of the ESEA Waiver.•make & add connections between these key initiatives and ESEA programs.•generate ideas for building or enhancing support for these initiatives in their ESEA program plans.

Thinking About Transition to Flexibility

What answers did we find?•Eligibility – the rules of Title I eligibility do not change with ESEA Flexibility. The choices that an LEA makes (grade span options) may change.•Notification – county superintendents will be first to receive “the lists” along with Federal Program Directors

Thinking About Transition to Flexibility

What questions remain unanswered?•Timelines – release of the Priority/Focus lists•Transition year – Title I school selection, staffing•Professional Development – TLI format, ISE days, other Audit issues

Thinking About Transition to Flexibility

What new questions need to be added?•Will SIG funds be available for Priority schools? •What does “transition year” mean?

Federal Programs Reorganization

Title I – Education for the Disadvantaged

Title II – Improving Teacher Quality

Title III – English as a Second Language (ESL)

Title IV – 21st Century Community Learning Center (CCLC)

Title VI – Rural & Low Income Schools (RLIS)

Troops to Teachers

World Languages

Promote student achievement by increasing local capacity to ensure educational opportunities that meet the diverse needs of all students.

We do this by providing leadership, resources and services to educators, families and community partners.

Revise guidance documents and operational practices to reflect the approved ESEA Flexibility Agreementplans/budgetsLEA guidance documentsTA & monitoring protocolsRevise Policy 2417-Programs of Study for LEP Students

Improve educator quality by:supporting the new teacher/leader evaluation system;Increasing capacity to generate and access accurate data to inform Highly Qualified Teacher Plans;Addressing statewide teacher shortage concerns.

Initiate the development of a comprehensive 10-year world language plan:Revise WVBE Policy 2520.7,Support the implementation of the MIEL model FLES program, andEngage stakeholders to address critical world language teacher shortages.

 

Improve 21st Century Community Learning Center programs through promotion of evidence based practices:Parental engagement, family literacy and/or adult skill development;Program implementation of data-based action plans.

Connection with School Improvement

• SIG(g) Grants (financial overview in Federal Programs/program support in School Improvement)

• Joint development of Flexibility Principle 2 application

• More to come…

Federal Program Updates

Plans and Grants

• Title I, II, III & IV (RLIS) e-grants are approved and ready

• Finalize plans for approval if you have not already done so

Comparability

• Enrollment data

• New due date: December 21, 2012

• WVDE Title I staff will verify the numbers for those already submitted

School Improvement

School Choice/SES•Reports (end of year reports include expenditure information for CSPR)•2nd semester enrollment process

Dance Grants (Sept. 30, 2012 obligation)

1003(a) Grants (moving through)

General Updates

Website Re-model

Future Meetings•New Directors (Feb. , 2013)•Spring Directors’ (March , 2013)•Webinars related to Flex (TBD)

Active Gaming!!!!

WV Title I Distinguished Schools for 2012-13

County School

Brooke Collier Primary School

Clay Big Otter Elementary

Greenbrier White Sulphur Elementary

Logan South Man Elementary

Ohio Madison Elementary

Pendleton North Fork Elementary

Putnam Poca Elementary

Raleigh Bradley Elementary

Raleigh Cresent Elementary

Webster Diana Elementary

Wood Neale Elementary

Wyoming Mullens Elementary

Concurrent Sessions

Room Concurrent Session Round 12:10-3:00 p.m.

Concurrent Session Round 23:10-4:00 p.m.

Salon B Building Capacity to Support High Quality Instruction

Helping School Leadership Teams Work With Their Growth Data

Salon C Title III Updates Parent Engagement: Requirements & Promising Practices

Salon D Tracking Professional Development 

Salon E Community Eligibility Option (CEO) Issues On-line Data Storage for Consolidated Monitoring

Don’t forget:

• Active gaming systems• Meeting evaluations will be sent to

you electronically by the end of the week

• The meeting ends with the Round 2 of the Concurrent Sessions

Safe Travels