ESEA Flexibility Waiver Webinar Early Childhood, Special Education, Title Program Services Kansas State Department of Education Pat Hill [email protected]@ksde.org

ESEA Flexibility Waiver ESEA Flexibility Waiver WebinarWebinar

Early Childhood, Special Education, Title Program Services

Kansas State Department of EducationPat Hill [email protected]

Norma Cregan [email protected]

Kansas State Department of Educationwww.ksde.org

Agenda Part 1: School Improvement Process

Flowchart Next Steps Support for Districts and Schools

District Facilitators (DFs) and Implementation Coaches (ICs) Kansas Integrated Innovation Teams (KIITs) Technical Assistance System Network (TASN) and Directory of Resources Additional Support

Part 2: Role of KansaSTAR System Purpose/Key Features Dashboard – Login/Password, Enter School Information Getting Started – School Leadership Team Steps

Part 3: Focus of the School’s Work: Four Team Structure Indicators Assess – Assessing the Indicators Plan – Creating the School Plans and Tasks Monitor – Implementation & Sustainability

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Part 1: School Improvement Part 1: School Improvement Process Process Flowchart Next Steps


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School Improvement Process – KLN Team conducts DNA DNA Reports including recommendations of

Menu of Meaningful Interventions (MMIs).

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Priority and Focus Schools’ Next Steps

Implement targeted technical assistance and professional development that is based on data from the District Needs Assessment.

Required in Priority Schools (Address First): Review the performance of the current principal Replace the principal if such a change is necessary to ensure

strong and effective leadership; or demonstrate to the KSDE that the current principal has a track record in improving achievement and has the ability to lead the turnaround effort.

Review the quality of all staff and retain only those who are determined to be effective and have the ability to be successful in the turnaround effort.

School Improvement Grant (SIG) schools will use the Menu of Meaningful Interventions.

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Priority and Focus Schools – Next Steps

Complete an analysis of the DNA Report Begin using the KansaSTAR system to track

implementation of DNA Report recommendations.

Refer to the Crosswalk document that aligns the 7 Turnaround Principles, Menu of Meaningful Interventions and the KansaSTAR Indicators.

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Priority and Focus School –Next Steps

Using the KansaSTAR system Assess, Plan for, and begin to implement 4 Key Indicators (Team Structure).

Dates for implementing 4 Key Indicators Refer to the KansaSTAR Reporting Requirements

and Timelines document for specific directions on the number of indicators to complete in a given timeframe and the KansaSTAR Indicators of Effective Practices document. This cycle will continue for 3 years.

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Priority and Focus Schools –Next Steps

Determine what types of technical assistance will assist the district and school(s) in addressing the challenges and recommendations indicated in the DNA Report.

Utilize the Technical Assistance System Network (TASN) and the Directory of Resources to assist the district and school(s) in providing additional professional learning opportunities aligned to the DNA Report’s recommendations.

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TASN and Directory of Resources Links

TASN: http://www.ksdetasn.org/cms/

Directory of Resources: http://tasnsupport.greenbush.org/

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Role of District Facilitator (DF) DFs will work directly with the district and

Priority and Focus schools. DFs work at the district level to facilitate the

implementation of the improvement process.

DFs provide ongoing technical assistance to the district as they implement interventions related to the needs assessment.

DFs serve on the KIIT.15


Role of Implementation Coach (IC)

ICs work at the school level to facilitate the implementation of the improvement process in Priority Schools.

ICs will support the implementation of the interventions at the school level.

ICs will evaluate whether the key indicators and turnaround indicators are met.

ICs will serve on the KIIT.16


Additional Support for Priority & FocusSchools

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) Cross & Joftus Consultants District Facilitators Implementation Coaches Kansas Integrated Innovation Team (KIIT)

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Support for Priority and Focus Schools –Kansas Integrated Innovation Teams (KIITs)

KSDE staff is assigned to KIITs.

The KIITs will offer technical assistance throughout the school improvement process.

The KIITs will provide On-site monitoring two times a year in Priority Schools.

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The KansaSTAR SystemThe KansaSTAR System

DashboardLogin/Password

School InformationSchool Leadership Team Steps

Schools are given a unique password and Schools are given a unique password and enter here through a link from the SEA enter here through a link from the SEA websitewebsite


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The first items that a process

manager should do in the

system, are:

Update school information

Add Team Members

Add demographics and test assessment scores

Focus of the WorkFocus of the Work

Four Team Structure IndicatorsAssessing the Indicators

Creating School Plans and Tasks Monitoring: Implementation & Sustainability


Indicators of Effective Practice-Samples


First Read Wise Ways Research Indicator: A Leadership Team consisting of the principal, teachers who lead the Instructional

Teams, and other key professional staff meets regularly (twice a month or more for an hour each meeting). (42)

Evidence Review: Some decisions concern the general operation of the school and its continuous improvement. The

Mega System places those decisions with a Leadership Team that is headed by the principal and includes teachers and other staff. In order to facilitate communication and coordination among the grade levels and the departments of the school, a typical composition of the Leadership Team is the principal and team leaders from the Instructional Teams. The Leadership Team needs to meet twice each month for an hour each meeting. Less frequent meetings lead to drift and loss of continuity; less time for each meeting creates hurriedness and insufficient attention to the work at hand. Effective teams operate with agendas, keep minutes, stay focused, and follow through with the plans they make.

Source: Sam Redding, The Mega System. Deciding. Learning. Connecting. A Handbook for Continuous Improvement Within a Community of the School.

©2010 Academic Development Institute

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The Leadership Team should ask themselves:

1.What is the straight-forward, literal meaning and intent of the indicator?

2. How would we know the extent to which the indicator is implemented?

3. What data must be analyzed to determine the level of implementation?

4. What instruments must be created to gather the data?

5. Who will make the data available?

6. What does it look like now?


Team Structure IndicatorsCategory: Leadership and Decision-MakingSection: Establishing a Team Structure with Specific duties and time for instructional Planning

Four Key Indicators:A Leadership Team consisting of the principal, teachers who lead the Instructional Teams, and other key professional staff meets regularly (twice a month or more for an hour each meeting). (42)

The Leadership Team serves as a conduit of communication to the faculty and staff. (43)

The school’s Leadership Team regularly looks at school performance data and aggregated classroom data an uses that data to make decisions about school improvement and professional development needs. (45)

Teachers are organized into grade-level, grade-level cluster, or subject-area instructional teams. (46)


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Assess School Indicators

Utilizing Wise Ways and candid conversations, teams will determine if indicators are:

Fully Implemented

Limited development

No development


No Development or Implementation

If the team determines there is no implementation, it then decides if the indicator is:

not a priority (provide explanation why) a priority and will be included in the school improvement

plan.


Will Include in Plan/Limited Development

If the team determines that it will include the indicator in their plan OR if the team assesses the indicator as Limited Development, then the team will determine:Priority of the indicatorOpportunity to reach full implementation Description of current implementation


Full Implementation

If an indicator is determined to be fully implemented, the team must provide:Evidence of full implementationDescription of sustainability efforts

*Indicators marked as fully implemented or not a priority will not move into the planning process.

Creating School Plans and Tasks


Objectives to Plan

Teams can create plans for indicators assessed as:No development, will includeLimited development

Indicators that were assessed as:not a priority or fully implemented

will not appear in Step 5.

Indicators are referred to as ‘objectives’ in the planning process.


Creating Plans

assigns a team member to be responsible for the Objective

describes how the Objective will look in the school when it is fully implemented

describes what they will need to gather to provide evidence when it is fully implemented

creates tasks to reach the Objective

To create a plan for an objective, the Leadership Team :

*Teams should again refer to Wise Ways when creating plans.


Creating Tasks

For each task created, the Leadership Team:

describes the tasks

assigns a person to complete the task

establishes a date for completion

Tasks should be simple steps towards completing the objective.

Monitoring:Implementation & Sustainability


Monitoring the Plan

At each Leadership Team meeting, the team will:

review the list of tasks that were created for each Objective

check progress of each task with the team member assigned

check off each task as it is completed.


Monitoring the Plan

Once all tasks for an objective have been completed, the team will decide if:

The objective is now fully implemented OR

More work still needs to be done


Monitoring the Plan

If the team has reached full implementation for an objective, they should:

CELEBRATE!

Describe evidence of implementation

Describe experience

Explain how implementation will be sustained.


Monitoring the Plan

If all tasks have been completed, but the Leadership Team does not feel as if they have reached full implementation, the Team will simply add more tasks until the objective has been met.


Thank You!

Questions?

Contact InformationPat Hill 785-296-3137

[email protected] Cregan 785-296-4906 [email protected]

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Documents

ESEA Flexibility Waiver Webinar Early Childhood, Special Education, Title Program Services Kansas State Department of Education Pat Hill [email protected]@ksde.org