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Requirements for Cohort I Focus Schools

2013-2014August 12 and 13, 2013

Yvonne A. Holloman, Ph.D.Associate Director

Office of School ImprovementVirginia Department of Education

Elementary and Secondary Education Act of 1965 (ESEA)

Flexibility Waiver

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Purpose of ESEA FlexibilityESEA scheduled

for reauthorization in

2007

Congress failed to reauthorize

Disproportionate percentage of

schools misidentified as underperforming

Flexibility offered to promote reform and

respond to state concerns

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Flexibility Principles

College- and career-ready standards and assessments

Differentiated supports and interventions for underperforming schools

Teacher and principal evaluation systems

Hispanic students, of one or more races*

Black students, not of Hispanic origin*

System of Differentiated Recognition, Accountability, and Support

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Students with DisabilitiesEnglish Language Learners

Economically Disadvantaged

Gap Group 1(unduplicated)

Gap Group 2

Gap Group 3

*to include students with disabilities, English language learners, and economically disadvantaged students

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Gap Group 1Students with Disabilities

English Language LearnersEconomically Disadvantaged

Gap Group 2Black Students

Gap Group 3Hispanic Students

All Students

Other Subgroups under Safeguard

Students with Disabilities

English Language Learners

White

Economically Disadvantaged

Asian

System of Differentiated Recognition, Accountability, and Support Lowest

performing 5% of Title I schools in

the “All Students” group are

identified as Priority Schools –

36 schools

Title I and non-Title I schools that did not

meet an annual measurable objective

are required to develop an improvement plan

Lowest performing 10% of Title I schools

in Proficiency Gap Group

performance are identified as

Focus Schools – 72 schools

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Focus School Requirements

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All requirements for focus schools and the associated division leadership teams are included in the 2013 Checklist available on the OSI Web page and the Indistar ®Dashboard.

Division Requirements• Collaborate with an external VDOE contractor

and participate in a needs sensing interview • Convene a division leadership team including

representatives of:– Title I– Instruction– Special education– English language learners– Principals of each focus school

• Meet as a division leadership team on a monthly basis

• Develop, implement, and monitor a division improvement plan that is aligned with the needs of each focus school

• Participate in quarterly meetings with focus schools to review data and make decisions about needed technical assistance

• Modify division improvement plan on a quarterly basis based on data analysis

School Requirements• Convene a school leadership team including a

member of the division leadership team• Utilize a VDOE-approved adaptive reading

assessment program to determine student growth at least quarterly

• Utilize the Algebra Readiness Diagnostic Test (ARDT) provided by the VDOE (required only for focus schools with grade 5 or higher)

• Develop, implement, and monitor a school improvement plan

• Develop an intervention strategy for all students who have failed an SOL assessment or failed to meet the fall PALS benchmark

• Regularly analyze a variety of data points to make strategic, data-driven decisions, and implement the needed interventions for identified students

• Modify school improvement plan on a quarterly basis based on data analysis

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Parental NotificationA-16.    What is the role of parents and the broader community in developing a request for, and then implementing, ESEA flexibility? An SEA developing a request for ESEA flexibility must meaningfully engage and solicit input from teachers and their representatives, as well as diverse stakeholders, such as students, parents, community-based organizations, civil rights organizations, organizations representing students with disabilities and English Learners, business organizations, and Indian tribes (see D-2).  An SEA must also consult with its Committee of Practitioners, which includes parents, regarding the information set forth in its request (see D-3).  If the SEA’s request for flexibility is granted, an LEA with one or more priority schools must seek input from families and the community in selecting the meaningful interventions aligned with the turnaround principles that will be implemented in these schools.  Additionally, an LEA’s interventions in priority schools must include ongoing mechanisms for family and community engagement (see C-37).   Under ESEA flexibility, parents will continue to receive information on their children’s progress in meeting State academic achievement standards as well as their school’s success in helping all students meet those standards.  Parents will know whether their children’s schools are succeeding, by being identified as reward schools, or falling short, by being identified as priority or focus schools.  When schools fall short, parents can be assured that school leaders will adopt strategies focused on school needs and targeted towards the students most at risk. 

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Division Liaisons

Liaisons (contractors) are a team of highly skilled educators trained and assigned to work with division teams to support schools. These contractors provide guidance regarding the division’s improvement efforts.

Activities that the VDOE division liaisons will coordinate include :• Conducting instructional walkthroughs• Modeling teacher practices• Modeling data analysis• Assisting with the development and monitoring of division and school improvement plans• Recommending outside differentiated technical assistance provided by OSI

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Division Leadership Team

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Per the ESEA flexibility waiver provisions, the division will be required to convene a division team comprised of administrators or other key staff representing Title I, instruction, special education, English language learners, and principals representing each focus school.

Using the results of the needs assessment, the division team will be tasked with developing, implementing, and monitoring the division improvement plan using the Center on Innovations in Learning (CIL) Web-based planning tool, Indistar®.

The Indistar® tool includes division-level indicators that are aligned with rapid improvement school indicators. These research-based indicators will serve as the foundation for the support needed to implement strategies to reduce proficiency gaps and create full division-level sustainability for reform efforts. Each division will select indicators based on their specific needs. The division liaison will work with the division team to select the most appropriate indicators from the following categories:

• Setting ambitious targets for improvement• Tracking data over time• Stressing resource reallocation• Engaging parents and the wider community• Intervening in low-performing schools

Needs Assessment• Facilitator: Division Liaison• Participants: Members of the division

leadership team– Title I Director– Director of Instruction– Director of Special Education– Director of English Language Learner

(ELL) Education– Principals

• Format: ESEA Flexibility Waiver Progress Monitoring Report for Focus Schools

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Needs Assessment ResultsDuring the summer of 2013, division liaisons conducted meetings with division leadership teams to complete the ESEA Flexibility Waiver Progress Monitoring Report for Focus Schools to determine whether the requirements were implemented with fidelity. The results of this report coupled with the Spring 2013 Standards of Learning Assessment results will determine the level of support needed for the 2013-2014 school year.

• Level 1: Minimal (1-2 days per month*) – The division leadership team and its schools require very little support in addition to the monthly meetings.• Level 2: Moderate (2-3 days per month*) – The division leadership team and its schools require support from the division liaison on a frequent basis which may include assistance from the differentiated technical assistance team (DTAT).

• Level 3: Intensive (4-5 days per month*) – The division leadership team and its schools require intensive on-site support from the division liaison and the DTAT.

* These days are in addition to the monthly division leadership team meetings.

Level 3

Level 2

Level 1

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PROCEDURES FOR COMPENSATING

OFFICE OF SCHOOL IMPROVEMENT CONTRACTORS

The division superintendent, division contact person, and school

principal will receive an e-mail regarding the assigned Virginia

Department of Education contractor. The amount of the

compensation for the 2013-14 school year is determined by the

number of Focus Schools in the division.

Each division with identified Focus Schools will be assigned a

division liaison to facilitate division strategies to support school(s)

in developing interventions for students who are at risk of not

passing state assessment in reading/and/or mathematics including

students with disabilities and English Language Learners (ELL).

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The VDOE CONTRACTOR WILL:

• Conduct a needs sensing interview with the division leadership team to gather baseline data to determine the level of support needed from the SEA;

• Provide leadership and teacher professional development focused on what evidence to look for when observing classrooms; coaching for literacy and mathematics; effective modeling practices; planning based on classroom observations; research‐based intervention practices; and, response to intervention;

• Provide implementation support and coaching throughout the year for principals and teachers;

• Model effective practices and provide guided practice until practices are in place independently of the contractor;

• Provide modeling to principals in providing feedback to teachers, and provide guided practice to principals until the principal is able to exhibit practices independently;

• Build the division’s capacity to support low‐performing schools and increase student achievement;

• Meet at least quarterly with VDOE staff to share common issues across the state and discuss strategies for addressing emerging issues in the field; and

• Submit a quarterly audit report to document a school division’s compliance with the ESEA Flexibility Waiver requirements for focus schools.

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The division contact person will use the local educational agency’s (LEA) procedure to secure an approved purchase order for the total amount of the compensation for the contractor, and will send to the following supplier:

UNIVERSITY INSTRUCTORS, INC. PO Box 3074 Staunton VA 24402Phone: 540-324-4256 Fax: 800-276-0305

Contact: Gail Newlen Vendor TIN:

The approved purchase order must include the words OFFICE OF SCHOOL IMPROVEMENT – AMM on the document for identification purposes. The approved purchase order should be sent to University Instructors

and copied to Annette Monroe-Martin at Annette.Monroe-Martin@doe.virginia.gov by September 16, 2013.

A Scope of Services will be sent to the LEA contact and University Instructors by Annette Monroe-Martin to indicate the number of hours and the tasks assigned to contractor(s).

University Instructors will send a copy of the Scope of Services to the contractor(s). This will serve as notification that the contractor(s) may begin working in the local educational agency.

All contractors have been registered with University Instructors and have been cleared to work.

At the end of each pay period University Instructors will send an invoice to the school division for payment. This invoice will include the date, hours and purpose of the contractor’s work.

All questions related to these procedures should be referred to Annette Monroe-Martin at 804-241-2677 or 804-225-3641 .

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All focus schools will be required to administer a VDOE-approved adaptive reading assessment to students.

This form is available on the focus school’s

Indistar® Dashboard

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All focus schools are required to utilize a VDOE-approved Data Query System to monitor the achievement of students receiving Tier 2 and 3 interventions.

This form is available on the focus school’s

Indistar® Dashboard

• Student Report Card Grades in reading and mathematics

• Benchmark/Formative Assessment results

• Student Attendance• Student Discipline• Data related to the Tier 2 or

Tier 3 interventions provided to the student

The data provide a

holistic view of the student

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On a quarterly basis, spreadsheets containing the required data points must be uploaded into the focus school’s Indistar® filing cabinet.

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Absences ReadingGrade

Reading Benchmark Score

Math Grade Math Benchmark Score

Discipline Infractions

PALS Fall Benchmark (If applicable)

Transfer Student (Y/N)

Student 1

Student 2

Student 3

Student 4

Student 5

Student 6

Student 7

Sample Spreadsheet Third Grade Students Receiving Tier 2 interventions in Reading

(Gap Group 1) – Roaring Reader Program

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Absences ReadingGrade

Reading Benchmark Score

Math Grade Math Benchmark Score

Discipline Infractions

PALS Fall Benchmark (If applicable)

Transfer Student (Y/N)

Student 1

Student 2

Student 3

Student 4

Student 5

Student 6

Student 7

Sample Spreadsheet Fifth Grade Students Receiving Tier 2 interventions in Reading

(Gap Group 1) – Small Group Instruction with Teacher

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Absences ReadingGrade

Reading Benchmark Score

Math Grade Math Benchmark Score

Discipline Infractions

PALS Fall Benchmark (If applicable)

Transfer Student (Y/N)

Student 1

Student 2

Student 3

Student 4

Student 5

Student 6

Student 7

Sample Spreadsheet Fourth Grade Students Receiving Tier 3 interventions in Math

(Gap Group 1) – Individualized Instruction with Teacher

DivisionData

Data+

Discussions+

Decisions=

Continuous Improvement

School

Planning

Effective use of data is a critical component of the continuous improvement cycle.

Data

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All focus schools with grades 5 or higher will be required to administer the Algebra Readiness Diagnostic Test (ARDT) to students at risk of failure in mathematics.

http://www.doe.virginia.gov/instruction/mathematics/middle/algebra_readiness/diagnostic_test/index.shtml

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The new ARDT is currently still in the 2012-2013 Administration.  The 2013-2014 Administration will begin on August 26, 2013.  On or close to August 19, 2013, ARDT division coordinators will receive specific information related to ARDT and live training via Webinar for new users that will occur early in September.  Transition from the current (2012-2013) to the next (2013-2014) ARDT Administration

• The current administration of the ARDT will transition to the next administration on August 26, 2013.  NOTE:  No ARDT testing will be available between August 17-25, 2013.

• New allocations of testing units will be transferred to school divisions at the time of switchover between the current and next administration.  Allocations will be roughly the same as in February 2013.

• Unused testing units that were purchased by school divisions will be carried over to the 2013-2014 administration.

Audio Versions of ARDTThe contractor, Pearson, is currently working on the development of audio versions of the ARDT.  The audio versions will be available in the late fall of the 2013-2014 ARDT Administration.

Focus and Priority Schools• All focus schools and priority schools with grade 5 or higher will be required to use the Algebra

Readiness Diagnostic Test (ARDT) provided by VDOE. • This Web-based application employs a computer adaptive testing engine to help determine student

proficiency in mathematics. It will be required for students who failed the SOL assessment in the previous year, students with disabilities, and English language learners.

• For the purposes of elementary focus and elementary priority schools, the division may use a computer adaptive assessment from a vendor on the approved list of growth measure vendors rather than the ARDT.  This list can be found at:  http://www.doe.virginia.gov/school_finance/procurement/student_growth_assessments/index.shtml 

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The results of the Algebra Readiness Diagnostic Test (ARDT) should be recorded on the Algebra Readiness Diagnostic Test (ARDT) Reporting Form posted on

the Indistar® Dashboard.

This form is available on the focus school’s

Indistar® Dashboard

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School Improvement Planning Requirements for School- and Division-level Leadership Teams

Targeted Intervention Indicators of Effective Practice

TA01The school uses an identification process (including ongoing conversations with instructional leadership teams and data points to be used) for all students at risk of failing or in need of targeted interventions.

TA02

The school uses a tiered, differentiated intervention process to assign research-based interventions aligned with the individual needs of identified students (the process includes a description of how interventions are selected and assigned to students as well as the frequency and duration of interventions for Tier 2 and Tier 3 students).

TA03

The school uses a monitoring process (including a multidisciplinary team that meets regularly to review student intervention outcome data and identifies “triggers” and next steps for unsuccessful interventions) for targeted intervention students to ensure fidelity and effectiveness.

Focus schools are required to revise their improvement plans including tasks associated with the targeted intervention

indicators (TA01, TA02, and TA03).

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Focus schools are required to include a total of five indicators, including the targeted intervention indicators, in their improvement plans. By October 1, 2013, tasks associated with indicators TA01, TA02, and TA03 should be revised. The additional indicators may also be revised or discontinued.

Revising an Improvement Plan – Focus Schools

Step 1: Review the student performance data from the previous year (i.e., 2013 SOL scores, Spring PALS data). Emphasize information regarding the performance of students who received Tier 2 and 3 interventions during the 2012-2013 school year as well as the proficiency gap group(s) causing the school to be identified as a focus school during the previous and current year, if applicable.

Step 2: Review the tasks associated with the required indicators (TA01, TA02, and TA03) and determine the success based on the student performance data (i.e., students meeting the PALS Spring

benchmark, students passing the SOL assessments in reading and mathematics). Repeat this process with the additional two indicators selected.

Step 3: Update or develop new tasks associated with the indicators. The school leadership team may opt to discontinue working with the two additional indicators selected during the previous year, and select two new indicators.

Note: The division leadership team will update the division’s improvement plan based on the updated focus school(s) improvement plan(s).

Options for Updating Improvement Plans

Option A

Option B

The school leadership team may revise the task by adding additional information. This may be accomplished by returning to the “Create School Plan” component of the Main Menu.

The school leadership team may enter comments regarding their efforts to implement the task (including related data) and indicate that it will be discontinued. This may be accomplished by returning to the “Monitor School Plan” component of the Main Menu. A new task will need to be created.

Option A: Add additional information to an existing task by revisiting the Create School Plan component. Select the task, and edit the information. Save your work.

Option B: Revisit the Monitor School Plan component. Enter comments regarding efforts to implement the task (including related data) and indicate that it will be discontinued.

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Process for Monitoring Improvement Plans

Division Improvement Plan School Improvement Plan

• Division leadership team members are responsible for entering status comments for each task on a monthly basis.

• The VDOE-assigned contractor will be required to enter Coaching Comments via the Indistar® Main Menu regarding implementation of the division’s improvement plan on a monthly basis.

• School leadership team members are responsible for entering status comments for each task on a monthly basis.

• The division leadership team member assigned to the focus school will be required to enter Coaching Comments via the Indistar® Main Menu regarding implementation of the school’s improvement plan on a monthly basis. Note: This will replace the rubric for focus schools.

What should be included in status

comments for each task?

• Monthly/Quarterly dates indicating when individual tasks were monitored. The frequency is dependent upon the frequency- level entered when the task was developed.• A description of what occurred when the individual tasks were implemented.• A description of the next steps for the school/division leadership team.

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Procedures for Entering and Responding to Coaching Comments

Division-level School-levelThe VDOE-assigned division liaison will enter coaching comments regarding the following:• Implementation of tasks• Monitoring of tasks• Preparations for upcoming meetings• Suggestions/commendations to the division leadership team• Next steps

Within one week, the division leadership team will respond to the comments posted by the VDOE-assigned division liaison.

The division leadership team member assigned to the school will enter coaching comments regarding the following:• Implementation of tasks• Monitoring of tasks• Preparations for upcoming meetings• Suggestions/commendations to the school leadership team• Next steps

Within one week, the school leadership team will respond to the comments posted by the division leadership team member assigned to the school.

Coaching Comments

Coaching Comments Make it Easy and Automatic for Teams to Communicate with their Coaches

Coaching Comments

Begin here to enter comments

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Coaching Comments are meant to be specific comments and/or suggestions in relation to an indicator or area of leadership team planning (i.e., team meetings, forms, updates).

Procedures for Entering Coaching Comments for a School or Division Team

Examples:• Your improvement team did a great job developing a school-specific matrix for

identifying students at each tier. This will ensure consistency throughout the building. I am looking forward to our upcoming meeting to discuss students who have been identified for Tier 2 and 3 interventions in reading.

• I have reviewed the status comments for tasks associated with indicator TA03. It appears that the Student Intervention Team process is quite successful based on the movement of 15% of your students from a Tier 3 intervention level to a Tier 2 intervention level in reading.

Step 1: The designated coach will review the school/division improvement plan, and enter detailed comments about the areas of strength (“glows”).

Procedures for Entering Coaching Comments for a School or Division Team

Examples:• How is your division leadership team planning to provide support to Happy Town ES

regarding implementation of extended planning time for each grade-level? This task was recently added to their school improvement plan. Have you considered the possibility of adding a task to the division’s improvement plan regarding this?

• Based on the low attendance at the Happy Hills After-School Tutorial Program as reported in your status comments for task 3 (TA02), what alternatives have your team members discussed? Would you like to add this as an agenda item for next week’s meeting?

Step 2: The designated school/division coach will ask probing questions about the series of tasks or status comments.

Procedures for Entering Coaching Comments for a School or Division Team

Examples:• During the quarterly data review meetings with schools, it would be helpful to have a

copy of the division’s improvement plan available. This will assist your division team with ensuring that tasks are evaluated and revised based on student performance data.

• While reviewing the school improvement plan tasks for indicator TA02, I noted that tasks associated with interventions for students only included references to programs. Your team may want to consider adding a task regarding professional development for teachers to assist them with providing Tier 2 interventions. This will build their capacity.

Step 3: The designated school/division coach will include detailed information about areas for improvement (“grows”).

Procedures for Entering Coaching Comments for a School or Division Team

Examples:• Prior to our upcoming meeting, please review with your staff members the status of

tasks for indicator IF08. Based on the monitoring comments, there appears to be a need for additional professional development regarding use of virtual manipulatives. You may enter comments relative to the discussion into the monitoring component of your plan. Jane Doe is scheduled to join us for the meeting in an effort to provide additional math support to your teachers.

• It appears that your improvement team has completed all tasks associated with indicator IA13. Please revisit the “Create Division Plan” component and determine whether the description entered under “How will it look when fully implemented?” accurately describes the current state of implementation.

Step 4: The designated school/division coach will suggest next steps for the improvement team to complete.

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Sample Coaching Comments entered into Indistar®, and the school leadership team’s replies.

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The test of a good coach is that when they leave, others

will carry on successfully.

Author Unknown

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A series of instructional videos regarding use of the Indistar® Web-based planning tool have been posted at: http://www.doe.virginia.gov/support/school_improvement/indistar/index.shtml .

Worksheets for each video as well as an Indistar® User Guide will also be posted at this location.   The videos are generic in nature so any school using the tool may view them. 

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Technical Assistance for Focus Schools

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During the 2013-2014 school year, school and/or division leadership teams may participate in School Improvement Support Session (SISS) webinars.

• These voluntary sessions will focus on the basic components of the Indistar® Web-based planning tool and improvement planning processes.

• Participants will have an opportunity ask questions and receive technical assistance.

• All sessions will begin at 10:00 a.m.• Dates:

• September 26, 2013 (This is a new date)• October 17, 2013• November 21, 2013• January 16, 2014• February 20, 2014• March 20, 2014

Differentiated Technical Assistance Team

In an effort to assist the division liaisons and division leadership teams with providing technical assistance, the Office of School Improvement has created a Differentiated Technical Assistance Team (DTAT) .

The DTAT provides technical assistance to schools via webinars and/or on-site training. Topics include:

• Instructional preparation• Instructional delivery• Formative assessment• Differentiated instruction• Student engagement• Leadership • Scheduling• Co-teaching/Inclusive Practices

Information gleaned from the webinars and/or Web-

based courses will be used to modify the school and/or

division Indistar® improvement plans.

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Differentiated Technical Assistance Team (DTAT) documents may be accessed at: http://www.doe.virginia.gov/support/school_improvement/training/index.shtml

Focus School Frequently Asked Questions

Q: How long does a school identified as a focus school retain this status?A: Per the ESEA Flexibility Waiver:

To provide ample time to plan and implement strategies that will increase student achievement in underperforming proficiency gap groups, focus schools will be identified for a period of two years. School divisions with focus schools will begin the planning process to implement intervention strategies in September 2012. Implementation will begin no later than January 2013, and will continue through the conclusion of the following school year (2013-2014). Those schools that remain on the focus school list will be expected to continue to implement intervention strategies until they exit focus school status.

Q: How does a school exit focus school status?A: A school will exit the focus status if the following criteria are met:

– The proficiency gap group(s) for which the school was originally identified meet(s) the AMOs described for proficiency gap groups for two consecutive years; and

– The school no longer falls into the bottom 10 percent of Title I schools for the subsequent school year based on the focus school methodology .

Focus School Frequently Asked Questions

Q: My focus school has a new principal this year. Can the school start the improvement plan all over?

A: School improvement planning is designed to be a continuous improvement process involving the school leadership team which includes the principal and a member of the division leadership team; therefore, the plan will continue to be implemented during the next year with necessary revisions.

Q: How will new members of school/division leadership teams be trained to use the Indistar® Web-based planning tool?

A: The Office of School Improvement (OSI) has produced a series of recorded webinars that may be used to train new team members. The recorded webinars are posted on the OSI Web page.

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Information regarding requirements for focus schools may be found at:http://www.doe.virginia.gov/support/school_improvement/index.shtml

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Each division superintendent received an e-mail from Dr. Kathleen Smith regarding an upcoming meeting at The College of William and Mary.During the meeting, OSI staff members will discuss technical assistance needs based on the recent Standards of Learning data. Superintendents have been asked to designate a key instructional leader (i.e., assistant superintendent of instruction) to attend this meeting.

Date: September 16, 2013 (9:00 a.m. – 3:00 p.m.)Location: The College of William and Mary’s School of EducationParticipants: Key instructional leader from each school divisionNote:  Due to space constraints, we will only be able to accommodate one representative per school division.

Registration link:    http://www.eventbrite.com/event/4833989593  (Registration deadline is August 23, 2013)

Forty rooms are being held at the Hilton Garden Inn in Williamsburg.   Please reference SURN at The College of William and Mary.  The room rate will be $77.00 per night.  The rooms must be reserved by August 16, 2013.  Lodging and travel expenses must be paid by the division.

Thank you. You have been a great audience.Dr. Yvonne A. Holloman at 804-225-2064 or

yvonne.holloman@doe.virginia.gov