© 2012 Providence Public School District 1 ESEA Flexibility and its Impact in Providence: Community...

© 2012 Providence Public School District

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ESEA Flexibility and its Impact in Providence:Community Informational Meeting

Superintendent’s Office| November 2012

http://www.providenceschools.org/


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Welcome and Agenda

1. Welcome and Introductions 5 minutes

2. Introduction to the ESEA Waiver 5 minutes

3. RI’s New Accountability System 5 minutes

4. School Improvement Process 10 minutes

5. Q&A Period 20 minutes

6. School Breakout Sessions 45 minutes



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Objectives

1 Introduce the ESEA waiver and Rhode Island’s new accountability system.

2 Review the school improvement process for newly-identified schools.

3 Highlight the opportunities that the ESEA waiver presents for our students, our teachers, our schools, and our community.

4 Answer any questions about the ESEA waiver and its impact in Providence.

5 Provide an opportunity for family and community members to meet with school leadership teams.



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Meeting Norms and Expectations

Stay focused on the topics under discussion.

Engage in each other’s thoughts, ideas, and opinions.

Assume the best intentions and seek clarifications when needed.

Treat everyone with respect.

Participate to the fullest of your ability and share your own experiences.

Avoid interrupting one another.

Keep all cell phones on silent and avoid using Smartphones.

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Introduction and Overview

The Situation

The Challenge

The Opportunity

• We are committed to preparing all students for success in their chosen colleges and careers; however, we are falling short of this goal

• Rhode Island Department of Education has identified a number of our schools as needing improvement

• We must do things differently; the requirements in the ESEA waiver will push our thinking and allow our district to pursue new and innovative reform strategies

• We are under a tight timeline from the State• The district cannot do this work alone

• We have the exciting opportunity to dramatically improve student achievement in our most struggling schools

• We must act now and prioritize our lowest-performing schools; we cannot afford to wait



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Part I: Introduction to the ESEA Waiver

Part II: RI’s New Accountability System

Part III: School Improvement Process



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About the ESEA Waiver

• The Elementary and Secondary Education Act (ESEA) was enacted in 1965 to provide all students with equal access to a public education and establish high standards and accountability.

• In 2001, Congress amended and reauthorized ESEA as the No Child Lead Behind Act (NCLB). NCLB has been in place for over a decade; however, it has some flaws.

• The U.S. Department of Education recently invited state education agencies to request flexibility on behalf of their state, districts, and schools. States could choose to submit an ESEA waiver in order to pursue a state-developed plan to improve educational outcomes for all students, close achievement gaps, increase equity, and improve the quality of instruction.

• Rhode Island applied for and was granted this flexibility.



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Impact on Providence and Our Schools

The ESEA waiver will impact our schools and our community in a number of ways. Most notably, it:

• Creates a new state-wide accountability system to measure and promote success in all schools

• Identifies 14 schools in Providence as needing significant and rapid improvement

• Allows for greater flexibility tied to certain funds so that we can more appropriately respond to the needs of our schools



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Changes in the Accountability System

Before: Now:

• Schools had to reach a state-level target

• All students were expected to reach proficiency by 2014

• Schools will be accountable for school-wide and subgroup performance

• Schools will have school-specific targets



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Annual Measurable Objectives

All schools will be expected to reduce by half the percentage of students who are not proficient. The 2010-11 NECAP results serve as the baseline.

2008-09

2009-10

2010-11

2011-12

2012-13

2013-14

2014-15

2015-16

2016-17

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10

20

30

40

50

60

70

80

90

18 1520

60

35 3845

72.572 69 70

85

School ASchool BSchool C



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Factors for School Identification

• Percent proficient (all students and all subgroups)

• Percent by proficiency/distinction level

• Achievement gaps

• Growth over time

• HS graduation rates

In order to identify schools in need of improvement under the ESEA waiver, RIDE looked at combination of factors relative to other schools in the state.



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School Classifications

Classification: Description:

Commended High-performing schools that show the strongest patterns of performance across metrics

Leading Strong achievement, small or no gaps in performance, and/or improving achievement over time

Typical Performance at or near the state average; pockets of strengths and/or challenges

Warning Somewhat low achievement in reading and math, achievement gaps, and limited growth over time

Focus Low achievement in reading and math, significant achievement gaps, and little growth over time

Priority Lowest achievement in reading and math; significant achievement gaps, and little or no progress over time



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School Classifications by Zone

Zone #1: Acceleration Zone

Alfred Lima, Sr. Elementary School

Asa Messer Elementary School

Charles N. Fortes Elementary School

Feinstein at Broad St Elementary School

Frank D. Spaziano Elementary School

George J. West Elementary School

Harry Kizirian Elementary School

Leviton Dual Language School

Reservoir Avenue Elementary School

Veazie Street Elementary School

Webster Avenue Elementary School

William D’Abate Elementary School

Zone #2: Advancement Zone

Anthony Carnevale Elementary School

Central High School

Classical High School

DelSesto Middle School

E-Cubed Academy

Esek Hopkins Middle School

King Elementary School

Nathan Bishop Middle School

Nathaneal Greene Middle School

Providence Career & Technical Academy

Robert Kennedy Elementary School

Vartan Gregorian Elementary School

Zone #3: Innovation Zone

Carl G. Lauro Elementary School

Dr. Jorge Alvarez High School

Feinstein at Sackett St Elem School

Gilbert Stuart Middle School

Hope Arts and IT High Schools

Juanita Sanchez Educational Complex

Mary E. Fogarty Elementary School

Mount Pleasant High School

Pleasant View Elementary School

Robert Bailey IV Elementary School

Roger Williams Middle School

Woods Young Elementary School

SIG Cohort 1 and 2 Schools

ESEA Waiver Priority Schools

ESEA Waiver Focus Schools

ESEA Waiver Warning Schools



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Process Overview for Focus and Priority Schools

FocusSchools

Stage 1: Diagnostic,

Model/Strategy Selection, and Planning

Priority Schools

Stage 2: Implementation and Progress Monitoring

(YRS 1-2)

Stage 3:Rising Priority

through Exit (YRS 3-5)

Stage 3:Priority, Caution

(YRS 3-5)

Stage 1: Diagnostic,

Model/Strategy Selection, and

Planning

Stage 2: Implementation and Progress Monitoring

(YR 1)

Stage 3:Rising Focus through

Exit (YRS 2-3)

Stage 3:Focus, Caution

(YRS 2-3)



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Strategies Required in ALL Schools

All schools district-wide must implement the following three strategies:

School-wide transition to the Common Core State Standards

Use of the data and instructional management systems

Implementation of the educator evaluation system

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Models Required for IDENTIFIED Schools

All identified schools must select and pursue one of three models:

Closure. District closes the identified school and enrolls the students who attended that school in other public schools within the state that are higher achieving.

Restart. District converts a school or closes it and reopens a new school under new management.

Flex Model. The Flex Model requires districts to select a set of intervention strategies from a RIDE-developed list of 28 research-based strategies. Strategies must be: (1) coherent, (2) comprehensive, (3) responsive to the results of the diagnostic screen, and (4) ambitious but achievable.



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Interventions Required Under the FLEX Model

Under the Flex model, schools must select interventions from a menu of research-based strategies. These strategies align with RIDE’s Basic Education Plan.

Leadership

Personnel supports

Infrastructure

Programmatic Content



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Menu of Strategies under the FLEX Model

Leadership Support Infrastructure ContentIntervention III Strategies: Priority schools select one from each area; Focus schools select two from areas of their choice

L-III.1: Removal of building principal and replacement with a leader with experience and/or training in turnaround environments

S-III.1: Require at least 30 hours of focused professional development with a focus on instructional strategies to support students with disabilities and English language learners

I-III.1: Implement staff recommitment process to substantially different working conditions, including definition of school hours, job assignment, and job duties

C-III.1: Implement comprehensive improvement of instructional approaches for struggling students including focused professional development and a system for student progress monitoring

L-III.2: Restructure building leadership team to dramatically increase time available for instructional leadership

S-III.2: Hire building-level instructional specialists to support educators to serve English language learners, students with disabilities, and other students at risk for failure

I-III.2: Dramatically increase common planning time and implement a system for its effective utilization, both horizontally and vertically

C-III.2: Review student course-taking patterns and make substantial changes to school schedule and student placement to ensure access to rigorous academic core

L- III.3: Provide building administrators the authority and autonomy to hire, manage teacher placement, budget, and school schedule

S-III.3: Implement a system of peer support and assistance to support the needs of educators

I-III.3: Review and change student enrollment and placement processes to increase family engagement & improve student outcomes

C-III.3: Implement a culturally competent support system to improve safety, reduce suspensions, increase attendance, and support all students

Intervention II Strategies: Priority Schools and Focus schools select two strategies from areas of their choiceL-II.1. Evaluate the principal and connect him or her with a mentor or appropriate resources to ensure ability to lead the school reform work

S- II.1: Implement a comprehensive drop-out prevention and reentry program

I-II.1: Complete an external audit of the use of school funds to guide staffing decisions and implement findings

C-II.1: Increase advanced coursework opportunities for students

L-II.2: Evaluate, assess, and diagnose the performance of the existing school leadership team and take appropriate job action

S-II.2: Implement a comprehensive ramp-up program for students at-risk of failure or subpopulations with the largest achievement gaps

I-II.2: Reallocate resources to increase support for direct instruction of students at risk for failure

C-II.2: Assign additional instructional coaches or other core content focused, job-embedded support for teachers

L-II.3: Contract with a vendor or partner with a track record of success to support the leadership team in school turnaround

S-II.3: Implement culturally competent family and community engagement program focused on instruction and academic performance

I-II.3: Develop and implement support systems for student transition into kindergarten and/or across break grades

C-II.3: Offer virtual education options for both at-risk and advanced students

L-II.4: Identify one leader to routinely monitor the implementation and effectiveness of the core curriculum/instruction and services to traditionally underserved students

S-II.4. Hire full time parent/community engagement specialist to implement family and community engagement that is systemic, sustained, and integrated with school improvement

I-II.4: Establish a comprehensive system to support struggling teachers with content and pedagogy, especially teachers of students with disabilities and English Language Learners

C-II.4: Implement an instructional monitoring system to ensure that the curriculum is being fully implemented and traditionally underserved students have access to academic core

L-II.5: Assign family/community outreach to member of leadership team and hold him/her accountable

S-II.5: Establish flexible or expanded learning opportunities with a focus on students at risk for failure

I-II.5: Implement a culturally competent tiered system of support focused on student psycho-social health

C-II.5: Increase student access to career, technical, or credentialing programs



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Interventions Required under the Flex Model

School-wide transition to the CCSS



Leadership Intervention III strategy

Support Intervention III strategy

Infrastructure Intervention III strategy

Content Intervention III strategy

Choice intervention II strategy

Priority SchoolsFocus SchoolsWarning Schools




Additional intervention strategy





Choice intervention III strategy

Choice intervention III strategy



Requ

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ESEA Waiver Timeline

NOVEMBER 2012S M T W Th F Sa

1 2 3

4 5 6 7 8 9 10

11 12 13 14 15 16 17

18 19 20 21 22 23 24

25 26 27 28 29 30

DECEMBER 2012S M T W Th F Sa

1/2 3 4 5 6 7 8

9 10 11 12 13 14 15

16 17 18 19 20 21 22

23 24 25 26 27 28 29

30 31

JANUARY 2013S M T W Th F Sa

1 2 3 4 5

6 7 8 9 10 11 12

13 14 15 16 17 18 19

20 21 22 23 24 25 26

27 28 29 30 31

FEBRUARY 2013S M T W Th F Sa

1 2

3 4 5 6 7 8 9

10 11 12 13 14 15 16

17 18 19 20 21 22 23

24 25 26 27 28

OCTOBER 2012 Community meetings

RIDE deadlines

School planning meetings

November 8: Elementary school diagnostic session

November 9: Secondary school diagnostic session

November 15: Community informational meeting

November 29: Community informational meeting

December: School planning meetings

January 11: Models and intervention strategies due to RIDE

February 15: School plans due to RIDE



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Ways to Get Involved

This is an opportunity for everyone in the school community to come together to improve our schools and act with the best interest of our students in mind.

We cannot do this work alone; we truly value input and feedback from parents and community members. Parents, staff, students, and community members play an instrumental role in the improvement of our schools.

Family and community members are strongly encouraged to:• Make sure that their children attend school and arrive on time• Watch out for fliers and announcements regarding school planning

sessions• Check PPSD’s website and submit questions/concerns/ideas • Attend school planning meetings• Participate on the school PTA • Volunteer in schools



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Q&A Period

Questions?



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School Breakout Sessions

School: Classroom:

Robert Bailey IV Elementary School

Mary Fogarty Elementary School

Asa Messer Elementary School

Feinstein at Broad St. Elementary School

Frank Spaziano Elementary School

George West Elementary School

Harry Kizirian Elementary School

Martin Luther King Jr. Elementary School



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School Breakout Sessions

School: Classroom:

DelSesto Middle School

Esek Hopkins Middle School

Nathan Bishop Middle School

Central High School

Providence Career & Technical Academy

Hope High School


© 2012 Providence Public School District 1 ESEA Flexibility and its Impact in Providence: Community...

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