Mission: School Improvement West Virginia Department of Education Division of Educator Quality and...
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Transcript of Mission: School Improvement West Virginia Department of Education Division of Educator Quality and...
Mission: School Improvement
West Virginia Department of EducationDivision of Educator Quality and System Support
August 18, 2010
Agenda-August 18
• Overview of WVDE goals for improving achievement in low performing schools
• State System of Support Processes and Timelines
• Instructional Practices Inventory• Data analysis
WVDE School Improvement Goals
• Goal 1: Build the capacity of the SEA and LEAs to drive transformative interventions in low-achieving schools
• Goal 2: Strengthen teacher and leader effectiveness in low-achieving schools in order to improve the quality of instruction
• Goal 3: Develop comprehensive systems of support in low-achieving schools
WVDE School Improvement Goals
Goal 1: Build the capacity of the SEA and LEAs to drive transformative interventions in low-achieving schools
• Engage external supporting partners
• Realign the current capacity of the state system of support structure
• Build strong teams to support struggling schools
• Design a Whole Child Early Warning System
• Utilize an evaluator to design a tool to report formative assessments and an evaluation of the initiatives
WVDE School Improvement GoalsGoal 2: Strengthen
teacher and leader effectiveness in low-achieving schools in order to improve the quality of instruction
• Provide training and onsite support for the school improvement specialists
• Organize school staff into PLCs
• Provide professional development for school teams based on the High Quality Standards and the teacher and leadership standards
WVDE School Improvement Goals
Goal 3: Develop comprehensive systems of support in low-achieving schools
• Establish WVDE SSOS • Utilize a balanced
assessment system• Provide a schoolwide
system of differentiated supports for struggling students and students with disabilities
• Establish school-based case management teams to identify non-academic issues for struggling students
WVDE State System of Support
• Requirements and MOU
• Process for implementation of requirements
• Identification and role of the WVDE Liaisons
WVDE School Improvement ModelImplementation Chart
WVDE School Improvement ModelImplementation Chart
WVDE School Improvement Model Process for Implementation
• Identify initiated/completed indicators
• Prioritize indicators
• Develop plan to complete indicators
• Schedule regular county leadership team meetings
Office of Organizational Effectiveness and LeadershipTitle II and Title I
Tier 1 schools Title I Tier 1 schools
Liaisons to Tier 1 Schools
State School Improvement Specialists
Title 1 School Liaisons
RESA Staff Development RESA Special Education RESA RTI Specialists
Transformation/School Improvement Specialists
School Leadership Teams
Roles: State School Improvement Specialists andWVDE Liaisons
• Coordinate improvement activities in the school
• Lead the SSOS diagnostic visit and complete and share the report with the district team and the school staff
• Determine and coordinate the applicable progress determinants
Roles: State School Improvement Specialists and
WVDE Liaisons• Conduct monthly site visits• Discuss current data using DP-21 with local
school improvement specialist and school leadership team
• Review strategic plan action steps and professional development plans and revise, as needed
• Conduct classroom observations using Instructional Practices Inventory (IPI) or High Quality Standards
Roles: State School Improvement Specialists and
WVDE Liaisons
• Review results of applicable progress determinants with the school staff
• Plan with district leadership team and the administrator for next visit
• Complete and share a Technical Assistance Report
• Prepare the monthly update for the SSOS• Assist the school in preparing for the
annual presentation to the SSOS
Roles: Local School Improvement Specialist
• Communicate with the WVDE Liaison or State School Improvement Specialist
• Work closely with school leadership and leadership team to examine data and determine strategy
• Broker resources with relationship to focus• Build capacity through advisement,
guidance and support
Roles: Local School Improvement Specialist
• Review strategic plan action steps and professional development plans and revise, as needed
• Conduct classroom observations using Instructional Practices Inventory (IPI) or High Quality Standards
• Keep weekly logs
State System of Supporthttps://sites.google.com/a/
wvde.k12.wv.us/wvde-school-system-of-support/
• Webtop• Site for housing data, technical
assistance and process documents
DP21Data Portal 21
What is DP-21?
• Interactive data portal• Access to key indicators of success• Single location• Quick diagnosis for more detailed
conversations around data• Localized data analysis
Wild n’ Wonderful HighCharleston, WV 25305
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Data representative of menu selection…
Wild n’ Wonderful HighCharleston, WV 25305
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October 2010 November 2010 December 2010
Wild n’ Wonderful HighCharleston, WV 25305
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Narrative Sample
Principal Phil Fake: 201008 Aug 09, 2010
Teacher currently on staff is authorized to teach AP World History we will seek to guide students to work within the classroom before attempting AP exams to gain benefit of teacher guidance. Work with staff to see if a dedicated AP World History class can be offered. As regards AP Chemistry, we will need to provide a better screening process to insure students are sufficiently prepared for the curriculum.
Sally Pseudo: 201008 Aug 09, 2010
Current student thinking is that the AP World History exam is rather easy relative to other exams and mostly requires committed reading. Past and current performance on this exam does not bear this out. All sixteen of the enrolled AP US History students elected to also take the AP World History. Fifteen of the sixteen did achieve the 3plus score and the remaining nineteen takers were in Honors History curriculum.
Bill Bogus: 201008 Aug 09, 2010
Only 42% of the AP Chemistry exam takers were able to achieve a 3plus score. Teacher assessment of the enrolled students was that several of the students did not have sufficient mathematics preparation.
Wild n’ Wonderful HighCharleston, WV 25305
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Communication
State System of Support
Accountability
• Annual Report• 18-2e-5• WVBOE Report
Next Steps:
September 23, 2010IPI Trainings
WebtopWVEIS access
AcuityData Class
September 23, 2010
Agenda ItemsNetworking best practices
Data Analysis: WESTEST 2/AcuitySystem of Support Site
Data Portal
October 18,19,20: School Teams Agenda Items
Culture—Kent Petersen (Read, Assess, Shape)Culture Survey data and debriefing techniques
Beliefs and Values ProcessData Analysis: WESTEST 2 and Acuity
IPI Introduction to process and use of dataDepth of Knowledge
System of Support SiteData Portal
Concluding Thought
In order to succeed, you must know what you are doing, like what you are doing, and believe in what you are doing.
– Will Rogers