Statewide System of Support

1. Statewide System of Support ESEA Flexibility Waiver March 22, 2012

2. School Improvement Plans According to the Revised Schools Code (380.1277) • All schools in Michigan must adopt and implement a school improvement plan (SIP) • These SIPs must focus on student academic achievement • The School Improvement Teams (SITs)that implement the SIPs may include school board members, school administrators, teachers, other school employees, pupils, parents of pupils and other district residents • Local Boards of Education must approve the SIPs

3. For Most Schools…. • The ability of School Improvement Teams to implement quality School Improvement Plans leads to academic success for students • Title I funds supplement the educational programming in schools that meet poverty criteria and sustains academic success for students For Some Title I Schools…. • The implementation of the SIP along with the supplemental funding has not been successful for students • The Statewide System of Support strengthens those schools

4. MI Excel Supports based • on needs identified in the School Data Profile/ Analysis, School Process Profile/Analysis and School Improvement Plan: • Instructional Leadership Coach w/Michigan Fellowship of Instructional Leaders • Content Coach • Professional • Development MDE’s Statewide System of Support for Title I Schools The School Improvement Framework if the foundation for all schools in Michigan. All schools implement MDE’s Continuous School Improvement Components: School Process Profile/Analysis, School Data Profile/Analysis and the School Improvement Plan.

5. 2007-08 Cohort • 141 Identified Title I schools received services through the SSoS. • The graph on the next page charts their progress over the next 4 years.

6. 2007-08 CohortSchools Still Identified by Year

7. Of those 141 Schools… • 128 (91%) remained identified in 2008-09 • 89 (63%) remained identified in 2009-10 • 78 (55%) remained identified in 2010-11 • 56 (40%) remained identified in 2011-12

8. Title I Identification for SSoS • Identified for Improvement – Year One • Identified for Improvement – Year Two • Corrective Action • Restructuring – Planning • Restructuring – Implemented

9. New Identification for Title I Schools • Priority Schools (Persistently Lowest Achieving Schools on the Top to Bottom List) • Focus Schools (Schools with the largest achievement gaps) • Title I Schools Not Making AYP • Reward Schools

10. Priority Schools • Lowest performing 5% of Title I schools as measured by MEAP/MME on: • Reading • Writing • Math • Science • Social Studies • BAA predicts there will be 150 – 200 schools in this category

11. Priority Schools (cont.) • These lowest 5% of Title I schools will also be considered Persistently Lowest Achieving Schools and be required to follow state law and choose a Reform Model to implement: • Closure • Restart as a charter school • Transformation • Turnaround

12. MDE’s Hypothesis • If we combine the successful elements of the current Statewide System of Support (SSoS) with the implementation of a Transformation or Turnaround Plan, schools have the opportunity to make rapid achievement • If districts and schools use their Title I money to support the SSoS and Transformation/Turnaround Plan, students have the opportunity to increase student achievement rapidly

14. School Reform Office • The SRO is ultimately responsible for all Priority Schools in all Categories – Targeted, Serious, Critical and Intensive Needs • Provide all training for Reform/Redesign Models • Provide technical assistance for writing of Reform/Redesign Plans: • Closure • Restart • Turnaround • Transformation in conjunction with SSoS • Approve all Reform/Redesign Plans • Monitor approved plans in conjunction with SSoS

15. Darkening those dotted lines….. • As we review the various components of the Statewide System of Support supported by the Regional Assistance Grant or by district Title I set-asides and building Title I set-asides, those components that include support from an ISD/ESA will be marked with an asterisk *

16. All Title I Priority Schools In the planning year – Category 1: Targeted Needs • Participate in a training session on how to use the Comprehensive Needs Assessment to identify the appropriate Reform/Redesign Model* • Write an approvable Reform/Redesign Plan* • Participate in Superintendent’s Dropout Challenge* • Work with the School Support Team to incorporate the approved Transformation or Turnaround Plan into the School Improvement Plan* • Take part in Surveys of Enacted Curriculum* • Take part in an ISD/ESA-led Data Workshop* • Use this information to inform improvement planning at the district and building levels*

17. Superintendent’s Dropout Challenge* • To be implemented if the district/building is not currently participating Implemented in Category 1: Targeted Needs, Category 2: Serious Needs, Category 3: Critical Needs

18. SSoS - School Support Teams* Consists of a District Representative and an ISD/ESA School Improvement Facilitator who meet with the building School Improvement Team after the Reform/ Redesign plan is approved to: • Facilitate school improvement processes in identified schools • Support both the building principal and the school’s improvement team to make necessary changes to processes and procedures that result in increased student learning • Implement the School Improvement Plan at the classroom level Required in Category 1: Targeted Needs, Category 2: Serious Needs, Category 3: Critical Needs

19. SSoS -Surveys of Enacted Curriculum* • Provide an overview of instructional practices used in the school • Compare delivered curriculum to the Common Core Standards in ELA and Math • Analyze the cognitive demand of student expectations related to the delivered curriculum • Required in Category 1: Targeted Needs; Optional in Category 2: Serious Needs, Category 3: Critical Needs

22. SSoS - Data Workshop* • ISD/ESA led Data Workshop in planning year to revise SI Plan to include components of Transformation or Turnaround Plan, components of the SSoS and data from Surveys of Enacted Curriculum • MDE can provide Data Modules if the ISD/ESA does not have its own process • Required in Category 1: Targeted Needs

23. SSoS- District Intervention Team • District Intervention Team • Experienced members assigned with experience in finances, human resources, administration, school boards • Led by Intervention Specialist • Works with central office to do a needs assessment • Identifies root causes of district’s lack of support for Priority Schools • Assists district in revising District Improvement Plan and LEA Planning Cycle • Sets up benchmarks for district support of Priority Schools Required in Category 2: Serious Needs

24. Need Based SSoS Components* • Based on the buildings’ needs and provided through the Regional Assistance Grant….. • Content Coaches • Professional Learning • Culture/Climate Intervention • MDE approved Restructuring Model from outside vendor The chosen supports will be incorporated into the school’s Reform/Redesign Plan and School Improvement Plan Implemented as needed in Category 2: Serious Needs and Category 3: Critical Needs

25. Title I District Set Asideup to 20% • Transportation for Public School Choice (required) AND at least one of the following • Support of Increased Learning Time (required in Transformation and Turnaround Plans) • Implement a multi-tiered system of supports if the school does not currently implement one • Professional learning aligned with the needs of students and staff • School Improvement Review (contract with MDE if not available from local ISD/ESA)*

26. Title I Building Set Aside10 % obligation Choose one of these options: • Hire an Intervention Specialist (see next slide) or • Implement professional learning aligned to the needs of students and teachers Required in Category 1: Targeted Needs

27. Title I Building Set Aside10 % obligation • Hire an Intervention Specialist, trained by MDE, who • Inspects adherence to benchmarks throughout the year • Coordinates improvement efforts with the central office, the school board and the building • Drives the implementation of the Turnaround or Transformation Plan at the district and building levels • Participates on the School Support Teams • Monitors that the building and district are submitting reports according to the established timeline • Meets regularly with MDE • Schedules updates with the school board at least quarterly Required in Category 2: Serious Needs and Category 3: Critical Needs

28. What do you think? • From what you have heard about Priority Schools: • What makes sense? • What might be missing? • Can the components of the SSoS within the structure of a Transformation or Turnaround Plan provide a structure for rapid improvement?

29. Focus Schools • The lowest 10% of Title I schools with the largest achievement gaps between the highest 30% of students and the lowest 30% of students as measured by MEAP/MME: • Reading • Writing • Math • Science • Social Studies

30. Focus Schools • Due to the fact that the projections from BAA indicate there might be 250 – 300 schools identified as Focus Schools, any support must be targeted at the district level

31. All Focus Schools • Superintendent’s Dropout Challenge • District Toolkit • District Improvement Facilitator

32. District Improvement Facilitator • Trained by MDE • Assigned to all districts with multiple Focus Schools • Works with central office staff to conduct a comprehensive needs assessment to identify root causes of lack of support to focus schools • Revises District Improvement Plan to reflect needed support for Focus Schools • Sets district benchmarks for this support • Conducts classroom walkthroughs with central office staff, building leadership and school board member to look for evidence of tiered interventions

33. Title I District Set Asideup to 20% • Transportation for Public School Choice (required) AND at least one of the following • Implement a multi-tiered system of interventions if the school does not currently implement one • Professional learning on research-based instructional interventions aligned with the needs of students and staff • School Improvement Review (contract with MDE if not available from local ISD/ESA)*

34. Title I Building Set Aside10 % obligation • Professional learning on implementation of multi-tiered system of supports and/or research-based instruction of students in lowest performing student groups • Provide weekly/daily time for teacher collaboration • Contract for the administration of Surveys of Enacted Curriculum*

35. Focus Schools • From what you have heard about Focus Schools: • What makes sense? • What might be missing? • What kinds of support might a district require to meet the needs of its Focus Schools? Turn and talk to someone near you.

36. Title I Schools Not Identified as Priority or Focus • Any other Title I schools not making AYP. This ranking will be determined by performance of all students on MEAP/MME : • Reading • Writing • Math • Science • Social Studies and other criteria

37. Title I Schools Not Making AYP…and not Priority or Focus Schools • Districts with schools not making AYP will be required to use Title I set-asides in those buildings in specific ways • Buildings not making AYP will be required to use their Title I set-asides in a prescriptive way

38. Title I District Set Asideup to 20% At least one of the following • Culture/Climate Intervention • Complete Surveys of Enacted Curriculum* • Professional Learning in the AYP area

39. Title I Building Set Aside10% obligation • ISD/ESA led Data Workshop to revise SI Plan focusing on the AYP area(s)* • MDE can provide Data Modules if the ISD/ESA does not have its own process

40. ISD/ESA Support Needed The Regional Assistance Grant provides funding so that ISD/ESA School Improvement Facilitators can: • Provide Technical Assistance to schools in choosing and writing their Reform/Redesign Plan • Help the schools to implement the Superintendent’s Dropout Challenge • Serve on School Support Teams • Provide Technical Assistance to schools around Surveys of Enacted Curriculum • Conduct a Data Workshopwhich results in revising of the School Improvement Plan (for Category 1: Targeted Needs Priority Schools)

41. ISD/ESA Support Needed District or Building Title I Set-Asides provide funding so that School Improvement Facilitators may: • Provide Technical Assistance to schools around Surveys of Enacted Curriculum • Provide a School Improvement Review using MDE’s protocols and resources • Conduct a Data Workshopwhich results in revising of the School Improvement Plan

42. Funding Sources

43. Reward Schools • Highest performing 5% of Title I schools as measured by MEAP/MME on: • Reading • Writing • Math • Science • Social Studies

44. Reward Schools • MDE is required to provide incentives and recognition for success on an annual basis by publicly recognizing and, if possible, rewarding Title I schools making the most progress or having the highest performance as “reward schools.” • There is no 1003a money attached to Reward Schools so any “rewards” must be cost neutral

45. Reward School Incentives • Note in Annual Education Report • Distribute list to media and encourage coverage • Recognize schools at state conferences • Seek corporate or philanthropic sponsors for recognition activities such as documentaries for top 20-40 schools and post as promising practices • Network with demographically similar lower performing schools to share best practices • Provide certificates or banners • Participate in federal grant fund consolidation project

46. MDE’s Waiver Application is Based on the Research that says… Significant change in most organizations, corporations included, comes from the inside. John Goodlad

47. Linda Forward Director Office of Education Improvement and Innovation forwardl@michigan.gov Mark Coscarella Assistant Director Office of Education Improvement and Innovation coscarellam@michigan.gov Deb Clemmons School Reform Officer clemmonsd@michigan.gov Mike Radke Director Office of Field Services radkem@michigan.gov Karen Ruple SSoS Manager ruplek@michigan.gov Contacts