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Utilizing the Web EPSS Data Sources and Building Budget Systems of Support and Requirements for 2013-2014. NMPED Priority Schools Bureau. Session Outcomes. Participants will: Understand which data sources to consider when linking budget to program in the school Web EPSS.
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Utilizing the Web EPSSData Sources and Building BudgetSystems of Support and Requirements for 2013-2014 NMPED Priority Schools Bureau
Session Outcomes Participants will: • Understand which data sources to consider when linking budget to program in the school Web EPSS. • Understand the systems of support and requirements for 2013-2014 • Be able to reflect budget in the district and school Web EPSS.
Reward Schools (top 5%) Strategic Schools (next 10%) Focus Schools (next 10%) Priority Schools (lowest 5%)
Data Sources Data sources available at district and schools: • NM Standards Based Assessment • Formative and Summative assessments • School Report Cards Other data sources: attendance, grad rate, SAT referrals, measures of parent participation, discipline …..
PSB Tools as Data Sources Schools with letter grades of D, F, and/or status of Priority or Focus were required to conduct a needs assessment in the late spring or fall of 2012: School and Systems Reflective Summaries These tools were designed to provide the school with an in depth analysis of how well the systems of support and instruction practices are functioning to support student outcomes and increase teacher effectiveness.
PSB Tools as Data Sources Literacy Reflective Summaries These tools were designed to provide schools with a means to review their school wide literacy system, looking at the effectiveness of the instruction and alignment with the curriculum.
Looking at Our Literacy Practices: Celebrations and Challenges
PSB Tools as Data Sources Math Reflective Summaries These tools were designed to provide schools with a means to review their school wide numeracy system, looking at the effectiveness of the instruction and alignment with the curriculum.
Connection to Web EPSS The results of the Reflective Summaries served to help schools identify areas in need of improvement around their systems of support, effectiveness of instruction and curriculum alignment. These areas of need were reflected as Action Steps in the 2012-2013 Web EPSS under the Reading and Math Goals.
New Mexico Instructional Audit Schools with grades of D or F and/or status of Focus or Priority were required to go through the Instructional Audit process in Fall 2012. PED teams – Priority and F Schools LEA teams – Focus and D Schools
Purpose: NMIA Priorities to Developing a School Plan The New Mexico Instructional Audit (NMIA) provided schools with an independent examination of the operations and systems that support and relate to instruction. Results from the NMIA are essential and were reflected in the school’s 2012-2013 Web EPSS.
Guidance: NMIA Exceptions 2012-2013 If within the last year your school completed any of the following, and has a summary report that was uploaded to the Web EPSS file cabinet, the school DID NOT have to complete the NMIA. • High Schools that Work: TAV or TRV • North Central Association Accreditation (Must be an individual school visit) • Participation in the University of Virginia School Turnaround Specialist Program
New Mexico Instructional Audit The audit is based on 13 indicators related to research and best practices for teaching and learning that build on the work of the CLASS and also aligns with the Seven Turnaround Principles listed in the “New Mexico ESEA Flexibility Request.”
New Mexico Instructional AuditRequired for all Priority, Focus, F and D schools • Compilation of data and findings based on interviews, classroom observations and document reviews. • Data and findings were shared with the superintendent/designee, principal and school leadership team at an exit meeting. • The NMIA team leader wrote a formal report and sent it to the superintendent and school principal within 10 days to two weeks.
Responding to the NMIA Report • Upon receiving the report, the district and the school had 10 days to two weeks to review and respond to the findings. • For each finding the school needed to provide a response. • The expectation was that the school responded to all findings, utilizing the cells provided in the report template and incorporated the responses into the school’s 2012-2013 Web EPSS.
New Mexico Instructional Audit • The principal, with support and input from the district representative and school personnel reviewed the NMIA Report findings and determined actions to address the findings. • Findings are priorities that were reflected in the 2012-2013 School Web EPSS as Action Steps and connected to goals and strategies in this tool.
Priority = Action Step NMIA Finding (Priority) Students identified as English Language Learners (ELL) are not benefitting from a comprehensive system of support to meet their learning needs in the general education classroom. Action Step All teachers in grades 1-5 will implement Walk 2 Read within a daily 90 minute block forEnglish Language Learners and will progress monitor students using DIBELS every three weeks beginning in January 2013.
Priority = Action Step An Action Step should: Link to findings from NMIA Report Support the overall goals in the Web EPSS: Math, Reading and Transformational Provide detail and clarifying information (Who, What, Frequency, Duration,….)
Available Resources for LEA and School NM Instructional Audit Guidance Document NM Instructional Audit Appendices Math, Literacy, and School and Systems Reflective Summaries http://ped.state.nm.us/ped/PrioritySchoolsIndex.html
System of Supports and Requirements 2013-2014
Differentiated TA and Monitoring for NMIA Schools (2012-2013) NMIA
Differentiated TA and Monitoring for NMIA Schools (2012-2013)
Differentiated TA and Monitoring for NMIA Schools (2012-2013)
