Maximizing Evidence-Based PD Funds for Educational Excellence

1. Investing your Title IIA & IVA funds in evidence-based PD Nancy Labrie & Rebecca Shor June 6, 2019

2. 01 Title IIA & IVA Overview Contents 02 Priority Partners (& Targeted Assistance Vendors) 03 MTSS Academies CONTENTS 04 DIY Ideas 05 Questions, Sharing, & Feedback

3. Title IIA & IVA Overview Title IIA & IVA Overview 01

4. Title IIA Priorities Fund Code 140: Building Systems of Support for Excellent Teaching and Leading • Increase student achievement consistent with challenging state academic standards; • Improve the quality and effectiveness of teachers, principals, and other school leaders; • Increase the number of teachers, principals, and other school leaders who are effective in improving student academic achievement in schools; and • Provide low-income and minority students equitable access to effective teachers, principals, and other school leaders

5. Title IIA Fund Use • Training, recruiting, and retaining high-quality educators: • High quality professional development • Mentoring and Induction • Advancing and recognizing educators • Cultivating a pipeline of educators through partnerships with preparation providers • Stipends for district teams to plan/map/align curriculum • Substitutes (for educators attending HQPD funded by Title IIA) • Class Size Reduction

6. Title IIA Fund Use • Bottom Line: Title IIA is a grant for educators • Teachers • Administrators • Paraprofessionals • Support Personnel: guidance counselors, nurses, psychologists, etc. • Title IIA funds can NOT be used • For anything to be used in the classroom • By students • Reminder: Funds must supplement, not supplant, any non-federal funds that would otherwise be used to pay for the activity

7. Title IVA Priorities Fund Code 309: Creating Safe, Healthy and Supportive, High-Quality Educational Learning Environments for All • Provide all students with access to a well-rounded education; • Improve school conditions for learning to ensure safe and healthy students; and • Improve the use of technology to improve academic achievement

8. Well-Rounded Education • Funds can be used to increase access to and/or improve the quality of learning opportunities across disciplines, including: • civic learning and engagement • STEM • the arts • comprehensive health and physical education • …and more. • Activities may include but are not limited to hiring staff and providing professional development.

9. Safe and Healthy Learning Environments • Funds can support evidence-based programming and other services that help to create safe and healthy learning environments for all students. • Activities may include but are not limited to • implementing prevention and/or intervention programs • providing school-based mental health services and counseling • Activities may include but are not limited to hiring staff and providing professional development.

10. Effective Use of Technology • Funds may support access to technology resources and to train and support educators in their use. • Activities may include but are not limited to: • delivering specialized, rigorous curricula using technology; • building technology infrastructure; • carrying out blended learning projects; • hiring staff; and • providing professional development.

11. Title IVA Fund Use • Districts receiving $30,000 or more must conduct a comprehensive needs assessment and must expend: • At least 20% on supporting a well-rounded education; • At least 20% on supporting safe and healthy students; and • At least some amount on improving the use of technology • Districts receiving less than $30,000 are: • Encouraged, but not required, to conduct a comprehensive needs assessment • May allocate funds to one or more of the priority areas

12. Titles IIA & IVA: Equitable Participation of Private Schools • Must consult with all private schools located within district boundaries to determine their professional development needs • Equitable share calculation (workbook will do this for you!) • Allocation – Admin costs  Participating school(s) enrollment • School enrollment based on all students in the private school, not just the students that live in the district • Supplies/materials • IIA can not be used to purchase • IVA can be used purchase but district must maintain ownership • Charter Schools and Voc Techs exempt from private school participation

13. Priority Partners & Targeted Assistance Vendors Priority Partners & Targeted Assistance Vendors 02

14. 16MARSSKJ1: Pre-qualified list of Vendors Supporting Sustainable District and School Improvement Through this BID, organizations are vetted according to four different types of provider categories: • Targeted Assistance Providers • Short- or long-term services provided at varying levels of intensity. • Priority Partners for Turnaround • Embedded, longer-term assistance in turnaround contexts • School Turnaround Operators • Manage and operate underperforming or chronically underperforming schools • DESE Consultants • Provide a range of services directly to ESE These provider types are further broken out into 6 assistance categories *** Partners may be approved under multiple categories

15. 6 Assistance Categories for TAPs and PPfTs Adapted from DESE’s Turnaround Practices in Action

16. TAPs and PPfTs: Similarities

17. TAPs and PPfTs: Key Differences

18. To Dig Deeper… • COMMBUYS: Additional information about the 16MARSSKJ1 BID • Information about the Priority Partners on www.turnaroundpractices.com • Sample Priority Partner Profile • DESE’s SYSTEMS FOR STUDENT SUCCESS SITE

19. MTSS Academies MTSS Academies 02

20. New MTSS Blueprint (goo.gl/kUX2ji) INCLUSIVE TIER 1 INSTRUCTION TIERED MATH & TIERED LITERACY PBIS SYSTEMIC STUDENT SUPPORT SEL / MENTAL HEALTH

21. Common Threads Across the Academies Aligned with and help operationalize/implement key components of the MTSS framework Involve a combination of professional development, capacity building for coaches, virtual support, and in-district technical assistance Multi-year commitments (generally 3 years) Multi-disciplinary team structure Free to participating schools/districts (Inclusive & PBIS Academies have relatively low-cost options for schools we can’t support)

22. Example: Inclusive Academy Overview & Themes • Internationally recognized leaders focus on the use of Universal Design for Learning (UDL) in inclusive settings and support integration of SEL & PBIS • Strong emphasis on meeting the instructional needs of all students (including students with disabilities and English learners), culturally responsive pedagogy, and designing systems (e.g., PD, staffing models, and schedules) to implement long range plans to support Inclusive Practices.

23. Each school must commit to full participation by the following team members: 1 district level administrator 1 school principal 3-5 teachers (inclusive of special education staff and EL staff) 1 instructional coach (recommended) 1 student support staff (e.g. social worker/adjustment counselor) (recommended) 1 assistant principal (if there is one) (recommended) Team Composition “...Today was so incredibly powerful for me, it is hard to name just one important take-away... but I do have to say, I have realized today that UDL is mindset shift. Both presenters were so effective in delivering strategies and analogies to get us to fully understand UDL.”

24. Summary of Annual Trainings & Support Sample Successes School 1Accountability percentile went from 12th percentile in 2015 and 10th percentile in 2016 (2017 not reported) to 74th percentile in 2018 when our academy work started with them. Their overall accountability score was 94% meeting targets in 2018. School 2Received an overall accountability score of 91% meeting targets in 2018. Economically disadvantaged students were in the 92nd percentile for overall performance in 2018 School 3Next-Generation ELA MCAS: Achievement for Economically Disadvantaged students increased by 8.5 in 2018 over 2017. Next-Generation Math MCAS Economically Disadvantaged students increased by 8.4 in 2018 over 2017.

25. Intensive Academy Option

26. Other Things to Consider Information about all of the Academies available HERE Spaces still available for Tiered Literacy, PBIS, & Systemic Student Support Academies Inclusive & PBIS Academies also have relatively low-cost paid options for schools we can’t accommodate Even if you have schools in the free version of an Academy, you may want to use funding for stipends, travel, supplemental materials to support the work, etc.

27. DIY Ideas DIY Ideas 03

28. Vetting Your Own Partners For 16MARSSKJ1, vendors submit: • Organizational Narrative/Background • Organizational structure and capacity • Financial capacity • Staff information • Costs and Duration of Services and/or Products • Evidence of Successful Coordination with Other External Partners (PPfTs only) • References from Current/Recent Clients More on DESE’s “How Do We Know” Initiative For each relevant assistance category, TAPs/PPfTs also submit: • Overview/description of services/strategies/approaches • District and School Readiness • Assessment, Monitoring, and Reflection • Evidence of Effectiveness

29. The Possible Challenge of Partnerships Every one of the 2010 “underperforming” schools that successfully exited “Level 4” status was supported by one or more Priority Partner that injected experience, tools, implementation know-how, and individual expertise. However, the majority of the 2010 “underperforming schools” that did NOT exit “Level 4” status were also supported by one or more Priority Partner - many of which were the same vendors that worked with the successful schools!

30. Exploring the “Conditions & Habits” of Successful Partnerships • Interviews with stakeholders: • Began with districts (4) and partners (6) • Continued with other Experts and ESE representatives (7) • Research: • SISEP (UNC Chapel Hill, District Capacity Assessment) • Mass Insight (Turnaround Practices in Action, Lead Partner Playbook) • Root Cause (e.g., Performance Metric Guidance) • The Kellogg Foundation (e.g., Logic Models) • Public Impact (e.g., Competencies for Turnaround Success) • Feedback: • Priority Partners Network meeting • State assistance leads

31. Resulting Products Successful Partnerships Framework Aligned Tools to Support Implementation Readiness Checklist Contract Supplement Conditions Meeting Agenda Habits Conditions & Habits of Successful Partnerships Toolkit (available on www.turnaroundpractices.com)

32. Sample Crosswalk

33. Questions, Sharing & Feedback Questions, Sharing, & Feedback 05

34. Your Thoughts, Ideas, and Feedback • Experiences with vetting, initiating, and/or managing really strong partnerships (or partners we should know about!) • Additional ways you’ve leveraged Title IIA or IVA funds to ensure strong implementation of evidence based approaches • Other questions or suggestions for us?

35. Thank you THANK YOU Nancy Labrie - Federal Grants Specialist & Rebecca Shor - Director, Systems for Student Success (Nancy) 781.338.3536 (Becca) 781.338.3559 nlabrie@doe.mass.edu rshor@doe.mass.edu www.doe.mass.edu 75 Pleasant Street, Malden, MA 02148