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Supporting Schools in Need of Improvement Virginia’s System of Support Dr. Kathleen M. Smith, Director Office of School Improvement. Why was the support needed?.
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Supporting Schools in Need of Improvement Virginia’s System of Support Dr. Kathleen M. Smith, Director Office of School Improvement
Why was the support needed? In 2007-2008, there was a concern that districts with persistently low-performing schools in the process of implementing reconstitution plans approved by the State Board of Education would not be able to “self-correct.” Recognition that more schools—and more districts—might face the prospect of developing and implementing reconstitution plans. The Virginia Department of Education (VDOE) needed to address these concerns within limitations of staff time and other resources.
How did it happen? The U.S. Department of Education repurposed the regional comprehensive centers to build state capacity. The Appalachian Regional Comprehensive Center was looking for a way to help VDOE. The Center on Innovation and Improvement published the Handbook (CII) onRestructuring and Substantial School Improvement and was looking for a place to test its efficacy. The Virginia Foundation for Educational Leadership (VFEL) wanted to expand its role in building leadership capacity.
Elements of the First and Second Initiative Use of the research-based CII’s Handbook on Restructuring and Substantial School Improvement for development and implementation of the Web conference program and online virtual planning tool. Emphasis on district support for school improvement. Leadership support provided at the school-level both for the principal and lead teachers. Integration with VDOE coaching model, already in place, for schools and districts. Requirement for the district to lead monthly “alternative governance” meetings at the school. Reports regarding district and school progress were sent directly to the Virginia Board of Education’s Committee on School and District Accountability.
How many schools? • First year….. 19 districts, 30 schools, mostly • chronically low-performing • middle schools. • Second year…. 36 schools, both middle • and elementary, all Title I eligible, most in school improvement • and/or low-performing.
Funding for the First and Second Initiative • State funding (approximately $500,000 each year) and federal funding (1003a set aside). • One full-time and one part-time dedicated staff persons. • Twelve coaches contracted with funding above.
Research-Based District Indicator Discussed in a Web Conference and Online Follow-Up District and change process Indicator: The district operates with district- level and school-level improvement teams. • The districts had to have a district improvement • planning process to support their lowest performing • schools and the districts had to be involved in the • school’s improvement planning process through the • implementation of the monthly alternative • governance meetings. These processes had to be • documented on the district and school online tool.
Center on Innovation and Improvement’s Online Tool • Afforded the state educational agency (SEA) with an opportunity to monitor the school improvement planning process through the monthly alternative governance meetings “virtually.”
Polling Question • Using the polling tool, indicate if your SEA: • a. Can view the school improvement planning process ongoing throughout the year in all of the schools that the SEA is working with from the desktop. • b. Regularly reports the progress of initiatives undertaken by low-performing schools to improve the results of student achievement, not just the results, to the State Board of Education. • c. All of the above. • d. None of the above.
Results for the First Two Initiatives • 2007-2008 • Of the 30 schools, 20 or 66% moved out of restructuring sanctions by the state or No Child Left Behind (NCLB). • 2008-2009 • Of the 36 schools, preliminary data shows that 26 or 72% moved out of state and/or NCLB sanctions (including corrective action and restructuring).
Third Initiative Beginning in 2009-2010 • Funding--1003(g): $104,000 per school • Number of Schools: 41 districts (73 schools) • Sanction: Year 1 or Year 2 of School • Improvement in 2008-2009 or in holding in 2008-2009
1003g Conditions of Award • Key word is fidelity. Example: • From a principal – • I received your e-mail yesterday regarding the required Breaking Ranks in the Middle (BRIM) training. I was surprised to see there is a registration fee of $525 associated with this workshop. Unless I have somehow missed something somewhere along the way, this is the first mention of this registration fee. Yes, I am aware that we have received $104,000 but in creating a budget for those funds, I did not include this additional expense. Also, starting the training on the second day at 7:30 a.m. makes it more difficult for those who plan to commute and thus save hotel and evening meal expenses.
SEA Response and Follow-Up Telephone • Call with the Principal • The conditions for grant award allow for fidelity of implementation. These conditions were specific and stated the need for you to attend this training. We have also stated in a telephone conference, Web conference, and at the institute that if you did not wish to use 1003(g) funds for the BRIM training, you could use 1003(a) as well as Title II funds. • We cannot make the time convenient for all, but we did our best to keep you from having to attend 2 ½ days and have made sure this training will be only two days, thus the training will begin at 7:30 a.m. • As I stated this summer in an e-mail to you and copied to your superintendent, it is not about the drive, but about the students in your school who have not successfully passed the Standards of Learning (SOL) assessments. • The need for these students, at least for me, is much greater than any drive I would have had to make, and I have made many amendments to my schedule over the years for the sake of the children that I served. I am sure that you have done so as well. • I have placed a call to your superintendent to discuss this matter and other concerns that you may have regarding the conditions of grant awards totaling over $300,000 to your district. If you have further questions, please feel free to contact me at (804) 334-6614. We look forward to meeting you at the training. Kathleen
District Requirements District representative will develop a district support team to include district staff members from: Title I Instruction Special Education ESL and/or other relevant instructional area (if needed)
District Requirements(continued) District support team will: Develop and implement a district plan to support schools in improvement using the CII tool. Attend seven district-level Web conferences during the year.
District Requirements(continued) District team members will: Meet with the schools in improvement planning team at least monthly. Serve as the liaison between the central office and the schools in improvement. Note: A ratio of one district liaison per three schools is required.
School Requirements Principal and coach will develop a school support team to include assigned district team member and school staff members from: Title I Instruction Special Education ESL and/or other relevant instructional area (if needed)
School Requirements (continued) School support team will: Develop and implement a school plan to support schools in improvement using the CII tool. Submit quarterly reports to the VDOE. Meet at least monthly with the district representative and will maintain minutes of the meetings using the CII tool.
Quarterly Reports Focus on Students Who Failed the Standards of Learning Assessment in 2008-2009 or At Risk of Failing in 2009-2010 • http://www.vassp.org/Mentor%20Coach%20Resources.htm
School Requirements (continued) Principal will: Attend Breaking Ranks in the Middle/Elementary training offered by VFEL. _________________________________ Grant funds can be used to pay for this training. Training will be offered regionally. Attend seven school-level Web conferences during the year. _________________________________ Coach and other team members should attend if possible.
School and DistrictTeacher Training • Coach and district contact will: • Attend a week-long institute and three additional meetings and will be trained by VFEL as teacher training leaders. • Be grouped by districts by VDOE (according to proximity and likeness of districts) to provide teacher trainings to principals and at least two teachers from each school in the group four times during the year. Note: Teachers selected for training sessions must be good at what they do and capable of serving in a leadership capacity at the school.
Coach and District Contact Attend Four Teacher Leader Trainings: One at the Coaches Institute and three others held in November, January, and March Coach and district contact join district groups pre-determined by VDOE Teacher Training 1 Teacher Training 2 Teacher Training 3 Teacher Training 4 VDOE staff deployed to assist training
Polling Question • Using the polling tool, indicate if your SEA: • Uses coaches or distinguished educators to work with schools. • Requires the district to attend ongoing training regarding how to support schools in improvement and plan effectively for this purpose and requires the district to train lead teachers and principals. • Requires district staff to participate in and/or lead the school’s improvement team. • Uses a quarterly monitoring tool that focuses on the students who failed the assessments • At least 2 of the above activities. • Uses all of the above.
Demonstration of School Support System Contact: Sam Redding sredding@adi.org Marilyn Murphy mmurphy@centerii.org Visit their Web site at www.centerii.org Or Kathleen.Smith@doe.virginia.gov (804) 786-5819
The contents of this presentation were developed under a grant from the U.S. Department of Education. However, those contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the federal government.
