Statewide System of Support 9/11/20151 ESEA Flexibility Waiver March 22, 2012

Statewide System of Statewide System of SupportSupport

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ESEA Flexibility Waiver March 22, 2012

School Improvement School Improvement PlansPlans

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

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For Most Schools….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 For Some Title I Schools….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 04/19/23 3

RestructuringRestructuring

Restructuring: PlanningAny MI Excel supports plus Plan for Restructuring which

may include an approved Reform Model

Restructuring: PlanningAny MI Excel supports plus Plan for Restructuring which

may include an approved Reform Model

Corrective ActionAny

MI Excel supports

Corrective ActionAny

MI Excel supports

Identified for Improvement: Year Two Curriculum Survey mid-year,

One MI Excel Support

Identified for Improvement: Year Two Curriculum Survey mid-year,

One MI Excel Support

Identified for Improvement: Year OneCurriculum Survey,

School Improvement Review visit, Data Workshop,Revise School Improvement Plan

Identified for Improvement: Year OneCurriculum Survey,

School Improvement Review visit, Data Workshop,Revise School Improvement Plan

School Support Teams will be in ALL schools (required by ESEA)

and meet with building level School Improvement Teams to monitor student achievement

School Support Teams will be in ALL schools (required by ESEA)

and meet with building level School Improvement Teams to monitor student achievement

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/Analysisand the School Improvement Plan.

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/Analysisand the School Improvement Plan.

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’sStatewide

Systemof Support forTitle I Schools

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2007-08 Cohort2007-08 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.

2007-08 Cohort2007-08 CohortSchools Still Identified by YearSchools Still Identified by Year

Of those 141 Schools…Of those 141 Schools…

• 128 (91%) remained identified in 2008-09




Title I Identification for Title I Identification for SSoSSSoS

• Identified for Improvement – Year One

• Identified for Improvement – Year Two

• Corrective Action• Restructuring – Planning• Restructuring – Implemented

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New Identification for New Identification for Title I SchoolsTitle 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

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Priority SchoolsPriority Schools• Lowest performing 5% of Title I

schools as measured by MEAP/MME on:oReadingoWritingoMatho Scienceo Social Studies

• BAA predicts there will be 150 – 200 schools in this category

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Priority Schools (cont.)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:o Closureo Restart as a charter schoolo Transformationo Turnaround

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MDE’s HypothesisMDE’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

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CLASSIFICATION OF TITLE I PRIORITY SCHOOLSIn order to differentiate for supports from the Statewide System of Support

All Priority Schools will choose one of the four School Improvement Grant Reform/Redesign models to implement:

1)closure 2)restart as a charter 3)transformation 4)turnaround

Level of Need Indicator Intervention(s)Category 1Targeted Needs

Newly identified in the lowest 5% on Michigan’s “Top to Bottom” list or part of a four year cohort and no longer identified in the lowest 5%

School Reform Office Title I set-asides required Ongoing monitoring and

assistance from School Support Team

Surveys of Enacted Curriculum Data Workshop Superintendent’s Dropout

ChallengeCategory 2Serious Needs

Second year in the lowest 5% on Michigan’s “Top to Bottom” list



Superintendent's Dropout Challenge

District Intervention Team Intervention Specialist Statewide System of Support

components Category 3Critical Needs

Third year in the lowest 5% on Michigan’s “Top to Bottom” list



Superintendent's Dropout Challenge

Intervention Specialist Statewide System of Support

componentsCategory 4Intensive Needs

Recommendation by School Reform Officer State take-over

School Reform OfficeSchool Reform Office• The SRO is ultimately responsible for all Priority

Schools in all Categories – Targeted, Serious, Critical and Intensive Needso Provide all training for Reform/Redesign Modelso Provide technical assistance for writing of

Reform/Redesign Plans:• Closure• Restart• Turnaround• Transformationin conjunction with SSoS

o Approve all Reform/Redesign Planso Monitor approved plans in conjunction with SSoS

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Darkening those Darkening those dotted lines…..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 *

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All Title I Priority All Title I Priority SchoolsSchools

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*

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Superintendent’s Superintendent’s Dropout Challenge*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

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SSoS - School Support SSoS - School Support Teams*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 levelRequired in Category 1: Targeted Needs, Category 2: Serious Needs, Category 3: Critical Needs

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SSoS -Surveys of SSoS -Surveys of Enacted Curriculum*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

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SSoS - Data SSoS - Data Workshop*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

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SSoS- District SSoS- District Intervention TeamIntervention Team

•District Intervention Teamo Experienced members assigned with experience in finances,

human resources, administration, school boardso Led by Intervention Specialisto Works with central office to do a needs assessment o Identifies root causes of district’s lack of support for Priority

Schoolso Assists district in revising District Improvement Plan and LEA

Planning Cycleo Sets up benchmarks for district support of Priority Schools

Required in Category 2: Serious Needs

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Need Based SSoS Need Based SSoS Components*Components*

• Based on the buildings’ needs and provided through the Regional Assistance Grant…..o Content Coacheso Professional Learningo Culture/Climate Interventiono MDE approved Restructuring Model from outside

vendorThe 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

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Title I District Set Title I District Set AsideAsideup to 20%up 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)*

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Title I Building Set Title I Building Set AsideAside

10 % obligation10 % obligation

Choose one of these options:

oHire an Intervention Specialist (see next slide)

oroImplement professional learning aligned to the needs of students and teachers

Required in Category 1: Targeted Needs

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10 % obligation10 % obligation• Hire an Intervention Specialist, trained by MDE, who

o Inspects adherence to benchmarks throughout the yearo Coordinates improvement efforts with the central office,

the school board and the building o Drives the implementation of the Turnaround or

Transformation Plan at the district and building levelso Participates on the School Support Teamso Monitors that the building and district are submitting

reports according to the established timelineo Meets regularly with MDEo Schedules updates with the school board at least quarterly

Required in Category 2: Serious Needs and Category 3: Critical Needs

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What do you think?What do you think?• From what you have heard about

Priority Schools:

oWhat makes sense?oWhat might be missing?oCan the components of the SSoS within the

structure of a Transformation or Turnaround Plan provide a structure for rapid improvement?

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Focus SchoolsFocus 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:o Readingo Writingo Matho Scienceo Social Studies

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Focus SchoolsFocus 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

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All Focus SchoolsAll Focus Schools

• Superintendent’s Dropout Challenge

• District Toolkit• District Improvement Facilitator

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District Improvement District Improvement FacilitatorFacilitator

• 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

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• 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)*

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10 % obligation10 % 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*

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Focus SchoolsFocus Schools• From what you have heard about

Focus Schools:

oWhat makes sense?oWhat might be missing?oWhat kinds of support might a district

require to meet the needs of its Focus Schools?

Turn and talk to someone near you.

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Title I Schools Not Title I Schools Not Identified as Priority or Identified as Priority or

FocusFocus• Any other Title I schools not making

AYP. This ranking will be determined by performance of all students on MEAP/MME :

• Readingo Writingo Matho Scienceo Social Studiesand other criteria

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Title I Schools Not Title I Schools Not Making AYP…Making AYP…and not Priority and not Priority

or Focus Schoolsor 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

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At least one of the following

•Culture/Climate Intervention•Complete Surveys of Enacted Curriculum*•Professional Learning in the AYP area

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10% obligation10% 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

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ISD/ESA Support ISD/ESA Support NeededNeeded

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 Workshop which results in revising of the School Improvement Plan (for Category 1: Targeted Needs Priority Schools)

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ISD/ESA Support ISD/ESA Support NeededNeeded

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 Workshop which results in revising of the School Improvement Plan

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General Funds

State Aid – Section 31a

Federal Funds – Title I Part A, Title I I , Title I I I , Special

Education, Etc.

Section 1003(a) Statewide System

of Support

SI G Section 1003(g

)

Funding SourcesFunding Sources

Reward SchoolsReward Schools

• Highest performing 5% of Title I schools as measured by MEAP/MME on:oReadingoWritingoMatho Scienceo Social Studies

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Reward SchoolsReward 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

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Reward School Reward School IncentivesIncentives

• 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

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MDE’s Waiver MDE’s Waiver Application is Based on Application is Based on

the Research the Research that says…that says…

Significant change in most organizations, corporations

included, comes from the inside.

John Goodlad

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ContactsContacts• Linda Forward

o Directoro Office of Education

Improvement and Innovation

o [email protected]

• Mark Coscarellao Assistant Directoro Office of Education

Improvement and Innovation

o [email protected]

• Deb Clemmonso School Reform Officero [email protected]

• Mike Radkeo Directoro Office of Field Serviceso [email protected]

• Karen Rupleo SSoS Managero [email protected]

Documents

Statewide System of Support 9/11/20151 ESEA Flexibility Waiver March 22, 2012