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WASHINGTON STATE TRANSFOMATION
INTEGRATING SUPPORTS USING THE INDISTAR® ACTION-PLANNING TOOL
January 2015
OSPI’s Office of Student and School Success Travis Campbell, Director
Andrew Kelly, Assistant SuperintendentPaul Wieneke, Indistar® Program Specialist
Introducing the Work Ahead in Washington State Regional Action Plans- Integrating Services District Level Title III Integration District AYP Integration- losing the “waiver.”Going “Live” with School Integration:A) Title IB) ESEA-AYPC) Principal Eval. toolD) SIG reporting
CONTENTS
Bill Wagner / The Daily NewsMonticello “Success Night”
SKETCHES FOR SUCCESS
SKETCHES FOR SUCCESS CONT.
Handbooks to guide and support the process:
Action-Planning Handbook for School Teams-examine ways to increase educator capacity & improve student achievement
-use the Indistar® action-planning tool to assess, create, & monitor Student and School Success Action Plan, as well as integration of Title I Schoolwide and Targeted Assistance Plan and integration of ESEA-AYP.Action-Planning Handbook for District Teams-companion to the School Action-Planning Handbook
-in depth description of all District requirements and guidance to using the Indistar® tool for developing district action plans, integrating district improvement plans (D.I.P) and integrating ESEA-AYP.
School-level District-level Coach-level (OSPI Success Coach/ESD Success Leads) State-level
INDISTAR ACCOUNT TYPES
TIMELINE FOR 2014-2015 IDENTIFIED SCHOOLS
• Collect Data• Engage in
Data Analysis• Assess
Indicators using tools provided (Current Level of Development tool)
• Apply for iGrant funds (available July 1, 2014)
May – Aug 2014
• ESD Action-Planning Workshops
• Create and/or Revise Student and School Success Action Plan
• Submit Plan to OSPI (Oct 30, 2014)
• Implement Plan
• Coach Critique of submitted Action Plans
• Schools Address Coach Critique feedback and/or Peer Review and feedback
• Implement Plan• Progress Monitor Indicators and
Tasks• Revise Plan as necessary• Submit Plan for mid-year review
(Feb 28, 2015)• Submit Plan for annual review
(May 30, 2015)
Mar 2014May - Aug 2014
Aug – Oct 2014 Nov 2014 2014 – 2015 School Year
• RAD schools recommended to State Board of Education
SUCCESS AND THE WORK AHEAD…
Challenges Overcome
• Increased accountability – Performance based contracts– Consistent use of Indistar® among
all identified schools • Established collaborative partnership
with ESDs– Outcomes based CSA with clearly
defined deliverables related to impacting educator practice and student learning
• Increased transparency of the division’s work that allowed for open communication
• Created an integrated system of support in five major areas
Challenges Ahead
• Fiscal distribution / opportunity costs
• RAD Growth and Exit – Language
• Supplemental funding• Decisions around adding
P and F on an annual basis versus a 3 year cycle
Rearview Mirror: A Look Back
• Number of schools we serve has doubled (see graph) with no additional funding
• Installed multi-tiered system of supports with metrics to assess impact on educator practice and student learning
Schools Served
2009-2011
Schools Served 2012-
Present
0
100
200
300
400
500
600
700
REARVIEW MIRROR: A LOOK BACK CONT.
Voluntarily Mandatory
STUDENT AND SCHOOL SUCCESSIMPLEMENTATION PROGRESS OF INDISTAR® FOR
PRIORITY, FOCUS, AND SIG SCHOOL COHORTS 2012-14
Focus (162)
Priority (75)
Sig-1 (17)
Sig-II (10)
Sig-III (13)
Total ID school Users (277)
Total Non-ID users (227)
Total active Users (504)
0 100 200 300 400 500 600
Indistar® Users 2014-15
STUDENT AND SCHOOL SUCCESSIMPLEMENTATION PROGRESS OF INDISTAR® FOR
PRIORITY, FOCUS, AND SIG SCHOOL COHORTS 2012-14
An average of 79.5% assessed, planned and completed Indistar® tasks associated with P1-P7 expected indicators over 2012-14. Schools increased their task average completion rate during 2012-14, ranging from 19% to 50% .
An average of 63% of schools who completed associated tasks started new tasks for the same indicator during the same year.
Volunteer usage in Washington State has increased 113 % from 2013 to 2014 for non-identified School Improvement Plan assessing, planning, and monitoring
Source: Indistar® Task Completion Data, 2012-14
STUDENT AND SCHOOL SUCCESSIMPLEMENTATION PROGRESS OF INDISTAR® FOR
PRIORITY, FOCUS, AND SIG SCHOOL COHORTS 2012-14
Priorit
y- %
of A
sses
sed/
com
plet
ed 1
2-13
Priorit
y- %
of A
sses
sed/
com
plet
ed 1
2-14
Focus
- % o
f Ass
esse
d/co
mpl
eted
12-
13
Focus
- % o
f Ass
esse
d/co
mpl
eted
12-
14
Sig I-
% o
f Ass
esse
d/co
mpl
eted
12-
13
Sig I-
% o
f Ass
esse
d/co
mpl
eted
12-
14
Sig-2
- % o
f Ass
esse
d/co
mpl
eted
12-
13
Sig-2
- % o
f Ass
esse
d/co
mpl
eted
12-
14
Priorit
y- %
New
Tas
ks S
tarted
12-
14
Focus
- % N
ew T
asks
Sta
rted
12-
14
Sig I-
% N
ew T
asks
Sta
rted
12-
14
Sig-2
- %ew
Tas
ks S
tarted
13-
140
10
20
30
40
50
60
70
80
90
100 P1-P7 Average Task Completion 2012-14
SIG AND PRIORITY SCHOOLS SHOW SIGNIFICANT INCREASES; FOCUS SCHOOLS TREND UPWARD
HIGHLIGHTS OF CHANGE IN PROFICIENCY RATES FROM BASELINE TO 2014
SIG Cohort I (began receiving services in 2010-11) o 85% increased and about 5% decreased o 85% increased more than the state
SIG Cohort II (began receiving services in 2011-12) o 90% increased and none decreased from
Baseline to 2014o 90% increased more than the state
Priority (began receiving services in 2012-13)o 75% increased and about 10% decreasedo 75% increased more than the state
Focus (began receiving services in 2012-13) o 40% increased, 25% had no change, and about
35% decreasedo About 46% increased more than the state
GAPS ARE NARROWINGPROFICIENCY ON STATE ASSESSMENTS IN READING AND MATH (COMBINED) FROM
BASELINE TO 2014*
0
20
40
60
80
100
SIG Cohort ISIG Cohort IIPriority 2012-13 Focus 2012-13WA State
Perc
en
t P
rofi
cie
nt
Readin
g/M
ath
(C
om
bin
ed)
AESD “SUCCESS NETWORK”
Collaboration and partnership between ESD Leads and OSPI Coaches resulted in scope and sequence of professional learning as a regional focusRegional improvement action plans focused on the identified needs of schools within regions anchored in problems of learning for students and related problems of practice for educators
Weighted average for ratings of 4 or 5 increased to 87% in PD outreaches
TITLE III INTEGRATION
Collaboration and partnership between Office of Student and School Success and OSPI Title III Division. Integrating District level Indistar® plans from school level AMO’s for ELL students.Integration 14 District Level Indistar® Expected Indicators and the Developmental Bilingual Education Needs assessment.
Roll out date: July 2015
PURPOSE OF THE PLAN INTEGRATION AND WHO IT IMPACTS
• On July 11, 2014 OSPI Bulletin Number 038-14 specified changes in AYP policies and consequences of not making AYP for Schools and Districts. This was triggered by WA State’s loss of the ESEA Flexibility Waiver.
OFFICE OF STUDENT AND SCHOOL SUCCESSTRAVIS CAMPBELL, DIRECTOR PAUL WIENEKE, INDISTAR PROGRAM SPECIALISTOSPI TITLE I DIVISIONNATE MARCIOCHI, PROGRAM SUPERVISORLARRY FAZZARI, PROGRAM SUPERVISOR
District-level Indistar Plan ESEA-AYP Integration
December 11, 2014 Webinar
CONNECTION TO THE REQUIRED OSSS DISTRICT-LEVEL ACTION PLAN FOR IDENTIFIED PRIORITY AND FOCUS SCHOOLS
• The requirements for ESEA-AYP District Improvement Plans are closely aligned with O.S.S.S. District-Level Action Plans in Indistar®.
• To reduce duplication and fully align the two plans, leaders in OSSS and Title I Division collaborated to integrate the process in Indistar®.
• The Indistar® Indicators aligned to meet ESEA-AYP requirements are P2-C, P3-A&B, P4-A, P-4B, and P7-A&B.
DISTRICT IMPROVEMENT STEP 2 ESEA-AYP EVIDENCE• Districts will use the “ESEA-AYP Step 2 District Improvement
Plan Checklist” on the main District dashboard under the “Complete forms” tab to designate the component chosen by the team.
S.M.A.R.T. goals/objectives articulate both the evidence supporting the strategy and measurable outcomes for students and educators. The acronym “S.M.A.R.T.” is used to describe goals/objectives that are:
Specific, Measurable, Actionable/Attainable, Realistic/Results-oriented, and Timely/Time-bound
CREATING S.M.A.R.T. GOALS
“If we do ___, then we impact ___, that results in ___.”
CONTINUED REDUCTION IN DUPLICATION OF EFFORT IN SCHOOL IMPROVEMENT PLANS
• Title I Schoolwide• Title I Targeted Assistance• ESEA-AYP• Title III• AWSP/Marzano Leadership
Framework
• Title I Schoolwide• Title I Targeted Assistance• ESEA-AYP• AWSP/Marzano Leadership Framework• SIG Reports
LIVE! Demonstration in Indistar
STUDENT AND SCHOOL SUCCESS CONTACT INFORMATIONIndistar Technical Assistance: Paul Wieneke, Indistar Program Specialist [email protected] OR [email protected]
PH: 360-725-6319
Andy Kelly, Assistant Superintendent, Student and School Success [email protected] PH: 360-725-6424 Travis Campbell, Director, K-12 Student and School Success [email protected] PH: 360-725-6503
OSSS website: www.k12.wa.us/StudentAndSchoolSuccessIndistar website and resources: [email protected]
http://www.k12.wa.us/StudentAndSchoolSuccess/ActionPlanningMaterials.aspx
