General Supervision and School Improvement: Utilizing all relevant data to inform statewide efforts for scaling up David Guardino Manager, School Improvement and Accountability Oregon Department of Education

Components of General Supervision: Policies, Procedures, and Effective Implementation State Performance Plan Integrated Monitoring Activities Data on Processes and Results Fiscal Management Improvement, Correction, Incentives & Sanctions Targeted Technical Assistance & Professional Development Effective Dispute Resolution J:\SPR&I\Annual Trainings\SPR&I Annual Training 2008\final materials for school age packets\presentations\general supervision 08-09 2.ppt 10/21/2008

SPP – Part B Indicator 1: Graduation Indicator 2: Dropout Indicator 3: Statewide Assessment Indicator 4: Suspension/Expulsion Indicator 5: LRE Placement Indicator 6: Preschool Settings Indicator 7: Preschool Skills Indicator 8: Parent Involvement Indicator 9: Disproportionate Rep. in Sped Indicator 10: Disproportionate Rep. in specific disability category Indicator 11: Child Find Indicator 12: Part C to B Transition Indicator 13: Secondary Transition w/IEP Goals Indicator 14: Secondary Transition/Post School Outcomes Indicator 15: Monitoring, Complaints & Hearings Indicator 16: Written Complaints Indicator 17: Due Process Hearings Indicator 18: Hearing Requests that went to Resolution Indicator 19: Mediations Indicator 20: Timeliness of State Reported Data & Reports

This is a work in progress. (Last revision 7/12/07)

Examining Statewide Data Across Indicators Understanding the interconnectedness of indicators from State Performance Plan Improvement strategies from the SPDG that affect multiple indicators How do you make these connections transparent? Standing back to view the statewide picture of compliance/performance How do you connect with the monitoring systems and TA systems from other offices in your agency? Discipline of students – focusing on in school/out of school expulsion. Help pp understand what indicators do and don’t say about what’s happening in the schools. EBISS -

Drilling down and asking the tough questions What do suspension and expulsion data tell us about elementary schools Are there other data we should be looking at? Are the LRE data telling the whole story? What are policy and practice changes that can affect disproportionality? Providing technical assistance, professional development, and grant/initiative opportunities Is this a patchwork or a comprehensive approach in your state? How does the SPDG fit into the overall system?

School Improvement Districts and schools in improvement, corrective action or restructuring Statewide systems of support Providing technical assistance, professional development, and grant/initiative opportunities

Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Year 7 Two consecutive years of not meeting AYP Three consecutive years of not meeting AYP Four consecutive years of not meeting AYP Five consecutive years of not meeting AYP Six consecutive years of not meeting AYP Seven consecutive years of not meeting AYP Eight consecutive years of not meeting AYP Notify Parents Choice Provide transportation assistance Revise and implement School Improvement Plan (SIP) Provide professional development Ensure that school is receiving technical assistance Offer Supplemental Educational Services (SES) In addition to the school improvement steps, the district must take at least one of the following corrective actions: Replace some school staff Institute new curricula Decrease management authority of school Appoint outside expert Extend school day/year Restructure school The district must prepare a restructuring plan to implement at least one of the following: Replace all or most of school staff Contract with an outside entity to operate the school as a public school Turn the school over to the State Education Agency for operation Reopen the school as a public charter school Restructure the school’s governance AND Develop a Restructuring Plan at least one of the corrective actions listed in Year 3 and: Implement the restructuring plan Continue to implement the restructuring plan with modifications Continue to implement the restructuring plan with assistance from an OSIF SSOS. Data sources. What additional data sources are needed?

Fiscal Requirements Allowable Expenditures under Title 1 School Improvement These funds are supplemental Priority must be to address the area(s) that identified the school for improvement (e.g., Reading and/or Math) Professional development for all teachers Extended learning opportunities for students

Improving Performance OUTCOMES Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS PRACTICES Supporting Student Academic Achievement and Behavior

Implementation Outcomes Building Implementation Teams Regional Implementation Teams State Transformation Team State Department Leadership Implementation Outcomes “District” Implementation Teams Capacity Development: Establishing, sustaining, and improving an infrastructure to assure full and effective uses of effective practices in all schools Fixsen, D. L., Naoom, S. F., Blase, K. A., Friedman, R. M., & Wallace, F. (2005). Implementation research: A synthesis of the literature. Tampa, FL: University of South Florida, Louis de la Parte Florida Mental Health Institute, National Implementation Research Network. (FMHI Publication No. 231). Greenhalgh, T., Robert, G., MacFarlane, F., Bate, P., & Kyriakidou, O. (2004). Diffusion of innovations in service organizations: Systematic review and recommendations. The Milbank Quarterly, 82(4), 581-629. Glennan Jr., T. K., Bodilly, S. J., Galegher, J. R., & Kerr, K. A. (2004). Expanding the reach of education reforms. Santa Monica, CA: RAND Corporation. Schofield, J. (2004). A Model of Learned Implementation. Public Administration, 82(2), 283-308. Brown, B. S., & Flynn, P. M. (2002). The federal role in drug abuse technology transfer: A history and perspective. Journal of Substance Abuse Treatment, 22(4), 245-257. Innovations All Students & Families Teachers and Staff Innovation outcomes result from adult interactions with students © Fixsen & Blase, 2008