1. Providing Support to Focus and Tier III Schools
Division Leadership Support Team Meeting
The College of William and Mary
September 24, 2012

2. Let’s begin with the ESEA flexibility waiver
How do we provide support to focus and Tier III schools?
Let’s begin with the ESEA flexibility waiver

3. Purpose of ESEA Flexibility
ESEA scheduled for reauthorization in 2007
Congress failed to reauthorize
Disproportionate percentage of schools misidentified as underperforming
Flexibility offered to promote reform and respond to state concerns

4. Flexibility Principles
College- and career-ready standards and assessments
Differentiated supports and interventions for underperforming schools
Teacher and principal evaluation systems

5. System of Differentiated Recognition, Accountability, and Support
Gap Group 1
(unduplicated)
Students with Disabilities
English Language Learners
Economically Disadvantaged
Gap Group 2
Black students,
not of Hispanic origin*
Application Page 42
Gap Group 3
Hispanic students,
of one or more races*
*to include students with disabilities, English language learners, and economically disadvantaged students

6. Gap Group 1 Gap Group 2 Gap Group 3 All Students
For accountability purposes, 10% of Virginia’s Title I schools with one or more proficiency gap groups not meeting performance expectations in reading and mathematics will be considered for inclusion in the focus school category.
Gap Group 1
Students with Disabilities
English Language Learners
Economically Disadvantaged
Gap Group 2
Black Students
Gap Group 3
Hispanic Students
All Students
Other Subgroups under Safeguard
White
Asian
Focus Schools

7. Tier III Schools
Fiscal Year (FY) 2009 School Improvement Grants, authorized under Section 1003(g) of Title I of the Elementary and Secondary Education Act of 1965 (ESEA), are grants for use by local school divisions in Title I schools in Title I School Improvement identified as the persistently lowest-achieving schools and/or Title I eligible schools identified as the persistently lowest-achieving schools. Under the initial United States Department of Education (USED) requirements published in December 2009, states were required to identify Title I schools according to the following tiers:
Tier I - Title I schools in Title I School Improvement that were among the lowest-
achieving five percent.
Tier II - Title I eligible secondary schools that were defined as persistently lowest-
achieving.
Tier III - Title I schools in Title I School Improvement in Years 2-7 that were not in
Tier I.
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8. Requirements for Divisions with Focus and/or Tier III Schools
9/21/2018

9. Division Requirements
School Requirements
Collaborate with an external VDOE contractor and participate in a needs sensing interview
Convene a division leadership team including representatives of:
Title I
Instruction
Special education
English language learners
Principals of each focus/Tier III school
Meet as a division leadership team on a monthly basis
Develop, implement, and monitor a division improvement plan that is aligned with the needs of each focus/Tier III school
Participate in quarterly meetings with focus schools to review data and make decisions about needed technical assistance
Modify division improvement plan on a quarterly basis based on data analysis
Convene a school leadership team including a member of the division leadership team
Utilize a VDOE-approved adaptive reading assessment program to determine student growth at least quarterly
Utilize the Algebra Readiness Diagnostic Test (ARDT) provided by the VDOE (required only for focus schools with grade 5 or higher)
Develop, implement, and monitor a school improvement plan
Develop an intervention strategy for all students who have failed an SOL assessment or failed to meet the Fall PALS benchmark
Regularly analyze a variety of data points to make strategic, data-driven decisions, and implement the needed interventions for identified students
Modify school improvement plan on a quarterly basis based on data analysis

10. Question-of-the-Day Think - Pair - Share
Why is the division critical to the improvement of its focus and Tier III schools?
Think - Pair - Share

11. The division is the point of entry for school improvement.
Use short-term infusion of resources
Establish long-term, division-based capacity for quality

12. Planting the Seed for Building Division Capacity in Virginia’s Lowest Performing Schools
In 2007, 30 schools representing 17 school divisions were sanctioned under state accreditation requirements and received a rating of Conditionally Accredited in lieu of having their accreditation denied.
Conditions:
Schools were assigned auditors who monitored
improvement efforts on a monthly basis.
Division improvement teams participated in
webinars and developed division improvement plans
based on the CII district improvement indicators
from the Handbook on Restructuring and
Substantial School Improvement. This project was a
collaborative effort among CII, the Appalachia Regional
Comprehensive Center (ARCC), and the Virginia
Foundation for Educational Leadership (VFEL).
In 2008, 20 of the 30 original Conditionally Accredited schools earned full accreditation. Three additional schools received ratings of Conditionally Accredited – a total of 13 new and returning schools.

13. Shifting Accountability
Student
Practitioner
System
(School Division)

14. Question-of-the-Day
Why is the division critical to the improvement of its focus schools?
Answer:
The division is responsible for creating conditions to help
low-performing schools improve.

15. Multidimensional Model of Capacity Building
The multidimensional model provides a framework for addressing critical dimensions which impact an organization’s ability to build capacity for improvement (Harsh, 2010).
Type
Outcome
Stage
Level

16. Vision for Building Capacity
(What is the vision? What is the desired outcome/order of change?)
1st Order Change
(Developmental)
Focus on one process; planned or unplanned; changing a practice or procedure
2nd Order Change
(Transitional)
Moving from existing state to a different desired state; planned; changing a large sub-system
3rd Order Change
(Transformational)
Re-culture the organization; a change that affects the entire organization
The VDOE Vision for Building Capacity:
To create a system of division-level support for low-performing schools.
Desired outcome/ order of change:
2nd Order Change (Transitional)

17. Virginia Department of Education Division Improvement Initiative:
2nd Order Change
(Transitional)
Types of Capacity
Human
Intellectual proficiency and will
Material
Fiscal resources, materials, and equipment
Organizational
Interaction, collaboration, and communication
Structural
Policies, procedures, and practices
Stages of Capacity
Exploration
Emerging
Full Implementation
Sustainability
Levels of Capacity
Information
Information and knowledge about the targeted change
Skills
Skills needed to implement the targeted change
Structures
Structures that will incorporate the new knowledge and give individuals a framework to use the new skills
Processes
Refined procedures that will operationalize the information, skills, and structures that undergird the initiative

18. Theory of Action Statement of the “ideal” based on a review of
the research
Helps people within an organization to clarify
their beliefs
Guides and drives the work of the organization
After a theory of action has been developed, an operational framework is created to identify the current state, developmental levels, and expectations.

19. VDOE Theory of Action for Division Improvement
Effective school divisions demonstrate the ability to continuously improve, adhere to a vision, maximize student learning, provide strong leadership, offer high quality instruction, and conduct relevant professional development.
The school division leadership team cultivates a culture of capacity-building and continuous improvement. (Continuous Improvement)
The school division consistently adheres to a vision that drives strategic planning and subsequent actions. (Strategic Planning)
The school board and superintendent intentionally organize the division to maximize student learning. (System Organization)
Leaders are proactive and intentional, and allocate resources to achieve the vision. Leaders model systemic thinking by communicating and making transparent decisions. (Leadership)
Leaders continuously align curriculum, instruction, and assessment. Leaders implement and monitor differentiated, research-based instruction, and services provided to meet diverse student needs. (Curriculum, Instructional Practices, and Services)
The school division provides and assesses the effectiveness of professional development that is needs-based and job-embedded. (Professional Development)
Evidence‐based, tiered support programming is provided to students; multiple sources of data, gathered from regular and intentional student progress monitoring, are used to develop programming that includes a continuum of support options for students. (Student Support Systems)

20. VDOE Second-Order Change Map
Purpose:
To operationalize the change initiative.
To provide a roadmap for where VDOE wants to go.
What does the VDOE want the schools/divisions to achieve?
To provide a tool to determine progress, diagnose any breakdowns in progress, identify intersection points for technical assistance (coaching cadre).
To specify the developmental steps and expectations needed to reach the desired state (LEA/School).
Components:
Elements
Sub Elements
Stages of Implementation
Desired State

21. Various stakeholders collaborated with the OSI to develop a second-order transitional change map based on the theory of action.

22. Let’s explore the VDOE Second-Order Transitional Change Map!

23. Assignment #1 Review and discuss the assigned change map
elements and sub-elements with members of your
group.
Identify the type of information (artifacts) that a division
team should have available during their needs sensing
interview to demonstrate they are functioning at the
“Full Implementation” stage of implementation.
Graphic organizer and change maps needed; online timekeeper

24. The VDOE Change Map will be used by division liaisons to conduct a needs sensing interview with division leadership teams.
The purpose of a needs sensing interview is to take the organization’s “pulse” and use the information to diagnose needs:
What is the vision? How will the organization “look” in six months?
Is the organization seeking a first-, second-, or third-order change?
What type of capacity (human, material, organizational, or structural) is needed?
What is the organization’s stage of capacity (exploration, emerging implementation, full implementation, or sustainability)?
What is the organization’s level of capacity (information, skills, structures, and processes)?

25. Division Liaisons
Liaisons (contractors) are a team of highly skilled educators trained and assigned to work with division teams to support schools. These contractors provide guidance regarding the division’s improvement efforts..
Activities that the VDOE division liaisons will coordinate include :
Conducting instructional walkthroughs
Modeling teacher practices
Modeling data analysis
Assisting with the development and monitoring of
division and school improvement plans
Recommending outside differentiated technical
assistance provided by OSI

26. Needs Sensing Interview
Timeframe: Between October 2012 and November 2012
Facilitator: Division Liaison
Participants: Members of the division leadership team
Title I Director
Director of Instruction
Director of Special Education
Director of English Language Learner (ELL) Education
Principals of each focus/Tier III school

27. Needs Sensing Interviews
Division liaisons will conduct needs sensing interviews with division leadership teams to determine the level of support that would be provided by the Office of School Improvement:
Level 1: Minimal – The division leadership
team and its schools require very little support in addition to the monthly meetings.
Level 2: Moderate – The division leadership team and its schools require support from the division liaison on a frequent basis which may include assistance from the differentiated technical assistance team (DTAT).
Level 3: Intensive – The division leadership team and its schools require intensive on-site support from the division liaison and the DTAT.
Level 3
Level 2
Level 1

28. School-level Needs Sensing Interview
Following the division-level needs sensing interview, the division leadership team will complete a similar process using a School Change Map with the following schools:
Focus schools
Tier III schools
Schools rated Accredited with Warning
The completed needs sensing interview results will be submitted to the assigned division liaison and the Office of School Improvement by the end of the first marking period.
Information gleaned from the school-level needs sensing interview will be used to provide differentiated technical assistance to the school. In addition, the information will be used to plan the academic review visit for schools rated Accredited with Warning.
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29. Differentiated Technical Assistance Team
In an effort to assist the division liaisons and division leadership teams with providing technical assistance, the Office of School Improvement has created a Differentiated Technical Assistance Team (DTAT) .
The DTAT provides technical assistance to schools via webinars and/or on-site training. Topics include:
Instructional preparation
Instructional delivery
Formative assessment
Differentiated instruction
Student engagement
Leadership
Scheduling
Co-teaching/Inclusive Practices
Division liaisons and focus schools may submit a Technical Assistance Request Form to OSI.
Information gleaned from the webinars and/or on-site visits is used to modify the schools’ Indistar improvement plans.

30. Division Requirements
School Requirements
Collaborate with an external VDOE contractor and participate in a needs sensing interview
Convene a division leadership team including representatives of:
Title I
Instruction
Special education
English language learners
Principals of each focus/Tier III school
Meet as a division leadership team on a monthly basis
Develop, implement, and monitor a division improvement plan that is aligned with the needs of each focus/Tier III school
Participate in quarterly meetings with focus/Tier III schools to review data and make decisions about needed technical assistance
Modify division improvement plan on a quarterly basis based on data analysis
Convene a school leadership team including a member of the division leadership team
Utilize a VDOE-approved adaptive reading assessment program to determine student growth at least quarterly
Utilize the Algebra Readiness Diagnostic Test (ARDT) provided by the VDOE (required only for focus schools with grade 5 or higher)
Develop, implement, and monitor a school improvement plan
Develop an intervention strategy for all students who have failed an SOL assessment or failed to meet the Fall PALS benchmark
Regularly analyze a variety of data points to make strategic, data-driven decisions, and implement the needed interventions for identified students
Modify school improvement plan on a quarterly basis based on data analysis

31. Division Leadership Team
Per the ESEA flexibility waiver provisions, the division will be required to convene a division team comprised of administrators or other key staff representing Title I, instruction, special education, English language learners, and principals representing each focus/Tier III school.
Using the results of the needs sensing interview, the division team will be tasked with developing, implementing, and monitoring the division improvement plan using the Center on Innovation and Improvement’s (CII) Web-based planning tool, Indistar®.
The Indistar® tool includes division-level indicators that are aligned with rapid improvement school indicators. These research-based indicators will serve as the foundation for the support needed to implement strategies to reduce proficiency gaps and create full division-level sustainability for reform efforts. Each division will select indicators based on their specific needs.
The division liaison will work with the division team to select the most appropriate indicators from the following categories:
Setting ambitious targets for improvement
Tracking data over time
Stressing resource reallocation
Engaging parents and the wider community
Intervening in low-performing schools
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32. What should be included in the division’s improvement plan?
Strategies and action steps to create conditions for the
Focus/Tier III schools to be successful with improving student achievement.
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33. Related Uniform Performance Standards for Teachers
The division’s improvement plan must include, at a minimum, strategies aligned with the following required indicators for each focus/Tier III school:
Related Uniform Performance Standards for Teachers
TA01
The school uses an identification process (including ongoing conversations with instructional leadership teams and data points to be used) for all students at risk of failing or in need of targeted interventions.
1, 4, 6
TA02
The school uses a tiered, differentiated intervention process to assign research-based interventions aligned with the individual needs of identified students (the process includes a description of how interventions are selected and assigned to students as well as the frequency and duration of interventions for Tier 2 and Tier 3 students).
1, 2, 4
TA03
The school uses a monitoring process (including a multidisciplinary team that meets regularly to review student intervention outcome data and identifies “triggers” and next steps for unsuccessful interventions) for targeted intervention students to ensure fidelity and effectiveness.
1, 2, 4, 6, 7
Display the list of indicators

34. Assignment #2 Review the list of district improvement indicators with
your group.
Align the appropriate division-level indicators with the
three targeted intervention indicators. Include your
responses on the graphic organizer.
Identify examples of strategies that a division team
could include in their plan to support the three targeted
intervention indicators.
Graphic organizer and change maps needed; online timekeeper

35. Log-in Page for Indistar® www.indistar.org
Division and school teams will develop improvement plans using the Indistar® Web-based planning tool. The first training session is scheduled for September 27, 2012.
Log-in Page for Indistar®

36. Division Requirements
School Requirements
Collaborate with an external VDOE contractor and participate in a needs sensing interview
Convene a division leadership team including representatives of:
Title I
Instruction
Special education
English language learners
Principals of each focus/Tier III school
Meet as a division leadership team on a monthly basis
Develop, implement, and monitor a division improvement plan that is aligned with the needs of each focus/Tier III school
Participate in quarterly meetings with focus/Tier III schools to review data and make decisions about needed technical assistance
Modify division improvement plan on a quarterly basis based on data analysis
Convene a school leadership team including a member of the division leadership team
Utilize a VDOE-approved adaptive reading assessment program to determine student growth at least quarterly
Utilize the Algebra Readiness Diagnostic Test (ARDT) provided by the VDOE (required only for focus schools with grade 5 or higher)
Develop, implement, and monitor a school improvement plan
Develop an intervention strategy for all students who have failed an SOL assessment or failed to meet the Fall PALS benchmark
Regularly analyze a variety of data points to make strategic, data-driven decisions, and implement the needed interventions for identified students
Modify school improvement plan on a quarterly basis based on data analysis

37. Division School Indistar Liaison
On a quarterly basis, school and division leadership teams will meet to review a variety of data points to determine whether their improvement plan strategies were successful in improving student achievement. This information will be used to make decisions about subsequent steps, including needed revisions to improvement plans..
Examples of data to be reviewed:
Student attendance
Teacher attendance
Reading and mathematics grades
Student discipline reports
Student transfer data
VDOE-approved adaptive reading assessment program data
Student intervention participation and results by intervention type
Division
School
Data +
Discussions
Decisions =
Continuous
Improvement
Indistar
Liaison

38. What types of monitoring will occur to ensure compliance with the ESEA flexibility waiver?
9/21/2018

39. Monthly review of school improvement plan
Groups to be Monitored
Type of Monitoring
Monitoring Agent
Focus School
Tier III School
Monthly review of school improvement plan
and completion of the quarterly rubric
Monthly attendance at school leadership team
meetings and review of meeting agendas and
minutes
Quarterly review of data and intervention results
Instructional walkthroughs
Division leadership
team
School Division
Monthly review of division improvement plan
Quarterly audit report to division superintendent
and VDOE
VDOE via the
division liaison
State
Desk monitoring of LEA requirements and VDOE
monitoring of LEAs (i.e. improvement plans,
forms posted on the Indistar Dashboard)
Progress checks
On-site monitoring
U.S. Department of
Education
9/21/2018

40. Thank you. You’ve been a great audience.
For technical assistance please contact:
Dr. Yvonne A. Holloman at or