1. Next Generation of Accountability Differentiated Recognition, Accountability, and Support Summer 2012

2. Four Principles for ESEA Flexibility  College and Career Ready Expectations  Differentiated Recognition, Accountability, and Support  Effective Instruction and Leadership  Reduce Duplication and Unnecessary Burden

3. Levels of Intervention Level 3: Intensive Direct Intervention Level 2: Directed Use of Resources Level 1: Coaching and Support Locally Guided Continuous Improvement

4. Priority Schools

5. Focus Schools

6. Key Areas of Effectiveness  Teaching and learning  What content do teachers teach?  Educator effectiveness  How do educators behave to get the best results?  Family and community involvement  How does the school/district engage parents and the community?  District and school structure and culture  Do district and school policies and practices support student achievement?  Technical and adaptive leadership  Does the school’s leadership team effectively lead for improvement and how to adjust to the school context?

7. Priority Schools Timeline  Title IA set asides as school year begins  Self-evaluation early fall 2012  Deeper diagnostics fall 2012  Plan development & approval winter/spring 2013  Comprehensive, system-wide interventions beginning 2013-14  Address all of the five key areas of effectiveness  School Improvement Grant (SIG) schools continue with approved plan

8. SIG Schools as Priority Schools  Continue priority status through 2014-15  No supplemental Title IA school improvement funding following SIG expiration  Most likely continued reporting requirements as priority school  Continuation in the Network as an option

9. Focus Schools Timeline  Title IA set asides as school year begins  Self-evaluation early fall 2012  Plan development & approval fall 2012  Interventions targeting achievement gaps beginning midyear 2012-13  Deeper diagnostics as resources allow  Revision of plan and interventions for 2013-14 based on deeper diagnostics

10. Continuous Improvement Network  Leadership Coaches  Regional Network Coordinators  School Appraisal Teams  School Support Teams  Education partners and organizations

11. Leadership Coaches  Mentor leadership’s professional growth  Provide direction in completing self-evaluation  Facilitate creation and implementation of CAP  Participate in school support team  Network to strengthen implementation strategies  Assist in selecting external resources

12. Regional Network Coordinators  Support priority and focus schools in self-evaluation  Facilitate selection of school support team members  Coordinate deeper diagnoses  Assist in selection of interventions  Assist in oversight & monitoring of CAP implementation  Support participation in the Network

13. School Appraisal Teams  Review results of self-evaluation & school data  Apply appropriate diagnostic tools and conduct deeper diagnoses  Create a report of results and prescribed interventions  Assist in continued diagnoses as needed

14. School Support Teams  Assist in the development of CAPs  Support roles needed to ensure implementation of CAPs  Assist in oversight and monitoring of district  Assist in oversight & monitoring of CAP implementation  Support participation in the Network

15. Education Partners  Expansion of current statewide efforts  Many partnering organizations:  K-12 districts & schools  Education Service Districts  Higher education  Business community  Early learning service providers  Other education & community organizations  RTI  PBIS  OSBA Lighthouse Project  DATA Project  STEM  ESD School Improvement  Accreditation  Other programs

16. Getting in Touch  ODE Next Generation Site  http://www.ode.state.or.us/go/nextgen http://www.ode.state.or.us/go/nextgen  Tryna Luton  tryna.luton@state.or.us tryna.luton@state.or.us  503-947-5922 or 503-508-1268  Jan McCoy  jan.mccoy@state.or.us jan.mccoy@state.or.us  503-947-5704