SCHOOL IMPROVEMENT Technical Assistance Manual for A Handbook Continuous Improvement Office of School Improvement West Virginia Board of Education 2013-2014 Gayle C. Manchin, President Michael I. Green, Vice President Robert W. Dunlevy, Secretary Thomas W. Campbell, Member Tina H. Combs, Member Lloyd G. Jackson II, Member L. Wade Linger Jr., Member William M. White, Member Paul L. Hill, Ex Officio Chancellor West Virginia Higher Education Policy Commission James L. Skidmore, Ex Officio Chancellor West Virginia Council for Community and Technical College Education James B. Phares, Ex Officio State Superintendent of Schools West Virginia Department of Education A Comprehensive Approach to Improvement for Schools and Districts The West Virginia Department of Education (WVDE) provides a differentiated, comprehensive system of support for the purpose of improving student learning. WVDE provides leadership, support and technical assistance to districts and schools by offering a wide variety of services and resources customized to meet priority needs. All West Virginia schools and school districts work collaboratively toward the goal of continuous school improvement. A strong and intentional focus on building sustainable school systems that drive a continuous improvement approach will produce positive results for students and prepare them for success in postsecondary education or in the workplace. State System of Support The West Virginia Department of Education has restructured itself to provide efficient and effective technical assistance to schools and districts. The restructuring effort consists of the establishment of a multi-function, cross -office/division team called the State System of Support (SSOS). WVDE staffs from various departments discuss current work within identified schools and intervention counties to collaboratively monitor progress, identify resources and plan targeted assistance. Within the WVDE, the Office of School Improvement and the Office of Federal Programs coordinate the Statewide System of Support and provide tools and resources for schools and school districts to focus efforts toward the common goal of student success. The WVDE has created a structural process to serve schools through professional development, technical assistance, and coordination of interagency services to create a cohesive process of assistance. In addition, the WVDE is constantly evaluating current state policy and code to ensure that the state provides an aligned, focused foundation for schools and educational personnel. The purpose of the State System of Support includes the following: • Support continuous school improvement in all schools and school districts; • Assist identified lowest performing schools and districts; • Assist identified schools with the largest achievement and graduation gaps; • Focus on leadership at the building and school district levels; • Build district capacity to support low performing and gap schools; and • Support regional capacity to assist schools and school districts (RESAs). A Handbook for Continuous Improvement 1 Differentiated Recognition, Accountability and Support System School Designations The West Virginia Accountability Index (WVAI) assigns points to schools for progressively higher performance on a balanced set of metrics that will be in place for the 2013-14 school year. The resulting school designations carry with them a thorough and well-articulated system of differentiated recognition, accountability, and supports to encourage continuous improvement among schools and LEAs. West Virginia used the WVAI to define rigorous and realistic trajectories coupled with rigorous and attainable proficiency-based Annual Measurable Objectives (AMOs). These whole-school and subgroup-specific targets corresponding to a set of designations that prioritize rewards and services to high performance/progress schools, persistently low achieving schools, and schools with persistent achievement or graduation gaps have yielded an accountability system that is at once rigorous, fair, valid, and transparent. A school will receive an overall score based on multiple components of student and school success and will examine subgroup-specific Annual Measureable Objectives addressing both school-wide and student-focused interventions. These scores will be used to classify each school into one of five designations: 1. Priority Schools: persistently lowest achieving schools; 2. Support Schools: schools that are not meeting both their index-based trajectories and demonstrate that a majority of their subgroups are not making sufficient academic progress; 3. Focus Schools: schools with persistent and pervasive subgroup achievement gaps/subgroup graduation rate gaps; 4. Transition Schools: schools that are either not meeting their index-based trajectories or demonstrate that a majority of their subgroups are making sufficient academic progress; and 5. Success Schools: schools that are meeting both their index-based trajectories and demonstrate that a majority of their subgroups are making sufficient academic progress. Reward Schools: Our highest progress and highest achieving schools will be designated reward schools. Schools designated as Success schools will be reviewed to identify whether they meet the criteria of either High Progress or High Achieving schools. Schools designated as Success or Transition schools will be reviewed to see if they meet the reward progress criteria. Depending on the designation a school receives, a variety of support services and actions will be enacted with the goal of all schools reaching the index-based target that corresponds to the 2 School Improvement Technical Assistance Manual performance of a highly effective school by the year 2020. The West Virginia Accountability Index Figure 1 depicts an overview of the West Virginia Accountability Index components that contribute Success WV Accountability Index Components Proficiency Rates Subgroup Gaps Observed Growth Adequate Growth Attendance or Graduation Rates Proficiency-Based Annual Measurable Objectives (AMOs) Transition Index Score Minimum Cell Size of 20 For each Subgroup in a school End Point of 75% by 2020 Majority of Subgroups in a school Reward: Performance and Reward: Progress Focus (Subgroup Gaps Only) Support Priority (Proficiency Rates Only) Figure 1 The West Virginia Accountability Index to an overall index score which drives school designations. West Virginia Differentiated Recognition, Accountability and Support System West Virginia proposes to deliver a differentiated system of recognition, accountability and support for each of the five school designations of the WVAI (Success, Transition, Focus, Support and Priority). Figure 2 details the strategic plan and federal program plan requirements, technical assistance responsibilities and expected interventions, as well as accountability, progress review and rewards/consequences for each of the school categories. The differentiated nature of the proposed system is demonstrated in the progressive nature of each element of the chart as the intensity of service, support and accountability increases. A Handbook for Continuous Improvement 3 Support Schools Extended Strategic Plan including deep analysis to determine root causes & targeted plan for meeting applicable accountability criteria Consolidated IDEA & ESEA applications must include objectives for supporting Nonprogressing schools TA from LEA & external providers (including RESA) to support planning process School determined interventions facilitated by the LEA and articulated in the School Strategic Plan & IDEA & ESEA applications Local operating procedures Priority Schools Extended Strategic Plan including deep analysis to determine root causes & targeted plan for meeting applicable accountability criteria Consolidated IDEA & ESEA applications must include objectives for supporting Nonprogressing schools TA from LEA/SEA & approved external providers (including RESA) to support planning & implementation processes Turnaround Principles aligned to the WV School Improvement Framework MOU articulating the responsibilities & expectations of each supporting agency & the school leadership team Expected Interventions Operational Accountability Plan Requirements Federal Program Requirements Annual progress review by LEA and local board of education • Extended strategic plan requirements • LEA facilitation of interventions • Local Board progress review & redirection as warranted Annual progress review by local board of education & state board of education • Extended strategic plan requirements • Required implementation of turnaround principles & consequences with alignment of ESEA/IDEA funding • MOU accountability • Local Board & State Board progress review & redirection as warranted TA Responsibilities Progress Review 4 Rewards & Consequences • Extended strategic plan requirements • Required implementation of approved interventions with alignment of ESEA/IDEA funding • MOU accountability • Local Board progress review & redirection as warranted Annual progress review by LEA and local board of education MOU articulating the responsibilities & expectations of each supporting agency & the school leadership team Targeted subgroup intervention consistent with approved best practices menu TA from LEA/SEA & approved external providers (including RESA) to support planning & implementation processes Consolidated IDEA & ESEA applications must include objectives for supporting Nonprogressing schools Extended Strategic Plan including deep analysis to determine root causes & targeted plan for meeting applicable accountability criteria Focus Schools • Recognition for RewardHigh Performance • Monitoring exemptions • Showcase opportunities • State-level committee representation • Limited monitoring for subgroup gaps • Showcase opportunities • State-level committee representation Annual progress review by LEA and local board of education Local operating procedures School determined as applicable LEA Consolidated IDEA & ESEA Application Basic Strategic Plan Success Schools • Recognition for RewardHigh Growth Annual progress review by LEA and local board of education Local operating procedures School-determined interventions supported by the LEA & articulated in the School Strategic Plan & IDEA & ESEA applications LEA Consolidated IDEA & ESEA Application Targeted Strategic Plan for meeting AMO targets (based on all or applicable subgroups) Transition Schools Figure 2 Overview of Differentiated Recognition, Accountability and Support System School Improvement Technical Assistance Manual Differentiated Recognition, Accountability and Support System Plan Requirements a. The basic strategic plan consists of the following components: Vision, Mission, Core Beliefs, prioritized issues based on data analysis, goals and objectives. The basic strategic plan will be required of Success Schools. b. The targeted strategic plan will include all components of the basic plan along with action steps to address how applicable subgroups will meet AMO targets. The targeted strategic plan will be required of all Transition Schools. c. The extended strategic plan requires a more comprehensive analysis of data to identify root causes and detailed action steps to improve student achievement. The extendend strategic plan will be required of all Focus, Support and Priority Schools. Federal Program Requirements will be met through the Consolidated IDEA and ESEA application. Success and Transition Schools will simply complete the application while LEAs with Support, Focus, and Priority Schools will be required to provide objectives to address how resources will be utilized in identified schools. Technical Assistance Responsibilities will be distributed among various providers including the SEA, LEA, and approved external providers, including the Regional Education Service Agencies. The school designation will determine the support provided. External Providers Approval Process will require external supporting partners to submit an application to the WVDE Offices of Federal Programs and School Improvement. Applications will be reviewed based on services provided and prior success of the partner in turning around low achieving schools along with the various credentials of employees and proper business registration with the state. Approved partners will be posted on the Federal Programs and School Improvement websites. Each LEA utilizing an External Partner must submit an annual review to the SEA based on the supporting partners’ work in the identified schools. Expected Interventions will be provided according to the school’s designation. Interventions for priority schools will be aligned to the Turnaround Principles. Support, Focus, and Transition schools will identify interventions consistent with the Turnaround Principles and the approved menu based on needs identified in the diagnostic review. Operational Accountability will be managed at the local level for Success, Transition, and Support Schools. The State Board of Education, SEA, RESA, Local Board of Education, LEA, external providers, and school leadership teams in the Focus and Priority Schools will be required to sign a memorandum of understanding (MOU) detailing role definition and accountability at each level. Progress Reviews will be conducted annually by LEA and/or SEA based on school’s designation and submitted to the local and/or state boards of education for appropriate action. Rewards and Consequences range from monitoring exemptions and showcase opportunities to extended strategic plan requirements and MOU describing accountability at various levels. A Handbook for Continuous Improvement 5 Technical Assistance The process the state will use to determine school designations ensures schools of every degree of quality are represented in the accountability system. The school designation will determine the source(s) and depth of technical assistance provided. As indicated in Figure 2 under TA Responsibilities, the WVDE in conjunction with the LEA is responsible for providing technical assistance to Priority and Focus Schools. The remainder of this document will concentrate on the processes and procedures used to support schools identified as Priority or Focus. WVDE School Improvement Model West Virginia’s school improvement framework includes an extensive diagnostic process that provides schools with the means to examine a variety of school effectiveness indicators to determine root causes of poor school performance. Analysis of the WVAI components including proficiency rates, subgroup gap, growth performance and attendance/graduation rates is a key portion of the diagnostic process. Support for the diagnostic process will be differentiated by designation - Priority Schools will receive extensive support from the SEA and LEA, Focus schools will receive targeted support for subgroup analysis from the SEA, LEA and RESA, Support and Transition schools will receive basic support from the RESA and LEA. From this WVAI component analysis and other diagnostic processes, all designations of schools will determine root causes of poor school performance from which to develop school improvement plans. Once the school designation process is complete, schools that have been designated as Priority Schools begin the work of school improvement with a diagnostic visit. This visit involves an “audit” or an “operational assessment.” The diagnostic visit is designed to ascertain the current quality of a multitude of school functions that contribute to student learning outcomes. It requires that a diagnostic team with the requisite training and expertise conduct an on-site examination of the school, analyze the findings, and report them in a way that will inform the development of an Improvement Plan and help determine the technical assistance required of that particular school. The West Virginia Standards for High Quality Schools (Policy 2322) form the basis for the diagnostic visit. The visit typically includes interviews with leaders, teachers, counselors and students, examination of the building and grounds, classroom observations and results from climate, culture and leadership surveys, as well as other forms of data (i.e., student proficiency rates, graduation rates, ACT scores, etc.) The school improvement process approved by the West Virginia Board of Education follows the USDE recommendations that schools in need of improvement: 1. conduct a needs assessment, 2. develop a plan for improvement, 3. implement the plan, and then 4. evaluate the implementation of the plan in order to inform future practice. These tasks are the key responsibilities of school leadership teams. Technical assistance provided 6 School Improvement Technical Assistance Manual by the state and other support groups is intended to complement rather than disrupt the recommended cycle of improvement. Services typically provided to schools and districts include the following: a. establishment of school leadership team and collaborative teams, b. assessment of readiness and building capacity, c. development of improvement plans, d. monitoring and adjustment of plans, e. technical assistance related to curriculum and instruction, student engagement and culture and climate, f. data training and support for using assessments, g. leadership development, h. support with parent and community involvement and i. dissemination of knowledge. To improve, schools and districts need various kinds of knowledge. At the classroom level, knowledge involves specialized content expertise as well as research-based practices, including instruction of special populations such as students with disabilities, English language learners, and low SES. Knowledge also involves classroom management, formative assessment and datadriven decisions. At the school level, knowledge of organizational practices —including change processes that lead to better outcomes—is essential, as is knowledge about best practices, data analysis, and resource allocation. At the district level, leaders require know-how regarding governance and management approaches, adoption of data-driven decision making, and other systems that will help school leaders and teachers support best instructional and managerial practices in schools and classrooms. There are multiple reasons why schools are unable to fully address the needs of all students; therefore, efforts to help schools improve must be individualized. The actual services that are provided should reflect the documented needs of the school. Once local needs are identified, the State System of Support can draw from a host of supporting groups to customize services to reflect the schools’ and districts’ unique challenges. Support Structures State Education Agency The state education agency (SEA) identifies the lowest performing schools. The SEA facilitates the development of systems to support school and district improvement. WVDE assigns personnel who provide direct support to schools and districts. The School Improvement Coordinators typically help schools craft and thereafter implement school improvement plans. They can also play a role in assisting schools to understand state policies pertaining to school improvement and accessing resources. They monitor the schools regularly to ensure ongoing implementation of the improvement plans. Each county in the state will have a WVDE coordinator assigned to serve as a liaison. A Handbook for Continuous Improvement 7 State or Local School Improvement Coordinator School Improvement Coordinators serve as liaisons to schools. They are effective change agents and build solid bridges between schools, school districts and the SEA. The school improvement coordinators (SIC) are expected to emphasize improvement by working with the school to assist in designing an improvement plan specific to each individual school. They are expected to work with principals, the school leadership team and the district leadership team; and communicate clearly and effectively with all stakeholders. The primary work of the School Improvement Coordinator is to build the capacity of school and district staff so that school improvement is an ongoing process that can be sustained over time. The coordinators support the improvement process through effective use of data, shared leadership development, communication, embedded professional development, effective instructional and organizational practices and monitoring and evaluation. When a school is ready to exit Priority status they are immersed in the improvement process and are able to sustain the work of continuous improvement without the assistance of a School Improvement Coordinator. RESA The eight Regional Education Service Agencies provide a regional approach to providing support in order to offer flexible and customized services to local districts in an efficient and effective manner. Each RESA has hired personnel who are responsible for supporting the work of school improvement. The types of services provided by RESA staff are basically the same as those described above (a – i). District Leadership Team The research indicates that school districts are central players in effective and sustainable school reform; consequently, efforts to improve schools must incorporate school districts (Archer, 2006a; Dwyer et al., 2005; McLaughlin & Talbert, 2003; O’Day & Bitter, 2003; Spillane, 1996, 1997, 1998). Of particular note, schools operate within a local context; if districts are not actively engaged in assisting schools to succeed, district policies may actually undermine school-level change efforts (Archer, 2006a). Communication between the school and district must be ongoing and transparent so that the school’s efforts are aligned with district policies and procedures. Thus, each district with one or more Priority Schools must designate a liaison from the central office with whom other support groups or individuals will communicate and work. The liaison also serves on the District Leadership Team and is responsible for allocating human and fiscal resources and monitoring the progress of school improvement efforts. School Leadership Team Principals cannot lead schools in the school improvement process without the support of a team of teacher leaders. Those who comprise the leadership team must constantly reinforce the core beliefs and vision of the school. The school leadership team (SLT) is made up of school administrators, teachers, the counselor(s) and others at the principal’s discretion. 8 School Improvement Technical Assistance Manual The School Leadership Team (SLT) is accountable for creating focused and coherent school-wide strategies to enhance student learning. The SLT is responsible for performing the following tasks, which are vital to the improvement process: • Develop an improvement plan; • Implement the plan; • Evaluate the implementation to inform future practice; • Analyze school wide data; • Provide a forum for communication among all staff; • Promote a clear, consistent and compelling vision by cultivating trust through effective collaboration; • Establish and supports implementation of focused priorities for improving school and classroom effectiveness; and • Monitor the effectiveness of the Improvement Plan based on input and data. Coordination Between and Among Statewide System of Support Structures Evidence from the field indicates that regular communication, sharing of information across units potentially unaccustomed to collaborating and regular reporting of data are central to creating an effective system of support (Dwyer, 2005; Lane, Seager, &Frankel, 2005; Lusi, 1997; Massell, 1998). We recognize the influential role of interpersonal relationships between the providers and recipients of technical assistance and support. Findings from a case study indicate that successful support requires development of interpersonal relationships between key actors and an ongoing commitment to change, not short-term engagements (Lane, Saeger, & Frankel, 2005). The WVDE will utilize its current school improvement process, which is based on the research of Project ASSIST at the University of Missouri-Columbia, the Education Alliance at Brown University, and the Center on Innovation and Improvement. The framework will support LEAs and their priority schools in selecting and implementing interventions to improve student achievement. West Virginia has successfully implemented this process with the current School Improvement Grant (SIG) 1003(g) initiative since 2010. The SIG 1 cohort contained fourteen schools and twelve of the fourteen improved in Math from 2011-2012. All fourteen schools improved in Reading/Language Arts from 2010-2011. Ten of the fourteen continued to show gains in Math from 2011-2012 and seven of the fourteen showed continued gains in Reading/Language Arts. The SIG 2 cohort is made up of six schools. Five of these six schools improved in Math while four of the six improved in Reading/Language Arts from 2011-2012. The same process will be implemented in Priority Schools and will emphasize the development of teacher and leader effectiveness, comprehensive instructional capacity reform programs, increased learning time, the creation of community-oriented schools, and operational flexibility with sustained support. A Handbook for Continuous Improvement 9 The WVDE will scaffold local and building-based efforts through consistent contact with SEA school improvement coordinators, diagnostic visits, measurements of school culture and climate, data-driven decision making, targeted and differentiated professional development, assessments of instructional practices, and assignment to a cohort-based school leadership support group. The West Virginia Standards for High Quality Schools (Policy 2322) form the foundation of school improvement efforts. These Standards outline clear expectations for excellence, provide rubrics for self-reflection and drive continuous improvement for all schools in the state. The West Virginia Standards for High Quality Schools consist of seven standards with individual function statements and indicators. For those schools identified as Priority Schools, the WVDE will provide targeted support that promotes school-wide efforts aligned to West Virginia’s Standards for High Quality Schools. The seven standards are as follows: 1. Establishing a Positive Climate and Cohesive Culture; 2. Building capacity and supporting effective School Leadership; 3. Aligning instruction with Standards-Focused Curriculum and Assessments; 4. Building infrastructure for Student Support Services and Family/Community Connections; 5. Developing and maintaining Educator Growth and Development; 6. Building the infrastructure to support Efficient and Effective Management; and 7. Building a culture of Continuous Improvement. For a complete list of standards, functions and indicators, see Appendix A. The differentiated accountability system must identify “priority schools” to receive interventions aligned with turnaround principles. The WV standards are aligned to the federal indicators known as the Turnaround Principles which are required by the ESEA Flexibility Request to be implemented in the lowest performing schools. The WVDE will support the implementation of the Turnaround Principles as outlined in ESEA Flexibility in Priority Schools. The Turnaround Principles are as follows: • Provide strong leadership; • Ensure that teachers are effective and able to improve instruction; • Redesign the school day, week, or year; • Strengthen the school’s instructional program - rigorous and aligned; • Use data to inform instruction; • Establish a school environment that improves safety and discipline and address other nonacademic factors; and • Engage families and community. 10 School Improvement Technical Assistance Manual Priority Schools Priority Schools encompass those schools identified as persistently lowest achieving schools in the state. Identification Process for Priority Schools: Under West Virginia’s accountability system, priority schools will be identified using the following process: 1. Schools will be ranked using proficiency rates. 2. The WVDE will identify the lowest performing schools using proficiency rates for the most current year that include at least the minimum number of required Title I schools. 3. All schools (i.e., Title I and non-Title I schools) that exhibit proficiency rates under the identified Title I schools will be identified as Priority Schools. 4. Historical trend data will be used to validate Priority school selections: • Using only achievement data (i.e., proficiency rates), all schools will be coded from lowest to highest using quartiles. • Schools will also be coded by quartile using the three most recent years of achievement data to establish a trend of performance. • Trend data will be compared to ensure the WVAI is identifying the correct schools. Preparation for Implementation of School Improvement Framework 1. Release the list of Priority Schools to county superintendents. The state superintendent of schools will convene a meeting of the county superintendents to release the names of the Priority Schools. The names of the schools will not be released to the general public until county superintendents have had sufficient time to prepare their staffs and community members to receive the news. 2. Review services that have been rendered to these schools at the point of identification. The second step in verifying schools in need of support involves one-on-one conversations with the schools’ county superintendents. During these meetings, county superintendents are provided an opportunity to offer their insights on their identified schools. 3. Schedule a Diagnostic team visit. This visit involves a scheduled, full day school audit completed by a team of approximately four to six members of the WVDE SSOS. The visit includes classroom observations and interviews with teachers, students, counselors and administrators. Interview questions are constructed from The Frameworks for High Performing Schools, West Virginia Standards for High Performing Schools and the Turnaround Principles. During the visits, the WVDE staff follows the established protocols. See the Tools section of this document for WVDE Diagnostic Review Protocols. 4. Assign a liaison from the Office of School Improvement or the Office of Federal Programs to each Priority School. The liaison will serve as a school improvement coordinator to facilitate the WVDE School Improvement Model. A Handbook for Continuous Improvement 11 Sustained Support for Priority Schools The WVDE’s Office of School Improvement and Office of Federal Programs will provide sustained support for Priority Schools. The offices employ school improvement coordinators who will serve as liaisons to the Priority Schools and provide mentorship and support to school leadership teams. They also will collaborate with each LEA’s school improvement staff and provide technical assistance to each school’s leadership teams around the West Virginia Standards for HighQuality Schools (Policy 2322). The Priority Schools cohort will receive support from the WVDE to implement WV Standards for High Quality Schools/Turnaround Principles for a period of three years. The planning and diagnostic process will occur at the beginning of the three-year support process and an extra year of support for sustainability will follow the third year. The full five-year timeline, monitoring, activities and support processes that ensure West Virginia will implement interventions in Priority Schools that are fully aligned with the Turnaround Principles are described in Figure 3 below: Figure 3 Preparations for Implementation (Diagnostic) Timeline Process/Activities 12 Diagnose and begin building structures: • School Improvement Coordinator (SIC) is assigned to assist in the improvement process. • Diagnostic visit based on HQ Standards/ Turnaround Principles to include culture survey and principal effectiveness audit • Diagnostic Report completed and shared with staff by November of current school year School, LEA, RESA and WVDE develop relationships and clarify roles within a formal MOU. • Administrative Team develops relationships and clarifies roles • School Leadership Team (SLT) is established and protocols created. • Extended strategic plan revised to address the findings and recommendations from the diagnostic visit. • Recommendation made to utilize subgroup interventions if diagnostic visit reveals subgroup gaps • Schedule for SLT & Collaborative Teams (CT) established for following school year • Technical assistance and available resources are explained. LEA Responsibilities • County appoints (or hires)a local School Improvement Coordinator to collaborate with WVDE SIC to support the school on a daily/ weekly basis • County representation meets and collaborates with School Leadership Team monthly A Memorandum of Understanding (MOU) will be crafted and shared with the county superintendent that outlines the responsibilities of the school, county and West Virginia Department of Education. It is our hope that this process is supportive and a service to the school and county allowing all stakeholders to be involved in helping the school, faculty, administration and students achieve the goals that they desire for the education of their children. School Improvement Technical Assistance Manual Initial Implementation Year Build structures that facilitate school improvement: • Establish MOU beginning implementation of all Turnaround Principles simultaneously. • SIC visits school weekly. • SLT Conference in October/February. • SIC meets with Administrative Team once a month to monitor progress on Turnaround Principles/HQ Standards. • Instructional Practices Inventory (IPI) team trained to collect data on student engagement. • SLT builds capacity in Turnaround Principles/HQ Standards. • Utilize Educator Evaluation System to monitor teacher and principal effectiveness and make necessary adjustments throughout the year. • SLT measures and documents progress using Online Monitoring tool around HQ Standards. • Extended strategic plan is continually revisited with emphasis on organizational learning. • SLT strengthens instructional deficiencies. • SIC coordinates instructional improvement efforts with Office of Special Programs, Instruction, and Early Learning. • SIC/SLT administers Culture Typology & conducts 4 IPI data collections & debriefs. • SLT prepares for progress & annual reports to local and state BOE. • SIC/SLT completes a culture survey at end of year. Second Implementation Year Figure 3 (continued) Timeline, monitoring, activities and support processes Facilitate school improvement: • Local SIC supports the school on a daily/weekly • Revisit MOU and revise as necessary. basis. • SIC visits school weekly. • Fund travel/substitute cost to attend two SLT • SLT Conference in October/February Leadership Conferences. • SIC meets with Administrative Team once a • County meets and collaborates with SLT month to monitor progress on Turnaround monthly. Principles/HQ Standards. • SLT builds capacity in Turnaround Principles/HQ Standards. • Utilize Educator Evaluation System to monitor teacher and principal effectiveness and make necessary adjustments throughout the year. • SLT measures and documents progress using Online Monitoring tool around HQ Standards. • Extended strategic plan is continually revisited with emphasis on organizational learning. • SIC/SLT increases emphasis on instructional improvement with continued coordination with Office of Special Programs, Instruction and Early Learning. • SLT conducts 4 IPI data collections & debriefs. • SLT prepares for progress & annual reports to local and state BOE. • SIC/SLT completes a culture survey at end of year. A Handbook for Continuous Improvement • Local SIC supports the school on a daily/weekly basis. • Fund travel/substitute costs to attend two SLT Leadership Conferences. • County meets and collaborates with SLT monthly. 13 Final Implementation Year Build capacity to facilitate sustainability: • Revisit MOU and revise as necessary. • SIC visits school bi-monthly. • SLT Conference in October/February • SIC meets with Administrative Team once a month to monitor progress on Turnaround Principles/HQ Standards. • SLT builds capacity in Turnaround Principles/HQ Standards. • •Utilize Educator Evaluation System to monitor teacher and principal effectiveness and make necessary adjustments throughout the year. • SLT measures and documents progress using Online Monitoring tool around HQ Standards. • Extended strategic plan is continually revisited with emphasis on sustainability. • SIC/SLT continues instructional improvement with emphasis on building capacity of the Collaborative Teams as a vehicle to provide instructional improvement with Office of Special Programs, Instruction, and Early Learning. • SLT conducts 4 IPI data collections & debriefs. • SLT prepares for progress & annual reports to local and state BOE. • SLT completes a culture survey at end of year. Sustainability Year Figure 3 (continued) Timeline, monitoring, activities and support processes • Local SIC supports the school on a daily/weekly basis. • Fund travel/substitute cost to attend two SLT Leadership Conferences. • County meets and collaborates with SLT monthly. The LEA will sustain and institutionalize the work: LEA provides support for SLT to sustain continuous improvement activities as practiced in three-year implementation process as follows: Sustain work of administrative teams, SLT, and collaborative teams • Utilize Educator Evaluation System to monitor teacher and principal effectiveness and make necessary adjustments throughout the year. • Sustain the use of the online system to measure and document progress in all HQ Standards. • Prepare SLT for progress & annual reports to the District Leadership Team and Local Board of Education. Continues local SIC, assumes responsibility for supporting the school, and leads questioning for progress and annual report out / conversation Sustained Support The WVDE will help the LEAs and Priority Schools revise their strategic plans for continuous school improvement to incorporate Turnaround Principles articulated in the flexibility request. The plans will describe how the LEAs will help Priority Schools meet AMOs and emphasize specific interventions to achieve these goals. School improvement coordinators will assist Priority Schools in using the WVDE early warning system to target specific supports for at-risk students; this system will work in conjunction with multiple program resources (e.g., support for personalized learning, safe and supportive schools, dropout prevention, optional educational pathways) to help Priority Schools address identified needs. As a result of ESEA Flexibility, the WVDE Offices of Federal Programs and Special Programs will revise the State Consolidated Application for ESEA/IDEA funding to facilitate appropriate prioritization of resources and staff to support school improvement efforts in all schools. Districts with identified Priority Schools will allocate appropriate Title I, Title II, Title III (if they have a subgroup gap with ELL), IDEA (if they have a subgroup gap with students with disabilities) and other resources to support the intense school turnaround activities of these schools as determined 14 School Improvement Technical Assistance Manual through their diagnostic process. West Virginia’s ESEA/IDEA Consolidated Application will address this requirement through a collaborative planning process between the school, LEA and WVDE (School Improvement Coordinator). The ESEA/IDEA Consolidated Application will require Priority Schools to conduct a thorough data analysis which will guide them in the development of a professional development plan that demonstrates how they will prioritize and align various professional development offerings to their specific school improvement needs. Annual progress of Priority Schools will be reviewed by the WVDE, LEA and RESA. Performance reviews of the principal and staff will reflect progress or lack of progress toward student achievement and other indicators of school improvement. The West Virginia Board of Education will hold the LEA accountable for priority school improvement results and may use a continuum of consequences; including LEA/school take-over as well as removing the principal’s authority and placing a certified/qualified administrator in control of the school. The West Virginia Board of Education has the authority to do this under West Virginia Code §18-2E-5. The annual progress reports for Priority Schools will include information on educator effectiveness based on the new Teacher and Leader Evaluation Systems. The West Virginia Board of Education will use this information to determine if LEAs/RESAs will be directed to provide additional supports to educators in Priority Schools demonstrating low levels of teacher effectiveness. This process will align with the requirement of the Support for the Improvement of Professional Practices (SIPP) outlined in West Virginia Code §18A-3C-1. In addition, the West Virginia Board of Education may direct LEAs/Priority Schools that do not make progress to implement specific turnaround principles that have been identified as a weakness in the annual evaluation of the schools’ improvement indicators. This may include redesign of school schedules to provide additional time and support for improvement, instructional improvements, improving school climate and increasing family and community engagement. WVDE School Improvement Coordinators will provide the technical assistance and oversight to assure that these directives are implemented. Exit Criteria for Priority Schools Priority Schools, due to their significant need, will not be eligible to exit Priority status until the end of the third year. At the end of three years, a school must meet the following criteria to exit Priority status: 1. The school is no longer in the bottom five percent of school performance. 2. The school demonstrates successful implementation of school turnaround strategies (as measured by High Quality Standards on-line monitoring tool). 3. The school must demonstrate for the two most recent years, that a. students in the all subgroup are meeting the AMOs, or b. students in the all subgroup are demonstrating adequate growth (i.e., a median gap of zero in the distance between observed growth and target growh). It is assumed that any school meeting these two criteria will be designated a Support School. Again, Support Schools will be required to work with the LEA and/or RESAs to enhance leadership, engage in more effective strategic planning, deliver more effective instruction and engage in outcome-focused capacity building at the school level. A Handbook for Continuous Improvement 15 Focus Schools Focus schools encompass those schools with persistent and pervasive subgroup achievement/ graduation rate gaps. West Virginia’s Focus School methodology differs by programmatic level. Elementary and middle schools will use the achievement gaps component of the West Virginia Accountability Index, but high schools will use graduation rate gaps. Identification Process for Focus Schools: Under West Virginia’s proposed accountability system, Focus schools will be identified using the following process: Elementary and Middle Schools: 1. All elementary and middle schools will be ranked using the Gap component of the WVAI. 2. Schools that were already identified as Priority Schools will be removed from the list. 3. The WVDE will identify the required number of Title I schools with the largest achievement gaps. 4. These Title I and non-Title I elementary and middle schools falling below the 10th percentile Title I school will be identified as Focus schools High Schools: 1. All high schools will be ranked using a graduation rate gap. 2. High schools that were already identified as Priority Schools will be removed from the list. 3. The WVDE will supplement the required number of Title I schools with 5% of the state’s high schools with the largest graduation rate gaps. 4. These Title I and non-Title I schools will be identified as Focus schools Once schools are designated as Focus schools, the WVDE will work closely with RESAs and LEAs to ensure improvement efforts are aligned and focused. These supports include the following: • RESA/LEA consultant assigned supports; • Analysis of achievement gaps and an initial root cause analysis; • Self-assessment validating root cause analyses; • Gap specific interventions targeting root causes of achievement gaps; • PD/TA support from RESA/LEA; and • Process checks with SEA. 16 School Improvement Technical Assistance Manual School Improvement Tools 1 School Improvement 2 Team Structures Teams 3 Defined School Culture 4 Survey Culture 5 Typology The Nature of School Leadership 6 Survey Instructional 7 Practices Inventory West Virginia 8 School Climate Index High Quality Schools 9 Data Collection System HQS Data System’s 10 Self-Reflection Tool School Improvement Website 11 Federal Programs Website WVDE Diagnostic Review Protocols A Handbook for Continuous Improvement 17 1 - WVDE Diagnostic Review Process 1. Office of School Improvement will contact the superintendent and principal to schedule the diagnostic visit. 2. Principal and/or Superintendent holds a meeting with faculty to explain that a team of 3-5 members will spend a day in the school. These team members will be observing classrooms and interviewing students, teachers, staff, and administration. Principal/Superintendent needs to emphasize that the team will be looking at overall processes and structures, not checking for compliance. 3. Also at this meeting, staff members will be given a link and deadline to complete the school culture survey and leadership effectiveness audit. Faculty and staff should feel secure in providing honest answers since the surveys are compiled in a data base. 4. The team will spend a full day at the school using the WV High Quality Standards to guide their discussions and facilitate their observations. Assessing the school leadership is a critical component of the diagnostic review. The team will provide an overview of the strengths and weaknesses of the administration, along with recommendations for improvement. 5. At the conclusion of the day, the team will debrief with both the school and district administration. The debrief meeting will be a time to share the “big rocks” of the day. Concerns about the leadership will be voiced at this time to the county superintendent so that he/she can begin to focus on the leadership of the school and determine a plan of action. 6. A time will be scheduled with the school administration to return to the school and share the results of the culture survey and the diagnostic visit with the administration and faculty. The report is meant to provide an overview of the team’s observations and information gathered. It should be seen as a discussion tool to help guide the planning for the school improvement process. 7. Upon the return visit, the diagnostic report and culture survey will be shared with the entire staff. It is at this point, that the process becomes individualized based on the needs of the school. Following the school visit, the WVDE team compiles data from their observations and interviews and prepares a written report that is initially presented to the county superintendent and the school principal. After the county superintendent and school principal have seen the report and have had an opportunity to discuss its contents, a summary of the report is presented to the school staff. The diagnostic visit and resulting report are the beginning of collaborative work between the school, district and the State System of Support team to improve student achievement in the school. 18 School Improvement Technical Assistance Manual 2 - School Improvement Team Structure West Virginia strongly supports Collaborative Teams to enhance school-based decision-making using a distributed leadership model that promotes local ownership of the structures, processes and practices that bring about school improvement. Schools must learn to use the power of collective action as well as the talents and commitments of skilled educators within the schools, to drive improvement efforts and to promote a culture of continuous learning for all. Senge believes that “we are at a point in time where teams are recognized as a critical component of every enterprise—the predominant unit for decision making and getting things done. . . . Working in teams is the norm in a learning organization.” (Senge et al. 1994, pp. 354–355) Professional development is offered to school leadership teams to familiarize them with the teaming process and to learn how the school can use the process to drive improvement efforts. The following graphic represents the structure of a teaming organization. Central Office Administrative Team School Leadership Team Collaborative Team Focus Teams A Handbook for Continuous Improvement Collaborative Team Student Assistance Team Collaborative Team Local School Improvement Team Collaborative Team Faculty Senate 19 3 - Teams Defined Each of these teams has multiple functions. The following information outlines team functions that apply to school improvement. Administrative Team - To create the conditions that support and assist teachers in the effort of continually improving their collective capacity to ensure all students to acquire knowledge, skills and dispositions essential to their success • Develops the capacity of people throughout the school to assume leadership roles and to promote the role of leader of leaders • Establishes a coherent sense of purpose, direction and goals essential to improving the school • Provides time, structures and resources to support improvement efforts Collaborative Teams - To improve the instruction and assessment of classroom curriculum with a focus on student learning and practice • All teachers are participants in a collaborative team. • Collaborative teams are organized by grade or content. • The leaders of each collaborative team are also members of the school leadership team (recommended). • Collaborative teams work and learn together to adjust instruction to improve student learning. • Collaborative teams provide input to the school leadership team on school-wide actions to improve learning. School Leadership Team - To create focused and coherent school-wide strategies to enhance student learning • Gathers and analyzes school wide data, including achievement, climate and satisfaction data. • Identifies gaps in performance or processes and plans for their improvement. • Assists the principal in making decisions to govern the school through shared decision making. • Ensures a focus on learning and continuous improvement. • Provides a forum for communication among all School Improvement Teams. • Promotes a clear, consistent and compelling vision by cultivating trust through effective collaboration. • Establishes and supports implementation of focused priorities for improving school and classroom effectiveness. • Monitors the effectiveness of the Strategic Plan based on input and data. • Consists of school administrators, one member from each teacher collaborative team and others at the principal’s discretion. The work of school improvement cannot be done in isolation. It takes commitment, a concerted effort and a communication structure involving the superintendent, central office support team, principal(s), school leadership team and collaborative teams working together. Through meaningful collaboration that promotes school-wide efforts aligned to West Virginia’s Standards for High Quality Schools, a common vision can be achieved. WVDE’s school improvement approach focuses on key processes such as diagnostic visits, measuring school culture and climate, data-driven decision making, targeted and differentiated professional development and assessment of instructional practices for the greatest impact on student achievement. 20 School Improvement Technical Assistance Manual 4 - School Culture Survey In the process of improving schools, we must address school culture and its relationship to school improvement. Stephen Gruenert and Jerry Valentine’s research (University of Missouri Columbia), as well as other school culture research, concludes that improving how adults in a school work together improves student learning. School leaders must explore what relationships are like, how things are done, and what matters most in their schools. With the use of a quality measurement, school leaders can see the reality of adult working relationships within their schools. Then school leadership teams can use the data to gain insights and improve their school culture through a collaborative, reflective process. With the permission of Valentine and Gruenert, the WVDE is able to provide a research-based School Culture Survey for its schools. This instrument assesses the culture of a school. With the data from this survey, school leaders can begin to understand the present status of their school’s culture, particularly the collaborative nature of their culture. Given time and concerted effort, leaders can assess changes in their school culture. This insight should be valuable as school leaders work to create a highly effective school for their students. Using the School Culture Survey: The culture survey is part of the diagnostic process for Priority Schools. If other schools wish to use the survey, schools are asked to contact either the WVDE Office of School Improvement or their RESA before introducing the culture survey to the entire school staff. It is imperative that a trained WVDE or RESA staff member work with each school through this process. Schools must understand the limitations and implications of the survey and the data. For more information contact: Office of School Improvement 304.558.3199 wvde.state.wv.us/schoolimprovement A Handbook for Continuous Improvement 21 5 - Culture Typology The Culture Typology Activity was developed for use by teachers and principals as a method to help schools and school leaders (a) identify the general type of culture present in a school, (b) reflect upon the impact of that type of culture on student success, and (c) stimulate the discussion and the design of strategies to develop and maintain a more collaborative culture. The activity was originally developed in 1997 by Steve Gruenert and Jerry Valentine for use with schools participating in Project ASSIST, a comprehensive school reform initiative of the Middle Level Leadership Center at the University of Missouri. The activity was based upon the literature on school culture and specifically the work of Fullan and Hargreaves (1996) and Deal and Peterson (1999) who provided detailed, insightful descriptions about the culture types used for this activity. The activity can be completed in an approximately an hour or it can be a two or three hour activity. The length depends on the time devoted to discussions and the design of strategies for improvement. The goal of this activity is to provide educators with the opportunity to analyze and reflect about their school culture and take informed action to develop and maintain a more collaborative culture. 6 - The Nature of School Leadership Survey Kenneth Leithwood and Doris Jantzi The Nature of School Leadership Survey is a brief survey taken by the faculty of the school to assist the school leader to improve their professional practice. Leithwood believes that this survey measures effective leadership in the following areas: • Setting Directions; • Developing People; • Redesigning the Organization; and • Improving the Instructional Program. For more information contact: Office of School Improvement 304.558.3199 wvde.state.wv.us/schoolimprovement 22 School Improvement Technical Assistance Manual 7 - Instructional Practices Inventory (IPI) The Instructional Practices Inventory evolved in 1995-1996 during the development of a schoolbased, comprehensive, systemic school improvement initiative that was based upon the belief that school-wide change can be fostered through a team of teacher-leaders and the principal. The process and data collection tool produces an outcome measure that represents observational cognitive engagement data about student learning. All faculty have the opportunity to reflect upon the data and deepen their understanding of how to most effectively engage students in their classrooms. Faculty collaborative conversations and problem-solving around the data serve as a valuable process. The Instructional Practices Inventory process is a set of strategies for profiling student engagement on six categories so faculty who study the profiles will view the data as a fair and accurate representation of engagement across the school and thus be comfortable collaboratively studying and discussing the data and creating a sustained focus on student engagement that will influence instructional design, thus student learning. In the IPI process, teachers collect data about schoolwide engagement, teachers facilitate the study of the data, and teachers have the opportunity to apply their knowledge from that study in their respective classrooms. The IPI is a teacher-led, teacher-empowering process. For more information about Culture Typology and IPI, contact: Office of School Improvement 304.558.3199 wvde.state.wv.us/schoolimprovement 8 - West Virginia School Climate Index A Measure of School Engagement, Safety, and Environment The WV School Climate Index is a multidimensional measure developed by the WVDE Office of Research and Office of Healthy Schools as part of the Safe and Supportive Schools grant program (S3). The index, developed in alignment with a model put forth by the U.S. Department of Education, Office of Safe and Drug Free Schools (OSDFS). is designed to measure school climate in an attempt to put safety and discipline, student engagement, and students’ connection to school on the same footing as their performance in academics. The report cards or indices are based on a combination of student, staff-member, and parent perceptions of school climate and hard data on discipline, attendance, graduation, and dropout rates. For more information contact: Office of Healthy Schools 304.558.8830 wvde.state.wv.us/healthyschools A Handbook for Continuous Improvement 23 9 - High Quality Schools Data Collection System The HQS Data System is a web-based application designed for schools as an online portfolio to assist in organizing and documenting evidence in accordance with WVBOE Policy 2322. As schools upload documentation, it is securely saved and archived by school and school year. To access the HQS Data System https://wvde.state.wv.us/apps/sig-data-collection/login.php * Illustrations of the HQS Data System (Figures 4-7) 4 5 The HQS Data System’s homepage gives users the ability to navigate the WV High Standards and view evidence examples submitted by schools, in addition to the WV HQS rubrics. 6 Each WV High Quality standard is broken into functions, which align each standard more specifically with the Federal Indicators for Turnaround Schools. 7 Adding evidence to the HQS Data System is much like attaching a file to an email. The system will accept: Word, PowerPoint, Excel, jpeg, png, mp4 and flv (maximum file is 100MB). *Files will not upload to the HQS Data System without comments. 24 Reviewing evidence can simply be done by clicking the My Evidence tab. Each standard and function is listed with the number of evidence pieces labeled in parentheses. School Improvement Technical Assistance Manual 10 - High Quality Schools Data Collection System Self Reflection Tool The HQS Data System’s Self-Reflection Tool has been designed to be an online survey, utilized by faculty and administration to measure the school’s progress in meeting the High Quality Standards. The individual ratings are combined to get a school a report card, which measures the seven standards as Unsatisfactory, Emerging, Accomplished or Distinguished. Schools can then use this data as a reference point for areas on which to focus throughout the school improvement process. Each Standard and Function’s progress is measured using rubrics. Each faculty/ administrator can grade the school’s progress in accordance to WVBOE Policy 2322 – Measuring the High Quality Standards. A Handbook for Continuous Improvement After the faculty and administration have completed the rubrics, the HQS Data System complies the results into an easy to read report. Each standard’s progress is measured as Unsatisfactory, Emerging, Accomplished or Distinguished. These results can assist a school in deciding which areas need additional focus. 25 11 - Office of School Improvement Website The WVDE Office of School Improvement’s Website can be found at: http://wvde.state.wv.us/schoolimprovement/ 26 School Improvement Technical Assistance Manual 11 - Office of Federal Programs Website The WVDE Office of Federal Programs’ Website can be found at: http://wvde.state.wv.us/federal-programs/ A Handbook for Continuous Improvement 27 Appendix A West Virginia Standards for High Quality Schools Standard 1: Positive Climate and Cohesive Culture In high quality schools, the staff shares sound educational beliefs and values, establishes high expectations and creates an engaging and orderly atmosphere to foster learning for all. Function A: Shared Beliefs and Values The staff works collaboratively around a set of shared educational beliefs and values and uses these to intentionally shape the school’s climate and culture. Function B: High Expectations for All The staff establishes high expectations for self and student that are written, clearly communicated and readily observed in educational practice and personal behavior. Function C: Safe, Orderly and Engaging Environment The school environment is safe, well-managed and clean and contributes to an engaging and inclusive atmosphere for learning. Standard 2: School Leadership In high quality schools, the principal fosters and develops distributed leadership among staff, students, and stakeholders in order to focus collective action for improved school performance. Function A: Principal Leadership The principal exhibits the professional knowledge, skills and dispositions that reflect strong leadership and effective management. Function B: School Teams and Councils The school teams and councils function effectively to advance the mission and goals of the school through leadership, planning and problem-solving. Function C: Teacher Leadership Teachers assume responsibility for school and classroom improvement and are provided authentic opportunities and resources to lead and influence professional practice. Function D: Student Leadership Students are engaged in age-appropriate leadership opportunities that develop self-direction and a sense of responsibility for improving self, school and community. 28 School Improvement Technical Assistance Manual Standard 3: Standards-Focused Curriculum, Instruction and Assessments In high quality schools, the staff delivers a standards-focused curriculum that enhances the unique qualities of each learner and assures that all students attain the essential knowledge, skills and dispositions necessary in the global, digital age. Function A: Classroom Learning Environment Teachers create and manage an inviting classroom environment that is student-centered and fosters student reflection, intellectual inquiry and self-direction. Function B: Standards-Focused Curriculum Teachers implement a standards-focused curriculum aligned with the 21st Century Content Standards and Objectives for West Virginia Schools and the 21st Century Learning Skills and Technology Tools. Function C: Instructional Planning Teachers design long and short term instructional plans for guiding student mastery of the Content Standards and Objectives based on the needs, interests and performance levels of their students. Function D: Instructional Delivery Teachers facilitate engaging instructional experiences that enhance individual student progress in mastery of the curriculum using multiple strategies, appropriate assessments, learning resources, digital tools and processes aligned with instructional targets. Standard 4: Student Support Services and Family/Community Connections In high quality schools, the staff places student well-being at the forefront of all decisions, provides support services to address student physical, social/emotional and academic growth, and forms positive connections to families and the community. Function A: Positive Relationships Positive relationships exist between the school staff and the students, families and the larger community. Function B: Student Personal Development The school staff attends to student physical, social-emotional and academic well-being through coordinated student support services for health, child nutrition, character education, guidance and counseling, special education and English second language. Function C: Parent and Community Partnerships The school staff forms partnerships with various community agencies and organizations to enhance the ability to meet the needs of all students. A Handbook for Continuous Improvement 29 Standard 5: Educator Growth and Development In high quality schools, staff members participate in processes of self-reflection, collaboration and evaluation that lead to professional growth and development in order to impact student learning. Function A: Professional Development The staff engages in continuous learning opportunities for professional growth designed to improve school and classroom practice. Function B: Teacher Collaboration The teachers participate in high functioning professional learning communities to collaborate on the improvement of student learning through the study of relevant data, problem analysis and the implementation of strategies that improve instructional practice. Function C: Evaluation, Feedback and Support The staff participates in processes of evaluation that facilitate self-reflection and informs the process of professional growth. Standard 6: Efficient and Effective Management In high quality schools, efficient and effective management procedures assure that facilities, fiscal resources, personnel, and data and technology systems add value to student learning and comply with law and policy. Function A: Facilities Facilities are clean, well maintained, safe and secure, aesthetically pleasing, and configured to meet the learning needs of students. Function B: Fiscal Resources Policies and processes are established and applied to obtain, allocate and efficiently manage school fiscal resources. Function C: Personnel High quality personnel are selected according to West Virginia Code and are purposefully assigned and retained to effectively meet the identified needs of students. Function D: Data, Information Systems, Technology Tools and Infrastructure The school has appropriate technology infrastructure and utilizes data information systems and technology tools to support management, instructional delivery and student learning. 30 School Improvement Technical Assistance Manual Standard 7: Continuous Improvement In high quality schools, there is collective commitment to collaboratively identify, plan, implement, monitor, evaluate, and communicate the changes necessary to continuously increase student learning. Function A: Focused and Coherent Plan The staff establishes a coherent approach for improving the performance of students based on the mission and goals outlined in the strategic plan. Function B: Processes and Structures The staff has well-defined structures for building professional relationships and processes necessary to collaboratively engage all stakeholders in actions to increase student learning. Function C: Monitoring for Results The staff monitors changes in practice and implements adjustments, evaluates the results of student learning, and communicates the progress to all stakeholders. A Handbook for Continuous Improvement 31 Contact Information Office of School Improvement Michele Blatt Executive Director Phone: 304.558.3199 [email protected] Office of Federal Programs Melanie Purkey Executive Director Phone: 304.558.7805 [email protected] Office of Special Programs Pat Homberg Executive Director Phone: 304.558.2696 [email protected] 32 School Improvement Technical Assistance Manual A Handbook for Continuous Improvement 33 James B. Phares, Ed.D. State Superintendent of Schools
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