>>>>>
Identifies schools for support under the federal Every Student Succeeds Act (ESSA), using several indicators grouped into three stages to prioritize schools for different levels of support
>>>>>
Replaces the accountability system from No Child Left Behind (NCLB) and the Minnesota MCLB waiver
ESSA Programs of Emphasis and Requirements for States
>>>>>
ESSA Programs of Emphasis:
Funded Programs:
Academically Disadvantaged Students
English Learners
American Indian Students
Professional Development
Requirements for States:
Testing
Reporting
Accountability
School Support
Stakeholder Priorities
>>>>> Keep indicators separate and simple
>>>>> Remember prioritization schools for support
>>>>> Maintain focus on student groups:
Categories:
Racial Groups
English Learners
Students Eligible for Free and Reduced Price Lunch
Students Receiving Special Education Services
The Three-Stage Decision-Making Process
>>>>> Stage 1
Math Achievement
Reading Achievement
Progress Toward Reading Proficiency
>>>>> Stage 2
(Elementary/Middle School)
Math Progress
Reading Progress
(High School)
Four-Year Graduation Rate
Seven-Year Graduation Rate
>>>>> Stage 3
Consistent Attendance
Example: Gopherville Elementary School
(lowest 5% Title I elementary school)
>>>>> Stage 1
Is the school in the lowest 25% of Title I schools for any category?
If “No” >>>>> not in the lowest of Title I elementary schools = 34 schools
Math Achievement
Reading Achievement
Progress Toward English Language Proficiency
If “Yes” >>>>> among the lowest of Title I elementary schools = 34 schools,
then,
>>>>> Stage 2
Is the school in the lowest 25%of the remaining schools for either
Math Progress
Reading Progress ?
Then>>>>> Support from the Minnesota Department of Education
>>>>> Stage 3
Is the school in the lowest of the remaining schools for consistent attendance?
If “No,” then >>>>> Targeted Support
If “Yes,” then >>>>> Comprehensive Support
Categories of School Support
Comprehensive Support >>>>>
Ongoing technical assistance from the Regional Centers of Excellence (RCE)
for all public high schools with a four-year graduation rate below 67% overall and for any student group; and
for the lowest 5% of Title I schools based on stages 1-3
Targeted Support >>>>>
Mostly district support, with professional development opportunities from the RCEs
for schools where student groups perform below thresholds for at least one indicator in each stage; and
for Title I schools with overall performance below thresholds in Stage 1 and Stage 2
Support from MDE will go to Title I schools with overall performance below thresholds in Stage 1.
Timeline
2018 ------------------------------------------- 2021 ------------------------------------------ 2024
Planning Implementation & Planning Implementation & Identification of
Quick Wins Improvement Quick wins Improvement Schools& Districts
Smoke, Not Fire
Emphasis will be on
>>>>>
Student Experiences and Learning
with well-directed support leading to
academic improvement, graduation, and progress over time
Responsibilities of Districts with Comprehesive Support for Improvement (CSI) and
Targeted Support for Improvemernt (TSI) Schools
>>>>>
providing oversite and leadership for each identified school in four broad areas >>>>>
1) communication and engagement with stakeholders
2) conducting comprehensive needs assessment in the schools
3) reviewing district and school level resources among and within the schools
4) in partnership with stakeholders, designing and implementing a support and improvement plan
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