OK State Department of Educations Plan for School Improvement Joy - - PowerPoint PPT Presentation

Evidence-Based Interventions: OK State Department of Education’s Plan for School Improvement

Joy Hofmeister State Superintendent of Public Instruction Shelly Ellis Executive Director of School Support & Improvement

Role

• le of
• f Sc

School hool Suppor Support

“Developing positive on-site relationships is a priority for the agency’s school support specialists, who guide schools toward solving their own problems…”

Oklahoma Edge. Oklahoma’s Consolidated ESSA Plan. p. 82 http://sde.ok.gov/sde/sites/ok.gov.sde/files/documents/files/OK_consolidatedStateplan01122018.pdf

Elementar Elementary y & & Mid Middle dle Sc School hool Repor eport Car t Card

Four Indicators:

• Academic Achievement
• Academic Growth
• English Language Proficiency Assessment

Progress

• Chronic Absenteeism

High High Sc School hool Repor eport t Car Card

Five Indicators:

• Academic Achievement
• Graduation Rate
• Postsecondary Opportunities
• English Language Proficiency Progress
• Chronic Absenteeism

ESSA School Support Designations

• Comprehensive School Improvement (CSI)
• Additional Targeted Support Improvement

(ATSI)

• Targeted Support Improvement (TSI)

Comprehensive School Improvement (CSI)

• Identified from among all schools in the state
• Bottom 5% of school sites
• Any high school with a graduation rate of 67% or

below will also be identified as a Comprehensive School Improvement (CSI) Site

• Designated every three (3) years
• Comprehensive School Improvement (CSI) Cohort one

(2018-2021)

Additional Targeted Support Improvement (ATSI)

• Identified annually
• Uses same methodology as Comprehensive School

Improvement

• Divided into student group performance:
• Economically disadvantaged students;
• Students with disabilities
• English Learners (EL)
• Major racial and ethnic groups
• American Indian
• Asian/Pacific Islander
• Black/African American
• Hispanic/Latino
• White
• Two or more races

Targeted School Improvement (TSI)

• Targeted School Improvement (TSI)
• Designated annually
• When at least one student group is in the bottom 5% on two
• r more indicators in the accountability system
• First year of designation is 2019-2020
• Three consecutive years of identification = Comprehensive

School Improvement designation

Sc School hool Impr Improvement ement Pr Proces

• cess

Step 1: Identify Local Needs by completing a Comprehensive Needs Assessment

• Oklahoma’s Nine Essential

Elements

• Parent Surveys
• Student Surveys
• Teacher Surveys
• Site Administrator Surveys
• Multiple Measures of Data

including Oklahoma State Testing Program Data

• Assignment of School Support

Specialist to Site

Academic Performance Learning Environment Leadership

9 Essential Elements Framework

OEE

1

Curriculum OEE

2

Classroom Evaluation/ Assessment OEE

3

Instruction OEE

4

School Culture OEE

5

Student, Family, and Community Support OEE

6

Professional Growth, Development, and Evaluation OEE

7

Leadership OEE

8

Organizational Structure and Resources OEE

9

Comprehensive and Effective Planning

School Improvement Process

Step 2: Select relevant, evidence-based interventions & practices. ESSA requires that designated sites use Evidence-Based Interventions (EBIs) for improvement Evidence-based refers to a strategy or intervention that demonstrates a statistically significant effect on improving student outcomes (ESEA section 8101(21)(A))

Evidence-Based Interventions

Three levels of evidence:

• Strong evidence - demonstrated by at least one well-designed and well-

implemented experimental study;

• Moderate evidence - demonstrated by at least one well-designed and well-

implemented quasi-experimental study;

• Promising evidence - demonstrated by at least one well-designed and well-

implemented correlational study with statistical control for selection bias.

*Fourth level:

• Evidence building - demonstrates a rationale based on high-quality research findings or

positive evaluation that an intervention is likely to improve student outcomes that do not yet have an evidence-base qualifying as one of the first three levels.

School Improvement Process

Step 3: Plan for implementation

• Spring 2019
• Regional Meetings
• Training
• On-Site Visits
• Technical Assistance
• Professional Learning
• Develop SMART goals
• Specific, Measurable,

Achievable, Relevant, Time Bound

• Develop Action Plan

School Improvement Process

Step 4: Implementation

• f Plan
• 2019-2020
• Assignment of School

Support Specialist to Site

• Instructional

Coaching

• Leadership Coaching
• Model Teaching
• Professional Learning

School Improvement Process

Step 5: Examine & Reflect

• Quarterly review of site

benchmark data

• Progress monitoring by

OSDE staff

• End of year data review
• Revise plan as needed

Office of School Support & Improvement

• Shelly Ellis, Ph.D., Executive

Director

• Robin Anderson, M.Ed., Director
• f School Improvement Grants
• Deborah Cornelison, M.Ed.,

School Support Specialist

• Lorraine Eldrenkamp, M.Ed.,

School Support Specialist

• Jan Foreman, M.Ed., School

Support Specialist

• Megan McElroy-Griffith, M.Ed.,

School Support Specialist

• Kelly Otis, M.Ed., School

Support Specialist

• Joyce Rock, M.Ed., School

Support Specialist

• Shawna Wilson, M.Ed., School

Support Specialist

• Zada Sery, B.S., Grants

Management Specialist

• Janie Stewart, School Support

Coordinator