New Hampshire Department of Education: State Support System Presentation to NH School...

New Hampshire Department of Education: State Support System

Presentation to NH School Administrator’s Association“Living with the NCLB Act” conference

September 20, 2005

State Accountability

NCLB requires the following: “A State shall identify for improvement any local education agency

(district) that, for two consecutive years, has not made adequate yearly progress as defined in the State’s plan.”

The State identified 18 districts as Districts In Need of Improvement based on two years of NHEIAP data. Three districts appealed the designation and were granted the appeal by the NH State Board.

After appeal:

•6 districts are identified in area of reading•7 districts are identified in the area of mathematics •2 districts have been identified in both reading and mathematics

State’s Responsibility for Technical Assistance

• RSA 193 H - Local Education ImprovementThe Department of Education and the State

Board of Education shall work cooperatively with the school or school district to provide assistance.

• NCLB For each local education agency (district)

identified under paragraph (3), the State education agency shall provide technical assistance or other assistance if requested, as authorized under section 1117.

This is a National Dialogue

Standards-based reform requires changes in the role of state education agencies and district central offices.

Districts are critical to the improvement process through the provision of resources, information and incentives to facilitate school improvement.For each school identified for school improvement, the district shall

ensure the provision of technical assistance – this includes analyzing data from the state assessments and other examples of student work, to identify and address problems in instruction.

States play a key role in supporting districts as they move through this process: needs assessment, planning, resources for implementation, and evaluation

Taken from a CCSSO report – March 2003

What does the law require?

• SEC. 1117. SCHOOL SUPPORT AND RECOGNITION.

(a) SYSTEM FOR SUPPORT,-(1) IN GENERAL, - Each State shall establish a

statewide system of intensive and sustained support and improvements for local education agencies and schools receiving funds under this part, in order to increase the opportunity for all students served by the agencies and schools to meet the State’s academic content standards and student academic achievement standards.

What is the State’s Responsibility?STATEWIDE SYSTEM

1. Establishing school support teams.2. Providing such support as the State educational

agency determines necessary and available in order to ensure the effectiveness of such teams.

3. Designating and using distinguished teachers and principals chosen from schools served under this part that have been especially successful in improving academic achievement.

4. Devising additional approaches to providing assistance, such as providing assistance through institutions of higher education and educational service agencies or other local consortia, and private providers of scientifically based technical assistance.

Student

Standards-Based CurriculumInstructionAssessment

Structural Reform Strategies

Leadership & Governance

External Support/ Resources

Culture & Climate

Professional Development

Data-Based Accountability & Evaluation

Extended Learning Activities

Parent & Community Involvement

The NH Focus

State Support System: A Draft Action Plan

Draft created by a team of Department staff and members of the School Improvement Advisory Committee that participated in the Council of Chief State School Officers Conference on Rewards and Sanctions in February, 2005.

Indicator What exists? What is needed? Gap Action and Stakeholders


Indicator What exists? What is needed? Gap Action and Stakeholders

Commonexpectation of studentsuccess

NH Curriculum Frameworks

Grade Level Expectations (GLE)

Grade Span Expectations (GSE)

English Language Proficiency Standards

Roll out of GLEs andGSEs that include alladministrators,contractors, teachers,DOE staff.

NECAP Informationadministration withaccommodations.

Belief that this is for all students:

SPED ESOL Students in

poverty

Provide assistance toschools through• SETACS• Department Staff• School

Improvement Coordinators

• Contracted Vendors

• Regional Content Meetings

• Title I and SPED Regional Groups


Indicator What exists? What is needed?

Gap Action and Stakeholders

Support for students at risk: •Educational disabilities•ESOL•Poverty

SPED DirectorsSPED Advisory Committee (SAC)ESOL Coordinators 21st Century Grants

Data that shows what is working; what is the relationship between: •PBIS and student achievement•21st Century and student achievement

An analysis of schools that are succeeding with students at risk

Through the DINI plans begin to gather data for analysis.

Work with DOE staff and coordinators of PBIS and 21st Century programs to collect data




Focus on prevention•Early Intervention•Access to the general curriculum for all learners

Even StartReading FirstReading RecoveryParents as Teachers programEarly Literacy local activitiesSPED preschool programs

Data that shows: -What is working-What is the relationship between the programs and student achievement

How to identify and communicate lessons learned to all schools




Professional Development•Teacher Skills•Content Knowledge•Instructional Leadership

PD Master plansMathematics-Science partnerships (MSP)ACROSSCIELMentoring programsE2T2SALT

•A examination of the relationship between the Master plans, Consolidated Applications, SINI and DINI plans•Inventory and evaluation of the MSP, ACROSS, CIEL, Mentoring and other programs

•Analysis of the relationship between various plans teacher development•Inventory of schools and districts that have participated in various programs to: - identify success in raising student achievement - what were causes




Resources:•Reorganize•Reallocation

•An examination within the Department of how funds can be focused•Identification of districts that have coordinated and maximized funding sources

Initial discussions occurring within DOE




Continuous improvement systems in place that are student achievement centered

Department support of schools and districts identified as in need of improvement:FundingRoot Cause AnalysisInstitutes

- CSI

- HOPE

Department plan for coordinating activities to support continuous improvement

Not currently done Planning occurring to identify 5 districts to conduct case studies examining how the Department/district interaction




Data-informed decisions

Variety of local activitiesInitial stage of State Assigned Student ID (SASID)

•Identification of strategies used at local level•Phase II of SASID

•Analysis of success of local strategies •Support for districts




Systems for providing support to schools and districts

Reading First CoachesReading Recovery Teacher LeadersFacilitatorsDistinguished EducatorsSurvey of the Enacted Curriculum (SEC)Impact CentersCSR

•Inventory and mapping of participation•Plan to coordinate




Strategic partnerships

NHSAANHASPNEA NH/NH F of TUniversities/

collegesContent organizations

More explicit partnerships




Closing of the achievement gap

2 years of NHEIAP data

•Additional data•Analysis of specifics of gap




Technology access for school/

district improvement

PD Centers Identification of how to:•best use centers to support improvement work• create long term funding support for centers



Next Steps:• Team of Department staff participating with district leadership

representation in CCSSO Supporting Low Performing Schools and Districts meeting in October to examine current NH strategies and plans in relation to work occurring in other states

• Hiring of distinguished educators in content, school improvement and data strategies areas

• Regular meetings with district improvement coordinators• Renewal of contracts with IMPACT centers, SEC and discussion of

strategies to use these resources• Discussion with University of Virginia regarding participation in

development of a Turn Around Specialist program• Collaboration with Brown University’s Comprehensive School

Reform Support and Capacity Building Program

• ?

If you have questions or suggestions contact:

Members of the School Improvement Advisory Committee:

Mary Ellen Hannon - Assistant Superintendent, SAU 10 (Derry)

Jacqui Gillette – Superintendent, SAU 6 (Claremont)

Sharyn Orvis – Curriculum Coordinator, SAU 59 (Winnisquam)

Department of Education

Gary Guzouskas – Administrator, School Improvement

New Hampshire Department of Education: State Support System Presentation to NH School...

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