guidance for no child left behind title i school improvement presented by: karen davies, title i...
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Guidance for No Child Left Behind
Title I School Improvement
Presented by:Karen Davies, Title I School Improvement Coordinator
Requirements for School Improvement No Child Left Behind §1116
Overview of Presentation
• Review of Title I Sanctions • School Improvement Plan Revisions• Incorporation of Professional Development• LEA Peer Review Process & Responsibilities• School Improvement Grants• School Choice/Supplemental Educational
Services Implementation• WVDE Reporting Requirements• SEA Technical Assistance
Review of Title I Sanctions
• It takes two consecutive years of not meeting AYP to be identified for school improvement
• Next year . . . two consecutive years of not meeting AYP in the same subject to be identified for school improvement (this year base data)
• It takes two consecutive years of meeting AYP to be removed from school improvement status
Review of Title I Sanctions
2003 AYP
2004 AYP
Fall 2004
2005
AYP
Fall
2005
2006
AYP
Fall 2006
Utopia Elementary X X SC X SC
SES
X SC
SES
CA
Example 1:
Example 2:
2003 AYP
2004 AYP
Fall 2004
2005
AYP
Fall 2005
2006
AYP
Fall
2006
Paradise Elementary X X SC SC OFF
Review of Title I Sanctions
After two consecutive years of not the meeting AYP standards, the LEA shall:
Identify the school for improvement Provide notice to parents of all students in the school Develop or revise the school plan Ensure that 10% of the school’s allocation is utilized for professional development each year the school is identified for improvement Provide technical assistance from LEA and SEA Offer public school choice
After three consecutive years of not the meeting AYP standards, the LEA shall:
Identify the school for improvement Provide notice to parents of all students Develop or revise the school plan Ensure that 10% of the school’s allocation is utilized for professional development each year the school is identified for improvement Provide technical assistance from LEA and SEA Continue to offer public school choice Provide supplemental educational services
Review of Title I Sanctions
After four consecutive years of not the meeting AYP standards, the LEA shall:
Identify the school for improvement Provide notice to parents of all students Develop or revise the school plan Ensure that 10% of the school’s allocation is utilized for professional development each year the school is identified for improvement Provide technical assistance from LEA and SEA Continue to offer public school choice Provide supplemental educational services Implement corrective action
Review of Title I Sanctions
Review of Title I Sanctions
Defining Corrective ActionThe term “corrective action” means action consistent with State law, that substantially and directly responds to:
Consistent academic failure of a school that caused the LEA to take such action;
Underlying staffing, curriculum, or other problems in the school; and
Designed to increase the likelihood that each subgroup will meet or exceed the State’s proficiency levels of achievement.
Review of Title I Sanctions
Corrective Action
The LEA must choose at least one of the following:
Replace staff that is relevant to failure to make AYP Institute and implement a new curriculum providing
appropriate professional development Significantly decrease management authority at school Appoint outside expert to advise the school Extend the school day or school year Restructure the internal organizational structure of the
school
Review of Title I Sanctions After five consecutive years of not the meeting AYP
standards, the LEA shall:
Identify the school for improvement Provide notice to parents of all students Develop or revise the school plan Ensure that 10% of the school’s allocation is utilized for
professional development each year the school is identified for improvement
Provide technical assistance from LEA and SEA Continue to offer public school choice Provide supplemental educational services Implement corrective action Develop a plan for alternative governance
Review of Title I Sanctions
Restructuring Options
The LEA shall implement at least one of the following arrangements:
*Reopen the school as a public charter school Replace all or most of the school staff relevant to the failure of the
school Enter into a contract with an entity with a demonstrated record of
effectiveness to operate the school Turn the operation of the school over to the State Any other major restructuring that makes fundamental reforms*There are no charter schools in West Virginia. Therefore, this is not an option.
Review of Title I SanctionsAlternative Governance
The school does not make AYP for six consecutive years:
Identify the school for improvement Provide notice to parents of all students Develop or revise the school improvement plan Ensure that 10% of school’s allocation is utilized for
professional development Continue to receive technical assistance from LEA and SEA Continue to offer public school choice Continue to provide supplemental services Implement Alternative Governance
School Improvement Plan Revisions
The school must develop or revise a
school plan that must be approved by the LEA.
School Improvement Plan Revisions
The plan must . . .
be developed or revised not later than three months after being identified for improvement;
cover a two-year period that specifically addresses the academic issues that caused the identification for school improvement; and
be implemented “immediately upon approval” by the LEA.
School Improvement Plan Revisions County and School Support Team
Composed of individuals knowledgeable about scientifically based researched practices in teaching and learning and a variety of school reform initiatives
Highly qualified teachers and principals Pupil services personnel Parents Representatives from RESA Representatives of higher education Consultants Other individuals as the SEA or LEA may deem appropriate
School Improvement Plan Revisions
What are the responsibilities of the school support team?
Review and analyze all facets of the school’s operation and use findings to make improvement recommendations
Collaborate with school staff, LEA staff, and parents to design, implement, and monitor a meaningful and realistic school improvement plan that can be expected to assist the school in meeting its improvement goals
Monitor the implementation of the school improvement plan and request additional assistance from the LEA or SEA
Provide feedback at least twice per year to the LEA (and SEA when appropriate)
School Improvement Plan Revisions
Consultation
The school must engage in significant consultation during the development of this plan specifically with:
parents school staff the LEA (county support team) outside experts
School Improvement Plan Revisions
Plan Purpose
The purpose of the plan is to improve the quality of teaching and learning in the school so that greater numbers of students achieve proficiency in the core academic subjects of reading and mathematics.
School Improvement Plan Revisions
Specifically, the plan must address:
• core academic subjects• measurable goals and objectives• research based instructional strategies • sustained professional development• teaching coaching/mentoring • technical assistance from LEA and SEA• parent involvement• extended learning time
School Improvement Plan Revisions
Core Academic Subjects
The plan must demonstrate that the school will implement policies and practices grounded in
scientifically based research that are most likely to bring all groups of students to proficiency in reading
and mathematics by 2013-2014.
School Improvement Plan Revisions
Examples of “policies and practices” that affect teaching and learning include those that . . .
build school infrastructures (such as regular data
analysis); involvement of teachers in decision-making; and the allocation of resources to support core goals
School Improvement Plan Revisions
Teacher Mentoring Program High quality, structured mentoring programs have a
positive effect on the retention of qualified teachers. Therefore, all schools identified for improvement must
incorporate a teacher mentoring program. Mentoring programs pair novice teachers with more
experienced professionals who serve as role models and provide practical support and encouragement.
School Improvement Plan Revisions
How can a school meet the teacher mentoring/ coaching requirement?
Employ a literacy or academic coach Contract services for a literacy or academic coach Establish peer coaching groups/study groups within
the school that focus on research based instructional strategies
Utilize a school level Title I specialist as a coach within the school
School Improvement Plan Revisions
Parent Involvement
The plan must address parental involvement in two ways:
The plan must describe how the school will provide written notice about the identification to parents of each student enrolled in the school; and
Must also include strategies to promote effective parental involvement in the school.
School Improvement Plan Revisions
Extended Time
The plan must incorporate, as appropriate, activities before school, after school, and during the summer.
The ESEA specifically states that a school may implement a
comprehensive reform model as part of the improvement plan.
School Improvement Plan Revisions
Incorporation of Professional Development
A Title I school (regardless of the program – SW or TA) identified for school improvement must spend 10% of the school’s total allocation, for each year that the school is in improvement (to provide the school’s teachers and principal(s) high quality professional development).
The plan must be specific in describing how the funds will be used (10% professional
development requirement and school improvement grant funds) in order to remove the school from school improvement status.
Incorporation of Professional Development
Incorporation of Professional Development
Professional development must . . .
directly address the academic achievement problem that caused the school to be identified for school improvement;
• meet the requirements of section 1119 (highly qualified teachers) and the definition of “professional development” as defined in NCLB Title IX; and
• be provided in a manner that affords relevant staff with an increased opportunity for participation in the professional development activities.
Joyce and Showers (2002)
Professional Development
Knowledge
(thorough)
Skill
(strong)
Transfer
(implementation)
Theory 10% 5% 0%
Demonstrations 30% 20% 0%
Practice &
Feedback
60% 60% 5%
Peer Coaching or Collegial Support
95% 95% 95%
Incorporation of Professional Development
LEA Peer Review Process
LEA establishes a process for the peer review of the Title I plans
Within 45 days of receiving the plan, the LEA must review the school plan
If needed, the LEA must work with the school to make necessary revisions
The LEA shall approve the school plan if it meets the requirements of §1116
Complete and return the SEA assurance checklist
LEA Responsibilities
LEA Technical Assistance
The LEA bears the primary responsibility for ensuring that a school in improvement receives technical assistance, as the plan is developed or revised and throughout the implementation of the plan.
However, the LEA may seek outside resources to provide technical assistance . . .
LEA Responsibilities
Other acceptable technical assistance providers include:
the State Educational Agency (SEA); an institution of higher education; a private, not-for-profit or for-profit organization; an educational service agency; or another entity with experience in assisting schools in
improvement.
LEA Responsibilities
In what ways must the LEA assist a school in improvement?
Specifically, the LEA must ensure that a school, in need of improvement, receives technical assistance based on scientifically based research in three ways:
data analysis
identification and implementation of strategies
budget analysis
LEA Responsibilities
LEA Technical Assistance
Data Analysis Assist the school to analyze State assessment results and
other examples of student work Teach staff how to use data to:
identify and solve problems in instruction; strengthen parental involvement and professional
development; and fulfill other responsibilities that are defined in the school
improvement plan.
LEA Responsibilities
LEA Technical Assistance
Identification and Implementation of Strategies Assist the school to chose effective instructional
strategies and methods Ensure that staff receives relevant high quality
professional development Ensure that chosen strategies are grounded in
scientifically based research Ensure that the school is addressing specific
instructional issues that caused the school to be identified for improvement.
LEA Responsibilities
LEA Technical Assistance
Budget Analysis Assist in analyzing and revising the school’s
budget(s) to fund activities most likely to increase student achievement and remove it from school improvement status
LEA Responsibilities
Measurable Goals and Objectives
Establish specific, annual, measurable objectives for continuous and substantial progress by all students and subgroups that will ensure proficiency by 2013-2014.
The goals and objectives provide a means of tracking the school’s progress during the implementation of the plan.
School Improvement Grants
NCLB §1003 (a-c): For fiscal years 2004-2007 the State must reserve 4% of its Title I, Part A total allocation to:
support local school improvement activities; and provide technical assistance to LEAs that are identified
for improvement.
Of the amount reserved, the SEA must allocate not less than 95% directly to LEAs that operate schools identified for improvement to support improvement activities.
School Improvement Grants
§1003 further states that the SEA shall give priority to LEAs that:
Serve the lowest performing schools; Demonstrate the greatest need for such funds; and Demonstrate the strongest commitment to ensuring
that the funds are utilized to meet progress goals.
School Improvement Grants
Use of School Improvement Grant funding:
Support research based initiatives; Provide professional development; Enhance meaningful parent and community involvement
activities that are directly linked to classroom instruction; and
Increase the extended day/year opportunities for students based on scientifically based improvement strategies.
School Choice Offer school choice to all students until the school is no
longer identified for improvement (SW and TA) Provide a window of opportunity (All school choice
transfers must be completed by September 15, 2005) Grant priority to the lowest achieving disadvantaged
students (eligible for free and/or reduced meals) May offer supplemental educational services in lieu of
school choice for the first year a school is identified for improvement ONLY if there are no schools available for school choice within the district or through agreements with other districts
Track LEA costs for implementing school choice
School Choice
Identify schools with the capacity to accept transfer students
Develop transportation plans Develop letters of communication and the
application for school choice Determine the amount of time you will permit
parents to make application for school choice Plan general information sessions to explain
school choice
School Choice
Selection of Schools
Provide a choice of at least two schools (if possible) Schools of choice must not be identified for improvement status and have the capacity to accommodate transfers
Consider ability to pay transportation costs Adhere to the civil rights requirements Provide for needs of special education students
School Choice
School Choice for Special Education Students
Ensure that students with disabilities receive education that is consistent with their IEP or 504 plan
School of choice must implement the IEP the prior school developed OR reconvene an IEP team meeting and develop a new IEP
Comply with other provisions of ADA, including accessibility provisions
School Choice
Responsibilities of Receiving Schools
Ensure that parents are informed that the students must be properly enrolled
Ensure that the students are enrolled in classes and other activities in the school in the same manner as the other students
Apply county and/or state policies for athletics to all students who transfer
School Choice
Prepare general information about school choice Gather information about receiving schools concerning:
− academic achievement− special programs offered at the school
Prepare for parent visitations to receiving schools Develop answers to questions that parents may ask about
the receiving school (e.g. hours of operation, number of students, clubs, sports programs etc.)
Prepare media releases
School Choice
Finally,
Remember that the number of students who apply for a transfer can be minimized if you stress the successes and improvements the school has been making in student programs and achievement.
Remind parents that school choice is an “option” and that their child may remain enrolled in their present school
Supplemental Educational Services
LEA Responsibilities
1. Provide notice of the availability of supplemental services, at least annually, to the parents of eligible students Identify for parents the SEA approved providers that are
available in the area (must be included in the letter) Describe the services, qualifications, and evidence of
effectiveness for each provider (must be included in the letter) Describe the procedures and timelines parents must follow in
selecting a provider for SES May conduct an informational meeting/provider fair for parents Provided in a uniform format that is easily understood
2. Assist parents in selecting a provider (if requested)
Supplemental Educational Services
Defining Supplemental Educational Services
1. Additional academic assistance designed to increase the academic achievement for eligible (free and reduced lunch) students
2. Instruction must be outside the regular school day-before/after school, weekends, summer
Supplemental Educational Services
LEA Responsibilities (Continued)
3. Apply fair and equitable procedures for serving studentsif the number of spaces at the approved provider is not sufficient to service all students
4. Maintain confidentiality concerning the identity andrecords of any student who is eligible for or receiving supplemental services unless written parental permission is obtained
5. Develop an agreement (contract) with the supplemental service provider6. Assist the SEA in identifying SES providers and in monitoring the quality
and effectiveness of SES services
Supplemental Educational Services
SES Agreement
The LEA must develop the agreement in consultation with the parent and the supplemental service provider.
Supplemental Educational Services
Contents of the Agreement Statement of specific achievement goals Explanation of how the student’s progress will be
measured Description of how the student’s parents will be
informed of progress Description of how the student’s teacher will be
informed of progress Timetable for improving achievement Provision for termination of the agreement if the
provider is unable to meet goals and timetable
Supplemental Educational ServicesContents of the Agreement (continued)
Provisions for payment to the provider by the LEA – include provisions for missed sessions
Identification of the number of sessions that can be offered for the monetary “amount that each LEA shall make available for supplemental educational services for each child receiving these services”
Assurance that the provider will not disclose to the public the identity of any student eligible for, or receiving supplemental services without the written permission of the parents
Assurance that SES will be provided consistent with applicable health, safety, and civil rights laws
Supplemental Educational Services
Using SES Funds Correctly Funds may only be used to provide supplemental
educational services to eligible students Maintain separate financial records for each student
served Use tutoring attendance records to support financial
records Establish a separate line item for funds from
supplemental services
WVDE Reporting Requirements
District Report for Title I Schools Identified for Improvement - Sept.30
District Report for School Choice – Sept. 30 Copy of letter sent to parents for school choice – Sept. 30 District Report for Supplemental Educational Services – Nov. 1 Copy of letter sent to parents for SES – Nov. 1 School Improvement Assurance Checklist – before or
approximately Dec. 1 (Required prior to release of funding/LEA has 45 days to review)
SEA Technical Assistance
Collegial Coaching Meetings− October 27-28, 2005 (Charleston Marriott)− December 13-14, 2005 (Flatwoods Days Inn)− March 7-8, 2006 (Morgantown Radisson)− July 12-13, 2006 (Beckley Tamarack)
Comprehensive School Reform Competition− Informational Meeting September 30, 2005 (Charleston Embassy)− Mandatory Grant Writing Workshops (6 sessions Sept-Jan)− CSR Grants due January 31, 2006− Approximately ten grants will be funded
TA for School Improvement Plan Revision− October 6-7, 2005 (Location TBA this week)− November 17, 2005 (Location TBA this week)
A final word . . .
The USDE urges LEAs to avoid a one-size-fits-all plan for providing
technical assistance to their schools in improvement.
Thus, it is essential that the school support team drafts the plan and the
LEA revise and approve the plan.
Resources No Child Left Behind Act of 2001
- Section 1116 (b)(2) (A)-(C) Non-regulatory Guidance
− School Improvement, January 7, 2004 (Section C: School Improvement Plan)
− Public School Choice, February 6, 2004− Supplemental Educational Services, June 13, 2005
The New Title I: The Changing Landscape of Accountability by Kristen Tosh Cowan, Esq. (Revised March 2005)
Title I Handbooks, Volumes I and II Title I Tool Kit for School Improvement Title I Website (Calendar, School Improvement Section, etc.)
For further or specific technical assistance contact . . .
Karen Davies,
West Virginia Department of Education
Title I School Improvement Coordinator
(304)558-7817
or your Title I State Representative
Thank you for your continuous contribution to improving the lives of
children throughout West Virginia!