guidance for no child left behind title i school improvement presented by: karen davies, title i...

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


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


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


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



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.


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


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.


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


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)


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


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.


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


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.


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


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.


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


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.


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.


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.



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%


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 . . .


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.


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



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.



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.



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


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.


§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.


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


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)


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


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


SES Agreement

The LEA must develop the agreement in consultation with the parent and the supplemental service provider.


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


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

[email protected]

(304)558-7817

or your Title I State Representative

mailto:[email protected]

Thank you for your continuous contribution to improving the lives of

children throughout West Virginia!

guidance for no child left behind title i school improvement presented by: karen davies, title i...

Documents

school plan

school anddesigned

school improvementnext

sanctionsreview of title

meeting ayp standards

corrective actionthe

schools allocation

year base datait