north carolina esea flexibility focus schools 1. how are focus schools identified? title i schools...
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Focus Schools 3 Will the LEA be required to offer afterschool tutoring in its Focus Schools? No. Rather than focusing on implementing a “program,” districts must implement interventions in its Focus Schools that reflect evidence-based best practices aligned to overall school improvement efforts within the Title I school program. The comprehensive school plan must identify how the interventions demonstrate the most likelihood for increasing the academic performance for under-performing student subgroups. This may include afterschool tutoring. June 11, 2012TRANSCRIPT
North Carolina ESEA Flexibility
Focus Schools
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How are Focus Schools identified?
Title I schools with in-school gaps between the highest- achieving and lowest-achieving subgroups
Title I schools with a proficiency score below 50%
Uses 3 years of data beginning with 2010-11 and two prior years
Focus Schools
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Focus Schools
Will the LEA be required to offer afterschool tutoring in its Focus Schools?
No. Rather than focusing on implementing a “program,” districts must implement interventions in its Focus Schools that reflect evidence-based best practices aligned to overall school improvement efforts within the Title I school program. The comprehensive school plan must identify how the interventions demonstrate the most likelihood for increasing the academic performance for under-performing student subgroups. This may include afterschool tutoring.
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Focus Schools
With an approved waiver:• An LEA may choose to implement afterschool tutoring or other
interventions in its Focus schools.• These afterschool tutoring services may be offered in a Focus
school with funds reserved at the district level or funds provided in school allocations.
• Services are not limited to low-income students or subject to the per pupil cap.
• An LEA may continue to offer services through its own state-approved SES provider organization or may offer tutoring through a school (non-SES) program or through some other partnership with an external provider (e.g., State-approved SES, other tutoring service providers, volunteer programs, etc.).
• An LEA has flexibility in the use of funds previously required to implement choice/SES to support its Focus schools as well as its other Title I schools (i.e., 20% of total Title I allotment).
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Are there specific interventions that are required?
No. However, the interventions selected must be:–Aligned to the school needs assessment–Supported through school processes (e.g., increased learning time)–Supported through effective instruction (e.g., methods or practices appropriate for the identified subgroups)–Supported through high-quality job-embedded professional development–Monitored through the use of academic assessments with teacher input–Supported with plans to ensure family engagement
Focus Schools
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How do LEAs get started?
The LEA should follow the same process used each year for planning the Title I schoolwide program including stakeholder consultation during the development of the plan. In order to ensure the LEA implements some of the proposed interventions during the 2012-13 school year, the revised school plan should be approved by the LEA by November 1, 2012.
Focus Schools
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If the LEA has schools identified as Focus, must parents be notified of the status?
Under this flexibility, an SEA and its LEAs must include the identification of schools under the SEA’s new differentiated recognition, accountability, and support system, including focus schools, in their annual report cards. An SEA and Title I LEAs must still meet all of the other statutory State and LEA report card requirements.
Although an SEA and its LEAs will no longer have to report on LEAs and schools that
have been identified for improvement, corrective action, or restructuring since no such LEAs or schools will be identified, Title I, Part A continues to provide for substantive parental involvement at every level of the program. Because regular communication is the foundation of effective parental involvement, SEAs, LEAs, and schools must continue to provide information about district, school, and student progress to parents.
Focus Schools
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What happens if subgroups do not meet AMOs?
Progress on AMOs, along with other measures of student achievement; will be reviewed annually by the SEA to determine schools/districts that may need additional support within the Statewide System of Support. Districts should also review AMO progress and use the results in making decisions about interventions and strategies to address in the district’s Title I Plan that will meet the needs of under-performing subgroups.
Focus Schools
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How can schools exit Focus status?
In order to exit Focus School status, Focus Schools must demonstrate sufficient progress based on the following:
•Meet a minimum proficiency standard/graduation rate of 60%•Make progress on closing significant gaps between subgroups (no gaps greater that the state average)•Make progress on meeting “all AMOs” (90%)•Meet the 95% participation rate rule for all subgroups
Focus Schools
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What happens if a Focus School does not make sufficient progress at the end of three years?
LEAs with identified schools that do not exit Focus status must establish a School Implementation Team with a designated coordinator. The team will utilize the NC Indistar Tool to facilitate the continuous improvement process.
Schools that do not exit Focus status will be given priority for SEA monitoring and support.
Focus Schools
What is NCCCIP?
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North Carolina Comprehensive, Continuous Improvement Plan
A Web-based tool for electronic submission, review and approval of Entitlement and Competitive funding applications One view for NCDPI and Districts.
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Planning Tool Conceptual OverviewSchool Plan
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Same concepts apply to School Plan as District Plan except the following:
• School Plans Inherit Goals and Strategies from the District Plan
• School Plans do not inherit Action Steps from the District Plan
• School Plans create separate Action Steps from District Plan
Planning Tool Conceptual OverviewEntry Screen
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School Plan is accessed by selecting the appropriate school and clicking on School
Accessing Focus School Plan Components
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Focus School Plan Components are accessed from the School Plan Overview Screen
Focus School Component Tab
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Action Steps
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• Specific action to be taken in support of a strategy
• Most specific level of narrative detail that can be indicated within the goal hierarchy
Action Step/Plan Component Relationship
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• Once an Action Step is expanded inside the Plan, a link to Create Component Relationship is displayed
• Action Steps may be used to fulfill multiple Plan Component Requirements
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Action Step/Plan Component Relationship
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• Once user clicks Create Component Relationship, the screen below is displayed
• User selects the Plan Component Item that is supported by that Action Step
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Action Step/Plan Component Relationship
After the Action Step/Component Relationship is saved it is displayed on the Plan Overview Screen
User may delete the Action Step/Component Relationship by clicking the trash can icon
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Action Step/Plan Component Relationship
The Related Action Step now displays under the Component Item inside the Plan Component tab and the associated checkbox is marked Compliant
Questions and Feedback
Focus Schools
