SI Support for 1003(g) Application Process

Alabama State Department of EducationFederal ProgramsFY 2011 School Improvement Grant (SIG) Information SessionSession OverviewPart IOutcomesPurpose of the School Improvement GrantAlabamas Revised Definition of Persistently Lowest-AchievingDetermining TiersLEA Priority for Serving SchoolsFinancial Opportunities

Part IIUSDOE Intervention ModelsSession Overview (contd)Part IIITier Application DocumentsTimelineOther Information

Question and Answer Session

Session OutcomesParticipants will better understand:The purpose and tenets of the School Improvement GrantAlabamas revised definition of persistently lowest-achieving schools (PLA);The four USDOE required intervention models for identified schools; The LEA/school application processThe timeline for support, submission, and implementation.Participants should have the following handouts:SIG PowerPoint presentation (available after the webinar)

Alabamas revised definition of PLA (DRAFT)

Tier Application Documents (DRAFT)

SIG Guidance February 23, 2011

SIG Final Requirements

School Improvement Grant PurposeThe goal for the use of the SIG is to

Provide funding opportunities to allow LEAs to effectively turn around identified schoolsCompetitive application process

Encourage LEAs to focus support on persistently lowest-achieving schools.

In Alabama, the vast majority of our schools will not qualify as persistently lowest achieving schoolsPersistently lowest achieving schools are considered those in need of the most rigorous interventions.

6Secretary Duncans ExpectationsOur goal is to turn around the 5,000 lowest-performing schools over the next five years, as part of our overall strategy for dramatically reducing the drop-out rate, improving high school graduation rates, and increasing the number of students who graduate prepared for success in college and the workplace.

Arne DuncanSecretary of EducationAugust 2009See, there is a charge set before us. Alabama wants to be recognized as one of the states that stepped up to the challenge and met it.7Alabamas Revised Definition of Persistently Lowest -Achieving (PLA) SchoolsAs we go through the Tiers, remember that special schools must be included in these rankings8Clarifying the PLA DefinitionHow did the state define elementary and secondary?ElementarySecondary

What is the difference between Title I eligible and Title I served?Eligible, but not served poverty level 35% or greater but not selected for service by LEAServed currently identified for service by LEAClarifying the definition (contd)Over what period of time were schools reviewed?Three consecutive years

What indicators were reviewed?Number of students scoring proficient (Levels III and IV) in Reading/English Language Arts and Mathematics

Minimum NAny school with an N count below 40 will be identified based on the established criteria but will not be eligible for funding

No confidence intervalNo uniform averagingNo safe harborNo additional calculations for determining proficiency index (Level II does not count as .5)

10Performance MeasureThe performance measures for the definitions of Tier I and Tier II are the graduation rates under 60% for three consecutive years and the three-year sum of percentages of tested students in the all students group who were enrolled in the same school for a full academic year scoring proficient or higher in reading and mathematics on the Alabama Reading and Mathematics Test (ARMT), the Alabama High School Graduation Examination (AHSGE), and the Alabama Alternative Assessment (AAA) as required by Section 1111(b)(3) of the Elementary and Secondary Education Act.11Performance MeasureFor the purpose of the FY 2011 definition, the years that will be used to determine the three-year sum of percentages of tested students will be the FY 2008 (2007-2008), FY 2009 (2008-2009) and FY 2010 (2009-2010) school years.The years that will be used to determine the graduation rates under 60% will be the FY 2008 (2007-2008), FY 2009 (2008-2009) and FY 2010 (2009-2010) school years.12Lack of Progress MeasureThe lack of progress measure for the definitions of Tier I and Tier II is failing to make adequately yearly progress for two (2) consecutive years.For the purpose of the FY 2011 definition, the years that will be used to determine lack of progress will be the FY 2009 (2008-2009) and FY 2010 (2009-2010) school years.13Persistently Lowest-Achieving SchoolsLowest-achieving schools are those schools with the lowest three-year sum or those schools that have graduation rates under 60% for three consecutive years utilizing the Performance Measure and Lack of Progress above. 14Tier IA school that is in the lowest five percent (5%) or lowest five (5) schools, whichever is greater, of the group of schools that (a) are Title I-served schools and (b) are identified in any one of the School Improvement categories as defined in the federal No Child Left Behind Act of 2001, 20 U.S.C. secs. 6301 et seq., or its successor.

Or

A school whose graduation rate, based on the states approved graduation rate calculation, is less than sixty percent (60%) for three (3) consecutive years, in the group of schools that (a) contain a grade of 12 and (b) are Title I served schools.Proficiency averages will be based on students who attended a full academic yearThe BIG IDEA here is the support to Title I schools.Elementary schools were added here because the rationale is that if a school is struggling at this level is extremely risky for building strong student foundations.Elementary is defined as any school with a combination of K-8, but no grades above 8. AL did not have any schools qualify due to a grade rate as low as 60%

15Tier IIA school that is in the lowest five percent (5%) or lowest five (5) schools, whichever is greater, of the group of schools that (a) have any combination of grades, but contains a grade above 8, (b) are eligible for, but do not receive Title I funds, and (c) have at least a poverty level of 35% or greater, as defined in the federal No Child Left Behind Act of 2001, 20 U.S.C. secs. 6301 et seq., or its successor.Or

A school whose graduation rate, based on the states approved graduation rate calculation, is less than sixty percent (60%) for three (3) consecutive years, in the group of schools that (a) contain a grade of 12, (b) are eligible for, but do not receive Title I funds, and (c) have at least a poverty level of 35% or greater, as defined in the federal No Child Left Behind Act of 2001, 20 U.S.C. secs. 6301 et seq., or its successor.Tier II schools are the next group of low performing schools.The BIG IDEA here is to be able to provide support to Non Title I high schools that are struggling.Secondary schools are defined as a school with any combination of grades 5 12 but must contain a grade above 8. Again, these schools can be no higher-achieving than the highest achieving school within this tier.Discuss how Title I schools made the Tier II list

16Tier IIIRemaining schools that (a) are Title I-served schools, (b) are identified in any one of the school improvement categories as defined in the federal No Child Left Behind Act of 2001, 20 U.S.C. secs. 6301 et seq., or its successor, and (c) are not included in the definitions of Tier I and Tier II above.

This Tier provides an opportunity for the LEA to apply for grant funds on behalf of the other schools within the district that havent been classified in Tiers I or II.This is the lowest priority group for funding.Weights will not be used to exclude any schools from this group. LEAs may write for a total reform model OR for specific school improvement activities such as someone to assist with creation of formative assessments, a graduation coach, a ninth grade academy. Activities must be aligned with needs of the school.17Determining Tier I SchoolsTier I schools were chosen from a pool of 67 Title I-served schools in any category of School Improvement. Choosing five percent (5%) of the schools in this pool would result in 3 or 4 schools. Therefore, five schools (5) were chosen because it is greater than five percent (5%) of the pool.

Tier I schools were chosen from the pool based on the lowest three-year sum of percentages of tested students in the all students group who were enrolled in the same school for a full academic year scoring proficient or higher in reading and mathematics on the States Assessments.

Proficiency averages will be based on students who attended a full academic yearThe BIG IDEA here is the support to Title I schools.Elementary schools were added here because the rationale is that if a school is struggling at this level is extremely risky for building strong student foundations.Elementary is defined as any school with a combination of K-8, but no grades above 8. AL did not have any schools qualify due to a grade rate as low as 60%

18Determining Tier I SchoolsAlabama did not have any schools whose graduation rate, based on the states approved graduation rate calculation, was less than sixty percent (60%) for three (3) consecutive years, in the group of schools that (a) contain a grade of 12 and (b) are Title I served schools.Proficiency averages will be based on students who attended a full academic yearThe BIG IDEA here is the support to Title I schools.Elementary schools were added here because the rationale is that if a school is struggling at this level is extremely risky for building strong student foundations.Elementary is defined as any school with a combination of K-8, but no grades above 8. AL did not have any schools qualify due to a grade rate as low as 60%

19Determining Tier II SchoolsTier II schools were chosen from a pool of 160 Title I-eligible, but non-served schools containing a grade above 8. Also added to this pool were 45 Title I-served schools in any category of School Improvement containing a grade above 8. This is a total pool of 205 schools. Choosing five percent (5%) of the schools in this pool would result in 11 schools. Therefore 11 schools were chosen because five percent (5%) of the pool is greater than five (5).

Tier II schools were chosen from the pool based on the lowest three-year sum of percentages of tested students in the all students group who were enrolled in the same school for a full academic year scoring proficient or higher in reading and mathematics on the states assessments. Proficiency averages will be based on students who attended a full academic yearThe BIG IDEA here is the support to Title I schools.Elementary schools were added here because the rationale is that if a school is struggling at this level is extremely risky for building strong student foundations.Elementary is defined as any school with a combination of K-8, but no grades above 8. AL did not have any schools qualify due to a grade rate as low as 60%

20Determining Tier II SchoolsAlabama did not have any schools whose graduation rate, based on the states approved graduation rate calculation, was less than sixty percent (60%) for three (3) consecutive years, in the group of schools that (a) contain a grade of 12, (b) are eligible for, but do not receive Title I funds, and (c) have at least a poverty level of 35% or greater, as defined in the federal No Child Left Behind Act of 2001, 20 U.S.C. secs. 6301 et seq., or its successor.Proficiency averages will be based on students who attended a full academic yearThe BIG IDEA here is the support to Title I schools.Elementary is defined as any school with a combination of K-8, but no grades above 8. AL did not have any schools qualify due to a grade rate as low as 60%

21Determining Tier III SchoolsTier III schools were made up of the remaining Title I-served schools in any category of School Improvement that were not chosen as Tier I or Tier II schools.Proficiency averages will be based on students who attended a full academic yearThe BIG IDEA here is the support to Title I schools.Elementary schools were added here because the rationale is that if a school is struggling at this level is extremely risky for building strong student foundations.Elementary is defined as any school with a combination of K-8, but no grades above 8. AL did not have any schools qualify due to a grade rate as low as 60%

22USDOE Financial CommitmentIdentified schools can qualify for $50,000 - $2,000,000 per school

Grant allocation is renewable for up to two (2) additional years

Grant period ends September 2014Awards will be made to those LEAs who demonstrate the greatest need and the strongest commitment to using the funds to effect change within the served schools

Supplement not supplant rule still applies. Must still use state and local funds first in selected Grant schools

23LEA Options for Serving SchoolsLEAs that apply for a SIG grant must serve each of its Tier I schools using one of the four school intervention models unless the LEA demonstrates that it lacks sufficient capacity to do so.LEAs retain the discretion to determine whether it will serve any or all of its Tier II and Tier III schools.

See SIG Guidance dated February, 2011 Section H.LEA Priority for Serving SchoolsIf an LEA has one or moreIn order to get SIG funds, the LEA must commit to serveTier I, Tier II, and Tier III schoolsEach Tier I school it has capacity to serve; at a minimum, at least one Tier I school OR at least one Tier II schoolTier I and Tier II schools, no Tier III schoolsEach Tier I school it has capacity to serve; at a minimum, at least one Tier I school OR at least one Tier II school

Tier I and III schools, no Tier II schoolsEach Tier I school it has capacity to serve; at a minimum, at least one Tier I school

Tier II and Tier III schools, no Tier I schoolsThe LEA has the option to commit to serve as many Tier II and Tier III schools as it wishesSource: SIG Guidance, 2011LEA Priority for Serving Schools (contd)If an LEA has one or moreIn order to get SIG funds, the LEA must commit to serveTier I schools onlyEach Tier I school it has capacity to serve

Tier II schools onlyThe LEA has the option to commit to serve as many Tier II schools as it wishesTier III schools onlyThe LEA has the option to commit to serve as many Tier III schools as it wishes

Source: SIG Guidance, 2011The official list of schools will be posted to the website on February 17th. Please review the schools associated with your LEAs to make connections to the priority of support.

26QuestionsDo you have any questions regarding how schools were identified as PLA?

Do you have any questions regarding how your LEA will prioritize service?Part IISIG RequirementsSchools identified in Tiers I and II MUST implement one of the four required intervention models

Schools identified in Tier III MAY implement one of the four required intervention models OR may choose to implement other school improvement activities. Tier III schools that choose to do an intervention model are required to complete the Tier I and Tier II Application process.Intervention ModelsTurnaroundRestartSchool ClosureTransformationTurnaround Model Required ElementsSource: NASTID, 2010Support considerations:

Principal may be retained if assigned to school 2 years or less. At LEA discretion, principal may be reassigned and not released.LEA must detail in their application the process that will be used to evaluate and release staff, in addition to identifying whether non-instructional staff will be included in releases.If current instructional program meets qualifications, it can be continued. LEA must justify selection.How are they embedding PD into the plan for teachers related to the core program?How are they structuring continuous use of data to inform instruction? (formative, predictive validity, summative assessments)Increased learning time must be a longer day, week, or year schedule that significantly increases the total number of schools hours. Research supports a minimum of 300 hours per school year. Activities can be related to core academic subjects, enrichment subjects, and teacher planning time.If utilizing before and after school time as a component, LEA must ensure that program is available to all students.New governance structure examples: school reports to district turnaround office, district hires a turnaround leader who reports to Supt or CAO31Restart ModelLEA closes and reopens a school under an education management organization (EMO)

32Restart AYPLEA must rigorously review external management operators and submit process to the SDE

Must enroll all former students who wish to attend

If the LEA chooses, restart activities may be implemented in phases across the grade span

Any schools that choose to implement the Turnaround or Restart Model will have the option of starting over in the Adequate Yearly Progress (AYP) process. The schools AYP history will be erased and the school will begin again.

33School Closure ModelLEA closes a school and enrolls the students who attended that school in other schools in the LEA that are higher achieving.

School Closure ModelAlternate schools should be within reasonable proximity to the closed school SIG funds will generally be on a one-time assignment and may be used for activities such as:Parent and community outreachTransition servicesOrientation activities35Transformation Model Required ElementsSource: NASTID, 2010LEAs may contract with companies that specialize in transformation models.

Support considerations:Principal may be retained if assigned to school 2 years or less. At LEA discretion, principal may be reassigned and not released.Evaluation product developed with teacher and principal involvement refers to within the LEA versus at specific school.How will we support them to assess student growth? SDE Longitudinal Data System, once in place, will be instrumental to this component.LEA can determine the type and number of opportunities for staff to improve professional practice before removing from school.If current instructional program meets qualifications, it can be continued. LEA must justify selection.How are they embedding PD into the plan for teachers related to the core program?How are they structuring continuous use of data to inform instruction (formative, predictive, summative)?Increased learning time must be a longer day, week, or year schedule that significantly increases the total number of schools hours. Research supports a minimum of 300 hours per school year. Activities can be related to core academic subjects, enrichment subjects, and teacher planning time.If utilizing before and after school time as a component, LEA must ensure that program is available to all students.Ongoing mechanisms for community and family engagement may include organized parent groups, public meetings involving parents and community stakeholders, surveys, and partnerships with local and social health providers. Title I schools will already have something in place.SE and community oriented services may include establishing student advisories, PBS, ant-bullying, etc.New governance structure examples: school reports to district turnaround office, district hires a turnaround leader who reports to Supt or CAO

36Remember the SIG RequirementsAll four models require that the principal be removed

Schools identified in Tiers I and II MUST implement one of the four required intervention models.

Schools identified in Tier III MAY implement one of the four required intervention models OR may choose to implement other school improvement activities. Tier III schools that choose to do an intervention model are required to complete the Tier I and Tier II Application process.QuestionsDo you have any questions regarding the four USDOE required models?

Part III

Tier Application DocumentsTier Application DocumentsTier I and Tier II ApplicationTier I and Tier II Application Scoring RubricTier III ApplicationTier III Application Scoring RubricNeeds AssessmentFinal RequirementsBudget for LEAsMust develop/refine goals related to reading and math student achievement

Can also address other areas

Connections must be made to the CIP that will be implemented in 2011-2012

41LEA SIG ApplicationAvailable on the School Improvement Grants button on SDE web site

Application must include the revised 2011-2012 SIG Needs Assessment of CIP as the data foundation

Data to address focus on each of the required areas of the Intervention ModelsMust develop/refine goals related to reading and math student achievement

Can also address other areas

Connections must be made to the CIP that will be implemented in 2011-2012

42Changes to the ApplicationLEA and School application is one documentPre-implementation PeriodIncreased emphasis on Parent and Community Engagement

Examples of how funds may be used include, but are not limited to: holding parent and community meetings to review school performance, discuss the new model to be implemented, and develop school improvement plans in line with the model selected;

recruiting and hiring the incoming principal, leadership team, and instructional staff;

conducting a rigorous review process to select, and then contracting with, an education management organization, or an external provider;

providing professional development that will enable staff to effectively implement new or revised instructional programs that are aligned with the schools comprehensive instructional plan and intervention model.

Parent and Community Engagementconsulting with families and community members during the selection, planning, and implementation of a school intervention model.

emphasis on the importance of family engagement activities to support student achievement generally.43Measuring ProgressMonthly walkthroughs and observations will be required based on the CIP review schedule (Reported to SDE quarterly)

Visits from the SDE Federal Programs staff

Annual Goals will be used to assess the progress of a served school.

Leading Indicators are additional metrics that will be used to assess the progress of a served school. See Handout. (Report quarterly)

2010 SIG TimelineMarch 10th: SIG Information Web Session March 14th April 21st: SIG Mini-Web sessions (pre-taped)April 22nd: Tier I and Tier II Applications due to SDE (6 weeks)TBA: Tier I and Tier II awards announcedTBA: Tier III awards announcedSummer: Preparation for Pre-implementation PeriodQuestionsDo you have any questions regarding the Tier Application documents?Do you have questions about the SIG Timeline?

Question & Answer Session 47Technical Assistance and SupportEligibility and AwardsContact Dr. Marcus Vandiver mvandiver@alsde.edu

Development of the applicationContact Dr. Marcus Vandiver mvandiver@alsde.edu

SIG General QuestionsContact Dr. Marcus Vandiver mvandiver@alsde.eduContact Ann Allison aallison@alsde.edu48ReferencesU. S. Department of Educationhttp://www2.ed.gov/programs/sif/legislation.html

Alabama Department of Educationhttp://www.alsde.eduClick on the School Improvement Grant button located on the homepage49