1. Designing a Quality Schoolwide Program
Presented by:
Leticia Lovejoy, Title I Reading Coordinator
Jane Massi, Title I Consultant
WEST VIRGINIA DEPARTMENT OF EDUCATION

2. Why am I here? “School starts in a few weeks . . .”
“I need more preparation time. .”

3. NCLB, Section 111 4(b)(2)(A)(i-iv)
Why am I here?
Any eligible school that desires to operate a schoolwide program shall, with the assistance of the LEA (local education agency) first develop or amend a comprehensive plan for reforming the total instructional program in the school.
NCLB, Section 111 4(b)(2)(A)(i-iv)
NCLB specifically states that a new title I Title I school or a school transitioning from a TA to a SW program must, over a one year period, develop a comprehensive plan over a one-year period. . .
Unless the LEA (local education agency) determines that less time is needed.
Once the initial plan is developed, the school may continue to operate the program by developing amendments to its existing plan.
OR principals and teachers new to working in schools receiving Title I services need to be able to effectively update and implement a school’s current strategic plan.

4. NCLB, Section 111 4(b)(2)(B)(i)(I)
Why am I here?
The comprehensive (schoolwide) plan shall be developed during a one-year period, unless the LEA (local education agency) determines that less time is needed to develop and implement the plan.
NCLB, Section 111 4(b)(2)(B)(i)(I)
NCLB specifically states that a new Title I school or a school transitioning from a TA to a SW program must, develop a comprehensive plan over a one-year period. . .
Unless the LEA (local education agency) determines that less time is needed.
Our purpose in inviting principals and teachers to this workshop is to provide technical assistance to assist in the development and implementation of a quality schoolwide program.

5. Workshop Objectives To provide technical assistance to . .
new Title I schoolwide principals and teachers in the understanding and development of a quality schoolwide program; and
support Title I directors in assisting new Title I school teams in the understanding and development of a quality Title I schoolwide program.

6. Overview of Day What is Title I? Schoolwide Program Resources
SW vs Targeted Assistance Program
Core Elements of a Schoolwide Program
Developing a Comprehensive Strategic Plan
Monitoring Expectations and Preparation
Questions

7. What is Title I?
Established by the Elementary and Secondary Education Act of 1965
Currently authorized through the No Child Left Behind Act of 2001
Title I, Part A provides federal funding to more than 90% of the nation’s school districts to offset the effects of poverty on the educational opportunities of low performing children in high- poverty schools.
A Major Landmark in Federal Educational Reform
ESEA of 1965 provides first substantial aid for local schools
Title I is currently authorized through NCLB
By far the largest ESEA program which focuses aid on high-poverty areas
Purpose: To ensure that all children have a fair, equal, and significant opportunity to obtain a high-quality education and reach, at a minimum, proficiency of challenging State academic standards and assessments
The large majority of local school districts across the nation (90%) receive Title I funding to provide additional services to students residing in high-poverty areas

8. What is Title I?
The true test of our progress is not whether we add more to the abundance of those who have much, it is whether we provide enough for those who have little.
~ Franklin D. Roosevelt

9. Recent WV Title I Funding Title I, Part A Allocation
WV Title I Statistics
Recent WV Title I Funding
Fiscal Year
Title I, Part A Allocation
*ARRA Allocation
Total
Allocation
FY09
$99,604,055
N/A
FY10
$93,325,896
$60,854,109
$154,180,005
FY 11
$87,207,863
*Funding supported through the American Recovery and Relief Act

10. WV Title I Statistics
*Schools are some configuration of grades PK,K,1,2,3,4,5, 6

11. WV Title I Statistics
There are 357 (FY10=352) Title I funded schools FY11 in West Virginia
SW = 355/TA= 1 (FY10: SW = 340/TA=3)
A school must have a poverty rate of at least 40% to be eligible to operate as a schoolwide program
Schools must have a threshold of at least 40% poverty to operate as a schoolwide program

12. Schoolwide Program Resources
No Child Left Behind Act of 2001
Section 1114 Schoolwide Programs
Nonregulatory Guidance
Designing Schoolwide Programs , March 2006
Title I Monitor. (September 2004). “The Benefits of Schoolwide Implementation” , Volume 1, Issue II, pp. 1-3.
Cowen, K. (January 2009). The New Title I: The Changing Landscape of Accountability, 6th Ed., Chapter 4 Program Design.

13. Title I Programs Two program designs: Targeted Assistance Schoolwide
The requirement to specifically link Title I funds to eligible children and services is the critical distinction between a targeted assistance and a schoolwide program.

14. What are the pros and cons of schoolwide implementation?
Activity:
Individually read the article “Pros and Cons of Switching from Targeted to Schoolwide”. Then with your school team, discuss the pros and cons of switching to a schoolwide program. Record your responses in T-graph form.

15. What are the pros and cons of schoolwide implementation?
Thought behind SW concept is that with a large %age of poverty almost all students are at risk. Makes sense to serve all students (but law requires that the staff particularly address the needs of the most at-risk students)
SW model funds a comprehensive school plan to upgrade all the instruction in a high-poverty school without distinguishing between “eligible” and “ineligible” children.
Preliminary evidence that the implementation of a SW program results in better student achievement
All teachers work together regardless of salary funding source
Broad reforms (more fiscal flexibility and easier to consolidate funding – Federal/State/local)
Less Stigma (difficult to avoid “singling out” students in a TA program)
No need to track or identify students in order to qualify resulting in less paperwork
The school will benefit from a comprehensive assessment of student data

16. Title I Schoolwide Programs
Seek to close the achievement gap for all students
Plan for comprehensive, long term improvement
Provide continuous learning for all entities
Seek to strengthen the school’s internal structures
Consolidate resources to achieve the goals
Engage in continuous self-assessment for the purpose of improvement

17. Core Elements of a Title I Schoolwide Program

18. Three Core Elements Comprehensive needs assessment
Comprehensive strategic plan
Evaluation of the plan implementation
We will discuss each of these core elements in greater detail.

19. Planning process for a schoolwide project

20. Systemic Continuous Improvement Process
Plan Do
Study
Act
Staff develops a common understanding of a systemic improvement process. - handout
Systemic planning-organizational strategy
Plan
Development of shared vision - What must we become to fulfill our purpose?
Development of shared mission - Why does this organization exist and what are we trying to accomplish?
Identify priorities
Develop goals/objectives to measure progress
Select strategies and activities based on research
Do- Execute and monitor the implementation of the plan
Implement strategies based on research
Study - Analyze evidence of effectiveness-To what extent did we achieve our goals?
Act –Develop and implement a plan for standardization and establish future plans
what do we need to maintain, what do we need to do differently?
Activity: How well prepared is your school to develop an improvement plan based on a cycle of “plan, do, study, act?”
Using the checklist evaluate your school’s implementation of the common elements embedded in a high performing school improvement process.
Place a check mark in the appropriate box.

21. Establish a Schoolwide Planning Team
Suggested membership
Teacher representatives from the school’s grade span
Special education teacher
Related arts teacher
Paraprofessional
Parents
Community representative
Business partner
Select a core school improvement team
Identify key stakeholders
Identify individuals whose support is critical to the success of the improvement project
Include individuals with knowledge of the organization
Include individuals with knowledge of the improvement process
Develop a code of cooperation or group norms to guide behavior in working collaboratively

22. Establish Team Norms Questions for consideration
How are members selected?
What is the term of membership?
What are the roles and responsibilities of the team members?
How will consensus be defined?
How will the members communicate with the stakeholder groups they represent?
How much autonomy will the team have for decision making?
Have the group brainstorm and discuss other questions that should be considered by the team.

23. Clarify the Core Beliefs, Vision and Mission
Why do we exist?
What must we become to fulfill our purpose?
What are our expectations for staff and students?
How do we demonstrate a collaborative learning environment focused on learning?
How do we demonstrate that we are committed to continuous improvement?
Revisit the current vision and mission statements
Shared mission (purpose), vision (clear direction), values (collective commitments), and goals (indicators, timelines, and targets) – ALL FOCUSED ON STUDENT LEARNING

24. Comprehensive Needs Assessment

25. Create a School Profile/Needs Assessment
Review and analyze all facets of the school’s operation
Identify strengths
Identify deficiencies and determine root causes
Formulate recommendations
School profile is a data driven description of the school. What evidence gathered supports the identified strengths and weaknesses?
Review and analyze all facets of the school’s operation
External trend data
Student achievement data for summative and formative assessments
Student outcome data (e.g. attendance, discipline, dropout rate)
Culture conditions and practices
Evaluate the effectiveness of improvement strategies implemented in prior years
Identify strengths
Identify deficiencies and determine root causes
Determining root causes is the key to developing sustainable improvement
Identify driving and restraining causes of the situation
Formulate recommendations:
Determine initiatives to continue, expand or discard based on the effectiveness
Prioritize the recommendations and set priorities for improving
Prepare a listing of possible solutions for the root causes and rate the potential impact
Determine professional development needs
Identify research based strategies aligned with the WVDE Frameworks for High Performing Schools

26. Identifying Data Sources Analyzing Data
Types of data to be examined:
Key Outcome Indicators
External Trends
Achievement Data
Other Outcome Data
Data about Culture/Conditions
Framework for Literacy
21st Century Framework
In developing the strategic plan, various types of data will be examined.
The needs assessment should identify gaps between the current status of the school and the vision of where it wants to be elative to focus areas.
Discuss ways that staff may be involved in analyzing data
Key Outcome Indicators describe the conclusion reached after examining trend information and benchmark assessments. Then, summarize the overall implications for the Five-Year Strategic Plan.
Student outcome data becomes the basis of the broad goals.
Data on school/system conditions become the basis for determining strategies and improvement action steps.
Refer to handout-Indicators for the School Profile
Have the participants review the major categories on the handout. Determine in which of the four areas the information would be included.

27. External Trends Outside factors that affect achievement
Age distribution of county population
Socio economic status of district
Family structures
Drug abuse
Crime rate
Technology trends

28. Achievement Summative tests Benchmark tests
Formative assessments OF learning
Formative assessments FOR learning

29. Other Outcome Data Attendance Discipline Drop out rates
Graduation rates

30. Culture-Conditions-Practices
Monitoring reports
Walk through summaries
OEPA Reports
School self assessment of high yield strategies
Questionnaires/surveys

31. Frameworks
Framework for Literacy
21st Century Learning

32. Determining Root Causes
Examine Possible Reasons for Not Meeting Objectives
Teacher
Learner
Curriculum
Classroom
Teaching strategies
Student engagement
Aligned with test
Instructional materials
Expectations
Self-efficacy
Mapping sequence
Physical environment
Understanding of CSOs and content area
Understanding of CSOs
Appropriate to grade level
Daily interruptions
Teaching experience
Prior learning experiences
Test administration
Learning climate
Classroom management skills
Parental support
Accommodation for learning styles
Disciplinary problems
The root causes of achievement problems could reside in one or more of four common places.
Refer to chart in slide
Once a list of root causes has been determined and those not supported by data are eliminated, the leadership team can begin the process of prioritizing a list of causes to address.
The list my be prioritized based on the probable impact each has on the learning and performance of the students.
The list may be prioritized based on those items that have the broadest support from the stakeholders.

33. Establish Priorities Review the root causes
Prioritize the major concerns
Focus on what you can actually change

34. Let’s Summarize the Utilization of Data
Student Achievement Data
Goals and Objectives
External Trend Data
Strategies
Other Student
Outcome Data
Culture, Conditions, and Practices
Participants need to understand that all goals and objectives must be related to student achievement
The other forms are data are used to select the strategies that will be implemented.

35. Let’s Summarize WHAT to Improve HOW to Improve GOALS STRATEGY
Objective
Action step
Goals tell us what to improve and objectives are a subset of goals.
Strategies tell us How to improve and action steps are a subset of strategies.

36. Comprehensive Strategic Plan (Title I Compliance Sections)

37. Statute Requires 10 Components
These 10 components are grouped into 5 broad categories:
Schoolwide reform strategies – goals/objectives/action steps
Instruction by highly qualified teachers
Parent involvement
Additional support for students
Monitoring and evaluation of the program

38. Statute Requires 10 Components
1a. Instruction by highly qualified teachers 1b. How to attract and retain highly qualified teachers 2. Staff Utilization 3. Program Overview 4. Transition Plan (for PK to K) 5. Parent Involvement 6a. Parent Involvement Policy 6b. School-Parent Compact
Go to sample plan for examples of each.

39. Statute Requires 10 Components
7. Parent Involvement in planning, implementation and evaluation of the program
8. Coordination and integration of federal, state and local services
9. Academic assessment procedures
10. Evaluation of the schoolwide program
11. Professional development – including training teachers to work with parents
Go to sample plan for examples of each.

40. Monitoring and evaluation of the TITLE I SCHOOLWIDE program
Jane

41. Monitoring and Evaluation of the Title I Schoolwide Program
Main Purpose
Title I regulations require a school operating a schoolwide program to annually evaluate the implementation of, and results achieved by, the schoolwide program.
…particularly students whose achievement is furthest from achieving the standards
The school must revise its plan as necessary based on the results of the evaluation to ensure the continuous improvement of student achievement.

42. Monitoring and Evaluation of the Title I Schoolwide Program
Main Purpose
The annual evaluation must determine whether the schoolwide program was effective in increasing the achievement of students in meeting the State’s academic standards.
Examples: greater parental involvement or more high-quality professional development

43. Monitoring and Evaluation of the Title I Schoolwide Program
Additional Purposes
Assist school leaders in making informed decisions
Answer stakeholder questions
Increase understanding of specific strategies
Promote interest in and support of a program or activity
Assist school leaders make informed decisions to improve the quality of their program.
Answer stakeholder questions and help them better understand how effectively the school is meeting its stated goals.
Increase understanding of specific strategies and help the school determine the usefulness of the activities it has undertaken to increase student achievement.
Promote interest in and support of a program or activity by illustrating certain strategies, their outcomes in terms of improving student achievement, and increasing support for their use.

44. Identifying Questions to Ask
Two Types of Questions
Is the program/strategy being implemented as intended?
Did the achievement of students increase to the desired level?
The first type of question asks whether or not the program is being implemented as the planning group intended. It measures progress toward reaching benchmarks and provides information that can be used to guide future decision-making and improve the program’s operation in subsequent years.
The second type looks at outcomes and answers the question “did the achievement of students in meeting the State’s academic standards increase to the desired level, particularly for those students who had been furthest from achieving the standards?”
In all cases, the questions should be closely related to goals and objectives in the school plan.
Once the school has identified the questions to be answered, it will want to consider which questions have the highest priority in a given year and consider limiting the review to those questions early.
See “The Evaluation/Review Process” in “Designing Schoolwide Programs” guidance (page G-4016).

45. Example
Goal: Mayberry Elementary School will increase the percentage of students attaining mastery in reading /language arts.
Objective: The percentage of students obtaining mastery in reading/language arts will increase 2% annually as evidenced by the WESTEST 2.
The evaluation of the IMPLEMENTATION of the SWP might reflect these questions:
Is there evidence that common planning for instruction by K-5 teachers produced more lessons and units that were aligned with the State standards than were previously aligned?
Was the pacing of instruction aligned across the classrooms of the K-5 teachers who planned together?
Do participating teachers feel that common planning time has improved their teaching?
The evaluation of the OUTCOME of the schoolwide program might reflect these questions:
Was the target percentage of students meeting State standards reached in each quarter, in all grades?
What percentage of students, as a whole and in disaggregated groups, has achieved proficiency relative to the State’s academic content and achievement standards and how does this compare to the percentage that achieved proficiency before schoolwide plan implementation?
What does other student achievement data indicate about student progress toward meeting the State standards, including pre- and post-test scores, grades, quarterly reading achievement results, or other diagnostic classroom or school-based results?
Questions that look at BOTH implementation and results provide the basis for program evaluation and improvement. A school that monitors and adjusts its program based on feedback will become increasingly effective.

46. Strategies
1) Organize the school staff into PLCs with daily common planning periods.
2) Provide professional development for teachers in deconstructing CSOs and developing common assessments.
3) Deconstruct the CSOs and develop common assessments.
4) Administer Acuity benchmark assessments quarterly.

47. Determine Person(s) Responsible
School must decide collaboratively with the district how the evaluation will be conducted.
Choices of method of evaluation
Internally
Externally
Internally – by the school staff
Externally – by a person(s) outside of the school – from RESA, higher ed, other school staffs, an external facilitator, or other technical assistance provider
Considerations/factors: availability of resources, availability of staff, outcomes of prior reviews, experience of the schools
“Guidance” strongly encourages districts and schools to use outside reviewers whenever possible. If resources don’t permit the use of outside reviewers on an annual basis, consider using an outside reviewer every couple of years.

48. Evaluation/Review Process
Step 1
Identify the school’s main purpose and intended audiences
The annual review includes determining the percentage of students who reach mastery on the State’s annual assessment.
Additionally, it examines the operation of the school:
The implementation of instructional strategies,
The participation of stakeholders,
The degree of parental involvement,
“other” elements which support increased student achievement
“Stakeholders” are defined as:
Those involved in day-to-day program operations (teachers, administrators, and school staff)
Those served by the program (students, parents and community)
Those in a position to make recommendations and/or decisions regarding the program (school planning team, school administrators, school district personnel)

49. Evaluation/Review Process
Step 2
Identify the review questions based on goals, objectives, and strategies
Key review points
Input
Activities
Short term impacts
Long term impacts
Program review begins at the same time that the schoolwide program is being designed. While the school planning team is developing measurable goals and strategies, it should be considering how the success of those goals and strategies would be determined.
What does it LOOK LIKE?
INPUTS – What resources were identified and to what degree were they utilized?
ACTIVITIES – Did planned events (PD, PI) take place as scheduled?
SHORT TERM – Short term results, was training provided? Did training affect instructional decisions?
LONG TERM – Drop out program for 5th graders – can’t look at for the short term
Screen each potential evaluation question to ensure it elicits information that is:
Relevant to the swp goals and objectives
Important to a significant number of stakeholders
Of continuing relevance and interest
Attainable, given time, resources, and staff

50. Evaluation/Review Process
Step 3
Identify data collection instruments
Quantitative
Qualitative
Quantitative – empirical, numerical (tallies, test scores)
Qualitative – (surveys, personal interviews, observations, journals)
DATA COLLECTION sheet

51. Evaluation/Review Process
Step 4
Collect data
Stakeholders must provide reviewers with information
Stakeholders must have a clear understanding of why the review is being conducted
Consider the need for anonymity
Consider the need for interpreters
Consider the need for permission or clearance
(Bias can compromise the credibility of the overall results)
Gather information from as many members of a sample group as possible

52. Evaluation/Review Process
Step 5
Analyze and interpret results
Check data for accuracy.
The analysis may raise new questions and/or uncover findings that were not anticipated.
Be open. Do not take results personally.
Think

53. Evaluation/Review Process
Step 6
Develop a written report
(continued)
Slides 15, 16, 17

54. Evaluation/Review Process
Step 6 (continued)
Content of report
Background information about the school
Evaluation questions
Procedures for gathering data
Findings from data analysis
Conclusion and recommendations for improvement
(continued)

55. Evaluation/Review Process
Step 6 (continued)
Present the report to staff, parents and community members

56. Utilization of the Program Evaluation/Review
Use the findings and recommendations to identify the parts of the schoolwide plan that have been implemented ineffectively or not at all.
Solicit the input of all stakeholders in identifying more effective strategies to achieve identified goals.

57. Utilization of the Program Evaluation/Review
Identify any additional training that is needed to improve implementation.
Determine if additional resources are needed to implement the revised improvement plan and, if so, how they will be obtained.

58. Utilization of the Program Evaluation/Review
Re-establish responsibilities and timelines for implementing the revised plan.
Communicate to all stakeholders what has been incorporated into the revised plan.
Review the implementation review design that was used and make changes as appropriate to reflect plan modifications in preparation for the following year’s evaluation.

59. SEA Monitoring of the Title I School Program
Use monitoring document here

60. Additional Support Leticia Lovejoy lllovejoy@access.k12.wv.us
Jane Massi