Presentation on theme: "Putting the Pieces of Title I & School Improvement Together: Schoolwide Title I Improvement Plan Preparation Carol Swingle, Facilitator 2011-12."— Presentation transcript:
Putting the Pieces of Title I & School Improvement Together: Schoolwide Title I Improvement Plan Preparation Carol Swingle, Facilitator
What is a Schoolwide Program? A total school reform Designed to generate high levels of academic achievement in core academic areas for all students, especially those who are not demonstrating proficiency in meeting the State’s academic content and achievement standards.
What will be different? Who can receive services and HOW? Who can receive Title I supported training? Who can receive Title I supported supplemental materials? Which parents are included in Title I supported activities and Title I notification?
Schoolwide means “ALL”
Supplement NOT Supplant
Schoolwide & School Improvement One Comprehensive Plan –School Improvement Legislative Requirements (Public Act 25 of 1990) ALL Public Schools –Title I Requirements Compliance with NCLB MDE Rubrics for SW and TA
Primary Documents Used in a School Improvement/Schoolwide PLANNING Process School Data Profile (Most of Comprehensive Needs Assessment) –Four types of data must be analyzed –Identifies Strengths/Challenges –Determines Priorities for Goals School Process Rubric (Program/Process Data) –40/90 Indicators – Program/Process Data –SA/SARS reports (if NCA school) School Improvement Plan/Additional Requirements (What Gets Submitted) –Identifies the Goals, Strategies, Activities –Additional Requirement Section addresses 11 required components
The Schoolwide Planning Process Step by Step
Step 1: Select a Schoolwide Planning Team Recommended Members: Leadership Staff Representation Student Representation Parent Representation Community Representation These are the STAKEHOLDERS
Step 2: Assess Needs (School Data Profile + Process Rubric = CNA)
Purpose of the Comprehensive Needs Assessment Identifies strengths and weaknesses of a school from many aspects – Four types of data Serves as a starting point for prioritizing areas of concern Focuses efforts for improving student achievement and meeting challenging academic content standards Drives decision making with data, not intuition, history or convenience. (If there is NO data, it’s just an opinion.)
School Data Profile Questions asking what needs for improvement have surfaced are identifying “Gaps” Questions asking what factors have contributed to the needs for improvement are identifying “Causes Contributing to the Gaps”
Questions to Explore GAPS Where are we now? Where should we be? Compared to AYP targets Compared to State Compared to District Compared to standards set by our curriculum Compared to “best practice” or research? Is there a trend—are we heading in a direction that is not productive or positive? What subgroups or “targeted populations” are performing below the rest? Do we have aggregate issues? What specific skills or competencies are identified as deficient? Gaps help us identify our focus for GOALS and the Objectives for our goals
Causes—Digging Deeper What data can provide insights into the cause(s) for the gap(s)? Causes shed light on the research we need to examine. The research leads us to the strategies that need to be employed to address the gap(s).
Four Types of Data –Academic Achievement – Program/Process –Perception (Teacher, Parent, Student) –Demographic
Academic Achievement Data MEAP/MME –Reading & Writing –Math –Science and Social Studies –Feeder School Info Subgroup Disaggregation Other Assessments K-2 Assessments Part of School Data Profile
Program/Process Data School Process Rubric (SPR) –5 Strands –Teaching & Learning –Leadership –Personnel & Professional Learning –School & Community Relations –Data & Information Management 90 Key Characteristics & Rubrics OR 40 = Performance Indicators for Ed YES! Self Assessment (SA or SAR) (if NCA school) Results of On Site Reviews or other program “audits”
Perception Data Teachers, Parents, Students Surveys & Interviews What are your needs? Here’s what we’re doing. Are we meeting your needs? »If not, why not? What do you think is missing? What should we continue? What should we stop/replace? Focus Groups Part of School Data Profile
Demographic Data Students Community/Families Staff –Qualifications –Turnover Attendance & Mobility Patterns –Students –Staff Limited English Special Education Racial-Ethnic Economically Disadvantaged Gender Part of School Data Profile Identifying Subgroups is Key
Gaps and Causes Achievement Data Demographic Data Program Process Data Perception Data GAPS Which content areas? Which skills or GLCE’s? Who is NOT meeting standards (subgroups or aggregate)? How big is the gap? How do we compare to other schools in district, county or State What is lacking in our programs and services? Causes Why is this happening? What is missing? What needs to be adjusted? What needs to remain? What needs to be added?
Gaps and Causes Keep in mind: Gaps inform our decisions about GOALS and the OBJECTIVES we must establish to meet the GOALS. Causes direct us to seek out the RESEARCH and STRATEGIES needed to address the “Gaps”.
Step 3: Set Priorities & Determine Goals
Use the schoolwide planning team to analyze the findings of the needs assessment, identify priorities, create goals based on the priorities, and identify scientifically based strategies to address needs. Develop recommendations for improvement –What needs to change? –What needs to remain? –Who or What is the target?
Step 4: Creating the Plan
Required Components of a Schoolwide Title I Plan In Michigan = SIP + Additional Requirements
Required Components of a School Improvement Plan In Michigan
PA 25 of 1990 Requirements Michigan School Code Section Mission Academic Goals Strategies Curriculum Aligned Evaluation Processes Staff Development Develop & Utilize Community Resources Role of Colleges, Libraries & Adult/Community Ed Building-level Decision Making Alternative/Authentic Assessments Technology Use On the Job Learning--Career Awareness Participation of Required Stakeholders
School Improvement Additional Requirements in Michigan ( 10 federal & 2 state Title I Requirements )
Index (State Requirement) –Index now generated by online template –Schools may add their own Index if they want to direct the reader more specifically –Online Index is sufficient to “pass”
#1 Comprehensive Needs Assessment Identifies the 4 types of data Program/Process Achievement Demographic Perception (Teacher, Parent, Student) Must document how needs assessment was conducted, findings and conclusions GOALS must align with needs that have been identified & prioritized
#2 Schoolwide Reform Strategies =Your SIP Scientifically based research effective methods and instructional strategies that; –Strengthen the core academic program –Increase amount and quality of learning time –Include strategies for meeting needs of underserved populations Strategies to address all children, yet target low- achieving Requires evaluation-determine effectiveness
“Highly Qualified” #3 Instruction by “highly qualified” teachers & instructional paraprofessionals #4 Strategies to attract highly qualified teachers to high needs school (retaining teachers, also)
#5 High Quality and Ongoing Professional Development Teachers, principals and paraprofessionals If appropriate-pupil services personnel, parents and other staff Devote sufficient resources to carry out effectively Support the findings of the C.N.A. and the resulting goals & strategies Embedded in SIP as activities
#6 Strategies to Increase Parent Involvement Must involve parents in planning, review and implementation of the SW plan (Stakeholders) Must have a school-level parent involvement policy reviewed annually Must address the other requirements of Title I regarding parent involvement –Parent Compact –Required meetings & notices –Describes how the school will provide individual student assessment results, including interpretation, etc. Parents must have input
Parent Involvement State Requires –Parent Involvement Plan –Public Dissemination –Parent Input State Encourages –Parent, Teacher & Student “Contracts” –Voluntary NCLB Requires Title I Schools to: –Include Parents –Inform Parents –Gather Input from Parents –Support Parents –Create a School Level Policy –Create Parent, Teacher & Student “Compacts” –Conduct Mandated Activities
#7 Transition Plans for Preschool Children Assist preschool children in the transition from early childhood programs to local elementary school programs –Head Start –Even Start –Early Reading First –State-run preschool Does not apply to MS and HS programs or elementary programs not receiving PreK students into K
#8 Teacher Involvement in Academic Assessment Decisions Include teachers in the decisions regarding the use of school-based academic assessments Include teachers in the analysis of student achievement data to improve academic achievement of all students
#9 Timely Additional Assistance A process is in place to identify students who need additional assistance Effective, timely, additional assistance for students having difficulty mastering the proficient or advanced levels of academic achievement standards Differentiated instruction is an integral part of the schoolwide program Should speak to all four core academic areas
#10 Coordination and Integration of Services and Programs Coordination and integration of Federal, State and local funds, services and programs including programs supported under NCLB, violence prevention, nutrition programs, housing programs, Head Start, adult, vocational and technical education and job training. Requires a listing of the resources available to the school and how they are used
#11 Evaluation (State Requirement) –Annually evaluate Implementation of the plan Student achievement results using data from State assessments and other indicators –Modify Plan When Needed
The Next Steps…
Planning Considerations WHEN should this take place? WHO must be involved? HOW do we get input? 4 measures of Data –Student Achievement/Assessment –Program/Process –Perception (Teacher, Parent, Student) –Demographic WHERE will we find other information needed? –Budget & Resources Available –Policies –Staff Qualifications –Transitions –Research-Based strategies/Best Practice –Curriculum & Assessment HOW will we break up the work and distribute responsibilities?
5 Required Meetings with Facilitator 1.Overview 2.Needs Assessment = Gaps and Causes 3.Goal Writing (objectives, strategies, etc) 4.Parent Involvement 5.Other sections Final Sign Off by Facilitator
Expectations for the Staff Each participant supports the efforts of the school to solicit input from ALL stakeholders Take on the role of a stakeholder/team member: –Needs Assessment –Goal Writing and Research & Selection of BEST Strategies –Parent Involvement –Coordinating all Parts Be prepared to review PLAN Be accountable for the implementation Participate in evaluation
DEADLINE for submitting SW Plan (SIP including Additional Requirements) to MDE for approval: May 15 th, 2012
Annual SWP DEADLINE September 1, 2011 submission on MDE/AdvancEd website
We’re NOT done yet!
Available Support Documents Schoolwide Plan Rubric Schoolwide Reviewer “Look Fors” Document Parent Involvement Checklist Schoolwide Planning Clarification Document