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Title I Schoolwide Providing the Tools for Change Presented by Education Service Center Region XI February 2008.

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Presentation on theme: "Title I Schoolwide Providing the Tools for Change Presented by Education Service Center Region XI February 2008."— Presentation transcript:

1 Title I Schoolwide Providing the Tools for Change Presented by Education Service Center Region XI February 2008

2 Schoolwide vs. Targeted Assisted A schoolwide campus is:  At least 40% poverty level  Whole school instructional reform that leads to the achievement of high standards for all students  Flexibility in utilizing funds

3 Schoolwide vs. Targeted Assisted A targeted campus is:  Less than 40% poverty level and targets a limited number of students to serve  Focuses on individual student academic intervention to lead to the achievement of high standards  Limits utilizing funds and other Title I resources to targeted students, teachers and paraprofessionals

4 What is a Title I Schoolwide Program?  SWPs are schools that receive flexibility (in exchange for accountability) in order to carryout major reform strategies to help all students meet high standards  SWPs are schools that choose to create and implement highly effective, scientifically research based comprehensive reform plans  SWPs are schools that target resources to address high priority student needs

5 What is a Title I Schoolwide Program?  SWPs are schools that use funds from Title I and other NCLB programs to upgrade the entire educational program of the school to raise academic achievement for all students in the school.

6 The Purpose of SWPs  Improve student academic achievement throughout the school so that all students demonstrate proficiency  The improved achievement is to result from improving the entire educational program of the school

7 Benefits of SWPs  Flexibility– combining resources, serving all students, redesigning school services  Coordination and integration– reducing curricular and instructional fragmentation  Common goals– integrating and unifying school, parent, and community goals

8 Schoolwide Campus Plan  Describes how the school will implement the ten schoolwide components  Describes how the school will use resources  Includes a list of those resources  Describes how the school will provide individual student assessment results to parents

9 Ten Schoolwide Components  A comprehensive needs assessment  Schoolwide reform strategies  Instruction by highly qualified teachers  High quality and sustained professional development  Strategies to attract highly qualified teachers  Strategies to increase parental involvement

10 Ten Schoolwide Components  Strategies to help preschool children transition from early childhood programs  Inclusion of teachers in decisions about the use of academic assessment information for the purpose of improving student achievement  Effective, timely assistance to students who are having difficulty mastering State and local standards  Coordination and integration

11 SWP Requirements  Schoolwide programs are subject to the following AYP/Accountability School Improvement Parental Involvement Teacher and Paraprofessional requirements

12 SWP Requirements  District Parental Involvement Policy  School Parent Involvement Policy  Parent-School Compacts

13 High Quality Teachers and Paraprofessionals  Title I requires all teachers of core academic subjects to be highly qualified  Para must have two years of college, or obtained an associate’s degree or met a rigorous standard of quality by demonstrating through a formal academic assessment Knowledge of and ability to assist in instructing reading, writing, and mathematics Must have diploma or GED

14 Guiding Principles and Practices  Strong leadership  Reform goals  Commitment to the investment of time  Training of participants  Flexible reform strategies

15 Guiding Principles and Practices  Redesign of organizational structure  Investment of resources  Continuous self-assessment  Use of a meaningful planning process  Accommodation and support of a diverse student population

16 Questions to Ask to Improve Your School  What is the vision for student learning at the district and school level?  What support and facilitation mechanisms exist? At what levels? Is leadership capacity high at the school level?  What do you see as the range of interventions needed to address barriers to student learning?

17 Questions to Ask to Improve Your School  Ideally, how may a school reorganize its learning supports (student support services, special programs, professional development, other interventions) to more effectively address barriers to student learning?

18 The Cycle to Improve Student Learning Plan revision cycle continuation Preparation Internal Analysis Schoolwide Plan Development Review and Refinement Implementation Evaluation ImprovingStudentLearning

19 Six Step Planning Process  Planning Team  Comprehensive Needs Assessment  Scientifically Research Based Strategies  Goal Setting  Writing the Plan  Submit, Implement and Review

20 The Planning Team  Membership Major stakeholders School representation Reasonable number of members

21 Function of the Planning Team  Establish a process and timeline  Create a program that meets local, state, and federal requirements and community expectations

22 Comprehensive Needs Assessment Replace hunches/hypotheses with facts Identify root causes of problems, not just the symptoms Prioritizes needs Helps in the selection of strategies Benchmark the progress of efforts Identifies areas for professional development

23 Comprehensive Needs Assessment What information do we already have on hand from our data sources? Do we have data for:  Student achievement  Curriculum and instruction  Professional development and teacher quality  Family and community involvement  School context and organization processes Is the data appropriate? Useful? Available? 1

24 Comprehensive Needs Assessment What areas are we lacking information? Do we need to collect more data in certain areas? If so, …  Decide what you want to measure.  How you are going to measure, collect, present, and analyze the data.  Is there already a tool to use or must we develop one?  Develop a management system

25 Comprehensive Needs Assessment Collect and analyze data What are the strengths and needs of our school? Does the evidence support our assertions? Do we need more information? What priorities does the information suggest? What did we learn about our students? Parents and community? Staff? School? From this data can we clarify some specific goals for our school? 2

26 Comprehensive Needs Assessment  What areas do we need to focus our attention? Prioritize needed areas Focus on a few, not all Set a vision  How are we going to attain our vision? 3

27 Scientifically Based Research as Defined by NCLB 1.Employs systematic, empirical methods 2.Uses rigorous data analyses 3.Relies on measurements that provide reliable and valid data 4.Uses experimental or quasi-experimental designs 5.Ensures that studies are clear and detailed to all for replication 6.Has been reviewed or accepted by independent experts

28 Setting Schoolwide Program Goals  Goals are the roadmap for schoolwide improvement Few in number Focused on student academic achievement Target core curriculum areas Unambiguous, realistic, and measurable Built on strengths as the basis of improvement Achievable within a reasonable time frame

29 Setting Schoolwide Program Goals  Understand NCLB Requires schoolwide programs to identify effective strategies in their plans  Connect goals and campus plans Promote commitment to the recommended schoolwide program goals Ensure the goals directly address the problems identified

30 Key Elements of Goal Statements  Baseline  Goal  Outcome Indicator  Standard or Performance Level  Time Frame

31 Goals  Clear and measurable  Achievable for all students  Professional development  Resources  Timelines  Roles of parents and community

32 Set Goals and Align with Strategies Check Connections Between Identified Problems, Goals, and Plan

33 Writing the Schoolwide Plan  What has been completed? Needs assessment Analysis of results SRB Strategies Goal Setting

34 Writing the Plan  Ten components become the framework  Review how federal funds are utilized  Plan for accountability  Continue program development and coordination

35 Submit, Implement and Review  Submit the plan to stakeholders for review and to board for approval  Implement the SWP  Monitoring the SWP  Offer opportunities for discussion and revision of the schoolwide campus plan at least annually

36 It Begins Here…..  Are we willing to invest a year in planning our schoolwide program?  Can we get continuing support from the administration, school board, staff, and community?  Will we be willing to continuously monitor and evaluate the success of our program?

37 For more information Linda Currier


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