1. Guidance for No Child Left Behind Title I School Improvement Presented by: Karen Davies, Title I School Improvement Coordinator

2. Requirements for School Improvement No Child Left Behind §1116 Overview of Presentation Review of Title I Sanctions School Improvement Plan Revisions Incorporation of Professional Development LEA Peer Review Process & Responsibilities School Improvement Grants School Choice/Supplemental Educational Services Implementation WVDE Reporting Requirements SEA Technical Assistance

3. Review of Title I Sanctions It takes two consecutive years of not meeting AYP to be identified for school improvement Next year... two consecutive years of not meeting AYP in the same subject to be identified for school improvement (this year base data) It takes two consecutive years of meeting AYP to be removed from school improvement status

4. Review of Title I Sanctions 2003 AYP 2004 AYP Fall 2004 2005 AYP Fall 2005 2006 AYP Fall 2006 Utopia ElementaryXXSCX SES XSC SES CA Example 1: Example 2: 2003 AYP 2004 AYP Fall 2004 2005 AYP Fall 2005 2006 AYP Fall 2006 Paradise ElementaryXXSC SC OFF

5. Review of Title I Sanctions After two consecutive years of not the meeting AYP standards, the LEA shall:  Identify the school for improvement  Provide notice to parents of all students in the school  Develop or revise the school plan  Ensure that 10% of the school’s allocation is utilized for professional development each year the school is identified for improvement  Provide technical assistance from LEA and SEA  Offer public school choice

6. After three consecutive years of not the meeting AYP standards, the LEA shall:  Identify the school for improvement  Provide notice to parents of all students  Develop or revise the school plan  Ensure that 10% of the school’s allocation is utilized for professional development each year the school is identified for improvement  Provide technical assistance from LEA and SEA  Continue to offer public school choice  Provide supplemental educational services Review of Title I Sanctions

7. After four consecutive years of not the meeting AYP standards, the LEA shall:  Identify the school for improvement  Provide notice to parents of all students  Develop or revise the school plan  Ensure that 10% of the school’s allocation is utilized for professional development each year the school is identified for improvement  Provide technical assistance from LEA and SEA  Continue to offer public school choice  Provide supplemental educational services  Implement corrective action Review of Title I Sanctions

8. Defining Corrective Action The term “corrective action” means action consistent with State law, that substantially and directly responds to:  Consistent academic failure of a school that caused the LEA to take such action;  Underlying staffing, curriculum, or other problems in the school; and  Designed to increase the likelihood that each subgroup will meet or exceed the State’s proficiency levels of achievement.

9. Review of Title I Sanctions Corrective Action The LEA must choose at least one of the following:  Replace staff that is relevant to failure to make AYP  Institute and implement a new curriculum providing appropriate professional development  Significantly decrease management authority at school  Appoint outside expert to advise the school  Extend the school day or school year  Restructure the internal organizational structure of the school

10. Review of Title I Sanctions After five consecutive years of not the meeting AYP standards, the LEA shall:  Identify the school for improvement  Provide notice to parents of all students  Develop or revise the school plan  Ensure that 10% of the school’s allocation is utilized for professional development each year the school is identified for improvement  Provide technical assistance from LEA and SEA  Continue to offer public school choice  Provide supplemental educational services  Implement corrective action  Develop a plan for alternative governance

11. Review of Title I Sanctions Restructuring Options The LEA shall implement at least one of the following arrangements:  *Reopen the school as a public charter school  Replace all or most of the school staff relevant to the failure of the school  Enter into a contract with an entity with a demonstrated record of effectiveness to operate the school  Turn the operation of the school over to the State  Any other major restructuring that makes fundamental reforms *There are no charter schools in West Virginia. Therefore, this is not an option.

12. Review of Title I Sanctions Alternative Governance The school does not make AYP for six consecutive years:  Identify the school for improvement  Provide notice to parents of all students  Develop or revise the school improvement plan  Ensure that 10% of school’s allocation is utilized for professional development  Continue to receive technical assistance from LEA and SEA  Continue to offer public school choice  Continue to provide supplemental services  Implement Alternative Governance

13. School Improvement Plan Revisions The school must develop or revise a school plan that must be approved by the LEA.

14. School Improvement Plan Revisions The plan must...  be developed or revised not later than three months after being identified for improvement;  cover a two-year period that specifically addresses the academic issues that caused the identification for school improvement; and  be implemented “immediately upon approval” by the LEA.

15. School Improvement Plan Revisions County and School Support Team Composed of individuals knowledgeable about scientifically based researched practices in teaching and learning and a variety of school reform initiatives  Highly qualified teachers and principals  Pupil services personnel  Parents  Representatives from RESA  Representatives of higher education  Consultants  Other individuals as the SEA or LEA may deem appropriate

16. School Improvement Plan Revisions What are the responsibilities of the school support team?  Review and analyze all facets of the school’s operation and use findings to make improvement recommendations  Collaborate with school staff, LEA staff, and parents to design, implement, and monitor a meaningful and realistic school improvement plan that can be expected to assist the school in meeting its improvement goals  Monitor the implementation of the school improvement plan and request additional assistance from the LEA or SEA  Provide feedback at least twice per year to the LEA (and SEA when appropriate)

17. School Improvement Plan Revisions Consultation The school must engage in significant consultation during the development of this plan specifically with:  parents  school staff  the LEA (county support team)  outside experts

18. School Improvement Plan Revisions Plan Purpose The purpose of the plan is to improve the quality of teaching and learning in the school so that greater numbers of students achieve proficiency in the core academic subjects of reading and mathematics.

19. School Improvement Plan Revisions Specifically, the plan must address: core academic subjects measurable goals and objectives research based instructional strategies sustained professional development teaching coaching/mentoring technical assistance from LEA and SEA parent involvement extended learning time

20. School Improvement Plan Revisions Core Academic Subjects The plan must demonstrate that the school will implement policies and practices grounded in scientifically based research that are most likely to bring all groups of students to proficiency in reading and mathematics by 2013-2014.

21. School Improvement Plan Revisions Examples of “policies and practices” that affect teaching and learning include those that...  build school infrastructures (such as regular data analysis);  involvement of teachers in decision-making; and  the allocation of resources to support core goals

22. School Improvement Plan Revisions Teacher Mentoring Program  High quality, structured mentoring programs have a positive effect on the retention of qualified teachers.  Therefore, all schools identified for improvement must incorporate a teacher mentoring program.  Mentoring programs pair novice teachers with more experienced professionals who serve as role models and provide practical support and encouragement.

23. School Improvement Plan Revisions How can a school meet the teacher mentoring/ coaching requirement?  Employ a literacy or academic coach  Contract services for a literacy or academic coach  Establish peer coaching groups/study groups within the school that focus on research based instructional strategies  Utilize a school level Title I specialist as a coach within the school

24. School Improvement Plan Revisions Parent Involvement The plan must address parental involvement in two ways:  The plan must describe how the school will provide written notice about the identification to parents of each student enrolled in the school; and  Must also include strategies to promote effective parental involvement in the school.

25. School Improvement Plan Revisions Extended Time The plan must incorporate, as appropriate, activities before school, after school, and during the summer.

26. The ESEA specifically states that a school may implement a comprehensive reform model as part of the improvement plan. School Improvement Plan Revisions

27. Incorporation of Professional Development A Title I school (regardless of the program – SW or TA) identified for school improvement must spend 10% of the school’s total allocation, for each year that the school is in improvement (to provide the school’s teachers and principal(s) high quality professional development).

28. The plan must be specific in describing how the funds will be used (10% professional development requirement and school improvement grant funds) in order to remove the school from school improvement status. Incorporation of Professional Development

29. Professional development must...  directly address the academic achievement problem that caused the school to be identified for school improvement; meet the requirements of section 1119 (highly qualified teachers) and the definition of “professional development” as defined in NCLB Title IX; and be provided in a manner that affords relevant staff with an increased opportunity for participation in the professional development activities.

30. Joyce and Showers (2002) Professional Development Knowledge (thorough) Skill (strong) Transfer (implementation) Theory10%5%0% Demonstrations30%20%0% Practice & Feedback 60% 5% Peer Coaching or Collegial Support 95% Incorporation of Professional Development

31. LEA Peer Review Process  LEA establishes a process for the peer review of the Title I plans  Within 45 days of receiving the plan, the LEA must review the school plan  If needed, the LEA must work with the school to make necessary revisions  The LEA shall approve the school plan if it meets the requirements of §1116  Complete and return the SEA assurance checklist

32. LEA Responsibilities LEA Technical Assistance  The LEA bears the primary responsibility for ensuring that a school in improvement receives technical assistance, as the plan is developed or revised and throughout the implementation of the plan.  However, the LEA may seek outside resources to provide technical assistance...

33. LEA Responsibilities Other acceptable technical assistance providers include:  the State Educational Agency (SEA);  an institution of higher education;  a private, not-for-profit or for-profit organization;  an educational service agency;  or another entity with experience in assisting schools in improvement.

34. LEA Responsibilities In what ways must the LEA assist a school in improvement? Specifically, the LEA must ensure that a school, in need of improvement, receives technical assistance based on scientifically based research in three ways:  data analysis  identification and implementation of strategies  budget analysis

35. LEA Responsibilities LEA Technical Assistance  Data Analysis  Assist the school to analyze State assessment results and other examples of student work  Teach staff how to use data to:  identify and solve problems in instruction;  strengthen parental involvement and professional development; and  fulfill other responsibilities that are defined in the school improvement plan.

36. LEA Responsibilities LEA Technical Assistance  Identification and Implementation of Strategies  Assist the school to chose effective instructional strategies and methods  Ensure that staff receives relevant high quality professional development  Ensure that chosen strategies are grounded in scientifically based research  Ensure that the school is addressing specific instructional issues that caused the school to be identified for improvement.

37. LEA Responsibilities LEA Technical Assistance Budget Analysis  Assist in analyzing and revising the school’s budget(s) to fund activities most likely to increase student achievement and remove it from school improvement status

38. LEA Responsibilities Measurable Goals and Objectives  Establish specific, annual, measurable objectives for continuous and substantial progress by all students and subgroups that will ensure proficiency by 2013- 2014.  The goals and objectives provide a means of tracking the school’s progress during the implementation of the plan.

39. School Improvement Grants NCLB §1003 (a-c): For fiscal years 2004-2007 the State must reserve 4% of its Title I, Part A total allocation to:  support local school improvement activities; and  provide technical assistance to LEAs that are identified for improvement. Of the amount reserved, the SEA must allocate not less than 95% directly to LEAs that operate schools identified for improvement to support improvement activities.

40. School Improvement Grants § 1003 further states that the SEA shall give priority to LEAs that:  Serve the lowest performing schools;  Demonstrate the greatest need for such funds; and  Demonstrate the strongest commitment to ensuring that the funds are utilized to meet progress goals.

41. School Improvement Grants Use of School Improvement Grant funding:  Support research based initiatives;  Provide professional development;  Enhance meaningful parent and community involvement activities that are directly linked to classroom instruction; and  Increase the extended day/year opportunities for students based on scientifically based improvement strategies.

42. School Choice  Offer school choice to all students until the school is no longer identified for improvement (SW and TA)  Provide a window of opportunity (All school choice transfers must be completed by September 15, 2005)  Grant priority to the lowest achieving disadvantaged students (eligible for free and/or reduced meals)  May offer supplemental educational services in lieu of school choice for the first year a school is identified for improvement ONLY if there are no schools available for school choice within the district or through agreements with other districts  Track LEA costs for implementing school choice

43. School Choice  Identify schools with the capacity to accept transfer students  Develop transportation plans  Develop letters of communication and the application for school choice  Determine the amount of time you will permit parents to make application for school choice  Plan general information sessions to explain school choice

44. School Choice Selection of Schools  Provide a choice of at least two schools (if possible) Schools of choice must not be identified for improvement status and have the capacity to accommodate transfers  Consider ability to pay transportation costs  Adhere to the civil rights requirements  Provide for needs of special education students

45. School Choice School Choice for Special Education Students  Ensure that students with disabilities receive education that is consistent with their IEP or 504 plan  School of choice must implement the IEP the prior school developed OR reconvene an IEP team meeting and develop a new IEP  Comply with other provisions of ADA, including accessibility provisions

46. School Choice Responsibilities of Receiving Schools  Ensure that parents are informed that the students must be properly enrolled  Ensure that the students are enrolled in classes and other activities in the school in the same manner as the other students  Apply county and/or state policies for athletics to all students who transfer

47. School Choice  Prepare general information about school choice  Gather information about receiving schools concerning: −academic achievement −special programs offered at the school  Prepare for parent visitations to receiving schools  Develop answers to questions that parents may ask about the receiving school (e.g. hours of operation, number of students, clubs, sports programs etc.)  Prepare media releases

48. School Choice Finally,  Remember that the number of students who apply for a transfer can be minimized if you stress the successes and improvements the school has been making in student programs and achievement.  Remind parents that school choice is an “option” and that their child may remain enrolled in their present school

49. Supplemental Educational Services LEA Responsibilities 1.Provide notice of the availability of supplemental services, at least annually, to the parents of eligible students  Identify for parents the SEA approved providers that are available in the area (must be included in the letter)  Describe the services, qualifications, and evidence of effectiveness for each provider (must be included in the letter)  Describe the procedures and timelines parents must follow in selecting a provider for SES  May conduct an informational meeting/provider fair for parents  Provided in a uniform format that is easily understood 2.Assist parents in selecting a provider (if requested)

50. Supplemental Educational Services Defining Supplemental Educational Services 1. Additional academic assistance designed to increase the academic achievement for eligible (free and reduced lunch) students 2. Instruction must be outside the regular school day- before/after school, weekends, summer

51. Supplemental Educational Services LEA Responsibilities (Continued) 3.Apply fair and equitable procedures for serving students if the number of spaces at the approved provider is not sufficient to service all students 4. Maintain confidentiality concerning the identity and records of any student who is eligible for or receiving supplemental services unless written parental permission is obtained 5. Develop an agreement (contract) with the supplemental service provider 6. Assist the SEA in identifying SES providers and in monitoring the quality and effectiveness of SES services

52. Supplemental Educational Services SES Agreement The LEA must develop the agreement in consultation with the parent and the supplemental service provider.

53. Supplemental Educational Services Contents of the Agreement  Statement of specific achievement goals  Explanation of how the student’s progress will be measured  Description of how the student’s parents will be informed of progress  Description of how the student’s teacher will be informed of progress  Timetable for improving achievement  Provision for termination of the agreement if the provider is unable to meet goals and timetable

54. Supplemental Educational Services Contents of the Agreement (continued)  Provisions for payment to the provider by the LEA – include provisions for missed sessions  Identification of the number of sessions that can be offered for the monetary “amount that each LEA shall make available for supplemental educational services for each child receiving these services”  Assurance that the provider will not disclose to the public the identity of any student eligible for, or receiving supplemental services without the written permission of the parents  Assurance that SES will be provided consistent with applicable health, safety, and civil rights laws

55. Supplemental Educational Services Using SES Funds Correctly  Funds may only be used to provide supplemental educational services to eligible students  Maintain separate financial records for each student served  Use tutoring attendance records to support financial records  Establish a separate line item for funds from supplemental services

56. WVDE Reporting Requirements  District Report for Title I Schools Identified for Improvement - Sept.30  District Report for School Choice – Sept. 30  Copy of letter sent to parents for school choice – Sept. 30  District Report for Supplemental Educational Services – Nov. 1  Copy of letter sent to parents for SES – Nov. 1  School Improvement Assurance Checklist – before or approximately Dec. 1 (Required prior to release of funding/LEA has 45 days to review)

57. SEA Technical Assistance  Collegial Coaching Meetings −October 27-28, 2005 (Charleston Marriott) −December 13-14, 2005 (Flatwoods Days Inn) −March 7-8, 2006 (Morgantown Radisson) −July 12-13, 2006 (Beckley Tamarack)  Comprehensive School Reform Competition −Informational Meeting September 30, 2005 (Charleston Embassy) −Mandatory Grant Writing Workshops (6 sessions Sept-Jan) −CSR Grants due January 31, 2006 −Approximately ten grants will be funded  TA for School Improvement Plan Revision −October 6-7, 2005 (Location TBA this week) −November 17, 2005 (Location TBA this week)

58. A final word... The USDE urges LEAs to avoid a one-size-fits-all plan for providing technical assistance to their schools in improvement. Thus, it is essential that the school support team drafts the plan and the LEA revise and approve the plan.

59. Resources  No Child Left Behind Act of 2001 - Section 1116 (b)(2) (A)-(C)  Non-regulatory Guidance −School Improvement, January 7, 2004 (Section C: School Improvement Plan) −Public School Choice, February 6, 2004 −Supplemental Educational Services, June 13, 2005  The New Title I: The Changing Landscape of Accountability by Kristen Tosh Cowan, Esq. (Revised March 2005)  Title I Handbooks, Volumes I and II  Title I Tool Kit for School Improvement  Title I Website (Calendar, School Improvement Section, etc.)

60. For further or specific technical assistance contact... Karen Davies, West Virginia Department of Education Title I School Improvement Coordinator kdavies@access.k12.wv.us (304)558-7817 or your Title I State Representative

61. Thank you for your continuous contribution to improving the lives of children throughout West Virginia!