Presentation on theme: "April 21-22, 2010 Presented by: Karen Davies, Kenny Moles & Erin Sullivan WVDE Title I School Improvement Coordinators."— Presentation transcript:
April 21-22, 2010 Presented by: Karen Davies, Kenny Moles & Erin Sullivan WVDE Title I School Improvement Coordinators
The BIG Picture of 1003(g) Grant Funding Letter of Intent Feedback Grant Application Guidance Section I: Schools to be Served Section II: Descriptive Information Section III: Transformation Model and Tier III Activities Section IV: Additional Information Section V: Budget Section VI and VII: Assurances and Waivers Questions and Next Steps
SEA Technical assistance to: 1)provide information and guidance to assist eligible districts with the development of a quality grant proposal 2)provide access to state Title I school improvement representatives for technical assistance and feedback 3)offer time away from the district to adequately plan the timeline and activities included in the grant proposal Intent by the end of day two is for each district to: Complete a draft school improvement proposal
Purpose of Workshop: To provide Information and technical assistance to plan and implement a quality LEA school improvement grant School Improvement Grant Funding 1003(g) Competitive Grants: grants-SEA will prioritize school improvement grants to LEAs if sufficient school improvement funds are not available for all the schools for which the LEA applies to serve Amount $50,000 to 2 million per year for each Tier I and Tier II school (unless a lesser amount is needed) $50,000 minimum for Tier III schools Basic Purpose of 1003(g) grants: Provide funds to LEAs that: Demonstrate the greatest need for funds Demonstrate the strongest commitment to use the funds to turn around the districts lowest achieving schools and raise student achievement in those schools
Tier I schools - Any Title I school in improvement, corrective action, or restructuring that Is among the lowest achieving five percent of Title I schools in improvement, corrective action, or restructuring in the State or the five lowest achieving such schools (whichever number of schools is greater); or Is a high school that has had a graduation rate as defined in 34 C.F.R. § (b) that is below 60 percent over a number of years. Tier II schools - Any secondary school that is eligible for, but does not receive, Title I, Part A funds that Is among the lowest achieving ten percent of secondary schools or the five lowest achieving secondary schools in the State that are eligible for, but do not receive, Title I funds; or Is a high school that has had a graduation rate as defined in 34 C.F.R. § (b) that is below 60 percent over a number of years. Tier III Schools Any Title I school in improvement, corrective action, or restructuring that is not a Tier I school
Priority will be given first to LEAs applying to serve Tier I and Tier II schools If grant funds are not sufficient to serve all Tier I and Tier II schools for which applications are approved, then the following criteria will be utilized to determine which LEAs have the greatest need and strongest commitment: one or more schools in Tier I or Tier II a total score of twenty or more points on the capacity index inclusion of a signed assurance statement that the LEA will fully implement one of the rigorous intervention models LEAs with schools in the bottom 10% of achievement in reading and mathematics Higher point total received on the LEA application and presentation
SEA may not award funds to any LEA for Tier III schools until the SEA has awarded funds to serve fully, throughout the period of availability, all Tier I and Tier II schools across the State that its LEA commits to serve. If an SEA has awarded a grant to each LEA that requested funds to serve a Tier I or Tier II school, the SEA may award remaining school improvement funds to LEAs that seek to serve Tier III schools, including LEAs that apply to serve only Tier III schools.
The SEA will use the following to prioritize among Tier III schools: First priority will be given to schools further along in school improvement sanctions Higher point total received on the LEA application
DateParticipantsPurpose April 21-22, Person District Teams w/ Title I Directors Grant Writing WS May 25, 2010WVDEGrants Due to WVDE by 4 p.m. June 2010WVDESEA Grant Reviews LEA Presentations July 1, 2010WVDEGRANTS AWARDED July 1, 2010 – Sept. 30, 2011 December 30, 2011 Districts & SchoolsYear 1: Obligation Period Year 1: Ending Liquidation July 1, 2011 – Sept. 30, 2012 December 30, 2012 Districts & SchoolsYear 2: Obligation Period Year 2: Ending Liquidation July 1, 2012 – Sept. 30, 2013 December 30, 2013 Districts & SchoolsYear 3: Obligation Period Year 3: Ending Liquidation THE BIG DAY!
Letter of Intent Feedback
LEA Application Section I
Tier I Tier II Tier III NCES #
Section II: Descriptive Information
Attach if revisions are required. If you scored below 20 points on the capacity rubric, specific technical assistance must be requested from the SEA.
Summary Process for obtaining stakeholder input Stakeholder groups consulted Meeting format Key discussion points Outcomes
For each school served Both Reading/Language Arts and Mathematics Based on the all subgroup
One each for reading and one for mathematics May come from school strategic plan Based on WESTEST 2
The percentage of students who exhibit typical growth in grades 6-8 in mathematics will increase annually as measured by the WESTEST 2.
Section III: Transformation Model and Tier III Activities
Develop a District Transformation Team This could be the grant writing team you brought with you today. Assess Team and District Capacity Completed through the LOI Decide on an Internal Lead Partner for each transformation school School Turnaround Specialist or other existing Central Office Personnel (Turnaround Office) Resources: 1.Successful School Turnarounds: Seven Items for District LeadersSuccessful School Turnarounds: Seven Items for District Leaders 2.Effective District Practices for School TurnaroundEffective District Practices for School Turnaround
Choose one of the following: a)The principal has been replaced within the past two years, (newly defined by ED as the fall of 2007 or more recently). b)The principal has been or will be replaced through a mutual agreement. c)The principal has been or will be replaced through performance evaluation. Resources: 1.School Turnaround Leader Competencies & Selection ToolkitSchool Turnaround Leader Competencies & Selection Toolkit
Form a new Transformation (Leadership) Team SSOS Diagnostic Visits Resources: 1.Restructuring Team Checklist- p.67Restructuring Team Checklist- p.67 2.Meeting Action Planner- p.74Meeting Action Planner- p.74 3.Establishing Team Structures to Drive ImprovementEstablishing Team Structures to Drive Improvement Provide team members with information on what the school can do to promote rapid improvement Be Open & Transparent Resources: 1.Enabling More Quick Wins (free registration required)Enabling More Quick Wins (free registration required)
Becoming a Change Leader 1.School Turnarounds: Leader Actions & ResultsSchool Turnarounds: Leader Actions & Results 2.Restructuring Through Learning-Focused LeadershipRestructuring Through Learning-Focused Leadership Communicate The Message of Change 1.Communicating Useful ApproachesCommunicating Useful Approaches Collect & Act on Data 1.Using Student Data to Drive InstructionUsing Student Data to Drive Instruction 2.Using Operational Data, Including Classroom ObservationsUsing Operational Data, Including Classroom Observations 3.Establishing Early Warning SystemsEstablishing Early Warning Systems 4.Principals Reading Walk-Through: K-3 ClassroomsPrincipals Reading Walk-Through: K-3 Classrooms
Seek Quick Wins Do We Encourage Quick Wins and Local Innovations? Provide Optimum Conditions for the School Turnaround Team Developing the Dream & Developing Team Muscles Persist & Persevere Mastering the Difficult Middles
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All schools accepting Title I 1003(g) funds will be early adopters of the new evaluation system Data reflecting student growth becomes a factor in the evaluation of teacher and leader effectiveness Three components will be used for evaluation purposes: 1.Observation & Teacher Evaluation 2.Collaborative Team Goals & Action Steps 3.Classroom & Individual Student Growth Scores
Timeline: : State task force to study the WV evaluation system : State task force recommends revisions to policy 5310 and WV evaluation system : Provide professional development to teachers and administrators : Implement revised evaluation system
Reward all teachers in the school for an increase in student achievement Reward all teachers within a collaborative team in a school receiving 1003(g) funds if there is an increase in overall school scale scores. Allocate annual amount per teacher to the school for use in one or more of the options below: Materials or supplies for their classroom Attend an out of state conference Utilize the funds towards tuition for advanced coursework and LEA HQ teacher plan Enrichment camps for students Other
Be Specific & Targeted 1.Providing Career Growth LaddersProviding Career Growth Ladders 2.Enhancing Teacher LeadershipEnhancing Teacher Leadership o Section 3 Alignment 1.Providing Professional DevelopmentProviding Professional Development 2.Reorganizing Scattershot PD Efforts Into a Coherent 5-Year PlanReorganizing Scattershot PD Efforts Into a Coherent 5-Year Plan
Based on the specific subject (reading) and the subgroup (all students) in which the school did not meet AYP, the following sustained professional development will be offered throughout the year with focus on research-based reading strategies. Professional development will focus specifically on the effective implementation of the three tiered instructional approach and successful administration and analysis of formative assessment. A reading coach will be contracted to provide sustained, research based and job embedded opportunities for all teachers throughout the school year and will also facilitate regularly scheduled collaborative time.
New Teacher Mentoring Program 1.Mentoring Support of New TeachersMentoring Support of New Teachers 2.The Preparation & Induction of New Teachers in Learning CommunitiesThe Preparation & Induction of New Teachers in Learning Communities 3.RecruitmentRecruitment 4.RetentionRetention
1.Instructional Programs Research-Based Vertically Aligned 2.Student Data Continuous Examination Drives Differentiated Instruction 3.Other Permissible Activities Be Specific
1.Schedules 300 hours is the ED recommendation Expanded Learning Time 2.Family & Community Involvement Making the Case Building Public Will 3.Other Permissible Activities
1.Operational Flexibility Rapid District Improvement (pp. 6-19) Rapid District Improvement Let History Teach Us 2.Technical Assistance SSOS will provide training for: Transformation Specialists: August 2010 in addition to School Leadership Teams: October 2010, February 2011, April 2011 Are We Making It Easy Working With People 3.External Lead Partners 4.Other Permissible Activities
All external support providers must submit an application to the WVDE to be considered for addition to the State List of Approved External Supporting Partners Chuck Heinlein, Executive Director, Office of Organizational Effectiveness and Leadership, is the leader of this initiative Application can be found on the Title I website at this link:
Section IV: Additional Information
This section must be completed for schools in all three tiers and consists of 3 sections (A, B & C)
Section A: Recruit, screen and select external providers (if applicable) to ensure their quality Ask these questions per each school served: 1)Does the school staff have the capacity/skills needed for successful school reform? 2)Is an outside external provider needed to assist the school in successful school reform? 3)If so, what type of external provider support is needed per each receiving school?
Activity (20 minutes): Discuss with your district team the three questions to determine if an external support partner is needed for each school served: 1)Does the school staff have the capacity/skills needed for successful school reform? 2)Is an outside external provider needed to assist the school in successful school reform? 3)If so, what type of external provider support is needed per each receiving school? Write or begin a draft to address section A.
Section B: Describe how the LEA/schools served will modify practices or policies to enable its schools to implement the interventions fully and effectively. Each LEA must: 1) Review the 1003(g) requirements and identify any district practices or policies which are barriers to successful school reform implementation Student & teacher attendance policies School schedule Homework policy Grading policy Highly qualified plan Utilization of staff (including itinerate, Title I, and special education teachers) Parent involvement policy/activities School/student compact Extended day and year activities Professional development On-going data analysis used to drive instruction Discipline policy & procedures Examples:
Activity (20 minutes): With your district team identify barriers and discuss possible modifications to current practices or policies to enable selected schools to successfully implement reform interventions. Write or begin a draft to address section B.
Section C: Describe how the LEA/schools served will sustain the reform efforts after the funding period ends. additional personnel (including transformation specialists) external supporting partners rewards for principals and teachers necessary equipment & supplies funding to support additional time (e.g., substitutes &/or stipends for professional development, stipends for outside of school tutoring or summer programs) costs associated with extended day/year Each LEA should consider the continuation of 1003(g) funded efforts such as:
Activity (15 minutes): With your district team describe how the LEA/schools served will sustain the reform efforts after 1003(g) grant funding expires. Write or begin a draft to address section C.
Provide an overview of projects included in the budget Explain how other funds will be leveraged Expand on broad items, if necessary
All activities must be allowable under Title I regulations Clear, transparent and detailed Reasonable and allowable costs Time and effort not required
Description of services, including location Number of days Total cost of all services Federal grant project code matching the county budget Appropriate signatures from both entities
Written and describe services performed or goods delivered Dates when services were performed or goods delivered State location where were performed or goods delivered Description of students/teachers/etc. served (if applicable) Reviewed and approved prior to payment
Contractual professional development Program function code – Object code – 341 other professional services Contracted professional service from RESA Program function code – Object code – 591 services purchased from a educational services agency Contracted services with educational partner Program function code – Object code – 331 employee and training development services
Section VI: Assurances
Section VII: Waivers
Karen Davies Kenneth Moles Erin Sullivan Title I Office