Designing a Quality Schoolwide Program Presented by: Jan Stanley, State Title I Director Erin Sullivan, Title I Coordinator Karen Davies, Title I Coordinator.
Presentation on theme: "Designing a Quality Schoolwide Program"— Presentation transcript:
1Designing a Quality Schoolwide Program Presented by:Leticia Lovejoy, Title I Reading CoordinatorJane Massi, Title I ConsultantWEST VIRGINIA DEPARTMENT OF EDUCATION
2Why am I here? “School starts in a few weeks . . .” “I need more preparation time. .”
3NCLB, 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.
4NCLB, 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.
5Workshop Objectives To provide technical assistance to . . new Title I schoolwide principals and teachers in the understanding and development of a quality schoolwide program; andsupport Title I directors in assisting new Title I school teams in the understanding and development of a quality Title I schoolwide program.
6Overview of Day What is Title I? Schoolwide Program Resources SW vs Targeted Assistance ProgramCore Elements of a Schoolwide ProgramDeveloping a Comprehensive Strategic PlanMonitoring Expectations and PreparationQuestions
7What is Title I?Established by the Elementary and Secondary Education Act of 1965Currently authorized through the No Child Left Behind Act of 2001Title 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 ReformESEA of 1965 provides first substantial aid for local schoolsTitle I is currently authorized through NCLBBy far the largest ESEA program which focuses aid on high-poverty areasPurpose: 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 assessmentsThe 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
8What 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
9Recent WV Title I Funding Title I, Part A Allocation WV Title I StatisticsRecent WV Title I FundingFiscal YearTitle I, Part A Allocation*ARRA AllocationTotalAllocationFY09$99,604,055N/AFY10$93,325,896$60,854,109$154,180,005FY 11$87,207,863*Funding supported through the American Recovery and Relief Act
10WV Title I Statistics*Schools are some configuration of grades PK,K,1,2,3,4,5, 6
11WV Title I StatisticsThere are 357 (FY10=352) Title I funded schools FY11 in West VirginiaSW = 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 programSchools must have a threshold of at least 40% poverty to operate as a schoolwide program
12Schoolwide Program Resources No Child Left Behind Act of 2001Section 1114 Schoolwide ProgramsNonregulatory GuidanceDesigning Schoolwide Programs , March 2006Title 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.
13Title 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.
14What 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.
15What 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 achievementAll teachers work together regardless of salary funding sourceBroad 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 paperworkThe school will benefit from a comprehensive assessment of student data
16Title I Schoolwide Programs Seek to close the achievement gap for all studentsPlan for comprehensive, long term improvementProvide continuous learning for all entitiesSeek to strengthen the school’s internal structuresConsolidate resources to achieve the goalsEngage in continuous self-assessment for the purpose of improvement
20Systemic Continuous Improvement Process PlanDoStudyActStaff develops a common understanding of a systemic improvement process. - handoutSystemic planning-organizational strategyPlanDevelopment 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 prioritiesDevelop goals/objectives to measure progressSelect strategies and activities based on researchDo- Execute and monitor the implementation of the planImplement strategies based on researchStudy - Analyze evidence of effectiveness-To what extent did we achieve our goals?Act –Develop and implement a plan for standardization and establish future planswhat 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.
21Establish a Schoolwide Planning Team Suggested membershipTeacher representatives from the school’s grade spanSpecial education teacherRelated arts teacherParaprofessionalParentsCommunity representativeBusiness partnerSelect a core school improvement teamIdentify key stakeholdersIdentify individuals whose support is critical to the success of the improvement projectInclude individuals with knowledge of the organizationInclude individuals with knowledge of the improvement processDevelop a code of cooperation or group norms to guide behavior in working collaboratively
22Establish 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.
23Clarify 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 statementsShared mission (purpose), vision (clear direction), values (collective commitments), and goals (indicators, timelines, and targets) – ALL FOCUSED ON STUDENT LEARNING
25Create a School Profile/Needs Assessment Review and analyze all facets of the school’s operationIdentify strengthsIdentify deficiencies and determine root causesFormulate recommendationsSchool 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 operationExternal trend dataStudent achievement data for summative and formative assessmentsStudent outcome data (e.g. attendance, discipline, dropout rate)Culture conditions and practicesEvaluate the effectiveness of improvement strategies implemented in prior yearsIdentify strengthsIdentify deficiencies and determine root causesDetermining root causes is the key to developing sustainable improvementIdentify driving and restraining causes of the situationFormulate recommendations:Determine initiatives to continue, expand or discard based on the effectivenessPrioritize the recommendations and set priorities for improvingPrepare a listing of possible solutions for the root causes and rate the potential impactDetermine professional development needsIdentify research based strategies aligned with the WVDE Frameworks for High Performing Schools
26Identifying Data Sources Analyzing Data Types of data to be examined:Key Outcome IndicatorsExternal TrendsAchievement DataOther Outcome DataData about Culture/ConditionsFramework for Literacy21st Century FrameworkIn 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 dataKey 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 ProfileHave the participants review the major categories on the handout. Determine in which of the four areas the information would be included.
27External Trends Outside factors that affect achievement Age distribution of county populationSocio economic status of districtFamily structuresDrug abuseCrime rateTechnology trends
28Achievement Summative tests Benchmark tests Formative assessments OF learningFormative assessments FOR learning
29Other Outcome Data Attendance Discipline Drop out rates Graduation rates
30Culture-Conditions-Practices Monitoring reportsWalk through summariesOEPA ReportsSchool self assessment of high yield strategiesQuestionnaires/surveys
31FrameworksFramework for Literacy21st Century Learning
32Determining Root Causes Examine Possible Reasons for Not Meeting ObjectivesTeacherLearnerCurriculumClassroomTeaching strategiesStudent engagementAligned with testInstructional materialsExpectationsSelf-efficacyMapping sequencePhysical environmentUnderstanding of CSOs and content areaUnderstanding of CSOsAppropriate to grade levelDaily interruptionsTeaching experiencePrior learning experiencesTest administrationLearning climateClassroom management skillsParental supportAccommodation for learning stylesDisciplinary problemsThe root causes of achievement problems could reside in one or more of four common places.Refer to chart in slideOnce 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.
33Establish Priorities Review the root causes Prioritize the major concernsFocus on what you can actually change
34Let’s Summarize the Utilization of Data Student Achievement DataGoals and ObjectivesExternal Trend DataStrategiesOther StudentOutcome DataCulture, Conditions, and PracticesParticipants need to understand that all goals and objectives must be related to student achievementThe other forms are data are used to select the strategies that will be implemented.
35Let’s Summarize WHAT to Improve HOW to Improve GOALS STRATEGY ObjectiveAction stepGoals 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.
36Comprehensive Strategic Plan (Title I Compliance Sections)
37Statute Requires 10 Components These 10 components are grouped into 5 broad categories:Schoolwide reform strategies – goals/objectives/action stepsInstruction by highly qualified teachersParent involvementAdditional support for studentsMonitoring and evaluation of the program
38Statute 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 CompactGo to sample plan for examples of each.
39Statute Requires 10 Components 7. Parent Involvement in planning, implementation and evaluation of the program8. Coordination and integration of federal, state and local services9. Academic assessment procedures10. Evaluation of the schoolwide program11. Professional development – including training teachers to work with parentsGo to sample plan for examples of each.
40Monitoring and evaluation of the TITLE I SCHOOLWIDE program Jane
41Monitoring and Evaluation of the Title I Schoolwide Program Main PurposeTitle 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 standardsThe school must revise its plan as necessary based on the results of the evaluation to ensure the continuous improvement of student achievement.
42Monitoring and Evaluation of the Title I Schoolwide Program Main PurposeThe 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
43Monitoring and Evaluation of the Title I Schoolwide Program Additional PurposesAssist school leaders in making informed decisionsAnswer stakeholder questionsIncrease understanding of specific strategiesPromote interest in and support of a program or activityAssist 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.
44Identifying Questions to Ask Two Types of QuestionsIs 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).
45ExampleGoal: 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.
46Strategies1) 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.
47Determine Person(s) Responsible School must decide collaboratively with the district how the evaluation will be conducted.Choices of method of evaluationInternallyExternallyInternally – by the school staffExternally – by a person(s) outside of the school – from RESA, higher ed, other school staffs, an external facilitator, or other technical assistance providerConsiderations/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.
48Evaluation/Review Process Step 1Identify the school’s main purpose and intended audiencesThe 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)
49Evaluation/Review Process Step 2Identify the review questions based on goals, objectives, and strategiesKey review pointsInputActivitiesShort term impactsLong term impactsProgram 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 termScreen each potential evaluation question to ensure it elicits information that is:Relevant to the swp goals and objectivesImportant to a significant number of stakeholdersOf continuing relevance and interestAttainable, given time, resources, and staff
50Evaluation/Review Process Step 3Identify data collection instrumentsQuantitativeQualitativeQuantitative – empirical, numerical (tallies, test scores)Qualitative – (surveys, personal interviews, observations, journals)DATA COLLECTION sheet
51Evaluation/Review Process Step 4Collect dataStakeholders must provide reviewers with informationStakeholders must have a clear understanding of why the review is being conductedConsider the need for anonymityConsider the need for interpretersConsider 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
52Evaluation/Review Process Step 5Analyze and interpret resultsCheck 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
53Evaluation/Review Process Step 6Develop a written report(continued)Slides 15, 16, 17
54Evaluation/Review Process Step 6 (continued)Content of reportBackground information about the schoolEvaluation questionsProcedures for gathering dataFindings from data analysisConclusion and recommendations for improvement(continued)
55Evaluation/Review Process Step 6 (continued)Present the report to staff, parents and community members
56Utilization 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.
57Utilization 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.
58Utilization 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.
59SEA Monitoring of the Title I School Program Use monitoring document here
60Additional Support Leticia Lovejoy email@example.com Jane Massi