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Designing a Quality Schoolwide Program

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Designing a Quality Schoolwide Program Presented by: Jan Stanley, State Title I Director Erin Sullivan, Title I Coordinator Karen Davies, Title I Coordinator.

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1 Designing a Quality Schoolwide Program
Presented by: Leticia Lovejoy, Title I Reading Coordinator Jane Massi, Title I Consultant WEST VIRGINIA DEPARTMENT OF EDUCATION

2 Why am I here? “School starts in a few weeks . . .”
“I need more preparation time. .”

3 NCLB, 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.

4 NCLB, 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.

5 Workshop Objectives To provide technical assistance to . .
new Title I schoolwide principals and teachers in the understanding and development of a quality schoolwide program; and support Title I directors in assisting new Title I school teams in the understanding and development of a quality Title I schoolwide program.

6 Overview of Day What is Title I? Schoolwide Program Resources
SW vs Targeted Assistance Program Core Elements of a Schoolwide Program Developing a Comprehensive Strategic Plan Monitoring Expectations and Preparation Questions

7 What is Title I? Established by the Elementary and Secondary Education Act of 1965 Currently authorized through the No Child Left Behind Act of 2001 Title 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 Reform ESEA of 1965 provides first substantial aid for local schools Title I is currently authorized through NCLB By far the largest ESEA program which focuses aid on high-poverty areas Purpose: 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 assessments The 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

8 What 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

9 Recent WV Title I Funding Title I, Part A Allocation
WV Title I Statistics Recent WV Title I Funding Fiscal Year Title I, Part A Allocation *ARRA Allocation Total Allocation FY09 $99,604,055 N/A FY10 $93,325,896 $60,854,109 $154,180,005 FY 11 $87,207,863 *Funding supported through the American Recovery and Relief Act

10 WV Title I Statistics *Schools are some configuration of grades PK,K,1,2,3,4,5, 6

11 WV Title I Statistics There are 357 (FY10=352) Title I funded schools FY11 in West Virginia SW = 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 program Schools must have a threshold of at least 40% poverty to operate as a schoolwide program

12 Schoolwide Program Resources
No Child Left Behind Act of 2001 Section 1114 Schoolwide Programs Nonregulatory Guidance Designing Schoolwide Programs , March 2006 Title 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.

13 Title 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.

14 What 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.

15 What 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 achievement All teachers work together regardless of salary funding source Broad 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 paperwork The school will benefit from a comprehensive assessment of student data

16 Title I Schoolwide Programs
Seek to close the achievement gap for all students Plan for comprehensive, long term improvement Provide continuous learning for all entities Seek to strengthen the school’s internal structures Consolidate resources to achieve the goals Engage in continuous self-assessment for the purpose of improvement

17 Core Elements of a Title I Schoolwide Program

18 Three Core Elements Comprehensive needs assessment
Comprehensive strategic plan Evaluation of the plan implementation We will discuss each of these core elements in greater detail.

19 Planning process for a schoolwide project

20 Systemic Continuous Improvement Process
Plan Do Study Act Staff develops a common understanding of a systemic improvement process. - handout Systemic planning-organizational strategy Plan Development 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 priorities Develop goals/objectives to measure progress Select strategies and activities based on research Do- Execute and monitor the implementation of the plan Implement strategies based on research Study - Analyze evidence of effectiveness-To what extent did we achieve our goals? Act –Develop and implement a plan for standardization and establish future plans what 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.

21 Establish a Schoolwide Planning Team
Suggested membership Teacher representatives from the school’s grade span Special education teacher Related arts teacher Paraprofessional Parents Community representative Business partner Select a core school improvement team Identify key stakeholders Identify individuals whose support is critical to the success of the improvement project Include individuals with knowledge of the organization Include individuals with knowledge of the improvement process Develop a code of cooperation or group norms to guide behavior in working collaboratively

22 Establish 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.

23 Clarify 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 statements Shared mission (purpose), vision (clear direction), values (collective commitments), and goals (indicators, timelines, and targets) – ALL FOCUSED ON STUDENT LEARNING

24 Comprehensive Needs Assessment

25 Create a School Profile/Needs Assessment
Review and analyze all facets of the school’s operation Identify strengths Identify deficiencies and determine root causes Formulate recommendations School 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 operation External trend data Student achievement data for summative and formative assessments Student outcome data (e.g. attendance, discipline, dropout rate) Culture conditions and practices Evaluate the effectiveness of improvement strategies implemented in prior years Identify strengths Identify deficiencies and determine root causes Determining root causes is the key to developing sustainable improvement Identify driving and restraining causes of the situation Formulate recommendations: Determine initiatives to continue, expand or discard based on the effectiveness Prioritize the recommendations and set priorities for improving Prepare a listing of possible solutions for the root causes and rate the potential impact Determine professional development needs Identify research based strategies aligned with the WVDE Frameworks for High Performing Schools

26 Identifying Data Sources Analyzing Data
Types of data to be examined: Key Outcome Indicators External Trends Achievement Data Other Outcome Data Data about Culture/Conditions Framework for Literacy 21st Century Framework In 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 data Key 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 Profile Have the participants review the major categories on the handout. Determine in which of the four areas the information would be included.

27 External Trends Outside factors that affect achievement
Age distribution of county population Socio economic status of district Family structures Drug abuse Crime rate Technology trends

28 Achievement Summative tests Benchmark tests
Formative assessments OF learning Formative assessments FOR learning

29 Other Outcome Data Attendance Discipline Drop out rates
Graduation rates

30 Culture-Conditions-Practices
Monitoring reports Walk through summaries OEPA Reports School self assessment of high yield strategies Questionnaires/surveys

31 Frameworks Framework for Literacy 21st Century Learning

32 Determining Root Causes
Examine Possible Reasons for Not Meeting Objectives Teacher Learner Curriculum Classroom Teaching strategies Student engagement Aligned with test Instructional materials Expectations Self-efficacy Mapping sequence Physical environment Understanding of CSOs and content area Understanding of CSOs Appropriate to grade level Daily interruptions Teaching experience Prior learning experiences Test administration Learning climate Classroom management skills Parental support Accommodation for learning styles Disciplinary problems The root causes of achievement problems could reside in one or more of four common places. Refer to chart in slide Once 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.

33 Establish Priorities Review the root causes
Prioritize the major concerns Focus on what you can actually change

34 Let’s Summarize the Utilization of Data
Student Achievement Data Goals and Objectives External Trend Data Strategies Other Student Outcome Data Culture, Conditions, and Practices Participants need to understand that all goals and objectives must be related to student achievement The other forms are data are used to select the strategies that will be implemented.

35 Let’s Summarize WHAT to Improve HOW to Improve GOALS STRATEGY
Objective Action step Goals 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.

36 Comprehensive Strategic Plan (Title I Compliance Sections)

37 Statute Requires 10 Components
These 10 components are grouped into 5 broad categories: Schoolwide reform strategies – goals/objectives/action steps Instruction by highly qualified teachers Parent involvement Additional support for students Monitoring and evaluation of the program

38 Statute 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 Compact Go to sample plan for examples of each.

39 Statute Requires 10 Components
7. Parent Involvement in planning, implementation and evaluation of the program 8. Coordination and integration of federal, state and local services 9. Academic assessment procedures 10. Evaluation of the schoolwide program 11. Professional development – including training teachers to work with parents Go to sample plan for examples of each.

40 Monitoring and evaluation of the TITLE I SCHOOLWIDE program

41 Monitoring and Evaluation of the Title I Schoolwide Program
Main Purpose Title 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 standards The school must revise its plan as necessary based on the results of the evaluation to ensure the continuous improvement of student achievement.

42 Monitoring and Evaluation of the Title I Schoolwide Program
Main Purpose The 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

43 Monitoring and Evaluation of the Title I Schoolwide Program
Additional Purposes Assist school leaders in making informed decisions Answer stakeholder questions Increase understanding of specific strategies Promote interest in and support of a program or activity Assist 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.

44 Identifying Questions to Ask
Two Types of Questions Is 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).

45 Example Goal: 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.

46 Strategies 1) 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.

47 Determine Person(s) Responsible
School must decide collaboratively with the district how the evaluation will be conducted. Choices of method of evaluation Internally Externally Internally – by the school staff Externally – by a person(s) outside of the school – from RESA, higher ed, other school staffs, an external facilitator, or other technical assistance provider Considerations/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.

48 Evaluation/Review Process
Step 1 Identify the school’s main purpose and intended audiences The 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)

49 Evaluation/Review Process
Step 2 Identify the review questions based on goals, objectives, and strategies Key review points Input Activities Short term impacts Long term impacts Program 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 term Screen each potential evaluation question to ensure it elicits information that is: Relevant to the swp goals and objectives Important to a significant number of stakeholders Of continuing relevance and interest Attainable, given time, resources, and staff

50 Evaluation/Review Process
Step 3 Identify data collection instruments Quantitative Qualitative Quantitative – empirical, numerical (tallies, test scores) Qualitative – (surveys, personal interviews, observations, journals) DATA COLLECTION sheet

51 Evaluation/Review Process
Step 4 Collect data Stakeholders must provide reviewers with information Stakeholders must have a clear understanding of why the review is being conducted Consider the need for anonymity Consider the need for interpreters Consider 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

52 Evaluation/Review Process
Step 5 Analyze and interpret results Check 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

53 Evaluation/Review Process
Step 6 Develop a written report (continued) Slides 15, 16, 17

54 Evaluation/Review Process
Step 6 (continued) Content of report Background information about the school Evaluation questions Procedures for gathering data Findings from data analysis Conclusion and recommendations for improvement (continued)

55 Evaluation/Review Process
Step 6 (continued) Present the report to staff, parents and community members

56 Utilization 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.

57 Utilization 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.

58 Utilization 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.

59 SEA Monitoring of the Title I School Program
Use monitoring document here

60 Additional Support Leticia Lovejoy
Jane Massi

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