February 25, 2010

Today’s Agenda  Introductions  USDOE School Improvement Information  Timelines and Feedback on submitted plans  Implementing plans  Monitoring plans  Funding Clarification

Part I USDOE School Improvement Information

School Improvement Grant (1003 “G”)  Oregon’s application was submitted on February 9, 2010  The USDOE has indicated that applications will be reviewed and responses to states will be provided within 10 business days  Identify Tier I, II and III schools  Release funds to LEAs committed to implementing the required intervention models

Four SIG School Intervention Models TurnaroundRestartClosureTransformation

Role of SEA and LEA StateDistrict Eligible SchoolsIdentify list of eligible school in the State (i.e., Tier I, II and III). Applies to serve all or subset of eligible schools in its district. Review CriteriaDevelops, disseminates and implements criteria it will use to review and evaluate LEA applications. 4 ModelsReview and approves LEA’s capacity to implement proposed model in eligible school. Applies to implement one of the four required models in eligible schools. LEA selects model after an analysis of local data, resources and capacity. PrioritizationMust give priority to LEAs that apply to serve Tier I or Tier II schools. Must serve Tier I school it has the capacity to serve. May not apply to serve any Tier III school if it has not served all of its Tier I or IIs. BudgetReviews, adjusts and approves LEA budget by school. Submits 3 year budget (or period of availability) for each school it applies to serve ($50K-$2m per year). GoalsApproves and monitors achievement goals. Proposes achievement goals for each Tier I, II and III school.

Timeline of Implementation February 2010 February 16, 2010 SEAs’ SIG application due to ED ED awards SIG to to States March-April 2010 LEA Application Process May 2010 SEA awards grants to LEAs LEAs begin implementation Fall 2010 SIG schools open/reopen

Impact on School in Improvement for School Year  Schools identified for the current year are not required to implement the model during the school year even though we allocated School Improvement “G” funds  The “G” funds allocated during the school year were from Oregon’s FY 2008 allocation and is not subject to the regulations of Oregon’s FY 2009 “G” funds allocation

Part II Timelines and Feedback on submitted plans

Timeline for remainder of the year  January 29, The applications were due  Currently- Reviewing and giving the go-ahead to implement the plan  Late February- release of more funds to schools  Late March/Early April- Deep review of School Improvement plans for feedback  We will be sending out invitations to OSIFs, district and school personnel to volunteer to read

Timeline for remainder of the school year  Continue to implement the school improvement plan through the remainder of the school year  Update the plan as necessary for school year

Tier III Schools in  Schools identified as Tier III for the school year will still be eligible for Title I-A School Improvement funds  Tier III schools would still be required to meet guidelines currently set in ESEA for school improvement, corrective action and restructuring

District Responsibilities for Tier III Schools in  LEAs would still be required to set aside funds for School Choice and Supplemental Education Services  LEAs would still be required to provide proper notifications to the community  LEAs would be required to complete the application for Title I-A School Improvement grants

Other Services to Tier III Schools  Technical assistance and support through the Oregon Statewide System of Support (OSSS) will be available for Tier III schools  When the AYP designations are released this summer, some Tier III schools may move off the list and others may move on.

Part III Implementing and Monitoring School Improvement Plans

Larry Ainsworth

Considerations in the implementation of the School Improvement Plan  Essential is to begin with a well-articulated plan with clear goals, objectives, responsible persons, resources and timelines  Full support from the entire school community  Support from Central Office  Adequate resources  A focus on student achievement for all subgroups

 What the goal is  How it will be measured  What the steps are for reaching the goal  Who is responsible  What the timeline is  Which resources will be utilized The Action Plan highlights

Effective educational practices + Effective implementation practices = Good outcomes for students

 Implementation is not an “event”!  Implementation is a process involving multiple decisions, resources, activities, and stakeholders. Implementation Success

Implementation occurs at several levels  At the gross level, schools are charged with implementing the school improvement plan as a whole.  As steps of the school improvement plan are addressed, schools must also implement programs and/or strategies.  At both levels, adherence to the fidelity of implementation is required.

Considerations in the implementation of the School Improvement Plan  The strategies, models, programs, professional development and other activities must all coordinate to meeting the specific student achievement goal.

Considerations for implementing programs within the School Improvement Plan  Prepare staff by: Providing training Providing opportunities to practice Providing coaching as needed though modeling lessons and observation of instruction with just in time feedback

Monitoring progress involves communication and a variety of reporting formats to gather information that helps continuous planning to occur. Monitoring – Making Sure the “Plan” is Effectively Implemented

 Define benchmarks within the implementation process concerning  Define objectively verifiable “indicators”  Specify sources of verification  Assess assumptions, conditions, risks  Specify the reporting system Monitoring Process Considerations

 Define monitoring indicators  Collect data and information  Compare plan targets with current situation  Adjust the plan accordingly  Report the findings to stakeholders How to Conduct Monitoring

The use of data in monitoring the School Improvement Plan  It is essential to establish ongoing and systematic data collection that includes looking at both fidelity of implementation of the program and resulting student achievement  Progress monitor, progress monitor, progress monitor!  Review, review, review!  Make course adjustments and look for “implementation drift”

Evaluating the effectiveness of the School Improvement Plan  Make it a regular part of implementing the plan  Evaluate progress toward: Goals Actions Objectives  Incorporate current data  Consider student and/or staff changes  Keep the plan active and ensure continuous improvement

 ODE School Improvement and Accountability Team  Regional ESD School Improvement- Curriculum, Instruction and Assessment Personnel  Oregon School Improvement Facilitators You Can Do It…We Can Help!

Part IV Funding Clarifications

Funding Clarifications  Two grants awarded this past fall ARRA School Improvement Grant $33,050 School Improvement G Funds $26, 950  One grant to be awarded this winter Title I-A School Improvement Grant (see website)  Expiration Dates on Grants School Improvement G Funds: (9/30/2010) ARRA School Improvement Grant (9/30/2011) Title I-A School Improvement Grant (9/30/2011)

Funding for  ARRA School Improvement funds and Federal FY 2009 School Improvement funds are designated to fund Tier I and Tier II schools. If funds remain, districts may apply to serve Tier III schools.  Title IA School Improvement funds will be used to provide grants to Tier III schools and Tier I schools that a district chooses not to serve under the School Improvement Grant.

Where to locate Information ODE Title I School Improvement Webpage: Oregon School Improvement Facilitators ult.aspx USDOE School Improvement Fund Webpage Center on Innovation & Improvement

Contact Information Russ Sweet, Education Specialist Carol Larson, OSIF Program Administrator