2011 School Improvement Technical Assistance Meeting Dr. Reginald Eggleston Assistant Superintendent Division of Federal and Special Programs October 27, P.M. Board Room

Requirements for Making Adequate Yearly Progress A school or LEA must meet all of the following in order to make AYP: Annual measurable objectives in reading and mathematics. Participation rates in reading and mathematics. Additional academic indicator(s).

Requirements for Making Adequate Yearly Progress A school or LEA that does not make AYP for two consecutive years in the same component will be identified for school improvement. Components for AYP are reading (annual measurable objectives and participation rates), mathematics (annual measurable objectives and participation rates), and additional academic indicator(s).

What is School Improvement ? School Improvement is the status applied to Title I schools that have failed to meet the State's definition of "Adequate Yearly Progress" for two consecutive years.

The No Child Left Behind Act of 2001, Section (1116)(b)(3), describes the required process for plan development when a school is identified for school improvement. Beginning with the first year of not making AYP, a school team must develop a plan that utilizes scientifically research- based strategies to address student achievement challenges as identified by an in-depth analysis of the data. Alabama’s Continuous Improvement Plan (CIP) template should be used by all schools in improvement and Title I schools not in improvement to facilitate the planning process. Three templates are available based on the specific school scenario: Title I Schoolwide, Title I Targeted Assistance, or Non-Title. The final plan must be approved by the local education agency’s (LEA’s) board members and signed by the superintendent, federal programs coordinator, principal, and committee members. All Continuous Improvement Plans (including all signature pages) must be completed electronically or posted in the LEA’s eGAP document library no later than 90 days after identification. A CIP is effective for a two-year period and should be reviewed and revised monthly.

Continous Improvement Plan Section 1116 SCHOOL IMPROVEMENT REQUIREMENTS For Title I Schools Each school identified for improvement must develop or revise a two-year Electronic Continuous Improvement Plan (eCIP), in consultation with parents, school staff, the LEA, and other experts, for approval by the LEA. The school must set-aside 10 percent of its Title I funds for professional development (PD), and the school’s eCIP Plan must incorporate research-based strategies, extended learning time as appropriate (including school day or year), and strategies to promote effective parental involvement and mentoring for new teachers.

NCLB School Improvement Timeline School Year 1 Did not make AYP School Year 2 Did not make AYP

NCLB School Improvement Timeline School Year 3 1st year of school improvement Provide written notice of the school’s status to parents of each student enrolled in the school in a format and, to the extent practicable, in a language that the parents can understand Technical assistance provided from District / State Public School Choice Professional Development that is SRB/10% of budget Title I funds

NCLB School Improvement Timeline Any school that does not make AYP for three consecutive years in the same component is identified by the state for School Improvement Year 2. Provide written notice about the school’s status to parents of each student enrolled in the school in a format and, to the extent practicable, in a language that the parents can understand. [Section 1116(b)(6)] Public School Choice in accordance with Section Supplemental educational services to eligible students in accordance with Section Budget and spend 10% of its current year Title I allocation to provide high-quality professional development that directly addresses the academic achievement problem(s) that caused the school to be identified for school improvement.

NCLB School Improvement Timeline The LEA must also implement at least one of the following intervening actions: Replace the school staff that are relevant to the failure to make AYP. Decrease school-based decisions and assign a district-level staff person to oversee day-to-day operation of the school’s instructional program. Significantly decrease operational and/or instructional management authority at the school level.

NCLB School Improvement Timeline Institute and implement, or continue implementation of, an intensive and focused instructional program or model begun in the previous year, making modifications, if needed, based on an analysis of the previous year’s results. Implement supplemental educational services or strengthen tutoring support in after-school programs. If the school does not receive Title I, Part A, funds, the supplemental educational services may be made available from the state-approved provider list. In a non-Title I school, the cost of services may be paid from federal Title VI, State At-Risk, or other available funds.

NCLB School Improvement Timeline Any school that does not make AYP for four consecutive years in the same component is identified by the state for School Improvement Year 3-Corrective Action. The LEA must implement one or more of the following corrective actions: Replace school or LEA staff responsible for the continued failure to make AYP. Continue implementation of the intensive and focused instructional program or model begun in the previous year, making modifications if needed based on an analysis of the previous year’s results.

NCLB School Improvement Timeline Implement needs-based, content-specific professional development that is scientifically research-based. Significantly decrease operational and/or instructional management authority at the school or LEA level. Appoint an outside expert to oversee the day-to- day management of the school and to advise in decisions that impact making AYP, based on its Continuous Improvement Plan.

NCLB School Improvement Timeline In addition, any Title I school identified for School Improvement Year 3 must implement all of the following actions: Written notice of the school’s status to parents of each student enrolled in the school in a format and, to the extent practicable, in a language that the parents can understand. [Section 1116(b)(6).] Public school choice in accordance with Section Supplemental educational services to eligible students in accordance with Section 1116.

NCLB School Improvement Timeline Budget and spend not less than 10% of its Title I allocation to provide high-quality professional development that directly addresses the academic achievement problem that caused the school to be identified for school improvement.

NCLB School Improvement Timeline Any school that does not make AYP for five consecutive years in the same component will be identified by the state for School Improvement Year 4. The local school system must begin the planning process for restructuring the school and adopt one or more of the following alternative governance structures at the direction of the SDE: Replace all or most of the school staff that are relevant to the failure to make AYP. Contract with a management company or employ an independent "turnaround specialist" that would work at the direction of the local school system’s board of education to make and carry out instructional decisions.

NCLB School Improvement Timeline Initiate a regional and national search for a distinguished principal. The local school system would engage in a search for an experienced education professional to serve as the principal for a minimum of three years. Desired skills would include having led a successful school improvement process with experiences in increasing student achievement, recruiting and retaining highly qualified staff, providing quality professional learning for teachers, engaging parents and other stakeholders in the school improvement process, and building leadership capacity in teachers in a school.

NCLB School Improvement Timeline Identify any other major restructuring reform that addresses all the restructuring factors based on research including: making significant changes in governance, addressing environmental factors, and concentrating on any needed changes in leadership and organizational factors. (Reference: School Restructuring Options Under No Child Left Behind: What Works When? [2005], The Center for Comprehensive School Reform and Improvement;

NCLB School Improvement Timeline In addition, any Title I school identified for School Improvement Year 4 must implement all of the following actions: Provide written notice of the school’s status to parents of each student enrolled in the school in a format and, to the extent practicable, in a language that the parents can understand. [Section 1116(b)(6)] Public school choice in accordance with Section Supplemental educational services to eligible students in accordance with Section 1116.

NCLB School Improvement Timeline Budget and spend not less than 10% of its Title I allocation to provide high-quality professional development that directly addresses the academic achievement problem that caused the school to be identified for school improvement.

NCLB School Improvement Timeline Any school that does not make AYP for six consecutive years in the same component will be identified by the state for School Improvement Year 5. In addition to continuing any successful options, the local school system must implement an additional one of the following alternative governance structures at the direction of the Deputy State Superintendent that had not been initiated the previous year: Temporarily suspend the decision-making role of the school principal.

NCLB School Improvement Timeline Replace all or most of the school staff, which may include the principal, who are relevant to the school's inability to make adequate yearly progress. Enter into a contract with an entity, such as an external educational management organization with a demonstrated record of effectiveness, to operate the school.

NCLB School Improvement Timeline Additionally, any Title I school identified for School Improvement Year 5 must implement all of the following actions: Provide written notice of the school’s status to parents of each student enrolled in the school in a format and, to the extent practicable, in a language that the parents can understand. [Section 1116(b)(6)] Public School Choice in accordance with Section Supplemental educational services to eligible students in accordance with Section 1116.

NCLB School Improvement Timeline Budget and spend not less than 10% of its Title I allocation to provide high-quality professional development that directly addresses the academic achievement problem that caused the school to be identified for school improvem.ent

NCLB School Improvement Timeline In the event that the strategies for restructuring implemented the previous year are not successful in assisting the school to make AYP, the LEA must advance into the most acute phase of SDE support. The SDE will direct the LEA in creating an alternative governance structure for its schools that must be reflected by a Restructuring School Improvement Plan that will be prepared to implement all of the following alternative governance structures:

NCLB School Improvement Timeline Suspend the decision-making role of the school principal and have the central office take over the administration of the school through the appointment of a central office administrator to govern the school. Replace all or most of the school staff relevant to the school's continued inability to make adequate yearly progress. Enter into a contract with a "turnaround" specialist or an entity such as an external educational management organization with a demonstrated record of effectiveness to operate the school.

NCLB School Improvement Timeline In addition to the above actions, any Title I school identified for School Improvement Year 6+ must implement all of the following actions: Provide written notice of the school’s status to parents of each student enrolled in the school in a format and, to the extent practicable, in a language that the parents can understand. [Section 1116(b)(6)] Public School Choice in accordance with Section Supplemental educational services to eligible students in accordance with Section 1116.

NCLB School Improvement Timeline Budget and spend not less than 10% of its Title I allocation to provide high-quality professional development that directly addresses the academic achievement problem that caused the school to be identified for school improvement.

School Choice Public School Choice is one of the key strategies in the No Child Left Behind Act of Parents whose children attend Title I schools designated as School Improvement schools are given the opportunity to move their students to a higher performing school. Schools receive School Improvement status when they fail to make adequate yearly progress for two consecutive years. The following year, schools must offer School Choice to all students in the school.

Supplemental Educational Services NCLB provides an opportunity for parents whose children attend a Title I school identified for School Improvement for Year 2 or higher to have access to free tutoring in the form of Supplemental Educational Services (SES). Eligible students are all students in school improvement schools from low-income families. If sufficient funds are not available to serve all eligible children, an LEA must give priority to the low-achieving eligible students and should use professional judgment in applying criteria that is fair and objective to determine which students are the lowest achieving. These services, provided before or after school, are in addition to the instruction these students receive during the school day.

10% Professional Development Professional Development Requirements The district must provide an assurance that each school in improvement status will spend not less than 10% of the school’s Title I-A funds for professional development, for each fiscal year that the school is in Improvement Status. These professional development funds are for the purpose of providing the school’s instructional staff, including teachers and principals, high-quality professional development. This set aside requirement is calculated at the school level, and is factored into the eCIP budget before remaining Title I-A funds are earmarked.

Teacher-Mentoring Program TEACHER MENTORING Consists of structured guidance with regular and on-going support for teachers, especially beginning teachers, that are designed to help the teachers continue to improve their practice of teaching and to develop their instructional skills as part of an on-going developmental induction process. Teacher-Mentoring involves the assistance of an exemplary teacher and other appropriate individuals from a school, local educational agency, or institution of higher education and may include coaching, classroom observation, team teaching, and reduced teaching loads.

School Improvement Status

School Improvement District Initiatives

School Improvement Allocations

This plan must be developed jointly with school and parent leaders approved by and distributed to all parents. It must describe how the school will: - Convene an initial annual meeting for parents to explain Title I - Offer flexible meetings for parents, such as meetings in the morning or evening - Involve parents in the planning, reviewing, and improvement of the program - Use parental involvement funds to impact parental involvement and increase student achievement Local School Parental Involvement Plan

Evidence that the school parental involvement plans are distributed to parents. Evidence that the parental involvement plan is updated periodically. Annual Meeting to inform parents about Title I Programs and School Improvement Status Agenda Sign-In Parent Advisory Council Two Parents on CIP Committee

Local School Parental Involvement Plan Help teachers, principals, and other staff work well with parents Provide materials and training to help parents work with their children Coordinate with other programs, such as literacy training programs that encourage and support parents in helping their children at home (HIPPY, Helping Families SWAT, etc.)

Questions & Answers

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