GUIDANCE ON SCHOOL IMPROVEMENT Region VII Comprehensive Center The University of Oklahoma 555 Constitution Street Norman, OK David Gray

4/27/2004Region VII Comprehensive Center2 Presentation Purposes 1.Clarify the different stages of school improvement 2.Identify the school improvement plan requirements 3.Overview the responsibilities of the SEA and LEA for technical assistance 4.Provide participants with a resource for school improvement guidance in their states, districts, or schools

4/27/2004Region VII Comprehensive Center3 Annual Review: School Progress  Determines whether a school or LEA has made:  Adequate yearly progress (AYP)  Progress in closing the achievement gap  Helps states and LEAs develop or refine technical assistance strategies

4/27/2004Region VII Comprehensive Center4 Annual Review: Data  Student achievement in reading/language arts and mathematics  Assessment participation rates  Attendance or other measure  H.S. only: dropout rates

4/27/2004Region VII Comprehensive Center5 Annual Review: Timeline  SEA timeline must accommodate:  Time for schools to review the data that led to the determination;  The development and implementation of a school improvement plan; and  The need to provide parents with sufficient time to evaluate the public school choice and supplemental educational service options that may be available Release of State Assessment Results Start of Next School Year

4/27/2004Region VII Comprehensive Center6 Annual Review: Included Schools Title I Schools SEA reviews and rewards LEA publishes and disseminates results Non Title I Schools SEA reviews and rewards LEA publishes and disseminates results Charter Schools Chartering Authority and/or SEA reviews, rewards, and publishes and disseminates (depending on state law) For Charter School Guidance, go to: elsec/guid/cspguidance03. doc elsec/guid/cspguidance03. doc

4/27/2004Region VII Comprehensive Center7 Adequate Yearly Progress (AYP)  Rewards for making AYP for 2 consecutive years:  SEA Recognition  SEA Identification as a distinguished school  Optional SEA Awards to distinguished teachers or principals  Other optional SEA rewards  Sanctions for failing to make AYP for 2 consecutive years or more:  Choice (continues)  Supplementary Services (continues)  Corrective Action  Plan for Restructuring  Restructuring

4/27/2004Region VII Comprehensive Center8 School Improvement–Year 1

4/27/2004Region VII Comprehensive Center9 School Improvement–Year 1  A school that fails to make AYP for two consecutive years, as defined by the State’s accountability system, must be identified for school improvement, year 1.  To exit from school improvement, the school must make AYP for two consecutive years.

4/27/2004Region VII Comprehensive Center10 School Improvement–Year 1  What the LEA Must Tell Parents:  What the identification means;  How their child’s school compares to others in terms of academic achievement;  The reason for the identification, e.g., Too few students assessed, One subgroup not meeting proficiency targets;  How parents can be involved in addressing the problems that led to the identification;  The parents’ option to transfer their child to another school in the LEA that is making AYP.

4/27/2004Region VII Comprehensive Center11 School Improvement–Year 1  What else must the LEA do?  Publish and disseminate to parents and the public: What the school is doing to address low achievement; What the LEA and/or SEA is doing to assist the school  The LEA must ensure that the identified school(s) receive technical assistance both during school improvement planning and implementation.  Public School Choice Non-regulatory Guidance is available online at

4/27/2004Region VII Comprehensive Center12 School Improvement Plan  A school identified for school improvement. Must develop a two-year plan that addresses the academic issues that caused it to be identified.  Must be developed within three months;  May be a new plan or a revision of an existing plan* * Note: If an old plan has failed previously to improve a school, revising that plan might not prove adequate.

4/27/2004Region VII Comprehensive Center13 School Improvement Plan  The school improvement plan must address at a minimum, the following topics:  Core academic subjects and the strategies used to teach them;  * Professional development;  Technical assistance;  Parent involvement; and,  Measurable goals * 10% of Title I funds must be allocated to professional development

4/27/2004Region VII Comprehensive Center14 1.Locate section C “School Improvement Plan” in your handout. 2.Form teams of Select a team leader 4.Leader assigns team members (and himself/herself) questions and responses from C-4 to C-20 5.Take 5 minutes to read and 5 minutes to report out to team 6.Create a check sheet that your team can use to screen school improvement plans for required plan components and assurances. Improvement Plan Jigsaw

4/27/2004Region VII Comprehensive Center15 Technical Assistance–LEA  Responsibilities of LEAs to identified schools  LEA is primary provider of TA on plans LEA can use SEA, institute of higher ed., other experienced TA providers, e.g., Comp. Centers, Labs  Assistance should focus on: Improving the school’s instructional program Issues that caused the school to be identified for improvement

4/27/2004Region VII Comprehensive Center16 Technical Assistance–LEA  LEA must assist schools in three areas: 1.Data analysis of assessments and student work 2.Identification and implementation of scientifically-based instructional strategies and methods 3.Budget analysis and reallocation of resources  LEA should tailor assistance to each school’s needs based on its comprehensive needs assessment. Avoid “one size fits all” approaches

4/27/2004Region VII Comprehensive Center17 Technical Assistance–SEA 1.Reserve and allocate Title I, Part A funds for school and LEA improvement activities  Equals 4% of the SEA’s Title I, Part A funds in fiscal  95% of this reserve must be distributed to LEAs with schools in improvement (or with the approval of the LEAs, the SEA may use the funds for school support teams or educational service agencies)  Must give priority to LEAs serving the lowest achieving schools with the greatest need and strongest commitment 2.To create and sustain a statewide system of support that provides technical assistance to schools identified for improvement

4/27/2004Region VII Comprehensive Center18 Technical Assistance–SEA  Priorities for the system of support 1.LEAs with schools in corrective action/schools in LEAs that have not carried out their responsibilities for corrective action or restructuring 2.LEAs with schools in need of improvement 3.Title I LEAs and Schools that need additional support and assistance  System of support components  School support teams  Distinguished teachers and principals  Other experienced entities such as universities, educational service agencies, private providers, comp. centers, and labs

4/27/2004Region VII Comprehensive Center19 Technical Assistance–SEA School support team membership  Distinguished/highly qualified teachers and principals  Pupil support personnel  Parents  Representatives from institutions of higher education  Representatives of regional technical assistance centers or labs  Representatives of outside consultant groups  Other individuals that the SEA deems appropriate School support team qualifications  Skillful, credible, experienced in providing technical assistance  Knowledgeable about scientifically-based research/practice and State standards  Familiar with a variety of school reform initiatives, including Schoolwide programs Comprehensive school reform Other means of improving educational opportunities for low achieving students

4/27/2004Region VII Comprehensive Center20 Technical Assistance–SEA School support team responsibilities  Review and analyze all facets of the school’s operation, including the instructional program  Collaborate with school staff, LEA staff, and parents to design, implement, and monitor a realistic school improvement plan  Provide feedback at least twice a year to the LEA, and to the SEA when appropriate, about the effectiveness of the personnel.  Identify outstanding teachers and principals  After one year, consult with the LEA and make a “next steps” recommendation to the SEA

4/27/2004Region VII Comprehensive Center21 School Improvement–Years 2 & 3

4/27/2004Region VII Comprehensive Center22 School Improvement-Year 2  A school that fails to make AYP for three consecutive years must be identified for school improvement, year 2.  A school that makes AYP after one year in school improvement  Delays year 2 school improvement for one year  Remains in year 1 school improvement  To exit from school improvement, year 2, the school must make AYP for two consecutive years.  Schools in improvement, year 2, must implement their improvement plans and continue to receive technical assistance

4/27/2004Region VII Comprehensive Center23 School Improvement-Year 2  What the LEA Must Tell Parents:  Provide the same information as in year 1 of school improvement, including the parents’ option to transfer their child to another school in the LEA that is making AYP  Notify parents that supplemental educational services are available to eligible children  Provide a list of approved providers within the LEA or within a reasonable distance, along with a description of services, qualifications, and effectiveness. Detailed information available at

4/27/2004Region VII Comprehensive Center24 Corrective Action (Year 3)  A school that fails to make AYP for four consecutive years must be identified for corrective action.  A school that makes AYP after year 2 in school improvement  Delays year 3 school corrective action for one year  Remains in year 2 school improvement  To exit from corrective action, the school must make AYP for two consecutive years  Schools in corrective action receive more intensive technical assistance from providers

4/27/2004Region VII Comprehensive Center25 Corrective Action (Year 3)  Parent notification requirements  Explain what corrective action means and how the school’s academic achievement compares to other schools in the LEA and state.  Explain how parents can be involved in addressing the academic issues that led to corrective action.  Provide information on the parents’ option to transfer their child, as well as information that will assist parents to make an informed decision about this option  Notify parents of eligible children of their option to obtain supplementary services and provide information on providers

4/27/2004Region VII Comprehensive Center26 Corrective Action (Year 3)  LEA ensures that  All students have the option to transfer  Supplemental services are available to eligible students in the school  Technical assistance services are provided to the school  LEA takes one or more of these 7 corrective actions:  Provides scientifically-based professional development  Institutes a scientifically-based new curriculum with appropriate professional development  Extends the school year or school day  Replaces staff deemed relevant to the school not making AYP  Significantly reduces management authority  Restructures the internal school organization  Appoints an outside expert to advise the school

4/27/2004Region VII Comprehensive Center27 School Improvement–Years 4 & 5

4/27/2004Region VII Comprehensive Center28 Restructuring (Year 4)  A school that fails to make AYP for five consecutive years is identified for restructuring  In year one of restructuring, the LEA prepares a restructuring plan for the school  A school that makes AYP after corrective action  Delays restructuring for one year  Remains in corrective action  To exit from restructuring, the school must make AYP for two consecutive years

4/27/2004Region VII Comprehensive Center29 Restructuring (Year 4)  During year 1 of restructuring, the LEA creates a restructuring plan to include at least one of the following actions:  Replace staff, which may include the principal  Enter into a contract with a private management company to manage the schools  Turn the operation of the school over to the SEA  Re-open the school as a public charter school  Implement other major restructuring of the school’s governance

4/27/2004Region VII Comprehensive Center30 Restructuring (Year 4)  Parent and teacher notification requirements  Provide prompt notice of the decision to parents and teachers  Provide both parents and teachers with the opportunity to comment on the decision before restructuring action is taken  Invite both teachers and parents to participate in the development of the restructuring plan  Other parental notification requirements remain the same as for corrective action

4/27/2004Region VII Comprehensive Center31 Restructuring (Year 5)  A school that fails to make AYP for six consecutive years is identified for restructuring–year 2.  At the beginning of the school year, the school must implement the LEA’s restructuring plan  A school that makes AYP after restructuring, Year 1  Delays implementing the LEA’s restructuring plan for one year  Remains in restructuring, year 1  To exit from restructuring, the school must make AYP for two consecutive years

4/27/2004Region VII Comprehensive Center32 Restructuring (Year 5)  Year 1 restructuring requirements for LEA actions, notifications, and technical assistance remain unchanged in year 2  A school continues in restructuring, year 2 until it makes AYP for two consecutive years

4/27/2004Region VII Comprehensive Center33 “Reform is no longer about access or money. It is no longer about compliance or excuses. It is about improving student achievement by improving the quality of the education we offer American students.” Rod Paige Secretary of Education