Transcript Slide 1

FLDOE Title I Update
FASFEPA Technical Assistance Forum
September 16, 2009
Bureau of Student Assistance
• Bureau reorganized to provide more
focused support to all LEAs
• Regions match DA regions
Title I, Part A
• Application Review
– Thorough review
– Tied to data
– Leads to improved student performance
– Budget matches narrative
– Consultation with the REDs
School Improvement – 1003(a)
• Applications released July 28, 2009
• https://app1.fldoe.org/bsa/SchoolImproveI
nitiative
• Applications Due: August 31, 2009
• Strategies must be comprehensive and
lead to improved student achievement
• Developed in Consultation with REDs
• Contact: Program Specialist or
[email protected]
1003(g) - Purpose
• Proposed requirements released August 25,
2009
• Utilize school improvement funds (section
1003(g)) to turn around or close down
persistently low-achieving schools:
– Identify and serve the lowest-achieving schools in
the state;
– Support only the most rigorous interventions that
hold promise of rapid improvements in student
achievement and culture;
– Provide sufficient resources over several years to
implement interventions; and
– Measure progress in achievement results.
1003(g) - Identifying and Serving the Lowestachieving Schools
• States must identify schools within three
categories:
– Tier I: The lowest achieving 5% or 5 Title I schools in
need of improvement, corrective action,
restructuring, whichever number of schools is
greater
– Tier II: Equally achieving secondary non-Title I
schools that are Title I eligible
– Tier III: The remaining Title I schools in need of
improvement, corrective action, or restructuring
• States should give priority to awarding grants to
LEAs that will serve both Tier I and Tier II
schools
1003(g) - Supporting the Most Rigorous
Interventions
• Tier I and II schools must implement one
of the following:
– Turnaround model
– Restart model
– School closure
– Transformation model
• If the LEA has more than nine Tier I and
Tier II schools the same intervention can
not be implemented in more than 50% of
the schools
1003(g) – Turnaround Model
 Replace the school principal and at least 50% of staff;
 Adopt a new governance structure, which may include a
“turnaround office”;
 Implement a new or revised instructional program;
 Implement strategies to recruit, place, and retain effective
staff;
 Provide ongoing, high-quality, job-embedded professional
development;
 Promote the continuous use of student data to inform and
differentiate instruction;
 Establish schedules and strategies that increase
instructional time for students and time for collaboration and
professional development; and
 Provide appropriate social-emotional and communityoriented services and supports for students.
1003(g) – Restart Model
 Close a school and reopen it under a:
 Charter school operator;
 Charter management organization (CMO); or
 Education management organization (EMO).
 Must be selected through a rigorous
review process.
 Must admit, within the grades it serves, all
former students who wish to attend the
school.
1003(g) – School Closure
• An LEA closes a school and enrolls the
students who attended that school in
other, high-achieving schools in the LEA,
which may include charter schools.
1003(g) – Transformation Model
1. Developing teacher and school leader effectiveness:
• The LEA must-– Use evaluations that are based primarily on student growth to
improve teachers’ and school leaders’ performance;
– Identify and reward school staff who improve student
achievement outcomes and identify and remove those who do
not;
– Replace the principal who led the school prior to
commencement of the transformation model;
– Provide staff ongoing, high-quality, job-embedded professional
development aligned with the school’s instructional program
and designed to ensure effective teaching and learning and
successful implementation of school reform strategies; and
– Implement strategies designed to recruit, place, and retain
effective staff.
1003(g) – Transformation Model
1. Developing teacher and school leader
effectiveness:
• The LEA may-– Provide additional compensation to attract and retain
high-quality educators;
– Institute a system for measuring changes in
instructional practices resulting from professional
development ; and/or
– Ensure that the school is not required to accept a
teacher without the mutual consent of the teacher
and principal, regardless of the teacher’s seniority.
1003(g) – Transformation Model
2. Comprehensive instructional reform strategies.
• The LEA must-– Use data to identify and implement comprehensive,
research-based, instructional programs that are
vertically aligned and aligned with state standards;
and
– Promote the continuous use of individualized student
data (such as from formative, interim, and
summative assessments) to inform and differentiate
instruction to meet the needs of individual students.
1003(g) – Transformation Model
2. Comprehensive instructional reform
strategies.
• The LEA may-– Conduct periodic reviews to ensure that the
curriculum is being implemented with fidelity,
is having the intended impact on student
achievement, and is modified if ineffective;
– Implement schoolwide response-tointervention/instruction;
– (3) In secondary schools--
1003(g) – Transformation Model
2. Comprehensive instructional reform strategies.
• The LEA may, in secondary schools—
– Increase rigor by offering opportunities for students to
enroll in advanced coursework, early-college high
schools, dual enrollment programs, or thematic learning
academies and provide support to students;
– Improve student transition from middle to high school
through summer transition programs or freshman
academies; and/or
– Increase graduation rates through, for example, creditrecovery programs, smaller learning communities, and
acceleration of basic reading and mathematics skills.
1003(g) – Transformation Model
3. Extending learning time and creating
community oriented schools.
• The LEA must-– Provide more time for students to learn core
academic content by expanding the school
day, the school week, or the school year or
increasing instructional time during the
school day.
1003(g) – Transformation Model
3. Extending learning time and creating
community oriented schools.
• The LEA must-– Provide more time for teachers to collaborate,
including time for horizontal and vertical planning;
– Provide more time or opportunities for enrichment
activities for students by partnering, as appropriate,
with other organizations, such as universities,
businesses, and museums; and
– Provide ongoing mechanisms for family and
community engagement.
1003(g) – Transformation Model
3. Extending learning time and creating community
oriented schools.
• The LEA may– Partner with parents, faith- and community-based
organizations, health clinics, the police department, and others
to create safe school environments that meet students’ social,
emotional and health needs;
– Extend or restructure the school day to add time for such
strategies as advisory periods to build relationships between
students, faculty, and other school staff; or
– Implement approaches to improve school climate and
discipline, such as implementing a system of positive
behavioral supports or taking steps to eliminate bullying and
student harassment.
1003(g) – Transformation Model
4. Providing operating flexibility and sustained
support.
• The LEA must-– Give the school sufficient operating flexibility
(including staffing, calendars/time, and budgeting) to
implement a comprehensive approach to
substantially improve student achievement; and
– Ensure that the school receives ongoing, intensive
technical assistance and related support from the
LEA, the SEA, or a designated external lead partner
organization (such as a school turnaround
organization or an EMO).
1003(g) – Transformation Model
4. Providing operating flexibility and
sustained support.
• The LEA may-– Allow the school to be run under a new
governance arrangement, such as a
turnaround division within the LEA or SEA;
and/or
– Implement a weighted per-pupil schoolbased budget formula.
1003(g) – Strongest Commitment
• Defined as the LEA’s efforts to:
– Analyze the needs of its schools and match the
interventions to those needs;
– Design interventions consistent with this notice;
– Recruit, screen, and select external providers to
ensure quality;
– Embed the interventions in a longer-term plan to
sustain gains in achievement;
– Align other resources with the interventions;
– Modify its practices, if necessary, to enable it to
implement the interventions fully and effectively; and
– Sustain the reforms after the funding period ends.
1003(g) – Strongest Commitment
• The SEA must also consider:
– An LEA’s capacity to implement the
proposed interventions; and
– May approve to serve only those schools for
that the LEA can implement fully and
effectively one of the proposed interventions.
1003(g) – General Application Requirements
•
•
•
LEAs must serve each Tier I school using one
of the four interventions, unless it does not
have the capacity to serve all.
If the LEA has more than nine Tier I and Tier II
schools the same intervention can not be
implemented in more than 50% of the schools
The LEA must include in its application a
budget indicating how it will allocate school
improvement funds among the Tier I, Tier II,
and Tier III schools it commits to serve.
1003(g) – Providing Sufficient Resources
• States are required to allocate sufficient
school improvement funds to LEAs to
match, as closely as possible, an LEA’s
budget for implementing one of the four
interventions.
• The notice recommends $500,000 for
each Tier I school.
• Period of availability may be extended
beyond September 30, 2011
Waiver Requests
• USDE issued guidance (July 7, 2009)
• Input from all stakeholders
– COP (July 8, 2009)
– LEA (August 5, 2009)
– Public (August 6, 2009)
• Request submitted to USDE
• Anticipate a one-month turn around for
USDE approval
Waiver Requests
• Cap on Financial Incentives and Rewards
• Title I Schoolwide Program Eligibility
• Inclusion of ARRA in the Set-aside for CWT/SES and the
PPA for SES
• Restriction on SINI and/or DINI from Becoming an Approved
SES Provider
• Requirements for Highly Qualified Paraprofessionals in
Newly Identify Title I Schools
• Limitation Prohibiting a Waiver of the Carry-over Limitation to
Only Once in Three Years
• Inclusion of ARRA in the Hold-harmless Reduction in Funds
• Inclusion of ARRA in the Cap on School-Level Reduction in
Funds
• Use of Title I, Part A for Additional Paraprofessionals in
Newly Identified Title I Schools
Parental Involvement
• LEA Parental Involvement Plans Due
October 2, 2009
– Reviewed by Department Staff to ensure
compliance
– Review Rubrics
• Guidance Document
• Frequently Asked Questions
– http://www.fldoe.org/flbpso/pi.asp
Parental Involvement Future Plans
• Evaluate and revise the state PIP to
mirror the requirements of the LEA
• Parent Advisory Council
• Connecting Required Plans
– Online system based on the 2009-2010
template
– Linked to SIP, DIP, and LEA Plan
• Parental Involvement Toolkit
• Training modules for parent involvement
Thank you!
Lisa Bacen
[email protected]
850-245-0828