Transcript Title I School Improvement Requirements and Implementation

Reward, Focus, Priority, and SIG
School Requirements and
Implementation Strategies
Erin Oberdorf
Regional Coordinator
2015 PAFPC
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ESEA Waiver
• With the approval of Pennsylvania’s ESEA
Waiver, School Improvement takes on a new
look
– AYP is gone
– Priority, Focus, and Reward schools are
established
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Reward Schools
• Reward: High Achievement and Reward: High Progress
• High Achievement:
– Highest 5 percent Title I schools (based on aggregate
mathematics and reading proficiency for PSSA and/or
Algebra I and Literature for Keystone Exams)
AND
– Meets all four annual measurable objectives:
• Test Participation Rate in Mathematics/Reading PSSA and/or
Algebra I/Literature Keystone Exams) for all students
• Graduation Rate/Attendance Rate for students
• Closing the Achievement Gap for All Students in
Mathematics/Reading PSSA and/or Algebra I/Literature Keystone
Exams)
• Closing the Achievement Gap of Historically Underperforming
Students in Mathematics/Reading PSSA and/or Algebra
I/Literature Keystone Exams)
3
Reward Schools
• Reward: High Progress
– Highest 5 percent Title I schools based on aggregate
progress in closing the achievement gap in Mathematics
and Reading for PSSA and/or Algebra I/Literature for
Keystone Exams combined for the All Students group and
the Historically Underperforming Student group
AND
– Meets all four AMOs:
• Test Participation Rate in Mathematics/Reading PSSA and/or
Algebra I/Literature Keystone Exams) for all students
• Graduation Rate/Attendance Rate for all students
• Closing the Achievement Gap for All Students in
Mathematics/Reading PSSA and/or Algebra I/Literature Keystone
Exams)
• Closing the Achievement Gap of Historically Underperforming
Students in Mathematics/Reading PSSA and/or Algebra
I/Literature Keystone Exams)
4
Reward Schools Grant
• $1,696,001.83 awarded
• Final submit date for applications was March
6th
• Applications were for Innovation and/or
Collaboration (focus school teaming up with a
reward school)
– 30 Innovation and 37 Collaboration Grants
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Focus Schools
• Lowest 10% of Title I schools based on
– Highest achievement gap for Historically LowPerforming students
OR
– Graduation rate below 60% (High schools) or
Test Participation rate below 95% (elementary or
middle schools)
• Must be monitored every other year by DFP
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Priority Schools
• Lowest 5% of Title I schools based on
– Aggregate math and reading proficiency (PSSA
scores or Algebra and Literature Keystone exams)
OR
– Title I school currently receiving SIG (School
Improvement Grant) funding
• Must be monitored every year by DFP
• Academic Recovery Liaisons (ARL) are
assigned to each school
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Academic Recovery Liaisons (ARLs)
• Education professionals providing direct
support to Priority schools, including spending
time onsite at the schools
– Identify resources, professional development
opportunities and interventions
– Assist in selecting interventions aligned to their
needs
– Assist in designing systems and structures to
support best practices
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Comprehensive Plans
• All Priority and Focus schools should have
completed the Comprehensive Plan and the
School Improvement Plan
• 13-14 was a planning year
• Tight correlation between the Comprehensive
Plan, 7 Turnaround Principles, and SIG
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Intervention Models
• School Improvement Grant models
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Closure
Restart
Turnaround
Transformation
Early Learning *
Evidence-Based Whole School Reform*
• Model aligned with the 7 Turnaround Principles
– Priority schools must implement all 7 principles
– Focus schools must implement at least 1 principle
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Additional Interventions
• Tiered interventions
– Set of interventions strategically designed to
address the range of student needs within a
school (RTII)
– Needs analysis that leads to interventions tied to a
specific subgroup need
• These interventions are in addition to, not in
place of, the Intervention model
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Turnaround Principle 1
• Providing Strong Leadership
– Review the performance of the current principal
– Replace the principal
OR
– Demonstrate that the current principal has a track
record in improving achievement and the ability to
lead the turnaround effort
– Provide operational flexibility in the area of
staffing, curriculum and budget
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Turnaround Principle 2
• Effective Leaders
– Review the quality of all staff and retain only those
who are determined to be effective and have the
ability to be effective
– Prevent ineffective teachers from transferring into the
school
– Use the state Teacher Effectiveness tool based on
Charlotte Danielson’s framework
– Provide high-quality professional development aligned
to the domains and components of the Framework for
Teaching for both principals and teachers
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Turnaround Principle 3
• Increased Learning Time
– Lengthen school day
– Add before/after school time
– Redesign school day to increase instructional time
– Increase number of days in school year
– Add time for teachers to collaborate on data
analysis and/or instructional design
– Additional summer school for all students
– Add weekend school time
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Turnaround Principle 4
• Strengthen instructional programs
– Research based
– Rigorous
– Aligned with PA Core Standards
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Turnaround Principle 5
• Using Data to Inform Instruction
– Use a data system such as CDT to provide
diagnostic information
– Provide time for collaboration on the use of data
– Early Warning System to improve graduation rates
– Kindergarten Entry Inventory – helps teachers
understand and track kindergarten students’
proficiency
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Turnaround Principle 6
• Safe School Environment
– Improve safety and discipline
– Address other non-academic factors that impact
student achievement, such as students’ social,
emotional and health needs
– Establish changes in systems, protocols,
procedures and culture to affect change where
needed
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Turnaround Principle 7
• Family and Community Engagement
– Leverage resources in the community to create
learning experiences that engage youth and
provide them with 21st century skills
– Use digital media to interact with parents and
guardians who may not be able to participate in
the usual activities
– Workforce development
– Parent Education classes
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How to pay for interventions
• Title I funds
– 20% of allocation must be used for interventions in Priority
and Focus schools
– Required for 2014-15, 2015-16, and 2016-17
• School Intervention funds
– Formula, non-competitive
– Priority and Focus schools
– Comparable to School Improvement funds from previous
years
• SIG (School Improvement Grant)
– Competitive
– Up to $2 million per year per school (5-year grant) *for new
cohort, FY 14
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SIG Grant
• Application opens 5/11 – tentatively closes
6/12
• Intent to apply email due 5/1
– [email protected]
– Include number and name of schools for which
you will apply
– Include contact information
• Cohort 5 awards announced –July
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New SIG Regulations
• Up to 5-year awards (see next slide for
example)
• Evidenced-based, whole-school reform model
• Early Learning Intervention Model
• Rural LEAs’ modification of one SIG
intervention model element (from
Transformation or Turnaround models only)
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5-year Awards
• Must cover at least three years of full
implementation
• May include up to one year of planning
• May include up to two years of sustainability
activities
• No more than 5 years total SIG funding
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New SIG Regulations (cont.)
• Eliminated “Rule of Nine” - Transformation
• Two new additions for LEA community/family
engagement and input
• LEA required to regularly review external
providers’ performance (hold accountable)
• Clarify rigorous review process under Restart
model
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Closure Model
• School will close and students will be sent
elsewhere
• Application must include
– Data and evidence of the need to close the school
– Description of plan to enroll students in higherperforming schools
– Precise timeline of activities
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Closure Model (cont.)
• Parent and Community Engagement
– Engage parents early in the process
– Show the data and the reasons for the closure
– Give parents a voice in exploring the options
– Allow them to help plan a smooth transition
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Closure Model (cont.)
• New school(s) must be:
– Higher achieving
– Within “reasonable proximity”
• Funds may only be used for costs associated
with closing the school
– Parent and community outreach
– Student-oriented activities
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Closure Model (cont.)
• Funds may NOT be used for district’s regular
responsibilities
– Transportation
– Creation of new class schedules
• Money available for one year only ($200,000
maximum)
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Restart Model
• School turned over to a CMO or EMO
• Application must include
– Data and evidence showing the need to restart
– Description of a rigorous review process used to
determine the CMO or EMO
– Same grade levels maintained or if new
configuration, description of where formerly
enrolled students will be sent
– Description of implementation plan and timeline
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Restart Model (cont.)
• LEA does not have to have a contract with the
CMO or EMO to receive funds but must have a
pool of interested potential partners
• LEA must rigorously review the CMO’s or
EMO’s reform plans
– See next slide for details
• PDE will continue to review the reform plan
once CMO/EMO has restarted school
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Restart Model (cont.)
• Rigorous review process must include a determination by the LEA
that the selected charter school operator, CMO, or EMO is likely to
produce strong results
• LEA must consider extent to which the schools currently operated
or managed by the charter school operator, CMO, or EMO have
produced strong results over past three years, including:
– Significant improvement in academic achievement for all of the groups
of students described in section 1111(b)(2)(C)(v) of the ESEA;
– Success in closing achievement gaps, either within schools or relative
to all public elementary school and secondary school students
statewide, for all of the groups of students described in section
1111(b)(2)(C)(v)(II) of the ESEA;
– High school graduation rates, where applicable, that are above the
average rates in the State for the groups of students described in
section 1111(b)(2)(C)(v) of the ESEA; and
– No significant compliance issues, including in the areas of civil rights,
financial management, and student safety.
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Turnaround Model
• Replace principal and grant flexibility
– If principal was hired 12-13 or later as part of a
turnaround effort, he/she may be retained. LEA
must show evidence of prior success in turning
around schools
• Adopt a new governance structure
• Provide high quality professional
development
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Turnaround Model (cont.)
• Use “locally-adopted competencies” to
determine effectiveness of teachers
• Screen staff and rehire no more than 50%
• Select new staff
• Implement strategies to recruit, place and
retain good staff
– i.e. financial incentives or flexible work conditions
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Turnaround Model (cont.)
• Adopt a research-based vertically-aligned
instructional program
• Use student data to identify academic needs
and to inform and differentiate instruction
• Increase learning time
• Include parents in planning and implementing
model
• Parent meeting to explain SIG interventions
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Turnaround Model (cont.)
• Provide appropriate social-emotional and
community-oriented services for students
– Health, nutrition, or social services provided in
partnership with local services agencies
– Family literacy programs for parents
– Safety programs
– Bullying programs
– Programs to reduce the mobility rate of students
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Principal Flexibility
under the Turnaround Model
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Staffing
Budgeting
Scheduling
Selection of leadership team
Teacher reward system
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Transformation Model
• Replace principal and grant flexibility
• Use teacher evaluation system that takes into
account student achievement as a significant
factor
• Identify and reward school leaders and
teachers who increase achievement and
graduation rates
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Transformation Model (cont.)
• Remove school leaders and staff who, after
ample opportunities, have not increased
student achievement
• Provide high quality professional development
• Implement strategies to recruit, place and
retain good staff
• Adopt a research-based, vertically-aligned
instructional program
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Transformation Model (cont.)
• Use student data to identify academic needs and
to inform and differentiate instruction
• Increase learning time
• Provide ongoing mechanisms for family and
community engagement
–
–
–
–
Organizing parent groups
Holding public meeting on SIG implementation
Gauge satisfaction through surveys
Coordinate with local health and social service
agencies to meet families’ needs
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Rural Flexibility
under Transformation or Turnaround
• May only be used by LEAs defined as “rural”
under REAP
• Rural LEAs may modify one element of the
turnaround or transformation model if the
modification meets the intent and purpose of
the original element – must have SEA approval
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Evidence-Based Whole-School
Reform Model
• LEA must implement in partnership with a wholeschool reform model developer (list created by
USDE)
• Model must be evidence based:
– At least one study meeting What Works Clearinghouse
evidence standards
– Statistically favorable impact on academic achievement or
attainment
• Must be whole-school reform model:
http://www2.ed.gov/programs/sif/index.html
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Early Learning Model
• If an LEA selects this model must:
– Offer full-day kindergarten
– Establish or expand a high-quality preschool
program
– Provide educators, including preschool teachers,
with joint planning time
– Implement additional requirements that are the
same as the transformation model (except no
additional requirement for increased learning
time)
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Teacher Rewards
• Based on clear and transparent standards
– Bonuses
– Dedicated parking spaces
– Web page and school newspaper congratulations
– Days off at end of year
– Money for classroom materials
– Additional professional development
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Professional Development
•
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Job-embedded
Daily or weekly
Aligned with PA Common Core
Involve collaboration with staff
Require active participation
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Professional Development (cont.)
• May include:
– Classroom coaching
– Common planning time
– Mentor meetings
– Consulting with outside experts
– Classroom observations
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Professional Development (cont.)
• Schedule teacher meetings:
– Additional time during day
– Student assemblies
– Early dismissals
– Project-based student learning periods
– Lunch time
– Regular planning periods
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Professional Development (cont.)
• Make schedule changes with input from staff,
parents and community
• Start slowly so that philosophy is embedded in
school culture
• Once time is scheduled, it should be “sacred”
• Focused on looking at student data and what
instructional strategies will be used to improve
• Follow-up meeting with sample student work to
determine success
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Increased Learning Time
• 300 hours per year suggested
• Must be available to ALL students
• Extra time must be for
– Core academic subjects
– Enrichment activities
– Collaborative/PD time for teachers
• Lengthened school year/school day
• Summer school
• Saturday school
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Paying for Increased Learning Time
• Define length of school day, year
• SIG funds may be used to support additional
time in SIG schools
– Additional teacher salaries
– Materials/Supplies
– Additional transportation costs
• If time is added to both SIG and non-SIG
schools, SIG funding may not be used in either
type of schools
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Optional Activities for Transformation
or Turnaround Models
• Periodic reviews of curriculum to determine if it’s having the
desired impact
• Implementation of the RTII model
• Additional supports to implement effective strategies to students
with disabilities and LEP students
• Technology-based supports and interventions
• Increasing opportunities to enroll in advanced coursework ad
supports for low-achieving students to take advantage of the
opportunities
• Transition activities for student moving from middle school to high
school
• Programs to increase graduation rates
• Establishing early-warning systems to identify at-risk students
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Optional Activities for Transformation
or Turnaround Models
• Partnering with parents, faith- and communitybased organizations, health clinics or other local
organizations to create safe school environments
• Extending or restructuring the school day to add
time for advisory periods that build relationships
between students and school staff
• Implementing approaches to improve the school
climate
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CROSS-CUTTING ISSUES
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Targeted vs. Schoolwide Programs
• All SIG schools are Schoolwide schools
• Current school is TA:
– If school is below 40% low income
• Request a waiver to become Schoolwide.
Comprehensive School Level Plan will become the
Schoolwide Plan
• Change status in the e-grant system
• Once a Schoolwide, always a Schoolwide
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External Providers
• Must be screened for quality
– Examine reform plans and strategies
– Research-based
– Capacity issues
– Contracts with providers over $10,000 must be
approved by DFP prior to LEA signing contract
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FY 2014 Funding
• Schools provide up to a 5-year budget with
application
• Schools may budget for planning and preimplementation activities as well as
sustainability
• Expectation that schools will develop plans for
sustaining programs at the end of year 3 or 4
• Schools may apply for $50,000 to $2 million
per year
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Pre-Implementation costs
• Cannot begin spending until district receives
an approval date
• Costs must be directly related to the SIG
model
• Reasonable and necessary
• Identified in needs assessment
• Significant reform that goes beyond basic
education program
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•
•
•
•
•
•
Examples of Pre-Implementation and
Planning costs
Family and community engagement activities
Rigorous review of external providers
Staffing – recruiting and hiring expenses
Instructional programs
Professional development and support
Preparation for accountability measures
– Piloting data system
– Analyzing baseline data
– Adopting assessments
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LEA-Level Activities
• Administration of grant
• Support and technical assistance to SIG
school(s)
• Additional LEA-level reform activities
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SIG Activities evaluated for allowability
• Related directly to reform model
• Reasonable and necessary for effective reform
• Addresses specific needs identified through
needs assessment
• Represents meaningful change
• Research-based
• Significant and go beyond basic education
program
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SIG Hurdles
• Capacity Issues
– Manpower
– Time
– Lack of qualified experts
• Lack of teacher buy-in
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2014-15 SIG Application
• For use in 2015-16 school year
• Intent to Apply email due to
[email protected] by 5/1
• Application open date 5/11
• Application tentative submit date - COB 6/12
• Applications read and scored mid-June
• Awards announced in July
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SIG Application – LEA Level
• School Building information
– School building number (can be found in EdNA)
– Selected information
– Number of minutes in school year
– Number of students completing advanced
coursework
– Student/Teacher attendance rates
– Chronic Absenteeism (previously truant)
• Selection process for external providers
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SIG Application – LEA Level
• LEA and School Capacity
– Human Capacity
• Staff expertise, leadership, number of staff, staff buy-in, outside
experts, numbers of highly-effective teachers, teacher retention rates
– Organizational Capacity
• Communication/collaboration among staff, scheduling, shared vision
and goals, community support, union support, school board support;
and LEA oversight and support over schools by providing technical
assistance, monitoring, or creating a LEA turnaround office. (LEAs
MUST address the practices and policies that will be created, modified
or eliminated to allow for the effective implementation of model.)
– Structural Capacity
• Curriculum, assessments, professional development, hiring policies,
building and space
– Material Capacity
• Funding, alignment of school resources, instructional materials, time
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SIG Application – LEA Level
• Assurances
– SIG funding will be used to implement the model
– LEA agrees to provide data to PDE
– Annual progress will be measured and impact future
SIG funding
• LEA Budget
– Includes all costs – LEA Level funds and combined
school level funds
– First year of grant only
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SIG Application – School Level
• School Narrative/Story
• Needs Assessment (may use School Level Plan in
Comprehensive Planning document)
• Selection of Model
• Description of Reform Plan
–
–
–
–
–
–
Goals
Demonstration of Family and Community Input
Actions to be taken
Anticipated dates of implementation/completion
Method of Evaluation
Estimated Cost
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SIG Application – School Level
• School-Level Budget Information
– 5 years of spending
– Costs per year cannot exceed $2 million
– Include sustainability plan
– Keep costs reasonable or expect costs to be cut
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Questions?
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