Title I, Part A Developing Academic Based Accountability School Reform: The Schoolwide Model

Principal Workshop Larry Fazzari, Title I/LAP Program Supervisor Petrea Stoddard, Title I/LAP Program Supervisor

Highly effective principals have strong communication skills, high levels of knowledge about teaching and learning, and the ability to provide instructional leadership.

Ten Traits of Highly Effective Principals A highly effective principal is: 1. A communicator-listen, empathize, and connect 2. An educator-with a depth of knowledge; motivates intellectual growth 3. An envisioner-focused on the vision of what schools can be 4. A facilitator-building strong relationships

5. A change master-flexible, futuristic, and realistic, and can motivate change 6. A culture builder-communicating and modeling a strong, viable vision 7. An activator-with motivation, energy, and enthusiasm to spare 8. A producer-building intellectual development and academic achievement

9. A character builder-whose values are trustworthiness, respect, and integrity 10. A contributor-whose priority is making contributions to the success of others Ten Traits of Highly Effective Principals From Good to Great Performance By Elaine K. McEwan

In successful schools there is a strong instructional leadership from the principal.

Successful school have made second order changes, adopted a new set of ideas about school functioning and found new ways of organizing and running the school collaboratively. These new ideas have then directed how adults in the school function, how the curriculum is organized and implemented, and what is to go on in the classrooms.

An Overview of Research “Decade of Reform” (Fouts, 2003)

It has been said that if you want to change the world, start by looking in the mirror. Given the strong correlation that we have found between leadership and student achievement, the same notion may apply to leaders who want to change their schools. Our research on school leadership, with its quantitative data defining the traits of effective leaders, may be just the mirror that leaders need.” Leadership That Sparks Learning J. Timothy Waters, Robert Marzano and Brian McNulty Educational Leadership-April 2004-Volume 61 Leading Through Tough Times

Developing Achievement Based Accountability: The Schoolwide Model Providing the Tools For Change

Schoolwide programs are unique because they allow schools to blend many of their federal, state, and local funds when planning their school program and budget. Consolidated funds can be used to fund the entire school program.

All students are eligible to participate in the schoolwide program.

Under federal law, only Title I, Part A schools having at least 40 percent of students living in poverty may qualify to operate as a Schoolwide program.

The primary goal of the Schoolwide program is to ensure all students, particularly those who are low-achieving, demonstrate proficient and advanced levels in the state academic achievement standards.

The improved achievement is to result from improving the entire educational program of the school.

Ten Required Components of the Schoolwide Program Plan There are ten federally required components that must be included in the Schoolwide plan.

Component One: The Comprehensive Needs Assessment A school operating a Schoolwide program must conduct a comprehensive needs assessment that identifies the school’s strengths and challenges in key areas that affect student achievement.

Component Two: Schoolwide Reform Strategies The Schoolwide plan must incorporate reform strategies that give students the opportunity the meet the state’s academic achievement standards.

To strengthen the core academic program, Schoolwide reform strategies must be based on scientifically based research.

Component Three: Instruction by Highly Qualified Teachers Instruction by highly qualified teachers must be provided to all students.

Component Four: Professional Development High quality and ongoing professional development must be provided for teachers, principals, and paraprofessionals, and if appropriate, pupil services personnel, parents, and other staff to enable all children to meet the state academic standards.

Component Five: Attracting High-Quality Teachers The Schoolwide plan must include strategies to attract highly qualified teachers to high need schools.

Component Six: Parent Involvement The Schoolwide program must include a plan to increase parental involvement at the school and may include family literacy service.

Component Seven: Transition The schoolwide plan must address the transition of preschoolers from early childhood programs to local elementary school programs.

Component Eight: Teacher Decision Making The Schoolwide plan must include teachers in decision making about assessments.

Component Nine: Assistance to Student Experiencing Difficulty The Schoolwide plan must include activities to ensure that students who have had difficulty mastering the proficient and advanced levels of academic standards receive effective, timely supplemental assistance.

Component Ten: Coordination and Integration Schoolwide schools should coordinate and integrate federal, state, and local services and programs.

Additional Requirement: The Schoolwide plan must include an evaluation design that determines the plan’s effectiveness in meeting its goals and objectives.

The Schoolwide plan must include a list of the federal, state, and local funds being combined.

Scientifically-based research must be utilized when planning the Schoolwide program

School Improvement Title I, Part A, Schoolwide Plan School Improvement Plan Nine Characteristics of High Performing Schools

Nine Characteristics of High Performing Schools Clear and shared focus High standards and expectation for all students Effective leadership High levels of communication and collaboration Alignment of curriculum, instruction, and assessment with standards Frequent monitoring of teaching and learning Focused professional development Supportive learning environment High levels of parent and community involvement

School Improvement Planning Process Stages Assessing Readiness to Benefit Collect, Sort and Select Data Build and Analyze District Portfolio Set and Prioritize Improvement Goals Research and Select Effective Practices Create Action Plans Implement and Monitor Plan Evaluate Impact on Student Achievement

Three Basic Stages for Development or Revision of Schoolwide Plan Step 3: Revise Step 2: Create Step 1: Conduct

Step 3: Conduct an annual review of the effectiveness of the Schoolwide program and revise plan if necessary Step 2: Create a comprehensive plan Step 1: Conduct a comprehensive needs assessment

Step 1: Conducting A Comprehensive Needs Assessment Step I: Establish a Schoolwide Planning Team Step 2: Clarify the Vision for Reform Step 3: Creating the School Profile Step 4: Identifying Data Sources Step 5: Analyze Data

Step 2: Creating A Comprehensive Plan Schoolwide Reform Strategies Instruction by Highly Qualified teachers Professional Development Activities Strategies to Attract high quality highly qualified teachers Including Teachers in Assessment Decisions Strategies to Increase Parent Involvement Strategies For Additional Assistance For Students Experiencing Difficulties Transition Between Preschool and Between Grades Coordination and integration of Federal, State, and local services

Creating The Comprehensive Plan Identify Priorities and Effective Strategies Setting Measurable Goals Writing the Plan

Step 3: Conduct Annual Review The evaluation must determine whether the Schoolwide program was effective in increasing achievement of students in meeting the State’ academic standards, particularly those students who had been furthest from achieving standards.

The school must revise its plan as necessary, based on the results of the evaluation to ensure the continuous improvement of student achievement.

The Evaluation and Review Process: Reporting Step 1: Identification of purpose and intended audiences Step 2: Identification of issues and development of review questions Step 3: Identification of data collection instruments Step 4: Collection of data Step 5: Analysis and interpretation of results

The Results and Review of the Annual Plan The results of the annual review should not be perceived as a sign that the school should start over with a new plan Instead, the school should revise its existing plan to incorporate the revisions and reflect a revitalization of the school’s commitment to implementing a Schoolwide program that helps all students achieve at high levels.

Questions to Consider for Achievement Based Accountability What is the vision for student learning at the district and school level?

What is our purpose here?

What are our expectations for students?

What do we see as the range of interventions needed to support and address barriers to student achievement?

How are we committed to continuous improvement?

Reflective Quotations for Developing Academic Based Accountability “Even if you’re on the right track, you’ll get run over if you just sit there.” Will Rogers “The time is always right to do what is right.” Dr. Martin Luther King “A mind stretched to a new idea, never goes back to its original dimensions.” Oliver Wendell Holmes