School and LEA Improvement 1116

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School and LEA Improvement 1116

• United States Department of Education
• Tampa, Florida
• January 2002

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School Improvement

• States must determine if each school and each
  district (even those that do not receive
• Title I funds) makes adequate yearly progress as
  defined in Section 1111.

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LOCAL ANNUAL REVIEW

• Each Title I LEA must
•          Review annually the progress of each
  Title I school to determine whether the school is
  making AYP, using
• Ø     State assessment system and
• Ø     Any local assessments or other academic
  indicators, except that these indicators cannot
  reduce the number or change the schools that
  would otherwise be subject to school improvement.
•          Publish and disseminate results to
  parents, teachers, schools and the community.
•          Review the effectiveness of activities
  to provide parent involvement, professional
  development, and other Title I activities.

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SCHOOL IMPROVEMENTYEAR 1

• Each Title I district must identify for school
  improvement any Title I school that fails to make
  AYP for two consecutive years. Identification
  must take place before the beginning of the
  school year following the failure to make AYP.
• Within 3 months, an identified school must
  develop a school plan, in consultation with
  parents, school staff, district, and outside
  experts.

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The School Plan must

• Cover a 2-year period
• incorporate strategies based on scientifically
  based research to address specific areas that
  caused the failure
• adopt policies and practices concerning the
  schools core academic subjects that have the
  greatest likelihood of raising student
  achievement to meet the State proficient level

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The School Plan must also

• assure that the school will spend not less than
  10 of its Title I funds on professional
  development annually
• establish annual measurable objectives for
  continuous and substantial progress to ensure
  that each subgroup will meet proficiency within
  12 years
• provide effective parent involvement
• incorporate, as appropriate, extended-time
  activities
• incorporate a teacher-mentoring program.

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The Plan must also

• be implemented not later than the beginning of
  the next full school year following
  identification for improvement.
• Districts must review the plan, using a peer
  review process, within 45 days of receiving it
  and approve it if it meets the statutory
  requirements.
• Districts must ensure that the school receives
  technical assistance.
• Districts must provide all students in the school
  the option to transfer to another public school
  not identified for improvement.

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SCHOOL IMPROVEMENTYEAR 2

•  
•         If a school fails to make AYP by the end
  of the first full year after identification, the
  district must
• Ø     continue to provide technical assistance
• Ø     continue to make public school choice
  available
• Ø     make supplemental educational services
  available.

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Limited Exceptions for all Improvement Actions

• The LEA may delay, for no more than one year
  implementation of supplemental services if the
  school makes AYP for one year or if failure is
  due to exceptional or uncontrollable
  circumstances, such as
• Ø     Natural disaster
• Ø     Precipitous and unforeseen decline in the
  financial resources of the LEA or school.

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Corrective Action

• If a school fails to make AYP by the end of the
  second full school year after identification, the
  district must
•  
• Ø     continue to make public school choice
  available
• Ø     continue to make supplemental services
  available
• Ø     continue technical assistance
• Ø     identify the school for corrective action
  and take at least one of the following
  actions

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Possible corrective actions.

• replace school staff relevant to the failure
• institute and implement a new curriculum
• significantly decrease management
• authority in the school
• appoint outside experts to advise the school
• extend school year or school day
• restructure internal organization of the school.

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Restructuring

•  
•         If a school fails to make AYP after one
  full year of corrective action, the district
  must
•  
• Ø     continue to make public school choice
  available
• Ø     continue to make supplemental services
  available
• Ø     prepare a plan to restructure the school.

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Restructuring, continued

• By the beginning of the next school year, the
  district must implement one of the following
  alternative governance arrangements, consistent
  with State law
• Ø    Reopen school as a public charter school
• Ø    Replace all or most of school staff,
  including the principal
• Ø    Enter into a contract with an entity, such
  as a private management company, with a
  demonstrated record of effectiveness to operate
  the school
• Ø    State takeover
• Ø    Any other major restructuring of the
  schools governance arrangement.

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Exiting School Improvement

• If a school identified for improvement,
  corrective action, or restructuring makes AYP for
  two consecutive years, the school is no longer
  subject to improvement.

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TRANSITION FOR PREVIOUSLY IDENTIFIED SCHOOLS

• Schools in the first year of school improvement
  in 2001-02 will be in the first year of school
  improvement under NCLB in 2002-03 and must
  provide public school choice.
• Schools with two or more consecutive years of
  school improvement in 2001-02 will be in the
  second year of school improvement under NCLB in
  2002-03 and must provide public school choice and
  supplemental educational services.
• Schools in corrective action in 2001-02 will be
  in corrective action under NCLB in 2002-03 and
  must provide public school choice, supplemental
  educational services, and take one of the
  mandatory corrective actions.

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PUBLIC SCHOOL CHOICE

• For any school identified for school improvement,
  corrective action, or restructuring, a district
  must provide all students in the school the
  option to transfer to another public school not
  in school improvement, unless public school
  choice is prohibited by State law.
•  
• Districts must give priority to the
  lowest-achieving children from low-income
  families.

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PUBLIC SCHOOL CHOICE

• The district must
• provide, or pay for transportation,
• even if the cap on Title I funds is met.

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PUBLIC SCHOOL CHOICE, cont

• A child that transfers may remain in the choice
  school until the child has completed the highest
  grade in that school.
•  
• If a childs resident school is no longer
  identified for improvement, corrective action or
  restructuring, the districts obligation to
  provide transportation to that child ends at the
  end of the school year.

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SUPPLEMENTAL EDUCATIONAL SERVICES - LEA
RESPONSIBILITIES

• For any school in the second year of school
  improvement, corrective action or restructuring,
  the district must arrange for the provision of
  supplemental educational services to eligible
  children in that school from a provider with a
  demonstrated record of effectiveness that is
  selected by the parents from a list of providers
  approved by the SEA.
• 2. Notify parents annually of
• Ø     The availability of supplemental services
• Ø     The identity of approved providers within
  the district
• Ø     A brief description of the services,
  qualifications and demonstrated effectiveness of
  each provider.

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SUPPLEMENTAL EDUCATIONAL SERVICES - LEA
RESPONSIBILITIES

•  
• 3. Assist parents in choosing a provider.
•  
• 4. Apply fair and equitable procedures for
  serving students if the number of spaces at
  approved providers is not sufficient to serve all
  students

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SUPPLEMENTAL EDUCATIONAL SERVICES - LEA
RESPONSIBILITIES

• 5. Enter into an agreement with a provider
  selected by a parent, which must
• Ø     Include a statement of specific achievement
  goals for the student, how progress will be
  measured, and a timetable for improving
  achievement, developed in consultation with
  parents and the provider
• Ø     Describe how the students parents and
  teachers will be regularly informed of progress
• Ø     Provide for the termination of the
  agreement if the provider is unable to meet the
  goals and timetables
• Ø     Contain provisions for making payments to
  the provider by the district
• Ø   Protect the students privacy.

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SUPPLEMENTAL EDUCATIONAL SERVICES - LEA
RESPONSIBILITIES

• 6. The district must continue to provide
  supplemental services to a child receiving those
  services until the end of the school year in
  which the services were first received.

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Bottom Line

• States need to identify the list of approved
  providers, so that districts can be prepared to
  offer supplemental services this fall.

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Definitions of Terms

• Supplemental educational services means tutoring
  and other supplemental academic enrichment
  services that are
• In addition to instruction provided during the
  school day and
• Of high quality, research-based, and specifically
  designed to increase the achievement of eligible
  children.
•  
• Eligible child means a child from a low-income
  family, as determined by the LEA for purposes of
  allocating Title I funds to schools.
•  
• Provider means a non-profit or for-profit entity
  or an LEA that
• Has a demonstrated record of effectiveness in
  increasing student achievement
• Is capable of providing supplemental services
  that are consistent with the instructional
  program of the LEA and the States standards and
• Is financially sound.
•  

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SUPPLEMENTAL EDUCATIONAL SERVICES - SEA
RESPONSIBILITIES

• Promote maximum participation by providers
• Develop and apply objective criteria to potential
  providers that are based on a demonstrated record
  of effectiveness in increasing student
  achievement
• Maintain an updated list, by district, of
  approved providers

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SUPPLEMENTAL EDUCATIONAL SERVICES - SEA
RESPONSIBILITIES

• Develop, implement, and publicly report on
  standards and techniques for monitoring the
  quality and effectiveness of the services offered
  by approved providers and for withdrawing
  approval from providers that fail, for 2
  consecutive years, to increase achievement
• Provide annual notice to potential providers of
  the opportunity to provide supplemental services
  and the procedures for obtaining approval.

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SUPPLEMENTAL EDUCATIONAL SERVICES Providers
RESPONSIBILITIES

• Provide parents of children receiving services
  with information on their childrens progress
• Ensure that instruction and content are
  consistent with the district and aligned with
  State standards
• Meet applicable health, safety, and civil rights
  laws
• Provide instruction that is secular, neutral and
  non-ideological.

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FOR TRANSPORTATION ANDSUPPLEMENTAL SERVICES

• Unless a smaller amount is needed, a district
  must spend, to provide transportation for choice
  and supplemental educational services, an amount
  equal to
•  
• 5 of the districts Title I allocation for
  transportation
•  
• 5 of the districts Title I allocation for
  supplemental services, and
•  
• an additional 10 of the districts Title I
  allocation for either transportation or
  supplemental services.

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FOR TRANSPORTATION ANDSUPPLEMENTAL SERVICES

• An district is not required to spend more than 5
  on supplemental services. The amount an
  district must make available for supplemental
  services for each child receiving those services
  is the lesser of
• the amount of the district Title I allocation
  divided by the number of census poor children in
  the district or
• the actual costs of the supplemental services
  received by the child.

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SEA Responsibilities

• Make technical assistance available, such as
  through school support teams, to schools
  identified for school improvement, corrective
  action and restructuring
• Take corrective action as the SEA determines
  appropriate if a district fails to carry out its
  responsibilities
• Ensure assessment results are provided to a
  district before the beginning of the next school
  year and before identification of schools may
  take place

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SEA Responsibilities, continued

• Notify the Secretary of major factors that
  significantly affected student achievement in
  districts and schools identified for improvement
• Identify districts for improvement and corrective
  action

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LEA Improvement

• District improvement is based on the same AYP
  definitions in a state.
• Including, participation of at least 95 of
  students enrolled in the grades tested in the
  accountability system.

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LEA Improvement Plan

• The process for follows the same as improvement
  for schools, including a plan, which
• Incorporates scientifically-based strategies.
• Identifies actions that have the greatest
  likelihood of improving the achievement of
  participating children.
• Address the professional needs of instructional
  staff, including a minimum 10 for professional
  development annually.

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LEA Plan Cont

• Includes measurable objectives consistent with
  AYP.
• Address fundamental teaching and learning needs
  in the school.
• Incorporate extended time activities.
• Specify district and LEA responsibilities.
• Identifies strategies for effective parental
  involvement.

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LEA Corrective Action

• .after the second full year after
  identification, certain corrective actions are
  required.

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At least one corrective action

• Deferring or reducing program or administrative
  funds
• Instituting a new curriculum
• Replacing district personnel
• Removing particular schools from the districts
  jurisdiction, and establishing alternative
  governance

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At least one corrective action cont

• Appointing, through the SEA, a receiver in place
  of the superintendent and school board
• Abolishing or restructuring the district
• Authorize students to transfer from a school
  operated by the district to a high performing
  public school in another district

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And there are rewards

• Academic Achievement Awards Program
• For schools that significantly closed the
  achievement gap between sub groups of studentsor
• Exceed their adequate yearly progress, for 2 or
  more years
• 
  1117 (b)(1)

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• As Paul Harvey would say
• And now you know the rest of
• the story!