Title I Schoolwide Conference

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Title I SchoolwideConference

• Monday, September 26, 2005
• Ramkota
• Pierre, SD

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Welcome

• Housekeeping Tasks
• Binders
• Packets
• Pamphlets and Brochures
• Sign In Sheet
• Agenda

• Introductions
• DOE Staff
• School Districts
• School Support Team

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School Support Teams (SST)

• Al Kosters
• Bob Rose
• Belinda Ready
• Suzanne Hegg
• Cris Owens
• Ruth Krogh
• Steve VanBockern
• Helen Jenkins
• John Usera
• Doreen Gosmire

• Composition
• Teachers
• Administrators
• Distinguished Educators
• University Professors

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NCLB

• Schoolwide
• Section1114 Statute
• Pages 42 44 of Blue Book
• Regulations 200.25-29
• Guidance being developed

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Purpose of SW program
200.25 (a)

• to improve the academic achievement of all
  students so that all students
• particularly the lowest achieving students
• reach proficiency on state content standards

200.25 Schoolwide programs in general
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Eligibility for Schoolwide
200.25 (b)

• Eligibility threshold for schoolwide programs
  reduced to 40 poverty.
• These schools may commit to planning a schoolwide
  program

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Eligibility for Schoolwide

• Must also be at least 40 poverty to implement
  the plan.
• Schools not at 40 next year will not be granted
  schoolwide authority.

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Participating students and services

• A schoolwide program is not required to
• Identify particular students as eligible to
  participate
• Provide services that supplement, not supplant

200.25 (c)
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Schoolwide Authority
200.27 (b)(4)

• Once the SW program is implemented, schools
  remain SW unless revoked by the LEA or by
  non-compliance with Title I regulations.

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Core Elements of SW Program

• Comprehensive needs assessment
• Comprehensive plan
• Evaluation

200.26 Core elements of a schoolwide program
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Schoolwide Program Components

• Schoolwide Reform Strategies
• Instruction by Highly Qualified Teachers
• Parental Involvement
• Additional Support
• Transition

200.28 Schoolwide program components
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SW Plan
200.27 (c)

• The plan must be available to
• The LEA
• Parents
• Public
• The plan must be
• In an understandable and uniform format
• Provided in a language parents can understand

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Components of the SW Plan

• Plan Development
• Comprehensive Needs Assessment
• Reform Strategies Linked to State Standards
• Instruction by highly qualified teachers

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SW Plan Components

• Professional Development
• Parental Involvement
• Transition Plan for Preschool Children into
  Kindergarten
• Monitoring and Support
• Fiscal Requirement
• Ongoing Program Development

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Location of Requirements in Plan

• One page table
• Identifies core elements and SW components
• Lists the Plan Components where each requirement
  is located
• Space for school to insert page number
  corresponding to Plan Component location in SW
  Plan

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What is Schoolwide?

• Bob Rose
• Rapid City

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Program Development

• Diane Lowery
• DOE

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Comprehensive Plan
200.26 (b)

• Using data from the comprehensive needs
  assessment
• Describes how the school will improve academic
  achievement throughout the school
• But particularly for those students furthest away
  from demonstrating proficiency on the states
  content standards

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Comprehensive Plan
200.27 (b)(3)

• The plan must be developed in coordination with
  other programs as appropriate
• Reading First
• Early Reading First
• Even Start
• Carl D. Perkins Vocational and Technical
• Head Start

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Program Development

• Planning Framework
• Documentation
• Technical Assistance received
• School Profile
• Mission and Vision Statements
• History of schoolwide program

21
Plan Development

• During a one-year period
• Involve parents and community members as well as
  teachers and administrators who will be carrying
  out the plan
• Reviewed, at least annually, and revised as
  necessary
• Available to LEA, parents, and the public

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Development of the SW plan

• Develop a comprehensive plan to improve teaching
  and learning throughout the school
• Consultation with LEA and School Support Team
  (SST)

200.27 Development of a schoolwide program plan
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Section 1117. School Support.

• Statewide system of Intensive and sustained
  support and improvement
• Priority
• LEAs with Title I schools in corrective action
• LEAs with Title I schools in school improvement
• LEAs with Title I schools that need support and
  assistance to meet the goals of Title I

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School Support Teams (SST)

• Functions
• Review and analyze school operation
• Recommendations for improving school improvement
• Collaborate in the design, implementation, and
  monitoring of plan
• Evaluate personnel assigned to the school
• Recommendations as the school implements the plan

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Comprehensive Plan
200.27 (a)(3)

• The plan must
• Describe how the school will carry out each of
  the plan components
• How the school will use resources to carry out
  the components
• A list of federal, state, and local programs that
  the school will consolidate
• Be developed over a one-year period

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Comprehensive Plan
200.27 (b)(2)

• The plan must be developed with the involvement
  of parents and community members as well as those
  who will carry out the plan
• Teachers and Principals
• Administrators of other Title I programs
• Other pupil services personnel
• If a high school, must include students

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Comprehensive Needs Assessment

• Bob Rose
• Rapid City

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Needs Assessment
200.26 (a)

• Data Analysis
• academic achievement information
• NCLB Report Card
• All students and each subgroup
• Ethnic / racial groups
• Students with disabilities
• Disadvantaged students
• Limited English Proficient students
• Include needs of migratory children

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Comprehensive Needs Assessment (CNA)
200.26 (a)

• Help understand the subject and skills for which
  teaching and learning needs to be improved
• Identify the specific needs of students and
  groups of students not yet proficient
• Assess the needs of the school relative to each
  of the SW components

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Data Retreat
200.26 (a)

• Jump starts the process
• CNA must be conducted with the participation of
  those implementing the plan
• SW planning team
• Collaborative process
• Strength in shared learning and discovery

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CNA in SW Plan
200.26 (a)

• Plan must include
• Documentation of how the school conducted the
  needs assessment
• The results of the CNA
• Conclusions drawn from the results

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Card Sort Activity
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Goals, Objectives, and Strategies

• Cris Owens, Mobridge
• and
• Bob Rose, Rapid City

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Goals and Objectives

• Goals
• based on the outcomes of the comprehensive needs
  assessment
• Reading
• Math
• Other indicator (graduation or attendance rate)
• Other goal as appropriate
• Objectives
• Specifics to meet broad goals

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Strategies
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Reform Strategies

• Must incorporate reform strategies in the overall
  instructional program
• What will you do differently?
• Address the needs of all children in the school,
  particularly the needs of low-achieving students
  and those at risk of not meeting the State's
  content and achievement standards

200.28 (a)
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Reform Strategies Include

• Reflect effective methods and instructional
  practices that are based on scientifically based
  research
• SBR advisory committees
• Will determine if the strategies selected meet
  SBR criteria
• Federal funds can only be spent on those
  strategies / programs that are considered SBR

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Reform Strategies Include

• Strengthen the core academic program
• Increase the amount and quality of learning time
  , such as
• Extended school year
• Before and after school programs
• Summer school programs

39
Reform Strategies Include

• Strategies for meeting the educational needs of
  historically underserved populations
• Consistent with and designed to implement state
  and local improvement plans

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Highly Qualified Staff

• Beth Schiltz
• DOE

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Instruction by Highly Qualified Staff

• A SW program must
• ensure instruction by highly qualified teachers
• Provide ongoing professional development

200.28 (b)
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Highly Qualified Qualified Staff

• All core content teachers must be highly
  qualified
• All paraprofessionals must be qualified
• At least an AA degree or
• 64 credit hours or
• Passed state test

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High Quality and On-going Professional Development

• Professional Development for
• Teachers
• Principals
• Paraprofessionals
• If appropriate, pupil services personnel, parents
  other staff

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Highly Qualified Staff

• Including teachers in professional development
  activities regarding the use of academic
  assessments

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Professional Development

• Belinda Ready
• Bennett County

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Professional Development
200.28 (b)(2-3)

• Devoting sufficient resources to carry out
  effectively the professional development
  activities
• Aligning professional development with the
  State's academic content and student academic
  achievement standards

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Professional Development

• High Quality Professional Development as defined
  in Title IX
• PD plan must support SW plan goals and objectives

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Parental Involvement

• Al Kosters
• Sioux Falls

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NO CHILD LEFT BEHIND
200.28 (c)

• Section 1114 (b)(1)(F).
• Component to increase parental involvement

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Parent Involvement

• Section 200.28 (c) of regulations
• A schoolwide program must
• involve parents
• in the planning
• the review
• the improvement of the schoolwide plan

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SECTION 1118. PARENTAL INVOLVEMENT

• (a) LEA Written Policy
• (b) School Parental Involvement Policy
• (c) Policy Involvement
• (d) Shared Responsibilities For High Student
  Academic Achievement
• (e) Building Capacity For Involvement
• (f) Accessibility

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(a) LEA Written Policy

• Involves parents
• Provides support in planning and implementation
• Builds strong parental involvement
• Coordinates parent involvement with such agencies
  as Head Start, Reading First, Even Start, etc

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(b) School Parental Involvement Policy

• Develop with and distribute to all parents
• If school already has one it may be amended
• If district has a policy, it may be amended

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(c) Policy Involvement

• Annual meeting
• Flexible number of meetings
• Involve parents
• Provide parents
• Timely information
• Explanation of curriculum, assessment
  proficiencies expected of students

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(d) Shared Responsibilities For Student
Achievement

• School-parent compact
• Describe schools responsibility
• Improve high quality curriculum instruction
• Supportive effective learning environment
• Describe parents responsibility for supporting
  their students learning
• Monitoring attendance
• Monitoring homework
• Volunteering in the classroom
• Etc

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(e) Building Capacity For Involvement

• Provide assistance to parents children
• Provide materials and training to help parents
  work with their children
• Provide training for staff on how to communicate
  work with parents
• Coordinate and integrate parent involvement
  activities with Head Start, etc
• Send out information relating to school parent
  programs
• Provide reasonable support for parents if
  requested

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(f) Accessibility

• Provide full opportunities (such as school
  information reports in a format they can
  understand) for parents with/of
• Limited English proficiency
• Disabilities
• Migratory children

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Resources

• State website
• http//doe.sd.gov/
• Parent InvolvementGuidance
• http//doe.sd.gov/title/index.asp
• Parent Resource Network

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• http//www.bhssc.org/sdprn/

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Transition

• Al Kosters
• Sioux Falls

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Transition

• An elementary school must include plans for
  assisting preschool students in the successful
  transition from early childhood programs to the
  schoolwide program.
• Head Start, Even Start, Early Reading First,
  Special Education Preschool, private or public
  preschool, or childcare center.

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Transition

• A middle or high school schoolwide program should
  include transition plans it may have.
• Transition from elementary to MS
• Transition from MS to HS
• Transition from HS to workforce or higher
  education

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Transition

• Transition must be a system or process not a
  one-time event.
• Opportunities must be provided for all families
  of four-year-olds in the district.

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Coordination Requirements

• Section 1120B
• pages 91-92 of blue book
• Coordination with Head Start and other early
  childhood education programs
• Coordination / Transition Plan Components

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Coordination Requirements

• Develop and implement a systematic procedure for
  receiving records
• Establish channels of communication
• Conduct meetings with parents, school, and EC
  teachers
• Organize and participate in joint
  transition-related training
• Link LEA services to other EC agencies

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Prekindergarten programs

• Schoolwide elementary building may also offer a
  schoolwide preschool program
• Do not have to identify eligible students

200.25 (f)
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Monitoring and Support

• Belinda Ready
• Bennett County

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Additional Support
200.28 (d)

• Include activities to ensure that students who
  experience difficulty attaining the proficient or
  advanced levels of academic achievement standards
  
• will be provided with
• effective,
• timely additional support

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Additional Support
200.28 (d)

• Ensure that those students' difficulties are
  identified on a timely basis
• Provide sufficient information to teachers on
  which to base effective assistance to those
  students.
• Examples TAT, tutoring, referral

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Fiscal Questions

• Rob Huffman
• Grants Management

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Consolidation of Funds
200.25 (e)

• A school operating a schoolwide program may
  consolidate funds from other Federal, State, and
  local funds to operate a SW program.

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Fiscal Requirement

• The Schoolwide plan must list the state,
  district, and federal fund sources that will be
  consolidated into the schoolwide program.

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Intent and purposes.

• If other Federal programs funds are combined into
  the schoolwide program, the schoolwide plan must
  include how the intent and purposes of the
  originating program will be met.

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Use of Funds

• Must support the schools schoolwide plan.

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Supplemental Funds
200.25 (d)

• A school operating as a schoolwide program must
  receive at least the same amount of State and
  local funds that it would have received if it had
  not been a schoolwide program.

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Specific Services

• A schoolwide program does not have to demonstrate
  that specific services provided to students are
  supplemental.

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Ongoing Program Development

• Cris Owens
• Mobridge

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Annual Evaluation
200.26 (c)(1)

• Annually evaluate the
• implementation and
• results achieved by the schoolwide program
• using the State's annual assessment data, other
  State indicators of academic achievement, and
• other locally determined indicators of achievement

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Effectiveness
200.26 (c)(2)

• Determine whether the schoolwide program has been
  effective
• in increasing the achievement of students in
  meeting the State's academic content and student
  academic achievement standards,
• particularly those students who had been furthest
  from achieving those standards.

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Evaluation
200.26 (c)(3)

• Revise the plan, as necessary, based on the
  results of this evaluation, to ensure continuous
  improvement of the schoolwide program.

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Whats Next?

• Beth Schiltz
• DOE

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Roles and Responsibilities

• School LEA
• Contact SST member once each month
• Responsible for SW Plan development

• SST
• Offer Assistance
• Email, Phone, On-site Visit, etc.
• Monthly update to SEA
• SW Plan Approval

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Schoolwide Plan Criteria

• The criteria for each component has been
  developed
• SEA and SST input
• Based on federal regulations
• Criteria must be met before approval of plan
  granted

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Plan Approval for SW

• Plan is reviewed by School Support Team (SST)
  member
• Documentation noted
• Comments
• Decision to approve SW Plan
• Criteria checklist and SW plan is sent to SEA for
  final approval
• Approval letter sent to both LEA and SST member
• Keep on file with SW Plan

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Count Us In!

• Schoolwide Planning Commitment
• Return to Dawn Smith
• Due by Oct. 14, 2005
• Include building and district
• Signed by building principal and superintendent

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Schoolwide Planning Checklist

• Planning
• Oct. 14 -- Submit Commitment form
• Must attend a Data Retreat
• Work with SST to develop plan
• Submit plan to SST
• Plan to SEA for final approval

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DOE Assistance

• Data Retreats
• ESAs can provide
• Call DOE if ESA not able to provide
• SST

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SEA Contacts

• Beth Schiltz
• 700 Governors Drive
• Pierre, SD 57501
• 605 773 4716
• Fax [phone]
• Beth.Schiltz_at_state.sd.us

• Dawn Smith
• 700 Governors Drive
• Pierre, SD 57501
• 605 773 2535
• Fax [phone]
• DawnL.Smith_at_state.sd.us

http//doe.sd.gov/oess/title/1Abasic/index.asp
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Questions?
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Conference Evaluation

• Pluses and Wishes

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Thank You!

• Thank you for your attendance and attention
  today.
• Hope things go well during the next months of
  decision making and planning.

• Have a safe trip home!