Title I Schoolwide Planning and Implementation in Small Rural Schools

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Title I Schoolwide Planning and Implementation in
Small Rural Schools

• Nancy Forseth
• forseth_at_cesa10.k12.wi.us

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• CESA 10
• 30 Districts
• 177-10,861 Enrollment
• 25 Title I Districts
• 11 Elem TAS
• 7 MS TAS
• 15 Elem SW
• 5 MS SW
• 2 Districts in SW Planning Phase

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Title I Schoolwide Planning

• Lessons Learned
• The Process
• Metamorphosis

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Lessons Learned

• Plan for the right reasons. . .
• To improve curricular consistency
• To improve school communication and collaboration
• To increase meaningful family involvement
• To improve academic support for struggling
  students
• To improve student achievement

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Lessons Learned

• Not for the wrong reasons. . .
• To purchase a computer lab
• To pay for a teacher
• To backtrack for programs/positions already in
  place
• To buy a bus

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Lessons Learned

• Get the support of the district administrator and
  principal
• Leadership, leadership, leadership

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Lessons Learned

• Involve the right people
• Follow the Goldilocks Principle
• Include representatives from the entire staff
• Select teachers who are respected by their peers,
  but offer the option to all
• Use wisdom to consider adding the naysayers
• Personally invite parent representatives, but
  offer the option to all

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Lessons Learned

• Clarify the roles and expectations for the
  Schoolwide Committee
• To conduct a comprehensive needs assessment
• To develop and write the plan
• To monitor the implementation of the plan
• To conduct an annual evaluation of the plan

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Lessons Learned

• Communicate with the entire staff and parents
  every step of the process
• Provide an overview of SW planning and
  implementation for the entire staff
• Identify a specific communication plan
• Answer questions
• Invite anyone to join the committee
• Communicate, communicate, communicate

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Lessons Learned

• Integrate
• Build on existing committee structures
• Build on existing school plans and initiatives
• Build on existing grants 21st Century/REACh

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Lessons Learned

• Make it manageable
• Make it meaningful
• Make it measurable
• Student achievement
• should be the driver

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Lessons Learned

• Student achievement needs to be the driver. All
  of the other required components need to fit into
  goals that are identified based on school needs.
• Do not divide the plan into sections to match the
  requirements
• Do integrate the requirements into school goals
• Focus the plan on what actually needs to happen,
  not what is already occurring and can be
  identified to meet the requirements

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Lessons Learned

• Be patient
• The changing role of Title I teachers
• The changing role of classroom teachers

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Lessons Learned

• Benefits of SW Programs
• Flexibility and redesign of organizational
  infrastructure
• Coordination, integration, and communication
• Accountability and continuous self-assessment
• Support for ALL students

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Lessons Learned
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The Process Nuts Bolts

• Establish and orient the committee/team
• Who will be cracking the whip?
• Develop a timeline
• At the end of each meeting, set the next date and
  agenda
• Divide assignments
• Keep on track

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The Process Conduct a Comprehensive Needs
Assessment

• 8-Step Needs Assessment Process

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The Process Conduct a Comprehensive Needs
Assessment

• 1. Student Demographics Data Review
• Enrollment
• Attendance
• Truancy
• Mobility
• Suspensions/Expulsions
• SES
• ELL
• SPED Incidence
• of Title I Students

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The Process Conduct a Comprehensive Needs
Assessment

• 2. Student Achievement Data Analysis
• Title I Needs Assessment Data
• WKCE Patterns and Trends
• School/Classroom Assessments
• Retention Rates
• SAGE Reports
• Other

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The Process Conduct a Comprehensive Needs
Assessment

• WKCE Patterns and Trends
• All students
• Economically disadvantaged and Not ED
• Gender
• English Language Learners
• SPED

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Conduct a Comprehensive Needs Assessment WKCE
Patterns Trends

• WKCE Results.
• Do yield information that
• reflects a snapshot of performance at the school,
  district, and state levels
• may support the distribution of resources
• Do not yield information that
• can directly support instruction
• should alone be used to make
• major decisions about individual
• students

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The Process Conduct a Comprehensive Needs
Assessment

• Student Achievement Data Analysis
• Modified Data Retreat Process CESA 7
• Data table
• Graphic representation
• Observations, discussions, and documentation
• Hypotheses
• Contact Judy Sargent at CESA 7
• http//www.schoolimprovement.us/index.asp

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Task 1 Data Table

• Create a table
• Use templates posters
• GOAL getting participants close to the numbers

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Task 2 Graphic Representation

• Graph the data
• OR
• Highlight patterns

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Task 3 Observe, Discuss, Document

• Observe data patterns
• Discuss what is observed
• Record data findings

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Task 4 Pose Hypotheses of Practice
What is it that we aredoing that might
contribute to these results?
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Task 4 Pose Hypotheses of Practice, continued

• Hypotheses should
• Be explanations that come from school and
  classroom factors
• Be explanations about practices that can be
  altered
• Hypotheses should NOT
• Be regarding characteristics of individuals
• Be explanations about unalterable factors

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Hypotheses Rule
Never blame students or parents!
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The Process Conduct a Comprehensive Needs
Assessment
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Caution!!!!!!

• DRIP,
• DRIP,
• DRIP!

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The Process Conduct a Comprehensive Needs
Assessment

• 3. Curriculum and Instructional Practices Data
  Analysis and Discussion
• Teacher surveys
• Student surveys
• Parent surveys
• Administrative input
• Student achievement data

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The Process Conduct a Comprehensive Needs
Assessment

• 4. Professional Development Review and
  Discussion
• Is there a school or district plan?
• If so, how is it structured?
• Is it systematic, ongoing, and reflective of
  research-based practices?
• Is it connected to broader goals?
• Do teachers meet the ESEA high quality
  requirements?
• Is PI-34 addressed?

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The Process Conduct a Comprehensive Needs
Assessment

• 5. School Context and Organization Discussion
  and Possible Data Analysis
• Class-size
• School climate
• Positive behavior supports
• Referrals
• Detentions

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The Process Conduct a Comprehensive Needs
Assessment

• 6. Family and Community Involvement Discussion
  and Data Analysis
• Parent Surveys (Epstein)
• Parenting
• Communicating
• Learning at Home
• Volunteering
• Governance and Decision-making
• Community Outreach
• Checklist http//dpi.wi.gov/fscp/fscpart.html
• Parent Focus Group
• Title I Local Annual Evaluation

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The Process Conduct a Comprehensive Needs
Assessment

• 7. Transition Issues Discussion
• Preschool to elementary
• Elementary to middle school
• Middle to high school

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The Process Conduct a Comprehensive Needs
Assessment

• 8. Identify Concerns

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Process Develop and Write the Plan

• Code and categorize data analyses
• Identify other concerns. Is there data to
  support?
• Prioritize concerns
• Develop a meaningful and measurable goal
• Transform we will statements into objectives
• Identify how objectives will be accomplished
• Tasks
• Resources
• Timeline
• Who is responsible/Funding source
• Evidence for evaluation

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Process Develop and Write the Plan

• Present draft of plan to entire staff and parents
  for discussion, input and feedback
• Finalize the plan
• Celebrate a year of hard
• work!!!

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Process Implement and Monitor the Plan

• Implement the Plan
• Present the plan to the entire staff
• Present the plan to parents
• Monitor the Plan
• Are we doing what we said we were going to do?
• What adjustments do we need to make? Continuous
  review and revision

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Process Evaluate the Plan

• What does the evidence tell us?
• How are we impacting student achievement?
• Are we meeting the schoolwide requirements?
• What do we need to change as a result of our
  evaluation?
• How will we report the results of our evaluation
  to parents and staff?
• A rubric for monitoring and evaluation
• Appendix V in Designing Schoolwide Programs
  Non-Regulatory Guidance, March, 2006
• Appendix VIII in Designing Schoolwide Programs
  Non-Regulatory Guidance, March, 2006

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Process Revise the Plan

• Based on the results on the evaluation, revise
  the plan.
• The Title I Schoolwide Plan should be a living
  document.

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Metamorphosis

• Focus on student achievement, not the paper plan
• Use the data
• Focus on success in the classroom. The core
  program must be effective.
• Keep it simple
• Keep it meaningful

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Multi-tier Model
Prevention
Screening
Universal options
Ongoing Progress Monitoring
Intervention
Selected options
Targeted options
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Resources

• An Idea Book on Planning Implementing
  Schoolwide Programs, Vol.1, and Profiles of
  Successful Schoolwide Programs, Vol. 11.
• http//www.ed.gov/pubs/Idea_Planning/
• Title I Guidance for Schoolwide Programs
• http//dpi.wi.gov/titleone/t1guide/t1guide_17a.pdf
  
• Designing Schoolwide Programs Non-Regulatory
  Guidance, March 2006
• www.ed.gov/policy/elsec/guid/designingswpguid.doc
• Title I Schoolwide Federal Guidance
• http//www.ed.gov/admins/lead/account/swp.html
• Thompson Publishing Group
• www.thompson.com
• Your Local CESA