guidance on school improvement region vii comprehensive center the university of oklahoma 555...

GUIDANCE ON SCHOOL GUIDANCE ON SCHOOL IMPROVEMENTIMPROVEMENT

Region VII Comprehensive CenterThe University of Oklahoma

555 Constitution StreetNorman, OK 73072

1 800 228-1766

David GrayDavid Gray

4/27/2004 Region VII Comprehensive Center

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Presentation PurposesPresentation Purposes

1. Clarify the different stages of school improvement

2. Identify the school improvement plan requirements

3. Overview the responsibilities of the SEA and LEA for technical assistance

4. Provide participants with a resource for school improvement guidance in their states, districts, or schools


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Annual Review: School Annual Review: School ProgressProgress

Determines whether a school or LEA has made: Adequate yearly progress (AYP) Progress in closing the achievement gap

Helps states and LEAs develop or refine technical assistance strategies


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Annual Review: DataAnnual Review: Data

Student achievement in reading/language arts and mathematics

Assessment participation rates

Attendance or other measure

H.S. only: dropout rates


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Annual Review: TimelineAnnual Review: Timeline

SEA timeline must accommodate: Time for schools to review the data that led to the

determination; The development and implementation of a school

improvement plan; and The need to provide parents with sufficient time to

evaluate the public school choice and supplemental educational service options that may be available

Release of State Assessment Results

Start of Next School Year

6 Region VII Comprehensive Center

4/27/2004

Annual Review: Included Annual Review: Included SchoolsSchools

Title I Schools

SEA reviews and rewards

LEA publishes and disseminates results

Non Title I Schools

SEA reviews and rewards

LEA publishes and disseminates results

Charter Schools

Chartering Authority and/or SEA reviews,

rewards, and publishes and disseminates

(depending on state law)For Charter School Guidance, go to: http://www.ed.gov/policy/elsec/guid/cspguidance03.doc

http://www.ed.gov/policy/elsec/guid/cspguidance03.doc








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Adequate Yearly Progress Adequate Yearly Progress (AYP)(AYP)

Rewards for making AYP for 2 consecutive years: SEA Recognition SEA Identification as a

distinguished school Optional SEA Awards to

distinguished teachers or principals

Other optional SEA rewards

Sanctions for failing to make AYP for 2 consecutive years or more: Choice (continues) Supplementary Services

(continues) Corrective Action Plan for Restructuring Restructuring


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School ImprovementSchool Improvement–Year –Year 11


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A school that fails to make AYP for two consecutive years, as defined by the State’s accountability system, must be identified for school improvement, year 1.

To exit from school improvement, the school must make AYP for two consecutive years.


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What the LEA Must Tell Parents: What the identification means; How their child’s school compares to others in

terms of academic achievement; The reason for the identification, e.g.,

• Too few students assessed,• One subgroup not meeting proficiency targets;

How parents can be involved in addressing the problems that led to the identification;

The parents’ option to transfer their child to another school in the LEA that is making AYP.


4/27/2004


What else must the LEA do? Publish and disseminate to parents and the public:

• What the school is doing to address low achievement;• What the LEA and/or SEA is doing to assist the school

The LEA must ensure that the identified school(s) receive technical assistance both during school improvement planning and implementation.

Public School Choice Non-regulatory Guidance is available online at http://www.ed.gov/policy/elsec/guid/schoolchoiceguid.doc

http://www.ed.gov/policy/elsec/guid/schoolchoiceguid.doc










4/27/2004

School ImprovementSchool Improvement Plan Plan

A school identified for school improvement. Must develop a two-year plan that addresses the academic issues that caused it to be identified. Must be developed within three months; May be a new plan or a revision of an

existing plan**Note: If an old plan has failed previously to improve a school,

revising that plan might not prove adequate.


4/27/2004

School ImprovementSchool Improvement Plan PlanThe school improvement plan must

address at a minimum, the following topics: Core academic subjects and the strategies used to

teach them; *Professional development; Technical assistance; Parent involvement; and, Measurable goals*10% of Title I funds must be allocated to professional development


4/27/2004

1. Locate section C “School Improvement Plan” in your handout.

2. Form teams of 4-5 3. Select a team leader4. Leader assigns team members (and

himself/herself) questions and responses from C-4 to C-20

5. Take 5 minutes to read and 5 minutes to report out to team

6. Create a check sheet that your team can use to screen school improvement plans for required plan components and assurances.

ImprovementImprovement Plan Jigsaw Plan Jigsaw


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Technical AssistanceTechnical Assistance–LEA–LEA

Responsibilities of LEAs to identified schools

LEA is primary provider of TA on plans• LEA can use SEA, institute of higher ed., other

experienced TA providers, e.g., Comp. Centers, Labs Assistance should focus on:

• Improving the school’s instructional program • Issues that caused the school to be identified for

improvement


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Technical AssistanceTechnical Assistance–LEA–LEA LEA must assist schools in three areas:

1. Data analysis of assessments and student work2. Identification and implementation of scientifically-based

instructional strategies and methods3. Budget analysis and reallocation of resources

LEA should tailor assistance to each school’s needs based on its comprehensive needs assessment. Avoid “one size fits all” approaches


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Technical AssistanceTechnical Assistance–SEA–SEA1. Reserve and allocate Title I, Part A funds for

school and LEA improvement activities Equals 4% of the SEA’s Title I, Part A funds in fiscal 2004-

2007 95% of this reserve must be distributed to LEAs with

schools in improvement (or with the approval of the LEAs, the SEA may use the funds for school support teams or educational service agencies)

Must give priority to LEAs serving the lowest achieving schools with the greatest need and strongest commitment

2. To create and sustain a statewide system of support that provides technical assistance to schools identified for improvement


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Technical AssistanceTechnical Assistance–SEA–SEA Priorities for the system of support

1. LEAs with schools in corrective action/schools in LEAs that have not carried out their responsibilities for corrective action or restructuring

2. LEAs with schools in need of improvement

3. Title I LEAs and Schools that need additional support and assistance

System of support components School support teams Distinguished teachers and principals Other experienced entities such as universities, educational

service agencies, private providers, comp. centers, and labs


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Technical AssistanceTechnical Assistance–SEA–SEASchool support team

membership Distinguished/highly qualified

teachers and principals Pupil support personnel Parents Representatives from

institutions of higher education Representatives of regional

technical assistance centers or labs

Representatives of outside consultant groups

Other individuals that the SEA deems appropriate

School support team qualifications

Skillful, credible, experienced in providing technical assistance

Knowledgeable about scientifically-based research/practice and State standards

Familiar with a variety of school reform initiatives, including

• Schoolwide programs• Comprehensive school reform• Other means of improving

educational opportunities for low achieving students


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Technical AssistanceTechnical Assistance–SEA–SEA

School support team responsibilities Review and analyze all facets of the school’s operation,

including the instructional program Collaborate with school staff, LEA staff, and parents to

design, implement, and monitor a realistic school improvement plan

Provide feedback at least twice a year to the LEA, and to the SEA when appropriate, about the effectiveness of the personnel.

Identify outstanding teachers and principals After one year, consult with the LEA and make a “next

steps” recommendation to the SEA


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School ImprovementSchool Improvement–Years 2 & –Years 2 & 33


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School Improvement-Year School Improvement-Year 22

A school that fails to make AYP for three consecutive years must be identified for school improvement, year 2.

A school that makes AYP after one year in school improvement Delays year 2 school improvement for one year Remains in year 1 school improvement

To exit from school improvement, year 2, the school must make AYP for two consecutive years.

Schools in improvement, year 2, must implement their improvement plans and continue to receive technical assistance


4/27/2004

School Improvement-Year School Improvement-Year 22

What the LEA Must Tell Parents: Provide the same information as in year 1 of school

improvement, including the parents’ option to transfer their child to another school in the LEA that is making AYP

Notify parents that supplemental educational services are available to eligible children

Provide a list of approved providers within the LEA or within a reasonable distance, along with a description of services, qualifications, and effectiveness.

Detailed information available at http://www.ed.gov/policy/elsec/guid/suppsvcsguid.doc

http://www.ed.gov/policy/elsec/guid/suppsvcsguid.doc










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Corrective Action (Year 3)Corrective Action (Year 3) A school that fails to make AYP for four

consecutive years must be identified for corrective action.

A school that makes AYP after year 2 in school improvement Delays year 3 school corrective action for one year Remains in year 2 school improvement

To exit from corrective action, the school must make AYP for two consecutive years

Schools in corrective action receive more intensive technical assistance from providers


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Corrective Action (Year 3)Corrective Action (Year 3) Parent notification requirements

Explain what corrective action means and how the school’s academic achievement compares to other schools in the LEA and state.

Explain how parents can be involved in addressing the academic issues that led to corrective action.

Provide information on the parents’ option to transfer their child, as well as information that will assist parents to make an informed decision about this option

Notify parents of eligible children of their option to obtain supplementary services and provide information on providers


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Corrective Action (Year 3)Corrective Action (Year 3) LEA ensures that

All students have the option to transfer

Supplemental services are available to eligible students in the school

Technical assistance services are provided to the school

LEA takes one or more of these 7 corrective actions: Provides scientifically-based professional

development Institutes a scientifically-based new

curriculum with appropriate professional development

Extends the school year or school day Replaces staff deemed relevant to the

school not making AYP Significantly reduces management authority Restructures the internal school

organization Appoints an outside expert to advise the

school


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School ImprovementSchool Improvement–Years 4 & –Years 4 & 55


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Restructuring (Year 4)Restructuring (Year 4)A school that fails to make AYP for five

consecutive years is identified for restructuring In year one of restructuring, the LEA prepares a

restructuring plan for the school A school that makes AYP after corrective

action Delays restructuring for one year Remains in corrective action

To exit from restructuring, the school must make AYP for two consecutive years


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Restructuring (Year 4)Restructuring (Year 4)During year 1 of restructuring, the LEA

creates a restructuring plan to include at least one of the following actions: Replace staff, which may include the principal Enter into a contract with a private management

company to manage the schools Turn the operation of the school over to the SEA Re-open the school as a public charter school Implement other major restructuring of the school’s

governance


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Restructuring (Year 4)Restructuring (Year 4)Parent and teacher notification

requirements Provide prompt notice of the decision to parents

and teachers Provide both parents and teachers with the

opportunity to comment on the decision before restructuring action is taken

Invite both teachers and parents to participate in the development of the restructuring plan

Other parental notification requirements remain the same as for corrective action


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Restructuring (Year 5)Restructuring (Year 5) A school that fails to make AYP for six

consecutive years is identified for restructuring–year 2.

At the beginning of the school year, the school must implement the LEA’s restructuring plan

A school that makes AYP after restructuring, Year 1 Delays implementing the LEA’s restructuring plan for one year Remains in restructuring, year 1

To exit from restructuring, the school must make AYP for two consecutive years


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Restructuring (Year 5)Restructuring (Year 5)

Year 1 restructuring requirements for LEA actions, notifications, and technical assistance remain unchanged in year 2

A school continues in restructuring, year 2 until it makes AYP for two consecutive years


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“Reform is no longer about access or money. It is no longer about compliance or excuses. It is about improving student achievement by improving the quality of the education we offer American students.”

Rod Paige

Secretary of Education

guidance on school improvement region vii comprehensive center the university of oklahoma 555...

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