title 1 schoolwide framework appraisal
DESCRIPTION
Title 1 Schoolwide Framework Appraisal. Presented By: Melissa Moe and Kris Rangel November 1, 2012. Outcomes of the day. Examine to what degree the Title 1 Schoolwide components have been implemented Share responsibility for student and system success - PowerPoint PPT PresentationTRANSCRIPT
Created by Marilyn Heifner, Melissa Moe and Kris Rangel,CESA#11 Educational Consultants
Title 1 SchoolwideFramework Appraisal
Presented By:Melissa Moe and Kris Rangel
November 1, 2012
Created by Marilyn Heifner, Melissa Moe and Kris Rangel,CESA#11 Educational Consultants
Outcomes of the day
Examine to what degree the Title 1 Schoolwide components have been implemented
Share responsibility for student and system success
Use data to identify and prioritize needs
Created by Marilyn Heifner, Melissa Moe and Kris Rangel,CESA#11 Educational Consultants
Vision
Leadership
Standards of the Heart
Evidence of Success
High Academic Standards
Professional Development
Family, School, and Community
Partnerships
School Improvement/Reform
Characteristics of Successful Schools
School Improvement/ReformCharacteristics of Successful Schools
Vision T1 – Consultation T1 – Coordination PBIS – Practices
Leadership T1 – Consultation T1 – Highly Qualified Teachers PBIS - Systems
Standards of the Heart T1 – Reform Strategies T1 – Comprehensive Needs Assessment 21st Cent. – Life and Career Skills PBIS – Practices PBIS – Systems RtI – Instruction Special Ed – Indicators #7, 9 & 10
Family, School, and Community Partnerships
SAGE – Extended Day/Lighted Schoolhouse
T1 – Parental Involvement PBIS – Practices RtI – Collaboration/Results Monitoring Special Ed – Indicators #8 & 11
Created by Marilyn Heifner, Melissa Moe and Kris Rangel,CESA#11 Educational Consultants
“We’re involved in so much…how do we connect all the pieces?”
School Improvement/ReformCharacteristics of Successful Schools Cont.
Professional Development and Staff Quality
T1 – On-going Professional Development SAGE – Collaboration and Planning
Among Staff 21st Cent. – Mastery of Core Subjects
and 21st Century Themes 21st Cent. – Information, Media and
Technology Skills PBIS – Practices Educator Effectiveness
High Academic Standards T1 – Reform Strategies T1 – Timely and Effective Assistance T1 – Transition Plan CCSS SAGE – Core Curriculum 21st Cent. – Mastery of Core Subjects
and 21st Century Themes 21st Cent. – Learning and Innovative
Skills 21st Cent. – Information, Media and
Technology Skills PBIS – Data PBIS – Practices PBIS – Outcomes RtI – Collaboration/Results Monitoring RtI – Balanced Assessment Systems Spec. Ed – Indicators #1, 2, 5, 6 & 7
Created by Marilyn Heifner, Melissa Moe and Kris Rangel,CESA#11 Educational Consultants
School Improvement/ReformCharacteristics of Successful Schools Cont.
Evidence of Success T1 – Comprehensive Needs Assessment T1 – Teacher Involvement in the Use of
Academic Assessments 21st Cent. – Mastery of Core Subjects
and 21st Century Themes PBIS – Data PBIS – Practices PBIS – Outcomes PBIS – Systems RtI – Instruction RtI – collaboration/Results Monitoring RtI – Balanced Assessment Systems Special Ed – Indicators #1-20
Local Efforts [Examples] Foundational Grants API Grant CREATE Grant Part. Responsive Classroom EETT Grant Part. Community Ed. Other…
Created by Marilyn Heifner, Melissa Moe and Kris Rangel,CESA#11 Educational Consultants
Wisconsin’s Vision for RtIModel for Increasing Student Success
COLLABORATIONBALANCED ASSESSMENT
HIGH QUALITY INSTRUCTION
CulturallyResponsivePractices
Multi-Level System of Support
Wisconsin RtI Center
Website Map Wisconsin RtI Center Website
Resources RtI Professional Development Continuum SIR RtI Academic Regional Technical Assistance
Coordinators
Created by Marilyn Heifner and Melissa Moe, CESA#11 Educational Consultants
Effective Title I Schoolwide Programs Share Common Characteristics Focus High expectations Strong leadership Alignment of curriculum, instruction and
assessment Professional development Collaborative spirit Meaningful parental involvement Commitment of continuous review and
improvementCreated by Marilyn Heifner, Melissa Moe and Kris Rangel,
CESA#11 Educational Consultants
Created by Marilyn Heifner, Melissa Moe and Kris Rangel,CESA#11 Educational Consultants
Data Based Decision Making Helps the leadership team to function as a professional
learning community Is a powerful professional development activity Helps leaders to better organize their data Assists schools in making decisions that focus on the
student Helps teachers and school staff to determine relevant
data Assists the leadership team in improvement planning
Created by Marilyn Heifner, Melissa Moe and Kris Rangel,CESA#11 Educational Consultants
Title 1 School Improvement Clusters
Building Capacity Ensuring Sustainability
Building Leadership Teams
Coordination
Highly Qualified Teachers
Timely and Effective Assistance
On-going Professional Development
Parental Involvement
Making Informed DecisionsAdopting Processes
Reform Strategies
Transition
Comprehensive Needs Assessment
Teacher Involvement in Use of Academic Assessments
Created by Marilyn Heifner, Melissa Moe and Kris Rangel,CESA#11 Educational Consultants
Building Capacity
1. …administrative knowledge and approval of plan …
2. …building leadership team meetings …3. …shared leadership …4. …shared vision …5. …commitment to the vision …6. …collaboration and coordination …
Created by Marilyn Heifner, Melissa Moe and Kris Rangel,CESA#11 Educational Consultants
Adopting Processes
1. …safety nets …2. …responding to student needs …3. …transition plan …
Created by Marilyn Heifner, Melissa Moe and Kris Rangel,CESA#11 Educational Consultants
Making Informed Decisions
1. …data collection …2. How is the data used …3. …annual review of data …
Created by Marilyn Heifner, Melissa Moe and Kris Rangel,CESA#11 Educational Consultants
Ensuring Sustainability
1. …school community partnerships …2. …collaborative problem-solving process…3. …professional development opportunities …
Required Documentation
2012-13 ESEA Monitoring Guidance
Created by Marilyn Heifner and Melissa Moe, CESA#11 Educational Consultants
Created by Marilyn Heifner, Melissa Moe and Kris Rangel,CESA#11 Educational Consultants
Title 1 School Improvement Clusters
Building Capacity Ensuring Sustainability
Building Leadership Teams
Coordination
Highly Qualified Teachers
Timely and Effective Assistance
On-going Professional Development
Parental Involvement
Making Informed DecisionsAdopting Processes
Reform Strategies
Transition
Comprehensive Needs Assessment
Teacher Involvement in Use of Academic Assessments
Created by Marilyn Heifner, Melissa Moe and Kris Rangel,CESA#11 Educational Consultants
Evidence for Component 1:
Building Leadership Teams Leadership team membership
Requirements:Parents
Considerations:Building Administration, Title 1
Coordinator, classroom teachers, resource teachers, specialists, para-educators, …
Evidence: List of Leadership team members
Created by Marilyn Heifner, Melissa Moe and Kris Rangel,CESA#11 Educational Consultants
Evidence for Component 1:
Building Leadership Teams Roles and Responsibilities
Considerations:1. Articulated team purpose2. Meeting norms written and
agreed upon3. Identified communication
pathways4. Understanding of level of
decision making ---advisory to administration –or- actual decision making
Evidence: Document of roles and responsibilities
Created by Marilyn Heifner, Melissa Moe and Kris Rangel,CESA#11 Educational Consultants
Evidence for Component 1:
Building Leadership Teams Leadership team meetings
Considerations:1. Regularly scheduled meeting
throughout the school year2. Meeting Agendas with Minutes
Evidence: Meeting Agendas and Minutes
Created by Marilyn Heifner, Melissa Moe and Kris Rangel,CESA#11 Educational Consultants
Evidence for Component 2:
Coordination
CLASS STRUCTURE, PROGRAM INITIATIVES, AND FUNDING SOURCES Frederic Elementary 2007-08 May 2007 Grade Structure/Ratio Preschool 12 to 1 (One section) 2 – ½ day programs Kindergarten 12 to 1 (Three classes) Grade 1 15 to 1 (Two classes) Special Education 2.3 FTE
Identified SWD Resource Teacher .95 FTE Identified at-risk students are placed in a classroom that focuses on language arts and 17 District Funded Teachers mathematics. 3 SAGE Funded Teachers 1 Title 1 Funded Teachers 2.3 Special Education Grade 2 13 to 1 (Three classes) Grade 3 15 to 1 (Two classes) Grade 4 19 to 1 (Two classes) Grade 5 20 to 1 (Two classes) Grade 6 17 to 1 (Two classes) 3.5 FTE Instructional Aides 1.5 District Funded Aide 1 Title I Funded Aide 1 Special Education Funded Aide
Guidance Counselor .50 FTE .90 District and .10 Special Ed. Funded
Initiatives funded by District and/or Title 1: Planning Time Professional Development Technology Instructional Materials Parent Involvement Activities
SAGE Wisconsin state monies to increase student achievement (K through grade 3). Requirements:
1. Class Size Reduction; 15 to 1 ratio 2. Rigorous Academic Curriculum 3. Staff Development and Accountability 4. Lighted School House Concept
Title 1 Federal monies allocated to districts/buildings. Elementary is a school-wide Title 1 project. Requirements:
1. Comprehensive Needs Assessment 2. Schoolwide Reform Strategies 3. Instruction by a Highly Qualified Staff 4. Professional Development 5. Parent Involvement 6. Transition Plan 7. Teacher Involvement in Use of
Academic Assessments 8. Timely and Effective Assistance 9. Coordination with Other Programs 10. Consultation: School Improvement
Team
Building Resources/Initiatives Head Start LEAD After-School Program Schoolwide Leadership Team
School Profile
Evidence: Map of school resources and services
Created by Marilyn Heifner, Melissa Moe and Kris Rangel,CESA#11 Educational Consultants
Evidence for Component 2:
Coordination Community Resource Map
Evidence: Map of community resources and services
Name of Organization
Purpose Contact Schedule How to Access Additional Information
Created by Marilyn Heifner, Melissa Moe and Kris Rangel,CESA#11 Educational Consultants
Team Review
Building Capacity
Building Leadership TeamsCoordination
Created by Marilyn Heifner, Melissa Moe and Kris Rangel,CESA#11 Educational Consultants
Evidence for Component 3:
Reform StrategiesCLASS STRUCTURE, PROGRAM INITIATIVES, AND FUNDING SOURCES RIVER HEIGHTS 2002-2003 October 2002 Grade Structure/Ratio VISTA person began Feb. 4, 2002 Bilingual Preschool 15 to 1 (One class) Title 1/ESL District Grant Monies Coordination of building volunteers Partnership with Head Start Preschool Teacher and Interpreter Break Through to Literacy Program (Continued …) Kindergarten 15 to 1 (Four classes) (Preschool, 2 kindergarten, 2 First grade ELL concentration classes) Initiatives funded by District and/or Title 1: Kindergarten/Grade 1 30 to 2 (One class) Planning Time (1/2 day per month) *Multi-age Professional Development Technology Grade 1 15 to 1 (Three classes) Instructional Materials 12 at Noon Early Intervention in Reading - Grade 1 Monthly “Family Fun Nights” One-to-One Language Arts Instruction Modified Reading Recovery Technique 13 District Funded Teachers Instructs 8 students – Semester 1 5 SAGE Funded Teachers And instructs 8 different students – Semester 2 2 Title 1 Funded Teachers READS Grant Monies / DPI Special Education Monies .5 Title 1 Preschool (Reading Evaluation And Demonstration of Success) SAGE Grade 2 15 to 1 (Two classes) Adding Retelling to the Guided Reading Context Wisconsin state monies to increase Professional Development: (Wright Group) student achievement (K through grade 3). 30 to 2 (One class) “The Power of Retelling” Requirements: Study/Discussion Group – meets 2 times per month 1. Class Size Reduction; 15 to 1 ratio Focus Classroom 15 to 1 (One class) Text: Extending Our Reach: 2. Rigorous Academic Curriculum Identified at-risk students are placed in a Teaching For Comprehension K-2 3. Staff Development and Accountability classroom that focuses on language arts and 4. Lighted School House Concept mathematics. Classroom teacher teams with learning disabilities teacher for 1 hour daily. Title 1 Grade 3 is using “Soar To Success”, Federal monies allocated to districts/buildings. Grade 3 15 to 1 (Three classes) a Houghton Mifflin Language Arts River Heights is a school-wide Title 1 project. program that emphasizes reading strategies. Requirements: 30 to 2 (One class) 1. Comprehensive Needs Assessment After School Tutoring Program 2. Schoolwide Reform Strategies Grade 4 21 to 1 (Three classes) (Goal – one-to-one tutoring) 3. Instruction by a Highly Qualified Staff Coordination by VISTA member 4. Professional Development 6 District Funded Teachers Staffed by Volunteers: University, … 5. Parent Involvement (T, W, Th -- 3:20 p.m. to 5:00 p.m.) 6. Strategies to help Transition Children Grade 5 21 to 1 (Three classes) 7. Steps for Staff Input on Assessment Cross-grade guided reading groups in Grades 4 and 5. 8. Activities that Ensure that students
Grade 4 is using “Soar To Success” materials experiencing difficulty are promptly identified and receive effective, timely assistance Evidence: Expanded map of school resources and services
Created by Marilyn Heifner, Melissa Moe and Kris Rangel,CESA#11 Educational Consultants
Evidence for Component 4:
Highly Qualified Teachers
Teachers meet all the requirements of PI34 All paraprofessionals interacting with students
must also be deemed “highly qualified” by the building principal
Connection to Educator Effectiveness/SLO’s
Evidence: Teacher contracts, certification documentation
Created by Marilyn Heifner, Melissa Moe and Kris Rangel,CESA#11 Educational Consultants
Evidence for Component 4:
Highly Qualified Teachers Personnel Resource Map
Evidence: Map of school personnel
Name Position Grade Level(s)
Committees “Hidden” Strengths/skills
Knowledge of or affiliation with community groups
Additional Information
Created by Marilyn Heifner, Melissa Moe and Kris Rangel,CESA#11 Educational Consultants
Evidence for Component 5:
Timely and Effective Assistance Curriculum benchmarking Collaborative procedures …common planning
time … Problem-solving teams Documentation of interventions Progress monitoring
Evidence: Student achievement documentation (student lists), meeting schedules and minutes
Created by Marilyn Heifner, Melissa Moe and Kris Rangel,CESA#11 Educational Consultants
Evidence for Component 5:
Timely and Effective Assistance
Social/Emotional Behavior
Reading Math Writing
Universal Handbook: School RulesGuidanceAttendanceClassroom Systems
Wright GroupGuided ReadingAccelerated Reader
Trailblazers Six Trait WritingSpelling Program
Progress Monitoring- Data for movement between tiers
Teacher ReferralProblem Solving TeamOffice Referral
Reading Levels/Running RecordsLocal Check listsSTAR Reading
Trailblazers AssessmentLocal ChecklistsAimes Web
K/1 – Marie Clay Writing AssessmentWriting Rubric
Selected Grade Level Team MeetingBehavior PlanSmall Group Guidance
Small group – resource teacherRe-teaching of skill work
Small group – resource teacherRe-teaching of skill work
Writing Conference
Progress Monitoring- Data for movement between tiers
Teacher ReferralNon-Special Ed EvalsData from the behavior plan
Reading Levels/Running RecordsLocal ChecklistsSTAR Reading
Local ChecklistsAimes Web
K/1 – Marie Clay Writing AssessmentWriting Rubric
Targeted Formal Behavioral AssessmentIndividual CounselingStudent Assistance Plan
Individual instructionSmall group –reading specialistStudent Assistance Plan
Individual InstructionMath Specialist Student Assistance Plan
Skill PracticeWriting ConferenceStudent Assistance Plan
Intervention Resource Map (K-2)
Created by Marilyn Heifner, Melissa Moe and Kris Rangel,CESA#11 Educational Consultants
Evidence for Component 6:
Transition Student centered, teacher communicated To begin school From federal programs to school Grade to grade Building to building (Elementary to MS to HS) New students / Students leaving Program to program
Evidence: Written procedures (Building Transition Plan)
Created by Marilyn Heifner, Melissa Moe and Kris Rangel,CESA#11 Educational Consultants
Team Review
Adopting Processes
Reform StrategiesHighly Qualified Teachers
Timely and Effective AssistanceTransition
Created by Marilyn Heifner, Melissa Moe and Kris Rangel,CESA#11 Educational Consultants
Evidence for Component 7:
Comprehensive Needs Assessment Demographics Curriculum benchmarks Surveys: student, school personnel, parents and
community Student behavioral data; social-emotional,
attendance Identify priority needs Goal setting
Evidence: Summary of building level data analysis, list of priority needs, goal statements
Created by Marilyn Heifner, Melissa Moe and Kris Rangel,CESA#11 Educational Consultants
Evidence for Component 8:
Teacher Involvement in the Use of Academic Assessments
Teacher role in decision-making and program design includes:
Formative and summative assessment Curriculum benchmarks Periodic review of assessment data(data/strategy sessions …) including trend data Title 1 Annual Review meeting Participation in district data retreat
Evidence: Meeting agendas and minutes, attendance record, assessment summaries
Created by Marilyn Heifner, Melissa Moe and Kris Rangel,CESA#11 Educational Consultants
Team Review
Making Informed Decisions
Comprehensive Needs AssessmentTeacher Involvement in the Use of
Academic Assessments
Created by Marilyn Heifner, Melissa Moe and Kris Rangel,CESA#11 Educational Consultants
Evidence for Component 9:
On-going Professional Development Professional development plan Opportunities directly related to priority needs Sustainable Measure of effectiveness Enhance professional knowledge base
Evidence: Documented professional development plan, teacher reflections, observable application
Created by Marilyn Heifner, Melissa Moe and Kris Rangel,CESA#11 Educational Consultants
Evidence for Component 10:
Parental InvolvementParticipation in: School-community partnerships (volunteers …) Collaborative problem solving Educational opportunities (Family Math Night, Family
Read-in, …) School/Parent Compacts Parent Involvement Policy Annual Review Meeting
Evidence: Meeting agendas and minutes, attendance records, compacts
Created by Marilyn Heifner, Melissa Moe and Kris Rangel,CESA#11 Educational Consultants
Evidence for Component 10:
Parental Involvement Goal or strategy to increase parental
participation Required Parent Notifications
1) right to request teacher certification information
2) notification when student is being taught by “unqualified” staff
Evidence: Written goal or strategy, record of notifications
Created by Marilyn Heifner, Melissa Moe and Kris Rangel,CESA#11 Educational Consultants
Team Review
Ensuring Sustainability
On-going Professional DevelopmentParental Involvement
Sharing our plans/priorities…
Not just 1 way to write a plan…
School profiles…
School Improvement Plans…
Other Plans that are included…
Created by Marilyn Heifner, Melissa Moe and Kris Rangel,CESA#11 Educational Consultants
Team Review Schoolwide Assurances (Rev. 04-09)
…6 Assurances… Are the assurances addressed in your plan?
…6 Narrative Questions… How are they evident in your plan?
Created by Marilyn Heifner, Melissa Moe and Kris Rangel,CESA#11 Educational Consultants
Annual Evaluation of Schoolwide Plan
Date for Spring review…Includes: Leadership team input Report of results of student achievement Recommendations for next year’s plan Incorporate recommendations and newly
identified priorities in revised plan
Created by Marilyn Heifner, Melissa Moe and Kris Rangel,CESA#11 Educational Consultants
Created by Marilyn Heifner, Melissa Moe and Kris Rangel,CESA#11 Educational Consultants
For Additional Information:
CESA #11225 Ostermann DriveTurtle Lake, WI 54889715-986-2020Fax: 715-986-2040
Melissa [email protected]
Kris RangelExt. [email protected]