From Restructuring to Recognition: The Wyoming Public Schools Story Karen Ruple, School Improvement Specialist Kent ISD Bill Kirby, Mich. Dept. of Education Dr. Tom Reeder, Asst. Superintendent Agenda The NCLB Legislation and AYP status In the beginningfor Wyoming Public Schools (WPS) Whose Fault is This? What do we have to do? Restructuring 101 Implementation Growing Pains and CelebrationsYear 1 Cheers, Looks Like We Made ItYear 2 Now What? Year 3 and beyond Questions and maybe Answers Requirements for Schools Not Making AYP The requirements for Title I schools that do not make Adequate Yearly Progress in English language arts or mathematics depend on the number of years for which the school has not made AYP. The requirements are designed to give Title I schools an opportunity to improve their programs, with assistance from the school district and outside experts if the district determines that they are needed. If a Title I school continues not to make AYP, the district is required to take specific actions to improve student academic achievement in the school. At the same time as the improvement efforts are undertaken, students attending schools that do not make AYP in English language arts or mathematics are given other educational options. These options vary depending on the number of years the school has failed to make AYP. The specific requirements for Title I schools that do not make AYP in English language arts or mathematics are as follows: Philosophy Statement/Guidelines Schools Not Making AYP for Two Years. A Title I school that does not make AYP for two consecutive years is identified for needing improvement. The school, if a Title I school, must offer the transfer option to parents. Schools Not Making AYP for Three Years. A Title I school that does not make AYP for three consecutive years is identified for needing improvement. The school, if a Title I school, must offer the transfer option to parents and in addition, supplemental educational services. Before taking any action, the school district must notify parents and teachers that the school has been identified for restructuring and give them an opportunity to participate in the development of the restructuring plan. Clearer and more understood (we all grow and learn!) Schools Not Making AYP for Five Years. A Title I school that does not make AYP for five consecutive years is identified for restructuring. The school district must continue to offer the transfer option and supplemental educational services. The district must also take at least one of the following actions to make fundamental changes in how the school is operated in order to improve student academic achievement: Reopen the school as a charter school. Replace all or most of the school staff who are relevant to the failure to make AYP. Enter into a contract to have an outside organization with a record of effectiveness to operate the school. Turn the operation of the school over to the state, if the state agrees. Restructure the schools governance arrangement in another way that makes fundamental reforms. Clearer and more understood (we all grow and learn!) In the beginningfor Wyoming P.S. When READING determined AYP When Writing did NOT determine AYP ELA now determines AYP Math needed work too! Whose Fault is This? Meeting with Administrators (Apr 04) Meeting with Union Leadership (pt. 1) Meeting with School Improvement Teams (May 04) Meeting with Union Leadership (pt. 2) Meeting with Full Staff From personalizing, blaming, and distancing to creating, implementing, and accepting Obstacles Solutions Student BehaviorBuilding Wide Management Plan Literacy Coach Instructional Delivery Meaningful Time on Task Important to not only notify parents, but provide a full understanding of why this happen and what are the options: Provide and Explain the Schools Scores Current Efforts Proposed Changes Explain Transportation Option Parent Notification Parent Choice Important to not only notify parents, but provide a full understanding of what this is and what are the options: Provide and Explain the Process Provide timelines Explain transportation Supplemental Services Important to not only notify parents, but provide a full understanding of what this is and what are the options: Provide and Explain the Process Provide options Recruit Vendors Contract w/Vendors Wyoming Public Schools Restructuring Grant Goals #1 Implement a governance plan, process and structure that assures improved achievement #2 Improve academic performance and meet AYP in each subject area and subgroup #3 Provide extended learning opportunities, during school, outside the school day, and outside the school year #4 - Provide professional development to improve governance and teacher instructional effectiveness Data is required to document success in all four goal areas What do we have to do? Additional Expectations Professional Development (governance and instructional changes) Agenda with time allotments Specific focus with follow-up Evaluations School Improvement Teams Role (roles, responsibilities, and effectiveness) When are we supposed to do this? Role of the Restructuring Board and Coach Restructuring Coach(es) Hiring Role Facilitate and support short (this year) and long term (5 years) changes that will increase student achievement (MEAP+) and be sustained Priorities Communicate w/ Gov. Bd, principal, and staff Ensure the site stays the course with focus Monitor/implement changes required in the rest. Plan Participate in governance and professional development Monitor/evaluate effectiveness of site processes Other Evaluation Restructuring 101 Implementation Balanced Leadership with checks and balances Roles and Responsibilities Be flexible and honest Governance Board Now what? Selecting Membership Ground Rules Regular Meetings w/agendas and minutes Coaches Reports Site Visits Purpose (with flexibility) Governance Restructuring Board- Responsible to monitor the implementation of the plan by the coach, principal, and bldg. staff (visits, bldg. Reports, and interviews) ISD School Improvement Specialist State Field Service Representative Elementary Teacher (Union Rep. Too!) University Education Professor Superintendent Assist. Superintendent Coaches (2) Restructuring 5/6 Committee-Responsible to address district/building issues in a timely manner Principals (2/3) Coaches (2) Assist. Superintendent Schedules were changed to support our priorities: Uninterrupted Literacy Block Professional Development Intervention Time Extended Learning Time Limit interruptionsScheduling Building Level Focus Literacy Block- 6+1 Traits 4 Blocks Interventions Grade Level Meetings Professional Development Developmental First (Extended K) T.E.A.M. 21 After school program Summer Program School Improvement Team Be sure to have an agenda before, evaluation at the end of every meeting, and provide minutes to all staff in the near future 2 Uninterrupted Hours of Literacy Hour of Focused Interventions Data-Driven Decision making (interventions and next steps) Additional Professional Development Weekly Grade Level Meetings Research Based Reading Program Literacy Focus Literacy Focus Literacy Coach Provides onsite professional development with follow-up and support Guides teachers in delivery of effective reading/writing instruction Facilitates teacher collaboration Models at the request of teachers Assists teachers in use of data to inform instruction Incorporates data from year to year. Includes checklist/scores for: MAP MEAP Reading Writing Math Woodcock-Munoz ELPA Student Progress Notebooks District Writing Rubric (6+1 based) Writing Data Writing Data Members of Team Referral Procedure Meeting Schedule Person Responsible *Principal *Speech Teacher *Teacher Consultant *School Psychologist *Two Special Education Teachers *ELL Teacher *Reading First Coach *School Counselor *Social Worker *Teachers analyze data *Teacher makes referral *Grade Level meeting discussion *Teacher Intervention Plan *Parents are invited *30 day implementation *Make referral for testing if necessary *Talk with previous teacher/school to identify instructional level *7:40-8:40 a.m. *Every Tuesday *Occasional all day TIPS when list for Tuesday consists of more than two names *Classroom Teacher *TIP Team *Case Manager Teacher Intervention Plan (TIP) RTI (beginnings) 30 minutes Before or after the two hour block Intervention time is uninterrupted Goal - most qualified person working with most at-risk students Flexible/Changing Groupings All support is required to be on time and be ready! Interventions Interventions Intervention Plan Intervention Plan First Grade ELL Group Leader: Fina LNF 37 PSF 35+ NSW 50+ (May BM) ORF 40+ (May BM) A B C D Initiation Date: Oct 23 Evaluation Date: Nov 27 Goal: Working on letter sounds, 4 sound phoneme segmentation, reading sight words, reading CVC words and begin early reading strategies. Intervention Plan Continued Intervention Plan Continued Oct. 23 DatesInterventionMaterials Monitoring Progress Oct 23Alphabetic *Flip charts, ReadingProgress Monitoring PrincipleRods, Teacher createdNovember Sheets or Games Beginning*ABC Cards, HoughtonRigby Reading Mifflin Picture and word Strategiescards, CVC teacher created games Intervention Scheduling Intervention Scheduling First Grade Literacy Block 9:25-11:00 Intervention Scheduling Intervention Scheduling Growing Pains and CelebrationsYear 1 Who do you call? Evolving through the process, continuous learning, improvement, and growth Parking Lot Perseverance and developing a culture of change and improvement Celebrate (little victories and big ones) CheersLooks Like We Made It! Positive Outlook, Positive Results MEAP and AYP results Local, other assessments We (3 sites) met AYP and our Education YES! Grades were improved! District Made AYP too (first time)! Schools Making AYP for One Year After They Have Been Identified for School Improvement, Corrective Action or Restructuring. If a Title I school makes AYP for one year after it has been identified for school improvement, corrective action or restructuring, the school district may delay taking any additional action for one year. The school district must allow students who had previously chosen the transfer option to continue to attend their new school and must provide or pay for transportation. One year of making AYP is not considered to be an interruption to the number of consecutive years a school has not made AYP or the schools resulting status. Cheers, Next StepsYear 2 Continuation Grant Application Revised Budget Possible Outcomes: Meet AYP and exit restructuring or do not make AYP, continue restructuring for a minimum of 2 years (change in AYP target scores, testing, etc.) Governance Board Site Visit Interviews (principal, SI Chair, Lit Coach and SI Team) School Improvement Team and Plan Principal Classroom Walkthroughs and Central Office Building Walkthroughs Implementing RESEARCH-BASED Strategies SI Plan provide/drives building direction Data Driven Decision-Making Schools Making AYP for Two Consecutive Years After They Have Been Identified for School Improvement, Corrective Action or Restructuring. If a Title I school makes AYP for two consecutive years after it has been identified for school improvement, corrective action or restructuring, it is no longer identified or subject to the requirements for identified schools. The district must allow students who had previously chosen the transfer option to continue to attend their new school until they complete the highest grade level in the school. However, the district is not required to provide or pay for transportation once the students original school is no longer identified for improvement. After Three Years READING continues to improve! Writing continues to be our focus ELA moving in the right direction Math continues to improve Now WhatYear 3 and beyond AYP for three consecutive years, no longer in restructuring Revised Budget Restructuring Plan changes Transition (plan, implementation, and evaluate) Governance Board Role School Improvement Team Role w/Transition Planning National Title I School Award Student Achievement in Michigan Questions and maybe Answers! Thank you! Karen Ruple, Bill Kirby, and Tom Reeder(616)