Title 1 Schoolwide Framework Appraisal

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


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


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


“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


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…


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

http://www.wisconsinrticenter.org/

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


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


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


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 …


Adopting Processes

1. …safety nets …2. …responding to student needs …3. …transition plan …


Making Informed Decisions

1. …data collection …2. How is the data used …3. …annual review of data …


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

http://dpi.wi.gov/esea/pdf/monitoring-guidance.pdf


Title 1 School Improvement Clusters

Building Capacity Ensuring Sustainability

Building Leadership Teams

Coordination



On-going Professional Development

Parental Involvement

Making Informed DecisionsAdopting Processes

Reform Strategies

Transition

Comprehensive Needs Assessment

Teacher Involvement in Use of Academic Assessments


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



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



Building Leadership Teams Leadership team meetings

Considerations:1. Regularly scheduled meeting

throughout the school year2. Meeting Agendas with Minutes

Evidence: Meeting Agendas and Minutes



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



Coordination Community Resource Map

Evidence: Map of community resources and services

Name of Organization

Purpose Contact Schedule How to Access Additional Information


Team Review

Building Capacity

Building Leadership TeamsCoordination



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




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



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



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




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)



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)


Team Review

Adopting Processes

Reform StrategiesHighly Qualified Teachers

Timely and Effective AssistanceTransition



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



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


Team Review

Making Informed Decisions

Comprehensive Needs AssessmentTeacher Involvement in the Use of

Academic Assessments



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



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



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


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…


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?


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



For Additional Information:

CESA #11225 Ostermann DriveTurtle Lake, WI 54889715-986-2020Fax: 715-986-2040

Melissa [email protected]

Kris RangelExt. [email protected]

mailto:[email protected]

mailto:[email protected]

Documents

Title 1 Schoolwide Framework Appraisal