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Title I, Part A - Core Elements of a Schoolwide Program Merging Schoolwide and Indistar Action Plans
Purpose of this Document This document is to specifically guide Priority, Focus and Emerging schools in the coordination and merging of their Title I, Part A Schoolwide Plan and the Indistar Action Plan. This process may also be followed by any schools choosing to combine their schoolwide plan into Indistar. For Priority, Focus and Emerging schools, all ten (10) required components of the Title I Schoolwide Plan must be communicated within the Indistar Action Plan. This is accomplished by uploading evidence for each component to its corresponding folder in the “Document Upload” feature on the school’s Indistar dashboard.
Completion of the Title I Schoolwide Plan Required Components Checklist of Evidence/Actions is also required as part of communication of the Title I Schoolwide Plan. The web-based checklist is accessible under the “Complete Forms” tab on the school’s Indistar Dashboard. Submission Dates:
By Feb. 28th: At a minimum, ensure that Components 1,2,3,5,&10 (those listed in green on the Checklist form in Indistar) have been addressed, supplemental evidence has been uploaded, and the form has been submitted By May 30th: All remaining Components (those listed in blue on the Checklist form in Indistar) are to be addressed, with supplemental evidence uploaded and corresponding indicators planned for
Detailed instructions describing how to use the features in Indistar to complete this process are attached as an appendix. Overview of a Schoolwide Plan A Title I, Part A schoolwide program is a comprehensive reform strategy designed to upgrade the entire educational program in a Title I, Part A school. The primary goal of the schoolwide program model is to ensure that all students, particularly those who are low-achieving, demonstrate proficient and advanced levels of achievement on State academic achievement standards. A Title I Schoolwide Program plan includes ten (10) required components. (ESEA Sec.1114(b)(1)(A-J)) (34 CFR 200.25) The required components are addressed through three (3) core elements of a schoolwide program:
1. A school operating a schoolwide program must conduct a comprehensive needs assessment that identifies the school’s strengths and challenges in key areas of student achievement.
Component 1: Comprehensive Needs Assessment 2. The school must develop a comprehensive plan that includes reform strategies that describe
how it will achieve the goals that have been identified from the results of a needs assessment.
Component 2: Schoolwide Reform Strategies
Component 3: Instruction by Highly Qualified Staff
Component 4: Professional Development
Component 5: Attract and Retain High-Quality, Highly Qualified Teachers
Component 6: Strategies to Increase Parent/Family Involvement
Component 7: Transition Plans for Preschools and Between Grade Levels
Component 8: Teachers included in Assessment Decisions
Component 9: Provide Assistance to Students Experiencing Difficulty
Component 10: Coordination and Integration of Federal, State and Local Services
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3. The school must evaluate annually the outcomes and the plan’s implementation to determine whether the academic achievement of all students, and particularly of low-achieving students’ goals and objectives were achieved. (Non-Regulatory Guidance Designing Schoolwide Programs, March 2006, Core Elements of a Schoolwide Program, pages 5-6) (34 CFR 200.26)
Core Element 1: Comprehensive Needs Assessment
The comprehensive needs assessment is the vehicle for clarifying the direction and the needs of the schoolwide program to improve student achievement. This assessment is based on data that should be disaggregated and cross-analyzed to identify the academic needs of educationally disadvantaged students. The four (4) areas of data include:
Student achievement,
Perception,
School programs and processes, and
Demographic. Directions:
All identified Priority, Focus, and Emerging schools are required to complete a needs assessment. Documentation and findings from the needs assessment process conducted by or for the school must be uploaded to the “Comprehensive Needs Assessment” folder using the “Document Upload” feature on the school’s Indistar dashboard.
Core Element 2: Comprehensive Plan
A comprehensive plan must include schoolwide reform strategies that create a systematic approach to provide additional tiered instruction and interventions to help low achieving students and the whole school population. Reform strategies should:
Address the academic needs of all children in the school, with an emphasis on low-achieving students and students who are most-at-risk of not meeting state learning standards.
Utilize scientifically-based research (SBR) that: o Strengthens the core academic program in the school. o Increases the amount and quality of learning time (appropriate achievement based
activities before school, after school, during the summer, during an extension of the school year and providing an enriched and accelerated curriculum).
o Includes strategies for meeting the educational needs of historically underserved- underperforming student populations.
Address how the school evaluates how the selected reform strategies have a positive impact on meeting student academic needs.
The plan must contain student achievement goals that are specific, measurable, attainable, time-bound, and focused on increasing achievement for all students in the school.
Schoolwide Components 2 through 10 must be included in the comprehensive plan. However, not all areas of the comprehensive plan have corresponding Principles/Indicators. Table 1, listed below, identifies Title I, Part A Schoolwide Components 4, 6, 7, 8 and 9 which have corresponding Principles/Indicators that are allowable under Title I, Part A. A minimum of one of the corresponding indicators for each schoolwide component must active in the comprehensive plan. Once an Indicator has been fully implemented and evidence has been provided, the team selects another Indicator within the corresponding Schoolwide Component so that there is an active corresponding Indicator in the school’s plan at all times. Indicators with an asterisk (*) are Office of Student and School Success “Expected” Indicators, and therefore must be given preference when selecting a corresponding indicator to include in the plan.
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Table 1. Schoolwide Components and Principles/Indicator Alignment
A minimum of one of the corresponding indicators for each schoolwide component must active in the school’s plan. Once an Indicator has been fully implemented and evidence has been provided, the team selects another Indicator within the corresponding Schoolwide Component so that there is an active corresponding Indicator in the school’s plan at all times. Indicators with an asterisk (*) are Office of Student and School Success “Expected” Indicators, and therefore must be given preference when selecting a corresponding indicator to include in the plan.
Submission Dates:
By Feb. 28th
: At a minimum, ensure that Components 1,2,3,5,&10 (those listed in green on the Checklist form in Indistar) have been addressed, supplemental evidence has been uploaded, and the form has been submitted By May 30
th: All remaining Components (those listed in blue on the Checklist form in Indistar) are to be addressed, with
supplemental evidence uploaded and corresponding indicators planned for and active in the school’s plan Detailed instructions describing how to use the features in Indistar to complete this process are attached as an appendix.
Schoolwide Component
Principles/Indicator
High Quality Professional Development (4)
P2-IF12 * The school provides all staff high quality, ongoing, job-embedded, and differentiated professional development
P2-IF14 * The school sets goals for professional development and monitors the extent to which it has changed practice
Parent Involvement (6) P4-IIIB06 All teachers systematically report to parents (families) the student’s mastery of specific standards-based objectives (in plain language that allows for understanding).
P7-IVA04 * The school’s Compact includes responsibilities (expectations) that communicate what parents (families) can do to support their students’ learning at home (curriculum of the home, with learning opportunities for families to develop their curriculum of the home).
P3-IVD02 The school provides opportunities for members of the school community to meet for purposes related to students' learning.
P7-IVA01 * Parent (Family) representatives advise the School Leadership Team on matters related to family-school relations.
Student Transitions (7) P5-IID07 The Leadership Team reviews student data to recommend appropriate support for each student’s transition from pre-K to Kindergarten, grade to grade, or school to school (e.g., elementary to middle level).
Measures to include teachers in decision making regarding the use of assessments (8)
P3-IVD05 * The school monitors progress of the extended learning time programs and strategies being implemented, and uses data to inform modifications.
P5-IID05 Yearly learning goals are set for the school by the Leadership Team, utilizing student learning data.
P4-IIA02 Units of instruction include standards-based objectives and criteria for mastery.
Effective Timely Assistance to Students (9)
P1-ID11 Teachers are organized into grade-level, grade-level cluster, or subject-area Instructional Teams.
P5-IID11 Instructional Teams review the results of unit pre-/post-tests to make decisions about the curriculum and instructional plans and to "red flag" students in need of intervention (both students in need of tutoring or extra help and students needing enhanced learning opportunities because of their early mastery of objectives).
P4-IIIA07 * All teachers differentiate assignments (individualize instruction) in response to individual student performance on pre-tests and other methods of assessment.
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Directions: Supporting evidence for Schoolwide Components 2 through 10 must be included in the
comprehensive plan and have supporting documentation uploaded to the corresponding folder using
the “Document Upload” feature on the school’s Indistar dashboard.
1. Schoolwide Component 2: Schoolwide Reform Strategies, should describe the school’s multi-tiered intervention system approach to meet the additional instructional needs of struggling students. There are no corresponding Principles/Indicators for this component.
2. Schoolwide Components 3, 5, and 10 do not have corresponding Principles/Indicators and must be addressed as separate documents and then uploaded to the corresponding folder using the Indistar “Document Upload” feature on the school’s Indistar dashboard.
3. Schoolwide Component 10: Coordination and Integration of Federal, State and Local Services provides the authority to coordinate and combine funds within the schoolwide model. Allowable funding sources for inclusion in a schoolwide program include: Title I, Part A; Title II, Part A; basic education, local funding, levy; Title II, Carl Perkins and most federal Department of Education programs. Restricted funding sources include Migrant, Indian Education, LAP and federal Special Education. Programs that may not be included are; Highly Capable Program, State Transitional Bilingual, State Special Education. Included in this document, as Table 2, is a sample matrix of the required information. Table 3 is the required format and must be completed as Schoolwide Component 10 and then uploaded to the Component 10 folder using the Indistar “Document Upload” feature.
Core Element 3: Evaluation Title I, Part A requires that a school operating a schoolwide program annually evaluates the implementation of, and results achieved by, the schoolwide program. This evaluation must determine whether the schoolwide program was effective in increasing achievement of students in meeting the States’ academic standards, particularly those students who are low-achieving. The annual review includes determining the percentage of students who reach proficiency on the State’s annual assessments. The final review report should be clearly and concisely written and available to all stakeholders. The report should include background information, the evaluation questions, a description of the evaluation procedures, an explanation of how the data was analyzed, the degree of parent involvement, findings, and a conclusion with recommendations. This information must be uploaded to the “Ongoing Evaluation” folder using the “Document Upload” feature on the school’s Indistar dashboard.
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Component 10: Combining Funds in Schoolwide Programs
Directions:
1. Review Table 2 Sample Plan Illustrating How to Combine Funds in Schoolwide Plans to understand how a school might address Component 10 for Schoolwide Programs. Allowable funding sources for inclusion in a schoolwide program include: Title I, Part A; Title II, Part A; basic education, local funding, levy; Title II, Carl Perkins and most federal Department of Education programs. Restricted funding sources include Migrant, Indian Education, LAP and federal Special Education.
2. Complete Table 3 for your school and upload to the Component 10 folder using the “Document Upload” feature on the Indistar dashboard . If needed, insert additional rows to identify all resources.
Table 2. Sample Plan Illustrating How to Combine Funds in Schoolwide Plans (Component 10)
Program Amount
Available How the Intents and Purposes of the Program will be Met
Basic
Education
and Local
Levy
$1,719,026
To provide all students with instruction aligned to grade level specific state standards including differentiation and enrichment services as needed.
Basic education funds are combined to support the activities listed above. Examples include: classroom teachers, textbooks, supplemental materials, supplies, equipment, technology, staff development, and substitutes.
Title I,
Part A
$269,477
To help students at the greatest risk of not meeting state standards in reading, language arts, math, and science in grades Kindergarten through 12. Funds may also be used for preschool programs.
Title II,
Part A $33,118
To increase the academic achievement of all students by helping schools and school districts improve teacher and principal quality and to ensure that all teachers are highly qualified.
Title III $17,855
To ensure that limited English proficient (LEP) students, including immigrant children and youth, develop English proficiency and meet the same academic content and academic achievement standards that other children are expected to meet.
Funds are used to implement language instruction education programs designed to help LEP students achieve these standards.
Total $2,039,476
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Table 3. Combining Funds to Support Our Schoolwide Program (Component 10)
Program
Amount
Available
How the Intents and Purposes of the Program will be Met
Title I, Part A
Basic Education
Local Levy
Title II, Part A
Title III
Total
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How to filter out the 13 Title I Schoolwide Plan Component Indicators
1.Click on the Assess button on the School Main page.
2. Click the dropdown arrow in the “Apply Indicator Filter” box and select “Title I Schoolwide Component
Indicators”. Then click the Click the “Display all Indicators” button to pull up all indicators associated to this
filter.
3. Note that Tab 2 “Indicators to Assess” will open with a list of all of the “Title I Schoolwide Component
Indicators” that have yet to be assessed by the leadership team. Click on an indicator to assess it. Note that the
prefix to the indicator code (i.e. P1, P4, P7) in the “Code” column indicates the Turnaround Principle to which the Expected
Indicator is associated.
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4. If you click on Tab 3 “Indicators Assessed”, the tool will pull up any/all of the “Title I Schoolwide Component
Indicators” that the leadership team has already assessed. Note: any indicators shown in red have either been marked
as No Development/Not in Plan or Fully Implemented and are therefore not included in your plan; click on the indicator to
re-assess it. Indicators in blue are currently included in your plan; if an objective has already been written for the indicator,
the tool precludes you from modifying the “level of development or implementation”, but your team is able to modify the
Priority Score, the Opportunity Score, as well as the description for the current level of development/implementation.
How to access and utilize the “Title I Schoolwide Plan Required Components Checklist
of Evidence/Actions” webform
1. On the dashboard, click on the “Complete Forms” tab.
2. Click on the “Title I Schoolwide Plan Required Components Checklist of Evidence/Actions” to open the
webform:
3. Fill out the form, marking the applicable box(es) to indicate the evidence the school has uploaded to the
applicable folder in the “Document Upload” feature on the dashboard for each Component. For Components
4,6,7,8 &9, be certain to check the indicator(s) you’ve included in your comprehensive plan as part of your
schoolwide reform strategies.
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NOTE: At a minimum, ensure that Components 1,2,3,5,&10 (those listed in green on the form) have
been addressed, supplemental evidence has been uploaded, and the form has been submitted by
Feb 28th.
All remaining components (those listed in blue on the form) are to be addressed (with supplemental
evidence uploaded and corresponding indicators planned for and active in the school’s plan) by May
30th.
4. At the bottom of the form, click “Save” to save your work. Click “Save and Preview” to generate a PDF of the
form and all of the work completed to date.
How to access and utilize the “Document Upload” feature to submit evidence
1. On the dashboard, click on the “Document Upload” icon.
2. You will see a list of folders which include a folder for each Title I Schoolwide Plan Component.
To upload a document to a folder, you must first click the “Upload a New File” button at the top of the screen.
3. To upload a file, click the “Browse” button to find the document on your computer. Enter a title in the
“Title” field”. Using the “Select Folder” dropdown box to select the folder in which you want to place the
document. Enter a brief description in the “Description” box, place your name in the “Uploaded By” field, click
the “Upload” button.
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How to submit the “Title I Schoolwide Plan Required Components Checklist of
Evidence/Actions” webform
1. On the Indistar dashboard, click on the “Submit Forms/Reports” tab.
2. As shown below, the third column over will show a “Submit” button next to the current submission period.
(This PDF is a snapshot of all of the work you team has completed in the tool to date.) Your report has now been
submitted.
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OSPI Contact Information for support and assistance:
Schoolwide Plan Content:
Larry Fazzari, Title I/LAP Program Supervisor
[email protected] PH: (360) 725-6189
Mary Jo Johnson, Title I/LAP Program Supervisor
[email protected] PH: (360) 725-6103
Fiscal:
Student and School Success:
Tisha Hansen, Resource Program Specialist
[email protected] PH: (360) 725-6424
Title I/LAP:
Bill Paulson, Title I/LAP Program Supervisor
[email protected] PH: (360) 725-6104
Indistar technical assistance:
Nate Marciochi, Information Technology Specialist
[email protected] OR [email protected] PH: 360-725-6319