April 21-22, 2010
Presented by:
Karen Davies, Kenny Moles & Erin Sullivan
WVDE Title I School Improvement Coordinators
 The BIG Picture of 1003(g) Grant Funding
 Letter of Intent Feedback
 Grant Application Guidance
 Section I: Schools to be Served
 Section II: Descriptive Information
 Section III: Transformation Model and Tier III Activities
 Section IV: Additional Information
 Section V: Budget
 Section VI and VII: Assurances and Waivers
 Questions and Next Steps
SEA Technical assistance to:
1) provide information and guidance to assist eligible districts
with the development of a quality grant proposal
2) provide access to state Title I school improvement
representatives for technical assistance and feedback
3) offer time away from the district to adequately plan the
timeline and activities included in the grant proposal
Intent by the end of day two is for each district to:
 Complete a draft school improvement proposal
Purpose of Workshop: To provide Information and technical
assistance to plan and implement a quality LEA school
improvement grant
 School Improvement Grant Funding 1003(g)
 Competitive Grants: grants-SEA will prioritize school
improvement grants to LEAs if sufficient school improvement
funds are not available for all the schools for which the LEA
applies to serve
 Amount $50,000 to 2 million per year for each Tier I
and Tier II school (unless a lesser amount is needed)
 $50,000 minimum for Tier III schools
Basic Purpose of 1003(g) grants: Provide funds to LEAs that:
 Demonstrate the greatest need for funds
 Demonstrate the strongest commitment to use the funds to turn
around the district’s lowest achieving schools and raise student
achievement in those schools
Tier I schools - Any Title I school in improvement, corrective action, or
restructuring that—
Is among the lowest‐achieving five percent of Title I schools in improvement,
corrective action, or restructuring in the State or the five lowest‐achieving such
schools (whichever number of schools is greater); or
Is a high school that has had a graduation rate as defined in 34 C.F.R. § 200.19(b)
that is below 60 percent over a number of years.
Tier II schools - Any secondary school that is eligible for, but does not
receive, Title I, Part A funds that—
Is among the lowest‐achieving ten percent of secondary schools or the five
lowest‐achieving secondary schools in the State that are eligible for, but do not
receive, Title I funds; or
Is a high school that has had a graduation rate as defined in 34 C.F.R. § 200.19(b)
that is below 60 percent over a number of years.
Tier III Schools
Any Title I school in improvement, corrective action, or restructuring that is
not a Tier I school
 Priority will be given first to LEAs applying to serve Tier I
and Tier II schools
 If grant funds are not sufficient to serve all Tier I and Tier
II schools for which applications are approved, then the
following criteria will be utilized to determine which LEAs
have the greatest need and strongest commitment:
 one or more schools in Tier I or Tier II
 a total score of twenty or more points on the capacity index
 inclusion of a signed assurance statement that the LEA will fully
implement one of the rigorous intervention models
 LEAs with schools in the bottom 10% of achievement in reading
and mathematics
 Higher point total received on the LEA application and
presentation
 SEA may not award funds to any LEA for Tier III
schools until the SEA has awarded funds to
serve fully, throughout the period of availability,
all Tier I and Tier II schools across the State that
its LEA commits to serve.
 If an SEA has awarded a grant to each LEA that
requested funds to serve a Tier I or Tier II
school, the SEA may award remaining school
improvement funds to LEAs that seek to serve
Tier III schools, including LEAs that apply to
serve only Tier III schools.
The SEA will use the following to prioritize
among Tier III schools:
 First priority will be given to schools further along
in school improvement sanctions
 Higher point total received on the LEA
application
Date
Participants
Purpose
April 21-22, 2010
3-5 Person District Grant Writing WS
Teams
w/ Title I Directors
May 25, 2010
WVDE
Grants Due to WVDE
by 4 p.m.
June 2010
WVDE
SEA Grant Reviews
LEA Presentations
July 1, 2010
WVDE
GRANTS AWARDED
July 1, 2010 – Sept. 30, 2011
December 30, 2011
Districts & Schools Year 1: Obligation Period
Year 1: Ending Liquidation
July 1, 2011 – Sept. 30, 2012
December 30, 2012
Districts & Schools Year 2: Obligation Period
Year 2: Ending Liquidation
July 1, 2012 – Sept. 30, 2013
December 30, 2013
Districts & Schools Year 3: Obligation Period
Year 3: Ending Liquidation
THE BIG
DAY!
Letter of Intent
Feedback
4
LEA Application
Section I
4
 Tier I
 Tier II
 Tier III
 NCES #
 http://nces.ed.gov/ccd/schoolsearch/
Section II:
Descriptive
Information
4
 Attach if revisions are required.
 If you scored below 20 points on the
capacity rubric, specific technical
assistance must be requested from the
SEA.
 Summary
 Process for obtaining stakeholder input
 Stakeholder groups consulted
 Meeting format
 Key discussion points
 Outcomes
 For each school served
 Both Reading/Language Arts and
Mathematics
 Based on the all subgroup
 One each for reading and one for
mathematics
 May come from school strategic plan
 Based on WESTEST 2
 The percentage of students who
exhibit typical growth in grades 6-8 in
mathematics will increase annually as
measured by the WESTEST 2.
Section III:
Transformation
Model and
Tier III Activities
4
Teachers and
Leaders
Instructional and
Support Strategies
Time and Support
• Replace principal
• Implement new
evaluation system
• Developed with
staff
• Uses student
growth as a
significant factor
• Identify and
reward staff who
are increasing
student
outcomes;
support and then
remove those
who are not
• Implement
strategies to
recruit, place and
retain staff
• Select and
implement an
instructional
model based on
student needs
• Provide jobembedded
professional
development
designed to
build capacity
and support
staff
• Ensure
continuous use
of data to
inform and
differentiate
instruction
• Provide
increased
learning time
• Staff and
students
• Provide
ongoing
mechanism for
community and
family
engagement
• Partner to
provide socialemotional and
communityoriented
services and
supports
Governance
• Provide
sufficient
operating
flexibility to
implement
reform
• Ensure ongoing
technical
assistance
 Develop a District Transformation Team
 This could be the grant writing team you brought with you today.
 Assess Team and District Capacity
 Completed through the LOI
 Decide on an Internal Lead Partner for each transformation
school
 School Turnaround Specialist or other existing Central Office
Personnel (Turnaround Office)
 Resources:
1. Successful School Turnarounds: Seven Items for District Leaders
2. Effective District Practices for School Turnaround
 Choose one of the following:
a) The principal has been replaced within the past
two years, (newly defined by ED as the fall of
2007 or more recently).
b) The principal has been or will be replaced
through a mutual agreement.
c) The principal has been or will be replaced
through performance evaluation.
 Resources:
1.
School Turnaround Leader Competencies & Selection Toolkit
 Form a new Transformation (Leadership) Team
 SSOS Diagnostic Visits
 Resources:
1. Restructuring Team Checklist- p.67
2. Meeting Action Planner- p.74
3. Establishing Team Structures to Drive Improvement
 Provide team members with information on what
the school can do to promote rapid improvement
 Be Open & Transparent
 Resources:
1. Enabling More Quick Wins (free registration required)
 Becoming a “Change Leader”
1. School Turnarounds: Leader Actions & Results
2. Restructuring Through Learning-Focused Leadership
 Communicate The Message of Change
1. Communicating Useful Approaches
 Collect & Act on Data
1.
2.
3.
4.
Using Student Data to Drive Instruction
Using Operational Data, Including Classroom Observations
Establishing Early Warning Systems
Principal’s Reading Walk-Through: K-3 Classrooms
 Seek Quick Wins
 Do We Encourage Quick Wins and Local Innovations?
 Provide Optimum Conditions for the School
Turnaround Team
 Developing the Dream & Developing Team Muscles
 Persist & Persevere
 Mastering the Difficult Middles
 30 minute timer
 All schools accepting Title I 1003(g) funds will be
“early adopters” of the new evaluation system
 Data reflecting student growth becomes a factor
in the evaluation of teacher and leader
effectiveness
 Three components will be used for evaluation
purposes:
1. Observation & Teacher Evaluation
2. Collaborative Team Goals & Action Steps
3. Classroom & Individual Student Growth Scores
 Timeline:
2009-2010: State task force to study the WV
evaluation system
2010-2011: State task force recommends
revisions to policy 5310 and WV evaluation
system
2010-2011: Provide professional development
to teachers and administrators
2011-2012: Implement revised evaluation
system
 Reward all teachers in the school for an increase
in student achievement
 Reward all teachers within a collaborative team in a
school receiving 1003(g) funds if there is an increase in
overall school scale scores.
 Allocate annual amount per teacher to the school for
use in one or more of the options below:
 Materials or supplies for their classroom
 Attend an out of state conference
 Utilize the funds towards tuition for advanced coursework and
LEA HQ teacher plan
 Enrichment camps for students
 Other
 Be Specific & Targeted
1. Providing Career Growth Ladders
2. Enhancing Teacher Leadership
o
Section 3
 Alignment
1. Providing Professional Development
2. Reorganizing Scattershot PD Efforts Into a Coherent
5-Year Plan
Based on the specific subject (reading) and the
subgroup (all students) in which the school did not
meet AYP, the following sustained professional
development will be offered throughout the year with
focus on research-based reading strategies.
Professional development will focus specifically on
the effective implementation of the three tiered
instructional approach and successful administration
and analysis of formative assessment. A reading
coach will be contracted to provide sustained,
research based and job embedded opportunities for
all teachers throughout the school year and will also
facilitate regularly scheduled collaborative time.
 New Teacher Mentoring Program
1. Mentoring Support of New Teachers
2. The Preparation & Induction of New Teachers in
Learning Communities
3. Recruitment
4. Retention
1. Instructional Programs
 Research-Based
 Vertically Aligned
2. Student Data
 Continuous Examination
 Drives Differentiated Instruction
3. Other Permissible Activities
 Be Specific
1. Schedules
 300 hours is the ED recommendation
 Expanded Learning Time
2. Family & Community Involvement
 Making the Case
 Building Public Will
3. Other Permissible Activities
1. Operational Flexibility
 Rapid District Improvement (pp. 6-19)
 Let History Teach Us
2. Technical Assistance
 SSOS will provide training for:


Transformation Specialists: August 2010 in addition to
School Leadership Teams: October 2010, February 2011, April 2011
 Are We Making It Easy
 Working With People
3. External Lead Partners
4. Other Permissible Activities
 All external support providers must submit an
application to the WVDE to be considered for
addition to the State List of Approved External
Supporting Partners
 Chuck Heinlein, Executive Director, Office of
Organizational Effectiveness and Leadership, is the
leader of this initiative
 Application can be found on the Title I website at
this link:
http://wvde.state.wv.us/titlei/1003partners.html
Day Two
4
Section IV:
Additional
Information
4
This section must be
completed for schools in
all three tiers and consists
of 3 sections (A, B & C)
Section A: Recruit, screen and select external providers
(if applicable) to ensure their quality
Ask these questions per each school served:
1) Does the school staff have the capacity/skills needed
for successful school reform?
2) Is an outside external provider needed to assist the
school in successful school reform?
3) If so, what type of external provider support is needed
per each receiving school?
Activity (20 minutes):
Discuss with your district team the three questions to
determine if an external support partner is needed for
each school served:
1) Does the school staff have the capacity/skills
needed for successful school reform?
2) Is an outside external provider needed to assist the
school in successful school reform?
3) If so, what type of external provider support is
needed per each receiving school?
Write or begin a draft to address section A.
Section B: Describe how the LEA/schools served will modify
practices or policies to enable its schools to implement the
interventions fully and effectively.
Each LEA must:
1) Review the 1003(g) requirements and identify any district
practices or policies which are barriers to successful school
reform implementation
Examples:
 Student & teacher attendance policies
 School schedule
 Homework policy
 Grading policy
Highly qualified plan
 Utilization of staff (including itinerate,
Title I, and special education teachers)
 Parent involvement policy/activities
 School/student compact
 Extended day and year activities
 Professional development
 On-going data analysis used to drive
instruction
 Discipline policy & procedures
Activity (20 minutes):
With your district team identify barriers and discuss
possible modifications to current practices or policies
to enable selected schools to successfully implement
reform interventions.
Write or begin a draft to address section B.
Section C: Describe how the LEA/schools served will
sustain the reform efforts after the funding period ends.
Each LEA should consider the continuation of 1003(g) funded
efforts such as:
 additional
personnel (including transformation
specialists)
 external supporting partners
 rewards for principals and teachers
 necessary equipment & supplies
 funding to support additional time (e.g., substitutes &/or
stipends for professional development, stipends for
outside of school tutoring or summer programs)
 costs associated with extended day/year
Activity (15 minutes):
With your district team describe how the LEA/schools
served will sustain the reform efforts after 1003(g)
grant funding expires.
Write or begin a draft to address section C.
Section V:
Budget
4
 2011-Title-I School-Improvement-Budgetrevised-04-09-10.xls
 Provide an overview of projects
included in the budget
 Explain how other funds will be
leveraged
 Expand on broad items, if necessary
 All activities must be allowable under
Title I regulations
 Clear, transparent and detailed
 Reasonable and allowable costs
 Time and effort not required




Description of services, including location
Number of days
Total cost of all services
Federal grant project code matching the
county budget
 Appropriate signatures from both entities
 Written and describe services performed or
goods delivered
 Dates when services were performed or goods
delivered
 State location where were performed or goods
delivered
 Description of students/teachers/etc. served
(if applicable)
 Reviewed and approved prior to payment
 Contractual professional development
 Program function code – 12213
 Object code – 341 other professional services
 Contracted professional service from RESA
 Program function code – 12213
 Object code – 591 services purchased from a
educational services agency
 Contracted services with educational partner
 Program function code – 12213
 Object code – 331 employee and training
development services
Section VI:
Assurances
4
Section VII:
Waivers
4
 Karen Davies kdavies@access.k12.wv.us
 Kenneth Moles kmoles@acess.k12.wv.us
 Erin Sullivan esullivan@access.k12.wv.us
 Title I Office 304.558.7805