March 10, 2011
Presented by:
Suzette Cook, Karen Davies, Kenny Moles & Erin Sullivan
WVDE Title I School Improvement Coordinators
1
Assurances
4
2
3
4
 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
 Monitoring Requirements – LEA and School
 Questions and Next Steps
5
Purpose of Workshop: To provide Information and technical
assistance to plan a quality school improvement grant
 LEA School Improvement Grant (SIG) Funding 1003(g)
 Competitive 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
6
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
7
 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
8
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 LEAs commit 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.
9
The SEA will use the following to prioritize
among Tier III schools:
 Status in Title I school improvement sanctions
 Total points received on the LEA application
10
Date
Participants
Purpose
March 10, 2011
3-5 Person District Grant Writing WS
Teams
w/ Title I Directors
April 15, 2011
WVDE
Grants Due to WVDE
by 4 p.m.
April 18-May 6, 2011
May 9-13, 2011
WVDE
SEA Grant Reviews
LEA Presentations
June 1, 2011
WVDE
GRANTS AWARDED
THE BIG
DAY!
June 1, 2011 – Sept. 30, 2012 Districts & Schools Year 1: Obligation Period
December 30, 2012
Year 1: Ending Liquidation
July 1, 2012 – Sept. 30, 2013
December 30, 2013
Districts & Schools Year 2: Obligation Period
Year 2: Ending Liquidation
July 1, 2013 – Sept. 30, 2014
December 30, 2014
Districts & Schools Year 3: Obligation Period
Year 3: Ending Liquidation
11
LEA Application
Section I
4
12
 Tier I
 Tier II
 Tier III
 NCES #
 http://nces.ed.gov/ccd/schoolsearch/
13
Section II:
Descriptive
Information
4
14
 Attach if revisions are required.
 If you scored below 20 points on the
capacity rubric, specific technical
assistance must be requested from the
SEA.
15
 Review written feedback
 Determine revisions, if necessary
 Submit revised letter of intent (with revisions
highlighted) along with final grant application
16
 Summary
 Process for obtaining stakeholder input
 Stakeholder groups consulted
 Meeting format
 Key discussion points
 Outcomes
17
 For each school served
 Both Reading/Language Arts and
Mathematics
 Based on the ‘all’ subgroup
18
 One for reading and one for
mathematics
 Consistent with school strategic plan
 Based on WESTEST 2
19
 The percentage of students who
exhibit typical growth in grades 6-8 in
mathematics will increase annually as
measured by the WESTEST 2.
20
Section III:
Transformation
Model and
Tier III Activities
4
21
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
22
 Identify a District Leadership Team
 Assess Team and District Capacity
 Completed through the Letter of Intent
 Identify the individual who will be responsible for the
implementation of the grant
 School Transformation Specialist or other existing Central
Office Personnel
 Resources:
1. Successful School Turnarounds: Seven Items for District Leaders
2. Effective District Practices for School Turnaround
23
 Choose one of the following:
a) The principal has been replaced within the past two
years, (newly defined by ED as the fall of 2008 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
24
 Identify a School Leadership Team
 SSOS Diagnostic Visits will be conducted by the
SEA
 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)
25
 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. Using Student Data to Drive Instruction
2. Using Operational Data, Including Classroom Observations
3. Establishing Early Warning Systems
26
 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
27
 Subsection 1B – Describe the leadership
competencies required of the principal
28
 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
29
 Timeline:
2009-2010: State task force began to study
the WV evaluation system
2010-2011: State task force recommends
revisions to policy 5310 and WV evaluation
system
Summer 2011: Provide professional
development to teachers and administrators
2011-2012: Continue PD and Pilot revised
evaluation system
30
 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 the team
members accomplish their action plans
 Allocate annual amount per teacher to the school for
use in one or more of the options below:
 Materials or supplies for his/her classroom
 Attend an out of state conference
 Utilize the funds towards tuition for advanced coursework and
LEA HQ teacher plan
 Other (approved by SEA)
31
 Support the implementation of the intervention
model (Tier I and Tier II) or school improvement
activities (Tier III)
 Address needs identified by the LEA
 Be reasonable and necessary for
implementation
 Focus on improving student achievement
32
 Family and Community Engagement
a) Hold community meetings to review school
performance, discuss the intervention model
b) Develop school improvement plans
c) Survey students and parents to gauge needs
d) Communication
 Instructional Program
a) Provide remediation and enrichment to students
b) Compensate staff for planning, data analysis,
development of curriculum and/or assessments
33
 Professional Development and Support
a)
b)
c)
d)
Provide training for staff on the intervention model
Structured common planning time
Mentoring
Consultation with External Support Partner
 Preparation for Accountability Measures
a) Analyze data
b) Develop interim assessments
34
 Be Specific & Targeted
1. Providing Career Growth Ladders
2. Enhancing Teacher Leadership
o
Section 3
 Alignment
1. Providing Professional Development
35
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.
36
37
38
 New Teacher Mentoring Program
1. Mentoring Support of New Teachers
2. The Preparation & Induction of New Teachers in
Learning Communities
3. Recruitment
4. Retention
39
1. Instructional Programs
 Research-Based
 Vertically Aligned
2. Student Data
 Continuous Examination
 Drives Differentiated Instruction
3. Other Permissible Activities
 DP-21
 Be Specific
40
1. Schedules
 300 additional hours is the ED recommendation
 Expanded Learning Time
2. Family & Community Involvement
 Making the Case
 Building Public Will
3. Other Permissible Activities
41
1. Operational Flexibility
 Rapid District Improvement (pp. 6-19)
2. Technical Assistance
 SSOS will provide training for:


Transformation Specialists
School Leadership Teams
 Are We Making It Easy
 Working With People
3. External Lead Partners
4. Other Permissible Activities
42
Section IV:
Additional
Information
4
43
This section must be
completed for schools in
all three tiers and consists
of 3 sections (A, B & C)
44
Section A: Recruit, screen and select external providers
(if applicable) to ensure their quality
Ask these questions for each school served:
1) What capacity/skills are needed for successful school
reform?
2) How would an outside external provider assist the
school in successful school reform?
3) What type of external provider support is needed for
each school?
45
 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
School Improvement, 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
46
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
47
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.
 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
48
49
Section V:
Budget
4
50
 2011-Title-I School-Improvement-Budgetrevised-04-09-10.xls
51
 Provide an overview of projects
included in the budget
 Explain how other funds will be
leveraged
 Expand on broad items, if necessary
52
 All activities must be allowable under
Title I regulations
 Clear, transparent and detailed
 Reasonable and allowable costs
 Time and effort not required
53




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
54
 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
55
 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
56
Section VI:
Assurances
4
57
58
59
Section VII:
Waivers
4
60
61
 LEA
1. The Application Process
2. Implementation
3. Fiscal
4. Technical Assistance
5. Monitoring
6. Data Collection
62
 School
1. Implementation
2. Fiscal
3. Technical Assistance
4. Monitoring
5. Data Collection
63
Submit electronically by 4:00 p.m.
on April 15, 2011
to Suzette Cook
scook@access.k12.wv.us
64
 Suzette Cook scook@access.k12.wv.us
 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
65