Priority, Focus and SIG School Requirements and Implementation Strategies

Virginia BakerRegional Coordinator

ESEA Waiver

• With the approval of Pennsylvania’s ESEA Waiver, School Improvement takes on a new look– AYP is gone– Priority and Focus schools are established

Priority Schools

• Lowest 5% of Title I schools based on – Aggregate math and reading proficiency (PSSA

scores or Algebra and Literature Keystone exams)OR

– Title I school currently receiving SIG (School Improvement Grant) funding

• Must be monitored every year by DFP• Academic Recovery Liaisons (ARL) are

assigned to each school

Focus Schools

• 10% of remaining Title I schools based on– Highest achievement gap for Historically Low-

Performing students OR

– Graduation rate below 60% (High schools) or Test Participation rate below 95% (elementary or middle schools)

• Must be monitored every other year by DFP

Academic Recovery Liaisons (ARLs)

• Education professionals providing direct support to Priority schools, including spending time onsite at the schools– Identify resources, professional development

opportunities and interventions– Assist in selecting interventions aligned to their

needs– Assist in designing systems and structures to

support best practices

Comprehensive Plans

• All Priority and Focus schools should be completing the Comprehensive Plan and the School Level Plan (April 30 deadline)

• 13-14 is a planning year• Planning is a dynamic process and is ongoing• Tight correlation between the Comprehensive

Plan, 7 Turnaround Principles, and SIG

Intervention Models

• School Improvement Grant model– School Closure– School Restart– School Turnaround– School Transformation

• Model aligned with the 7 Turnaround Principles– Priority schools must implement all 7 principles– Focus schools must implement at least 1 principle

Additional Interventions

• Tiered interventions– Set of interventions strategically designed to

address the range of student needs within a school (RTII)

– Needs analysis that leads to interventions tied to a specific subgroup need

• These interventions are in addition to, not in place of, the Intervention model

Turnaround Principle 1

• Providing Strong Leadership– Review the performance of the current principal– Replace the principal OR– Demonstrate that the current principal has a track

record in improving achievement and the ability to lead the turnaround effort

– Provide operational flexibility in the area of staffing, curriculum and budget

Turnaround Principle 2

• Effective Leaders– Review the quality of all staff and retain only those who

are determined to be effective and have the ability to be effective

– Prevent ineffective teachers from transferring into the school

– Use the state Teacher Effectiveness tool based on Charlotte Danielson’s framework

– Provide high-quality professional development aligned to the domains and components of the Framework for Teaching for both principals and teachers

Turnaround Principle 3

• Increased Learning Time– Lengthen school day– Add before/after school time– Redesign school day to increase instructional time– Increase number of days in school year– Add time for teachers to collaborate on data

analysis and/or instructional design– Additional summer school for all students– Add weekend school time

Turnaround Principle 4

• Strengthen instructional programs– Research based– Rigorous– Aligned with PA Core Standards

Turnaround Principle 5

• Using Data to Inform Instruction– Use a data system such as CDT to provide

diagnostic information– Provide time for collaboration on the use of data– Early Warning System to improve graduation rates– Kindergarten Entry Inventory – helps teachers

understand and track kindergarten students’ proficiency

Turnaround Principle 6

• Safe School Environment– Improve safety and discipline– Address other non-academic factors that impact

student achievement, such as students’ social, emotional and health needs

– Establish changes in systems, protocols, procedures and culture to affect change where needed

Turnaround Principle 7

• Family and Community Engagement– Leverage resources in the community to create

learning experiences that engage youth and provide them with 21st century skills

– Use digital media to interact with parents and guardians who may not be able to participate in the usual activities

– Workforce development– Parent Education classes

How to pay for interventions

• Title I funds– 20% of allocation must be used for interventions in Priority

schools– Optional for 2013-14

• School Intervention funds– Non-competitive– Priority and Focus schools– Comparable to School Improvement funds from previous years

• SIG (School Improvement Grant)– Competitive– Up to $2 million per year per school (3-year grant)

SIG Grant

• Application is open – closes 5/9• Intent to apply email due 5/1– vbaker@pa.gov– Include number of schools for which you will apply– Include contact information

• Cohort 4 awards announced 6/9

Choosing a Model

• If an LEA has more than 9 eligible schools, it may not implement the Transformation model in more than 50% of them

• Example: District has 12 Priority schools. I cannot implement Transformation in more than 6 schools.

Closure Model

• School will close and students will be sent elsewhere

• Application must include – Data and evidence of the need to close the school– Description of plan to enroll students in higher-

performing schools– Precise timeline of activities– Must occur before the beginning of the 14-15

school year

Closure Model (cont.)

• Parent and Community Engagment– Engage parents early in the process– Show the data and the reasons for the closure– Give parents a voice in exploring the options– Allow them to help plan a smooth transition

Closure Model (cont.)

• New school(s) must be:– Higher achieving– Within “reasonable proximity”

• Funds may only be used for costs associated with closing the school– Parent and community outreach– Student-oriented activities

Closure Model (cont.)

• Funds may NOT be used for district’s regular responsibilities– Transportation– Creation of new class schedules

• Money available for one year only ($200,000 maximum)

Restart Model

• School turned over to a CMO or EMO• Application must include– Data and evidence showing the need to restart– Description of a rigorous review process used to

determine the CMO or EMO– Same grade levels maintained or if new

configuration, description of where formerly enrolled students will be sent

– Description of implementation plan and timeline

Restart Model (cont.)

• LEA does not have to have a contract with the CMO or EMO to receive funds but must have a pool of interested potential partners

• LEA must rigorously review the CMO’s or EMO’s reform plans– Strategies are research-based– CMO/EMO has capacity to implement strategies– Include parents in the review of reform plans

• PDE will continue to review the reform plan once CMO/EMO has restarted school

Turnaround Model

• Replace principal and grant flexibility– If principal was hired 11-12 or later as part of a

turnaround effort, he/she may be retained. LEA must show evidence of prior success in turning around schools

• Adopt a new governance structure• Provide high quality professional

development

Turnaround Model (cont.)

• Use “locally-adopted competencies” to determine effectiveness of teachers

• Screen staff and rehire no more than 50%• Select new staff

• Implement strategies to recruit, place and retain good staff– i.e. financial incentives or flexible work conditions

Turnaround Model (cont.)

• Adopt a research-based vertically-aligned instructional program

• Use student data to identify academic needs and to inform and differentiate instruction

• Increase learning time• Include parents in planning and implementing

model• Parent meeting to explain SIG interventions

Turnaround Model (cont.)

• Provide appropriate social-emotional and community-oriented services for students– Health, nutrition, or social services provided in

partnership with local services agencies– Family literacy programs for parents– Safety programs– Bullying programs– Programs to reduce the mobility rate of students

Transformation Model

• Replace principal and grant flexibility• Use teacher evaluation system that takes into

account student achievement as a significant factor

• Identify and reward school leaders and teachers who increase achievement and graduation rates

Transformation Model (cont.)

• Remove school leaders and staff who, after ample opportunities, have not increased student achievement

• Provide high quality professional development• Implement strategies to recruit, place and

retain good staff• Adopt a research-based, vertically-aligned

instructional program

Transformation Model (cont.)

• Use student data to identify academic needs and to inform and differentiate instruction

• Increase learning time• Provide ongoing mechanisms for family and

community engagement– Organizing parent groups– Holding public meeting on SIG implementation– Gauge satisfaction through surveys– Coordinate with local health and social service agencies

to meet families’ needs

Principal Flexibility

• Staffing• Budgeting• Scheduling• Allow principals to dismiss 5 teachers who do

not make progress and replace with teacher of his/her choice

• Selection of leadership team• Teacher reward system

Teacher Rewards

• Based on clear and transparent standards– Bonuses– Dedicated parking spaces– Web page and school newspaper congratulations– Days off at end of year– Money for classroom materials– Additional professional development

Professional Development

• Job-embedded• Daily or weekly• Aligned with PA Common Core• Involve collaboration• Require active participation

Professional Development (cont.)

• May include:– Classroom coaching– Common planning time– Mentor meetings– Consulting with outside experts– Classroom observations

Professional Development (cont.)

• Schedule teacher meetings:– Additional time during day– Student assemblies– Early dismissals– Project-based student learning periods– Lunch time– Regular planning periods

Professional Development (cont.)

• Make schedule changes with input from staff, parents and community

• Start slowly so that philosophy is embedded in school culture

• Once time is scheduled, it should be “sacred”• Focused on looking at student data and what

instructional strategies will be used to improve• Follow-up meeting with sample student work to

determine success

Extended Learning Time

• 300 hours per year suggested• Must be available to ALL students• Extra time must be for– Core academic subjects– Enrichment activities– Collaborative/PD time for teachers

• Lengthened school year/school day• Summer school• Saturday school

Paying for Extended Learning Time

• Define length of school day, year• SIG funds may be used to support additional

time in SIG schools– Additional teacher salaries– Materials/Supplies– Additional transportation costs

• If time is added to both SIG and non-SIG schools, SIG funding may not be used in either type of schools

Optional Activities for Transformation or Turnaround Models

• Periodic reviews of curriculum to determine if it’s having the desired impact

• Implementation of the RTII model• Additional supports to implement effective strategies to students with

disabilities and LEP students• Technology-based supports and interventions• Increasing opportunities to enroll in advanced coursework ad supports

for low-achieving students to take advantage of the opportunities• Transition activities for student moving from middle school to high

school• Programs to increase graduation rates• Establishing early-warning systems to identify at-risk students

Optional Activities for Transformation or Turnaround Models

• Partnering with parents, faith- and community- based organizations, health clinics or other local organizations to create safe school environments

• Extending or restructuring the school day to add time for advisory periods that build relationships between students and school staff

• Implementing approaches to improve the school climate

CROSS-CUTTING ISSUES

Targeted vs. Schoolwide Programs

• All SIG schools are Schoolwide schools• Current school is TA:– If school is below 40% low income• Request a waiver to become a SWP. Comprehensive

School Level Plan will become the Schoolwide Plan• Change status in the e-grant system

• Once a SWP, always a SWP

Priority Status Implications

• All SIG schools are Priority schools• SIG schools will remain in Priority status for

the 3 years of the SIG grant• SIG schools will have increased oversight– 3 yearly monitoring visits

External Providers

• Must be screened for quality– Examine reform plans and strategies– Research-based– Capacity issues– Contracts with providers over $10,000 must be

approved by DFP prior to LEA signing contract

2013-14 Funding

• Schools provide a 3-year budget with their application

• Schools may budget for pre-implementation activities

• Expectation that schools will develop plans for sustaining programs after 3 years

• Schools may apply for $50,000 to $2 million per year

Pre-Implementation costs

• Cannot begin spending until district receives an approval date

• Costs must be directly related to the SIG model

• Reasonable and necessary• Identified in needs assessment• Significant reform that goes beyond basic

education program

Examples of Pre-Implementation costs

• Family and community engagement activities• Rigorous review of external providers• Staffing – recruiting and hiring expenses• Instructional programs• Professional development and support• Preparation for accountability measures– Piloting data system– Analyzing baseline data– Adopting assessments

LEA-Level Activities

• Administration of grant• Support and technical assistance to SIG

school(s)• Additional LEA-level reform activities

SIG Activities evaluated for allowability

• Related directly to reform model• Reasonable and necessary for effective reform• Addresses specific needs identified through

needs assessment• Represents meaningful change• Research-based• Significant and go beyond basic education

program

SIG Hurdles

• Capacity Issues– Manpower– Time– Lack of qualified experts

• Lack of teacher buy-in

2013-14 SIG Application

• For use in 2014-15• Intent to Apply email due to vbaker@pa.gov

by 5/1• Application must be submitted by COB 5/9• Applications read and scored 5/12 – 5/16• Awards announced 6/9

SIG Application – LEA Level

• School Building information– School building number (can be found in EdNA)– Selected information– Number of minutes in school year– Number of students completing advanced

coursework– Student/Teacher attendance rates

• Selection process for external providers

SIG Application – LEA Level

• LEA and School Capacity– Human Capacity

• Staff expertise, leadership, number of staff, staff buy-in, outside experts, numbers of highly-effective teachers, teacher retention rates

– Organizational Capacity• Communication/collaboration among staff, scheduling, shared

vision/goals, union support, school board support

– Structural Capacity• Curriculum, assessments, professional development, hiring policies,

building and space

– Material Capacity• Funding, alignment of school resources, instructional materials, time

SIG Application – LEA Level

• Assurances– SIG funding will be used to implement the model– LEA agrees to provide data to PDE – Annual progress will be measured and impact future

SIG funding

• LEA Budget– Includes all costs – LEA Level funds and combined

school level funds– First year of grant only

SIG Application – School Level

• School Narrative/Story• Needs Assessment (may use School Level Plan

in Comprehensive Planning document)• Selection of Model• Description of Reform Plan– Goals– Actions to be taken– Anticipated dates of implementation/completion– Estimated Cost

SIG Application – School Level

• School-Level Budget Information– 3 years of spending– Pre-implementation costs– Costs per year cannot exceed $2 million– Include sustainability plan– Keep costs reasonable or expect costs to be cut

Questions?