Title I LEA and Peer Review Process of School Improvement Plans Kokomo Center Schools Kokomo, IN

No Child Left Behind NCLB NCLB requires School Improvement Plans to be developed or revised after schools have been identified as being in school improvement School Improvement Plans must be reviewed by peers and the LEA (Local Education Agency) as part of the LEA and peer review process

Formal Review Process Establish in writing the LEA and peer review process ( LEA responsibility) Share the review process with schools in school improvement Complete the review process every two years

School Improvement Plans Develop or revise plan no later than 3 months after identification by IDOE (Indiana Department of Education) as being in school improvement (Notification letter with exact dates will be sent by the State Title I Office) Consider consultation with parents, school staff, LEA, and outside experts in revising the plan Cover two year period in plan Include ten statutory components of school improvement for NCLB compliance (Schoolwide programs will also include the ten schoolwide plan components required by NCLB)

Title I Websites for School Improvement Sample School Improvement Plan located at: 02/resource%20book/school_plan_template.pdf Additional School Improvement information located at: vement_checklist.pdf

Technical Assistance Provide assistance to schools as they revise plans to include the ten school improvement components Arrange for local and/or external consultants with expertise in school improvement to meet with schools as they revise plans

Ten Components for School Improvement Plan 1.Strategies based on scientifically based research to strengthen core academic subjects that addresses the specific academic issues that caused school to be identified in school improvement (Reading, Writing, Mathematics)

Ten Components for School Improvement Plan 2. Policies and practices concerning core academic subjects that have the greatest likelihood that all groups of students will meet the proficient level on the ISTEP+

Ten Components for School Improvement Plan 3. Assurance that the school will spend not less than 10% each year to provide high quality professional development that: directly address the academic achievement problem that caused the school to be identified; meets NCLB’s professional development requirements; provides increased opportunity for participating in professional development

Ten Components for School Improvement Plan 4. Specifies how professional development funds will be used to remove the school from improvement status

Ten Components for School Improvement Plan 5. Annual measurable objectives for continuous and substantial progress by each group of students to meet proficient levels of achievement on the ISTEP+ (by )

Ten Components for School Improvement Plan 6. Documentation that written notice about the identification of a school in improvement was provided to the parents of each student enrolled in the school in a language parents can understand

Ten Components for School Improvement Plan 7. Specifies the responsibilities of the school, LEA, and the SEA (State Education Agency) including technical assistance to be provided

Ten Components for School Improvement Plan 8. Strategies to promote effective parental involvement in the school

Ten Components for School Improvement Plan 9. Activities before and after school, during summer, and during any extension of the school year

Ten Components for School Improvement Plan 10. Incorporates a teacher-mentoring program (in addition to any the LEA might offer for new teachers)

School Improvement Plan Peer Review Form Developed by the State Title I Office to be used as a checklist for the peer review Includes the ten statutory components for the plan Located at

Peer Review Meeting Arrange a peer review meeting for the school within forty-five (45) days of completion and submission of the revised school improvement plan (LEA responsibility) Complete the peer review meeting either within the LEA or in agreement with a neighboring district

Peer Review Committee Select participants for the peer review (LEA responsibility) Include teachers and administrators from schools similar in size and demographics to the one in improvement, but significantly more successful in meeting the learning needs of students (higher academic performance) Choose staff with recognized and demonstrated effectiveness and expertise in school improvement

During the Peer Review Meeting Review and discuss the ten statutory components within the revised school improvement plan Complete the Peer Review Form with page numbers and comments on each of the components Evaluate the plan’s quality and likelihood of successful implementation Make specific suggestions for revisions

LEA Response and Review Provide school with assistance in completing suggested revisions and responding to any feedback Approve the revised school improvement plan as soon as it satisfactorily meets the requirements detailed in the statute and regulations Use the State Title I Improvement Plan Checklist located at: Send the school written notice of approval of revised school improvement plan

LEA Follow Up Determine if the approved plan is being implemented in the school Document dates of meetings and/or observations

On Site Monitoring Schools will be asked for documentation of the peer review process during on-site monitoring or in Cycle I Keep documentation of memos, s, notifications, meeting records, agendas, sign-in sheets, feedback letters, follow-up, and checklists used during the process Include review team members, dates of review for LEA and peer review

Questions? Contact Lee Ann Kwiatkowski, Director, Division of Compensatory Education, State Title I Office, Sandi Quinton, Title I Program Director, Kokomo Center Schools, , Debbie Glass, Assistant Superintendent,