Title I Schoolwide Planning and Implementation in Small Rural Schools Nancy Forseth

CESA Districts ,730 Enrollment 25 Title I Districts 7 Elem TAS* 5 MS TAS 19 Elem SW 6 MS SW *1 District in SW Planning Phase

Title I Schoolwide Planning I. Lessons Learned II. The Process III. Metamorphosis

I. Lessons Learned Plan for the right reasons... To improve curricular consistency To improve school communication and collaboration To increase meaningful family involvement To improve academic support for struggling students To improve student achievement

I. Lessons Learned Not for the wrong reasons... To purchase a computer lab To pay for a teacher To backtrack for programs/positions already in place To buy a bus

I. Lessons Learned Get the support of the district administrator and principal Leadership, leadership, leadership

I. Lessons Learned Involve the right people Follow the Goldilocks Principle Include representatives from the entire staff Select teachers who are respected by their peers, but offer the option to all Use wisdom to consider adding the naysayers Personally invite parent representatives, but offer the option to all

I. Lessons Learned Clarify the roles and expectations for the Schoolwide Committee To conduct a comprehensive needs assessment To develop and write the plan To monitor the implementation of the plan To conduct an annual evaluation of the plan

I. Lessons Learned Communicate with the entire staff and parents every step of the process Provide an overview of SW planning and implementation for the entire staff (PowerPoint) Identify a specific communication plan Answer questions Invite anyone to join the committee Communicate, communicate, communicate

I. Lessons Learned Integrate Build on existing committee structures Build on existing school plans and initiatives Build on existing grants: 21st Century/REACh

I. Lessons Learned Make it manageable Make it meaningful Make it measurable Student achievement should be the driver…

I. Lessons Learned Focus on student achievement Do not divide the plan into sections to match the compliance requirements. Integrate the requirements into school goals. Focus the plan on what actually needs to happen, not what is already occurring and can be identified to meet the requirements

I. Lessons Learned Be patient The changing role of Title I teachers The changing role of classroom teachers

I. Lessons Learned Benefits of SW Programs Flexibility and redesign of organizational infrastructure Coordination, integration, and communication Accountability and continuous self- assessment Support for ALL students

I. Lessons Learned

Turn and Talk What existing committee structures, school plans, initiatives and/or grants are in place that you might build upon for schoolwide planning? What barriers to the planning process do you anticipate?

II. The Process Establish and orient the committee/team Who will be cracking the whip? Develop a timeline (Handout) At the end of each meeting, set the next date and agenda Divide assignments Keep on track

II. The Process Conduct a Comprehensive Needs Assessment Process: 8 Steps Develop and Write Plan Implement and Monitor Plan Evaluate Plan

II. The Process Needs Assessment Step 1: Review Student Demographics Enrollment Attendance Truancy Mobility Suspensions/Expulsions SES ELL SPED Incidence # of Title I Students

II. The Process Needs Assessment Step 2: Analyze Student Achievement Data Title I Needs Assessment Data WKCE Patterns and Trends School/Classroom Assessments (Local Assessment Chart) Retention Rates SAGE Reports Other

II. The Process Needs Assessment Step 2 : Analyze Student Achievement Data  Data table  Graphic representation  Observations, discussions, and documentation  Hypotheses (Data Analysis HOPS) (Judy Sargent, CESA 7

II. The Process Needs Assessment Step 2: Analyze Student Achievement Data

Caution!!!!!! DRIP, DRIP!

II. The Process Needs Assessment Step 3: Analyze Curriculum and Instructional Practices Teacher surveys Student surveys Parent surveys Administrative input

II. The Process Needs Assessment Step 4: Analyze Professional Development Is there a school or district plan? If so, how is it structured? Is it systematic, ongoing, and reflective of research- based practices? Is it connected to broader goals? Do teachers meet the ESEA high quality requirements? Is PI-34 addressed?

II. The Process Needs Assessment Step 5: Analyze School Context and Organization Class size School climate Positive behavior supports Referrals Detentions

II. The Process Needs Assessment Step 6: Analyze Family and Community Involvement Parent Surveys (Measuring Your Family-School- Community Partnership) Parenting Communicating Learning at Home Volunteering Governance and Decision-making Community Outreach Parent Focus Group Title I Local Annual Evaluation

II. The Process Needs Assessment Step 7: Analyze Transition Issues Preschool to elementary Elementary to middle school Middle to high school

II. The Process Needs Assessment Step 8: Identify Concerns  Code and categorize data analyses  Identify other concerns. Is there data to support?  Prioritize concerns

Turn and Talk What data do you have available in your school that you would use to conduct the comprehensive needs assessment? What other data would you need to gather? What questions do you have about the needs assessment process?

II. Process Develop meaningful and measurable goals Transform “we will” statements into objectives Identify how objectives will be accomplished Tasks Resources Timeline Who is responsible/Funding source Evidence for evaluation (Schoolwide Plan Checklist, Developing the Plan, Plan Template) Develop and Write the Plan

II. Process Present draft of plan to entire staff and parents for discussion, input and feedback Finalize the plan Celebrate a year of hard work!!!

II. Process Implement the Plan Monitor the Plan Are we doing what we said we were going to do? What adjustments do we need to make? Continuous review and revision

II. The Process Evaluate the Plan (Rubric) What does the evidence tell us? How are we impacting student achievement? Are we meeting the schoolwide requirements? What do we need to change as a result of our evaluation? How will we report the results of our evaluation to parents and staff?

II. Process Evaluate the Plan Based on the results on the evaluation, revise the plan. The Title I Schoolwide Plan should be a living document.

III. The Metamorphosis A school focused on student achievement and success in the classroom A school that systematically uses data to make instructional decisions A school with an effective core program A school engaged in a continuous cycle of improvement

Turn and Talk What questions do you have about Title I Schoolwide Planning?

Resources An Idea Book on Planning: Implementing Schoolwide Programs, Vol.1, and Profiles of Successful Schoolwide Programs, Vol Title I Guidance for Schoolwide Programs Designing Schoolwide Programs Non-Regulatory Guidance, March Title I Schoolwide Federal Guidance Thompson Publishing Group Your Local CESA Title I State Support Network Contact (Handout)

CESA 10 Website Under Services-Instructional Services: Every Child a Graduate Presentation 2011 Data Analysis HOPS Developing the SW Plan Family Checklist PowerPoint Schoolwide Rubric Data Analysis Chart SW Overview PowerPoint Planning Timeline Writing the Plan Title I State Support Network Members