NCLB and Title I School Improvement

NCLB and Title I School Improvement
Parental Notification Supplemental Educational Services School Choice CAPA NCLB and Title I School Improvement Restructuring 1 & 2 Comprehensive Needs Assessment Welcome. Thank you for coming today and most of all…(point to the screen)…thank you for your anticipated attention! We will discuss School Improvement in the context of what you need to know. Some things may be familiar, but some things are also very new. Let’s begin with introductions… I am [state your name and office] and my colleagues are [state their names]. [audience introductions] Let’s begin. . . First: • The agenda is … • Handouts include: LEA and School Improvement Non-Regulatory Guidance, USDE, January 2004 School Improvement Plan

NCLB and School Improvement Presentation Overview
The Process Sanctions for Title I Schools Public School Choice Supplemental Educational Services Corrective Action Restructuring Presentation Overview The purpose of this presentation is twofold: 1. To explain the school improvement process as defined under the No Child Left Behind Act of 2001 (NCLB). To assist schools and districts in meeting the legislative requirements of NCLB once a school has been identified for improvement.

NCLB and School Improvement
What Is School Improvement? What Is School Improvement According to NCLB, Section 1116, school improvement refers to any elementary school or secondary school served under Title I, Part A that fails, for two consecutive years, to make adequate yearly progress (AYP) as defined in the state’s single accountability plan under Section 1111(b)(2). Sources: NCLB, Section 1116: Academic Assessment and Local Educational Agency and School Improvement LEA and School Improvement Non-Regulatory Guidance, USDE, January 2004:

School Improvement The Process
Purpose To formally acknowledge that not all children in the school are meeting academic benchmarks Interventions Progressively more wide-reaching: school improvement, corrective action, and restructuring Impact School improvement process begins: structured interventions designed to help a school identify, analyze, and address barriers to student success School Improvement  The Process Read slide.

How Does a School Make AYP? AYP in both content areas: language arts literacy and mathematics AYP using safe harbor for proficiency in both content areas AYP using secondary measures Attendance – elementary and middle schools Drop-Out/Graduation rate – secondary schools School Improvement  The Process This slide illustrates the process for determining AYP. The secondary indicator currently used for high school calculations is drop-out rate. This will be transitioned to graduation rate in either 2005 or 2006.

How Does a School Make AYP? Groups Made 95% Participation Rate Made 2004 AYP Benchmark Target Made Safe Harbor An * denotes no students or less than 20 students in a group An * denotes no comparable data LAL Math Total Population YES Students with Disabilities * Limited English Proficient Students White African-American NO Asian/Pacific Islander American Indian/Native American Hispanic Other Economically Disadvantaged School Attendance Rate: Met Target (For elementary and middle schools) Graduation Rate: Met Target (For high schools) School Improvement  The Process This chart illustrates how a school makes AYP.

Guidelines for Notification to Parents Clarity Notification is understandable and formatted uniformly Alternate formats should be available upon request Written notification must be available in a language parents can read and understand Dissemination District  Directly through regular mail or State  Indirectly through broader means (e.g., Internet, media) School Improvement  The Process This slide address several guidelines for notifying parents who have children enrolled in a school identified as in need of improvement.

Content for Notification to Parents Explains the meaning of the identification Indicates how the school compares academically to other schools in the district and the state Provides the reason for the school’s identification (participation rates, proficiency rates) Explains how parents can become involved to address the academic issues that led to the identification Outlines the parents’ option to exercise public school choice School Improvement  The Process Notification of a school’s status must be sent to parents of every child enrolled in that school. Sample letters are provided on the New Jersey Department of Education (NJDOE) Title I Web site at:

District Responsibilities for Notification to Larger Community The school’s steps to address academic achievement issues The district’s or state’s plan to help the school address its academic problems School Improvement  The Process It is the district’s responsibility to notify the larger community concerning the school improvement identification status.

Designations for Schools Not Making AYP Year 1 – Early Warning Year 2 – 1st Year of School Improvement Year 3 – 2nd Year of School Improvement Year 4 – 3rd Year of School Improvement Year 5 – 4th Year of School Improvement School Improvement  The Process Under NCLB, a school has to meet proficiency benchmarks in the areas of language arts literacy and mathematics. If schools do not meet these benchmarks, they are in jeopardy of becoming a school in need of improvement. The legislation does not designate a school for improvement the first year the school does not meet the benchmarks; the school is given an “early warning” status. Also, there are different levels of improvement based upon the number of years the school has not made AYP. These designations for improvement apply to both Title I and non-Title I schools. However, non-Title I schools are not required to implement the sanctions that accompany the improvement designation. If a non-Title I school does become Title I funded in the future, that school maintains its placement on the school improvement continuum and begins to implement the appropriate sanctions based upon the school’s designation.

School Improvement Sanctions for Title I Schools
Year 1: Early Warning – No Sanctions Year 2: Public School Choice Year 3: Supplemental Educational Services (SES) Year 4: Corrective Action Year 5: Restructuring 1 – Planning Year 6: Restructuring 2 – Implementation Required Actions for Every Sanction Level Technical Assistance from District and State School Improvement Plan Parental Notification School Improvement – Sanctions for Title I Schools As mentioned previously, non-Title I schools are not required to implement the sanctions that accompany their school improvement designation. For instance, a non-Title I school that is designated as “Year 3” does not have to offer supplemental educational services (SES). However, if that school becomes a Title I school the following year, and does not make AYP, the school will be designated as “Year 4” and must implement corrective action. Once identified for improvement, a school is mandated to take action. The prescribed action depends upon the level of improvement. However, at all levels of school improvement, the identified school must revise its existing school improvement plan or develop a new plan that addresses those areas in which the school did not make AYP. For example, if a school did not make AYP due to poor performance in mathematics, the new or revised improvement plan should include activities that address instructional strategies in mathematics, as well as professional development in mathematics. Additionally, at all levels of school improvement, the state and district provide technical assistance to identified schools as they seek to implement the new/revised improvement plans.

School Improvement Sanctions for Title I Schools
Public School Choice (Year 2) – The option for all parents of children in the school to transfer their child/children to another school in the district that has not been identified for improvement or designated persistently dangerous Supplemental Educational Services (Year 3) – Additional academic assistance such as tutoring, remediation, and other educational interventions, provided outside the regular school day by state-approved providers to eligible students. School Improvement – Sanctions for Title I Schools Under NCLB, schools in Year 2 must offer public school choice. This provision allows parents to transfer their child/children to another school in the district that is not identified for improvement or designated persistently dangerous. If a parent opts for public school choice, the district funds transportation for those students. In Year 3, schools continue to offer public school choice, but are also required to provide parents with the option of supplemental educational services (SES). The SES option provides additional academic assistance beyond the school day for eligible students. Supplemental educational services are provided by vendors (schools, for-profit organizations, nonprofit organizations, faith-based organizations) with a proven record of academic success that have been approved by the state to become SES providers. Although the district notifies parents of the option for SES, parents ultimately make the decision of which provider will serve their child.

Public School Choice School Improvement – Year 2
Every student enrolled in a Title I school in need of improvement who wishes to transfer to a school that is not in need of improvement must have that opportunity. A Title I school in need of improvement must offer public school choice the entire time it remains in school improvement status Public School Choice – School Improvement Year 2 Public school choice is required when a school enters improvement status for the second year.

Public School Choice Eligible Students
All students enrolled in a Title I school in need of improvement are eligible for school choice. If it is not possible to offer school choice to all students requesting it, then priority must be given to the lowest achieving, low-income students. “Lack of Capacity” is not an allowable excuse under NCLB. Public School Choice  Eligible Students This slide discusses the eligibility process for students under school choice guidelines. Also, please refer to the United States Department of Education (USDE) guidance on school choice for further clarification. You may locate the guidance on the Title I Web site at: Source: Public School Choice Non-Regulatory Guidance, USDE, February 2004:

Public School Choice Lack of Capacity
Districts must create additional capacity or provide choice of other schools. Some options for creating capacity include the following: Reconfigure space in receiving schools. Expand space in receiving schools. Redraw district attendance zones. Create satellite divisions of receiving schools. Create new, distinct schools within SINI sites. Encourage creation of new charter schools. Develop distance learning programs. Plan for additions to receiving schools. Modify school calendar/school day. Initiate interdistrict agreements. Public School Choice – Lack of Capacity If a district does not have the physical capacity to offer transfers to all eligible students, how can it create additional capacity? When capacity is an issue, school officials will need to employ creativity and ingenuity in creating capacity in schools to receive additional students. The range of possible options might include: Reconfiguring, as new classrooms, space in receiving schools that is currently not being used for instruction. Expanding space in receiving schools, such as by reallocating portable classrooms within the district. Redrawing the district’s attendance zones, if insufficient capacity is available within the existing zones within which students would ordinarily select schools. Creating satellite divisions of receiving schools, that is, classrooms that are under the supervision of the receiving school principal and whose teachers are part of the school faculty but that exist in neighboring buildings. Creating new, distinct schools, with separate faculty, within the physical sites of schools identified for improvement. Encouraging the creation of new charter schools within the district. Developing distance learning programs, or entering into cooperative agreements with “virtual schools.” Reshaping long-range capital construction and renovation plans in order to ensure that schools that are likely to receive new students have additional space. Modifying either the school calendar or the school day, such as through “shift” or “track” scheduling, in order to expand capacity. Easing capacity by initiating interdistrict choice programs with neighboring districts or even by establishing programs through which local private schools can absorb some of the district’s students.

Public School Choice Lack of Capacity
The district must still notify parents that their child’s school is identified as a school in need of improvement and that the child is eligible for school choice, but that no choices are currently available. When there are no choice options, such as within districts with one school, one school per grade span, or that are in remote locations where distance is an issue, the district must, to the extent practicable, enter into agreements with other districts or may, in very limited circumstances, offer supplemental educational services (SES). The NJDOE’s policy letter on school choice is located at: Public School Choice – Lack of Capacity Refer to the NJDOE’s school choice policy letter located on the Title I Web site at:

Public School Choice LEA Parental Notification Requirements
An explanation of the school choice option in letters and through other means. Comprehensive, easy to understand, and: Identify each public school that the parent can select. Explain why the choices may have been limited. Describe the academic performance and quality of the choice schools. The number of students and schools that participate in public school choice must be publicly reported. A sample parental notification letter is located on the NJDOE Web site Public School Choice – LEA Parental Notification Requirements Read slide.

Public School Choice Transfer Procedures
Districts must do the following: Establish the policy and procedures Allow time for parents’ decision-making Look at parents’ decisions to determine final choice options, if necessary Offer school choice before the start of the school year Districts may establish a reasonable deadline for choice requests. Public School Choice  Transfer Procedures Read slide.

Public School Choice Length of Time
School districts must permit students to remain in choice schools until students have completed the highest grade in the school. School districts are no longer obligated to provide transportation for a student after the end of the school year in which a student’s original school is no longer identified for school improvement. If the choice school is placed in Title I school improvement status, the student would have the option to transfer again to another school in a subsequent year. Public School Choice – Length of Time Read slide.

Supplemental Educational Services School Improvement – Year 3
When? For Title I schools in Year 3 What? High-quality academic enrichment services provided in addition to instruction during the school day to increase the achievement of eligible children. Who? Services are for eligible students. Services are provided by state-approved supplemental educational services providers. The school district is not obligated to provide transportation for eligible students. Supplemental Educational Services  School Improvement Year 3 Schools are eligible for SES in Year 3 of school improvement. The USDE has disseminated guidance on SES. The guidance is posted on the Title I Web site at: Source: Supplemental Educational Services Non-Regulatory Guidance, USDE, August 2003:

Supplemental Educational Services Eligibility Criteria
Two Criteria First, only students enrolled in Title I schools that have been designated as “in need of improvement” for two or more consecutive years are eligible for supplemental educational services. Second, eligible students must come from families that meet the federal poverty guidelines. If the demand cannot be met, priority must be given to the lowest achieving eligible student. Supplemental Education Services – Eligibility Criteria The NJDOE provides information related to eligibility criteria for SES. The Web site is located at: Priority is given to the lowest-achieving low-income children. Income is based on the same criteria used to make allocations to schools under Title I. There is also an NJDOE document, A Toolkit for Schools, Districts, and Providers to Implement Supplemental Educational Services Under NCLB that should be reviewed. It can be accessed at: Source: Supplemental Educational Services Non-Regulatory Guidance, USDE, August 2003:

Corrective Action School Improvement – Year 4
Definition: A significant intervention in a school that is designed to remedy the school’s persistent inability to make adequate yearly progress toward all students becoming proficient in reading and mathematics. The district must continue to ensure the following: All students have the option to transfer Supplemental educational services are available to eligible students Technical assistance is provided to the school Corrective Action – School Improvement Year 4 Year 4 of school improvement is corrective action. At this point the school has not met state benchmarks for four consecutive years, so corrective action includes more severe sanctions than Years 2 and 3 of school improvement. Corrective action schools must still offer public school choice and SES, as well as continue to receive technical assistance from the state and the district.

Corrective Action District Actions
The district must do one of the following: Provide professional development that is scientifically based and proven to increase student achievement Institute a new curriculum grounded in scientifically based research and provide professional development to support implementation of the curriculum Extend the length of the school day or school year Replace the school staff who are relevant to the school not making AYP Significantly decrease management authority at the school Restructure the internal organization of the school Appoint outside expert(s) to advise the school on relevant school improvement issues Corrective Action – District Actions Districts with corrective action schools must also implement one of several actions that are designed to increase the school’s likelihood of making AYP. Corrective action is a significant intervention that is designed to address a school’s persistent inability to make adequate progress toward all students becoming proficient in language arts literacy (LAL) and mathematics. Title I corrective action schools are subject to school review by a team of external educators under the Collaborative Assessment and Planning for Achievement Process (CAPA).

Corrective Action CAPA Process
CAPA is a collaborative effort between the state of New Jersey and local educators designed to empower schools and districts to go beyond current efforts to improve student achievement. The program strives to pinpoint obstacles to student achievement, identify needs, and develop solutions to improve school performance. The process targets Abbott low-performing schools and schools identified under the No Child Left Behind legislation that are in corrective action. Corrective Action – CAPA Process The acronym CAPA means Collaborative Assessment & Planning for Achievement (CAPA). The NJDOE is working with rigor to assess the needs of schools identified as in need of improvement. A process that is new to New Jersey, CAPA is a collaborative effort between the NJDOE and local educators designed to empower schools and districts to go beyond current efforts to improve student achievement. The program strives to pinpoint obstacles to student achievement, identify needs, and develop solutions to improve school performance. CAPA is a thorough, well-defined review process with a successful track record in Kentucky. Ten-member teams, composed of highly skilled education professionals, conduct on-site reviews of New Jersey’s under-achieving schools, starting in the school year. To assist in the review process, all districts with schools identified as in need of improvement must assign highly skilled district educators to participate as team members in other districts. Read slide. If notes are read to audience, then read second bullet only, as first bullet is covered in the notes.

Corrective Action CAPA Teams
A CAPA team consists of 8 to 10 highly qualified educators dedicated to enhancing the educational experience for all children. Using a systematic, research-based process, the highly qualified team conducts interviews, performs classroom observations, and gathers and analyzes data. From this field research, the team identifies barriers to student achievement and constructs a plan to remove obstacles to student learning. Corrective Action – CAPA Teams Read slide. Review teams examine documents, observe class sessions, and conduct interviews with school and district staff, parents, and students.

Corrective Action CAPA Process Components
Initial Meeting with District/School Selection of Team Members Self Study/Perception Surveys Development of School Portfolio & Data Profile Three-day On-Site Visit Report Development/Agreement Inclusion in NCLB School Improvement Plan Follow-Up Corrective Action – CAPA Process Components Read slide. The team compiles a report for the school and district based on its review that commends the school for areas of achievement and positive impact and cites areas for improvement with accompanying recommendations.

Corrective Action CAPA Focus Areas and Standards
Focus Area 1: Academic Performance Curriculum Assessment/Evaluation Instruction Focus Area 2: Learning Environment School Culture Student/Family Support Professional Growth, Development, and Evaluation Focus Area 3: Efficiency Leadership Organizational Structure and Resources Comprehensive and Effective Planning Corrective Action – CAPA Focus Areas and Standards There are three focus areas with nine standards included in the CAPA review. Read slide. Each standard has several indicators.

Restructuring School Improvement – Year 5
Definition: A major reorganization of a school, making fundamental reforms, such as significant changes in the school’s staffing and governance. A Two-Year Process Year 1 – Planning year: prepare restructuring plan Year 2 – Implementation of the restructuring plan Restructuring  School Improvement Year 5 If a school does not make AYP for five consecutive years, it enters the restructuring phase of school improvement, which is an extensive intervention in the operation of the corrective action school. Restructuring requires major changes in a school’s operation. The purpose of restructuring is to increase student achievement and help the school make AYP. In restructuring, the district undertakes a major reorganization of a school, making fundamental reforms, such as significant changes in the school’s staffing and governance. The purpose of restructuring is to improve student academic achievement and enable the school to make AYP. The restructuring process occurs in two steps. In year one of restructuring the district prepares a restructuring plan for the school that outlines the steps to be taken in the restructure. In year two of restructuring, the district implements the restructuring plan, no later than the beginning of the school year. For example, if a school is in corrective action in the school year and during that school year does not make AYP, the school is identified for restructuring. The first year of restructuring (the planning year) will be the school year. If the school does not meet the AYP benchmarks during the school year, the school enters the second year of restructuring. During the school year, the district begins implementation of the restructuring plan.

Restructuring Alternate Governance
Alternate Governance Arrangements Replace all or most of the staff, including the principal, who impact student achievement Contract with a private management company that has a proven record of success Turn over the school’s operation to the state (if allowed under state law) Re-open the school as a charter school Other major restructuring Restructuring – Alternative Governance NCLB provides a variety of restructuring options allowing districts to select the option(s) that best address the identified needs of the school and school community. Again, the purpose of restructuring is for a school to improve its ability to teach all children, achieve annual academic performance targets, and be removed from restructuring status. §1116(b)(8)(B) A school’s restructuring plan must include at least one of these actions. The availability of several alternatives allows the district to choose the best action(s) to address the identified deficiencies of the school.

Restructuring Technical Assistance
Technical Assistance Requirements Must Continue to Emphasize the Following: Using scientifically based research strategies to help all children reach proficiency in language arts literacy and mathematics Analyzing and applying data in decision-making Restructuring – Technical Assistance Technical assistance for schools in restructuring follows the structure and focus of technical assistance offered to schools in previous stages of improvement. NCLB legislation states the following regarding support for implementing a school improvement plan: (4) TECHNICAL ASSISTANCE - §1116(b) IN GENERAL - For each school identified for school improvement under paragraph (1), the local educational agency serving the school shall ensure the provision of technical assistance as the school develops and implements the school plan under paragraph (3) throughout the plan's duration. Sources: NCLB, Section Academic Assessment and Local Educational Agency and School Improvement LEA and School Improvement Non-Regulatory Guidance, USDE, January 2004:

Restructuring Notification Requirements
District Notification Requirements for Parents and Teachers Promptly inform parents and teachers of the school’s status Offer parents and teachers an opportunity to comment on the school’s status Invite parents and teachers to collaborate on the development of the school’s restructuring plan Restructuring – Notification Requirements This slide lists the requirements for teacher and parental notification. Read slide.

Restructuring Notification Requirements
The district’s notification to parents must include the following: The meaning of being identified for restructuring Comparison of the school’s academic performance to other schools in the district and the state Why the school is identified for restructuring How parents can become involved in addressing the academic issues that led to the schools’ status The option of exercising public school choice The option of requesting supplemental educational services for eligible children Restructuring – Notification Requirements This slide lists additional requirements for parental notification. Read slide.

School Improvement Plan General Information
For all levels of schools in need of improvement Done at school and district levels Purpose To improve the quality of teaching and learning to increase student achievement To provide a framework for analyzing and addressing instructional issues in the school and district Must be completed within 90 days of identification as school/district in need of improvement Must contain measurable goals School Improvement Plan  General Information Schools identified for improvement may revise an existing plan or create a new plan that addresses school improvement. The plan must cover a two-year period. The school improvement plan should specify the role of the district and the role of the state in helping to implement the plan.

School Improvement Plan Essential Elements
Core academic subjects and strategies used to teach them Based on scientifically based research strategies to increase proficiency in math and language arts literacy Provides extended day/year activities Professional development Is high-quality, ongoing, and classroom focused Focuses on teaching and learning (content knowledge, SBR instructional strategies, aligning instructional activities with CCCS and assessments) Incorporates teacher mentoring activities and programs School Improvement Plan – Essential Elements Core Academic Subjects The school improvement plan must include policies and practices grounded in scientifically based research that are most likely to bring all groups of students to proficiency in LAL and mathematics. Example of appropriate strategies include extended learning activities for students that take place before school, after school, during the summer, and during any extension of the school year. §1116(b)(3)(A); §200.41 Policies and practices with the greatest likelihood of ensuring that all students achieve proficiency are those that impact the school’s teaching and learning program, such as regularly analyzing student performance data, involving teachers and parents in decision-making, and allocating resources to support core goals. Additionally, policies and practices that have a more direct effect on student achievement include the choice of instructional programs and materials, the use of instructional time, and improved use of assessment results. Professional Development High-quality professional development is sustained and classroom-focused, meaning it takes place over time and not in the form of one-day or short-term workshops. High-quality professional development increases teachers’ content knowledge and their use of scientifically based instructional strategies. Professional development activities in the improvement plan should directly relate to the academic issues that led to the school being identified for improvement. Such activities would cover teaching and learning, especially content knowledge, and aligning classroom activities with assessment. Professional development could also train teachers to analyze classroom- and school-level data to make inform instruction. To address teacher retention, the plan must include professional development activities that focus on the mentoring of new teachers. For instance, the plan may include activities to partner new teachers with experienced teachers who would provide role models and a support system. Schools may implement a school reform model as a strategy to assist with school improvement efforts.

School Improvement Plan Essential Elements
Parental Involvement Includes description of school’s process to provide parents with written notification of the school’s status Lists specific strategies used to promote parent involvement Collaboration Based on collaboration between teachers, administrators, parents, community, external experts/consultants Peer Review Completed by teachers and administrators from similar schools/districts that have a history of academic success School Improvement Plan – Essential Elements Parental Notification This element includes the following: Addresses how parents will be notified of the school’s status. Outlines specific strategies to increase parent involvement in the school. Such strategies should be designed to involve parents in meaningful decision-making at the school. Collaboration and Peer Review All stakeholders must be consulted in the development and revision of the school improvement plan. Ideally, identified outside experts/consultants should work with the school during the implementation of the plan. Appropriate reviewers include teacher and administrators from successful schools and/or districts that have a record of meeting the learning needs of their students. Reviewers should have demonstrated effectiveness and expertise in school improvement and, thereby, are able to evaluate the quality of the plan and its likelihood for success. Peer reviewers can make suggestions for revisions to the plan.

School Improvement Plan Timelines
Review – Peer reviewers respond within 45 days of the plan’s submission for review Revisions – District assists school with revisions Approval – District approves the plan once it meets statutory and regulatory requirements (should be done ASAP). Conditional Approval – District may approve conditionally if peer review does not adequately address programs and activities to increase student achievement Implementation – School implements as soon as district approves the plan School Improvement Plan  Timelines Review, Revisions, and Approval The district establishes the review process, but it must include the input of peers. The school drafts the plan and peers review it, but the district can revise it, and ultimately approves the plan. Conditional Approval An example of a conditional approval would be seeking feedback from parents and community leaders before granting final approval, or the district may approve the plan on the condition that the school implement one or more corrective actions. Implementation Preferably, the plan should be implemented in the year in which the school is identified for improvement, but no later than the beginning of the following school year.

Contact and Resource Information
Office of Title I Program Planning and Accountability (609) Web Site: United States Department of Education Guidance Public School Choice LEA and School Improvement Supplemental Educational Services Contact and Resource Information Identifying and Implementing Educational Practices Supported by Rigorous Evidence: A User Friendly Guide, USDE, December 2003

Additional Resources Inquiry and Action: Making School Improvement Part of Daily Practice – Annenberg Institute for School Reform Worksheets for Use with the School-Improvement Guide Rubrics and Standards of Practice for Use with the School-Improvement Guide Using Data for School Improvement for Annenberg Challenge Sites – May 1998 Additional Resources The following are additional resources available to help you understand the school improvement process. We have also extrapolated helpful worksheets from the Annenberg Institute for School Reform to assist you in school improvement efforts. Identifying and Implementing Educational Practices Supported by Rigorous Evidence: A User Friendly Guide, USDE, December 2003 Guided Self-Study Handbook for Schools in School Improvement – For the School District of Philadelphia, 2003 Making School Improvement Part of Daily Practice Inquiry and Action, Annenberg Institute for School Reform Worksheets for Use with the School Improvement Guide Rubrics and Standards of Practice for Use with the School Improvement Guide Reforming Districts: How Districts Support School Reform  A Research Report, Milbrey McLaughlin and Joan Talbert, Stanford University, September 2003 Source: Annenberg Institute for School Reform at Brown University:

NCLB and Title I School Improvement

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