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Title 1 Schoolwide Framework Appraisal

Title 1 Schoolwide Framework Appraisal. Presented By: Melissa Moe and Kris Rangel November 1, 2012. Outcomes of the day. Examine to what degree the Title 1 Schoolwide components have been implemented Share responsibility for student and system success

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Title 1 Schoolwide Framework Appraisal

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  1. Title 1 SchoolwideFramework Appraisal Presented By: Melissa Moe and Kris Rangel November 1, 2012 Created by Marilyn Heifner, Melissa Moe and Kris Rangel, CESA#11 Educational Consultants

  2. Outcomes of the day • Examine to what degree the Title 1 Schoolwide components have been implemented • Share responsibility for student and system success • Use data to identify and prioritize needs Created by Marilyn Heifner, Melissa Moe and Kris Rangel, CESA#11 Educational Consultants

  3. School Improvement/Reform Characteristics of Successful Schools Created by Marilyn Heifner, Melissa Moe and Kris Rangel, CESA#11 Educational Consultants

  4. School Improvement/ReformCharacteristics of Successful Schools Vision T1 – Consultation T1 – Coordination PBIS – Practices Leadership T1 – Consultation T1 – Highly Qualified Teachers PBIS - Systems Standards of the Heart T1 – Reform Strategies T1 – Comprehensive Needs Assessment 21st Cent. – Life and Career Skills PBIS – Practices PBIS – Systems RtI – Instruction Special Ed – Indicators #7, 9 & 10 Family, School, and Community Partnerships SAGE – Extended Day/Lighted Schoolhouse T1 – Parental Involvement PBIS – Practices RtI – Collaboration/Results Monitoring Special Ed – Indicators #8 & 11 “We’re involved in so much…how do we connect all the pieces?” Created by Marilyn Heifner, Melissa Moe and Kris Rangel, CESA#11 Educational Consultants

  5. School Improvement/ReformCharacteristics of Successful Schools Cont. Professional Development and Staff Quality T1 – On-going Professional Development SAGE – Collaboration and Planning Among Staff 21st Cent. – Mastery of Core Subjects and 21st Century Themes 21st Cent. – Information, Media and Technology Skills PBIS – Practices Educator Effectiveness High Academic Standards T1 – Reform Strategies T1 – Timely and Effective Assistance T1 – Transition Plan CCSS SAGE – Core Curriculum 21st Cent. – Mastery of Core Subjects and 21st Century Themes 21st Cent. – Learning and Innovative Skills 21st Cent. – Information, Media and Technology Skills PBIS – Data PBIS – Practices PBIS – Outcomes RtI – Collaboration/Results Monitoring RtI – Balanced Assessment Systems Spec. Ed – Indicators #1, 2, 5, 6 & 7 Created by Marilyn Heifner, Melissa Moe and Kris Rangel, CESA#11 Educational Consultants

  6. School Improvement/ReformCharacteristics of Successful Schools Cont. Evidence of Success T1 – Comprehensive Needs Assessment T1 – Teacher Involvement in the Use of Academic Assessments 21st Cent. – Mastery of Core Subjects and 21st Century Themes PBIS – Data PBIS – Practices PBIS – Outcomes PBIS – Systems RtI – Instruction RtI – collaboration/Results Monitoring RtI – Balanced Assessment Systems Special Ed – Indicators #1-20 Local Efforts [Examples] Foundational Grants API Grant CREATE Grant Part. Responsive Classroom EETT Grant Part. Community Ed. Other… Created by Marilyn Heifner, Melissa Moe and Kris Rangel, CESA#11 Educational Consultants

  7. Wisconsin’s Vision for RtIModel for Increasing Student Success COLLABORATION BALANCED ASSESSMENT Culturally Responsive Practices HIGH QUALITY INSTRUCTION Multi-Level System of Support

  8. Wisconsin RtI Center • Website Map • Wisconsin RtI Center Website • Resources • RtI Professional Development Continuum • SIR • RtI Academic Regional Technical Assistance Coordinators Created by Marilyn Heifner and Melissa Moe, CESA#11 Educational Consultants

  9. Effective Title I Schoolwide Programs Share Common Characteristics • Focus • High expectations • Strong leadership • Alignment of curriculum, instruction and assessment • Professional development • Collaborative spirit • Meaningful parental involvement • Commitment of continuous review and improvement Created by Marilyn Heifner, Melissa Moe and Kris Rangel, CESA#11 Educational Consultants

  10. Data Based Decision Making • Helps the leadership team to function as a professional learning community • Is a powerful professional development activity • Helps leaders to better organize their data • Assists schools in making decisions that focus on the student • Helps teachers and school staff to determine relevant data • Assists the leadership team in improvement planning Created by Marilyn Heifner, Melissa Moe and Kris Rangel, CESA#11 Educational Consultants

  11. Title 1 School Improvement Clusters Making Informed Decisions Building Capacity Adopting Processes Ensuring Sustainability On-going Professional Development Comprehensive Needs Assessment Building Leadership Teams Highly Qualified Teachers ReformStrategies Teacher Involvement in Use of Academic Assessments Timely and Effective Assistance Parental Involvement Coordination Transition Created by Marilyn Heifner, Melissa Moe and Kris Rangel, CESA#11 Educational Consultants

  12. Building Capacity • …administrative knowledge and approval of plan … • …building leadership team meetings … • …shared leadership … • …shared vision … • …commitment to the vision … • …collaboration and coordination … Created by Marilyn Heifner, Melissa Moe and Kris Rangel, CESA#11 Educational Consultants

  13. Adopting Processes • …safety nets … • …responding to student needs … • …transition plan … Created by Marilyn Heifner, Melissa Moe and Kris Rangel, CESA#11 Educational Consultants

  14. Making Informed Decisions • …data collection … • How is the data used … • …annual review of data … Created by Marilyn Heifner, Melissa Moe and Kris Rangel, CESA#11 Educational Consultants

  15. Ensuring Sustainability • …school community partnerships … • …collaborative problem-solving process… • …professional development opportunities … Created by Marilyn Heifner, Melissa Moe and Kris Rangel, CESA#11 Educational Consultants

  16. Required Documentation 2012-13 ESEA Monitoring Guidance Created by Marilyn Heifner and Melissa Moe, CESA#11 Educational Consultants

  17. Title 1 School Improvement Clusters Making Informed Decisions Building Capacity Adopting Processes Ensuring Sustainability On-going Professional Development Comprehensive Needs Assessment Building Leadership Teams Highly Qualified Teachers ReformStrategies Teacher Involvement in Use of Academic Assessments Timely and Effective Assistance Parental Involvement Coordination Transition Created by Marilyn Heifner, Melissa Moe and Kris Rangel, CESA#11 Educational Consultants

  18. Evidence for Component 1:Building Leadership Teams • Leadership team membership Requirements: Parents Considerations: Building Administration, Title 1 Coordinator, classroom teachers, resource teachers, specialists, para-educators, … Evidence: List of Leadership team members Created by Marilyn Heifner, Melissa Moe and Kris Rangel, CESA#11 Educational Consultants

  19. Evidence for Component 1:Building Leadership Teams • Roles and Responsibilities Considerations: 1. Articulated team purpose 2. Meeting norms written and agreed upon 3. Identified communication pathways 4. Understanding of level of decision making ---advisory to administration –or- actual decision making Evidence:Document of roles and responsibilities Created by Marilyn Heifner, Melissa Moe and Kris Rangel, CESA#11 Educational Consultants

  20. Evidence for Component 1:Building Leadership Teams • Leadership team meetings Considerations: 1. Regularly scheduled meeting throughout the school year 2. Meeting Agendas with Minutes Evidence: Meeting Agendas and Minutes Created by Marilyn Heifner, Melissa Moe and Kris Rangel, CESA#11 Educational Consultants

  21. Evidence for Component 2:Coordination • School Profile Evidence: Map of school resources and services Created by Marilyn Heifner, Melissa Moe and Kris Rangel, CESA#11 Educational Consultants

  22. Evidence for Component 2:Coordination • Community Resource Map Evidence: Map of community resources and services Created by Marilyn Heifner, Melissa Moe and Kris Rangel, CESA#11 Educational Consultants

  23. Team Review Building Capacity Building Leadership Teams Coordination Created by Marilyn Heifner, Melissa Moe and Kris Rangel, CESA#11 Educational Consultants

  24. Evidence for Component 3:Reform Strategies Evidence: Expanded map of school resources and services Created by Marilyn Heifner, Melissa Moe and Kris Rangel, CESA#11 Educational Consultants

  25. Evidence for Component 4:Highly Qualified Teachers • Teachers meet all the requirements of PI34 • All paraprofessionals interacting with students must also be deemed “highly qualified” by the building principal • Connection to Educator Effectiveness/SLO’s Evidence: Teacher contracts, certification documentation Created by Marilyn Heifner, Melissa Moe and Kris Rangel, CESA#11 Educational Consultants

  26. Evidence for Component 4:Highly Qualified Teachers • Personnel Resource Map Evidence: Map of school personnel Created by Marilyn Heifner, Melissa Moe and Kris Rangel, CESA#11 Educational Consultants

  27. Evidence for Component 5:Timely and Effective Assistance • Curriculum benchmarking • Collaborative procedures …common planning time … • Problem-solving teams • Documentation of interventions • Progress monitoring Evidence: Student achievement documentation (student lists), meeting schedules and minutes Created by Marilyn Heifner, Melissa Moe and Kris Rangel, CESA#11 Educational Consultants

  28. Evidence for Component 5:Timely and Effective Assistance Intervention Resource Map (K-2) Created by Marilyn Heifner, Melissa Moe and Kris Rangel, CESA#11 Educational Consultants

  29. Evidence for Component 6:Transition • Student centered, teacher communicated • To begin school • From federal programs to school • Grade to grade • Building to building (Elementary to MS to HS) • New students / Students leaving • Program to program Evidence: Written procedures (Building Transition Plan) Created by Marilyn Heifner, Melissa Moe and Kris Rangel, CESA#11 Educational Consultants

  30. Team Review Adopting Processes Reform Strategies Highly Qualified Teachers Timely and Effective Assistance Transition Created by Marilyn Heifner, Melissa Moe and Kris Rangel, CESA#11 Educational Consultants

  31. Evidence for Component 7:Comprehensive Needs Assessment • Demographics • Curriculum benchmarks • Surveys: student, school personnel, parents and community • Student behavioral data; social-emotional, attendance • Identify priority needs • Goal setting Evidence: Summary of building level data analysis, list of priority needs, goal statements Created by Marilyn Heifner, Melissa Moe and Kris Rangel, CESA#11 Educational Consultants

  32. Evidence for Component 8:Teacher Involvement in the Use of Academic Assessments Teacher role in decision-making and program design includes: • Formative and summative assessment • Curriculum benchmarks • Periodic review of assessment data (data/strategy sessions …) including trend data • Title 1 Annual Review meeting • Participation in district data retreat Evidence: Meeting agendas and minutes, attendance record, assessment summaries Created by Marilyn Heifner, Melissa Moe and Kris Rangel, CESA#11 Educational Consultants

  33. Team Review Making Informed Decisions Comprehensive Needs Assessment Teacher Involvement in the Use of Academic Assessments Created by Marilyn Heifner, Melissa Moe and Kris Rangel, CESA#11 Educational Consultants

  34. Evidence for Component 9:On-going Professional Development • Professional development plan • Opportunities directly related to priority needs • Sustainable • Measure of effectiveness • Enhance professional knowledge base Evidence: Documented professional development plan, teacher reflections, observable application Created by Marilyn Heifner, Melissa Moe and Kris Rangel, CESA#11 Educational Consultants

  35. Evidence for Component 10:Parental Involvement Participation in: • School-community partnerships (volunteers …) • Collaborative problem solving • Educational opportunities (Family Math Night, Family Read-in, …) • School/Parent Compacts • Parent Involvement Policy • Annual Review Meeting Evidence: Meeting agendas and minutes, attendance records, compacts Created by Marilyn Heifner, Melissa Moe and Kris Rangel, CESA#11 Educational Consultants

  36. Evidence for Component 10:Parental Involvement • Goal or strategy to increase parental participation • Required Parent Notifications 1) right to request teacher certification information 2) notification when student is being taught by “unqualified” staff Evidence: Written goal or strategy, record of notifications Created by Marilyn Heifner, Melissa Moe and Kris Rangel, CESA#11 Educational Consultants

  37. Team Review Ensuring Sustainability On-going Professional Development Parental Involvement Created by Marilyn Heifner, Melissa Moe and Kris Rangel, CESA#11 Educational Consultants

  38. Sharing our plans/priorities… • Not just 1 way to write a plan… • School profiles… • School Improvement Plans… • Other Plans that are included… Created by Marilyn Heifner, Melissa Moe and Kris Rangel, CESA#11 Educational Consultants

  39. Team Review Schoolwide Assurances (Rev. 04-09) • …6 Assurances… • Are the assurances addressed in your plan? • …6 Narrative Questions… • How are they evident in your plan? Created by Marilyn Heifner, Melissa Moe and Kris Rangel, CESA#11 Educational Consultants

  40. Annual Evaluation of Schoolwide Plan Date for Spring review… Includes: • Leadership team input • Report of results of student achievement • Recommendations for next year’s plan • Incorporate recommendations and newly identified priorities in revised plan Created by Marilyn Heifner, Melissa Moe and Kris Rangel, CESA#11 Educational Consultants

  41. CESA #11 225 Ostermann Drive Turtle Lake, WI 54889 715-986-2020 Fax: 715-986-2040 Melissa Moe Ext.2127 melissam@cesa11.k12.wi.us Kris Rangel Ext. 2147 krisr@cesa11.k12.wi.us For Additional Information: Created by Marilyn Heifner, Melissa Moe and Kris Rangel, CESA#11 Educational Consultants

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