Program Planning and School Effectiveness: What does this really Mean?

1. Program Planning and School Effectiveness: What does this really Mean? Marcus E. Cheeks Mississippi Department of Education Office of Federal Programs 2015 MASS/Alliance Winter Conference

2. Textto E-mail federalprograms2@mde.k12.ms.us MDE Office of Federal Programs

3. Purpose/Goals Purpose: Address the need for federal resources to be used for supports that influence a teacher’s quality of instruction or address need for improving instruction.  The session will identify a series of instructional supports to be shared with instructional leaders and the collaborative nature required to improve student outcomes.  The presenter will discuss the importance of measuring the effectiveness of activities supported by federal and state dollars. • Required Plans and Connections • The Schoolwide Program Planning • Data Usage • Effective Planning • Questions and Answers MDE Office of Federal Programs

4. Required plans • 1003a School Improvement • MS SOARS (Priority, Focus, Not Meeting AMOs) • Accreditation (Corrective Action Plans) • Dropout (new restructuring plan) • Schoolwide plan (SWP) • Professional development • Curriculum/instructional management • Individuals with Disabilities Education Act (IDEA) • Technology • Transportation • Literacy • Highly qualified teachers (HQT) • Crisis management/safety • Mississippi Principal Evaluation System (MPES)/ Mississippi Teacher Evaluation System (M-STAR) • Strategic Plan • Consolidated Federal Program Application (CFPA) • Comprehensive needs assessment (CNA) • Career and Technical Education (CTE) • English Learners (EL) • Monitoring Responses MDE Office of Federal Programs

5. The requirements for program-level needs assessments are connected to the purpose of the program. Since Title I exists to help students to reach proficiency and close the achievement gap, the needs assessment requirements are there to discover challenges related to goals. MDE Office of Federal Programs

6. Defining the Comprehensive Needs Assessment (CNA) A needs assessment is a systematic process used to profile population needs, resources, and readiness. The review and collection of community-level data is important to provide a data-driven rationale for planning and implementation. Data-driven decision making will help ensure that appropriate issues are targeted and that the appropriate target geographic area and/or target population is identified. MDE Office of Federal Programs

7. Defining the CNA (cont.) A Comprehensive Needs Assessment is a comprehensive evaluation plan of a school’s strengths and weaknesses. The concept of needs assessment is to build on the school’s strengths and improve areas of weakness. Educators are expected to use data from the needs assessment to write the schoolwide plan that has specific targets and strategies designed by the school stakeholders to improve the school and student achievement. The process used is almost as important as the data that is collected. MDE Office of Federal Programs

8. … according to the Law Schoolwide plan according to the Elementary and Secondary Education Act (ESEA) A comprehensive needs assessment of the entire school (taking into account the needs of migratory children as defined in section 1309(2)) that is based on information which includes the achievement of children in relation to the State academic content standards and the State student academic achievement standards described in section 1111(b)(1). Section 1114 (b)(1)(A) MDE Office of Federal Programs

9. … according to the Law Schoolwide plan according to Part 200 Title I Final Regulations The school must develop the comprehensive plan, including the comprehensive needs assessment, over a one-year period… Sec. 200.27 (b)(1) MDE Office of Federal Programs

10. The Needs Assessment View The purpose of comprehensive needs assessment is not to look for solutions but to let priority needs emerge across data sources. The intent of this assessment is to help the school understand the subjects and skills for which teaching and learning need to be improved. It is also used to identify the specific academic needs of students and groups of students who are not yet achieving the state’s academic standards. MDE Office of Federal Programs

11. The Focus (cont.) Data should be disaggregated based on gender, race, ethnicity, economically disadvantaged, and limited English proficiency, in order to compare the achievement between subgroups. Data may be examined across multiple years, grade levels or schools to identify patterns and trends. By using multiple data sources to triangulate the data, priority needs emerge from a foundation supported by objective data. MDE Office of Federal Programs

12. Data data everywhereSo much it's hard to think.Data data everywhereIf only it would link. James Turner, Educator MDE Office of Federal Programs

13. The Math Problem Analogy • A man has to be at work by 9:00 a.m. It takes him 15 minutes to get dressed in a suit and tie, 20 minutes to eat and 35 minutes to walk to work in his Reeboks. He likes to eat Raisin Bran for breakfast. His friend at work, Jeanette, is usually late for work each day. What time should he get up? MDE Office of Federal Programs

14. What is Data? According to dictionary.com, data means: Factual information, especially information organized for analysis or used to reason or make decisions. This definition goes beyond test scores and numerical values. It encompasses factual, objective information about the child. MDE Office of Federal Programs

15. Levels of Data MDE Office of Federal Programs

16. Why Bother With Data? • Data leads to a teacher being able to: • Reflect on own practices • Generate new strategies to reach students • Make practical educational decisions • Meet the needs of individual student’s learning styles • Determine and reevaluate previous decisions for effectiveness • Ultimately, be a more engaged, effective, productive, confident, and happy educator Gall, Joyce P. and M.D., Borg, Walter R. Applying Educational Research: A Practical Guide. NY: Longman, 1999. MDE Office of Federal Programs

17. Using Data to Plan Curriculum & Meet Individual Children’s Needs • Data is only meaningful when it is linked to decisions about teaching. • Data is used to make decisions about individuals. • Observe, reflect, and respond: • Jasmine brings you a book and pointing to the cover, says “What does that say?” • You think: she’s aware that print carries a message and notices print in the environment. • You respond: I’ll call attention to how I read from top to bottom and left to right when I read with her next time. MDE Office of Federal Programs

18. From Where Do I Get the Data? • Informal Assessments • Teacher observations, conversations • Anecdotal records, portfolios • Formal Standardized Testing • MCT or SATP, Screening Assessment • Formal Classroom Testing • Reading program generated tests • Teacher-generated tests • Running Records • Formal and Informal Student Surveys • Student Interest Surveys • Classroom discussions • Learning Profiles • Teacher-child interviews MDE Office of Federal Programs

19. Schoolwide Plan Section 1114 (B)(2)(A) Any eligible school that desires to operate a schoolwide program shall first develop in consultation with the local educational agency (LEA) and its school support team or other technical assistance provider under section 1117, a comprehensive plan for reforming the total instructional program in the school. The Schoolwide Plan (SWP) option is available to schools with 40 percent or more of their students from low-income families in the school or enrollment area—provided the LEA has adequate funding to operate an effective program. MDE Office of Federal Programs

20. Ten Components of SWP • A comprehensive needs assessment of the entire school • Schoolwide reform strategies • Instruction by highly qualified teachers • High-quality and ongoing professional development for teachers, principals, and paraprofessionals • Strategies to attract high-quality highly qualified teachers to high-need schools • Strategies to increase parental involvement • Plans for assisting preschool children in the transition from early childhood programs MDE Office of Federal Programs

21. Ten Components of SWP (cont.) • Measures to include teachers in the decisions regarding the use of academic assessments • Activities to ensure that students who experience difficulty mastering the proficient or advanced levels of academic achievement standards • Coordination and integration of Federal, State, and local services and programs MDE Office of Federal Programs

22. Five Dimensions MDE Office of Federal Programs

23. SWP Must Include MDE Office of Federal Programs

24. SWP Continuous Review MDE Office of Federal Programs

25. SWP Reform Strategy MDE Office of Federal Programs

26. SWP Template Components • Schoolwide Program Planning • Comprehensive Needs Assessment • Inquiry Process • Schoolwide Program Strategies • Fiscal Requirements MDE Office of Federal Programs

27. Schoolwide Planning Planning Team Members • Made up of Parents, Licensed and Non-Licensed Staff, Administrators, and Others; • Secondary Schools may include Students; • Provides Leadership during Planning AND Implementation; • At least 1 Participant from Each Group. MDE Office of Federal Programs

28. Schoolwide Planning Schoolwide Planning Summary • Describe the process used to develop plan; • Use the table provided to summarize the planning process to include: • Team meetings • Staff work sessions • Visits to schools • Parent meetings • Staff meetings MDE Office of Federal Programs

29. Schoolwide Planning • A schoolwide program is a comprehensive reform strategy designed to upgrade the entire educational program in a Title I school. • The emphasis of a schoolwide program is on serving all students, improving all structures that support student learning, and combining all resources, as allowed, to achieve a common goal. • The three core elements of a schoolwide program are 1) the comprehensive needs assessment, 2) the comprehensive schoolwide plan, and 3) the annual review. MDE Office of Federal Programs

30. Comprehensive Needs Assessment (cont.) • Prioritization of Needs • Describe the process used to identify your highest priority areas needing improvement • Use the table provided to list high priority areas needing improvement in each of the five dimensions (See page 9 of the Schoolwide Plan Template) • Reference specific data to support identification of priority needs Note: If there are no needs in one dimension, indicate by entering “None at this time.” MDE Office of Federal Programs

31. Inquiry Process Describe how the team and staff investigated and selected the best scientifically based research solutions • Describe best practices and research • Describe school visitations to monitor best practices • Summarize how your solutions match your priority needs MDE Office of Federal Programs

32. Schoolwide Strategies The Instructional Program • Describe key components of the math and reading instructional program • Describe how the math and reading instructional program will be organized and delivered • Describe the research based or evidence of effectiveness that supports strategies you’ve selected • Include the instructional schedule MDE Office of Federal Programs

33. Schoolwide Strategies Instructional Programs (continued) • Describe the components of the math and reading instructional program that will meet the needs of special populations (during the school day or during extended opportunities) • How will services be provided for special education students? • How will services be provided for English Language Learners? • How will timely assistance and services be provided for struggling students? MDE Office of Federal Programs

34. Schoolwide Strategies Action Plan Must be based on the results of the needs assessment and the inquiry process • Serves as an effective tool for integrating goals and resources needed to accomplish goals • Incorporates the use of a timeline • Must indicate who will provide leadership for each component of the plan • Must address how progress will be monitored and evaluated MDE Office of Federal Programs

35. Schoolwide Strategies • Complete an action plan for math and reading • Use report card found in Mississippi Department of Education Reporting to determine the percentage of students proficient and above for math and reading • Set attainable goals with reasonable increase • Use local assessments to describe how students progress will be measured MDE Office of Federal Programs

36. Monitoring & Evaluation of Student Progress SchoolwideStrategies • Describe the local assessments the school will use to monitor student progress • Include dates for assessment • For each grade level • Describe how the school will identify students experiencing difficulty mastering skills and standards • Include timeline for timely assistance • Include methods of support MDE Office of Federal Programs

37. High Quality Staff and Professional Development Schoolwide Strategies • Include the professional development plan for the entire school (regardless of funding source) • Professional development plan should: • Support the schoolwide program goals • Include teachers, paraprofessionals, specialists, and administrators • Include a tentative schedule MDE Office of Federal Programs

38. Parent and Family Involvement • Describe the key strategies planned to increase parental involvement designed to improve student learning • Describe the process used to develop and implement the Parent Compact • Describe process used to meet with parents of students who have not met academic standards • Attach a copy of school/parent compact in relevant languages MDE Office of Federal Programs

39. Coordination • Describe how the schoolwide program will coordinate transitions for: • Preschool into primary (Headstart, Evenstart, Pre-Kindergarten must be addressed) • Other transitions applicable • Elementary to middle school • Middle school to high school • High school to post secondary • Community programs and agencies • Describe district support for schoolwide program implementation MDE Office of Federal Programs

40. Evaluation and Ongoing Program Development • Describe how and when the ongoing implementation of the schoolwide program will be evaluated and adjusted as needed • Describe the process to be used by the school and district to annually review and update the schoolwide program plan to ensure goals are being met MDE Office of Federal Programs

41. School Effectiveness Review Process (SERP) • The Office of Federal Programs (OFP) began implementing the School Effectiveness Review Process (SERP) as a method to offer greater support to low-performing schools and districts in the usage of No Child Left Behindfunding. • SERP is a process of collaboration based on support rather than blame. • The SERP is a state-level intervention of support designed to conduct a review of instructional support effectiveness. MDE Office of Federal Programs

42. SERP Overview • SERP is a support initiative, designed to engage school leaders in a reflective, meaningful conversation focused on making better instructional support decisions. • SERP is a combination of technical assistance and support, highlighting strengths and weaknesses while offering specific guidance. MDE Office of Federal Programs

43. SERP Goals • The ultimate goal of SERP is to assist districts in ensuring all federal resources are used efficiently and effectively to positively impact student achievement. • Broad Goals: • Approval of the Consolidated Federal Programs Application (CFPA) to ensure realistic and relevant goals associated with student outcomes • Increase state-level support to low-performing schools across the state • Focus use of federal dollars on improving student outcomes • Discuss how schoolwide plans are developed and aligned to the school needs assessments • Shift from compliance-driven to more needs-driven programming MDE Office of Federal Programs

44. Guiding Information and Supporting Documentation Emphasis of fidelity on the following points: • Expend funds to positively impact student achievement • Identify direct services going to students • Focus on results-oriented conversation • Develop schoolwide plans that align with needs assessment • Seek meaningful, positive, significant improvement in all participating schools MDE Office of Federal Programs

45. Common Threads Several areas of concern needing attention were observed during SERP reviews. • Fund usage for class-size reduction teachers; • Fidelity and follow-up of professional development activities for low-performing schools; • Program integration across the (districtwide) instructional process; • Lack of effective usage of technology-based programs; • Expected outcomes and follow-up of consultant services; • Implementation and usage of professional learning communities (PLCs); • Capacity building (In cases of high staff turnover, how will the school maintain and improve current practices?); and • Teacher assignments. MDE Office of Federal Programs

46. SERP Results and Feedback • The SERP Facilitators were expected to produce a concise, written report that is a comprehensive reflection of the SERP for each school district. • The report was to discuss instructional processes and the district’s efforts to improve academic achievement. • Emphasis was placed on “drawing a direct line between the funded activity and the student(s) receiving services.” • The reports may address inconsistencies in instructional approaches such as: • unallowable costs, • violation of accreditation standards, and • weaknesses of instructional practices and capacity building. MDE Office of Federal Programs

47. District Action Plan • Develop and implement an action plan for central office federal programs expenditures. • Sample template and blank template provided with SERP Feedback report. • Consider Central Office (District level) Expenditures for Title I only. • Action plan designed to demonstrate how off-the-top funds directly impact student achievement. • Utilize FY15 CFPA Title I Plan component, Title I reservation of funds worksheet, and Title I Demographic page as supporting documents. • Should be aligned with the FY15 Final CFPA. MDE Office of Federal Programs

48. Action Plan Key Components Provide descriptions in each listed category. After stating a measurable goal, provide strategies, methods, and actions to meet the stated goal based on the following factors: • Strategies, Methods, Actions – What strategies, methods, and actions will be used to meet the stated goal? • Who is Responsible – Provide names of persons who will provide the leadership to ensure this strategy is accomplished. • Timeline – When will the strategies or actions begin and end. • Resources – What existing district resources will be used to accomplish these strategies? • Evidence – What indicators will demonstrate progress in the implementation of each strategy? • Evaluation – What evidence will be gathered to demonstrate progress and achievement of this goal? MDE Office of Federal Programs

49. Action Plan List area(s) of improvement impacted by district off-the-top reservations SMART Goal(s) MDE Office of Federal Programs

50. Action Plan MDE Office of Federal Programs