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Reward, Focus, Priority, and SIG School Requirements and Implementation Strategies

Erin OberdorfRegional Coordinator

2015 PAFPC

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ESEA Waiver

• With the approval of Pennsylvania’s ESEA Waiver, School Improvement takes on a new look– AYP is gone– Priority, Focus, and Reward schools are

established

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Reward Schools• Reward: High Achievement and Reward: High Progress• High Achievement:

– Highest 5 percent Title I schools (based on aggregate mathematics and reading proficiency for PSSA and/or Algebra I and Literature for Keystone Exams)

AND– Meets all four annual measurable objectives:

• Test Participation Rate in Mathematics/Reading PSSA and/or Algebra I/Literature Keystone Exams) for all students

• Graduation Rate/Attendance Rate for students• Closing the Achievement Gap for All Students in Mathematics/Reading

PSSA and/or Algebra I/Literature Keystone Exams)• Closing the Achievement Gap of Historically Underperforming Students

in Mathematics/Reading PSSA and/or Algebra I/Literature Keystone Exams)

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Reward Schools• Reward: High Progress

– Highest 5 percent Title I schools based on aggregate progress in closing the achievement gap in Mathematics and Reading for PSSA and/or Algebra I/Literature for Keystone Exams combined for the All Students group and the Historically Underperforming Student group

AND– Meets all four AMOs:

• Test Participation Rate in Mathematics/Reading PSSA and/or Algebra I/Literature Keystone Exams) for all students

• Graduation Rate/Attendance Rate for all students• Closing the Achievement Gap for All Students in Mathematics/Reading

PSSA and/or Algebra I/Literature Keystone Exams)• Closing the Achievement Gap of Historically Underperforming Students

in Mathematics/Reading PSSA and/or Algebra I/Literature Keystone Exams)

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Reward Schools Grant

• $1,696,001.83 awarded• Final submit date for applications was March

6th • Applications were for Innovation and/or

Collaboration (focus school teaming up with a reward school)– 30 Innovation and 37 Collaboration Grants

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Focus Schools

• Lowest 10% of Title I schools based on– Highest achievement gap for Historically Low-

Performing students OR

– Graduation rate below 60% (High schools) or Test Participation rate below 95% (elementary or middle schools)

• Must be monitored every other year by DFP

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Priority Schools

• Lowest 5% of Title I schools based on – Aggregate math and reading proficiency (PSSA

scores or Algebra and Literature Keystone exams)OR

– Title I school currently receiving SIG (School Improvement Grant) funding

• Must be monitored every year by DFP• Academic Recovery Liaisons (ARL) are

assigned to each school

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Academic Recovery Liaisons (ARLs)

• Education professionals providing direct support to Priority schools, including spending time onsite at the schools– Identify resources, professional development

opportunities and interventions– Assist in selecting interventions aligned to their

needs– Assist in designing systems and structures to

support best practices

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Comprehensive Plans

• All Priority and Focus schools should have completed the Comprehensive Plan and the School Improvement Plan

• 13-14 was a planning year• Tight correlation between the Comprehensive

Plan, 7 Turnaround Principles, and SIG

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Intervention Models• School Improvement Grant models– Closure– Restart– Turnaround– Transformation– Early Learning *– Evidence-Based Whole School Reform*

• Model aligned with the 7 Turnaround Principles– Priority schools must implement all 7 principles– Focus schools must implement at least 1 principle

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Additional Interventions

• Tiered interventions– Set of interventions strategically designed to

address the range of student needs within a school (RTII)

– Needs analysis that leads to interventions tied to a specific subgroup need

• These interventions are in addition to, not in place of, the Intervention model

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Turnaround Principle 1

• Providing Strong Leadership– Review the performance of the current principal– Replace the principal OR– Demonstrate that the current principal has a track

record in improving achievement and the ability to lead the turnaround effort

– Provide operational flexibility in the area of staffing, curriculum and budget

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Turnaround Principle 2

• Effective Leaders– Review the quality of all staff and retain only those who

are determined to be effective and have the ability to be effective

– Prevent ineffective teachers from transferring into the school

– Use the state Teacher Effectiveness tool based on Charlotte Danielson’s framework

– Provide high-quality professional development aligned to the domains and components of the Framework for Teaching for both principals and teachers

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Turnaround Principle 3

• Increased Learning Time– Lengthen school day– Add before/after school time– Redesign school day to increase instructional time– Increase number of days in school year– Add time for teachers to collaborate on data

analysis and/or instructional design– Additional summer school for all students– Add weekend school time

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Turnaround Principle 4

• Strengthen instructional programs– Research based– Rigorous– Aligned with PA Core Standards

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Turnaround Principle 5

• Using Data to Inform Instruction– Use a data system such as CDT to provide

diagnostic information– Provide time for collaboration on the use of data– Early Warning System to improve graduation rates– Kindergarten Entry Inventory – helps teachers

understand and track kindergarten students’ proficiency

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Turnaround Principle 6

• Safe School Environment– Improve safety and discipline– Address other non-academic factors that impact

student achievement, such as students’ social, emotional and health needs

– Establish changes in systems, protocols, procedures and culture to affect change where needed

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Turnaround Principle 7

• Family and Community Engagement– Leverage resources in the community to create

learning experiences that engage youth and provide them with 21st century skills

– Use digital media to interact with parents and guardians who may not be able to participate in the usual activities

– Workforce development– Parent Education classes

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How to pay for interventions• Title I funds

– 20% of allocation must be used for interventions in Priority and Focus schools

– Required for 2014-15, 2015-16, and 2016-17• School Intervention funds

– Formula, non-competitive– Priority and Focus schools– Comparable to School Improvement funds from previous years

• SIG (School Improvement Grant)– Competitive– Up to $2 million per year per school (5-year grant) *for new cohort,

FY 14

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SIG Grant

• Application opens 5/11 – tentatively closes 6/12

• Intent to apply email due 5/1– eoberdorf@pa.gov – Include number and name of schools for which

you will apply– Include contact information

• Cohort 5 awards announced –July

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New SIG Regulations

• Up to 5-year awards (see next slide for example)

• Evidenced-based, whole-school reform model• Early Learning Intervention Model• Rural LEAs’ modification of one SIG

intervention model element (from Transformation or Turnaround models only)

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5-year Awards

• Must cover at least three years of full implementation

• May include up to one year of planning• May include up to two years of sustainability

activities• No more than 5 years total SIG funding

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New SIG Regulations (cont.)

• Eliminated “Rule of Nine” - Transformation• Two new additions for LEA community/family

engagement and input• LEA required to regularly review external

providers’ performance (hold accountable)• Clarify rigorous review process under Restart

model

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Closure Model

• School will close and students will be sent elsewhere

• Application must include – Data and evidence of the need to close the school– Description of plan to enroll students in higher-

performing schools– Precise timeline of activities

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Closure Model (cont.)

• Parent and Community Engagement– Engage parents early in the process– Show the data and the reasons for the closure– Give parents a voice in exploring the options– Allow them to help plan a smooth transition

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Closure Model (cont.)

• New school(s) must be:– Higher achieving– Within “reasonable proximity”

• Funds may only be used for costs associated with closing the school– Parent and community outreach– Student-oriented activities

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Closure Model (cont.)

• Funds may NOT be used for district’s regular responsibilities– Transportation– Creation of new class schedules

• Money available for one year only ($200,000 maximum)

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Restart Model

• School turned over to a CMO or EMO• Application must include– Data and evidence showing the need to restart– Description of a rigorous review process used to

determine the CMO or EMO– Same grade levels maintained or if new

configuration, description of where formerly enrolled students will be sent

– Description of implementation plan and timeline

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Restart Model (cont.)

• LEA does not have to have a contract with the CMO or EMO to receive funds but must have a pool of interested potential partners

• LEA must rigorously review the CMO’s or EMO’s reform plans– See next slide for details

• PDE will continue to review the reform plan once CMO/EMO has restarted school

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Restart Model (cont.)• Rigorous review process must include a determination by the LEA that the

selected charter school operator, CMO, or EMO is likely to produce strong results

• LEA must consider extent to which the schools currently operated or managed by the charter school operator, CMO, or EMO have produced strong results over past three years, including:– Significant improvement in academic achievement for all of the groups of

students described in section 1111(b)(2)(C)(v) of the ESEA;– Success in closing achievement gaps, either within schools or relative to all public

elementary school and secondary school students statewide, for all of the groups of students described in section 1111(b)(2)(C)(v)(II) of the ESEA;

– High school graduation rates, where applicable, that are above the average rates in the State for the groups of students described in section 1111(b)(2)(C)(v) of the ESEA; and

– No significant compliance issues, including in the areas of civil rights, financial management, and student safety.

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Turnaround Model

• Replace principal and grant flexibility– If principal was hired 12-13 or later as part of a

turnaround effort, he/she may be retained. LEA must show evidence of prior success in turning around schools

• Adopt a new governance structure• Provide high quality professional

development

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Turnaround Model (cont.)

• Use “locally-adopted competencies” to determine effectiveness of teachers

• Screen staff and rehire no more than 50%• Select new staff• Implement strategies to recruit, place and

retain good staff– i.e. financial incentives or flexible work conditions

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Turnaround Model (cont.)

• Adopt a research-based vertically-aligned instructional program

• Use student data to identify academic needs and to inform and differentiate instruction

• Increase learning time• Include parents in planning and implementing

model• Parent meeting to explain SIG interventions

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Turnaround Model (cont.)

• Provide appropriate social-emotional and community-oriented services for students– Health, nutrition, or social services provided in

partnership with local services agencies– Family literacy programs for parents– Safety programs– Bullying programs– Programs to reduce the mobility rate of students

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Principal Flexibilityunder the Turnaround Model

• Staffing• Budgeting• Scheduling• Selection of leadership team• Teacher reward system

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Transformation Model

• Replace principal and grant flexibility• Use teacher evaluation system that takes into

account student achievement as a significant factor

• Identify and reward school leaders and teachers who increase achievement and graduation rates

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Transformation Model (cont.)

• Remove school leaders and staff who, after ample opportunities, have not increased student achievement

• Provide high quality professional development• Implement strategies to recruit, place and

retain good staff• Adopt a research-based, vertically-aligned

instructional program

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Transformation Model (cont.)

• Use student data to identify academic needs and to inform and differentiate instruction

• Increase learning time• Provide ongoing mechanisms for family and

community engagement– Organizing parent groups– Holding public meeting on SIG implementation– Gauge satisfaction through surveys– Coordinate with local health and social service agencies

to meet families’ needs

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Rural Flexibilityunder Transformation or Turnaround

• May only be used by LEAs defined as “rural” under REAP

• Rural LEAs may modify one element of the turnaround or transformation model if the modification meets the intent and purpose of the original element – must have SEA approval

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Evidence-Based Whole-School Reform Model

• LEA must implement in partnership with a whole-school reform model developer (list created by USDE)

• Model must be evidence based:– At least one study meeting What Works Clearinghouse

evidence standards– Statistically favorable impact on academic achievement or

attainment

• Must be whole-school reform model: http://www2.ed.gov/programs/sif/index.html

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Early Learning Model

• If an LEA selects this model must:– Offer full-day kindergarten– Establish or expand a high-quality preschool

program– Provide educators, including preschool teachers,

with joint planning time– Implement additional requirements that are the

same as the transformation model (except no additional requirement for increased learning time)

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Teacher Rewards

• Based on clear and transparent standards– Bonuses– Dedicated parking spaces– Web page and school newspaper congratulations– Days off at end of year– Money for classroom materials– Additional professional development

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Professional Development

• Job-embedded• Daily or weekly• Aligned with PA Common Core• Involve collaboration with staff• Require active participation

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Professional Development (cont.)

• May include:– Classroom coaching– Common planning time– Mentor meetings– Consulting with outside experts– Classroom observations

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Professional Development (cont.)

• Schedule teacher meetings:– Additional time during day– Student assemblies– Early dismissals– Project-based student learning periods– Lunch time– Regular planning periods

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Professional Development (cont.)

• Make schedule changes with input from staff, parents and community

• Start slowly so that philosophy is embedded in school culture

• Once time is scheduled, it should be “sacred”• Focused on looking at student data and what

instructional strategies will be used to improve• Follow-up meeting with sample student work to

determine success

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Increased Learning Time

• 300 hours per year suggested• Must be available to ALL students• Extra time must be for– Core academic subjects– Enrichment activities– Collaborative/PD time for teachers

• Lengthened school year/school day• Summer school• Saturday school

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Paying for Increased Learning Time

• Define length of school day, year• SIG funds may be used to support additional

time in SIG schools– Additional teacher salaries– Materials/Supplies– Additional transportation costs

• If time is added to both SIG and non-SIG schools, SIG funding may not be used in either type of schools

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Optional Activities for Transformation or Turnaround Models

• Periodic reviews of curriculum to determine if it’s having the desired impact

• Implementation of the RTII model• Additional supports to implement effective strategies to students with

disabilities and LEP students• Technology-based supports and interventions• Increasing opportunities to enroll in advanced coursework ad supports

for low-achieving students to take advantage of the opportunities• Transition activities for student moving from middle school to high

school• Programs to increase graduation rates• Establishing early-warning systems to identify at-risk students

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Optional Activities for Transformation or Turnaround Models

• Partnering with parents, faith- and community- based organizations, health clinics or other local organizations to create safe school environments

• Extending or restructuring the school day to add time for advisory periods that build relationships between students and school staff

• Implementing approaches to improve the school climate

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CROSS-CUTTING ISSUES

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Targeted vs. Schoolwide Programs

• All SIG schools are Schoolwide schools• Current school is TA:– If school is below 40% low income• Request a waiver to become Schoolwide.

Comprehensive School Level Plan will become the Schoolwide Plan• Change status in the e-grant system

• Once a Schoolwide, always a Schoolwide

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External Providers

• Must be screened for quality– Examine reform plans and strategies– Research-based– Capacity issues– Contracts with providers over $10,000 must be

approved by DFP prior to LEA signing contract

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FY 2014 Funding

• Schools provide up to a 5-year budget with application

• Schools may budget for planning and pre-implementation activities as well as sustainability

• Expectation that schools will develop plans for sustaining programs at the end of year 3 or 4

• Schools may apply for $50,000 to $2 million per year

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Pre-Implementation costs

• Cannot begin spending until district receives an approval date

• Costs must be directly related to the SIG model

• Reasonable and necessary• Identified in needs assessment• Significant reform that goes beyond basic

education program

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Examples of Pre-Implementation and Planning costs

• Family and community engagement activities• Rigorous review of external providers• Staffing – recruiting and hiring expenses• Instructional programs• Professional development and support• Preparation for accountability measures– Piloting data system– Analyzing baseline data– Adopting assessments

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LEA-Level Activities

• Administration of grant• Support and technical assistance to SIG

school(s)• Additional LEA-level reform activities

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SIG Activities evaluated for allowability

• Related directly to reform model• Reasonable and necessary for effective reform• Addresses specific needs identified through

needs assessment• Represents meaningful change• Research-based• Significant and go beyond basic education

program

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SIG Hurdles

• Capacity Issues– Manpower– Time– Lack of qualified experts

• Lack of teacher buy-in

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2014-15 SIG Application

• For use in 2015-16 school year• Intent to Apply email due to

eoberdorf@pa.gov by 5/1• Application open date 5/11• Application tentative submit date - COB 6/12• Applications read and scored mid-June• Awards announced in July

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SIG Application – LEA Level• School Building information– School building number (can be found in EdNA)– Selected information– Number of minutes in school year– Number of students completing advanced

coursework– Student/Teacher attendance rates– Chronic Absenteeism (previously truant)

• Selection process for external providers

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SIG Application – LEA Level• LEA and School Capacity

– Human Capacity• Staff expertise, leadership, number of staff, staff buy-in, outside experts, numbers

of highly-effective teachers, teacher retention rates

– Organizational Capacity• Communication/collaboration among staff, scheduling, shared vision and goals,

community support, union support, school board support; and LEA oversight and support over schools by providing technical assistance, monitoring, or creating a LEA turnaround office. (LEAs MUST address the practices and policies that will be created, modified or eliminated to allow for the effective implementation of model.)

– Structural Capacity• Curriculum, assessments, professional development, hiring policies, building and

space

– Material Capacity• Funding, alignment of school resources, instructional materials, time

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SIG Application – LEA Level

• Assurances– SIG funding will be used to implement the model– LEA agrees to provide data to PDE – Annual progress will be measured and impact

future SIG funding

• LEA Budget– Includes all costs – LEA Level funds and combined

school level funds– First year of grant only

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SIG Application – School Level

• School Narrative/Story• Needs Assessment (may use School Level Plan in

Comprehensive Planning document)• Selection of Model• Description of Reform Plan– Goals– Demonstration of Family and Community Input– Actions to be taken– Anticipated dates of implementation/completion– Method of Evaluation– Estimated Cost

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SIG Application – School Level

• School-Level Budget Information– 5 years of spending– Costs per year cannot exceed $2 million– Include sustainability plan– Keep costs reasonable or expect costs to be cut

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Questions?