Title I Annual Review July 7, 2014
Goal: Complete Title I Annual Review Outcomes: Review and evaluate the effectiveness of schoolwide program Review and evaluate each of the Title I schoolwide components Review and update parent engagement plans and compacts Focus Schools: review progress
Overall Analysis Is there significant improvement in student achievement? Can this improvement be attributed to actions in the schoolwide plan? What are strengths and critical needs area? Are they the same as in previous years? Are there any trends in the data that raise new concerns or show any deficiencies in the current schoolwide plan?
10 Schoolwide Components 1. Needs Assessment 2. Schoolwide Reform Strategies 3. Instruction by Highly Qualified Teachers 4. Professional Development 5. Highly Qualified Teachers to High Need Schools 6. Parental Involvement 7. Transitions 8. Data Driven Decisions 9. Effective and Timely Additional Assistance 10. Coordination of Programs
Component #1 Needs Assessment Key Questions SIP Alignment What does the data tell you about What data supports the SMART goal? specific programs? Impact measures? What does the data tell you about What data supports the SMART goal? specific subgroups? Strengths? Opportunities for Improvement? Are there any recognizable trends in What data supports the SMART goal? the longitudinal data? Which students/subgroups are Strengths? Opportunities for achieving at your school? Not Improvement? Impact measures? achieving? What strategies and activities appear Action steps? Fidelity measures? to be succeeding? Not succeeding? Impact measures? What additional data needs to be Information/data needed that you do collected this year? Next year? not have
Component #2 Schoolwide Reform Strategies What scientifically-based research strategies and programs are you currently using? Are they effective? How do you know? How are you increasing the amount and protecting quality instructional time? What was done to strengthen the core academic program at the school? Have the schoolwide programs ensured that ALL students at the school have the opportunity to reach proficient levels learning?
Component #3 Instruction by Highly Qualified Teachers School Percent HQ Spring 2013 Title I Elementary Schools 100 Central Cabarrus HS 95.4 Concord HS 97.62 Mt. Pleasant HS 96.5 Northwest HS 97.46 Hickory Ridge HS 98.66 JM Robinson HS 96.61 Concord MS 100 JN Fries MS 100 CC Griffin MS 95.24 Mt. Pleasant MS 95.59 Northwest MS 97.86 Hickory Ridge MS 98.66 Winkler MS 92.73
Component #3 Instruction by Highly Qualified Teachers Make a list of all of your TAs, Lead Teachers, and any other non-classroom or Encore staff. In what ways are these staff members being utilized in the best way possible to meet the needs of students? What about classroom teachers?
BREAK
Component #4 Professional Development In what opportunities for professional development do teachers participate? Was the professional development adequately monitoring and evaluated on an ongoing basis Does the professional development improve instruction in the classroom? Why or why not? How do you know? Does the professional development increase student learning?
Component #4 Professional Development
Component #4 Professional Development
Component #5 Highly Qualified Teachers to High Need Schools How many teachers have less than 3 years experience? What is your teacher turnover rate this year? What is the school doing to support teachers and provide time for mentoring and collaboration? What can we do to decrease the loss of teachers?
Components #8 & #9 Data Driven Decisions & Effective and Timely Additional Assistance In what ways do you use Discovery Education, Reading 3D, AIMSweb, and additional assessments to inform instruction? How are the assessments used by all staff and administrators to make decisions? Once low performing students are identified, what interventions are in place to assist them? Did low-performing students receive assistance in a timely manner? How is progress monitored?
LUNCH
Component # 6 Parent Engagement What is parent engagement? The participation of parents in regular, two- way , and meaningful communication involving student learning and other school activities. US Department of Education, Parental Involvement, Title I Part A, 2004
Why is Parent Engagement Important? “the evidence is consistent, positive, and convincing: families have a major influence on their children’s achievement in school and through life. When schools, families, and community groups work together to support learning, children tend to do better in school, stay in school longer, and like school more.” Henderson, Anne T. and Mapp, Karen L., A New Wave of Evidence: The Impact of School, Family, and Community Connections on Student Achievement, 2002, pg. 7
Core Beliefs “The most important thing as we engage parents is our mindset…we have to believe not only that it’s important, but also that it can be done – and that we can do it” (Beyond the Bake Sale, 2007)
How Do You Know if You’re Really Open to Partnership? “Reach out with the goal of building partnerships based on mutual respect and common purpose, families will respond” Review 4 Core Beliefs and discuss guiding questions Beyond the Bake Sale, Chapter 3, page 28 through 46 How does your school culture, staff, practices, policies, etc. support core beliefs? (Beyond the Bake Sale, 2007)
Turn and Talk: What Does Parent Engagement Look Like? What might a school look like that has created a genuine culture of school-family-community partnerships? Building relationships? Linking parent programs and activities to learning? Addressing differences? Supporting advocacy? (resolving problems, supporting learning at home) Sharing power? (decision making, collaborating) (Beyond the Bake Sale, 2007)
4 Levels of Parent Engagement What Does It Look Like? Review 4 Levels (page 14, Beyond the Bake Sale) Use scoring guide on pages 15 – 18 to examine your school’s 4 Levels of Parent Engagement Discussion Starters What do we want parent engagement to look like at our school? What do we need to do to get what we want? Refer to Core Beliefs in Beyond the Bake Sale and Project Appleseed’s 6 Slices for action steps (Beyond the Bake Sale, 2007)
5 Steps to Developing Family-School Partnership Chapters and Resources Building Relationships – Chapter 4 Linking to Learning – Chapter 5 Addressing Differences – Chapter 6 Supporting Advocacy – Chapter 7 Sharing Power – Chapter 8 (Beyond the Bake Sale, 2007)
As a Reminder…. Parent Engagement Plan Requirement In support of strengthening student achievement and implementing parent involvement activities, each district and school that receives Title I, Part A funds or services must develop jointly with, agree on with, and distribute to, parents of participating children, written parental involvement policies. (CCS, Parent Engagement Toolkit)
Working Session…. Parent Engagement Plan Review Parent Engagement Plan Keep in mind….. Core beliefs and 5 steps towards developing partnerships Review required components and samples found on monitoring website Update Parent Engagement Plans
Parent Engagement Plan Guiding Questions for Annual Review Process What services/programs were provided to parents to support learning at home? How was attendance? If low, are there alternative ways to increase attendance? How do schools communicate with parents? Successes? Areas of improvement? Are there other ways we can communicate with parents? Did parents have an opportunity to give feedback on parent engagement plans and compacts? Are there ways to improve this process?
Component # 6 Compact What is a compact? A written agreement between the school, parents and students outlining responsibilities for improved student achievement. (NCDPI, Title I, Part A, Handbook)
Why are Compacts Important? Compacts clarify what families and schools can do to help children reach high academic standards. Outlines shared responsibilities at home and at school to maximize student success. (National Coalition for Parent Involvement in Education. Public Education Network. No Child Left Behind. School Parent Compact Action Guide for Parents and Community Leaders)
Linking Compacts to Learning “Teachers and parents both find compacts to be helpful in making clear what each group should do to encourage students.” Linking Learning compacts Are more specific to learning goals Are measureable Outline how pledges will be carried out by stakeholders Moving from - “I will set high expectations for my students” To - “Students are held accountable for their learning as they analyze their data, set their own goals and learning plans for achieving goals.” Beyond the Bake Sale, Chapter 5, pages 103-106 Guiding Questions How do the ‘linked to learning pledges’ link to academic success? How well do our compacts link to learning? (Beyond the Bake Sale, 2007, Chapter 5)
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