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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

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

outcomes of the day
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

slide3

School Improvement/Reform

Characteristics of Successful Schools

Created by Marilyn Heifner, Melissa Moe and Kris Rangel,

CESA#11 Educational Consultants

school improvement reform characteristics of successful schools
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

school improvement reform characteristics of successful schools cont
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

school improvement reform characteristics of successful schools cont1
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

wisconsin s vision for rti model for increasing student success
Wisconsin’s Vision for RtIModel for Increasing Student Success

COLLABORATION

BALANCED ASSESSMENT

Culturally

Responsive

Practices

HIGH QUALITY INSTRUCTION

Multi-Level System of Support

wisconsin rti center
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

effective title i schoolwide programs share common characteristics
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

data based decision making
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

title 1 school improvement clusters
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

building capacity
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

adopting processes
Adopting Processes
  • …safety nets …
  • …responding to student needs …
  • …transition plan …

Created by Marilyn Heifner, Melissa Moe and Kris Rangel,

CESA#11 Educational Consultants

making informed decisions
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

ensuring sustainability
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

required documentation
Required Documentation

2012-13 ESEA Monitoring Guidance

Created by Marilyn Heifner and Melissa Moe, CESA#11 Educational Consultants

title 1 school improvement clusters1
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

evidence for component 1 building leadership teams
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

evidence for component 1 building leadership teams1
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

evidence for component 1 building leadership teams2
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

evidence for component 2 coordination
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

evidence for component 2 coordination1
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

team review
Team Review

Building Capacity

Building Leadership Teams

Coordination

Created by Marilyn Heifner, Melissa Moe and Kris Rangel,

CESA#11 Educational Consultants

evidence for component 3 reform strategies
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

evidence for component 4 highly qualified teachers
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

evidence for component 4 highly qualified teachers1
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

evidence for component 5 timely and effective assistance
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

evidence for component 5 timely and effective assistance1
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

evidence for component 6 transition
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

team review1
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

evidence for component 7 comprehensive needs assessment
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

evidence for component 8 teacher involvement in the use of academic assessments
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

team review2
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

evidence for component 9 on going professional development
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

evidence for component 10 parental involvement
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

evidence for component 10 parental involvement1
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

team review3
Team Review

Ensuring Sustainability

On-going Professional Development

Parental Involvement

Created by Marilyn Heifner, Melissa Moe and Kris Rangel,

CESA#11 Educational Consultants

sharing our plans priorities
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

team review schoolwide assurances rev 04 09
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

annual evaluation of schoolwide plan
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

for additional information
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