Presented by The School Improvement Resource Center SIRC and the Texas Education Agency TEA

1. Presented by The School Improvement Resource Center (SIRC) and the Texas Education Agency (TEA) Stage 2 School Improvement Program (SIP) RequirementsOctober 20, 2008

2. Agenda Objectives, Introductions TEA Parent notification School choice and transportation Funding Stage 2 School Improvement Program (SIP) Requirements Technical Assistance Provider (TAP) Program Supplemental Educational Services (SES) School Improvement Program (SIP) grant Introductory Meeting Texas School Improvement (TSI) Conference Resources Q & A

3. Objectives To introduce you to the support provided by the School Improvement Resource Center (SIRC) To help you understand the Stage 2 School Improvement Program (SIP) requirements To give you a chance to ask questions of the School Improvement Resource Center (SIRC) and TEA

4.  SIRC is a statewide initiative and support system created in response to the technical assistance requirements of Title I, School Improvement. SIRC is the School Improvement Resource Center SIRC is an extension of the Texas Education Agency. SIRC is a statewide initiative, housed at Region 13. It can be confusing. You�re TEA? Well, not technically, but we are an extension of them. We are the Texas� response to NCLB. You�re with the Region 13 education service center? Well, not technically, but we are a statewide program housed there. *** SIRC is a statewide initiative and support system created in response to the technical assistance requirements of Title I, School Improvement. SIRC is the School Improvement Resource Center SIRC is an extension of the Texas Education Agency. SIRC is a statewide initiative, housed at Region 13. It can be confusing. You�re TEA? Well, not technically, but we are an extension of them. We are the Texas� response to NCLB. You�re with the Region 13 education service center? Well, not technically, but we are a statewide program housed there. ***

5. AYP: The Rising Standards Here we have the Federal Performance Standards (AYP). I wish it was as simple as that. Here we have **State Performance Standards (AEIS). Wish it was as simple as that, but the world of accountability is not as user friendly as we�d like it to be. We understand how confusing it can be when a school that scores ** 62% passing in reading can meet AYP but not be ** academically acceptable in the state�s eyes. We understand how confusing it can be when a school that scores 46% ** passing in math is academically acceptable in the state�s eyes ** but does not meet AYP One of our goals is assist you in navigating the school improvement requirements of NCLB. We understand the multitude of distracters out there*** Here we have the Federal Performance Standards (AYP). I wish it was as simple as that. Here we have **State Performance Standards (AEIS). Wish it was as simple as that, but the world of accountability is not as user friendly as we�d like it to be. We understand how confusing it can be when a school that scores ** 62% passing in reading can meet AYP but not be ** academically acceptable in the state�s eyes. We understand how confusing it can be when a school that scores 46% ** passing in math is academically acceptable in the state�s eyes ** but does not meet AYP One of our goals is assist you in navigating the school improvement requirements of NCLB. We understand the multitude of distracters out there***

6. TEA discussion- see additional handouts

7. Stage 2 Requirements

8. You�ll find in this section a detailed list of the requirements for each stage. Here we have the list for Stage 1 *** You�ll find in this section a detailed list of the requirements for each stage. Here we have the list for Stage 1 ***

9. That�s all that I wanted to do with that section since we have an entire presentation on this subject after I�m done. Now hold on to your seats. We going to talk about Scientifically Based Research or you may here it referred to as SBR.***That�s all that I wanted to do with that section since we have an entire presentation on this subject after I�m done. Now hold on to your seats. We going to talk about Scientifically Based Research or you may here it referred to as SBR.***

10. Technical Assistance Providers(TAPs)

11. What is the difference between a TAP and a CAM? This is one of my favorite slides showing the difference between a TAP and a CAM. Remember *** Stage 1 schools have CAMs, while *** Stage 2 and above schools have TAPs. ***This is one of my favorite slides showing the difference between a TAP and a CAM. Remember *** Stage 1 schools have CAMs, while *** Stage 2 and above schools have TAPs. ***

12. What is a TAP? A Technical Assistance Provider (TAP) is a hands-on consultant who works with the campus administration and faculty to guide a school through the improvement process.� An external set of �eyes and ears�

13. What does a TAP do? Helps School Improvement Program (SIP) campuses navigate federal guidelines Implements federal requirements Builds leadership capacity Builds content knowledge and teaching skills Enhances the academic experience for the students in a way that ensures success

14. Does a campus principal have the ability to select the TAP of his / her choosing? The principal does have the flexibility to choose a TAP that best meets his / her campus needs However, the SIRC staff will provide the campus principal with an approved list of up to 5 TAPs from which they should choose Please keep in mind that this is a very important decision to make

15. How does SIRC select the list of TAPs to be sent to principals? Utilizing the TAP database which is built directly from applications submitted by approved TAPs, we: Investigate school needs based upon their Campus Improvement Needs Assessment (CINA), AEIS & AYP data, and principal feedback Locate TAPs willing to work in region of targeted campus Search TAP database to find skill sets and work history that best address the specific needs of targeted campus

16. When are TAPs able to begin their work? As soon as a TAP is selected by the campus principal, signs a �Letter of Agreement�, and submits it to the SIRC office, a TAP may begin serving the targeted school Deadline to submit to SIRC is October 31, 2008 or one is chosen for you

17. How many hours will the TAP be able to spend on a campus? This depends on the school size, the SIP stage the campus is in, and possibly the relationship Small <800 Large >800 However, there is a minimum amount of hours that a school must contract with a TAP Also, all stage 2 schools that have received the SIP Academy grant may receive an additional 60 TAP service hours

18. If we are asking TAPs to work right away, but we don�t have access to our SIP funds, how will we pay for a TAP�s services? SIRC has the responsibility of paying TAPs (school districts no longer handle their reimbursement) A TAP�s payment is not part of your SIP funds received

19. How does a campus principal schedule a TAP? The schedule is completely determined by the campus administrative team SIRC does suggest that you save some TAP service days for post-TAKS planning and preparation All TAPs have been provided with a suggested timeline

20. What are the purposes and responsibilities of a TAP once they arrive at my campus? 2 Guiding Purposes: Building leadership capacity Building content knowledge and leadership skills 4 Main Responsibilities: School environment Capacity building Student achievement Learning community

21. What kind of work will a TAP do? TAPs address campus needs through: Observing teachers and giving feedback Participating in SBDM Committee meetings Working with content area specialists Helping the principal create a new master schedule Participating in LPAC meetings Creating opportunities for parent involvement Teaching effective data disaggregation skills

22. For whom does a TAP work? Primarily a TAP works directly for the principal Leadership team Teachers District

23. How does SIRC address the professional development needs of their TAP? SIRC provides PD through: TAP Area Learning Collaboratives (ALCs) Texas School Improvement (TSI) Conference TETNs and On-Line PD Modules

24. Does SIRC evaluate the TAPs? Yes, at the end of the 2nd academic semester your regional education specialist at SIRC will review the TAP�s performance on each campus in the areas of: AYP Scores Monthly Service Records Professional Development Principal�s Evaluation Other TAP Paperwork

25. What if a campus administrative team wishes to end the TAP-campus relationship? SIRC asks that the campus administrative team make an attempt to resolve any issues by working directly with the TAP If issues cannot be resolved please contact the SIRC office for we do have a protocol in place

26. Can a school pay a TAP to do training or perform services outside of a TAP�s normal responsibilities? Yes, a school can pay a TAP after they serve their minimum amount of TAP contracted service hours However, to honor the integrity of the SIRC program, keep in mind that TAPs are trying to work themselves off of a campus

27. Can a school pay a TAP for products they have developed or represent? A TAP�s role should be focused on the roles and responsibilities mentioned earlier, not on marketing or promoting personal products

28. Principals� Testimonials�His breadth and depth of knowledge is a great asset to our work. He has been a high school administrator and is an expert in special education issues. I learned something beneficial from each of his campus visits - not just general ideas, but specific strategies focused on dropout, graduation, and student achievement rates.�

29. Principals� Testimonials (con�t)�She is a part of our team and makes herself visible and accessible to all staff members. Her expertise in ESL/bilingual education was an added bonus for us. She is extremely organized and very thorough.�

30. Supplemental Educational Services(SES)

31. An arrangement for the provision of supplemental education services for students of low-income families. Tutoring and other supplemental academic enrichment services that are in addition to instruction provided during the school day. Under No Child Left Behind, SES is:

32. Under No Child Left Behind, SES is: (cont�d) High quality, research-based, and specifically designed services geared towards increasing the academic achievement of eligible children on the state assessment. Assistance in helping eligible children in attaining proficiency in meeting the academic achievement standards.

33. SES Requirements Notify parents about the availability of services, at least annually Districts will mail at a minimum one SES information packet to parents by October 27th. TEA encourages districts to promote SES on an ongoing basis. Help parents choose a provider, if requested Upon a parent request, a district may assist a parent in selecting a provider. However, a district representative may not promote one provider over another nor does the parent have to accept the district�s provider recommendation.

34. SES Requirements (cont�d) Determine which students should receive services if not all students can be served based on low income and highest academic need If a district does not have sufficient funds to accommodate all students, priority will be given to the lowest performing, lowest income students. Enter into an agreement with a provider selected by parents of an eligible student Each district should consult its policy and procedures when creating an agreement and/or contract with a provider. A �standard� agreement/contract is not available via TEA or SIRC.

35. SES Requirements (cont�d) Assist the state in identifying potential providers within the district Districts are encouraged to refer successful community tutor organizations to SIRC for instructions to become a state-approved SES provider. SIRC staff will assist potential providers through the SES application process. Protect the privacy of students who receive supplemental educational services District should not disclose in any way the identity of students eligible for or participating in SES.

36. SES Requirements (cont�d) Upload student data into the EZSES system and use the EZSES System to manage student participation in SES Districts must upload student demographic data, as outlined in EZSES, for all SES eligible students attending a Stage 2 or above campus. SIRC and Thomas Kelly and Associates, managers of EZSES, are available to assist districts in completing this requirement. All transactions related to an assigned SES student must be entered into EZSES.

37. SES Non-Negotiable Timeline July 15th A complete list of state-approved providers was posted on this date. October 27th LEAs must mail out Parent Notification Packets on or before October 27th

38. SES Non-Negotiable Timeline (cont) �10 Business Days� Upon contacting a provider, a district should expect a return communication from a provider within 10 business days. �30 Calendar Days� The LEA is responsible for arranging and commencing SES services for a student within 30 calendar days from the date a parent notifies the LEA of his/her selection of a provider.

39. SES: What do we do now? (cont�d) Review SES Flow Chart: Become familiar with what happens when arranging to provide SES services, http://www5.esc13.net/ses/docs/08-09%20Files/SESflowchart.pdf

40. SES: What do we do now? (cont�d) Sign up with SES Listserv @ http://www5.esc13.net/ses

43. SES: What do we do now? (cont�d) On or before October 27th , upon mailing the SES parent notification packets, the LEA must mail one additional packet to Anita Villarreal: Anita Villarreal, Director of Title I School Improvement Program Texas Education Agency 1701 North Congress Avenue Austin, Texas 78701 Contact SIRC for assistance or clarification with the required SES process

44. SIRC Resources and Services (cont�d) SES District Contact: Samuel Maldonado (512) 919-5211 samuel.maldonado@esc13.txed.net SES Provider Contact: Leticia Govea 512-919-5169 leticia.govea@esc13.txed.net SES Program Assistant: Cindy Watson 512-919-5491 cindy.watson@esc13.txed.net

45. SIRC Resources and Services (cont�d) TEA SIP Unit Staff Contacts http://www.tea.state.tx.us/nclb/contacts.html Thomas Kelly and Associates EZSES Technical Support System https://www.ezses.org/support/ SIRC Education Specialist Please contact your Regional Education Specialist Technical Assistance Provider Please contact your respective campus TAP

46. SIRC Resources and Services (cont�d) Helpful websites: TEA�s NCLB Monday Update Email http://miller.tea.state.tx.us/list/ TEA�s NCLB Website http://www.tea.state.tx.us/nclb/ Policy Guidance http://www.tea.state.tx.us/nclb/SIP_Guidance0506.doc http://www.esc13.net/statewide/ses/

47. SIP Academy Allison Ivey SIP Academy Education Specialist School Improvement Resource Center

48. What is the SIP Academy Grant? Optional opportunity for Title I schools in Stage 2 of the School Improvement Program. Year 1- Summer Planning Academy Data Disaggregation Campus Needs Assessment Team Building Campus Improvement Planning Years 2 & 3 � Professional Development ***New grant opportunity provided by the TEA ***Funded under Section 1003(g) of Title I of the NCLB ***For Title I schools in Stage 2 of the School Improvement Program. ***Technical assistance provided by the School Improvement Resource Center (SIRC) at Region XIII ***Provides additional funding and technical assistance for school improvement efforts. ***In the form of campus-wide improvement planning in the summer, optional additional TAP days, coaching provided to the campus leadership team, and further customized professional development in years 2 and 3 ***New grant opportunity provided by the TEA ***Funded under Section 1003(g) of Title I of the NCLB ***For Title I schools in Stage 2 of the School Improvement Program. ***Technical assistance provided by the School Improvement Resource Center (SIRC) at Region XIII ***Provides additional funding and technical assistance for school improvement efforts. ***In the form of campus-wide improvement planning in the summer, optional additional TAP days, coaching provided to the campus leadership team, and further customized professional development in years 2 and 3

49. Expected Results and Outcomes Improve student proficiency Increase the number of campuses that make Adequate Yearly Progress (AYP) Use data to inform decisions to create a system of continuous feedback and improvement The grant states the overall expected results are to ***Improve student proficiency ***Increase the number of campuses that make Adequate Yearly Progress (AYP) ***and Use data to inform decisions to create a system of continuous feedback and improvement ***The grant states the overall expected results are to ***Improve student proficiency ***Increase the number of campuses that make Adequate Yearly Progress (AYP) ***and Use data to inform decisions to create a system of continuous feedback and improvement ***

50. Requirements(Opportunities) Summer Planning Academy Campus Facilitator Extra TAP Hours Online Discussion Board Years 2 and 3 Accountability Leadership Team Coaching The Application SIRC�s Technical Assistance Or, I guess we could call them �required opportunities�. I�m going to hop up on my SIP Academy Soapbox for a moment. I�ve lived and breathed this grant for several months now and think it�s a wonderful opportunity for our schools, but I�ve been trying to tell campuses that there is a big difference between the regular School Improvement Program and the SIP Academy grant program. One has what we�ll call required membership and one does not. To be in the SIP Academy, unlike the regular School Improvement Program is a choice, not a requirement. It�s an exciting opportunity, but an opportunity that is prescriptive in many ways. I�m not sure all schools or districts who applied for the grant fully understand what they signed up for. This is one thing all of you can help me with, and that is delivering the rest of the story. Some schools and districts I�ve spent hours with explaining the details and requirements of the grant. They�re pumped and already have plans in the works for their campus. Others, like the principal I talked to on the phone on deadline day, who asked �what do I have to do to get this money?�, may be surprised that it�s a little more complex than just signing up. I want as many schools as possible to take full advantage of this grant, but if a campus or district hasn�t studied the requirements, if they haven�t spent time reading through the FAQs on our website, they may find themselves in a dark cave without a headlight. Good news is it�s simple if you change your mind. Something new I learned this last month is if a campus is unable to meet the grant requirements, a campus simply does not expend any or draw down any of the grant funds. An expenditure of any grant funds indicates to the TEA the commitment of a campus to participate fully in the grant requirements/activities. Okay. Let�s get into some of the details of the grant. ***Accountability & Online Discussion Board � how will campuses be held accountable for the implementation of grant requirements? ***Extra TAP Days � what are the logistics when it comes to the option of 10 additional days of service from a campus� TAP? ***Leadership Team Coaching � what is it? Who does it? When and how does it happen? ***Campus Facilitator � what are the campus facilitator�s responsibilities? ***Summer Planning Academy � what is it and what are the requirements? ***The Application � what�s involved in applying for the grant? ***Years 2 and 3 � what lies ahead for campuses next year if they continue in this grant? *** Or, I guess we could call them �required opportunities�. I�m going to hop up on my SIP Academy Soapbox for a moment. I�ve lived and breathed this grant for several months now and think it�s a wonderful opportunity for our schools, but I�ve been trying to tell campuses that there is a big difference between the regular School Improvement Program and the SIP Academy grant program. One has what we�ll call required membership and one does not. To be in the SIP Academy, unlike the regular School Improvement Program is a choice, not a requirement. It�s an exciting opportunity, but an opportunity that is prescriptive in many ways. I�m not sure all schools or districts who applied for the grant fully understand what they signed up for. This is one thing all of you can help me with, and that is delivering the rest of the story. Some schools and districts I�ve spent hours with explaining the details and requirements of the grant. They�re pumped and already have plans in the works for their campus. Others, like the principal I talked to on the phone on deadline day, who asked �what do I have to do to get this money?�, may be surprised that it�s a little more complex than just signing up. I want as many schools as possible to take full advantage of this grant, but if a campus or district hasn�t studied the requirements, if they haven�t spent time reading through the FAQs on our website, they may find themselves in a dark cave without a headlight. Good news is it�s simple if you change your mind. Something new I learned this last month is if a campus is unable to meet the grant requirements, a campus simply does not expend any or draw down any of the grant funds. An expenditure of any grant funds indicates to the TEA the commitment of a campus to participate fully in the grant requirements/activities. Okay. Let�s get into some of the details of the grant. ***Accountability & Online Discussion Board � how will campuses be held accountable for the implementation of grant requirements? ***Extra TAP Days � what are the logistics when it comes to the option of 10 additional days of service from a campus� TAP? ***Leadership Team Coaching � what is it? Who does it? When and how does it happen? ***Campus Facilitator � what are the campus facilitator�s responsibilities? ***Summer Planning Academy � what is it and what are the requirements? ***The Application � what�s involved in applying for the grant? ***Years 2 and 3 � what lies ahead for campuses next year if they continue in this grant? ***

51. Year 1- Summer Planning Academy Requirements Four Areas Covered Data Disaggregation Campus Needs Assessment Team Building Campus Improvement Planning Majority of Staff Dates Documentation SIRC SPA Training for Facilitators To assist schools in developing their own Summer Planning Activity, SIRC is conducting throughout May, 3-day trainings where a model process, sample activities, and resources are shared. ***Let�s talk about some of the requirements of the Summer Planning Academy, in particular ***the Majority of staff requirement. I get a lot of questions on this piece. What if we don�t have 50% of our paraprofessionals? What if our athletic department isn�t involved? What if 49% of our staff attend? Technically, more than half of a staff is considered a majority, but to be true to the integrity of the grant, the more of campus staff involved in the SPA and other professional development, the better. The application defines the campus staff as �at a minimum, the administrators, teachers, and paraprofessionals on the campus.� It also includes the participation of appropriate district-level staff in all required grant activities. ***Customization What if a campus has already completed one of the four required parts of the Summer Planning Academy (i.e. data disaggregation), or campus is already really strong with the campus planning piece, can the campus facilitator customize how much time is spent on topics based on that? All four areas (data disaggregation, comprehensive needs assessment, campus planning, and team building) are interrelated and thus, should be thoroughly covered and remain the primary focus of the Summer Planning Academy; however, customization of the times spent on each area is expected and dependent on the particular needs of each campus. However, remember that the majority of the campus staff must participate in all four activities. ***Documentation � because of the shortened timeline, a detailed description of a campus� plan for their SPA and how they�ll be addressing the four areas is not due to anyone this summer. It will, though, be required on the September continuation grant application and to be posted on the online discussion board at a similar time. Prior approval of SPA plans, for this year only, are not necessary. ***Dates - The SPA is to take place before the first day of instruction for students in the 2008-09 school year or by the end of the summer. It has been asked if the SPA can be done over Saturdays during next school year. Although TEA realizes that the short timeline is a challenge, it remains a requirement for the first year of the grant that the SPA takes place this summer. Although ***events to Follow-up and monitor the CIP are expected each year, spreading the SPA event over Saturdays in the next grant year is not permitted, as it negates the intensive planning process that should occur prior to beginning of school. And remember, year one of the grant ends this summer. Events to follow-up on and/or monitor your campus plan are required in year 2. The most obvious time and event would be after the release of your AYP data revisiting and revising your plan based on this new data. ***SIRC�s Technical Assistance It has been asked whether SIRC is able to conduct the Summer Planning Academy for campuses or provide trainers/facilitators for the Summer Planning Academy. Definitely not this year. This may be a different story down the line, but the SPA training is as much as we can do given the short timeline and the fact that almost 70 schools have applied, but the good news is ***campuses can Contract Out, especially if a campus or district doesn�t already have someone skilled in a certain area. Many campuses are working with organizations to facilitate their summer planning academy and the subsequent professional development required in years 2 and 3. What we�ve done is provide some of the resources and trainings that ESCs can provide. We invited ESCs to submit the resources and trainings they offer in the required four areas of the SPA. I know of several campuses that have already contracted with service centers, and not always their own region, to help them with their SPA. ***Expenses All I can say is I�m learning a lot in this area, but unfortunately this is not my area. All application and funding questions are to be directed to TEA. A lot of questions have come to me regarding location expenses, travel expenses, etc. I�ll just repeat what is repeated several times in our FAQs � are the expenses reasonable and necessary? For me and my former campus, getting away from our campus building met both of these criteria. There�s a lot of good information in the FAQs on our website. I�ve provided a copy for you in the back of your handouts. Funds can be used to pay for contracted services for a facilitator, extra duty pay for staff not to exceed $100 per day, costs for child care not to exceed $25 per child per day, resources and supplies to support the campus� plans for the Summer Planning Academy, and other costs for planning, organizing, and facilitating the Summer Planning Academy. To assist schools in developing their own Summer Planning Activity, SIRC is conducting throughout May, 3-day trainings where a model process, sample activities, and resources are shared. ***Let�s talk about some of the requirements of the Summer Planning Academy, in particular ***the Majority of staff requirement. I get a lot of questions on this piece. What if we don�t have 50% of our paraprofessionals? What if our athletic department isn�t involved? What if 49% of our staff attend? Technically, more than half of a staff is considered a majority, but to be true to the integrity of the grant, the more of campus staff involved in the SPA and other professional development, the better. The application defines the campus staff as �at a minimum, the administrators, teachers, and paraprofessionals on the campus.� It also includes the participation of appropriate district-level staff in all required grant activities. ***Customization What if a campus has already completed one of the four required parts of the Summer Planning Academy (i.e. data disaggregation), or campus is already really strong with the campus planning piece, can the campus facilitator customize how much time is spent on topics based on that? All four areas (data disaggregation, comprehensive needs assessment, campus planning, and team building) are interrelated and thus, should be thoroughly covered and remain the primary focus of the Summer Planning Academy; however, customization of the times spent on each area is expected and dependent on the particular needs of each campus. However, remember that the majority of the campus staff must participate in all four activities. ***Documentation � because of the shortened timeline, a detailed description of a campus� plan for their SPA and how they�ll be addressing the four areas is not due to anyone this summer. It will, though, be required on the September continuation grant application and to be posted on the online discussion board at a similar time. Prior approval of SPA plans, for this year only, are not necessary. ***Dates - The SPA is to take place before the first day of instruction for students in the 2008-09 school year or by the end of the summer. It has been asked if the SPA can be done over Saturdays during next school year. Although TEA realizes that the short timeline is a challenge, it remains a requirement for the first year of the grant that the SPA takes place this summer. Although ***events to Follow-up and monitor the CIP are expected each year, spreading the SPA event over Saturdays in the next grant year is not permitted, as it negates the intensive planning process that should occur prior to beginning of school. And remember, year one of the grant ends this summer. Events to follow-up on and/or monitor your campus plan are required in year 2. The most obvious time and event would be after the release of your AYP data revisiting and revising your plan based on this new data. ***SIRC�s Technical Assistance It has been asked whether SIRC is able to conduct the Summer Planning Academy for campuses or provide trainers/facilitators for the Summer Planning Academy. Definitely not this year. This may be a different story down the line, but the SPA training is as much as we can do given the short timeline and the fact that almost 70 schools have applied, but the good news is ***campuses can Contract Out, especially if a campus or district doesn�t already have someone skilled in a certain area. Many campuses are working with organizations to facilitate their summer planning academy and the subsequent professional development required in years 2 and 3. What we�ve done is provide some of the resources and trainings that ESCs can provide. We invited ESCs to submit the resources and trainings they offer in the required four areas of the SPA. I know of several campuses that have already contracted with service centers, and not always their own region, to help them with their SPA. ***Expenses All I can say is I�m learning a lot in this area, but unfortunately this is not my area. All application and funding questions are to be directed to TEA. A lot of questions have come to me regarding location expenses, travel expenses, etc. I�ll just repeat what is repeated several times in our FAQs � are the expenses reasonable and necessary? For me and my former campus, getting away from our campus building met both of these criteria. There�s a lot of good information in the FAQs on our website. I�ve provided a copy for you in the back of your handouts. Funds can be used to pay for contracted services for a facilitator, extra duty pay for staff not to exceed $100 per day, costs for child care not to exceed $25 per child per day, resources and supplies to support the campus� plans for the Summer Planning Academy, and other costs for planning, organizing, and facilitating the Summer Planning Academy.

52. Campus Facilitator Manage, Plan, Facilitate Designated Contact Forms and Reporting Online Discussion Board Participate in SPA Training and Planning Readiness for Coaching What is a campus facilitator, what is their role? What are their responsibilities? First let�s talk briefly about who can be the campus facilitator. This can be any leader on the campus or in the district who has the skills and capacity to manage, plan, and facilitate all required SIP Academy activities. Some possibilities would be the principal, associate or assistant principal, dean of instruction, or an instructional coach. Another question that has been asked is can a person be designated as the campus facilitator for more than one campus? TEA has said that a district level staff member might serve as the campus facilitator for multiple campuses. However, the district should ensure that the facilitator will have the appropriate amount of time and resources available to implement the SIP Academy grant on each campus with integrity. My initial recommendation was that the campus facilitator be precisely what the name entails, a person on that campus. The reasoning was that a district person, especially in some large districts, is often more a manager of paperwork versus someone implementing professional development on a campus. Some districts are designating campus facilitators on campuses, but also designating a district facilitator which makes good sense to me. I can also see a benefit of a district facilitator helping to align work between a middle school that feeds into a high school. No matter if the facilitator is a campus or district person, what matters most is that the required grant activities are implemented correctly and that the district and campus are working together. This is written specifically in the grant. The Texas Comprehensive Center under SEDL has made this point clear in their Working systemically trainings � Both the campus and district have to be involved in school turnaround. Let�s look at the responsibilities of the campus facilitator: ***they are to Manage, Plan, Facilitate all required SIP Academy activities ***they are to be the primary Contact for a SIP Academy campus ***they are responsible for all SIP Academy Forms and Reporting requirements for activities ***they are to participate on and post to the Online Discussion Board ***they are to Participate in the SPA Training for Campus Facilitators where we are today and the Readiness for Coaching Training, which will be at the end of the summer or beginning of the school year. We�ll talk more about this training in a bit. ***Finally campus facilitators are required to be one of the people receiving Coaching By the way, given this hefty list, I know of several campuses who are paying stipends to this designated person.What is a campus facilitator, what is their role? What are their responsibilities? First let�s talk briefly about who can be the campus facilitator. This can be any leader on the campus or in the district who has the skills and capacity to manage, plan, and facilitate all required SIP Academy activities. Some possibilities would be the principal, associate or assistant principal, dean of instruction, or an instructional coach. Another question that has been asked is can a person be designated as the campus facilitator for more than one campus? TEA has said that a district level staff member might serve as the campus facilitator for multiple campuses. However, the district should ensure that the facilitator will have the appropriate amount of time and resources available to implement the SIP Academy grant on each campus with integrity. My initial recommendation was that the campus facilitator be precisely what the name entails, a person on that campus. The reasoning was that a district person, especially in some large districts, is often more a manager of paperwork versus someone implementing professional development on a campus. Some districts are designating campus facilitators on campuses, but also designating a district facilitator which makes good sense to me. I can also see a benefit of a district facilitator helping to align work between a middle school that feeds into a high school. No matter if the facilitator is a campus or district person, what matters most is that the required grant activities are implemented correctly and that the district and campus are working together. This is written specifically in the grant. The Texas Comprehensive Center under SEDL has made this point clear in their Working systemically trainings � Both the campus and district have to be involved in school turnaround. Let�s look at the responsibilities of the campus facilitator: ***they are to Manage, Plan, Facilitate all required SIP Academy activities ***they are to be the primary Contact for a SIP Academy campus ***they are responsible for all SIP Academy Forms and Reporting requirements for activities ***they are to participate on and post to the Online Discussion Board ***they are to Participate in the SPA Training for Campus Facilitators where we are today and the Readiness for Coaching Training, which will be at the end of the summer or beginning of the school year. We�ll talk more about this training in a bit. ***Finally campus facilitators are required to be one of the people receiving Coaching By the way, given this hefty list, I know of several campuses who are paying stipends to this designated person.

53. Year 1- Extra TAP Hours Begin as soon as�. Application/amendments to TEA Letter of Agreement to SIRC Regular TAP hours completed Ending Date � Last Friday of August 60 Hours � optional Prepaid Let�s talk for a brief moment about the extra 10 TAP days of service available to campuses through the grant. I�m often asked when a TAP can start these extra days. ***TAP days can Begin as soon as the following three things are done�. ***Application/amendments are turned in to TEA, which is already done at this point The campus and TAP�s Letter of Agreement has been turned in to SIRC with the anticipated dates of service. The letter of agreement is posted on our website. And lastly regular TAP days for a campus paid by SIRC that were given at the beginning of this year are completed ***Since SIRC is paying for these days Campuses have until August 29, 2008 to complete these extra days ***These extra 1-10 days are optional. Firstly, they are not required all. Secondly a campus can use as little as 1 or 2 days all they way up to 10. If a campus checked 10 and it doesn�t work out, no worries. ***Lastly, the extra TAP days are Prepaid. They do not come out of the grant money (93,000) campuses are receiving. ***Let�s talk for a brief moment about the extra 10 TAP days of service available to campuses through the grant. I�m often asked when a TAP can start these extra days. ***TAP days can Begin as soon as the following three things are done�. ***Application/amendments are turned in to TEA, which is already done at this point The campus and TAP�s Letter of Agreement has been turned in to SIRC with the anticipated dates of service. The letter of agreement is posted on our website. And lastly regular TAP days for a campus paid by SIRC that were given at the beginning of this year are completed ***Since SIRC is paying for these days Campuses have until August 29, 2008 to complete these extra days ***These extra 1-10 days are optional. Firstly, they are not required all. Secondly a campus can use as little as 1 or 2 days all they way up to 10. If a campus checked 10 and it doesn�t work out, no worries. ***Lastly, the extra TAP days are Prepaid. They do not come out of the grant money (93,000) campuses are receiving. ***

54. Year 1- Online Discussion Board Posting of detailed plans of required grant activities: Summer Planning Academy (SPA) Follow-up tool � Online discussion board Questions & sharing Evaluation Note: There will be training on the discussion board requirements Another one of the requirements of the grant is participation in a web-based discussion group by the campus facilitator. This is currently under development. According to the grant, this will serve as a follow-up tool for monitoring implementation of the grant activities, as well as an opportunity for campuses to share their challenges and successes from SIP Academy activities. Because SIRC will be required to collect the reports we talked about in the last slide and because campuses will be required to participate in an online discussion board, my goal is to combine the two, so that campuses don�t have to do double-duty. My vision for the online discussion board is that it will serve both of these requirements. It will be the place where ***Detailed plans of required grant activities (SPA, follow-up meetings, and any other professional development) will be posted ***This would also include Minutes, Agendas, Sign-in sheets, and other similar documents supporting the grant activities. The idea is that paperwork would be limited to two things - the obvious, which would be information vital to grant operation and management, and secondly, documentation campuses should already be producing as a natural result of required grant activities, such as the agendas, sign in sheets, etc. that I already mentioned. ***In order to follow the grant this online board will also serve as a Follow-up tool for activities, thus online discussion board � I�m working on a 2-3 simple follow-up questions for each activity posted to encourage sharing of ideas; we as a state agency may not be able to endorse vendors, programs, presenters, but campuses can among themselves ***The last piece of this board we�re working on is Discussion threads, a way that questions can be posted and threads established addressing certain topics.*** Another one of the requirements of the grant is participation in a web-based discussion group by the campus facilitator. This is currently under development. According to the grant, this will serve as a follow-up tool for monitoring implementation of the grant activities, as well as an opportunity for campuses to share their challenges and successes from SIP Academy activities. Because SIRC will be required to collect the reports we talked about in the last slide and because campuses will be required to participate in an online discussion board, my goal is to combine the two, so that campuses don�t have to do double-duty. My vision for the online discussion board is that it will serve both of these requirements. It will be the place where ***Detailed plans of required grant activities (SPA, follow-up meetings, and any other professional development) will be posted ***This would also include Minutes, Agendas, Sign-in sheets, and other similar documents supporting the grant activities. The idea is that paperwork would be limited to two things - the obvious, which would be information vital to grant operation and management, and secondly, documentation campuses should already be producing as a natural result of required grant activities, such as the agendas, sign in sheets, etc. that I already mentioned. ***In order to follow the grant this online board will also serve as a Follow-up tool for activities, thus online discussion board � I�m working on a 2-3 simple follow-up questions for each activity posted to encourage sharing of ideas; we as a state agency may not be able to endorse vendors, programs, presenters, but campuses can among themselves ***The last piece of this board we�re working on is Discussion threads, a way that questions can be posted and threads established addressing certain topics.***

55. Years 2 and 3Professional Development In years 2 and 3 the primary focus of the grant must be ��on on-going, systemic professional development in the following areas: Continued team building for the staff on the campus Leadership, including but not limited to coaching and mentoring Instructional strategies identified by the data disaggregation, needs assessment, and campus planning processes and aligned to improve student achievement and other outcomes identified� In years 2 and 3 the primary focus of the grant must be ��on on-going, systemic professional development in the following areas: Continued team building for the staff on the campus Leadership, including but not limited to coaching and mentoring Instructional strategies identified by the data disaggregation, needs assessment, and campus planning processes and aligned to improve student achievement and other outcomes identified ��SIP Academy funds used for professional development must align to the uses of other NCLB funds on the campus, and at a minimum, coordinated with Title I, Part A and SIP funding. The professional development to be implemented by the SIP Academy funds must be integrated with existing Title I, Part A and SIP funding professional development. And since all eligible campuses operate Schoolwide programs, the campus will have the flexibility to consolidate the SIP Academy funds on the schoolwide campus � as long as the specific SIP Academy grant activities are implemented to upgrade the entire educational instructional program of the campus.� Years 2 and 3 are about customized professional development that is designed �to build the capacity of LEA and campus staff to improve schools and is informed by student achievement and other outcome-related measures.� When you�re thinking about training for your campus in years 2 and 3, remember the question �Does it meet the intent and purpose of the SIP Academy grant?� In years 2 and 3 the primary focus of the grant must be ��on on-going, systemic professional development in the following areas: Continued team building for the staff on the campus Leadership, including but not limited to coaching and mentoring Instructional strategies identified by the data disaggregation, needs assessment, and campus planning processes and aligned to improve student achievement and other outcomes identified ��SIP Academy funds used for professional development must align to the uses of other NCLB funds on the campus, and at a minimum, coordinated with Title I, Part A and SIP funding. The professional development to be implemented by the SIP Academy funds must be integrated with existing Title I, Part A and SIP funding professional development. And since all eligible campuses operate Schoolwide programs, the campus will have the flexibility to consolidate the SIP Academy funds on the schoolwide campus � as long as the specific SIP Academy grant activities are implemented to upgrade the entire educational instructional program of the campus.� Years 2 and 3 are about customized professional development that is designed �to build the capacity of LEA and campus staff to improve schools and is informed by student achievement and other outcome-related measures.� When you�re thinking about training for your campus in years 2 and 3, remember the question �Does it meet the intent and purpose of the SIP Academy grant?�

56. Years 2 and 3Professional Development Professional Development needs to connect to: Data from the campus SPA Comprehensive Needs Assessment Measureable objectives set in the application The four areas required for the first grant year�s Summer Planning Academy (data disaggregation, comprehensive needs assessment, campus planning, and team building) are areas essential and ongoing for any campus improvement. It is expected that they will remain part of any school improvement efforts; however� ***The four areas required for the first grant year�s Summer Planning Academy (data disaggregation, comprehensive needs assessment, campus planning, and team building) are areas essential and ongoing for any campus improvement. It is expected that they will remain part of any school improvement efforts; however� ***

57. Years 2 and 3- Other Grant Activities Additional TAP Hours (same as Year 1) Summer Planning Academy (Optional) Online Discussion Board Additions Professional Development Coaching Campus Facilitator Participate in Online Discussion Board Participate in Leadership Team Coaching Professional Development Planning Continue to be primary point of contact Leadership Team Coaching What Other changes take place in Years 2 and 3? The optional additional TAP Days remain in place throughout the three years of the grant cycle ***Leadership Team Coaching 80 hours of coaching for the campus� leadership team remains a required activity for each year of the grant. ***Funding Amounts Will the campus receive the same amount of funding each year of the three year grant cycle? Future grant awards will be contingent upon funding being appropriated by Congress for the School Improvement Fund and the number of eligible campuses qualifying and applying for the grant. ***Summer Planning Academy Yes, Does the campus continue to conduct a Summer Planning Academy in the summers of years 2 and 3? Conducting a Summer Planning Academy is the primary requirement of the first year of the grant. It is anticipated that campuses will understand the benefit of such an event occurring every year and choose to create an appropriate experience in following years, but it is not a specific requirement of years 2 and 3. On-going, systemic, and customized professional development is required in years 2 and 3. ***Areas of Concentration - Do we concentrate on the same four areas in the second and third years of the grant cycle? ***What Other changes take place in Years 2 and 3? The optional additional TAP Days remain in place throughout the three years of the grant cycle ***Leadership Team Coaching 80 hours of coaching for the campus� leadership team remains a required activity for each year of the grant. ***Funding Amounts Will the campus receive the same amount of funding each year of the three year grant cycle? Future grant awards will be contingent upon funding being appropriated by Congress for the School Improvement Fund and the number of eligible campuses qualifying and applying for the grant. ***Summer Planning Academy Yes, Does the campus continue to conduct a Summer Planning Academy in the summers of years 2 and 3? Conducting a Summer Planning Academy is the primary requirement of the first year of the grant. It is anticipated that campuses will understand the benefit of such an event occurring every year and choose to create an appropriate experience in following years, but it is not a specific requirement of years 2 and 3. On-going, systemic, and customized professional development is required in years 2 and 3. ***Areas of Concentration - Do we concentrate on the same four areas in the second and third years of the grant cycle? ***

58. Years 2 & 3 - Leadership Team Coaching What is Coaching? Starting Date For whom? When and where does coaching take place? Readiness for Coaching Training Payment for Services ***Definition Coaching is a confidential professional relationship designed to facilitate an educational leader in attaining breakthroughs and accomplishing significant goals. Coaches are encouraging, thought-provoking advocates for their clients. They are thinking partners, focused on assisting leaders in making better decisions. Coaches assist people to discover what they want for themselves and their schools and help unlock the brilliance to achieve it. Who are they? Coaches are qualified/screened experienced educators who have completed an intensive training program provided by the Region 13 Education Service Center�s Coaching for Educational Leaders Program. ***Starting Date It is SIRC�s goal to begin coaching in September 2008 and it will last through August of 2009. That�s almost a year, but because of summer vacations and the possible brevity of September and December, it comes to about 40 in which coaching will be taking place. ***For whom? Each school is allotted 80 hours of coaching provided by SIRC which can be divided between one to five leadership team members. Of these possible five leaders, one must be the campus principal and another, the designated campus facilitator (if this person is not also the principal). As long as the principal and campus facilitator receive a minimum of 15 hours of coaching each, the campus may choose how the hours are divided. ***When and where does coaching take place? Whenever the client and the coach agree upon. It could be early morning, during a conference period (department heads), late afternoon, evening, every Sunday, etc. Coaching is a one on one purposeful conversation that takes place over the phone. ***Readiness for Coaching Training Readiness for Coaching is a one-day training that will be provided by SIRC during the summer and/or in September for all leadership team members selected to receive coaching hours. The date and location is yet to be determined. ***Payment for Services Coaching services are prepaid by TEA through SIRC. The LEA is not responsible for any costs of the coaching.***Definition Coaching is a confidential professional relationship designed to facilitate an educational leader in attaining breakthroughs and accomplishing significant goals. Coaches are encouraging, thought-provoking advocates for their clients. They are thinking partners, focused on assisting leaders in making better decisions. Coaches assist people to discover what they want for themselves and their schools and help unlock the brilliance to achieve it. Who are they? Coaches are qualified/screened experienced educators who have completed an intensive training program provided by the Region 13 Education Service Center�s Coaching for Educational Leaders Program. ***Starting Date It is SIRC�s goal to begin coaching in September 2008 and it will last through August of 2009. That�s almost a year, but because of summer vacations and the possible brevity of September and December, it comes to about 40 in which coaching will be taking place. ***For whom? Each school is allotted 80 hours of coaching provided by SIRC which can be divided between one to five leadership team members. Of these possible five leaders, one must be the campus principal and another, the designated campus facilitator (if this person is not also the principal). As long as the principal and campus facilitator receive a minimum of 15 hours of coaching each, the campus may choose how the hours are divided. ***When and where does coaching take place? Whenever the client and the coach agree upon. It could be early morning, during a conference period (department heads), late afternoon, evening, every Sunday, etc. Coaching is a one on one purposeful conversation that takes place over the phone. ***Readiness for Coaching Training Readiness for Coaching is a one-day training that will be provided by SIRC during the summer and/or in September for all leadership team members selected to receive coaching hours. The date and location is yet to be determined. ***Payment for Services Coaching services are prepaid by TEA through SIRC. The LEA is not responsible for any costs of the coaching.

59. Years 2 and 3 Eligibility Campuses making sufficient progress in implementing the goals and objectives of the grant will be eligible for continuation grants for up to two additional years as long as: a) the LEA ensures that the campus receives the benefit of the pre-award and carryover provisions for both the Title I SIP grant and SIP Academy grant funds ensuring the campus has access to the funds to implement the required activities in a timely manner, b) the campus is not carrying over a large percentage of either the Title I SIP or SIP Academy funds, and c) the campus remains in school improvement status and is served with Title I, Part A funds. Although I know most of you are more concerned with the immediate requirements of year 1 of SIP Academy than you are with year 2 and 3, but I think there�s a lot of benefit in studying what�s down the line, especially given the fact that the majority of you will probably be applying for continuation in only 3-4 months. Instead of me lecturing to you, I�d like for us to get into this final big piece of the day by participating in an activity called looping. Looping is a card activity that requires you to remain engaged by listening to a question that is stated by someone in your group that you might have the answer to on your card. The object is to get through all the cards by reading them aloud and answering the questions correctly. The first question to be asked will have a star by it. Another card will have an answer on it. Once the correct answer is read, that same card is flipped over and a new question is asked. On your table is a set of 10 cards in a baggie. I�d like for you to remove those cards and distribute as evenly as possible among your table members, making sure everyone has at least one card. Your cards have two sides to them. A question on one side and an answer on the other. Once again the object of the activity is to get through all the cards by reading each question aloud followed reading aloud the correct answer. Let�s check how we did. ***Campuses making sufficient progress in implementing the goals and objectives of the grant will be eligible for continuation grants for up to two additional years as long as: ***a) the LEA ensures that the campus receives the benefit of the pre-award and carryover provisions for both the Title I SIP grant and SIP Academy grant funds ensuring the campus has access to the funds to implement the required activities in a timely manner, ***b) the campus is not carrying over a large percentage of either the Title I SIP or SIP Academy (after the first year) funds, and (The TEA will allow a larger percentage of SIP Academy Year 1 funds to carryover due to the late application process, however, the campus should ensure that no more than 25% of SIP funds (and SIP Academy funds after Year 1) are rolled forward into the next year.) ***c) the campus remains in school improvement status and is served with Title I, Part A funds. If the campus Misses AYP in the 2008 AYP release and advances to Stage 3 for the 2008-09 school year, will the campus be eligible to receive the Year 2 Continuation Funding grant? The answer is Yes as long as all grant requirements are met. Although I know most of you are more concerned with the immediate requirements of year 1 of SIP Academy than you are with year 2 and 3, but I think there�s a lot of benefit in studying what�s down the line, especially given the fact that the majority of you will probably be applying for continuation in only 3-4 months. Instead of me lecturing to you, I�d like for us to get into this final big piece of the day by participating in an activity called looping. Looping is a card activity that requires you to remain engaged by listening to a question that is stated by someone in your group that you might have the answer to on your card. The object is to get through all the cards by reading them aloud and answering the questions correctly. The first question to be asked will have a star by it. Another card will have an answer on it. Once the correct answer is read, that same card is flipped over and a new question is asked. On your table is a set of 10 cards in a baggie. I�d like for you to remove those cards and distribute as evenly as possible among your table members, making sure everyone has at least one card. Your cards have two sides to them. A question on one side and an answer on the other. Once again the object of the activity is to get through all the cards by reading each question aloud followed reading aloud the correct answer. Let�s check how we did. ***Campuses making sufficient progress in implementing the goals and objectives of the grant will be eligible for continuation grants for up to two additional years as long as: ***a) the LEA ensures that the campus receives the benefit of the pre-award and carryover provisions for both the Title I SIP grant and SIP Academy grant funds ensuring the campus has access to the funds to implement the required activities in a timely manner, ***b) the campus is not carrying over a large percentage of either the Title I SIP or SIP Academy (after the first year) funds, and (The TEA will allow a larger percentage of SIP Academy Year 1 funds to carryover due to the late application process, however, the campus should ensure that no more than 25% of SIP funds (and SIP Academy funds after Year 1) are rolled forward into the next year.) ***c) the campus remains in school improvement status and is served with Title I, Part A funds. If the campus Misses AYP in the 2008 AYP release and advances to Stage 3 for the 2008-09 school year, will the campus be eligible to receive the Year 2 Continuation Funding grant? The answer is Yes as long as all grant requirements are met.

60. Accountability AYP and SIP Status Meeting goals, objectives, and requirements of the grant Reporting requirements Letter of Agreement Contact forms Evaluation data Activity reports � agendas, sign-in sheets, minutes, other data from required activities Submitting requested documents to SIRC What is the accountability system for the grant requirements? *** TEA will evaluate progress in the grant activities using the federal AYP and School Improvement status each year. (if a campus is not meeting progress, TEA will require campus to contract for additional assistance through the regional ESC and review the implementation of the grant program.) *** In addition, grantees must meet the goals, objectives, and requirements of the grant program. measurable objectives are set by the campus in the application for funding that we�ll look at in a bit ***How much paperwork is involved? What are the reporting requirements for SIP Academy? *** Each campus will be responsible for submitting the TAP Letter of Agreement (if extra days are requested) ***There are two main contact forms � one designating a campus facilitator, and the other has to do with the leadership team members to be coached. ***TEA is currently developing, with the assistance from the TXCC, an evaluation to determine the effectiveness of this grant program. Campuses will be asked to submit evaluation data to be determined during the development of the evaluation. There are also plans for a targeted evaluation of a pilot group of campuses. ***In addition, each campus will submit activity reports to TEA or SIRC upon request, which could include activity agendas, sign-in sheets, minutes, and other data from the required activities.***What is the accountability system for the grant requirements? *** TEA will evaluate progress in the grant activities using the federal AYP and School Improvement status each year. (if a campus is not meeting progress, TEA will require campus to contract for additional assistance through the regional ESC and review the implementation of the grant program.) *** In addition, grantees must meet the goals, objectives, and requirements of the grant program. measurable objectives are set by the campus in the application for funding that we�ll look at in a bit ***How much paperwork is involved? What are the reporting requirements for SIP Academy? *** Each campus will be responsible for submitting the TAP Letter of Agreement (if extra days are requested) ***There are two main contact forms � one designating a campus facilitator, and the other has to do with the leadership team members to be coached. ***TEA is currently developing, with the assistance from the TXCC, an evaluation to determine the effectiveness of this grant program. Campuses will be asked to submit evaluation data to be determined during the development of the evaluation. There are also plans for a targeted evaluation of a pilot group of campuses. ***In addition, each campus will submit activity reports to TEA or SIRC upon request, which could include activity agendas, sign-in sheets, minutes, and other data from the required activities.***

61. Application New applicant: Cycle II Available after late release October 2008 Deadline is November 12th, 2008 Option to select SIRC for technical assistance SPA Training for Campus facilitators Online Discussion Board training

62. SIRC�s Technical Assistance SPA Training for Campus Facilitators Provide guidance in design of agendas for grant activities and follow-up activities Provide administrative coaching services Provide training and oversight of administrative coaches in the coaching process Answer questions about required grant activities How is and will SIRC provide technical assistance to grant campuses? ***The first three items are wrapped up in the Summer Planning Academy Trainings we�re doing in May. To help campuses develop data disaggregation, comprehensive needs assessment, campus planning, and team building activities Provide training for staff in the design of academy activities Provide guidance in design of agendas for grant activities and follow-up activities Although technical assistance from SIRC will continue throughout the summer and next year, the SPA training for Campus Facilitators is the primary technical assistance piece for this shortened first year of the grant. We�re currently fleshing out many other ideas of what this assistance will look like during a full year of the grant. ***Provide administrative coaching services and provide training and oversight of those coaches, and then to ***How is and will SIRC provide technical assistance to grant campuses? ***The first three items are wrapped up in the Summer Planning Academy Trainings we�re doing in May. To help campuses develop data disaggregation, comprehensive needs assessment, campus planning, and team building activities Provide training for staff in the design of academy activities Provide guidance in design of agendas for grant activities and follow-up activities Although technical assistance from SIRC will continue throughout the summer and next year, the SPA training for Campus Facilitators is the primary technical assistance piece for this shortened first year of the grant. We�re currently fleshing out many other ideas of what this assistance will look like during a full year of the grant. ***Provide administrative coaching services and provide training and oversight of those coaches, and then to ***

63. SIRC�s Technical Assistance Provide formative evaluation of the revised campus plan Collect and review agendas from grant activities Coordinate for sharing examples of successful academy strategies at the Texas School Improvement Conference Provide formative evaluation of the revised campus plan � we�re working on what that will look like ***To collect and review agendas from grant activities � we�ll talk more about this in a moment ***Coordinate for sharing of successful academy strategies at the Texas School Improvement Conference � December 11 and 12 this year here in Austin ***Provide formative evaluation of the revised campus plan � we�re working on what that will look like ***To collect and review agendas from grant activities � we�ll talk more about this in a moment ***Coordinate for sharing of successful academy strategies at the Texas School Improvement Conference � December 11 and 12 this year here in Austin ***

64. We�re going to apply��now what? Select a campus facilitator Start thinking about the Summer Planning Academy (SPA) Set dates and organize Support the grant activities and help build buy-in among staff Attend information session about SIP Academy at the TSI Conference in December (Required for the campus principal and the campus facilitator)

66. SIP Academy Assistance Who does the campus contact for assistance with the grant? For assistance regarding expenditures of grant funds, please call the School Improvement Unit in the Division of NCLB Program Coordination at TEA at (512) 463-9374 by selecting Option #3 in the automated phone menu. For assistance regarding SIP Academy program requirements, please call Allison Ivey or myself at SIRC. ***Who does the campus contact for assistance with the grant? For assistance regarding expenditures of grant funds, please call the School Improvement Unit in the Division of NCLB Program Coordination at TEA at (512) 463-9374 by selecting Option #3 in the automated phone menu. For assistance regarding SIP Academy program requirements, please call Allison Ivey or myself at SIRC. ***

67. Next Steps E-mail from your SIRC Regional Education Specialist with an attachment listing your possible TAPs Letter of Agreement (LOA) Initial campus visit prior to October 31, 2008 LOA due by October 31, 2008 Attend the SIRC Introductory Meeting on December 10, 2008 in Austin Attend the Texas School Improvement Conference on December 11-12, 2008 in Austin

68. Contact Information Cesar Martinez � SIRC Education Specialist cesar.martinez@esc13.txed.net 512-919-5253 Heidi Wagner- SIRC Coordinatorheidi.wagner@esc13.txed.net512-919-5279 Becca Marsh becca.marsh@tea.state.tx.us 512-463-9374

69.