District Improvement and Arkansas Comprehensive School Improvement Plan ACSIP

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District ImprovementandArkansas Comprehensive
School Improvement Plan(ACSIP)
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AGENDA

• Greetings/Introductions
• District Improvement No Child Left Behind
  Requirements
• District Improvement Arkansas Comprehensive
  School Improvement Plan (ACSIP) Requirements
• Questions/Answers

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How are Districts Identified for Improvement?

• Same Subject, All Grade Spans
• A district shall be in Improvement when all
  levels within a district fail to meet standards
  for two consecutive years in the same subject.
  (ADE Consolidated State Application
  Accountability Plan, Amended February 15, 2007)

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Example

• If a district is in improvement because of all
  three grade spans in math (K-5, 6-8, 9-12) in
  2007 and they meet standards for math for K-5 in
  2008 and for math 6-8 in 2009 then they are
  removed from improvement.

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No Child Left Behind Requirements

• Address improvements to academic programs with
  scientifically based research strategies.
• Identify activities having the greatest
  likelihood of improving student achievement.
• Set aside 10 percent of the districts Title I,
  Part A funds for professional development.

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No Child Left Behind Requirements

• Develop Adequate Yearly Progress (AYP)
  achievement goals for each of the groups of
  students identified in the disaggregated data.
• Address teaching and learning issues related to
  reasons district failed to make AYP.
• Incorporate activities outside normal school day
  and calendar such as summer and extended-year
  programs.
• Include strategies to promote effective parental
  involvement in the school.

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No Child Left Behind Requirements

• Identify all assistance, technical or otherwise
  including
• District resources
• Parents
• Local Educational Service Cooperative
• ADE
• Outside consultants
• Higher Education
• Business or community groups

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Transferability of Funds

• Districts may transfer
• 1. Fifty percent (50) of the funds allocated
  by formula but
• 2. If the district is in improvement Year 1 or
  Year 2, the transfer amount decreases to 30 of
  the funds allocated by formula.
• 3. A district identified as in need of
  corrective action, Year 3 district improvement,
  may not transfer any funds.

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Transferability of Funds

• A district that has been identified for
  improvement may transfer up to 30 percent of
  funds from other Federal programs into Title I,
  Part A.
• When a district is identified for improvement,
  all transferred funds must be used for district
  improvement activities.

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No Child Left Behind RequirementsTimeline

• 1116 (7) (A) Each local educational agency
  identified for District Improvement shall, not
  later than 3 months after being so identified,
  develop or revise a local educational agency
  plan, in consultation with parents, school staff,
  and others.
• Begin implementing this plan no later than the
  beginning of the school year that follows the
  school year during which the district was
  identified for improvement.

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No Child Left Behind RequirementsDistrict
Responsibilities to Schools

• Providing technical assistance to schools
• including data analysis,
• identification of the districts challenges in
  implementing professional development
  requirements,
• the resulting need-related technical assistance
  and professional development to effect changes in
  instruction, and an analysis and revision of the
  districts budget.

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District Responsibilities

• Establish a District Steering Committeedesignate
  the name and role of the person(s) to chair the
  committee.
• How will district personnel monitor and evaluate
  the effectiveness of the interventions?
• Is it clear what support the district will
  provide to ensure the success of the plan?

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No Child Left Behind RequirementsDistrict
Responsibilities to Parents

• Explain to parents what the identification means.
• The reason for the district being identified for
  improvement.
• Explain to parents how they can become involved
  in addressing the academic issues that led to the
  identification.

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District Responsibilities to Parents

• Does your district regularly inform
  parents/families, staff and community of student
  and school progress using results from formative
  assessments as well as data from state
  assessments?

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District Responsibilities to Parents

• Do the parent involvement strategies and
  activities clearly align with the strategies and
  activities for students?
• Will these parent activities positively affect
  the factors contributing to low achievement?

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District Plan Purpose

• 1116 (7) (A) Each local educational agency
  identified for District Improvement shall, not
  later than 3 months after being so identified,
  develop or revise a local educational agency
  plan, in consultation with parents, school staff,
  and others.
• The purpose of the district improvement plan is
  to address the deficiencies in the district
• that prevents students in its schools from
  achieving proficiency in the core academic
  subjects of reading and math.

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District Plan Purpose

• The improvement plan must analyze and address
  district insufficiencies as they relate to
  leadership for schools, governance, fiscal
  infrastructures, and curriculum/instruction.

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District Plan Purpose

• The plan writing process should result in a
  determination of why the districts previous
  efforts to improve were ineffective and a
  framework of detailed action steps to improve on
  those efforts.

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District ACSIP

• Has the district developed a District Steering
  Committee to include a cross section of teachers,
  experts, parents, and other stakeholders to
  develop a plan on behalf of students that best
  effect necessary changes?

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District ACSIP

• The following must be included in the district
  plan
• A new priority to address district improvement in
  literacy and/or math with data, goals,
  benchmarks, research, interventions and actions.
• This does not prohibit including actions
  throughout the plan addressing the districts
  identification.

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DATA

• Include an analysis of the data deemed relevant
  by the district that leads to an action plan that
  will have the greatest likelihood of ensuring
  that all groups will make AYP.

• Formative and summative data
• Professional development
• Parental involvement
• Report card (graduation rate/attendance)
• Student discipline
• Local assessment data

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DATA

• Have the areas of low achievement been clearly
  identified?
• After identifying the academic needs that caused
  you to get in improvement, how will these needs
  be addressed?
• Does the analysis provide clear direction for the
  selection of the goals, interventions and
  actions?

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DATA

• What grade level patterns are present across the
  district?
• What are the school level patterns that may
  reveal needs within particular schools in the
  district?
• How will the analysis of your data drive your
  professional development?

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Goal Statement

• After data disaggregation, provide a conclusion
  of the needs assessment for the grade spans and
  subpopulations that serves to narrow the focus of
  the priority by addressing the specific
  weaknesses from the data statements.
• This statement should address the specific
  reasons, relative to student performance, that
  caused the district to fail to meet AYP.

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Benchmark Statement

• Provide a statement that reflects the current
  district AYP status relative to the expected
  student achievement standards established by the
  State.
• Refer to the ADE Consolidated State Application
  Accountability Plan amended February 15, 2007.
• ( where you are vs. where you need to be)

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Interventions Research

• The plan must include intervention (s) to
  address
• student achievement
• professional development
• effective parental involvement, supported by
  research to ensure the greatest likelihood of
  improving student performance.

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ACTIONS

• Each intervention will be task analyzed with
  multiple, sequential steps of sufficient detail
  to implement and maintain the intervention. These
  actions must address the teaching and learning
  issues or activities necessary to the
  implementation of the intervention.

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ACTIONS

• These actions may include as appropriate
• Before and after school programs
• Summer programs
• Parental involvement
• Extended school year

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Professional Development

• Professional development strategies and
  activities should support and directly address
  the academic achievement problems that caused the
  district to be identified in improvement.
• Provide sufficient details to guide those
  implementing this plan.

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Professional Development

• This professional training should focus on
• the teaching and learning process, such as
• Increasing content knowledge, using
• scientifically based instructional strategies,
• and aligning classroom activities with
• academic content standards and
• assessment.

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Professional Development

• When a district is identified for improvement, it
  must reserve not less that 10 of its Title I,
  Part A funds for high-quality professional
  development for instructional staff that is
  specifically designed to improve classroom
  teaching.

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Professional Development

• Districts may include in this 10 total the Title
  I, Part A funds that schools within the LEA
  reserve for professional development when they
  are in improvement status.

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Professional Development

• The District may not include in the total any
  part of the funds designated to help teachers who
  are not highly qualified become highly qualified
  as specified in No Child Left Behind.

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ACT 807 of 2007ACSIP Monitoring

• Purposes
• To provide for a comprehensive review of the
  implementation of educational strategies,
  assessment, academic accountability and resources
  documented in ACSIP.
• To monitor the use of instructional facilitators.
• To ensure compliance with state and federal law
  and State Board policy.
• To provide technical assistance for program
  improvement.

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Possible criteria for monitoring

• Fiscal distress
• Audit findings
• History of lapsed funds
• School improvement
• District improvement

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Resources

• USDE Policy Guidance and No Child Left Behind
  Statute http//www.ed.gov/policy/elsec/leg/edpicks
  .jhtml?srcfp
• Title I, Part A http//www.ed.gov/programs/titleip
  arta/legislation.html
• NORMES http//normes.uark.edu/
• School Report Card
• School Improvement Reports
• ADE Website http//arkansased.org/
• Consolidated State Application Accountability
  Plan
• ACSIP Handbook
• Arkansas IDEAS
• Scholastic Audit
• Rules Governing the Monitoring of Arkansas
  Comprehensive School Improvement Plan (ACSIP)

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CONTACT

• Area ACSIP Supervisor
• School Improvement Section [phone]
• ACSIP Unit [phone]