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Oregon Department of Education Office of Educational Improvement
255 Capitol Street NE and Innovation
Salem, OR 97310
2011-12
Schools in Title I-A Improvement
Status
This packet includes:
Grant Information
Assurances / Intent to Apply
SIP Template and Budget Document
Schools in Title I-A Improvement Status
Signed Assurances & Intent to Apply Due:
by September 30, 2011
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2011-12 Schools In Title I-A Improvement Status Information and Templates for Funding
2011-12
Grant Information
What is Title I-A School Improvement Status?
The Elementary and Secondary Education Act (ESEA) as amended in 2001, requires that a state must
have a single accountability system and that states must hold schools and districts accountable for the
academic achievement of their students. As a result, all schools, districts, and the state are accountable
for meeting adequate yearly progress (AYP) each year. Title I-A funded schools that do not make AYP for
two consecutive years in the same content area or other indicator, are identified as being in Title I-A
School Improvement status. In addition, schools in Title I Improvement status are required to
implement mandatory consequences contained in the federal law.
Among other requirements, schools in Title I-A Improvement status must create or revise their school
improvement plans to cover the two-year minimum period of time during which the improvement
status will remain. The purpose of the Schools In Title I-A Improvement Status is to assist districts and
schools in revising and carrying out a plan that will be successful in achieving academic gains for all
students and result in the school meeting Adequate Yearly Progress.
All of the “sanctions” or consequences for improvement status are outlined in Section 1116 of ESEA,
Title I-A. For complete information regarding requirements for districts and schools related to schools in
Title I-A Improvement status, please refer to the 2011-12 Title I-A School Improvement Resource
Manual, available at: http://www.ode.state.or.us/search/page/?id=1942.
Does the school have to be Title I-A funded to be identified for Title I-A School Improvement?
Yes. A school must have received Title I-A funding during both the 2009-10 and 2010-11 school years
and have not met AYP for two consecutive years in the same content area or other indicator (i.e.,
attendance or graduation) to be in Title I-A School Improvement status, and continue to be funded with
Title I in the 2011-12 school year to be required to implement consequences of Title I-A School
Improvement status outlined in ESEA.
It is the responsibility of the district to notify the Oregon Department of Education in writing if a school
identified for Title I-A Improvement status or Corrective Action status will not be funded in 2011-12. Of
note, districts are required to fund Title I-A eligible schools in rank order based on free/reduced meal
percentages and, generally, eligible schools cannot be “skipped.” Therefore, if Title I-A funding is
removed from a school, it may have inadvertent consequences for other Title I-A funded schools in the
district.
Which districts are eligible to apply for Title I-A School Improvement Monies?
Districts with schools in Title I-A School Improvement status are eligible to apply for a non-competitive
Title I-A School Improvement Grant to support the implementation of ESEA requirements and sanctions.
It should be noted that these funds are in addition to the regular district Title I-A allocation, and may
only be used to provide support to schools in Title I-A School Improvement.
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2011-12 Schools In Title I-A Improvement Status Information and Templates for Funding
Are eligible districts required to apply for Title I-A School Improvement funds?
No. However, all districts with schools in Title I-A School Improvement status must implement all
requirements in the law with or without additional Title I-A School Improvement Grant funds.
Therefore, all districts with schools in improvement status are encouraged to apply.
How are Title I-A School Improvement Grant funds to be used?
In discussing the allowable uses of funds, it is necessary to state that the school improvement plan is the
fundamental gauge for determining what is allowable and not allowable under this program. When
developing plans it is important to consult with the LEA and School Improvement Non-Regulatory
Guidance (July 21, 2006) issued by the US Department of Education. You can find the guidance at:
http://www.ed.gov/policy/elsec/guid/schoolimprovementguid.pdf
The purpose of Title I-A School Improvement grant funds is to help districts and schools correct the
problems or situation that caused them to be identified for Title I-A School Improvement. Funds may be
used by the district to assist the school in improvement status as it develops or revises and implements
its School Improvement Plan. Allowable district uses of Title I-A School Improvement Grant funds
include:
Professional development (including stipends for extended hours)
Planning time
Costs associated with any new research-based instructional strategy/program designed to
improve academic achievement
Costs associated with research-based strategies to address other barriers to achievement such
as poor attendance or dropout prevention (so long as these costs augment a focus on academic
improvement, or if the school is identified for improvement status due to the “other indicator”)
Why is this grant a district – not a school grant?
It is a district responsibility to ensure that all schools are making AYP. ESEA requires that districts
provide ongoing support to identified schools while they are developing or revising their school
improvement plan, and during the implementation and evaluation of that plan. The district, as the fiscal
agent for the grant, is expected to work closely with the school to determine how those funds should be
used in order to achieve the goals outlined in the school improvement plan.
What is the amount of each Title I-A School Improvement Grant?
Oregon has received Title I-A School Improvement grant funds for the 2011-12 SY for distribution to
districts. Funding will be determined by combining a base amount of funds plus a per-student count.
Estimates (based on 2011 student counts from the Budget Narrative) will be available to Districts by
early October. However, districts will be asked to provide up to date student counts for more accurate
funding for the 2011-12 school year. This student count is part of the application process.
Districts with more than one school in Title I-A School Improvement will receive a grant amount based
on all eligible schools in the district. Those districts will determine how to distribute the grant funding
among their eligible schools, based on the funding otherwise available and on the severity of need in
each individual school. Districts may also choose to reserve grant funding for district-level support
activities for all schools in Title I-A School Improvement status.
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2011-12 Schools In Title I-A Improvement Status Information and Templates for Funding
How do eligible districts apply for 2011-12 School Improvement Grant Funds?
Applying for grants is a two-step process. All documents are to be sent to the following address:
Office of School Improvement and Accountability
Oregon Department of Education
255 Capitol Street NE
Salem, OR 97310
1. On or before September 30, 2011, Complete and sign district assurances documents (three in
total)
General Title I-A School Improvement Assurances
Parent Notification Assurances, with sample parent notification letters for each
identified school
Schools In Title I-A Improvement Status Assurances
In Addition include a letter of intent to apply for Title IA/D School Improvement grants
for 2011/2012
When will the grant be approved and when will grant funds be available?
Following submission and approval of the signed assurances document funds will be allocated (early
November 2011) However, if School Improvement Plans are not received when due in January all fund
will be immediately put on hold.
Schools that were in school improvement during the previous school year may have unexpended funds
still remaining. Schools with these grants must expend those funds first, before using funds that are
awarded during the current school year. In addition, the budget narrative must include plans to expend
funds previously awarded under this program.
Who do we contact if we have questions or need assistance?
Mike Hillman, Education Specialist (for Technical assistance related to this grant), 503-947-5809,
e-mail mike.hillman@state.or.us
Jesse Parsons, Education Specialist (for Technical Assistance related to this grant), 503-947-
5602, e-mail Jesse.parsons@state.or.us
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2011-12 Schools In Title I-A Improvement Status Information and Templates for Funding
2011-12
Schools in Title I-A Improvement Status
Assurances
Includes:
Contact Information
DUE September 30, 2011
5
2011-12 Schools In Title I-A Improvement Status Information and Templates for Funding
2011-12 Schools in Title I-A Improvement Status
Assurances
DUE September 30, 2011
This Form Constitutes the Intent to Apply for:
District Information
Name of District: ___________________________________________________
District Address: ___________________________________________________
City, State, Zip: ___________________________________________________
Superintendent: ___________________________________________________
Telephone number: ___________________________________________________
E-mail address: ___________________________________________________
FAX number: ___________________________________________________
Superintendent (or designee) Signature Date
Title I-A Coordinator ________________________________________________________________
Telephone number:
E-mail address:
FAX number:
Title I-A Coordinator Signature Date
School Information:
On page 7, list all schools in Title I-A School Improvement and/or Corrective Action
Status in 2011-12.
Mail all forms to:
Office of School Improvement and Accountability
Oregon Department of Education
255 Capitol Street N.E.
Salem, OR 97310
Email Scanned forms to: mike.hillman@state.or.us
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2011-12 Schools In Title I-A Improvement Status Information and Templates for Funding
List all schools in Title I-A Improvement Status and/or Corrective Action and
Restructuring in 2011-12.
School Principal Year of Title I Most Recent
School Annual Total
Improvement ADM as
reported to
ODE
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2011-12 Schools In Title I-A Improvement Status Information and Templates for Funding
General Assurances to the Oregon Department of Education
Required for ALL districts with schools in School Improvement Status
Due September 30, 2011
Read and initial each statement below regarding district responsibilities for assisting schools identified for Title I-
A School Improvement as they develop or revise their school improvement plan, and as they implement the plan.
1. ____ The district will provide ongoing technical assistance to schools identified for Title I-A School
Improvement as they develop or revise their school improvement plan, and throughout the implementation of
that plan.
2. ____ The district will coordinate the technical assistance that is provided to school(s) in Title I-A School
Improvement. Assistance to schools must be provided by district staff, and the Oregon Statewide System of
Support through school and district coaches, external consultants such as ODE, ESD or university staff or by
private consultants with experience and expertise in helping schools improve academic achievement. Indicate
name/position of individual who will coordinate this assistance:
Name__________________________________Position_______________________
3. ____ The district will help the school analyze results from the state assessment system and other relevant
examples of student work to set measurable goals. Technical assistance will be provided to school staff to
enable them to use data to identify and solve problems in instruction, to strengthen parental involvement and
professional development, and to fulfill other responsibilities that are defined in the school improvement plan.
4. ____ The district will ensure that the school improvement plan includes provisions for teacher mentoring as a
part of its professional development plan. Mentor programs pair novice teachers with more experienced
teachers to provide practical support and guidance.
5. ____ The district will help the school choose and sustain effective instructional strategies and methods and
ensure that the school staff receives high quality professional development relevant to the implementation of
instructional strategies. The chosen strategies must be grounded in scientifically based research and address
the specific instructional or other issues, such as attendance or graduation rate, that caused the school to be
identified for school improvement.
6. ____ The district will help the school analyze and revise its school budget to fund activities most likely to
increase student achievement and remove it from school improvement status.
7. ____ The district will ensure that at least 10% of the school’s regular Title I-A allocation will be expended for
high quality professional development for the school’s teachers, principal, and as appropriate, other
instructional staff.
8. ___The Oregon Department of Education may, as it deems necessary, supervise, evaluate and provide
guidance and direction to the local school system and local school in the conduct of the activities performed
under this plan.
9. ___The schools and district shall adhere to Oregon Department of Education reporting and evaluation
requirements. This includes project reports that address the progress toward meeting the established,
measurable goals, and any other reports requested by ODE to measure the project effectiveness.
Superintendent’s Signature _________________________________ Date ________________
Title I-A Coordinator Signature ________________________________ Date ________________
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2011-12 Schools In Title I-A Improvement Status Information and Templates for Funding
2011-12 Title I-A School Improvement Notification of Parents
Statement of Assurances to the Oregon Department of Education
Required for ALL districts with schools in School Improvement Status
Due September 30, 2011
Please initial all statements that apply, or if not applicable to this district, put N/A in the space provided before
each statement:
1. ____The district has notified parents of all students in the school(s) identified by the Oregon Department of
Education for Title I-A School Improvement status.
2. ____The parent notification letter meets the requirements outlined in the Title I-A School Improvement
Resource Manual.
3. ____If one or more schools in the district are available as options for transfer, parents were notified that they
have the right to transfer to another school that is not identified for Title I-A School Improvement (put N/A if
no transfer option exists).
4. ____The letter to parents clearly states that transportation will be provided at district expense (put N/A if no
transfer option exists).
5. ____If no transfer option exists, the notification clearly explains why no such option is available (put N/A if
district did offer transfer options).
6. ____If no transfer option exists, the notification explains other support and services that may be provided to
children in the school(s).
7. ____The district has completed the first of two notifications to parents of eligible students attending school(s)
in the second year or beyond of school improvement of the availability of Supplemental Education Services to
be provided at district expense
8. ____Copy of parent letter pertaining to Supplemental Education Services is attached for each Title I-A school
in Improvement or Corrective Action
9. ____Copy of parent letter pertaining to school(s) identified by the Oregon Department of Education for Title I-
A School Improvement status is attached for each Title I-A school in Improvement or Corrective Action.
Superintendent’s Signature _________________________________ Date ________________
Title I-A Coordinator Signature ________________________________ Date ________________
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2011-12 Schools In Title I-A Improvement Status Information and Templates for Funding
2011-12 Schools in Title I-A Improvement Status
Statement of Assurances to the Oregon Department of Education
Submit this form if district is applying for Title I-A School Improvement Funds
Due September 30, 2011
By receiving Title I-A School Improvement Grant funds, _______________________ District (district name) and all
schools identified for Title I-A School Improvement will assure that Title I-A School Improvement Grant funds are
used to meet the requirements outlined in the Elementary and Secondary Act (ESEA) of 2001, section 1116 and that
Grant funds will only be used to provide support to schools in Title I-A School Improvement status. Initial remaining
assurances:
Fiscal
___Grantee shall establish and maintain fiscal control and fund accounting procedures, as set forth in 34 CFR
Part 76 and 80 and in applicable federal and state law and regulations.
___The Title I-A School Improvement funds will be used only to supplement and not supplant, federal, state
and local funds a school would otherwise receive.
___Grantee must receive prior written approval from ODE, Office of Educational Improvement and Innovation,
before implementing any project changes with respect to the purposes for which the proposed funds are
awarded.
___Grantee shall retain all records of its financial transactions and accounts relating to the proposed project for
a period of three years after termination of the grant agreement and shall make such records available for
inspection and audit by authorized representatives of ODE.
Program
___The district will establish a Title I-A School Improvement Plan revision and peer review approval
process that demonstrates thoughtful and evidence-based reflection during the planning process.
___The School’s revised improvement plan and peer review should be completed and submitted to ODE for
approval no later than January 30, 2011.
___Grantee shall submit a Title I-A School Improvement Grant Yearly Report due June 29, 2012.
Superintendent Signature ______________________________Date _____________
Title I-A Coordinator Signature __________________________Date _____________
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2011-12 Schools In Title I-A Improvement Status Information and Templates for Funding
2011-12
Schools In Title I-A Improvement Status
Intent to Apply
Be Sure to Include:
Contact Information
DUE September 30, 2011
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2011-12 Schools In Title I-A Improvement Status Information and Templates for Funding
2011-12 Schools in Title I-A Improvement Status
Statement of Intent to Apply to the Oregon Department of Education
Due September 30, 2011
Please fill out intent to apply form for each school in the district as appropriate.
____________________ School intends to apply for
Title IA/D School Improvement funds for the
2011/2012 academic year, and is anticipating an
award amount of _________.
____________________ School has made the
decision to decline Title IA/D School Improvement
funding for the 2011/2012 academic year.
_____________________ School has made the
decision to decline ALL Title I-A funding for the
2011/2012 academic year.
________________________ ____________
Signed Date
Contact Information:
Name: ________________ Title: _______________
Email: ___________________ Phone: _____________
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2011-12 Schools In Title I-A Improvement Status Information and Templates for Funding
2011-12
Schools in Title I-A Improvement Status
The School Improvement Plan (SIP)
Expectations and
Grant Application sections
Revised SIP due to the district for peer review
no later than: December 16, 2011
Approved School Improvement Plan
due to ODE no later than: January 30, 2012
Districts can choose to accelerate the required ESEA
revision and approval process as long as they can
demonstrate thoughtful and evidence-base procedures.
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2011-12 Schools In Title I-A Improvement Status Information and Templates for Funding
Check List for School Improvement Plan due January 30, 2012.
A complete Application consists of the following:
For each school in improvement, the following must be submitted:
Two-Year School Improvement Plan (Schools may use the optional
template found in Appendix A found on pages 18-25)
o For schools in improvement or holding status that developed a two-
year plan during the 2010-2011 school year, it is only required that a
summary of the revisions to the School Improvement Plan be
submitted to ODE.
Grant Template (Appendix B found on pages 26-27)
Budget (Appendix C found on pages 28-29)
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2011-12 Schools In Title I-A Improvement Status Information and Templates for Funding
ESEA as amended (2001) Requirements for
Development and Revision of the School Improvement Plan
(Section 1116)
ESEA as amended (2001) requires that districts and schools in the school improvement process follow
steps that demonstrate thoughtful and evidence-based reflection during the planning process.
A school identified for Title I-A School Improvement has three months to revise their school
improvement plan and submit it to the district for the peer review team. The peer review team then has
45 days to consider the revisions for final approval.
The school improvement plan revisions must be developed in consultation with parents, school staff,
the district, and external consultants, and must be reviewed by a peer review team and approved by the
district. Schools may use an existing school improvement plan, a Title I-A Schoolwide Program plan, a
template from an external consultant or the ODE school improvement plan template included in the
2009-10 Title IA School Improvement Resources Manual located on the ODE/Title IA website at:
http://www.ode.state.or.us/search/page/?id=1942.
A district may choose to accelerate the process; however, it still must demonstrate thoughtful and
reflective evidence-based considerations in the design and structure of activities.
The school improvement plan must cover a two-year period (2011-12 through
2012-13), and must:
Incorporate strategies based on scientifically based research that will strengthen the core
academic subjects in the school and address the specific academic or other issues (attendance,
graduation, or participation rate) that caused the school to be identified for Title I-A School
Improvement, and may include a strategy for the implementation of a comprehensive school
reform model that includes each of the eleven components described in Title I, Part F;
Adopt policies and practices concerning the school’s core academic subjects that have the
greatest likelihood of ensuring that all groups of students (Asian/Pacific Islander, Black, Hispanic,
American Indian/Alaskan, White, Multi-Racial, Students with Disabilities, Limited English
Proficient, and Economically Disadvantaged) enrolled in the school will meet the state’s
proficient level of achievement on the sate academic assessments;
Spend no less than the equivalent of 10% of the school’s Title I-A funds made available each year
the school is in Title I-A School Improvement status, for the purpose of providing to the school’s
teachers, principal, and other staff high-quality professional development that
o Directly addresses the academic achievement or other (attendance, graduation,
participation rate) problem that caused the school to be identified for Title I-A School
Improvement;
o Meets the requirements for professional development activities under ESEA, section
1119 (assuring that all teachers and paraprofessionals meet ESEA highly qualified
criteria); and
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2011-12 Schools In Title I-A Improvement Status Information and Templates for Funding
o Is provided in a manner that affords staff increased opportunity for participating in that
professional development.
Specify how the funds described for high-quality professional development will be used to
remove that school from Title I-A School Improvement status;
Incorporate a teacher mentoring program;
Establish specific, annual, measurable goals and objectives for continuous and substantial
progress by each group of students enrolled in the school that will ensure that all groups of
students (Asian/Pacific Islander, Black, Hispanic, American Indian/Alaskan, White, Multi-Racial,
Students with Disabilities, Limited English Proficient, and Economically Disadvantaged) enrolled
in the school will meet the state’s proficient level of achievement on state academic
assessments;
Describe how the school provided and will continue to provide written notice about the
identification for Title I-A School Improvement to parents of each student enrolled in the school,
in a format and language the parents can understand;
Specify the responsibilities of the school, district, and any external consultant including the
Oregon Department of Education, and describe the technical assistance to be provided by the
district and others as the plan is implemented;
Include strategies to promote effective parental involvement in the school;
Incorporate, as appropriate, activities before school, after school, during the summer, and
during any extension of the school year; and
Incorporate Supplemental Educational Services to students, where appropriate (required for
schools in Year 2 or 3 Title I-A School Improvement). Schools in Year 1 Title I-A School
Improvement should include the plan for identification of Supplemental Educational Service
providers.
Recommended Steps in Completing the School Improvement Plan
1. Compose a School Improvement team consisting of parents, teachers, classified staff,
administrators, district support team, and external support providers. Include students on the team
if appropriate.
2. Follow the essential steps of the school improvement process which is the basis of the template
mentioned above:
Building Readiness
Collecting and Analyzing Data
Setting Measurable Goals
Utilize Research-Based Practices
Develop Action Plans
Implement Plans and Monitor Progress
Evaluate Effectiveness
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2011-12 Schools In Title I-A Improvement Status Information and Templates for Funding
3. Collect tools that will be needed during the planning process to develop or revise the School
Improvement Plan:
AYP Reports
Oregon Statewide Assessment results
Student demographics, Subgroup data, Mobility/Stability rates, Attendance, Staff
demographics, Highly Qualified teachers and other pertinent information that relates to
student achievement.
Local assessment data and survey data, including parent needs assessment data.
Existing School Improvement or Title I-A Schoolwide plans.
4. Analyze student data to determine subgroups and content or other (attendance, graduation,
participation) areas needing improvement, and write annual measurable objectives.
5. Examine ESEA requirements for revision of school improvement plan with school and district teams.
6. Determine current organizational and instructional practices such as:
Organizational practices
o Effective leadership
o Teacher hiring and teacher retention
o Teacher mentoring
o Safe and positive environment
o Scheduling
o Utilization of personnel
o Grouping strategies
o Planning time
o Allocation of space
o Accessibility and effective use of resources
o Culture of learning, expectations
o Attendance procedures
o Discipline procedures
o Grading practices
o Other
Instructional Practices
o Aligned curriculum and instruction
o Curriculum mapping to instructional materials
o Standards
o Instructional programs and practices
o Professional learning
o Collaborative planning
o Classroom management
o Differentiation of instruction
o Goals for Student Learning
o Assessments to inform instruction (diagnostic, screening, progress monitoring)
o Lesson sequencing
o Other
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2011-12 Schools In Title I-A Improvement Status Information and Templates for Funding
7. Review existing school improvement plan and any other school plan for common initiatives and
interventions that will directly influence targeted content areas, subgroups, or other indicator area
for meeting the requirements of ESEA. Flag, list, or highlight the initiatives or interventions from the
various plans so school and district staff can discuss and reach consensus on those that truly address
the academic need areas.
8. Determine if current interventions and actions are sufficient to remove the school from Title I-A
School Improvement status.
9. Identify needed research-based interventions/strategies for targeted content areas and subgroups.
10. Identify the professional development necessary to support the implementation of intervention
strategies.
11. Ask the following questions about the current school improvement plan:
Does the plan identify short and long-term measurable goals that relate to targeted content or
other areas?
Does the plan identify specific core academic areas and student subgroups on which to focus?
Does the plan identify specific action steps, interventions, and strategies that directly relate to
the goal and academic or other issues that caused the school to be identified for Title I-A School
Improvement?
Does the plan identify clearly those school and district staff members that are responsible for
implementation of the plan?
Does the plan include an aligned budget that clearly supports actions, interventions and
strategies in the plan?
Does the plan include high quality professional development activities that clearly support the
goals and academic or other issues that caused the school to be identified for Title I-A School
Improvement?
Does the plan include a reasonable timeline for each action step and strategy?
Does the plan include means of evaluating progress on an ongoing basis using multiple methods
of both formative and summative data for each action step and strategy?
12. Revise the school improvement plan, making certain that the required components for School
Improvement Plans [and Schoolwide Plans if appropriate] are present, and submit to the district for
peer review and district approval no later than December 16, 2011.
13. Submit revised school improvement plan to the district-designed Peer Review team, consisting of
teachers and administrators from schools or districts similar to the one in improvement, but more
successful in meeting the learning needs of their students. Staff with demonstrated effectiveness
and recognized expertise in school improvement will be able to evaluate the plan’s quality and the
likelihood of its successful implementation, and make suggestions for revisions. The Peer Review
team must review the plan no later than January 19, 2012. (see section C-17 of the LEA School and
District Improvement Non-Regulatory Guidance, U.S. Dept. of Education for more information about
Peer Review teams and process).
14. Once the Peer Review of the proposed plan has been completed, the district must work with the
school to make any necessary revisions and must approve the plan as soon as it satisfactorily meets
ESEA requirements. The district may “conditionally” approve the plan with conditions it deems
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2011-12 Schools In Title I-A Improvement Status Information and Templates for Funding
necessary to ensure the plan’s successful implementation. For example, the district may condition
its approval on feedback on the plan from parents and community members
15. When the plan(s) is/are approved, submit it/them to the Oregon Department of Education no later
than January 30, 2012, with the Primary Application document as a cover page. The plan will be
read and filed with all assurances previously submitted, and remaining grant funds will be awarded.
Mail School Improvement Plan(s) and Application to:
Office of School Improvement and Accountability
Oregon Department of Education
255 Capitol Street N.E.
Salem, OR 97310
Email Scanned plans to: mike.hillman@state.or.us
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2011-12 Schools In Title I-A Improvement Status Information and Templates for Funding
Appendix A
Optional Template
Oregon Title I School Improvement Plan
Plan will be implemented during the school years.
School District Name:
Address:
Building Principal
Building Name:
Phone: FAX:
E-Mail Address:
Superintendent:
Phone: FAX:
E-Mail Address:
Address:
Assurance I certify that funding from the School Improvement grant will be and/or
has been spent in compliance with the requirements of ESEA, Section
1116 and requirements of Oregon and Federal statutes and regulations.
Signature
Title I Coordinator
Fax
Phone
E-Mail Address:
School Enrollment:
Grade Levels:
Free/Reduced Lunch %
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2011-12 Schools In Title I-A Improvement Status Information and Templates for Funding
School Improvement Plan
Research tells us that the most effective change is accomplished through a pattern of steps. In order to
improve schools something has to change so new patterns can be established. The Sustaining School
Improvement Cycle is composed of a seven-step process that is often repeated and revisited in the
journey to increase student achievement and improve school for all students.
Briefly describe your plans to meet the seven steps in the Sustaining School Improvement Cycle.
Building Readiness (Planning Team)
Section 1116(b)(3) SCHOOL PLAN-
(A) REVISED PLAN- After the resolution of a review under paragraph (2), each school identified under
paragraph (1) for school improvement shall, not later than 3 months after being so identified, develop or
revise a school plan, in consultation with parents, school staff, the local educational agency serving the
school, and outside experts, for approval by such local educational agency. The school plan shall cover a 2-
year period.
Planning Team - List the names of people involved in developing this plan. Begin to build readiness in
people by engaging them in Active School Improvement efforts. When the Planning Team comes
together review the school’s data as a focus for school improvement efforts. Planning Team members
bring different perspectives that determine next steps.
Parents:
Licensed Staff:
(include position)
Classified Staff:
(include position)
Administrators:
(include position)
District Staff:
Title I Staff:
Others (Optional):
(students, community
members, etc.)
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2011-12 Schools In Title I-A Improvement Status Information and Templates for Funding
Coordination and Technical Support
Schools in Title IA Improvement status must hold 20% of their funds to provide information
about school choice and transportation.
Schools and districts in the improvement process must document the technical assistance they
used during the planning process. ESEA as amended (2001) 1116 (b)(4)(B)(i-iii) defines technical
assistance as including: data analysis, identification and implementation of strategies, and
budge analysis.
Use the following table to document the technical assistance you receive during the school
improvement process.
Supply the dates of meetings, the type or topic of technical assistance, and who provided the
assistance.
Date Provider Type of Assistance
Describe the specific responsibilities of the school, and the district including technical assistance that will
be provided by the district as the plan is implemented.
Describe technical assistance requested from the state agency.
Collecting and Analyzing Data
Collecting and analyzing data to look at the school’s challenges and strengths is a great way to identify
what to work on. Use this section to summarize the key findings of the data review. Begin by thinking
about - Why was your school identified as in need for improvement?
Step I: Describe or list the issues that placed your school in Title I-A School Improvement Status:
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2011-12 Schools In Title I-A Improvement Status Information and Templates for Funding
Step II: Complete this section using the information from your previous year’s School Improvement Plan.
1. State each goal listed in the previous year’s district approved School Improvement plan and the
strategies implemented to address the achievement of each goal.
2. State the progress made toward the achievement of each goal. What data has been reviewed to
understand the progress of each goal? What additional data might help to understand this area of
concern?
Step III: Summarize the findings of the data review by describing the strengths and weaknesses of your
current program[s].
1. Strengths of the Current Program:
2. Weaknesses of Current Program:
3. Other Factors to Consider:
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2011-12 Schools In Title I-A Improvement Status Information and Templates for Funding
Setting Measurable Goals
Title IA School Improvement Plans need to include strategies that address specific issues where AYP was
not met and goal-setting is an important step. SMART goals are student-centered and specific, measurable,
attainable, realistic, and time bound.
After reviewing data and previous efforts to address areas of concern please develop SMART goals for the
revised Title I-A School Improvement Plan. In Section E each goal will be furthered developed through
Action Plans. Develop 2-3 goals in order to focus on the area/s that did not meet AYP.
Setting SMART Goals
Student-centered/specific
Measurable
Attainable
Realistic
Time bound
(Example of a SMART Goal format)
By: __________________________ we will improve the performance of
(time)
_______________________ students at/in __________________________ to
(target group/grade) (school/district)
_____________________________ in _____________________________ as
(performance level) (subject area)
evidenced by ____________________________________________________
(date and name of assessment measures)
Additionally, we will narrow the gap between ___________________________
(student group)
and ______________________________ by __________________________.
(student group) (target amount)
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2011-12 Schools In Title I-A Improvement Status Information and Templates for Funding
Utilize Research-Based Practices
Determining the best research-based programs is a critical piece of the school improvement process. It is
important to keep focused on learning about the program or practice that is most effective in meeting the
intended goals you select to increase the achievement of your students.
A School Improvement Plan must: ESEA as amended (2001) 1116(b)(3)(A)
Incorporate strategies based on scientifically based research that will strengthen the core academic subjects
in the school and address the specific academic issues that caused the school to be identified for school
improvement, and may include a strategy for the implementation of a comprehensive school reform model
that includes each of the components described in part F;
Adopt policies and practices concerning the school's core academic subjects that have the greatest likelihood
of ensuring that all groups of students specified in section 1111(b)(2)(C)(v) and enrolled in the school will
meet the State's proficient level of achievement on the State academic assessment
A Schoolwide plan must: ESEA as amended (2001) 1114(b)(1)(B)
Provide opportunities for all children to meet the State’s proficient and advanced levels of academic
achievement,
Use effective methods and instructional strategies that are based on scientifically based research that
strengthen the core academic program, increase the amount and quality of learning time that provides
an enriched and accelerated curriculum,
Include strategies that meet the needs of historically underserved populations,
Includes strategies to address the needs of all children in the school, but particularly the needs of low
achieving children and those at risk of not meeting the State standards who are member of the target
population
Provide instruction by highly qualified professional staff;
Provide timely, effective assistance to students who experience difficulty in meeting the state’s
standards, including taking specific steps to involve parents in helping their children meet the standards.
1. Address the specific academic issues that caused the school to be identified for school
improvement. What research was reviewed? How did it help in the decision making process?
2. Describe the policies and practices concerning the school’s instructional programs for core academic
subjects that meet the needs of your school’s specific subgroups. If there are specific strategies or
practices for a particular subgroup of students describe these separately.
3. Describe strategies, policies and/or practices that address the attendance, graduation pr participation
rate issue if this was a cause for the school to be placed in School Improvement status or if you have
chosen to address these issues as a preventive measure.
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2011-12 Schools In Title I-A Improvement Status Information and Templates for Funding
4. Describe, as appropriate, activities that the school has implemented that take place before school,
after school, during the summer or during any extension of the school year will strengthen students’
ability to meet the state’s standards.
Develop Action Plans and Determine Responsibilities
The action plan highlights what the goal is, how it will be measured, what the steps are for reaching the
goal, who is responsible, what the timeline is, and which resources will be utilized.
Directions for Developing the School improvement Action Plan
The School Improvement Action Plan is based on the results of the data review and the solutions
selected. The Action Plan will serve as an effective tool for integrating goals, strategies to achieve the
goals, and the timeline and resources needed to accomplish the goals. It should also assist in the
implementation by clarifying who will provide leadership for each component of the plan, and how
progress will be monitored and evaluated.
The Action plan template provided on the next page can be modified to meet your school’s specific
needs. Strategies to address attendance, safety, participation rates can be incorporated into the
template provided. Measurable goals will need to be stated for these attendance, graduation or
participation strategies if these are an issue that placed the school into School Improvement Status.
Establish SMART [specific – measurable – achievable – realistic – time related] goals for continuous and
substantial progress by each group of students enrolled in your school. Review AYP Growth Targets for
each group. Add additional lines under Specific Groups Measurable Goals as needed.
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2011-12 Schools In Title I-A Improvement Status Information and Templates for Funding
Action Plan
School:
Overall School Improvement Goal #
Target Group:
Measurable Targets:
STRATEGY EVIDENCE OF EVIDENCE OF TIMELINE PERSON ESTIMATED FUND SOURCE EVALUATION
What evidence-based IMPLEMENTA- IMPACT What are the projected RESPONSIBLE COSTS What sources of What did the Evidence
strategy will be TION What data will be start and end date(s)? Who will provide What are the funding will be used for of Impact data tell you
implemented? collected through your oversight for anticipated costs? the activity (more than about your district or
What evidence and
How do you know the assessment system implementation, one source may be school? Were the
processes will be used
strategy will help that measures desired monitoring, and listed)? results what you
to ensure that the
achieve the goal? changes in student evaluation of the intended? Are the
strategy(ies) and staff
learning? (universal strategy? results moving the
development planned
screening, progress district towards the
are being implemented
monitoring and goal?
in the classroom?
outcome measures)
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2011-12 Schools In Title I-A Improvement Status Information and Templates for Funding
Appendix B
School Improvement Plan Template
In addition to the School Improvement Plan, the following must be completed to apply for School
Improvement Funds under Title I-A. This section pertains to the implementation of the plan, monitoring
progress on the action steps, budget and technical assistance for the school improvement.
Alignment with District’s Continuous Improvement Plan
1. Describe how the implementation of the Title I-A School Improvement Plan aligns with the district’s
Continuous Improvement Plan.
2. Describe how the Title I-A School Improvement efforts supplement the on-going strategies already in
place.
High Quality Staff and Professional Development
Implementing plans requires that you have quality staff that receives adequate professional
development and ESEA mandates that parent involvement is included in the school improvement
process.
A School in Title I A School Improvement must spend no less than 10% of the school’s Title IA building allocation
for the purpose of providing to the school’s teachers, principal and other staff high quality professional
development that
Directly addresses the academic achievement or other (attendance, graduation, participation rate)
problem that caused the school to be identified for Title IA School Improvement
Meets the requirements for professional development activities under ESEA as amended (2001),
Section 1119; To support intensive and sustained professional development); and
Is provided in a manner that affords more staff an increased opportunity for participating in that
professional development
1. Describe how the professional development funds will be used to address the issues that place the
school in school improvement status and will strengthen the academic instructional program for all
or specific subgroups of students.
2. Describe the teacher mentoring program you currently have in place or the one that will be
established to support new, struggling, and seasoned teachers.
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2011-12 Schools In Title I-A Improvement Status Information and Templates for Funding
Parent and Family Involvement
The school improvement program must: (ESEA as amended 2001 Sec.1118(d)
Create effective involvement of parents
Have a School Parent Involvement Policy
Conduct conferences with the parents of students who have not met academic standards, and
Incorporate use of the parent-school compact
The major parent involvement activities should relate to the student academic goals as much as possible, and
should include activities that are valued by parents. In “Best Practice” parent involvement programs, parents
actively participate in designing, implementing, and evaluating these activities.
1. Describe the key strategies planned to increase meaningful parental involvement that are designed
to enhance home-school partnerships and improve student learning (e.g., enhancing home-school
partnerships, providing parent resources to support their child’s academic achievement, engaging
parents to become active in the school community).
Ongoing Program Development
1. Describe the process to be used by the school and district to annually review and update the school
improvement plan to ensure that progress is being made toward the goals of the plan.
2. Describe the technical assistance that the district is and will continue to provide until the school is
removed from school improvement status.
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2011-12 Schools In Title I-A Improvement Status Information and Templates for Funding
Appendix C
Budget
School improvement Programs are required to describe:
How Title IA School Improvement funds, Title IA building funds and funds from other sources will be used to
implement the School Improvement Plan;
How Title IA funding will supplement state and local funding.
Funding Sources
List all federal and state sources of funds allocated to this school. The estimated general education
(building) funds and federal funds allocated to this school should be recorded on the chart below.
Funding Source Amount
General Education
Title IA School Improvement Funds
Remaining 2010-2011 School
Improvement Funds
Title IA Building Allocation
Title IC
Title IIA
Title IID
Title III
Title IV
A. Uses of Funds
Budget Narrative
1. Provide a brief budget narrative explaining how funds listed in the table above will be combined and
used to support the school improvement plan.
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2011-12 Schools In Title I-A Improvement Status Information and Templates for Funding
BUDGET WORKSHEET
Double Click on the table below to begin editing. The table will open in Excel.
School Improvement Budget Summary
for the 2011-12 School Year
Budget Areas School Title I-A School Title I-A Building Other Federal Local Funds
Improvement Improvement Funds for 2011-12 Programs
Grants received Funds 2011-12
during the 2010-
11
Licensed Salaries
Classified Salaries
Employee Benefits
Purchase or
Contracted Services
Supplies/Materials
Equipment/Capital
Outlay
Professional
Development
Parent Involvement
Travel
Food Services
Other (identify)
TOTALS $0.00 $0.00 $0.00 $0.00 $0.00
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2011-12 Schools In Title I-A Improvement Status Information and Templates for Funding
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