School Improvement Division



School Improvement Division

2010-11

Title I AYP Planning Guide

Process and Timeline

|2010-11 Title I AYP Improvement Process and Timeline |

What revisions to the regional service process have been conducted for 2010-11?

• District and School Improvement Plans – Very few revisions have been made regarding In Need of Improvement AYP plans. Please note that schools must have their own needs assessment to capture the strengths and challenges unique to each site classification. For any school or district continuing In Need of Improvement, a brief determination of why the previous improvement plan did not bring about increased student academic achievement must be addressed in the needs assessment summary.

Appendix B from the school improvement plan (SIP) template must be used for updating a SIP in the AYP stages of School Choice (1.2) and Supplemental Education Services (2.1, 2.2). Appendix B from the district improvement plan (DIP) template must be used for updating a DIP in the AYP stage of In Need of Improvement (1.2) and Continuing In Need of Improvement (2.1, 2.2).

• Districts and Schools in Corrective Action –Appendix C must be used for schools or districts in Corrective Action (3.1, 3.2). Corrective Action requires a significant intervention designed to remedy the persistent inability to make Adequate Yearly Progress (AYP) for all students to become proficient in reading and mathematics. The specific requirements for a Corrective Action school are different than the requirements for a Corrective Action district. Corrective Action schools are required to clearly select one of the options as outlined in Appendix C of the SIP template. Corrective Action districts are required to reserve an additional 2 percent of their Title I allocation for improvement activities. Both schools and districts must immediately implement these corrective actions.

• Schools in Pre-Restructuring or Implementing a Restructuring Plan – The district has direct oversight and involvement in the development and implementation of a restructuring plan for schools in these stages of In Need of Improvement. NCLB requires that a restructuring option(s) be chosen, a plan developed, and that implementation occur at the start of the next school year if the site does not make AYP during the Pre-Restructuring stage (4.1, 4.2). The district must maintain documentation that will be available upon request by MDE, including compliance requirements. Appendix D of the School Improvement Plan template must be used in the development of the Pre-Restructuring plan. Appendix E of the School Improvement Plan template must be addressed by schools implementing their approved restructuring plans.

• Rapid District Improvement – The emphasis in year five of the Statewide System of Support (SSOS) is to support the capacity of AYP districts to initiate and sustain rapid system-wide improvement. Rapid district improvement is defined as substantial changes in district structures, culture, policies and processes within 1-3 years; evidence of significant improvement in instructional practices and student performance within 3-4 years; and evidence that changes and improvements are system-wide and sustainable.

• Job-Embedded Professional Development – High-quality, sustained and job-embedded professional development will be delivered by service cooperatives. These services will be customized to meet the needs of eligible AYP districts and schools, especially Corrective Action and Restructuring schools. Professional development funded through NCLB programs must reflect the statutory set of principles that apply to Section 9101 (34) of NCLB.

|2010-2011 AYP Identification Process |

Prior to participating in the Title I AYP improvement process, districts received preliminary data for verification via the Educator Portal – “Accountability Reports.” The verification and identification of AYP stage, requirements, and set-asides is managed through the NCLB division at MDE. For questions about verification and AYP identification, contact Greg Marcus: 651-582-8454, greg.marcus@state.mn.us. For general questions about professional development set-asides and parent notification, contact the NCLB division at 651-582-8579 to be forwarded to assigned Title I Area Director.

2010-11 Title I AYP District/School Improvement Timeline and Task Checklist

|Month |Task |

|August – |MDE School Improvement Division will formally initiate contact with identified Title I schools and districts to discuss the AYP improvement |

|September |process. AYP identified schools and districts are invited to regional meetings co-sponsored by MDE and regional service cooperatives. |

| |Service cooperatives begin reach outreach with schools and districts to ensure communications. |

| | |

| |School Support or District Improvement Teams are formed (including AYP coordinator, district leadership, teachers, parents, and other |

| |members as required [D-10, USDE Guidance]). |

| | |

| |AYP data and existing improvement plans are reviewed to determine initial framework for planning, technical assistance decisions or other |

| |appropriate alternative actions as determined by level of In Need of Improvement status. |

| | |

| |AYP coordinator provides technical assistance for School Support and District Improvement Teams as a member and resource specialist. (The |

| |AYP Coordinator is not an outside expert.) |

|FALL |Professional Development: Services and practices covering areas of relevance to the improvement plan implementation [Section 9101(34) of |

| |NCLB]. |

|September |Needs assessment and evaluation planning with leadership teams (D-13, USDE Guidance). |

|October |School Support and District Teams continue with improvement plans (D-13, USDE Guidance). |

|November |20010-11 District or School Improvement Plans must be developed or updated within 90 days of formal identification. Regional cooperatives |

| |provide further support for quality of AYP plans submitted. AYP plans are submitted to regional service cooperative [Sec. 1116(b)(3)]. |

| | |

|WINTER |Professional Development: Services and practices covering areas of relevance to the improvement plan implementation. “Provide follow-up |

| |onsite training and coaching for principals and teachers who have participated in professional development to ensure that the knowledge and |

| |skills learned by teachers are implemented in the classroom” [Section 9101(34) of NCLB]. |

|December |Schools and districts new to In Need of Improvement implement their AYP plans by this time. Existing AYP schools and districts update and |

| |continue implementation of plans (C-20, USDE Guidance). |

|January – February |School Support and District Improvement Teams meet throughout the year to review implementation of plan. A primary AYP Coordinator role is |

| |to guide leadership teams (D-13, USDE Guidance). |

|SPRING |Professional Development: Activities and services are regularly evaluated for their impact on increased teacher effectiveness and improved |

| |student academic achievement, with the findings of the evaluations used to improve the quality of professional development [Sec. 9101(34) of|

| |NCLB]. |

|April |MCA Testing. |

|May – |School Support and District Improvement Teams review established student academic achievement targets, reflect on progress, and formulate |

|July |initial recommendations as required (D-14, USDE Guidance). |

|2010 – 2011 Roles and Resources |

MDE Program Support – Program support staff will be assigned to serve as the state education representatives (SEA) for guiding technical assistance to districts and their schools in various stages of In Need of Improvement. AYP program support staff will also serve as liaisons to regional service cooperatives that provide direct technical assistance for the district and school improvement plan development, implementation, and reflection process. Designated MDE staff will collaborate with district leadership and AYP Coordinators across the regions of the state on technical assistance decisions for professional development activities, services, practices and evaluations.

AYP Regional Coordinators – Once a district or school has been identified for not making AYP as determined by Minnesota guidelines in accordance with NCLB legislation, the appropriate area regional service cooperative will assign an AYP Coordinator to serve an identified district or school. Schools in Corrective Action, Pre-Restructuring and Restructuring are the first priority of regional AYP Coordinators. Technical assistance and consultation will include support in developing or updating Corrective Action, Restructuring and other improvement plans along with aligning high-quality job-embedded professional development to implement improvement plans. An integral component of the AYP coordinator support is to assist districts and schools to build internal capacity in the development of quality AYP plans that will drive the goals, policies, procedures, practices, professional development, and teaching and learning needs necessary to rapidly increase student achievement.

Sustained Statewide System of Support (SSOS) – A systematic network for providing consistent technical assistance from MDE, regional service cooperatives and other stakeholders is implemented through School Support and District Improvement Teams that work directly with AYP schools and districts. These improvement teams assure that technical assistance and support are embedded for developing and implementing AYP plans. This technical assistance and consultation takes the form of plan development and implementation, ongoing and sustained high-quality job-embedded professional development and ongoing evaluation to inform continuous improvement. Other administrative and instructional coaching may be included as part of the AYP plans as determined by the School Support and District Improvement Teams. Other specialists and providers, including higher education, may be assigned to work with individual schools based on the AYP plans developed by the School Leadership Teams.

District Improvement Team – This team is often composed of members from the district leadership team. Further, many districts already have an Education Improvement Plan (EIP) in place as required by state statutes. Some districts refer to their EIP as their strategic plan. For AYP purposes, MDE and AYP Coordinators prefer and encourage districts to use an existing improvement plan. These plans will need to be revised to ensure compliance with the federal AYP elements. Community members and parents are also required.

School Support Team – The School Support Team is NOT the same as the District Improvement Team (see above description). This team is required to support improvement at the school level. School Support Teams are defined and the composition of teams outlined in the U.S. Department of Education LEA and School Non-regulatory Guidance, D-12 and D-13, “A school support team is a group of skillful and experienced individuals charged with providing struggling schools with practical, applicable, and helpful assistance in order to increase the opportunity for all students to meet the State’s academic content and student academic achievement standards. Each support team must be comprised of individuals who are knowledgeable about scientifically based research and practice and its potential for improving teaching and learning. In addition, support team members should be familiar with a wide variety of school reform initiatives, such as schoolwide programs, comprehensive school reform, and other means of improving educational opportunities for low-achieving students.”

Typically, support teams will include some or all of the following: (1) highly qualified or distinguished teachers and principals; (2) pupil services personnel; (3) parents; (4) representatives of institutions of higher education; (5) representatives of educational laboratories or regional technical assistance centers; (6) representatives of outside consultant groups; or (7) other individuals that the SEA, in consultation with the LEA, may deem appropriate. An extensive knowledge base, wide-ranging experience, and credibility are essential qualifications for support team members.

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