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Each Title I district must identify for school improvement any Title I school that fails to make adequate yearly progress (AYP) for two consecutive years. Identification must take place before the beginning of the school year following the failure to make AYP. Once a school has been identified for improvement a range of interventions must take place to help the school improve its performance. If a school still does not make AYP after being identified for improvement, the interventions required become more numerous and more rigorous. Read More » Guidance, Regulations, Legislation, and Announcements Guidance Non-Regulatory Guidance, Designing Schoolwide Programs (Word) Non-Regulatory Guidance, LEA and School Improvement (PDF) For specific information on school/ district interventions, refer to sections B1-C20. Regulations Final Regulation, Title 1-Improving The Academic Achievement Of The Disadvantaged For specific information on school/ district interventions, refer to pages 71721-71726. Legislation Final Legislation, Public Law print of PL 107-110, the No Child Left Behind Act of 2001; Title I, Part A, Subpart 1, Sec. 1116 (b) (5)-Academic Assessments & Local Educational Agency ... Related Resources from SchoolsMovingUp Useful Links Decision Letters on State Accountability Plans Contains all decision letters on state accountability plans from the US Department of Education. Events Closing the Learning Gap: Steps That Work December 3, 2008 Torch Middle School in Los Angeles County, California serves a high poverty, high minority student population that performs well above its peers and has received a “similar schools ranking” of 10 (on a 10-point scale) on the California Academic Performance Index (API) for the past two years. In 2007, Torch was recognized as one of only three California Schools to Watch. While 31% of 8th grade Hispanic students scored proficient or above statewide, 54% of Hispanic 8th grade students at Torch scored proficient or above. Principal Joe Medina and Assistant Principal Robert Reyes will share the actual steps they have taken in moving the school from a decile 1 state ranking in 2000 to a decile 6 state ranking in 2007. This webinar is presented by the American Institutes for Research and WestEd as partners in the California Comprehensive Center to highlight high performing schools making a difference in student achievement. To learn more about Torch you can read the school profile. Data Use and Teacher Collaboration: One School’s Success Story January 30, 2008 In this webinar, Michael Gulden, former principal of Barbara Comstock Morse Elementary School from 2001 to 2007, will present on Morse’s successful and innovative data use and teacher collaboration practices. Morse, recognized as a Title I California Achieving School in 2004 and 2005, received a “similar schools ranking” of 10 (on a 10-point scale) on the California Academic Performance Index (API). This interactive discussion will explore the strategies and practices the school pursued to improve instructional practices and student achievement through collaborative data use. Gulden will also share practices to cultivate a positive teacher attitude toward collaboration and how to build effective teacher collaboration practices around data. Professional Collaboration and Data Analysis: One High School's Journey  November 13, 2007 Monache High School in California's Porterville Unified School District made a 105-point gain on the California Academic Performance Index (API) over the last three years, moving from a decile 4 state ranking to a decile 7 and improving its “similar schools ranking” from 3 to 10 on a 10-point scale. Monache’s Teacher Coaches, Priscilla Girard (English Department Chair) and Larry Williams (Math Department Chair), along with Shirley Houser (1997-2007 principal) who now works with WestEd's Comprehensive School Assistance Program, will outline and discuss the process used to develop the effective professional collaboration that led to this improvement in student academic success. Resource Allocation to Support Student Achievement February 14, 2007 Proactive resource management has always been important, but it's never been more critical. The basic premise behind this online presentation is that not all dollars are created equal. Some dollars carry restrictions that limit their use while others are free to be used for a wide array of purposes. Planning how to spend each of these dollars to maximize the impact on student achievement is critical. Meeting the goals and objectives of No Child Left Behind requires deliberate and sustained action. This can only be achieved when resources are used strategically to support fundamental changes in educational practice over time, changes that address specific identified needs at the school or district level. In this session, Jannelle Kubinec, Associate Vice President at School Services of California, and Lori Van Houten, Senior Program Associate with WestEd's Comprehensive School Assistance Program, will provide information on funding opportunities and demonstrate how to align resources to school improvement needs. Districts on the Right Track: Napa Valley Unified School District June 21, 2006 Over the last three years, Napa Valley Unified School District has revamped its school support model -- resulting in a 25-point gain on California’s Academic Performance Index (API) district-wide and growth in more than 90 percent of district schools. In this interactive presentation, district leaders interested in supporting schools in program improvement will learn from Elena Toscano, Assistant Superintendent of Instruction, about her district’s innovative support model. Topics will include Napa’s focus on establishing a clear vision, their action plan to build collaboration, and their expanded role in continuous improvement efforts. This Online Event is sponsored by the California Comprehensive Center and is a follow-up presentation to the On the Right Track 4 Symposium, which highlighted California Program Improvement schools and districts making a difference in student achievement. Schools on the Right Track: Mathson Middle School June 7, 2006 Mathson Middle School made a 198-point gain on California's Academic Performance Index over the last three years and moved from a statewide decile ranking of 1 to 5. How did they accomplish this? In this interactive presentation, school and district leaders interested in school improvement will learn from teacher Kilian Betlach about ongoing improvement at Mathson Middle School. Topics will include Mathson's extensive staff collaboration around data and changes to their instructional program that have turned around achievement. This Online Event is sponsored by the California Comprehensive Center and is a follow-up presentation to the On the Right Track 4 Symposium, which highlighted California Program Improvement schools and districts making a difference in student achievement. Lessons From California's Public Schools Accountability Act February 11, 2004 This interactive, online presentation summarized the main findings from an independent evaluation of California's Public Schools Accountability Act (PSAA) of 1999 and focused on practical lessons from the implementation of the PSAA. Readings A Call to Action: Transforming High School for All Youth Author: National High School Alliance Publication Date: 2005, April Publisher: Institute for Educational Leadership A Foot in Two Worlds: The Second Report on Comprehensive High School Conversions Author: Wallach, C.A., Lear, R. Publication Date: 2005, Fall Publisher: Small Schools Project A Principal Looks Back: Standards Matter Author: Marshall, K. Publication Date: 2003 Publisher: Harvard Education Press Beyond Islands of Excellence: What Districts Can Do to Improve Instruction and Achievement in All Schools Author: Togneri, W. Publication Date: 2003, March Publisher: Learning First Alliance Can State Intervention Spur Academic Turnaround? Author: Joan McRobbie Publication Date: 1998 Publisher: WestEd Closing the Achievement Gap in El Paso: A Collaboration for K-16 Renewal Author: Navarro, M.S., Natalicio, D.S. Publication Date: 1999, April Publisher: Phi Delta Kappa Comprehensive School Reform: Research-Based Strategies to Achieve High Standards Author: Hale, S. Publication Date: 2000 Publisher: WestEd CSRQ Center Report on Elementary School Comprehensive School Reform Models Publication Date: 2005, November Publisher: Comprehensive School Reform Quality Center Educational Leadership Online: Summer 2005 Turnaround Schools Publication Date: 2005, Summer Publisher: Association for Supervision and Curriculum Development (ASCD) Focus on Accountability Publication Date: 2003 Publisher: WestEd Focus on Help for Low-Performing Schools Publication Date: 2001 Publisher: WestEd Inside High School Reform: Making the Changes That Matter Author: Horowitz, J., California Academic Partnership Program Publication Date: 2005 Publisher: WestEd Invisible Role of the Central Office, The Author: Grove, K.F. Publication Date: 2002, May Publisher: Association for Supervision and Curriculum Development (ASCD) Makeovers, Facelifts, or Reconstructive Surgery: An Early Look At NCLB School Restructuring in Michigan Author: Center for Education Policy Publication Date: 2004, November Making Mid-Course Corrections: School Restructuring in Maryland Author: Neuman-Sheldon, B. Publication Date: 2007, December Publisher: Center on Education Policy Meeting Five Critical Challenges of High School Reform: Lessons from Research on Three Reform Models Author: Quint, J. Publication Date: 2006, May Publisher: MDRC Reforming Districts: How Districts Support School Reform Author: McLaughlin, M., Talbert, J. Publication Date: 2003, September Publisher: Center for the Study of Teaching and Policy Results: The Key to Continuous School Improvement Author: Schmoker, M. Publication Date: 1999 Publisher: Association for Supervision and Curriculum Development (ASCD) School District Leadership that Works: The Effect of Superintendent Leadership on Student Achievement Author: Waters, J.T., Marzano, R.J. Publication Date: 2006, September Publisher: Mid-continent Research for Education and Learning (McREL) School Restructuring Under No Child Left Behind: What Works When? Publication Date: 2006 Publisher: Learning Point Associates State Involvement in School Restructuring Under NCLB in the 2004-5 School Year Author: DiBiase, R.W. Publication Date: 2005, September Publisher: Education Commission of the States The Case for Small High Schools Author: Vander Ark, T. Publication Date: 2002, February Publisher: Association for Supervision and Curriculum Development (ASCD) The Role of Districts in Fostering Instructional Improvement: Lessons from Three Urban Districts Partnered with the Institute for Learning Author: Marsh, J. A., Kerr, K. A., Ikemoto, G. S., Darilek, H., Suttorp, M., Zimmer, R. W., Barney, H. Publication Date: 2005 Publisher: RAND Corporation Three Dimensions of Reform, The Author: Hargreaves, A., Fink, D. Publication Date: April 2000 Publisher: Association for Supervision and Curriculum Development (ASCD) Three Stories of Education Reform, The Author: Fullan, M. Publication Date: 2000, April Publisher: Phi Delta Kappa Transforming American High Schools: Early Lessons and New Challenges Author: Reich, R. Publication Date: 2003, January Publisher: Aspen Institute Turning Around Chronically Low-Performing Schools: A Practice Guide Author: Herman, R., Dawson, P., Dee, T., Greene, J., Maynard, R., Redding, S., and Darwin, M. Publication Date: 2008, May Publisher: National Center for Education Evaluation and Regional Assistance Works in Progress: A Report on Middle and High School Improvement Programs Publication Date: 2005 Publisher: Comprehensive School Reform Quality Center |
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