Source: https://www.scribd.com/document/46443777/NJ-DOE-Requirements-for-Title-I-Schools-In-Need-of-Improvement
Timestamp: 2018-02-22 01:30:30
Document Index: 202613258

Matched Legal Cases: ['§1116', '§1116', '§1116', '§1111', '§1116', '§1116', '§200', '§1111', '§1116', '§1111', '§200', '§1116', '§ 9101']

NJ DOE Requirements for Title I Schools In Need of Improvement | Adequate Yearly Progress | Elementary And Secondary Education Act
REQUIREMENTS FOR TITLE I SCHOOLS IN NEED OF IMPROVEMENT
REQUIREMENTS FOR TITLE I SCHOOLS IN NEED OF IMPROVEMENT Purpose
To inform districts and schools of the Elementary and Secondary Education Act (ESEA) requirements that must be implemented in Title I schools designated as “in need of improvement.”
2. Single Accountability System 4. Public School Choice
3. Parent Notification Requirements 5. Supplemental Educational Services 6. School Plan (Title I Unified Plan) 7. Professional Development
 The ESEA requires States and districts to intervene in schools that
persistently do not meet annual and long-term academic performance targets.
 Interventions are known as “school improvement,” “corrective
action,” and “restructuring.”
 Interventions enable schools to access supports and assistance in
ESEA §1116(b): Academic Assessment and Local Educational Agency and School Improvement (School Improvement)
identifying and addressing instructional issues that prevent students from meeting academic benchmarks in language arts literacy and mathematics
Schools that do not make AYP for two consecutive years in the same content area trigger “schools in need of improvement” status and interventions.
Public notification of status Technical assistance Develop an improvement plan (Title I Unified Plan) Use 10% of funds for professional development Intradistrict school choice Supplemental educational services Corrective action Restructuring
Year 1 – Early Warning Year 2 – School Choice Year 3 – Supplemental Educational Services Year 4 – Corrective Action Year 5 – Planning for Restructuring Year 6 – Restructuring 1 Year 7 & beyond – Advanced Restructuring
SCHOOL IMPROVEMENT (CORRECTIVE ACTION) Definition and Authority
Definition: a significant intervention in a school that is designed to remedy the school’s persistent inability to make adequate progress toward all students becoming proficient in reading and mathematics ESEA §1116(b)(7): Academic Assessment and Local Educational Agency and School Improvement (School Improvement)(Corrective Action)
SCHOOL IMPROVEMENT (CORRECTIVE ACTION) District Actions
The district takes at least one of these corrective action:
 Implement professional development addressing the
academic achievement of low-performing students
 Implement a new curriculum and appropriate professional
development to support curriculum implementation
 Extend the length of the school year or school day  Replace the school staff who are deemed relevant to the
school not making adequate progress
(Corrective Actions-Continued)
 Significantly decrease management authority at the school;  Restructure the internal organization of the school; or  Appoint outside experts to advise the school (1) how to
revise/strengthen the school improvement plan; and (2) how to address the specific issues underlying the school’s continued inability to make AYP.
SCHOOL IMPROVEMENT (RESTRUCTURING) Definition and Authority
Definition: A major reorganization of a school’s governance structure arrangement Two Step Process:
Year 5: Develop plan to restructure school in Year 6 Year 6: Implement Restructuring Plan ESEA §1116(b)(8): Academic Assessment and Local Educational Agency and School Improvement (School Improvement)(Restructuring)
SCHOOL IMPROVEMENT (RESTRUCTURING) District Actions
Implement any major restructuring of the school’s governance that is consistent with the principles of restructuring as set forth in the ESEA. Re-open the school as a public charter school as defined by and consistent with state statute and regulation (N.J.S.A. 18A:36A-1 et seq. and N.J.A.C. 6A). Replace all or most of the school staff, which may include the principal, who are relevant to the school’s inability to make adequate progress (consistent with existing contractual provisions and applicable statutory protections in Title 18A).
SINGLE ACCOUNTABILITY SYSTEM Definitions and Authority
Adequate Yearly Progress (AYP): A method of determining the progress of student achievement in each school district and school to measure the yearly incremental progress of schools in reaching 100 % proficiency by the 2013-2014 school year.
ESEA §1111(b): State Plans (Academic Standards, Academic Assessments, and Accountability)
SINGLE ACCOUNTABILITY SYSTEM Adequate Yearly Progress
To meet AYP, each school and district must meet the following criteria:
95% Participation: Total students and each student subgroup with at least 40 students must have a participation rate of 95% or above on state assessments. Meet or Exceed Proficiency: Total students and each student subgroup must meet the state's AYP benchmarks for the percentage of students scoring proficient or better on the state assessments. Secondary Measure: Each school, district, and the state as a whole must show progress on an additional measure (graduation rate for high school and attendance rate for elementary and middle schools). To make safe harbor for any student subgroup, the secondary measure must also be met.
Components and Flexibilities
 All Schools, All Students  Goal: 100% Proficiency  Starting points  AYP benchmarks  2005  2008  2011  2014 100% proficiency  AYP Based Upon Disaggregated Student Groups  Total students  Race and ethnic groups  Economically disadvantaged  Students with disabilities  Limited English proficient  Other  Flexibility Provisions  Mobility  Minimum “n” 30 for performance  Minimum “n” of 40 for participation  Confidence Interval  Safe Harbor  Aggregated grades for AYP  Banking of HSPA scores
 Students with disabilities assessed  Students with disabilities who are moved from their neighborhood school to receive services at other schools will be included in their home school’s accountability process  Alternative Performance Assessment (APA) administered  Students with limited English proficiency assessed  Students less than a year (referred to as time in school)  Results for subgroups with less than the minimum “n” are excluded from the analysis
PARENT NOTIFICATION Overview and Authority
 How the school compares academically to other schools in the district and the
state? Why the school has been identified? What the school is doing to address the achievement problem? What the district and state are doing to help the school to address the achievement problem? How parents can be involved in addressing the achievement problem? Parents’ options to transfer their child to another school, and, if applicable, obtain SES. ESEA §1116 (b)(6): Academic Assessment and Local Educational Agency and School Improvement (Notice to Parents)
EWEG Requirements
New EWEG Requirement
 Broader dissemination requirement.  Enter the URL of the specific parent resource page contained
within your district Web site where ALL of the above required documents have been prominently posted. Please note: Do not enter your district Web site address
 Insert the exact parent involvement link in the text box provided
in EWEG on the Parent Involvement Tab.
 Academic Achievement of Choice schools  Special programs or facilities.  Availability of before and after school programs  Professional qualifications of teachers  Parent involvement opportunities  Procedures and timelines parents must follow  Transportation  SES and School Choice Options  Downloadable forms.  Additional guidance and information on Choice and SES
ESEA provision for “all students enrolled in the school with the option to transfer to another public school served by the local educational agency, which may include a public charter school, that has not been identified for school improvement . . ESEA §1116(b): Academic Assessment and Local Educational Agency and School Improvement (School Improvement)
 Initially offer choice to all students in school (including non-
tested grades) families.
 Give priority to lowest achieving students from low-income  Take parents’ preferences into account.  Final decision rests with district.
 No Available Schools to which students may transfer
 No similar grade span exists  All similar grade spans are either SINI’s, in Corrective Action or
Restructuring  Offer SES as an alternative
Lack of physical capacity within the district may not be used as an excuse to deny student the option to transfer
 Reconfiguring, as new classrooms, space in receiving schools
that is currently not being used for instruction. portable classrooms within the LEA.
 Expanding space in receiving schools, such as by reallocating  Redrawing the LEA’s attendance zones, if sufficient capacity is
unavailable within the existing zones within which students would ordinarily select schools.
 Create satellite divisions of receiving schools (classrooms under the
supervision of the receiving school principal whose teachers are part of the school faculty, but that are in neighboring buildings). sites of schools identified for school improvement, corrective action, or restructuring.
 Create new, distinct schools with separate faculty within the physical
 Encourage the creation of new charter schools within the district.
 Develop distance-learning programs or enter into cooperative
agreements with virtual schools.  Reshape long-range capital construction and renovation plans in order to ensure that schools that are likely to receive new students have additional space.  Modify either the school calendar or the school day, such as through “shift” or “track” scheduling, in order to expand capacity.  Ease capacity by initiating interdistrict choice with neighboring districts or establish programs for local private schools to absorb some of the districts students.
Notification Posting Requirement
An LEA must prominently display on its Web site, in a timely manner to ensure that parents have current information: (a) beginning with data for the 2007–2008 school year and for each subsequent school year, the number of students who were eligible for and the number of students who participated in the public school choice option; and (b) for the current school year, the list of the available schools to which students eligible to participate in public school choice may transfer [34 C.F.R. §200.39(c)(1)(iv); 200.42 (b)(5); 200.43 (c)(1)(iii)].
 Choice data from the prior year should be displayed as
 The notification of a choice option must be displayed
sufficiently in advance of, but no later than 14 calendar days before the start of the school year. (Contemporaneous with required notification to parents).
 Districts with schools in need of improvement must reserve
20% of the total allocation for public school choice and supplemental educational services.
 A minimum of 5% must be reserved for choice-related
transportation unless the district does not provide student transportation.
Sample Template of Required District Data to Be Posted
School Year SINI Schools # of students Eligible for School Choice by School # of Students Participating in School Choice by School Choice Schools
* Provide Data for each SINI School and the Choice Options available
SUPPLEMENTAL EDUCATIONAL SERVICES (SES) Definition and Authority
Tutoring and other supplemental academic enrichment services that are in addition to instruction provided during the school day. They must be:  High quality  Research based  Specifically designed to increase the academic achievement of eligible children on the academic assessments required under §1111 and state standards
ESEA §1116(c): Academic Assessment and Local Educational Agency and School Improvement (State Review and Local Educational Agency Improvement)
SES State’s Role
 Identify schools that must offer SES  Approve SES providers through an application process  Establish eligibility criteria for SES providers  Update SES provider list annually  Monitor and evaluate SES providers
 Notify eligible parents of low-income students  Provide a list of state approved providers  Help eligible parents make decisions  Contract with the providers  Monitor student progress and the provider services
A nonprofit entity, a for-profit entity, or an LEA that meets the following criteria:  Has a demonstrated record of effectiveness in increasing student academic achievement.  Is capable of providing SES that are consistent with the instructional program of the LEA and the academic standards described under §1111.  Is financially sound.
Providers must agree to:
 Develop an Individual student plan  Align their program with the Core Content Standards and local curriculum  Provide monthly reports to parents and districts  Submit an end of year report to the NJDOE
Per-Pupil Spending Limit
The statute specifies that the per-pupil cost limit for supplemental educational services is the lesser of the following:  The district’s per-pupil allocation (Title I allocation divided by the census poverty figure)  The actual cost of services
(The NJDOE notifies districts of their per-pupil amounts on the allocation notices. )
 Districts with schools in need of improvement must reserve 20% of the total allocation for public school choice and supplemental educational services. • A minimum of 5% must be reserved for choice-related transportation unless the district does not provide student transportation.
An LEA must prominently display on its Web site, in a timely manner to ensure that parents have current information: (a) beginning with data for the 2007–2008 school year and for each subsequent school year, the number of students who were eligible for and the number of students who participated in SES; and (b) for the current school year, the list of providers approved by the SEA to serve in the LEA and the locations where services are provided [34 C.F.R. §200.39(c)(1)(ii), (iii)].
SES Notification Posting Requirement
District Data – Sample Template School Year 2007-08 # of SES Eligible Students # of Students Participating in SES
SCHOOL IMPROVEMENT PLAN (TITLE I UNIFIED PLAN)
To improve the quality of teaching and learning in the school, so that greater numbers of students achieve proficiency in the core academic subjects of language arts literacy and mathematics. To provide a framework for analyzing problems, identifying underlying causes, and addressing instructional issues in a school that has not made sufficient progress in student achievement.
ESEA §1116(c)(3): Academic Assessment and Local Educational Agency and School Improvement (State Review and Local Educational Agency Improvement)(School Plan)
The school addresses how the following will lead to increased student achievement:  Instructional strategies  Technical assistance from district and state  Setting measurable goals for increased student achievement  Professional development strategies  Parental involvement strategies  Extended day and extended year programs
• Completed no later than three months after the school has been identified (approximately December 1, 2010) • Developed in consultation with parents, school staff, district staff and outside experts (e.g., consultants, IHEs) • Updated annually
 Submitted with the district’s NCLB Consolidated Application  Uploaded to EWEG  Review element of the NCLB Consolidated Monitoring Process  Programmatic elements of the plan  Fiscal support for the plan
• Sustained, classroom-focused training in core content areas and strategies that work.  Provided over time; not one-day or short-term workshops • Addresses the needs of low-performing students
 Increases teachers’ knowledge of the academic subjects they teach and
their use of effective instructional strategies with a diverse range of students.
• Title I teachers, principals, paraprofessionals, and other staff may participate.
ESEA § 9101(34) General Provisions; Definitions; Professional Development
Schools in need of improvement must allocate 10% of their school allocation.
• Must address needs of low-performing students (i.e., subgroups not making AYP) • May benefit students not participating in the Title I program • Funds may not be used for any other purpose (restricted reserve)
http://www.nj.gov/njded/title1/ http://www.nj.gov/njded/grants/nclb/ http://www.ed.gov/print/programs/title1parta/legislation.html
http://www.nj.gov/njded/grants/entitlement/nclb/nclbrefman.pdf
 Parental Involvement  Supplemental Educational Services  LEA and School Improvement
Web site: http://www.nj.gov/njded/title1/leg/
Title I Unit
titleone@doe.state.nj.us
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