Virginia School Improvement Fund Application (MS WORD)

Application for United States Department of Education (USED) School Improvement Fund Fiscal Year 2007 Section 1003(g) CFDA #84.377A

Revised Version Submitted with Additional Information December 27, 2007

Submitted by:

Virginia Department of Education James Monroe Building 101 North 14th Street Richmond, Virginia 23219

Contact Person:

Ms. Roberta Schlicher Director Program Administration and Accountability Virginia Department of Education 101 North 14th Street Richmond, Virginia 23219 Phone: (804) 225-2870 E-mail: [email protected] Table of Contents

Executive Summary...... 1

Part A. Funds Retained by the State Education Agency...... 3 1. Funds Retained from Section 1003(g) and 1003(a)...... 3 2. Description of Statewide System of Support ...... 3 3. Description of School Improvement Strategies...... 4

Part B. Funds Awarded to Local Education Agencies (LEAs) ...... 6 1. Description of How State Will Allocate Funds ...... 6 2. Local Application Provisions...... 8 3. Effectiveness of School Improvement Activities...... 8

Part C. Monitoring...... 9

Resources...... 9

Attachment A – Statewide System of Support ...... 10 Attachment B – Local Education Agency Application for 1003(g) Funds...... 14

Executive Summary

I. Purpose of School Improvement Funds 1003(g): Section 1003(g) of the Elementary and Secondary Education Act (ESEA), Assistance for Local School Improvement, authorizes funds to help states and local educational agencies address the needs of schools in improvement, corrective action, and restructuring to improve student achievement. Expected results from the use of these funds include improved student academic achievement, an increase in the number of schools that exit Title I school improvement, and use of data to inform decisions and create a sustainable system of reform.

II. Eligibility: The Virginia Department of Education has been awarded School Improvement Funds under Section 1003(g) for FY 2007. Five (5) percent of the funds will be reserved for state-level activities. Ninety-five (95) percent of the funds will be awarded to schools that meet all of the following criteria: . are in Year 1 of Title I school improvement or beyond; . are considered “Holding”* as they met the Adequate Yearly Progress (AYP) target in mathematics and/or reading for the 2006-2007 school year; and . have not been assigned a Partnership for Achieving Successful Schools (PASS) coach.**

*“Holding” describes schools in Title I School Improvement that have met the Adequate Yearly Progress (AYP) target in reading/language arts and/or mathematics for one of the two required consecutive years needed to exit Title I school improvement. **Schools that have been assigned PASS coaches for the 2007-2008 school year are already receiving support from the state in one of the allowable school improvement strategies offered through this new funding stream. PASS coaches are assigned to schools based on an identified content-area need in mathematics and/or reading/language arts.

III. Priorities: Within the criteria established for the 1003(g) funds, Virginia will award funds in two priorities. The priorities were established to provide more resources to schools that made AYP through the safe harbor provision than those that made the AYP targets without invoking the safe harbor provision. Safe harbor is the provision in the No Child Left Behind Act of 2001 that allows schools to make AYP by decreasing the failure rate of subgroups performance by 10 percent from the previous year and making progress in the other academic indicator. . The first priority will be given to eligible schools that met their AYP target by invoking the safe harbor provision. Priority one schools will each be awarded $125,000. . Second priority will be given to eligible schools that made their AYP target without invoking the safe harbor provision. Priority two schools will each be awarded $87,950.

Revised Version Submitted1 12/27/07 Original Version Submitted 11/15/07 IV. Measures of Effectiveness: Virginia will assess the effectiveness of school improvement activities implemented with these funds by determining the:

. Increase in number and percentage of students who score proficient in reading/language arts and mathematics on the spring 2008 Standards of Learning (SOL) assessments in the schools that receive school improvement funds; and/or . Number of schools receiving school improvement funds that exit school improvement and/or make the Adequate Yearly Progress (AYP) target in reading/language arts or mathematics for the 2008 school year.

V. Strategies for Improvement Eligible schools must submit an application in which they select one or more of the strategies listed below, provide data to support their choice(s), and show how the strategy or strategies chosen integrate with the existing school improvement plan.

A. Provide customized technical assistance and/or professional development that is designed to build the capacity of the local educational agency (LEA) and school staff to improve schools and is informed by student achievement and other outcome-related measures. B. Provide professional development to enhance the capacity of school support team members and other technical assistance providers who are part of the statewide system of support and that is informed by student achievement and other outcome-related measures. C. Implement other strategies determined by the state or local educational agency, as appropriate, for which data indicate the strategy is likely to result in improved teaching and learning in schools identified for improvement, corrective action, or restructuring.

VI. Benefit of FY 2007 1003(g) Funds to Eligible Schools Schools that are eligible to receive these funds have already demonstrated that they can identify the necessary steps required to achieve their Adequate Yearly Progress (AYP) targets in mathematics and/or reading/language arts as they have made their AYP target for one of the two required consecutive years to exit Title I School Improvement. These funds will allow the schools to receive additional resources to ensure that they meet their AYP target in reading/language arts and/or mathematics for a second consecutive year and exit Title I school improvement.

Revised Version Submitted2 12/27/07 Original Version Submitted 11/15/07 Part A. Funds Retained by the State Education Agency (SEA)

1. Funds Retained from Section 1003(g) and 1003(a)

Virginia will retain the allowable five percent set-aside for state-level activities from Sections 1003(g) and 1003(a). For Fiscal Year 2007, the amount of 1003(g) funds reserved for state- level activities will be $97,700 and the amount of 1003(a) funds reserved for state-level activities will be $404,276.

2. Description of Statewide System of Support and Use of Funds to Build Capacity

Virginia has taken a comprehensive approach to meeting the No Child Left Behind (NCLB) requirement for a statewide system of support. Virginia’s approach is best described as a toolkit in which each school division and school works with the state to choose the resources and intervention(s) that best fit their needs. Included in the toolkit are a variety of options. The toolkit approach allows the state to match resources to school divisions and schools based on an analysis of student achievement and other factors that contribute to quality educational programs. (See Attachment A.)

The toolkit includes a variety of resources and support that have been organized into six strands as follows: 1) standards and instructional resources; 2) assessments and data-driven decision making; 3) instructional support, interventions, and acceleration; 4) teacher quality and leadership development; 5) partnerships and support networks; and 6) accountability for results and informed parents.

Inherent within the system of support, to ensure that the state oversight exists, are two types of reviews, the division-level and the school-level academic review. The purpose of the division-level academic review is to ensure that school divisions are meeting federal and state academic achievement standards as measured by student performance on the Virginia Standards of Learning (SOL) assessments. The following criteria are used to determine if a division receives a division-level review: 1) the division’s accountability status for student achievement; 2) the percentage of students attending schools that are not fully accredited in the division exceeds the statewide average; and 3) the schools academic review findings report that the failure of the schools in the division to reach full accreditation is related to the school board’s noncompliance with the Regulations Establishing Standards for Accrediting Public Schools in Virginia (SOA).

The purpose of the school-level academic review is to ensure that schools are meeting federal and state academic achievement standards as measured by student performance on the Virginia Standards of Learning (SOL) assessments. School-level reviews are categorized into three tiers. The first tier schools are those that require the highest level of support and receive a state-directed review. The second tier schools are those that require the next highest level of support and they receive a locally assisted review. The third tier are those schools that require a moderate level of support. These schools receive a locally directed review.

School-level review teams consist of representatives from among the following groups as required in Section 117(a)(5)(A): a) highly qualified or distinguished teachers or principals;

Revised Version Submitted3 12/27/07 Original Version Submitted 11/15/07 b) pupil services personnel; c) parents; d) representatives of institutions of high education; e) representatives of regional educational laboratories or comprehensive regional technical assistance centers; f) representatives of outside consultant groups; or g) other individuals as the state educational agency, in consultation with the local educational agency, may determine appropriate.

Schools that have been accredited with warning for more than one year under the SOA as well as Title I schools that have been in school improvement for more than one year are provided a school support team and/or a Partnership for Achieving Successful Schools (PASS) coach. The school support team works closely with the school improvement team to modify and monitor the school improvement plan as necessary. PASS coaches are one of the options available to schools through the school support team. The PASS coach is assigned to schools based on an identified content-area need in mathematics and/or reading/language arts. PASS coaches work collaboratively with the school principal and school improvement team to provide ongoing content-area support. A more detailed description of Virginia’s approach to meeting the statewide system of support requirements under NCLB can be found in Attachment A.

The state will use the state-level funds available under section 1003(g) and 1003(a) to build capacity at the division and school level in the following ways:

. Hold statewide technical assistance meetings for identified divisions and schools to provide resources and share best practices. [1003(g) and 1003(a)] . Monitor schools to ensure implementation of the strategies as stated in their application and school improvement plans. [1003(g) and 1003(a)] . Provide additional funding for consultants to serve as academic reviewers on division and school support teams. [1003(a)] . Provide funding for literacy and/or mathematics coaches to provide ongoing academic content support to divisions or schools based on need. [1003(a)]

The use of these funds as described above will lead to increased capacity in literacy and mathematics at the school and division level. The Title I schools in improvement are not making their Adequate Yearly Progress (AYP) targets in mathematics and/or reading language arts. The assignment of literacy and/or mathematics coaches as appropriate to these schools will assist in increasing their capacity to deliver high quality instruction and address the individual needs of the students that are not performing successfully in these content areas.

3. Description of the school improvement strategy or strategies specified that the state will implement with Section 1003(g) and 1003(a) funds, including a brief explanation of why each strategy was selected.

Listed below are the school improvement strategies from the list provided that the state will implement as well as a brief description of why the strategy was chosen.

. Provide customized technical assistance and/or professional development that is designed to build the capacity of the local educational agency (LEA) and school staff to improve schools and is informed by student achievement and other outcome-

Revised Version Submitted4 12/27/07 Original Version Submitted 11/15/07 related measures. This strategy was selected based on several years experience in working with Title I schools in school improvement. Although many schools have similar characteristics and may not achieve the Adequate Yearly Progress (AYP) targets in the same subject areas, the strategies that have been successful in working to assist the schools in meeting their needs vary. Experience has shown that some of the factors that need to be considered in providing technical assistance and/or professional development are: school culture, content knowledge of the staff, leadership, and student population. A customized approach provides the flexibility needed to target the area(s) of need in each school based on the factors identified.

This customized approach is also supported through the research of Elmore and Burney (1998) and their study of forty-eight schools in District #2 in New York City. Through this study Elmore and Burney formulated five action principles. Their second principle explains that each school presents a unique bundle of attributes that result in a unique set of instructional improvement problems. School must be treated differently according to their circumstances, but student performance standards, best instructional practices, and the development of a common culture can be used as integrators.

. Provide professional development to enhance the capacity of school support team members and other technical assistance providers who are part of the statewide system of support and that is informed by student achievement and other outcome- related measures. This strategy was selected based on feedback received from school support team members who work with Title I schools in school improvement. Ongoing professional development is essential to ensure that these professionals, referred to as academic reviewers, understand the area(s) of need for each school on an annual basis. Additionally, experience has proven that the academic reviewers are most successful when they have a structured schedule of meetings through which they can discuss the progress and challenges they are facing with their schools as well as how the school can sustain the success it is making.

The research of Hargreaves and Fink (2000) supports the importance of enhancing the capacity of school support team members. Their research, based in part of a five- year-long school improvement program with six schools, supports the need for the continual development of the human resources working toward improving a school community so that the success lasts well beyond the initial implementation of the school improvement efforts.

. Implement other strategies determined by the state or local educational agency, as appropriate, for which data indicate the strategy is likely to result in improved teaching and learning in schools identified for improvement, corrective action, or restructuring. This strategy was also selected based on several years of experience in working with Title I schools in school improvement. The strategy allows the state and local school divisions the utmost flexibility in identifying a strategy that will work to ensure success for the school.

As Michael Fullan (2001) points out, educational change is technically simple and socially complex. Success requires the utmost flexibility in using data to determine

Revised Version Submitted5 12/27/07 Original Version Submitted 11/15/07 the area(s) of need and then identifying the strategy that will work for that individual school.

Part B. Funds Awarded to Local Educational Agencies (LEAs)

1. Description of how the state will allocate at least 95 percent of its section 1003(g) and 1003(a) funds either separately or combined to LEAs.

Eligibility Virginia will award 95 percent of the Fiscal Year (FY) 2007 1003(g) and 1003(a) funds separately. For the FY 2007 1003(g) funds, the state has determined that Title I schools that meet the following three criteria are eligible: 1) are in Year 1 of Title I school improvement or beyond; 2) made their Adequate Yearly Progress (AYP) target in reading/language arts and/or mathematics for the 2006-2007 school year; and 3) have not been assigned a Partnership for Achieving Successful Schools (PASS) coach. PASS coaches are one of the options available to schools through the school support team. They are assigned to schools based on an identified content-area need in mathematics and/or reading/language arts. PASS coaches work collaboratively with the school principal and school improvement team to provide ongoing content-area support.

These schools have the greatest need for the funds and have demonstrated the strongest commitment to ensuring that the funds are used to provide adequate resources for the lowest- achieving schools to meet the goals for improvement under Section 1116. Virginia is defining greatest need and strongest commitment as those schools that have identified their area(s) of need and have successfully implemented strategies to make the AYP target in reading/language arts and/or mathematics for one of the two years required to exit Title I school improvement. For purposes of discussion, these schools are referred to as “Holding”. This terminology is used to indicate that the school has made the AYP in reading/language arts and/or mathematics for one year.

Priorities Within the eligibility criteria established for the 1003(g) funds, funds will be awarded in two priorities. The priorities were established to provide more resources to schools that made AYP through the safe harbor provision than those that made the AYP targets without invoking the safe harbor provision. Safe harbor is the provision in the No Child Left Behind Act of 2001 that allows schools to make AYP by decreasing the failure rate of subgroups performance by 10 percent from the previous year and making progress in the other academic indicator. . The first priority will be given to eligible schools that met their AYP target by invoking the safe harbor provision. Priority one schools will each be awarded $125,000. . Second priority will be given to eligible schools that made their AYP target without invoking the safe harbor provision. Priority two schools will each be awarded $87,950.

The FY 2007 1003(g) funds will be integrated with the FY 2007 1003 (a) funds as follows. Any school receiving FY 2007 1003(g) funds that exits Title I school improvement at the end of the 2007-2008 school year will be awarded FY 2007 1003(a) funds in June 2008 for use in

Revised Version Submitted6 12/27/07 Original Version Submitted 11/15/07 sustaining the progress. Essential to a school’s continued success is its ability to sustain, or institutionalize, the new ideas and practices. Moving beyond the implementation phase when new ideas and practices are tried for the first time and found to be successful is the need to integrate the practices into the established school culture. The need to institutionalize changes so that they are no longer considered new, but are taken for granted as a part of the organizational life are critical to sustained success. (Blankstein, 2004)

Any school receiving FY 2007 1003(g) funds that remains in Title I school improvement at the end of the 2007-2008 school year will receive FY 2007 1003(a) funds to assist with continuation of the strategies implemented to exit Title I school improvement. School divisions will need to show how other funds awarded to the school division under the Elementary and Secondary Education Act (ESEA) will support their school improvement efforts if appropriate. If 1003(g) funds are appropriated in subsequent years, the state will renew the grants for up to two additional one-year periods until the school exits Title I school improvement.

The chart below provides detailed information regarding the FY 07 1003(g) grant award amounts. FY 07 School Improvement Funds under Section 1003(g) Total Award: $1,954,005 Less 5 percent State Set-aside: 97,700 Funds Remaining to Award to LEAs: $1,856,305 Eligibility Requirements: All schools listed below meet the following three criteria: . are in Year 1 of Title I school improvement or beyond; . are considered “Holding”* as they met their Adequate Yearly Progress (AYP) target in reading/language arts and/or mathematics for the 2006-2007 school year; and . have not been assigned a Partnership for Achieving Successful Schools (PASS) coach. *“Holding” describes schools in Title I school improvement that have met the Adequate Yearly Progress (AYP) target in reading/language arts and/or mathematics for one of the two required consecutive years needed to exit Title I school improvement. School Division School Priority 1** Priority 2*** Award Award Culpeper County Public Schools Pearl Sample Elementary School $125,000 Hampton City Public Schools Aberdeen Elementary School $125,000 Jane H. Bryan Elementary School $125,000 Cesar Tarrant Elementary School $125,000 Henrico County Public Schools Mount Vernon Middle School $125,000 Charles City County Public Charles City County Elementary $87,950 Schools School Henry County Public Schools Axton Elementary $87,950 Mount Olivet Elementary $87,950 King George County Public King George Elementary $87,950 Schools Lunenberg County Public Kenbridge Elementary School $87,950 Schools Newport News City Public L.F. Palmer Elementary School $87,950 Schools Sedgefield Elementary School $87,950 Orange County Public Schools Orange Elementary School $87,950

Revised Version Submitted7 12/27/07 Original Version Submitted 11/15/07 School Division School Priority 1** Priority 2*** Award Award Pittsylvania County Public Southside Elementary School $87,950 Schools

Roanoke City Public Schools Addison Aerospace Elementary School $87,950 Garden City Elementary School $87,950 Hurt Park Elementary School $87,950 Suffolk City Public Schools Elephant’s Fork Elementary School $87,950 Wythe County Public Schools Jackson Memorial Elementary School $87,950 Total: $625,000 $1,231,300 Priority 1 and Priority 2 Total: $1,856,300

**Priority 1 = Eligible schools that met their AYP target by invoking the safe harbor provision.

***Priority 2 = Eligible schools that made their AYP target without invoking the safe harbor provision.

2. Local Application Provisions Virginia will require LEAs using funds under 1003(g) and 1003(a) to: 1) implement one or more of the school improvement strategies described under Part A, number 3; and 2) select the school improvement strategy based on relevant data. The application will also require LEAs to revise their annual measurable objectives in their school improvement plans as required under section 1116(b)(3)(v) to achieve the goals necessary for schools to exit improvement, corrective action, or restructuring. Additionally, the local application will require a description of how the school improvement strategies selected will contribute to achieving the goals necessary for schools to exit Title I school improvement. The connection of the impact of the selected strategy to achievement outcomes must be addressed.

See Attachment B for an example of the application school divisions will submit for 1003(g) funds.

3. Effectiveness of School Improvement Activities Virginia will assess the effectiveness of school improvement activities under 1003(g) by determining the: . Increase in the number and percentage of students who score proficient in reading/language arts and mathematics on the spring 2008 Standards of Learning (SOL) assessments in the schools that receive school improvement funds; and/or . Number of schools receiving school improvement funds that exit school improvement and/or make the Adequate Yearly Progress (AYP) target in reading/ language arts or mathematics for the 2008 school year.

Information on effective strategies used by schools to exit school improvement and/or make the Adequate Yearly Progress (AYP) in reading/language arts and/or mathematics will be disseminated to all school divisions in the state through an annual institute. The institute will feature the successful strategies used by the schools as well as suggestions for implementation. Following the institute, a Web page will be established that will contain resources presented during the institute as well as video clips of successful strategies being used by the schools.

Revised Version Submitted8 12/27/07 Original Version Submitted 11/15/07 Part C. Monitoring

The effectiveness of the school improvement strategies selected by each school receiving school improvement funds under FY 2007 1003(g) will be monitored through the: . Increase in the number and percentage of students who score proficient in reading/language arts and mathematics on the spring 2008 Standards of Learning (SOL) assessments in the schools that receive school improvement funds; and/or . Increase in the number of schools receiving school improvement funds that exit school improvement and/or make the Adequate Yearly Progress (AYP) target in reading language arts or mathematics for the 2008 school year.

The effectiveness of the school improvement strategies selected by each school receiving school improvement funds under FY 2007 1003(a)* will be monitored through the: . Increase in the number and percentage of students who score proficient in reading/language arts and mathematics on the spring 2009 Standards of Learning (SOL) assessments in the schools that receive school improvement funds; and/or . Increase in the number of schools receiving school improvement funds that exit school improvement and/or make the Adequate Yearly Progress (AYP) target in reading language arts or mathematics for the 2009 school year.

*FY 2007 1003(a) funds are not awarded until summer 2008.

The state will take the following steps if the schools receiving the FY 2007 1003(g) and FY 2007 1003(a) funds are not making progress toward the above mentioned goals.

. The school will either be paired with a school that has made progress toward the goals that has similar characteristics in terms of student population and academic achievement needs or be assigned a school support team. . The goal of the pairing or assignment of the school support team will be to provide ongoing support to ensure that the school makes progress toward the stated goals. . The state will facilitate three meetings of the teams throughout the year. The purpose of the first meeting will be to explain the goals of the teams as well as establish a format for the two schools to communicate throughout the year. The purpose of the second meeting will be to evaluate the progress of the team and determine if any additional support is needed from the state or other resources. The purpose of the third meeting will be to review the data, analyze the results, and establish next steps.

Resources: Blankstein, Alan M. (2004) Failure Is Not an Option: Six Principles That Guide Student Achievement in High-Performing Schools. California: Corwin Press. Elmore, R. and Burney, D. (1998) School Variation and Systemic Instructional Component in Community School District #2, New York City, University of Pennsylvania, Consortium for Policy Research in Education. Fullan, M.G. (2001) Leading in a culture of change. California: Jossey-Bass. Hargreaves, A. and Fink D. (2000) The three dimensions of reform. Educational Leadership, 57(7), 30-34. Public Law 107-110. (2002) The Elementary and Secondary Education Act amended as the No Child Left Behind Act of 2001.

Revised Version Submitted9 12/27/07 Original Version Submitted 11/15/07 Attachment A

Virginia’s Statewide System of Support October 2007

Virginia has taken a comprehensive approach to meeting the NCLB requirement for a statewide system of support. Virginia’s approach is best described as a toolkit in which each school division and school works with the state to choose the resources and intervention(s) that best fit their needs. Included in the toolbox are a variety of options. The toolkit approach allows the state to match resources to school divisions and schools based on an analysis of student achievement and other factors that contribute to quality educational programs.

The toolkit includes a variety of resources and support that have been organized into six strands as follows: 1) standards and instructional resources; 2) assessments and data-driven decision making; 3) instructional support, interventions, and acceleration; 4) teacher quality and leadership development; 5) partnerships and support networks; and 6) accountability for results and informed parents.

The following section provides a list of resources and support that comprise Virginia’s Statewide System of Support. If you have questions about the resources and support currently provided to your school, or if you would like more information about the components of Virginia’s Statewide System of Support, please refer to the Web links listed below by strand.

The first strand, standards and instructional resources, includes the following options for school divisions and schools: .Standards of Learning (SOL) curriculum frameworks, enhanced scope and sequence http://www.doe.virginia.gov/VDOE/EnhancedSandS/ .SOL Pacing guides http://www.doe.virginia.gov/VDOE/Instruction/sol.html#general .SOL instructional modules and differentiated instructional strategies for limited English proficient (LEP) and students with disabilities http://www.doe.virginia.gov/VDOE/Instruction/ESL/LEPmathResource.pdf .Career and Technical Education (CTE) competencies aligned with industry standards and SOL http://www.cteresource.org/tasklists/index.html .Instructional Interventions Proven to Be Successful with Low-Achieving Students http://www.doe.virginia.gov/VDOE/Instruction/title1/Interventions.pdf .Technology integration resources http://www.doe.virginia.gov/VDOE/suptsmemos/2000/inf138a.pdf

The second strand, assessments and data-driven decision making, includes the following options for school divisions and schools: .Standards of Learning (SOL) assessments http://www.doe.virginia.gov/VDOE/Assessment/home.shtml#VirginiaSOL . Educational Information Management System (EIMS) http://www.doe.virginia.gov/VDOE/Technology/EIMS/

.Data partnerships and School Matters Online resource http://www.doe.virginia.gov/VDOE/schoolmatters.html .Algebra readiness diagnostic assessment http://www.doe.virginia.gov/VDOE/Instruction/Math/ARI/ari-dt.shtml .Phonological Awareness and Literacy Screening (PALS) http://pals.virginia.edu/ .Industry certification and licensure exams http://www.doe.virginia.gov/VDOE/Instruction/CTE/certification/list.pdf .Electronic Practice Assessment tools (e-PAT) for the SOL assessments http://etest.ncs.com/Customers/Virginia/pat_home.htm .Writing assistance in the form of NCS Virginia Mentor program http://www.ncsmentor.com/customers.htm (Key word: Virginia)

The third strand, instructional support, interventions and acceleration, includes the following options for school divisions and schools: .The Partnership for Achieving Successful Schools (PASS) initiative http://www.passvirginia.org/ .The academic review process for schools and school divisions http://www.doe.virginia.gov/VDOE/Accountability/ARprocessoverview.pdf .The state’s Early Intervention Reading Initiative and Reading First http://www.doe.virginia.gov/VDOE/Instruction/Reading/readingfirst.html .The Virginia Preschool Initiative http://www.doe.virginia.gov/VDOE/Instruction/Elem_M/early/preschoolinitiative.html .The state’s Algebra Readiness Initiative http://www.doe.virginia.gov/VDOE/Instruction/Math/ARI/index.shtml .The state’s Project Graduation academies and tutorials http://www.doe.virginia.gov/2plus4in2004/index.shtml .Targeted school improvement support in the form of Comprehensive School Reform grants http://www.doe.virginia.gov/VDOE/Instruction/CSRD.html .Targeted school improvement support in the form of High Schools that Work grants http://www.doe.virginia.gov/VDOE/Instruction/CTE/hstw/ .Instructional Interventions Proven to Be Successful with Low-Achieving Students http://www.doe.virginia.gov/VDOE/Instruction/title1/Interventions.pdf .Board of Education approved supplemental educational services providers for reading and mathematics http://www.doe.virginia.gov/VDOE/nclb/boe/supsrvcs-list.pdf .Turnaround Specialists http://www.doe.virginia.gov/VDOE/Instruction/OCP/vstsp.html .Training and technical assistance centers (T/TAC) http://www.doe.virginia.gov/VDOE/studentsrvcs/IST/ttacstaff.shtml .Special education state improvement grant and capacity building grants http://www.doe.virginia.gov/VDOE/sess/SIG/ .Special education Instructional Support Team (IST) initiative http://www.doe.virginia.gov/VDOE/studentsrvcs/IST/booklet.pdf .Senior Year Plus initiative including Early College Scholars http://www.doe.virginia.gov/VDOE/senioryearplus/

.Virtual Advanced Placement (AP) school http://www.virtualvirginia.org .Regional Governor’s Schools http://www.doe.virginia.gov/VDOE/Instruction/Govschools/ .Charter schools http://www.doe.virginia.gov/VDOE/Instruction/OCP/charterschools.html

The fourth strand, teacher quality and leadership development, includes the following options for school divisions and schools: .Teacher retention initiatives http://www.doe.virginia.gov/VDOE/Instruction/OCP/teacherretention.html .Virginia’s High Objective Uniform State Standard of Evaluation (HOUSSE) and Guidelines for High Quality Professional Development http://www.doe.virginia.gov/VDOE/newvdoe/BOEItemIIonHOUSSE.pdf .Teacher recruitment in hard-to-staff schools http://www.doe.virginia.gov/VDOE/Instruction/OCP/hard-to-staff.html .Virginia Middle School Teacher Corps http://www.doe.virginia.gov/VDOE/Instruction/OCP/teachercorps.html .Mentor teacher programs http://www.doe.virginia.gov/VDOE/newvdoe/legislat.PDF .Statewide job bank and electronic hiring hall http://www.teachers-teachers.com/virginia.cfm

The fifth strand, partnerships and support networks, includes the following options for school divisions and schools: .Edvantia and business partners http://www.edvantia.org/index.cfm . Technical Assistance Centers (T/TAC) http://www.doe.virginia.gov/VDOE/sped/ta.shtml#T .Mathematics/Science partnerships http://www.doe.virginia.gov/VDOE/suptsmemos/2007/inf199.html .Virginia Career Education Foundation http://www.knowhowvirginia.org/ .Distinguished schools and division support http://www.doe.virginia.gov/VDOE/suptsmemos/2007/inf164.html; http://www.doe.virginia.gov/VDOE/suptsmemos/2007/inf197.html .School/university partnerships http://www.darden.edu/html/standard.aspx?menu_id=39&styleid=3&id=11160 .Migrant education consortium partnership http://projectsmart.esc20.net/ .Professional organization partnerships http://www.vaesp.org/, http://www.vassp.org/, and http://www.vacte.net .Safe and drug- free schools partnerships www.gosap.virginia.gov

The sixth strand, accountability for results and informed parents, includes the following options for school divisions and schools: .Standards of Quality http://www.doe.virginia.gov/VDOE/suptsmemos/2007/inf136.html

.School accreditation http://www.doe.virginia.gov/VDOE/src/accreditation.shtml .Adequate Yearly Progress (AYP) results http://www.doe.virginia.gov/VDOE/src/ayp.shtml .School, division and state report cards http://www.doe.virginia.gov/VDOE/src/index.shtml .Division efficiency reviews http://www.doe.virginia.gov/VDOE/efficiencyreview.html .Division and school academic reviews combined with federal program monitoring visits http://www.doe.virginia.gov/VDOE/Accountability/ARprocessoverview.pdf http://www.doe.virginia.gov/VDOE/suptsmemos/2007/adm025.html http://www.doe.virginia.gov/VDOE/Instruction/title1/FederalProgramMonitoring.pdf

A side by side comparison of the requirements under the No Child Left Behind Act of 2001 and Virginia’s Approach to Implementation, is located at the link listed below. http://www.doe.virginia.gov/VDOE/nclb/statewidesupportcomp.pdf

Virginia Department of Education Local Educational Agency (LEA) Instructions for Application for School Improvement Funds Fiscal Year 2007 Section 1003(g)

I. Purpose of School Improvement Funds 1003(g): Section 1003(g) of the Elementary and Secondary Education Act (ESEA), Assistance for Local School Improvement, authorizes funds to help states and local educational agencies address the needs of schools in improvement, corrective action, and restructuring to improve student achievement. Expected results from the use of these funds include improved student academic achievement, an increase in the number of schools that exit Title I school improvement, and use of data to inform decisions and create a sustainable system of reform.

II. Eligibility: The Virginia Department of Education has been awarded School Improvement Funds under Section 1003(g) for FY 2007. Ninety-five percent of these funds will be awarded to schools that meet all of the following criteria: . are in Year 1 of Title I school improvement or beyond; . are considered “Holding”* as they met the Adequate Yearly Progress (AYP) target in mathematics and/or reading for the 2006-2007 school year; and . have not been assigned a Partnership for Achieving Successful Schools (PASS) coach.**

*“Holding” describes schools in Title I school improvement that have met the Adequate Yearly Progress (AYP) target in reading/language arts and/or mathematics for one of the two required consecutive years needed to exit Title I school improvement. **Schools that have been assigned PASS coaches for the 2007-2008 school year are receiving support from the state in one of the allowable school improvement strategies offered through the grant. PASS coaches are assigned to schools based on an identified content-area need in mathematics and/or reading/language arts. PASS coaches work collaboratively with the school principal and school improvement team to provide ongoing content-area support.

III. Priorities: Funds will be awarded in two priorities: . First priority will be given to those schools that met their AYP target by invoking the safe harbor provision. Priority one schools will each be awarded $125,000. . Second priority will be given to those schools that made the AYP target without invoking the safe harbor provision. Priority two schools will be each be awarded $87,950.

IV. Measures of Effectiveness: Virginia will assess the effectiveness of school improvement activities implemented with these funds by determining the:

. Increase in number and percentage of students who score proficient in reading/language arts and mathematics on the spring 2008 Standards of Learning (SOL) assessments in the schools that receive school improvement funds; and/or . Number of schools receiving school improvement funds that exit school improvement and/or make the Adequate Yearly Progress (AYP) target in reading/language arts or mathematics for the 2008 school year.

Application Requirements:

To be awarded School Improvement 1003(g) funds, schools must implement one or more of the school improvement strategies described under section III below. The school improvement strategy or strategies must be selected based on relevant data. The school division is also required to revise the annual measurable objectives in their school improvement plans required under section 1116(b) (3)(v) to reflect the strategy or strategies selected.

I. Cover Sheet The application must contain a cover sheet that includes the name, address, and contact information for the school division and person submitting the application. Additionally, the cover sheet should contain the signature of the authorizing representative for the school division.

II. Present Strategies Describe present strategies from your school improvement plan that have resulted in improved student achievement . In your description, include data that demonstrate how the student performance in reading language arts and/or mathematics increased as a result of implementation of these strategies.

III. Strategies for 1003(g) funds: Schools must select one or more of the strategies listed below and provide data to support their choice(s). The application must show how the strategies listed below integrate with the existing school improvement plan. Additionally, the application must include a description of how the school improvement strategies selected will contribute to achieving the goals necessary to exit Title I school improvement. The connection of the impact of the selected strategy to achievement outcomes must be addressed. The amended school improvement plan must be attached to this application with the changes highlighted in bold italics.

A. Provide customized technical assistance and/or professional development that is designed to build the capacity of the local educational agency (LEA) and school staff to improve schools and is informed by student achievement and other outcome-related measures. B. Provide professional development to enhance the capacity of school support team members and other technical assistance providers who are part of the statewide system of support and that is informed by student achievement and other outcome-related measures.

C. Implement other strategies determined by the state or local educational agency, as appropriate, for which data indicate the strategy is likely to result in improved teaching and learning in schools identified for improvement, corrective action, or restructuring.

IV. Integration of Funds/Revision School Improvement Budget: The application must include a revised copy of the existing school improvement budget that describes how the 1003(g) funds will be incorporated with the 1003(a) funds. The school division should also include how it has used other funds awarded to the school division under the Elementary and Secondary Education Act (ESEA) to support school improvement efforts.

V. Submission Requirements Applications may be submitted electronically or by paper submission on or before (date to be determined).

Electronic submissions must be sent to: [email protected]

Paper submissions should be sent to: Virginia Department of Education Attention: Ann Sheehan, Title I Specialist Office of Program Administration and Accountability 101 North 14th Street, 23rd Floor Richmond, Virginia 23219

Revised Version Submitted16 12/27/07 Original Version Submitted 11/15/07