Title I-A District Improvement

Resource Manual

September 2006

Oregon Department of Education

255 Capitol Street, NE

Salem, OR 97310

503-947-5622

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Title I-A District Improvement Resource Manual

Table of Contents

  1. Introduction: Accountability Under 2

No Child Left Behind (NCLB)

  1. Accountability for Districts that Receive Title I-A Funds2
  1. Review of Accountability for Title 1-A-Funded Districts3
  1. Accountability for Districts that Do Not Receive

Title I-A Funds5

  1. Parental Notification Requirements5
  1. District Title I-A Improvement Status Requirements 5
  1. Revision of the Continuous Improvement Plan6

Timeline for Review and Approval of the Plan

Plan Implementation

  1. Title I-A Improvement Professional Development 7

Requirements

  1. District Title I-A Corrective Action Requirements 7
  1. Resources10
  1. Introduction: Accountability under No Child Left Behind

The federal No Child Left Behind (NCLB) Act of 2001 requires state education agencies to have a single accountability system and to hold schools and districts accountable for the academic achievement of its students. All schools, districts, and the state are accountable for meeting adequate yearly progress (AYP) each year. The federal law contains mandatory sanctions for districts repeatedly not meeting AYP. Districts that have not met AYP requirements for two consecutive yearsare identified for “improvement” under Title I-A. The sanctions associated with Title I-A Improvement status increase in severity over time until the district has successfully planned and implemented new instructional programs and meets AYP for two consecutive years.

The district may use its Title I and other federal funding sources to develop and carryout its revised district continuous improvement plan, addressing the targeted needs. In addition to Title I funds, districts receive non-competitive, formula distributions of federal funding under the NCLB Act for:

  • Preparing Training and Recruiting High Quality Teachers and Principals (Title II-A)
  • Enhancing Education through Technology (Title II-D)
  • Language Instruction for Limited English Proficient and Immigrant Students (Title III)
  • Safe and Drug Free Schools (Title IV-A)
  • Innovative Programs (Title V-A).

II.Accountability for Districts that Receive Title I-A Funds

As required by NCLB, the state annually assesses the progress of each district, regardless of whether or not the district receives federal, Title I funds. The state then produces a public AYP report to determine whether or not students in the district are meeting state standards at an acceptable rate. Districts are given a thirty-day window of opportunity to review the data and may provide supporting evidence to the state if it believes the state’s data is in error.

A district that does not meet AYP in the same category (i.e., English/ Language Arts, Mathematics, or Other Indicator) at all three grade spans (Elementary, Middle and High) for two consecutive years is identified for Title I-ADistrict Improvementstatus. For further detail about determination of AYP status please go to:

Sanctions, or consequences, related to Title I-A Improvement status for districts increase over time. Unlike Title I-A School Improvement status where sanctions increase on a yearly basis if AYP is not met, district-level sanctions generallyincrease from “improvement” status to “corrective action” status if the district does not meet AYP for two consecutive years after being identified for improvement. The move from Title I-ADistrict Improvement to Title I-ADistrict Corrective Action status can take two or three years. The state education agency may, at any time during the improvement process, identify an LEA for corrective action.

  1. If the district fails to make AYP the first year:
  2. No sanctions apply.
  1. If the district fails to make AYP the second consecutive year in the same content area at all three grade spans:
  2. The district is identified for Title I-ADistrict Improvement status.
  3. The ODE is required to notify parents of the district’s Improvement status
  4. The district must carry out the requirements under Title I-A Improvement. (See Sections VI and VII of this manual.)

If AYP is met the following year while Improvement status requirements are being implemented, the district remains in Improvement status as it refines and implements its plan.

  1. If the district fails to meet AYP at the end of the second year [see table of District AYP sanctions] following the end of Year 2 of Title 1-A District Improvement status the district is identified for Title 1-ADistrict Corrective Action status. If the district meets AYP the second year after identification for improvement, Corrective Action status is delayed.
  1. If the district does not meet AYP again the third year, Corrective Action status is implemented. The Oregon Department of Education is required to notify parents and to take corrective action. (See Sections V and IX of this manual.)
  1. The district will exit Title I-ADistrict Improvementstatus or Corrective Action status (and accompanying sanctions) immediately following two consecutive years of the district meeting AYP.

III.Review of Accountability for Title I-A-FundedDistricts

Under NCLB, sanctions begin at the end of the second year for Title I-A districts that are designated as not meeting AYP for the second consecutive year. The severity of the sanctions increases with each year that a Title I-A district is designated asnot meeting AYP (as outlined in the chart below).

Flowchart for Adequate Yearly Progress and Title I-A District Improvement status

(Section 1116 of No Child Left Behind)

“Not Met” AYP Sanctions by Year
Year 1 / Year 2 / Year 3 / Year 4* / Year 5
Year 1
Received Title I funds / Year 2
Received Title I funds / Year 1 District Improvement / Year 2 District Improvement / Year 3 District Improvement
Corrective Action
AYP Not Met / AYP Not Met /
  • Notify parents
  • Revise Continuous Improvement Plan (CIP) within 90 days of notification of improvement status
  • Implement the CIP expeditiously, but no later than the school year following the year in which the district administered the assessments that resulted in the district’s failure to make AYP.
/
  • Notify parents
  • Continue to implement revised CIP
*District can be identified for Corrective Action at this time. / The district must take one or more of the following actions:
  • Conduct an external review
  • Institute new curriculum
  • Replace relevant district personnel
  • Arrange for alternative governance of schools
  • Appoint a trustee for the district
  • Abolish or restructure the district
  • Require district choice

  • If a district meets AYP at the end of Year 1Title I-ADistrict Improvement, ODE may delay corrective action for one year.
  • If a district meets AYP for two consecutive years after being placed into Improvement status, the district exits Improvement status.
  • If a district does not meet AYP following a delay of corrective action, corrective action will be implemented in Year 4 of Improvement status.

IV.Accountability for Districts that Do Not Receive Title I-A Funds

There are a small number of districts in Oregon that do not receive Title I-A funds. The threshold for generating Title I-A funds is a formula count of ten eligiblestudents. Districts below this thresholddo not receive Title I-A funds.

Although all districts receive an annual report of AYP, the mandatory sanctions for schools that do not meet AYP for two or more consecutive years do not apply to districts that receive no TitleI-A funding. All districts are expected, however, to help each student reach state standards through monitoring his or her progress and by revising districtplanning and implementation.

The State Education Agency (SEA) sets the benchmark for student achievement, but LEAs are expected to set growth targets for all schools in order for every school to close the achievement gap. The Oregon Department of Education (ODE), in collaboration with other partners,will provide technical assistance to districts to develop school and district improvement plans that target these resources to the identified needs. The ODE will offer suggestions for the use of other funds that provide support for schools not eligible for Title I-A funds.

V. Parental Notification Requirements

The Oregon Department of Education is required to notify parents when a district moves intoTitle I-A District Improvement or Corrective Action status. When a district is first identified for improvement, ODE has an obligation to provide parents with information about AYP andthe reasons why a district was identified for improvement. The state must also inform parents that they may participate in upgrading the quality of the district. If a district should move into Title I-A Corrective Action, the ODE is obligated to publish and disseminate to parents and the public, information on any corrective action the agency takes. These notices may be done through the Internet, the local media, and/or through public agencies, including the local district itself.

VI.District Title I-A Improvement Status Requirements

A district in the first two years of Title I-ADistrictImprovement status must:

  1. Reserve no less than 10 percent of its total Title I-A allocationfor professional development activities. This reservation of funds is distinct from the 5 percent set aside for Highly Qualified Teachers. (See Section VIII in this document.)
  1. Work with schools in Title I-ADistrict Improvement status to revise their school improvement plans and carryout the staff development necessary for instructional improvements targeted to students with academic needs.
  1. Set-asidean amount equal to 20 percent of the district’s total Title I-A allocation for public school choice and supplemental educational services options available to parents with students in Title I-ASchool Improvement status. (For specific details related to Title I-A school improvement responsibilities, see 2006-07 Title I-A School Improvement Resource Manual, Revised September 2006.)
  1. Work with school-level staff and parents to revise the District’s Continuous Improvement Plan. (See Section VII. of this manual.)

A district in the first two years of Title I-A District Improvement status may request technical assistance from the ODE. A state school support team will assist districts in the development and implementation of the Continuous Improvement Plan and in working with schools needing improvement.

VII.Revision of the Continuous Improvement Plan

Within three months of being identified for Title I-A District Improvement status, the district is required to revise its Continuous Improvement Plan and accompanying CIP budget narrative. The district must begin implementation of the revised plan as soon as possible, with fullimplementation no later than the beginning of schoolin the next school year. The plan must:

  1. Incorporate scientificallybased research strategies that strengthen the core academic program in all of the district’s schools.
  1. Identify actions that have the greatest likelihood of improving student achievement in Title I-A schools and assisting students who have not yet met state standards.
  1. Address the professional development needs of instructional staff. (See Section VIII of this manual.)
  1. Include specific measurable achievement goals and targets for each group of students that were identified in the disaggregated data as not meeting AYP.
  1. Address the specifically identified teaching and learning needs and academic problems of low-achieving students within the district’s schools.
  1. Identify why the previous plan did not bring about sufficient increased student academic achievement.
  1. Incorporate, as appropriate, extended time learning opportunities.
  1. Describe the technical assistance the district will require from the ODE.
  1. Include strategies to promote effective parental involvement.
Timeline for Review and Approval of the Plan

A district identified for Title I-A Improvement will revise its Continuous Improvement Plan and accompanying CIP Budget Narrative within 90 days of identification.

Plan Implementation

The district must implement its revised plan as soon as possible, but it must be fully implemented no later than the beginning of school in the following school year.

VIII.Title I-A Improvement Professional Development Requirements

The district must spend no less than 10 percent of its Title I-A funds for professional development each year that it is in Improvement or Corrective Actionstatus. The purpose of these professional development funds is toprovide high-quality professional development to all instructional staff, particularly teachers and principals. Districts must create a Title I-A “set aside” or reserve of funds to ensure that this requirement is met.

If the district has schools in Title I-ASchool Improvement status, the 10percentdistrict-level reserve may include the funds that each school in improvement is required to spend on professional development. The 10percent Title I-ASchool Improvement Professional Development set-aside,however, must be over and above the 5to 10percentof professional development funds that must be reserved to ensure that all teachers and paraeducators are highly qualified.

  1. District Title I-A Corrective Action Requirements

NCLB requires the Oregon Department of Education to identify a Title I-A funded district for corrective action if it does not meet AYP for two years (or sooner) after having been identified for improvement.Corrective action provisions are delineated in the NCLB Act, Title I-A, Section 1116, paragraph (c) (10) and stipulate that ODE must take at least one of the following actions:

  1. Defer distributing all or a portion of Title program funds or reduce administrative funds.
  1. Institute and fully implement a new core curriculum based on state standards. This includes providing appropriate professional development so that staff may successfully utilize the new curriculum with low-achieving students
  1. Replace district personnel who are relevant to the failure of the district to meet AYP
  1. Remove particular schools from the jurisdiction of the district and make alternative arrangements for those schools regarding governance and supervision
  1. Appoint a receiver or trustee to administer the affairs of the district in place of the superintendent and school boardand/or
  1. Abolish or restructure the district
  1. Authorize students to transfer to another district to a higher-performing schooloperated by another LEA, the cost of the transportation for the transfers to come from the district in corrective action status, and to carry out not less than one additional action described above.

It is the responsibility of the district to determine and implement the corrective action to take. The district will conduct an audit and submit a revised Continuous Improvement Plan, based upon the findings of the audit. The plan, describing the corrective action in detail,will be approved by ODE. The most common sequence of action is as follows:

  1. ODE will place the district on the statewide Title 1-A District Improvement list.
  1. The district will use administrative funds (no less than 5%) to conduct a comprehensive external review and performance audit paid for by the district to determine areas in need of improvement. The external review team may consist of, but is not limited to, the following entities:
  • Education Service District
  • Community members
  • District Board members
  • Post-secondary partners
  • Local, state, national experts
  • Community-based organizations
  • Students
  • Parents
  • Legislators
  • Oregon Department of Education
  1. The district will reserve at least 5 percent of district administrative funds to be used specifically for improvement activities
  2. ODE will review the audit goals, team and details prior to implementation.
  3. ODE will audit results and findings, including specific and targeted strategies that will be used to make improvements. These will be published and shared with all stakeholders.
  4. The district will develop and submit an action plan (CIP) to ODE that includes a timeline, performance measures, staff responsible and method of evaluating progress and improvement. The plan will also include:
  • Specific professional development plan and resources;
  • Fiscal and programmatic strategies to make progress.
  1. ODE will perform additional monitoring and intervention of the district as required.

X. Resources

  1. LEA and School Improvement Non-Regulatory Guidance, Sections J & K from the U.S Department of Education at
  1. Additional information about AYP and NCLB can be found at the Oregon Department of Education’s website: Information includes links to federal guidance, Oregon’s Accountability Workbook, the AYP Policy and Technical Manual, sample reports, and other links.
  1. A Toolkit For Communicating About Adequate Yearly Progress,produced by the Oregon School Boards Association,provides educational professionals, administrators, parents, and communities with relevant and reliable information regarding federal AYP requirements. Also includes details on how AYP relates specifically to Oregon’s schools, and how to communicate school building results to a variety of audiences. Download this free toolkit at
  1. Contact any of the following ODE staff regarding district or school improvement:

Helen Maguire, Director

503-947-5877

  • Cathryn Gardner, Education Specialist

503-947-5622

  • Carla Wade, Education Specialist

503-947-5631

  • Janet Bubl, Education Specialist

503-947-5687

  • Ardeen Sykes, Education Specialist

503-947-5807

  1. For specific information regarding AYP, contact:
  • Jon Bridges, Education Specialist

503-947-5828

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