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District Assistance Program


ItemDescription
Policy TitleDistrict Assistance Program
Policy CategoryDistrict and School Transformation (DSTR)
Policy IDDSTR-028
Policy Date2006-07-06
Statutory ReferenceSession Law 2005-276, Senate Bill 622

Formerly GCS-C-028


The District Assistance Program is designed to provide varying degrees of support, guidance and services to LEAs.  The level of services is determined by their performance in the ABCs of Public Education and/or No Child Left Behind Act (NCLB).  The primary aims are to improve student academic performance and to build internal capacity in the central office and school leadership for positive change and continual growth.  Services and assistance provided to LEAs by the Department of Public Instruction (DPI) will be extended and reinforced by (a) encouraging and promoting the partnering of LEAs to share best practices, programs and strategies; (b) clustering LEAs located in close proximity that have similar needs and demographics; and (c) calling upon partners such as the Center for School Leadership Development, the School of Mathematics and Science, and the Teacher Academy.  The number of districts served will depend on the availability of resources.  

I.    Criteria for selecting Districts and schools to receive assistance

Eligibility Criteria:

First Priority

  1. Federal:  LEAs entering corrective action and having the greatest percentage of schools in Title I corrective action.
  2. State:  LEAs with ABC composites in the bottom 20% (23 LEAs) when ranked according to all LEAs. 

Second Priority          

  1. Federal:  LEAs entering corrective action with the second greatest percentage of schools in Title I corrective action or in school improvement for two or more years
  2. State:  LEAs having ABC composites in the second set of 23 LEAs (24-46) from the bottom when ranked according to all LEAs.

Third Priority              

  1. Federal:  Title I LEAs in year one or two of district improvement with the greatest percentage of schools in Title I school improvement.
  2. State:  LEAs with ABC composites in the third set of 23 LEAs (47-69) from the bottom when ranked according to all LEAs.

II.  District assistance tiers

  1.  Tier 1 – Guided Assistance
  •  Districts that meet the first priority criteria.
  • State Board of Education designates these districts for service.
  • LEA Assistance Team Members will provide the core service.
  • Non-negotiable: The participation of a local leadership team (local board chair, superintendent, instructional supervisor, Title I director, EC director, ESL coordinator, personnel director and testing coordinator) which may also include principals.
  • Roles assigned to participate as members of the Local Team may vary based on the organization of a district’s central office.
  1. Tier 2 – Collaborative Assistance 
  • Districts that meet the second or third priority criteria.
  • District may request assistance as a voluntary act.
  • State Board has discretion to designate assistance when it isn’t requested by the LEA.
  • The Department staff and other external partners will be the service providers.

C.  Tier 3 – Consultative Assistance

  • Districts that meet the second or third priority criteria
  • Districts having the internal capacity to develop, implement, and monitor a plan to address their specific academic needs
  • District may request assistance as a voluntary act.
  • DPI staff member or other party will be designated to serve as point person to broker the assistance process.

III.  Measurable goals and objectives of the District Assistance Progra

  •  An increase in the number of NCLB targets met.
  • An increase in the performance of each subgroup.
  • An increase in the number of students scoring at achievement Levels III and IV.

Other objectives:  Assist the central office to support schools more effectively, efficiently, and equitably so that all schools are on track to make state and federal accountability goals, assist the LEA in making data-driven decisions to improve student achievement, provide the support and guidance needed to complete an intervention plan with short-range goals and to consider long-range goals, increase the LEA’s own capacity to achieve continual district-wide student academic growth over time for all student subgroups, monitor the progress of the LEA during the implementation of the intervention plan or other support activities.

IV.       Professional Growth

  • Regional and in-district sharing session
  • Leadership training for principal
  • Training sessions for Local Leadership Teams
  • Curricular and instructional sessions for core teachers
  • Training for the LEA Assistance Team members
  • Other training as needs dictate

 V.     Monitoring and Accountability

  • Execution of an intervention plan focused on improving academic growth for all students and the achievement of subgroups that are below proficiency.
  • Monthly progress reports collaboratively completed and submitted by the local and LEAAP teams or by the districts if receiving Collaborative or Consultative help.
  • Monitoring visits will be conducted by the LEAAP Review Team and DPI staff.
  • Periodic progress reports will be provided for the State Board of Education.
  • Selected superintendents will be asked to share with the State Board their districts’ progress or concerns.
  • Progress will be determined by the results demonstrated on the measurable goals and objectives are assessed.

 

 

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