School Improvement Resource Center Supporting campuses entering Title I School Improvement

1
School Improvement Resource CenterSupporting
campuses entering Title I School Improvement
August-September 2006
2
Agenda

• Welcome/Introductions
• SIRC Overview
• Principals Make the Difference- Danny Bryan
• AYP Overview
• CAMP
• Campus Improvement Planning- Craig Henderson
• Mentor Activity- Martha Stone

3
SIRC Overview
4
SIRC Overview Purpose

• Provide schools with information, resources, and
  technical assistance regarding the school
  improvement process.

5
SIRC Overview Goals

• Develop a relationship that increases leadership
  capacity
• Navigate the requirements of NCLB school
  improvement measures

6
SIRC Overview History

• Initiation
• Design
• Foundation

7
Schools Entering Stage 1 Year 1
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SIRC Overview General Areas of Support

• Point of Contact
• SIRC Introductory Meetings
• Calendar/Timeline
• Texas School Improvement Conference
• Newsletters
• Principals Planning Guides
• Additional Professional Development Opportunities
• Website www.esc13.net/statewide/sirc

9
Important Dates

• August
• 18th SIRC letter sent to campus/district
• 25th School Choice letter sent to parents
• September
• 20th Appeal deadline
• October
• 17th SIP application due to TEA (before 500 PM)
• Mentoring relationship begins

10
Important Dates

• November
• 14th Revised two-year CIP due to district
• December
• 7th 8th Texas School Improvement Conference,
  Austin, Texas

11
Principals Make the Difference!
Danny Bryan
12
AYP Overview
13
What is AYP?

• NCLB requires states to set annual statewide
  progress objectives ensuring that all groups of
  students reach 100 proficiency within 12 years.
• This is referred to as Adequate Yearly
  Progress.
• NCLB expects ALL students to be 100 proficient
  by the year 2013-14.

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100 in 12 years? How much do we need to grow
each year until then?

• Each year, the campus must make Adequate Yearly
  Progress toward meeting 100 proficiency in 12
  years (by the year 2013-14).

TO
TO
TO
TO
FROM
FROM
FROM
FROM
100
TO
TO
TO
TO
FROM
FROM
FROM
FROM
15
What is AYP?

• AYP is based on Four Principles
• stronger accountability for results
• increased flexibility and local control
• expanded options for parents
• focusing on what works

16
What is AYP?

• NCLB requires assessment results to disaggregated
  by poverty, race/ethnicity, disability and
  limited English proficiency.
• School districts and schools that fail to make
  adequate yearly progress (AYP) toward statewide
  proficiency goals will, over time, be subject to
  stages of school improvement.

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How is AYP measured?

• Districts and campuses must meet AYP standards in
  three measures
• Reading (53 in 2005-06)
• Includes BOTH
• Performance AND
• Participation
• Mathematics (42 in 2005-06)
• Includes BOTH
• Performance AND
• Participation
• Other measure
• Attendance (95 or any improvement) OR
• Graduation Rate (70 or any improvement)

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Student Groups Measured by AYP

• The following groups are evaluated for AYP in
  Grades 38 10
• All students
• African American
• Hispanic
• White
• Economically Disadvantaged
• Special Education
• Limited English Proficient

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Student Groups Measured by AYP

• Note Special EducationIf a student is tested on
  SDAA II or LDAA for either Reading/English
  Language Arts or Mathematics, the student is
  included in the special education student group
  for both subjects.
• Note LEP If a student is identified as a
  current year LEP student on the TAKS English,
  TAKS Spanish, SDAA II, test documents for either
  Reading/English Language Arts or Mathematics, the
  student is included in the LEP group for both
  subjects. If the student is tested on RPTE, the
  student is included in the LEP student group for
  both subjects.

20
Student Groups Measured by AYP

• Note One student could be included in multiple
  groups.
• For example, one student could be represented in
  all of the following subgroups
• All Students
• Hispanic
• Eco. Disadvantaged
• Special Education
• LEP

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How did we get IN school improvement?

• A campus that does not make AYP for the SAME
  indicator (reading, mathematics, attendance rate,
  or graduation rate) for TWO CONSECUTIVE YEARS is
  identified for school improvement.

22
How do we get OUT of school improvement?

• A campus identified for school improvement must
  meet AYP for TWO CONSECUTIVE YEARS in the SAME
  indicator that caused the campus to enter school
  improvement in order to exit school improvement
  status.

23
Were in Stage 1 of school improvement. What do
we do?

• Notify parents
• Revise the campus improvement plan within 3
  months
• Work with a Campus Administrator Mentor (CAM)
  principal only

24
What do we tell parents?

• Parents must be provided the following in writing
  by the uniform school start date
• an explanation of what identification means
• how the campus compares to other elementary and
  secondary campuses served by the district and the
  State in terms of the academic achievement of its
  students
• the reason(s) for the campus being identified for
  improvement

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What do we tell parents?

• Parents must be provided the following in writing
  by the uniform school start date
• an explanation of how parents can become involved
  in addressing the academic issues that led to
  identification
• an explanation of the parents option to transfer
  their child to another campus in the district
  that has not been identified for improvement

26
Which of our students are able to transfer to
another school?

• ALL students enrolled are eligible to transfer
  to another public school campus within the
  district that is not in a stage of school
  improvement.
• The district may need to give priority to the
  lowest-achieving, low-income students.
• if not all students can attend their first choice
  of schools, the district would give first
  priority in assigning spaces to the low-achieving
  low-income students
• if the district does not have sufficient funding
  to provide transportation to all students who
  wish to transfer, it would apply this priority in
  determining which students can receive
  transportation.

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What if there is nowhere for our students to
transfer?

• This situation might occur when
• all campuses in the district are in school
  improvement
• the district has only a single campus at that
  grade level
• the campus is in a rural area
• In these cases, the district must, to the extent
  practicable, enter into cooperative agreements
  with other districts in the area.
• If this is not possible, the campus may instead
  offer
• supplemental services
• other campus reform strategies

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Whats our plan?

• The campus must develop a two-year campus
  improvement plan that
• incorporates strategies based on scientifically
  based research (SBR) that will strengthen the
  core academic subjects
• addresses the specific academic issues that
  caused the campus to not meet AYP
• adopts core academic subject area policies and
  procedures that help ensure student success

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Whats our plan?

• The campus must develop a two-year campus
  improvement plan that
• includes professional development that
• addresses the academic achievement problem that
  caused the school to not meet AYP
• provides increased opportunity for participating
  in that professional development

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Whats our plan?

• The campus must develop a two-year campus
  improvement plan that
• includes strategies to promote parental
  involvement
• incorporates, as appropriate, activities before
  school, after school, during the summer, and
  during any extension of the school year
• incorporates a teacher mentoring program

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What happens if we meet AYP next school year?

• If in the following year, the campus meets AYP in
  the same measure that caused it to enter a stage
  of school improvement, the school moves into the
  second year of the same stage of improvement.
• Example Stage 1, Year 2
• The campus will continue to implement the
  requirements of the current stage until the
  campus exits school improvement by meeting AYP in
  two consecutive years in the same measure.

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What happens if we dont meet AYP next school
year?

• If the campus does not meet AYP in the same
  measure for a second time while in a stage of
  school improvement, the campus enters into the
  next stage of school improvement.

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Were in Stage 2 of school improvement. What do
we do?

• Continue to implement all Stage 1 requirements
• Offer Supplemental Educational Services (SES)
• Work with a Technical Assistance Provider (TAP)

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What are Supplemental Educational Services (SES)?

• Tutoring and/or
• Other supplemental academic enrichment services
• are in addition to instruction provided during
  the school day and
• are of high quality
• are research-based
• are specifically designed to increase the
  academic achievement of eligible children

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Who receives SES?

• All low-income students are eligible to request
  SES.
• If funds are insufficient for the district to
  meet all requests for SES, the district must give
  priority to the lowest achieving, low-income
  students.

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How do we offer SES?

• The district provides parents with a list of
  state-approved providers.
• Parents choose a provider from the list.

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What do these outside SESproviders have to do?

• Consult with the school and the parents and
  include
• achievement goals for the student
• how the students progress will be measured
• a timetable for improving achievement
• a description of how the students parents and
  teacher(s) will be regularly informed of the
  students progress

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What do these outside SESproviders have to do?

• Consult with the school and the parents and
  include
• a provision for the termination of such agreement
  if the provider is unable to meet such goals and
  timetables
• a provision to prohibit the provider from
  disclosing to the public the identity of any
  student eligible for, or receiving, SES without
  the written permission of the parents of the
  student

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What is a Technical Assistance Provider (TAP)?

• The Technical Assistance Provider (TAP) serves as
  a hands-on consultant working with campus
  administration and faculty to guide the school
  through the improvement process. 
• The purpose of the TAP
• create a collaborative and positive school
  environment by
• develop increased leadership capacity in
  administrators
• build content knowledge in teachers to establish
  a teaching-learning community.

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Were in Stage 3 of school improvement. What do
we do?

• Continue to implement all Stage 1 and Stage 2
  requirements
• Select a corrective action

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What is corrective action?

• The campus must implement one of the following
  corrective actions
• Replace the school staff who are relevant to the
  failure to make AYP
• Institute and fully implement a new curriculum
• Significantly decrease management authority at
  the campus level
• Appoint an outside expert to advise the campus
  on its progress toward making AYP
• Extend the campus school year or school day
• Restructure the internal organizational
  structure of the campus

42
Were in Stage 4 of school improvement. What do
we do?

• Continue to implement all Stage 1, Stage 2, and
  Stage 3 requirements
• Prepare a restructuring plan

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What does a restructuring plan involve?

• The LEA must prepare a plan and make necessary
  arrangements to carry out ONE of the following
  restructuring options
• Reopen school as charter school
• Replace principal and staff
• Contract for private management company of
  demonstrated effectiveness
• State takeover
• Any other major restructuring of school
  governance.

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Were in Stage 5 of school improvement. What do
we do?

• Continue to implement all Stage 1, Stage 2, Stage
  3, and Stage 4 requirements
• Implement the restructuring plan developed in
  Stage 4

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TOP REASONS SCHOOLS
MISSED AYP
5. Whats AYP?
4. Thought Florida might find enough hanging
chad to repeal NCLB.
3. Got confused and sent answer documents to
Washington D.C.
2. Confused FMNV with AYP and gave kids
too much sugar on test day.
1. The school bus left some children behind.
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Campus Administrator Mentoring Program (CAMP)
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Stage 1 Campus Administrator Mentoring Program
(CAMP)

• Administrator mentoring and coaching are vital
  components to any leadership development program.

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Mentor Goals

• Foster a supportive relationship
• Guide the principal in problem-solving
• Develop leadership capacity

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CAM Procedures

• Application Process
• Regional Assignment
• Roles and Responsibilities
• Funding

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Principal Responsibilities

• Agree to participate fully in the mentoring
  relationship
• Select effective traits/areas to work on with
  mentor
• Monitor progress of personal and school-wide
  goals
• Communicate with mentor throughout the year
• Summative evaluation of work

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Campus Administrator Mentor Program (CAMP)

• CAMP Overview
• Effective Traits
• Principal Self-Assessment
• Goal Setting Form
• Campus Improvement Needs Assessment
• Assignment

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CAMP Overview

• Program Goals
• Rationale
• Program Outline
• Role of a Campus Administrator Mentor (CAM)
• Role of an Area Lead Mentor (ALM)
• Role of SIRC
• Role of ESCs
• Evaluation Tools

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Effective Traits of Successful Principals

• Knows curriculum systems and framework
• Establishes and communicates a clear vision
• Manages time and is organized
• Develops an effective professional development
  plan
• Knows quality effective instruction
• Monitors and evaluates systems
• Collects and assesses data to drive interventions

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Effective Traits of Successful Principals

• Fosters collaboration
• Practices effective communication skills
• Establishes high performing learning culture and
  climate
• Identifies effective resources and staff
• Creates a community of leaders
• Enhances community and parental involvement
• Understands accountability requirements
• Develops an effective school-wide plan

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Principal Self-Assessment

• Part I-A Prior to first meeting with the CAM
• Part I-B Prior to the end of the year
• Part II At the end of the year

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Goal Setting Form

• Who The principal with CAM guidance
• What Form to select and document up to 3 goals
  to work towards in the upcoming year
• When First meeting with CAM and ongoing
  thereafter
• Why To serve as a reflective tool throughout the
  year

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Campus Improvement Needs Assessment

• Who The principal and the CAM
• What A tool to help identify the campus needs
  and possible corrective actions
• When Completed by the CAM and the principal at
  the end of the school year
• Why Used to guide selection of a Technical
  Assistance Provider (TAP) should the school enter
  Stage 2 of the School Improvement Process

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Assignment

• Please take a moment to look over the Principal
  Self-Assessment.
• Begin completing Part I-A.
• Pick one trait that you may work on this upcoming
  year.
• Write that trait on the white index card.
• Write a way that you will go about addressing the
  topic this year.
• Put your name on the card.
• As you leave for lunch, return the white card.

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LUNCH
60
Campus Improvement Planning

• Craig Henderson

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Mentor Activity
Martha Stone
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Working With Your CAM

• Time to meet yourCampus Administrator Mentor
  (CAM)

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Working With Your CAM

• Administrative Details
• First Task

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Administrative Details

• Contact information
• Letter of Agreement
• Date first on-site visit

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Task

• Many important things to do
• First things first
• Understanding data AYP
• Feeling a

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Task

• SENSE
• of
• URGENCY

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Task

• ..to create a shared sense of urgency within
  your staff to meet and/or exceed the AYP
  standards.

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Task

• How will you do this?
• What is your plan?

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Due to CAM in the Morning

• Draft of Sense of Urgency Plan
• Contact Information Form
• Principal Self-Assessment- Part I-A
• Letter of Agreement (if not already signed)

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Day 2 Agenda

• Welcome
• SIP Stages Overview
• What do we do now? - Martha Stone
• School Improvement Requirements Anita
  Villarreal
• AYP- John Fessenden
• Supplemental Educational
• Services

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Stages Overview
72
(No Transcript)
73
(No Transcript)
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Stages Overview
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Stages Overview

• SIRC Information
• Contacts
• Organization
• Roles and Responsibilities

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Stages Overview Stage 1

• Parent Notification
• School Choice and Transportation
• Campus Improvement Plan
• LEA Technical Assistance
• SIP Funding Application
• Texas School Improvement Conference
• Campus Administrator Mentor Program (CAMP)

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Stages Overview Stage 2

• Parent Notification
• School Choice and Transportation
• Campus Improvement Plan
• LEA Technical Assistance
• SIP Funding Application
• Texas School Improvement Conference
• Campus Administrator Mentor Program (CAMP)
• Technical Assistance Provider (TAP)
• Supplemental Educational Services (SES)

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Stages Overview Stage 2

• Primary Purpose of TAPs
• Act as the external, objective set of eyes that
  provides input and recommendations for campus
  improvement by
• Fostering the school environment.
• Building capacity for success.
• Increasing school achievement.
• Focusing the entire learning community on student
  achievement.

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Stages Overview Stage 2
TAPs vs. CAMs
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Stages Overview Stage 2

• How is the TAP process initiated?
• SIRC uses a schools needs assessment to
  recommend a selection of TAPs with matching skill
  sets.
• School contacts and interviews potential TAPs.
• School selects individual TAP.
• School and TAP negotiate contract that, at least,
  meets the required minimum number of days TAP
  should provide assistance on campus.
• TAP, SIRC, and campus administrator sign a Letter
  of Agreement and return letter to SIRC.

81
Stages Overview Stage 2

• Supplemental Educational Services
• (SES)
• Title I, Part A Campuses identified as in need of
  improvement, stages 2-5, are required to offer
  SES.
• What are Supplemental Educational Services?

82
Stages Overview Stage 2

• Supplemental Educational Services are
• Additional sources of academic instruction for
  students provided outside of the normal school
  day in Math, Reading/Language Arts.
• Offered to all students from low-income families.
• High-quality, research-based, and consistent with
  the content and instruction of the LEA

83
Stages Overview Stage 3

• Parent Notification
• School Choice and Transportation
• Campus Improvement Plan
• LEA Technical Assistance
• SIP Funding Application
• Texas School Improvement Conference
• Supplemental Educational Services (SES)
• Technical Assistance Provider (TAP)
• Corrective Action

84
Stages Overview Stage 3

• Corrective Action
• The LEA must take at least one of the following
  actions
• Provide appropriate, scientifically
  research-based professional development to
  improve achievement of low-performing students.
• Replace school staff related to the failure to
  make AYP.
• Institute and fully implement a new curriculum.
• Significantly decrease management authority at
  the campus level.
• Appoint an outside expert (in addition to TAP) to
  advise the campus on its progress toward making
  AYP based on its CIP.
• Extend the school year or school day for the
  campus.
• Restructure the internal organizational structure
  for the campus.

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Stages Overview Stage 4

• Parent Notification
• School Choice and Transportation
• Campus Improvement Plan
• LEA Technical Assistance
• SIP Funding Application
• Texas School Improvement Conference
• Supplemental Educational Services (SES)
• Technical Assistance Provider (TAP)
• Corrective Action
• Restructuring Plan

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Stages Overview Stage 4

• Restructuring Plan
• The district must develop a plan to implement
  one of the following alternative governance
  arrangements, consistent with state law
• Reopen school as a public charter school.
• Replace all or most of school staff, including
  the principal.
• Enter into a contract with an entity, such as a
  private management company, with a demonstrated
  record of effectiveness to operate the school.
• State takeover.
• Any other major restructuring of the schools
  governance arrangement.

Stage 4
87
Stages Overview Stage 5

• Alternative Governance
• Implement Restructuring Plan

Stage 4
88
Overview

• Checklists
• Stage 1 Schools
• Stage 2-5 Schools
• (Stage 1, Year 2 Schools)

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Evaluations

• Evaluations submitted electronically by June 15.
• Additional information will be sent to you by
  email in the Spring.

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What do we do now?Martha Stone
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Review

• 1) As the principal I must create a sense of
  ____________!
• 2) List the 3 questions discussed in Marthas
  presentation that a principal must ask all year.
• 3) Martha discussed Five Strategies for
  principals to consider. List 3 of the 5
  strategies.
• 4) List 3 items that must be included in the 2
  year Campus Improvement Plan.
• 5) What is the date of the Texas School
  Improvement Conference?

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School Improvement Requirements

• Anita Villarreal

93

• LUNCH

94
Assessment and Accountability Update

• John Fessenden

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Review

• 1) What two student groups are included in AYP
  calculations that are not included in AEIS?
• 2) What is the application deadline for SIP
  funding?
• 3) On Stage 2 and above campuses, which students
  are eligible for SES services?
• 4) Corrective action is a requirement that is
  introduced in which Stage of improvement?
• 5) Under the Stage 4 Restructuring Plan, list 2
  of the 5 options a school can offer.

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Supplemental Educational Services (SES)
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Supplemental Educational Services (SES)

• Definition
• SES Providers
• LEA Responsibilities
• Parent notification
• Entering into an Agreement with a Provider
• Providing Information for Monitoring Evaluation
• Provider Responsibilities
• Resources

98
Defining SES

• Additional sources of academic instruction for
  students outside of the normal school day in
• Math
• Reading
• Language Arts
• Offered by Title I, Part A campuses identified as
  in need of improvement Stages 2-5
• Offered to all students from low-income families
  (as defined by the LEA in determining Title I,
  Part A campus allocations)

99
Defining SES

• Must be
• Consistent with content and instruction of LEA
• Provided outside the regular school day
• High-quality, research-based
• Designed to increase student academic achievement

100
Supplemental Educational Services (SES)

• Definition
• SES Providers
• LEA Responsibilities
• Parent notification
• Entering into an Agreement with a Provider
• Providing Information for Monitoring Evaluation
• Provider Responsibilities
• Resources

101
SES Providers

• May be
• Any public or private (profit or non-profit)
  entity
• Public school
• Private school
• LEA
• Educational Service Center
• Institutions of higher education
• Faith-based and community-based organizations
• Private business

102
SES Providers

• May not be
• Any campus or LEA that has been identified for
  improvement

103
SES Providers

• Apply to be added to the state-approved list of
  providers
• Program
• Financial Soundness

104
SES Providers

• State-approved list of providers maintained by
  the SIRC for the TEA at
• www.esc13.net/statewide/ses
• Provider information
• Contact information
• Breakdown of service characteristics
• (English and Spanish)
• Program summaries (English and Spanish)
• Qualifications
• Records of effectiveness

105
Supplemental Educational Services (SES)

• Definition
• SES Providers
• LEA Responsibilities
• Parent notification
• Entering into an Agreement with a Provider
• Providing Information for Monitoring Evaluation
• Provider Responsibilities
• Resources

106
LEA Responsibilities

• Notify parents multiple times per year
• Help parents choose a provider, if requested
• Determine which students should receive services
  if funds are insufficient to serve all students
• Enter into an agreement with a provider selected
  by parents of an eligible student
• Provide any information TEA requests to monitor
  the quality and effectiveness of a provider
• Protect the privacy of students who receive SES

107
Supplemental Educational Services (SES)

• Definition
• SES Providers
• LEA Responsibilities
• Parent notification
• Entering into an Agreement with a Provider
• Providing Information for Monitoring Evaluation
• Provider Responsibilities
• Resources

108
LEA Responsibilities Parent Notification
Requirements

• Identify each approved service provider (within
  the LEA, in its geographic location, or
  accessible through technology)
• Describe the services, qualifications, and
  evidence of effectiveness for each provider
• Describe the procedures and timelines parents
  must follow for selecting a provider
• 30 days to request a provider
• 30 days for services to start

109
LEA Responsibilities Parent Notification
Requirements

• Include information on how the LEA will set
  priorities in order to determine which eligible
  students receive services if funds are
  insufficient
• Be easily understandable, in uniform format,
  including alternate formats upon request, and to
  the extent practicable, in a language parents can
  understand
• Notification sent by August 25, 2006

110
Important Points

• LEAs may not limit or screen the list of
  providers in any way
• LEA must respond to parents requests in a timely
  manner (30 days)
• Providers using technology to deliver services
  are permitted and should be offered to parents
• Providers are permitted to market their services
  to the community and to parents

111
Additional Communication

• Ask providers to give the LEA a stamped envelope
  containing information about the program
• Hold an open house or provider fair and invite
  parents to meet with providers
• Provide information about providers to parents in
  campus newsletters

112
Supplemental Educational Services (SES)

• Definition
• SES Providers
• LEA Responsibilities
• Parent notification
• Entering into an Agreement with a Provider
• Providing Information for Monitoring Evaluation
• Provider Responsibilities
• Resources

113
LEA Responsibilities Entering into an
Agreement with the Provider

• Individualized, specific student achievement
  goals for each student (consistent with IEP if
  applicable) Student Learning Plan
• Describes how parents and teachers will be
  informed of student progress
• Details the number of sessions, hours, cost,
  attendance policy, etc.
• Provides for termination if provider is unable to
  meet certain goals or timetables

114
LEA Responsibilities Entering into an
Agreement with the Provider

• Clarifies how the LEA will pay the provider
• Includes any other provisions relating to
  liability and accountability as deemed necessary
  by the LEA
• Prohibits the provider from disclosing the
  identification of any student eligible for or
  receiving SES without written parental consent
• Assures that, for faith-based organizations, SES
  funds are in a separate account, not commingled
  with other funds

115
Important Points

• Providers must continue to provide services until
  the end of the school year, as funding permits
• Providers may provide services in the summer

116
Supplemental Educational Services (SES)

• Definition
• SES Providers
• LEA Responsibilities
• Parent notification
• Entering into an Agreement with a Provider
• Providing Information for Monitoring Evaluation
• Provider Responsibilities
• Resources

117
LEA ResponsibilitiesProvide Information for
Monitoring Evaluation

• SIP monitoring and compliance report
• Conducted through TEA
• Number of students eligible
• Number of students requesting services
• Number of student receiving services
• Evaluation of SES Providers
• Conducted through SIRC
• Information will be sent out notifying districts
  of what will be required
• District will have to provide data
• Surveys of teachers, district personnel, providers

118
SES Provider Responsibilities

• With the LEA and parents, develop an
  individualized Student Learning Plan
• Specific achievement goals for each child
• Measures of student progress
• A timetable for improving student achievement
• Provide the LEA and parents information on the
  childs progress

119
SES Provider Responsibilities

• Ensure that instruction provided and content used
  are
• Aligned with the TEKS and TAKS
• Consistent with LEA content and instruction
• Meet applicable federal, state, and local health,
  safety, and civil rights laws
• Ensure all instruction and content are secular,
  neutral, and non-ideological
• Comply with all provisions of the agreement with
  the LEA

120
Supplemental Educational Services (SES)

• Definition
• SES Providers
• LEA Responsibilities
• Parent notification
• Entering into an Agreement with a Provider
• Providing Information for Monitoring Evaluation
• Provider Responsibilities
• Resources

121
Resources Available

• SIRC SES Website
• www.esc13.net/statewide/ses/
• TEAs NCLB Monday Update Email
• http//miller.tea.state.tx.us/list/
• TEAs NCLB Website
• http//www.tea.state.tx.us/nclb/
• Policy Guidance
• http//www.tea.state.tx.us/nclb/SIP_Guidance0506.d
  oc
• http//www.esc13.net/statewide/ses/
• TEA Staff Contacts
• http//www.tea.state.tx.us/nclb/contacts.html

122
Resources Available

• Texas School Improvement Conference December
  7th 8th
• Discussion board
• Under construction
• Notification via SES listserv
• Other districts
• Innovations in Education guides
• http//www.ed.gov/about/pubs/intro/innovations.htm
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