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Program Improvement Schools Year Three . On The Right Track 6 October 6, 2008. Region 8 Regional System of District and School Support Ventura County Office of Education. From an Obstacle to an Opportunity. Team Conversations. Raise your hand if you have immediate questions….

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Program improvement schools year three l.jpg

Program Improvement Schools Year Three

On The Right Track 6

October 6, 2008

Region 8 Regional System of District and School Support

Ventura County Office of Education

From an Obstacle to an Opportunity


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TeamConversations

Raise your hand if you have immediate questions…


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What’s been working for you?

Share with your table some of the most promising practices that you have found to accelerate student achievement.


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Essential Program Components (EPCs)

  • Adopted by the CA Board of Education

  • Essential components of an academic program to support student achievement in English/reading/language arts and mathematics.

  • EPCs are designed to address the needs of all students


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EPCs

1) SBE-adopted and standards-aligned instructional materials, including interventions

2) Appropriate instructional time

3) Professional development for teachers and administrators

4) Assignment of fully credentialed teachers


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EPCs

5) Use of data obtained from a student achievement monitoring system

6) Instructional support

7) Teacher collaboration

8) Lesson pacing schedules

9) Aligned fiscal support


If you can find a path with no obstacles it probably doesn t lead anywhere frank a clark l.jpg
If you can find a path with no obstacles, it probably doesn’t lead anywhere.- Frank A. Clark



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  • Apply only to schools receiving Title I funding

  • Mandated School Choice & SES offered to students with the greatest needs continues

  • Focused attention to “high risk” student populations / subgroups

  • In-depth self-examination of school programs and instructional delivery that leads to SPSA revision

  • Alignment of district and school efforts to improve student achievement

  • Require restructuring efforts as part of the prescribed path of improvement determines the expenditure of Title I and other categorical funds


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Program ImprovementYear Three“Corrective Action”

  • LEA asserts more leadership at site

  • Formation of a DSLT

  • LEA support for sites may increase


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Requirements: Year 3

  • Notify parents of PI identification

  • Notify parents of “Choice” and SES

  • Peer Review process – data collection and goal setting to revise SPSA


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Requirements: Year 3

  • 10% of school’s Title I for Professional Development NOTrequired after Year 2.

  • 20% of LEA’s Title I held for Transportation/SES

  • 5% of LEA’s Title I towards HQT

  • District (LEA) selects one of the “Corrective Actions”


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NCLB Year 3 “Corrective Actions”

  • Replaces schools staff

  • Implements new curriculum

  • Decreases management authority at school level

  • Appoints outside experts

  • Extends school year or day

  • Restructures internal organization of the school


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2007 State Results for Year 3as reported on Con App

One or more corrective actions implemented in 479 schools:

  • 54 11% Replaced school staff

  • 248 52% Implemented new curriculum

  • 82 17% Decreased authority at school

  • 241 50% Appointed outside expert

  • 64 13% Extended school year/day

  • 96 20% Restructured internal organization of school



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PI: The Big Picture

  • Increased LEA involvement

  • Formation of DSLT

  • Comprehensive needs assessment

  • Revision of SPSA to address needs

  • Reallocation of resources to support the plan

  • Professional development and support for staff

  • Faithful implementation of revised plan

  • Ongoing monitoring, analysis, and support for improvement plan – creating a “cycle of Improvement”


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Comprehensive Needs Assessment

  • Include data from a variety of relevant sources:

    • State approved tools

    • Statewide Assessments

      STAR, CAPA, CAHSEE, CELDT

    • Benchmark assessments

    • Parent and student surveys & forums

    • Conversations with staff


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CDE Assessment Tools

  • Several CDE tools can work together to assist in the needs assessment process:

    • Academic Program Survey (APS)

    • District Assistance Survey (DAS)

    • Least Restrictive Environment Self Assessment Tool (LRE)

    • English Learner Subgroup Self Assessment (ELSSA)

      http://www.cde.ca.gov/ta/lp/vl/improvtools.asp


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Year 3 Corrective Action Protocol

http://www.cde.ca.gov/ta/lp/vl

  • “Improvement Tools”

  • “Program Improvement (PI) Training Materials”

  • “Year 3: Corrective Action” (.doc or PDF)

  • Scroll down to “Year 3, Corrective Action Protocol”


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Critical Questions…

  • What data do we have, or need to collect, that will guide our decisions toward program improvement?

  • What students do we need to target to close the achievement gap?

  • What are going to do significantly differently this year to increase student achievement?

  • What assistance or support do we need?


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CommonROADBLOCKS

Unaligned fragmented curriculum: inadequate materials, ineffective instruction

  • Inadequate and fragmented interventions

  • Inadequate time for strategic and intensive instruction

  • Unsuccessful leadership

  • Anemic belief system – “it’s the kids!”

  • Inexperienced teachers / most challenging

  • Inadequate or unavailable assessment data

  • “Independent contractors”

  • Outdated fiscal allocations


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Promising Practices

• Professional Learning Communities

  • Response to Intervention

  • Structured ELD

  • Complete implementation of aligned curriculum

  • Complete implementation of aligned interventions

  • Data to drive instruction - Data Teams


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More Promising Practices…

  • Fidelity to the Essential Program Components

  • All staff assuming responsibility for all students

  • Parent education and responsibility

  • Improved instructional practice/ AVID


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“Shifts” in Education

  • Isolation  Collaboration

  • Teaching Learning

  • Shotgun Rifle

  • Recording grades Recording Progress

  • Summative Tests Formative Assessment

  • Working hard Teaching Smart

  • Content variable Time variable


Obstacles are those frightful things you see when you take your eyes off your goal henry ford l.jpg
Obstacles…are those frightful things you see when you take your eyes off your goal.- Henry Ford


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Looking For More Support?


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You are not alone…

Resources are available to assist schools through the PI process:

  • District support & resources

  • The Regional System of District and School Support (RSDSS)

  • County Office of Education Specialists

  • Private consultants

    Each can provide freshperspectives to assist schools in the Program Improvement process.


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Sample of RSDSS Services

  • Technical assistance to school and district leadership

  • Training in use of the program review tools

  • Training for DSLT

  • Support for School Plan revision

  • PI presentations: parents, staff, Boards

  • Resource recruitment and acquisition


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Regional System of District & School Support

Jeff Hamlin

Region 8 Director

(805) 437-1319

[email protected]

For local RSDSS Directors:

http://www.cde.ca.gov/sp/sw/ss/documents/rsdsscontacts.doc


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Websites

Just For The Kids – Californiahttp://www.jftk-ca.org

Region 8 RSDSS Center

http://www.vcoe.org/rsdss

CDE – Virtual Library

http://www.cde.ca.gov/ta/lp/vl/

Schools Moving Up – WestEd

http://www.schoolsmovingup.net/cs/wested/print/htdocs/home.htm


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It took about five years before I really felt we had turned a corner…But the process never ends. There’s no single mountain to climb. At the top of one peak is another just beyond.

Richard DeLorenzo,

Superintendent, Anchorage Alaska


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