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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

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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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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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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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


    • 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)

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Year 3 Corrective Action Protocol

  • “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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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

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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:

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Just For The Kids – California

Region 8 RSDSS Center

CDE – Virtual Library

Schools Moving Up – WestEd

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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