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California Statewide System of Support School and District Improvement . September 1, 2009 Webinar Fred Balcom, Director, District and School Improvement Division Julie Baltazar, Administrator, Regional Coordination and Support Office. California Context. Educational Entities .

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California

Statewide System of Support School and District Improvement

September 1, 2009 WebinarFred Balcom, Director, District and School Improvement DivisionJulie Baltazar, Administrator, Regional Coordination and Support Office



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Educational Entities

  • 10,129 schools

  • 1,050 school districts

  • 58 county offices of education

  • 11 regional county consortia

    Source: California Fact Book 2009 – Handbook of Education Information

    http://www.cde.ca.gov/re/pn/fb/documents/factbook2009.pdf



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Student Population (2008-09 Data)

  • 6,286,943 K-12 students

  • 1,553,091 English Learners (ELs)

    • Approximately 25 percent of total population

  • 3,271,334 Students on Free or Reduced-Price Lunch (FRPL)

    • Approximately 52 percent of total population

      Source: California Department of Education – Dataquest 2008-09


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Overlay of Accountability Systems

Federal Accountability

California State Accountability

  • Adequate Yearly Progress (AYP)

  • Status model

  • Participation rate

  • Percent proficient

  • API as additional indicator

  • Graduation rate

  • Academic Performance Index (API)

  • Growth model

  • Single number between 200-1000

  • Each school has own target; schools measured on ability to meet target

  • Ranks schools on annual basis



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Polling Question

Using the polling tool, indicate if your SEA:

  • Uses a layered approach for Program Improvement

  • Does NOT use a layered approach


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Statewide System of School Support (S4)

  • Regional Consortia, also known as Regional System of District and School Support (RSDSS)

  • District Assistance and Intervention Teams (DAIT)

  • Other Technical Assistance (TA) providers


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What Are the Pieces of the S4?

  • Comprehensive needs assessment

  • Revision of the local educational agency (LEA) and School Plans

  • Faithful implementation of the revised plans

  • Professional development and support for staff

  • Reallocation of resources

  • Ongoing monitoring, analysis, and support for improvement plans


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RSDSS

  • California is divided into 11 regions, each region having a lead county office of education (COE) housing the RSDSS.

  • Schools and districts are offered general technical assistance as staff are introduced to the CDE tools.

  • Assistance in establishing the district and school liaison team (DSLT) and in revising the LEA Plan.


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Nine Essential Program Components (EPCs)

  • Use of SBE-adopted English/reading/language arts and mathematics instructional materials

  • Instructional time- adherence to instructional minutes

  • School Administrator Training Program

  • Fully credentialed, highly qualified teachers and Professional Development Program on SBE-adopted instructional materials


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Nine EPCs (Cont.)

  • Student achievement monitoring system - use of data to monitor student progress

  • Ongoing instructional assistance and support for teachers

  • Monthly teacher collaboration by grade level kindergarten through eight (K-8) and department grades nine through twelve (9-12) facilitated by the principal

  • Lesson and course pacing schedule (K-8) and master schedule flexibility for sufficient numbers of intervention courses (9-12)

    9. Fiscal support


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CDE-Developed Assessment Tools

  • Academic Program Survey (APS)

  • District Assistance Survey (DAS)

  • English Learner Subgroup Self Assessment (ELSSA)

  • Inventory of Support and Services (ISS) for Students with Disabilities


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RSDSS Work with Districts and Schools in Improvement

  • Initial contact focuses on student achievement and local context

  • Follow up meetings address use of data, implementation of the nine Essential Program Components (EPCs), use of CDE tools, and stakeholders’ concerns

  • May help develop a specific plan of assistance to address identified areas of concern


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RSDSS Scope of Work

The Scope of Work (I-V) describes required

services provided by RSDSS across theirregions

  • District and School Liaison Team - The School Support Team is known in California as the District and School Liaison Team (DSLT).

  • Change Instructional Practice – addresses academic achievement problems.

  • Engage in Partnerships - for delivering technical assistance and professional development.


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RSDSS Scope of Work(Cont.)

  • Provide Customized Technical Assistance and/or Professional Development - builds the capacity of the LEA and school staff to improve schools.

  • Align with CDE/LEA initiatives and other approaches likely to result in improved teaching and learning in schools identified for improvement, corrective action.


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Polling Question

Using the polling tool, indicate if your SEA focuses program improvement on

  • schools only

  • LEAs only

  • LEAs and schools


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DAIT and Other TA

LEA identified for Title I PI Year 3 corrective action

  • Assigned a corrective action

  • Required to document implementation of corrective action in revised LEA Plan

  • May receive funding, technical assistance, or required to work with a DAIT based on severity of achievement problem


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DAIT and Other TA (Cont.)

The DAIT is approved by the state to conduct a needs assessment of the LEAs in the following areas:

(A) Governance

(B) Alignment of curriculum, instruction,

and assessments to state standards

(C) Fiscal operations

(D) Parent and community involvement

(E) Human resources

(F) Data systems and achievement

monitoring

(G) Professional development


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DAIT Providers

CDE-approved DAIT providers:

  • 60 organizations

  • 191 individually approved DAIT leads

List of approved DAIT providers located on the CDE Approved DAIT Providers Web page at

http://www.cde.ca.gov/ta/ac/ti/daitproviders.asp


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Work of a DAIT

  • Based on standards for work of a DAIT adopted by State Board of Education (SBE) in March 2006

  • Focuses on improving district systems to support schools and student achievement

  • Organized around seven areas of district work and support for district implementation of the corrective action


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Advantages of District Intervention to Help Schools

  • Builds district capacity to address underlying systems needed to support schools and ongoing student achievement

  • Encompasses broader array of issues (resource alignment, negotiations, local board relations) than possible with school-by-school change


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American Recovery and Investment Act (ARRA) Money

  • Set Aside

  • School Improvement Grant (SIG)

  • Title I


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Monitoring Progress

  • AYP

  • Categorical Program Monitoring

  • Review of LEA Plans

  • RSDSS quarterly reports

  • Organization Management System

  • Review of LEAs in Program Improvement via on-line plans


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Data/Indicators

  • LEA Plans

  • District and school needs assessment

  • State tools

  • California Longitudinal Pupil Achievement Data System (CALPADS)


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Visit the CDE’s Virtual Library

Links to school improvement resources:

Tools (APS, DAS, ISS, ELSSA, etc.) Articles, Curriculum resources, Strategies for improving schools, and

PI Training Materials on the CDE Virtual Library Web page at

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

See also California Comprehensive Center atwww.cacompcenter.org(Outside Source)


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CDE Web Pages

  • Program Improvementhttp://www.cde.ca.gov/ta/ac/ti/programimprov.asp

  • Program Assessment Tools

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

  • Curriculum Frameworks & Instructional Materialshttp://www.cde.ca.gov/ci/cr/cf/index.asp

  • Professional Developmenthttp://www.cde.ca.gov/pd/

  • California Longitudinal Pupil Achievement Data System (CALPADS)http://www.cde.ca.gov/ds/td/lo/index.asp


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For more information

Contact:

Fred Balcom - [email protected]

(916) 319-0582

Julie Baltazar - [email protected]

(916) 319-0595


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