CALIFORNIA  SCHOOL RECOGNITION PROGRAM

CALIFORNIA SCHOOL RECOGNITION PROGRAM PowerPoint PPT Presentation


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Presentation Contributors. Mary Gomes, Consultant California Department of EducationBill Kuzma, Coordinator Categorical Programs Newark Unified School DistrictMarcy Lauck, Supervisor Continuous Improvement Programs San Jose Unified School DistrictSteve VanZant, Superintendent/Principal Dehesa Elementary School District.

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CALIFORNIA SCHOOL RECOGNITION PROGRAM

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1. CALIFORNIA SCHOOL RECOGNITION PROGRAM

2. Presentation Contributors Mary Gomes, Consultant California Department of Education Bill Kuzma, Coordinator Categorical Programs Newark Unified School District Marcy Lauck, Supervisor Continuous Improvement Programs San Jose Unified School District Steve VanZant, Superintendent/Principal Dehesa Elementary School District

3. Workshop Elements Program Overview Benefits of Applying Selection Process Evaluation Process Overview: Timeline Selection process to cover application scoring and site validation visitOverview: Timeline Selection process to cover application scoring and site validation visit

4. Workshop Elements Design and Content of the Middle/High School Rubrics (Application Section III) Tips for engaging the school community and writing a successful application Additional required information/data (Application Sections I and II) Overview of the Career Technical Education Application Process

5. Program Overview

6. Timeline August release of the 2005-06 Accountability Progress Reporting System “Intention to Submit” due November 15 Application postmark deadline December 13

7. Timeline Application evaluation during January 2007 Site visits for statewide nominees from late February through March Announcement of finalists in mid-April Awards ceremony on May 18

8. Applicants Approximately 200 middle and high schools are anticipated to be selected as statewide nominees Special Emphasis Area: Career Technical Education - CTE (high schools only) The “Distinguished School” honor continues for four years

9. Applicants Approximately 2,200 middle and high schools in California Approximately 500 middle and high schools are eligible to apply Most eligible schools are anticipated to submit Distinguished School applications

10. Other Considerations Application Assurances Compliance Screening Media Attention and Publicity

11. Eligibility Criteria

12. Eligibility Criteria Eligible Grade Levels Previous Distinguished School status Number of Years in Operation Intervention or Sanction Status Schools with Testing Irregularities

13. Eligibility Criteria Assessment Results as Measured by: NCLB Adequate Yearly Progress (AYP) eligibility Academic Performance Index (API) eligibility Middle Schools: 2006 Growth API > 715 High Schools: 2006 Growth API > 692

14. Eligibility Criteria Distinguished School Application postmark deadline – December 8, 2006 Release of revised 2005-06 Accountability Progress (APR) Reporting System – January 2007 …determines “official” eligibility for schools correcting data

15. Benefits of Applying Recognition as a California Distinguished School Aligns district and school work with the goals of the California Department of Education and NCLB Supports a continuous improvement process in schools

16. Benefits of Applying Validates school excellence Promotes proactive, renewing staff development Invites community connection and positive publicity

17. Benefits of Applying Provides a catalyst for grants, business partnerships, leverage for local and regional resources, etc. May support application for NCLB Blue Ribbon Schools Program www.cde.ca.gov/ta/sr/

18. Selection Process

19. Selection Process Submission of fully completed application Application evaluation Site validations

20. Application Evaluation Training of application evaluators includes the use of “Anchor Papers” Anchor papers are selected from the applications that are submitted for the current cycle Anchor papers represent strong, well-written applications

21. Application Evaluation Evaluators are trained to score holistically the score equals the level the school’s response most closely resembles the score is not based upon a “checklist” Evaluators read in teams with an expert team leader high inter-rater reliability each application is read 2 or 3 times

22. Application Evaluation Each application is scored independently by each evaluator who reads it Each school will receive written feedback from the evaluators

23. Application Evaluation Process for scoring applications: Each theme is scored as “1” through “4” by each evaluator The total scores given by each of the two evaluators for the same application are added together and are divided by two to determine the final application score

24. Application Evaluation The maximum possible combined score is 8.0 (if each reader scored each theme with a perfect “4.0”) The cut point for the last middle and high school cycle was 7.0

25. Application Evaluation All schools above or within the same score band as the cut point will be selected as statewide nominees Schools who narrowly miss the cut score will be recognized as Honorable Mention

26. Site Validations

27. Site Validation Required for final selection of California Distinguished Schools Mission of the visit is to validate the information provided in the school’s application Statewide nominees receive information in preparation for the site validation visits

28. Site Validation County Offices of Education coordinate site validations including: Scheduling visits with schools Forming and training teams comprised primarily of local educators Submitting Site Validation Reports to the California Department of Education

29. Site Validation Team leaders will call the schools to be validated in advance of the visit Site Validation will be conducted during a regular school day All visits will take place beginning late February and continuing through March

30. Site Validation Validation Visits include: Interviews with constituency groups including staff, parents, community partners, students, etc. Review of additional documentation and artifacts that support the school’s application Classroom observations

31. The Rubric

32. Basis for the Rubric Based on the latest policy and practice: State accountability plan priorities New legislation State Board of Education actions Research references

33. Basis for the Rubric Written by the following program offices: Middle and High School Improvement Office High School Initiatives/Career Education Office Regional Occupational Centers and Workforce Development Office High School Exit Exam Office

34. Basis for the Rubric ...program offices: Curriculum Leadership Office High Priorities School Office Language Policy and Leadership Office Math/Science Leadership Office Professional Development Office Title I Policy and Partnerships Office

35. Basis for the Rubric ...program offices: Curriculum Frameworks/Instructional Resources Division Learning Support and Partnerships Division Special Education Division Standards and Assessment Division

36. Basis for the Rubric Professional organizations and advisory groups who collaborated with CDE include: Curriculum and Instruction Steering Committee (CISC) of the California County Superintendents Educational Services Association (CCSESA) California League of Middle/High Schools

37. Basis for the Rubric …professional organizations: Middle Grades Alliance (including representatives from CDE, CLMS, CTA, CSBA, ACSA, CASCD) Association of California School Administrators (ACSA) California School Library Association

38. Basis for the Rubric …professional organizations: Special Education Local Plan Area (SELPA) Administrators Experienced educators from school districts and County Offices of Education around the state

39. Rubric Design New emphasis for 2007: Students Not Yet Proficient (SNYP) Students in need of additional academic support (EL, SWD, GATE/AP/Honors, SNYP, etc.) Students at risk who may not pass or who have not passed CAHSEE

40. Rubric Design Middle and High School rubric 9 themes Refined and reorganized from 7 themes in previous middle and high school rubrics

41. Rubric Design 3 major concept areas: Standards, Assessment & Accountability Academic Excellence Support for Student Learning

42. Major Themes of the Rubric Middle and High Schools Vision, Leadership and School Planning 2. Standards and Assessment Curriculum

43. Major Themes of the Rubric Instructional Practices Professional Development/ Instructional Leadership, Support, and Collaboration Curricular Paths and Academic Guidance

44. Major Themes of the Rubric Student Support Services Safe and Healthy Schools and Coordinated Health Services School Culture and Engaging the School Community

45. Rubric Design Weighting for scoring: Theme #2, “Standards and Assessment,” is double weighted Themes #1, #3, #4, #5, #6, #7, #8, and #9 have the same weight

46. Rubric Structure: Horizontal Logic Four-point rubric “4” - Makes a Strong Case “3” - Makes an Adequate Case “2” - Makes a Limited Case “1” - Makes a Minimal Case

47. Rubric Structure: Horizontal Logic Score of “4” represents: an ideal, goal toward which to work the direction of state policy latest research few schools and districts are implementing the activities to the extent as described

48. Rubric Structure: Horizontal Logic Score of “4” response: is complete & fully addresses all quality statements in each theme contains powerful, school-specific data and examples

49. Rubric Structure: Horizontal Logic Score of “3” represents: good answer complete, addresses all areas may include fewer school-specific examples than in a “4” response examples may be less clear or illustrative

50. Rubric Structure: Horizontal Logic Score of “3” response: reflects what most good schools are doing now includes a variety of well-chosen school-specific examples

51. Rubric Structure: Horizontal Logic Score of “2” represents: a vague response, emphasis on generalities regurgitates rubric language without accompanying school specific examples

52. Rubric Structure: Horizontal Logic Score of “1” represents: the response misses the point seeming lack of buy-in for preparing the application

53. Rubric Structure: Horizontal Logic Successful applications have scores of mostly “4”s and some “3”s Scores of “2” or “1” in one or more themes seriously jeopardize the application’s success

54. Rubric Structure: Vertical Logic The quality statements in the top row set the stage for each theme The sequence of quality statements in successive rows unfolds for a logical and coherent discussion of each theme

55. Rubric Structure: Vertical Logic The “flow” for each theme addresses the general student population and then moves to students with specialized needs Resources based upon unique school needs or demographics appear in quality statements in the bottom row(s) of each theme

56. Middle and High School Rubrics

57. Tackling the Rubric Analyze the difference between columns “4” and “3” Address all the quality statements in each theme Involve school and community stakeholders in gathering information, data and examples Select examples and/or data that demonstrate positive impact on student success

58. Cross-Referencing Many areas inter-connect throughout the application Cross-reference to a specific page and paragraph to: make the application easier for the reader to understand maximize the ability to respond completely

59. Tips for Writing A Successful Application

60. Writing Tips Be sure to… Call upon previous winners to be mentors how to organize for data collection how to use release time, district support, etc. Use school-specific data and examples, including quotes, anecdotes, etc. to enable the evaluator to visualize what happens at your school

61. Writing Tips Be sure to… Decide upon the potential use of graphics (tables, charts, lists), photos, etc. if they show the evaluator more than would reading narrative in the same amount of space Graphics may only be included in Section III of the application

62. Writing Tips Be sure to… Quantify evidence as often as possible, as accurately as possible Provide a clear explanation and context for local and regional programs, activities, etc., specific to your school and community

63. Writing Tips Be sure to… Avoid the use of program acronyms, local references to programs and staff development activities, etc. without providing meaningful, periodic clarification throughout the application

64. Writing Tips Be sure to… Consider using “outsiders” (people outside of the concerted application-writing effort) to: Assist with final editing Compare the application to the rubric to assure that everything is covered Catch “last minute” editing omissions

65. Writing Tips Be sure to… Write the application to be competitive on the basis of technical merit (clear, concise, correct conventions, etc.) as well as program merit Edit the final draft for submission to have “a single voice” from beginning to end

66. Writing Tips Be sure to… Develop your narrative in Section III to be concise, factual and engaging Edit your narrative to the prescribed number of pages (19)

67. Writing Tips Be sure to… Final check: Make sure that the final draft addresses each and every theme of the rubric Failure to address all quality statements for each theme will adversely affect the final score for the application

68. Application Package

69. Application Instructions Intention to submit application Application submission requirements Instructions for Sections I, II and III Middle and High School Application Template

70. Application Template Section I: Background and Demographics (not scored) includes: Collaborative preparation of the application District, school and student information Directions to your school Have attendees pull out their example applicationsHave attendees pull out their example applications

71. Application Template Section II: School Synopsis (not scored) includes: School vision statement School synopsis narrative ESLRs (High School only)

72. Application Template Section III: School Programs and Processes (scored) Template for narrative responses to themes 1–9 May not exceed 19 pages of narrative See page 2 of the Application Instructions for the specific pages on which the narrative must begin and end

73. Student Entertainment Survey Student Entertainment Survey (MS and HS) is a separate document (see page 3 of Application Instructions) Student Entertainment Survey must be submitted with the Distinguished School application

74. The Golden State Singers Golden State Singers Student Nomination and Participation Information (HS only) is a separate informational document There is no information to submit with the Distinguished School application regarding The Golden State Singers

75. Application Instructions Be sure to… Adhere precisely to the details presented in the “Application Instructions” Submit eight hard copies of the complete application (see details on page 3)

76. Application Instructions Submit a re-writable CD with four photos of the school (see details on page 2) Be careful when mailing applications to have a way to verify delivery (see details on page 4)

77. Career Technical Education

78. Career Technical Education Only schools eligible to submit a Distinguished High School Application CTE Application Instructions CTE Application Template (Sections I, II, III)

79. Major Themes of the CTE Rubric Six Themes Program Administration, Assessment, and Accountability 2. Curriculum and Instruction Support Services

80. Major Themes of the CTE Rubric Professional Development Community Involvement and Collaboration Resources, Facilities, and Funding

81. Career Technical Education Complete CTE Application must be submitted with complete Distinguished High School Application by the December 8 postmark deadline

82. Next Steps... Who Better To Apply!

83. THANK YOU! For additional information: Contact your county’s CSRP Coordinator (see address below) Visit the CSRP Web site at www.cde.ca.gov/ta/sr/cs/

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