NCLB, District Identification, Audit of Curriculum (AOC), and District Planning

1. NCLB, District Identification, Audit of Curriculum (AOC),and District Planning Mount Vernon City School District Board of Education November 25, 2008

2. Purpose of the FederalNo Child Left Behind (NCLB)law “…to ensure that all children have afair, equal, andsignificantopportunityto obtaina high-quality educationand reach, at a minimum,proficiencyon challenging State academic achievement standards and state academic assessments” Created by Robin Elliser NYS Audit of Curriculum Coordinator

3. Some necessary NCLB vocabulary • Performance Index (PI) • Student Accountability Group, a.k.a, NCLB Sub-Group • Annual Measurable Objective (AMO) • Adequate Yearly Progress (AYP) • Participation Rate (PR) • Safe Harbor Created by Robin Elliser NYS Audit of Curriculum Coordinator

4. New York State Accountability • Between 2000-2005, the New York State English Language Arts (ELA) and Mathematics assessments were administered to: • 4th grade students (elementary level) • 8th grade students (middle level) • high school students (commencement level). This has often been referred to as having “three cuts.” • Starting in 2005-2006, when NCLB required states to institute yearly assessments, the “three cut” system was modified to “two cuts”: • 3rd grade to 8th grade (elementary/middle level) • high school (secondary level) Created by Robin Elliser NYS Audit of Curriculum Coordinator

5. Performance Index (PI) • The PERFORMANCE INDEX (PI) is scaled from 0 to 200. • PI is weighted in favor of students who scoreat the proficiency and advanced or mastery levels. • The PI is calculated by taking the percentage of students who scored at: % Level 2 (basic proficiency) % Level 3 (proficiency level) % Level 4 (advanced or mastery level) • % Level 3 (proficiency level) • % Level 4 (advanced or mastery level) PERFORMANCE INDEX (PI) Created by Robin Elliser NYS Audit of Curriculum Coordinator

6. NCLB holds Schools and DistrictsAccountable for Performance of ALL Student Accountability Groups • All continuously enrolled students • Major racial/ethnic groups: Black Native American/Alaskan Hispanic Asian/Pacific Isl. White • Students with disabilities (SWD) • Limited English Proficient (LEP) students • Economically disadvantaged students Created by Robin Elliser NYS Audit of Curriculum Coordinator

7. AMO • As required by NCLB, New York State has set Annual Measurable Objectives (AMOs) for English and Mathematics. Sometimes, these are referred to as State Standards. • AMOs increase annually in increments until reaching the NCLB goal of 100% student proficiency in 2014. • AMOs are modified based on the number of students in a measured group to address statistically the differences in school size. • An accountability group is considered to have made AYP if it achieves its AMO (or Safe Harbor goal), if the 95% PARTICIPATION RATE has been met. Created by Robin Elliser NYS Audit of Curriculum Coordinator

8. Safe Harbor • An accountability group whose PI inELA and Mathematics is not greater than its AMO in a subject can makeSAFE HARBORif its performance improves by a specified set amount over the previous year. • This is only true if its Science Assessment (on Elem/Middle level) or Graduation Rate is greater than the State standard or improves by 1% on Graduation Rate and 1 point on Science over the previous year. Created by Robin Elliser NYS Audit of Curriculum Coordinator

9. Adequate Yearly Progress (AYP) For both the Elem/Middle and HS levels: • A sub-group is assigned an AYP goal if a sub-group fails to achieve its AMO or has a Participation Rate of less than 95%. • A district fails to make AYP in ELA or Math if any NCLB sub-group fails to make AYP. • Separate AYP determinations are made for ELA and Math. Created by Robin Elliser NYS Audit of Curriculum Coordinator

10. NCLB District Identification • The NCLB accountability system treats a school district as if it were one large school, that is, all the schools’ data is combined across grade levels. • A district can be identified even if there are no schools in the district that are identified. • District data includes students educated outside the district, for example, those who attend BOCES programs. Created by Robin Elliser NYS Audit of Curriculum Coordinator

11. NCLB District Identification District inGood Standing • PI > AMO on the Elem/Middle and HS level ANDthe Participation Rate >95% • PI < AMO OR the Participation Rate <95% for first time District inNeed of Improvement (DINI) • DINI year 1 • DINI year 2 • DINI year 3 District inCorrective Action (DINI-CA) • Federal NCLB legislation requires State Education Agencies to impose sanctions on DINI-CAs Created by Robin Elliser NYS Audit of Curriculum Coordinator

12. NCLB Sanctions for DINI-CA • Defer programmatic funds or reduce administrative funds • Replace District personnel who are relevant to the inability of the District to make adequate progress • Remove individual schools from the jurisdiction of the District and arrange for their public governance and supervision • Appoint a receiver or trustee to administer the affairs of the District in place of the school board • Abolish or restructure the District • Institute and fully implement a new curriculum based on State and local content and academic achievement standards The NCLB-approved sanction for DINI-CAin New York State A DINI-CA must undergo an audit of the written, taught and test curriculum by an approved external organization and implement an Action Plan addressing the areas cited in the audit report.

13. District makes its AYP goal(remains in “Good Standing”) District is given AYP goals District doesn’t make AYP goal 1 year(remains in “Good Standing”) District is identified as DINI District doesn’t make AYP goal for 2 yrs District doesn’t Make AMOon both Elem/MSand HS levels Created by Robin Elliser NYS Audit of Curriculum Coordinator

14. Elem/MS or HS levelmakes AYP goal 2 yrs DISTRICT IN GOOD STANDING Elem/MS or HS levelmakes AYP goal1 yr Maintains current status Neither Elem/MSnor HS level makes AYP District becomes DINI Yr 2 District is required byNYS sanction (NCLB)to undergoAUDIT OF CURRICULUMby external organization Neither Elem/MSnor HS level makes AYP District becomes DINI-CA District is identified As DINI Yr 1 Created by Robin Elliser NYS Audit of Curriculum Coordinator

15. Why did Mount Vernon’s district identification change? 2003-04 =GOOD STANDING 2004-05 = DINI 1 ELA Elem: SWD  PR/PI Middle: SWD  PR/PI HS: SWD; Black PI Grad Rate: LEP 2005-06 = DINI 2 ELA Elem/Middle: SWD  PR/PI HS: All; Black; SWD; LEP  PI Grad Rate: Hispanic; SWD 2006-07 = DINI-Corrective Action Elem/Middle: SWD; LEP  PR/PI HS: All; Black; Hispanic; SWD  PR/PI Grad Rate: SWD Created by Robin Elliser NYS Audit of Curriculum Coordinator

16. www.learningpt.org Learning Point Associates (LPA)Audit Framework Six guiding questions Four audit phases Collaborative priority setting based onMultiple data sets

17. Audit Guiding Questions • To what extent is a comprehensive, clearly articulated, and alignedcurriculum guiding instruction across the district? • How does instruction focus on the effective delivery of the curriculum? • What academic interventions are available for students who need additional academic support? • What professional learning opportunities are provided to teachers that support instruction and learning? • To what extent does student achievement data (formative as well as summative) inform academic programming, planning, and instruction? • What staffing practices and profiles are utilized to effectively support teaching and learning across the district?

18. Audit Phases Phase 1: Planning • Kick-Off meeting (September 2007) • School sample (October 2007) • Scheduling (November 2007) Phase 1 Roles and Responsibilities • District Administration: • Selects .5 FTE Audit of Curriculum Coordinator • Notifies BOE of the commencement of audit process • Audit of Curriculum Coordinator: • Organizes Kick-off Meeting • Assembles Steering Committee representing full district community • Advises on school sample; Schedules data collection • Develops AOC planning year budget • Board of Education: • Approves AOC Coordinator • Signs off on AOC planning year budget

19. Audit Phases Phase 2a: Data Collection(October 2007-May 2008) • Interviews; Observations • Surveys of Enacted Curriculum • Curriculum Alignment • Document Review Phase 2b: Data Analysis(May 2008) • Done by Learning Point Associates • Provides preliminary findings Phase 2 Roles and Responsibilities • District Administration: • Provides AOC Coordinator with necessary documents • Updates BOE on the progress of audit process • Audit of Curriculum Coordinator: • Oversees data collection • Updates Steering Committee on progress of audit process • Plans 2-day Co-Interpretation retreat • Board of Education: • None

20. Audit Phases Phase 3: Co-InterpretationSM(June 2008)At which LPA, Steering Committee and school community members determine and prioritize key findings based on the data analysis and preliminary findings • LPA uses key findings and district feedback to prepare Final Report with district-specific research-based recommendations • District is required to develop an Action Plan addressing these recommendations Phase 3 Roles and Responsibilities • District Administration: • Supports AOC Coordinator in Co-InterpretationSM planning • Updates BOE on the progress of audit process • Audit of Curriculum Coordinator: • Coordinates Co-InterpretationSM retreat • Board of Education: • None www.learningpt.org

21. Audit Phases www.learningpt.org Phase 4: Action Planning (Fall 2008) • NYS’s compliance with NCLB mandates that the district’s Steering Committee develop an Action Plan to address the AOC Final Report recommendations. • In Mount Vernon, the recommendations are: • A comprehensive plan for ELA instruction providing guidance and support that is aligned with the district’s ELA curriculum • Data-driven, high-quality professional development for teachers of ELA based on teacher and student needs, with particular attention to Students with Disabilities and English Language Learners • Coordinated, coherent academic support and intervention services (AIS) for students who need extra time, support, and skills to meet state learning standards

22. Audit Phases Phase 4: Action Planning(Fall 2008) continued • The AOC Steering Committee collaboratively developsthe Action Plan • The Action Plan incorporates and supports key elementsof other district and school-based plans • Long-term (3+ years); Actionable ~ doable ~ sustainable • The Action Plan utilizes Federal Title I AOC funding as ‘seed money’ to initiate programs written into Action Plan based on the BOE commitment to ongoing program maintenance and support • The BOE insures that the Action Plan is compatible with local laws and collective bargaining agreements Phase 4 Roles and Responsibilities • District Administration: • Actively participates in Action Plan development • Updates BOE on the progress of audit process • Audit of Curriculum Coordinator: • Facilitates Action Plan development with Steering Committee • Board of Education: • Adopts final Action Plan prior to submission to NYSED for approval www.learningpt.org

23. Robin Elliser NYS Audit of Curriculum Statewide Coordinator P: 631-553-6582 E-Mail: relliser@esboces.org Cary Goodell LPA Project Director P: 718-483-4279 E-Mail: cary.goodell@learningpt.org Lisa Palacios LPA Team Lead P: 630-649-6601 E-Mail: lisa.palacios@learningpt.org 1120 East Diehl Road, Suite 200 Naperville, IL 60563-1486 General Information: 800-252-0283