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LEA (District) Improvement Year 3 – Corrective Action Year 4 – Corrective Action II. What is Corrective Action? How did our district (LEA) receive the label of Corrective Action II ? What are the requirements for our district (LEA)?. Progression of LEA (district) Improvement.

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Presentation Transcript
slide1

LEA (District) Improvement

Year 3 – Corrective ActionYear 4 – Corrective Action II

slide2

What is Corrective Action?

How did our district (LEA) receive the label of CorrectiveAction II?

What are the requirements for our district (LEA)?

slide3

Progression of LEA (district) Improvement

AYP not achieved for two

consecutive years in same subject AND in all grade spans OR in the other academic indicator (AZ has chosen graduation rate as the other indicator)

LEA (district)

Improvement

Third year of district improvement

Corrective Action

Fourth year of district improvement

Corrective Action II

slide4

Graduation Rate

Reading

Math

3-5

6-8

10

3-5

6-8

10

NO

8th ELL

SPED

NO

3rd ELL

SPED

NO

8th ALL

Hisp.

ELL

SPED

NO

ELL

SPED

NO

3rdSPED

5thSPED

2004

SPED

YES

YES

YES

YES

YES

YES

NO

Imp

Yr 1

NO

SPED

NO

3rdELL

SPED

NO

ELL

SPED

NO

3rd

SPED

NO

8th ELL

YES

YES

YES

YES

YES

YES

YES

YES

2005

Imp

Yr 2

NO

3rd SPED

4th SPED

5th SPED

NO

6th ELL

SPED

7th SPED

8th ELL

SPED

NO

ELL,

SPED

NO

4th SPED

NO

6th ELL

SPED

7thSPED

NO

YES

YES

YES

YES

YES

YES

YES

2006

CA

NO

ELL

SPED

White

Low

SES

NO

3rdSPED

4th SPED

NO

6th ELL

NO

NO

SPED

YES

YES

YES

YES

NO

YES

YES

YES

2007

6th ELL

SPED

7th ELL

8th ELL

CA II

slide7

REQUIREMENT I

Select Corrective Action Option

AZ redirects the use of our federal funds (Title I, Title II, Title III, etc.)

Option # 1

Institute and fully implement a new curriculum that is based on state and local academic content and achievement standards, including providing appropriate professional development based on scientifically based research for all relevant staff, that offers substantial promise of improving educational achievement for low-achieving students

Option # 2

corrective action option 2 continued
Corrective Action Option #2 (continued)

…appropriate professional development based on scientifically based research

for all relevant staff,

that offers substantial promise of improving educational achievement for low-achieving students.

who?

what?

slide9

Requirement II: Parent Letter

by October 1

  • Notify parents about LEA (District) Improvement Status
  • Corrective Action II
  • Describe AYP indicator for which the LEA (District) is in Corrective Action (i.e., graduation rate)
  • Provide suggestions for parental involvement and participation
requirement iii professional development
Requirement III:Professional Development
  • 10% “set aside” from Title I Funds
  • Can be combined with individual school site Improvement “set aside”
  • Must address the reasons AYP was missed and Corrective Action Option
  • Complete year-long professional development timeline
  • ADE Staff Development Survey online at ADE’s website
slide11

Requirement IV:

Complete at the district level the New LEA (district) Standards and Rubrics and the LEA (district) Self-Assessment

  • District steering committee
  • Larger committee representing district
  • (include teachers, parents, etc.)
  • Compile data from Rubric and Self-Assessment
  • to develop Corrective Action plan
slide12

Requirement V

  • Develop LEA (District) Corrective Action Plan
  • Submit Corrective Action Plan on-line to
  • State by December 3
slide13

LEA Executive Committee

Dr. Manuel Isquierdo, Supt.

Peggy Weber, Federal Programs

Jeannie Favela, Student Services

Alex Duran, Research

Dawn Maddock-Pea, Secondary

Curriculum

David Sanders, IT

Asst. Supt. for C & I

Director of Elementary Curriculum

Ed Dawson, Improvement

Facilitator

slide14

LEA/School Improvement Steering Committee

Executive Committee Members

Sue Tillis, SPED

SPED Specialist

LAD Director

ELL Specialists

Staff Development Director

Howard Carlson, Asst. Supt. for

Education Services

Frank Morales, Prevention

Raul Nido, SSHS Principal

Alissa Mott, AP, SSHS

Carmela Levy, AP, DVHS

Bob Miranda, Lauffer Principal

John Robertson, CC Principal

Great Schools Workshop Rep.

Middle School Facilitator

Elementary School Facilitator

District Education Specialists

(Language Arts, Math)

Site Facilitators (Title I, Math, Science

Department Heads, SSHS & DVHS

Anna Marquez, HR Director

Elementary School Parent

Middle School Parent

High School Parent

Community Members

NAEP Coordinator

NAEP Parent Committee member

Career Ladder

SUN Program Director

Jacquie Croteau, JTED/CTE

SEA Representative

Greg Copeland (ADE/NCLB)

Brian Williams (ADE/AZ LEARNS

Mary Grace Wendel, HR

Richard Oros, Maintenance Director

slide15

Timeline

September: Completion of District Self-Assessment

October 1: Send parent notification letter

Submit copy of parent notification letter to ADE

October 3: ADE Resource Team visit to District

November 1: Complete re-evaluation of Self-Assessment

December 3: Submit LEA (District) Corrective Action Plan on-line

January – May: Implement LEA (District) Corrective Action Plan

May: Submit Progress Report to ADE

slide16

District Challenges

  • Reading and literacy gaps
  • Need for greater alignment, coordination, and monitoring of curriculum, instruction and resources across K-12
  • Previous district structure for ELL (ELL merged into
  • Instructional Support)
  • Need greater focus on needs of ELL students
  • Need to implement a consistent ELL model for language and content development
  • Need greater coordination and alignment of instruction, materials, and resources
slide17

Inconsistent staff development models

  • Need alignment, coordination and classroom support at all grade levels
  • Need a staff development model to identify and address varied needs of district
  • Achievement gaps among SPED students
  • Need for professional development in teaching students with diverse learning needs
  • Need greater collaboration among regular education and special education in order to provide more effective service delivery models
  • Need analysis of student data to develop better instructional plans
  • Low graduation rate
  • Need for greater alignment, coordination, and monitoring of activities for promoting graduation