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Ron Taylor, Administrator, Title II Leadership Office 916-323-4819. Compliance Monitoring, Interventions, and Sanctions (CMIS). Equity. One of the fundamental principles of NCLB is that teacher quality is the single most important school-related factor in student success.

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Ron Taylor, Administrator, Title II Leadership Office916-323-4819

Compliance Monitoring, Interventions, and Sanctions (CMIS)


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Equity

One of the fundamental principles of NCLB is that teacher quality is the single most important school-related factor in student success.

Therefore, a crucial step in closing the achievement gap for all students is to ensure access to fully credentialed teachers.

In order to truly meet the needs of all students, we must take the additional step of guaranteeing that every child has the same opportunity to be taught by fully credentialed, highly qualified, and experienced teachers regardless of which school in a district a child attends.


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Equity

  • As required by the No Child Left Behind (NCLB) Act of 2001 (Title I, Part A, Subpart 1, Section 1111[b][8][C]), the Local Educational Agency must ensure that poor and minority children are not taught at higher rates than other children by inexperienced, under-qualified, or out-of-field teachers.

    • Inexperienced = less than 5 years teaching experience

    • Under-qualified = someone teaching on a STSP, PIP, waiver, or intern credential

    • Out-of-field = someone teaching on a supplemental authorization, local board option, or possibly someone with a multiple subject credential teaching secondary classes


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The Quality of the Teacher Matters…

An important first step in closing the achievement gap for all children is determining teacher quality on the basis of effectiveness in the classroom rather than simply on the basis of qualifications for entry into the teaching profession.


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The Quality of the Teacher Matters…

An effective teacher is an individual who both knows their subject matter and has the instructional skills to deliver that content powerfully and well. Research, as well as common sense, suggests that an effective teacher is critical in the academic develop of students.


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lowest

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Distribution of Interns by Poverty decile

Percent of interns in the state


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Highest decile

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Distribution of Interns by School-level API Deciles

Percent of interns in the state


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The Quality of the District Matters…

The goal, then, must be to improve so-called “hard-to-staff schools” by making all schools, including high-poverty, low-performing schools, the kinds of places where our most effective teachers and administrators will want to work.

Additionally districts must develop policies, practices and procedures to ensure under-qualified, inexperienced and out-of-field teachers are not assigned to teach at high-poverty, low-performing schools.


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The Quality of the District Matters…

Nowhere is retention more important than in the school system. For example, a school system with roughly 10,000 teachers and an estimated turnover rate of 20% would stand to save approximately $500,000.00/year by reducing turnover by just 1 percentage point. Not only would reduced turnover provide monetary savings, more importantly, it would provide savings in our children's educational future. A motivated and experienced team of teaching professionals directly correlates with an improved educational system.


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Closing the Achievement Gap Using Equity

LEAs must identify the underlining reasons that poor and minority children are being taught at higher rates than other children by inexperienced, under-qualified, and out-of-field teachers; and develop practices, polices and procedures to ensure that low-performing schools serving a disproportionate number of poor and minority students are recruiting, developing, and retaining highly qualified teachers and principals.


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Closing the Achievement GapUsing Equity

The primary component of the Compliance Monitoring, Interventions, and Sanctions (CMIS) program is the development of an Equitable Distribution Plan (EDP). The focus of the EDP is the review, development, and implementation of strategies to improve recruiting, retaining, and improving the effectiveness of highly qualified teachers and administrators.


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Level A

Failed HQT but met Adequate Yearly Progress (AYP)

HQT: based on October 2007-08 CBEDS

Submit Table A.1

Include any school site that is currently less than 100 percent compliant and include all NCLB core academic teachers at the site

Due March 9, 2009

Closing the Achievement GapUsing Equity


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Level B

Failed Adequate Yearly Progress (AYP) and HQT for two consecutive years

HQT: 2007/08 CBEDS-PAIF and

AYP: Academic Accountability Team [email protected] 916-319-0863

Development of an EDP

Collect data as required

Development of an improvement plan

Due June 15, 2009

Closing the Achievement GapUsing Equity


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Level C

Failed AYP and HQT for three consecutive years

Section 2141 (c) State educational agency shall enter into an agreement with such local educational agency on the use of that agency's funds under this part

Full implementation of approved EDP plan, and

Development of Title II, Part A expenditure budget

Budget must be developed in an agreement with the CDE

Closing the Achievement GapUsing Equity


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Goal: 100% highly-qualified teachers

Requirement 1

Benchmark: Action plan for all non-compliant teachers

Goal: No under-qualified (less than fully-credentialed) teachers at high-poverty or low-performing schools

Benchmark: Board policy

Requirement 2

EDP Requirements and Benchmarks

Goal: Interns must be equitably distributed among all sites

Benchmark: Board policy

Equitable Distribution - Overview

Goal: Equitable distribution of experienced and effective teachers

Requirement 3

Benchmark: Teacher retention data, analysis, and improvement plan

Goal: Equitable distribution of experienced and effective administrators

Requirement 4

Benchmark: Criteria and plan for determining and developing effective site administrators


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Closing the Achievement GapUsing Equity

Requirement 2: To ensure poor underperforming students have access to experienced effective teachers, LEAs may not assign Provisional Intern Permits (PIP) or Short Term Staff Permit (STSP) to schools with 40 percent or higher poverty or have a statewide decile rank of one to three.


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Closing the Achievement GapUsing Equity

Requirement 2 continued: Additionally, LEAs must ensure that interns are not placed in high poverty, low performing schools in greater numbers than in schools with low poverty or higher academic achievement.


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Closing the Achievement GapUsing Equity

  • Level B EDP Plans

    • Due June 15, 2009

      • Send To: California Department of Education

        Attention Kelly Heffington

        1430 N Street, Suite 4309

        Sacramento, CA 95814

  • Level C Budget

    • Due June 15, 2009 (ConApp is Due June 30th)

    • CDE will sign agreement and notify districts of approval


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Closing the Achievement GapContacts


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