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School Improvement and Restructuring under Differentiated Accountability

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  1. School Improvement and Restructuring under Differentiated Accountability Cheryl L. Sattler, Ph.D Ethica, LLC

  2. No Child Left Behind • Passed 2001, law 2002 • “Due” for renewal 2007 • Renewal (reauthorization) timing uncertain • New regulations coming in November • Lots of changes - “pilots”

  3. School In Need of Improvement Status • Under NCLB, only Title I schools are SINI REQUIREMENTS: • School receives Title I-A funds for 2 years • School fails to make AYP for EACH of those 2 years • If School receives Title I-A funds the next year, it is a school in need of improvement EXAMPLE: • 2004-2005 – Title I-A + No AYP • 2005-2006 – Title I-A + No AYP • 2006-2007 – Title I-A School in Need of Improvement, Year 1 (SINI-1)

  4. Under Differentiated Accountability… • All schools must make AYP • Only Title I schools are still SINI • Both Title I and non-Title I schools are graded • Accountability applies to all schools

  5. “Core” of NCLB = Title I • Testing • Grades 2-8, plus 1 high school grade • Reading, Math, Science • Florida adds Writing • Accountability (Adequate Yearly Progress) • School and District Improvement

  6. Schools in Need of Improvement • SINI 1 = 2 years of no AYP • SINI 2 = 3 years of no AYP Corrective Action • SINI 3 = 4 years of no AYP Planning for Restructuring • SINI 4 = 5 years of no AYP Restructuring • SINI 5 = 6 years of no AYP • SINI 6+

  7. When is SINI Status Calculated? • After FCAT • Status takes effect DAY 1 of NEXT school year • Example: Dolphin Elementary is a SINI-3 this school year (2006-07). If it fails to make AYP based on 2006-07 FCAT scores, it will become a SINI-4.

  8. “Holding Pattern” • If a SINI makes AYP for ONE year, it stays at the same level.

  9. Exiting SINI • If a SINI makes AYP for TWO consecutive years, it exits improvement status.

  10. Florida’s AYP Benchmarks

  11. Interpreting Benchmarks • Percentage of students “at or above grade level” across the whole school • Levels 3 and above • For this past FCAT, school needed to have 58% of students at level 3 or above for reading; 62% for math • All students • Each subgroup (Econ. Disadvantaged, SWD, LEP, etc.)

  12. Writing…The Exception • Not an “absolute” benchmark • 1% improvement from prior year

  13. Science • Not included in AYP

  14. 3 Ways to Make AYP • “Straight Math” - Meet all benchmarks for all subgroups • Safe Harbor • Reduce non-proficient by 10% • Growth Model • Percent of students “on track” within 3 years

  15. School Report Cards • Overall AYP Report • http://schoolgrades.fldoe.org • Detailed Report = Key to planning • Scores for each subgroup • Other indicators • Safe Harbor, if applicable • Growth Model, if applicable

  16. Example: Clermont Elementary • Made AYP in reading for “all students” • Missed AYP for Hispanic students by 7 points (51 vs. 58) • Most important statistic: 49% NOT proficient (100-51=49) • If increase proficiency by 4.9% in next year, will make safe harbor.

  17. SINI Status • Not included on School Report Card • http://www.fldoe.org/bsa/title1/pubs_data.asp

  18. New in 2008-2009: Differentiated Accountability • Combines Federal and State accountability • Distinguishes between schools with minor and major problems • Federal pilot project - 6 states • New guidelines (July 29) • Federal evaluation

  19. 9 Focus Areas • School Improvement Planning • Leadership • Educator Quality • Professional Development • Curriculum Alignment & Pacing • Continuous Improvement Model • Choice with Transportation • Supplemental Educational Services • Monitoring

  20. 5 New Categories

  21. How to Read This Chart

  22. Across the State

  23. Correct II Means… • School and District implement state-directed interventions

  24. School Improvement Planning • School provides extended day or after school programs • Parent compacts* • Systematic problem-solving process • District develops District Improvement, Assistance, and Intervention Plan • Reorganize/refocus District staff that support non-performance areas • District provides TA in analyzing student data, revising school budgets

  25. Leadership • School reviews/replaces members of leadership team with district assistance “as necessary” • District reviews/hires qualified principal with experience turning around similar school • Leadership team have success in similar setting • District provides “professional partner” • District uses state resources in leadership development

  26. Educator Quality Teachers highly qualified, certified • Paraprofessionals highly qualified • Student support services personnel highly qualified* • Student support services personnel have similar setting experience • School does not have a higher percentage of first-year or out-of-field teachers than model Title I schools* • No teachers “in need of improvement” • Fully staffed by day 1 • Reading and Math/Science coaches provided

  27. Educator Quality • Lead teachers for each “grouping” hired or assigned by school, district assistance/state oversight “as necessary” • Staff reviewed for proof of accelerated student achievement – replace/reassign • Performance appraisals based primarily on achievement (including principal) • Performance appraisals of leadership team include achievement goals for targeted subgroups • District trains on performance appraisal • District provides pay for performance • District participates in school performance appraisal process at the school (sample)

  28. Educator Quality • District prioritizes resources for staffing, implements differentiated pay, uses state educator recruitment resources • District ensures school compliance with staffing requirements, provides TA, ensures mid-year vacancies filled • District reassigns teachers as needed • District ensures HR is appropriately staffed • District may declare “emergency” to suspend collective bargaining agreements

  29. Professional Development • IPDPs target needs of subgroups missed • Mentoring/coaching by highly effective teacher • ILPDs include PD targeting subgroups missed • PD plan meets state protocol standards • Equitable access to technology & PD • District provides TA on each of the above • District PD plan meets state protocol standards

  30. Professional Development • School schedule designed to include: • Common planning time • Job-embedded PD • School organized into Professional Learning Communities • PLCs aligned with district-focused delivery model • Teachers of targeted subgroups organized into Lesson Study Groups • District ensures resources for above • District provides PD on assessing student progress

  31. Professional Development • Real-time access to achievement data with PD and support • District participates in IPDP meetings • Focused PD delivery model • Assignment of/training for content experts to serve as lead teachers • Assignment/training for PLC/LSC coaches

  32. Curriculum Alignment & Pacing • School implements state-approved evidence-based curriculum program • Implement pacing guides • Implement schoolwide reform model • 90 minute uninterrupted reading block (elem.) • Ensure secondary students properly placed in rigorous coursework (District monitors) • District supports and identifies best practices • District defines instructional model to be followed in all classrooms (reported to state)

  33. Continuous Improvement Model • Administer diagnostics and provides remediation, acceleration & enrichment • Develop, implement curriculum calendar • District provides progress monitoring tools & analyzes data to determine effectiveness of instruction, allocate resources based on need • School implements Response to Intervention • Real-time access to student achievement data • District prescribes formative and summative assessments

  34. Choice and SES • Offer both Choice and SES

  35. Monitoring • SAC monitors implementation of improvement plan • School team – monitors fidelity, defines roles • Comprehensive monitoring process – classroom, team, schoolwide • District monitors/evaluates improvement • District evaluates PD • District evaluates progress monitoring 3x/year (PMRN and core content)

  36. Restructuring • District reorganizes school staff • District increases oversight and monitoring • District replaces school staff relevant to failure of the school (as necessary)

  37. And… • District appoints an outside expert to advise the school on its progress toward making AYP based on its school improvement plan

  38. District implements one of 4* NCLB restructuring options: • District takes over school • Close and re-open as charter • Hire management company (i.e., Edison) • Other significant management change

  39. Prevent II Means… • District develops plans in collaboration with school, approves, monitors implementation • District develops District Improvement, Assistance, and Intervention Plan • District provides TA in analyzing student data, revising school budgets

  40. Prevent II Means… • District directs intervention • District provides assistance

  41. School Improvement Planning • District develops plan in collaboration w/school • District approves/monitors implementation • District Improvement, Assistance and Intervention Plan • District provides TA in analyzing data and revising budgets

  42. Leadership • School reviews/replaces members of leadership team “as necessary” • District reviews/hires qualified principal • District provides “professional partner” • District uses state resources in leadership development

  43. Educator Quality Teachers highly qualified, certified • Paraprofessionals highly qualified • Student support services personnel highly qualified* • Student support services personnel have similar setting experience • School does not have a higher percentage of first-year or out-of-field teachers than district average • Performance appraisals based primarily on achievement (including principal) • District trains on performance appraisal

  44. Educator Quality • District ensures performance appraisal implemented with fidelity • School reviews/replaces all relevant staff as necessary • District prioritizes resources for staffing, implements differentiated pay, uses state educator recruitment resources

  45. Educator Quality • District ensures school compliance with staffing requirements, provides TA, ensures mid-year vacancies filled • District reassigns teachers as needed • District ensures HR is appropriately staffed • District may declare “emergency” to suspend collective bargaining agreements

  46. Professional Development • IPDPs target needs of subgroups missed • Mentoring/coaching by highly effective teacher • ILPDs include PD targeting subgroups missed • PD plan meets state protocol standards • Equitable access to technology & PD • District provides TA on each of the above • District PD plan meets state protocol standards

  47. Professional Development • School schedule designed to include: • Common planning time • Job-embedded PD • School organized into Professional Learning Communities • District ensures resources for above • District provides PD on assessing student progress

  48. Curriculum Alignment & Pacing • Identify and use evidence-based curriculum • Align curriculum to state standards • Implement pacing guides • Ensure secondary students properly placed in rigorous coursework (District monitors) • District supports and identifies best practices

  49. Continuous Improvement Model • Administer diagnostics and provides remediation, acceleration & enrichment • Develop, implement curriculum calendar • District provides progress monitoring tools & analyzes data to determine effectiveness of instruction, allocate resources based on need • School implements Response to Intervention • Real-time access to student achievement data • District prescribes formative and summative assessments

  50. Continuous Improvement Model • District monitors, analyzes PMRN 3x year • District monitors, analyzes progress monitoring on tested core-content areas 2x year • District ensures schools with greatest needs get greatest resources