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CALIFORNIA SCHOOL RECOGNITION PROGRAM 2007 Distinguished Middle and High School Program California Department of Education Policy and Evaluation Division Awards Unit Presentation Contributors Mary Gomes, Consultant California Department of Education

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california school recognition program

CALIFORNIA SCHOOL RECOGNITION PROGRAM

2007

Distinguished

Middle and High School Program

California Department of Education

Policy and Evaluation Division

Awards Unit

presentation contributors
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
workshop elements
Workshop Elements
  • Program Overview
  • Benefits of Applying
  • Selection Process
  • Evaluation Process
workshop elements4
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
program overview
Program Overview

Program Overview

timeline
Timeline
  • August release of the 2005-06 Accountability Progress Reporting System
  • “Intention to Submit” due November 15
  • Application postmark deadline December 13
timeline7
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
applicants
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
applicants9
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
other considerations
Other Considerations
  • Application Assurances
  • Compliance Screening
  • Media Attention and Publicity
eligibility criteria
Eligibility Criteria

Eligibility Criteria

eligibility criteria12
Eligibility Criteria
  • Eligible Grade Levels
  • Previous Distinguished School status
  • Number of Years in Operation
  • Intervention or Sanction Status
  • Schools with Testing Irregularities
eligibility criteria13
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
eligibility criteria14
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
benefits of applying
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
benefits of applying16
Benefits of Applying
  • Validates school excellence
  • Promotes proactive, renewing staff development
  • Invites community connection and positive publicity
benefits of applying17
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 Programwww.cde.ca.gov/ta/sr/
selection process
Selection Process

Selection Process

selection process19
Selection Process
  • Submission of fully completed application
  • Application evaluation
  • Site validations
application evaluation
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
application evaluation21
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
application evaluation22
Application Evaluation
  • Each application is scored independently by each evaluator who reads it
  • Each school will receive written feedback from the evaluators
application evaluation23
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
application evaluation24
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
application evaluation25
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
site validations
Site Validations

Site Validations

site validation
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
site validation28
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
site validation29
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
site validation30
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
the rubric
The Rubric

The Rubric

basis for the rubric
Basis for the Rubric
  • Based on the latest policy and practice:
    • State accountability plan priorities
    • New legislation
    • State Board of Education actions
    • Research references
basis for the rubric33
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
basis for the rubric34
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
basis for the rubric35
Basis for the Rubric
  • ...program offices:
    • Curriculum Frameworks/Instructional Resources Division
    • Learning Support and Partnerships Division
    • Special Education Division
    • Standards and Assessment Division
basis for the rubric36
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
basis for the rubric37
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
basis for the rubric38
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
rubric design
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
rubric design40
Rubric Design
  • Middle and High School rubric
    • 9 themes
    • Refined and reorganized from 7 themes in previous middle and high school rubrics
rubric design41
Rubric Design
  • 3 major concept areas:
    • Standards, Assessment & Accountability
    • Academic Excellence
    • Support for Student Learning
major themes of the rubric
Major Themes of the Rubric

Middle and High Schools

  • Vision, Leadership and School Planning

2. Standards and Assessment

  • Curriculum
major themes of the rubric43
Major Themes of the Rubric
  • Instructional Practices
  • Professional Development/ Instructional Leadership, Support, and Collaboration
  • Curricular Paths and Academic Guidance
major themes of the rubric44
Major Themes of the Rubric
  • Student Support Services
  • Safe and Healthy Schools and Coordinated Health Services
  • School Culture and Engaging the School Community
rubric design45
Rubric Design
  • Weighting for scoring:
    • Theme #2, “Standards and Assessment,” is doubleweighted
    • Themes #1, #3, #4, #5, #6, #7, #8, and #9 have the same weight
rubric structure horizontal logic
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
rubric structure horizontal logic47
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
rubric structure horizontal logic48
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
rubric structure horizontal logic49
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
rubric structure horizontal logic50
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
rubric structure horizontal logic51
Rubric Structure: Horizontal Logic
  • Score of “2” represents:
    • a vague response, emphasis on generalities
    • regurgitates rubric language without accompanying school specific examples
rubric structure horizontal logic52
Rubric Structure: Horizontal Logic
  • Score of “1” represents:
    • the response misses the point
    • seeming lack of buy-in for preparing the application
rubric structure horizontal logic53
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
rubric structure vertical logic
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
rubric structure vertical logic55
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
middle and high school rubrics
Middle and High School Rubrics

Middle and High School

Rubrics

tackling the rubric
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
cross referencing
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
tips for writing a successful application
Tips for Writing A Successful Application

Tips for Writing A Successful Application

writing tips
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
writing tips61
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
writing tips62
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
writing tips63
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
writing tips64
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
writing tips65
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
writing tips66
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)
writing tips67
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
application package
Application Package

Application Package

application instructions
Application Instructions
  • Intention to submit application
  • Application submission requirements
  • Instructions for Sections I, II and III
  • Middle and High School Application Template
application template
Application Template
  • Section I: Background and Demographics (not scored) includes:
    • Collaborative preparation of the application
    • District, school and student information
    • Directions to your school
application template71
Application Template
  • Section II: School Synopsis (not scored) includes:
    • School vision statement
    • School synopsis narrative
    • ESLRs (High School only)
application template72
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
student entertainment survey
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
the golden state singers
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
application instructions75
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)
application instructions76
Application Instructions

Be sure to…

  • 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)
career technical education
Career Technical Education

Career Technical

Education

career technical education78
Career Technical Education
  • Only schools eligible to submit a Distinguished High School Application
  • CTE Application Instructions
  • CTE Application Template (Sections I, II, III)
major themes of the cte rubric
Major Themes of the CTE Rubric

Six Themes

  • Program Administration, Assessment, and Accountability

2. Curriculum and Instruction

  • Support Services
major themes of the cte rubric80
Major Themes of the CTE Rubric
  • Professional Development
  • Community Involvement and Collaboration
  • Resources, Facilities, and Funding
career technical education81
Career Technical Education
  • Complete CTE Application must be submitted with complete Distinguished High School Application by the December 8 postmark deadline
next steps
Next Steps...

Next Steps...

Who Better To Apply!

slide83
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/