School Site Council and the Quality Education Investment Act

1
School Site Counciland the Quality Education
Investment Act
All Roads Lead to the School Site Council in
School Improvement

• Provided by the CTA Department for Instruction
  and Professional Development
• 2007-08

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Objectives

• Understand the role of the SSC in the School
  Improvement Process
• Examine what it means to be a Quality Education
  Investment Act School
• Understand how to merge QEIA requirements into
  the SPSA

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At Your Tables Discuss

• What excites you about being a QEIA school?
• What are some of your expectations for your QEIA
  site?

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3 Rs of School Improvement
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To put it succinctly as possible, if you want to
change and improve the climate and outcomes of
schooling both for students and teachers, there
are features of the school culture that have to
be changed, and if thy are not changed, your
well-intentioned efforts will be
defeated. Seymour Sarason (1996)
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Its Relationships that Matter

• The single factor common to successful change
  is that relationships improve. If relationships
  improve, schools get better. If relationships
  remain the same or get worse, ground is lost.
  Thus, leaders build relationships with diverse
  people and groupsespecially with people that
  think differently.
• Michael Fullan

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Lessons Learned on Turning Around Low Performing
Schools

• Single interventions do not always succeed,
  mixing and matching to develop a comprehensive
  approach is promising.
• Successful schools almost always have good, if
  not exceptional principals
• Capacity building, developing relationships and
  shared vision are important in order to move
  forward.
• Teachers must believe in the plan for turning
  around the school.
• Connecting with parents is important
• Schools need ample and sustained financial
  resources
• Continual assessment needs to take place
• Success is not guaranteed. School change takes
  time and hard work
• Source Joseph Murphy and Colby V. Meyers,
  Turning Around Failing Schools

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• Understanding the Single Plan for Student
  Achievement
• (SPSA)
• Enabling Legislation SB 374

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Requirements for the Single Plan for Student
Achievement

• School districts must assure that Site Councils
  have developed and approved a Single Plan for
  Student Achievement for schools participating in
  programs funded through the consolidated
  application process, and any other school program
  they choose to include
• EC, Section 64001(a)

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Requirements for the Single Plan for Student
Achievement

• School plans must be developed with the review,
  certification and advice of any applicable school
  advisory committees . . .
• EC, Section 64001(a)
• Programs funded through the Consolidated
  Application must be consolidated into a single
  plan
• Consolidated Application
• School and Library Improvement Block Grant
• Pupil Retention Block Grant
• ESEA/NCLB Program Improvement

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Requirements for the Single Plan for Student
Achievement

• Must be aligned with school goals for improving
  student achievement
• Must be based upon an analysis of verifiable
  state data, including the API, ELDand may
  include any data voluntarily developed by
  districts to measure student achievement
• EC, Section 64001(d)

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Requirements for the Single Plan for Student
Achievement

• Must address how funds will be used to improve
  the academic performance of all students to the
  level of the performance goals, as established by
  the API index
• EC, Section 64001(d)
• Must be reviewed annually and updated
• Must be reviewed and approved by the governing
  board

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Integrating Plans

• Most categorical programs have planning
  requirements
• Integrating or merging two or more planning
  processes does not eliminate any of these
  requirements
• The combined process must include the
  requirements of all the programs involved

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Random Acts of Improvement
7.0 VisionHighest Achievement for Each Student
6.0 Results/Accountability
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Aligned Acts of Improvement
VisionHighest Achievement for Each Student
Results/Accountability
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One Single Plan
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Role and Function of School Site Councils(SSCs)
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Functions of a School Site Council (SSC)

• The SSC is not to be viewed as an advisory body
  whose advice may be accepted or rejected
• Instead, the actions of the SSC constitute the
  first step in a formal process for developing
  improvement strategies and for allocating
  resources to support these efforts

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Actions Required of theSchool Site Council
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Roles and Responsibilities of School Advisory
Committees

• Schools identified for Program Improvement (PI)
  under ESEA/NCLB should utilize a District and
  School Leadership Team (DSLT)
• The DSLT serves as an advisory group to the SSC
• The DSLT assists the district and school by
  developing recommendations for improving student
  performance related to its PI status
• Membership on the DSLT should be broad based,
  including members from the SSC

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Roles and Responsibilities of SSC Members

• Regularly attend SSC meetings
• Become knowledgeable of state and local
  educational issues related to assessment,
  curriculum and instruction
• Communicate SSC business internally and
  externally
• May appoint committees to perform tasks to assist
  the council in developing, monitoring, or
  evaluating the SPSA

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Roles and Responsibilities of SSC Members (cont.)

• Review district policies
• Develop training program for SSC members
• Review meeting and operating procedures
• Develop annual meeting calendar
• Review bylaws annually

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Information Necessary for SSC Members

• Member roster and phone numbers/email addresses
• Copy of School Site Plan
• Copy of most recent CCR or CPM, WASC/FOL
• Copy of School Site Council budget
• List of all revenue sources and expenditures

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Information Necessary for SSC Members (cont.)

• Access to state content/performance standards,
  state frameworks, CDE publications Its
  Elementary Taking Center Stage Aiming High
• Student achievement data
• Local assessments
• State assessments
• API and AYP results
• Attendance
• Grades

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School Site Council Meetings

• Calendared for the year
• Convenient time
• Minutes
• Update of budget and expenditures
• Visual
• Operating Procedures
• Streamlined meeting procedures
• Agenda input
• Meeting evaluation
• Roles for members
• Chair
• Recorder
• Time Keeper

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The Greene Act EC Section 34147

• SSC meetings are open to the public
• Notice of SSC meetings must be posted 72 hours in
  advance
• The SSC may not take action on any item of
  business unless that item appeared on the posted
  agenda
• Materials must be made available to the public
• If the SSC violates the procedural meeting
  requirements, the council shall consider the item
  at its next meeting.
• Chair
• Recorder
• Time Keeper

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Composition of the School Site Council
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Elementary Configuration
Teachers must be the majority in the school
staff representation
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Secondary Configuration
Principal (1)
1/2 Parents/ Community (3)
Teachers (4)
1/2 Students (3)
Other (1)
Teachers must be the majority in the school
staff representation
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Selection/Election of SSC Members
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Definitions

• The council shall be composed of the principal
  and representatives of
• teachers selected/elected by teachers at the
  school
• other school personnel selected/elected by other
  school personnel at the school
• parents of pupils attending the school
  selected/elected by such parents
• in secondary schools, pupils selected/ elected by
  pupils attending the school
• Community members may serve on the SSC if they
  are selected by parents

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The Principal

• The law is very clear that the principal is an
  active, voting member of the council
• SSC attendance and responsibilities CANNOT be
  assigned to a vice principal or other designee
• He/she has no administrative authority over the
  council
• In addition, the principal may not veto a
  decision of the council or make plan or budget
  changes without SSC approval

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Roles and Responsibilities of School Advisory
Committees

• The SPSA must be developed with the advice,
  review and certification of any applicable school
  advisory committees
• English Learner Advisory Committee
• State Compensatory Education Advisory Committee
• Special Education Advisory Committee
• Gifted and Talented Education Advisory Committee
• All required advisory committees have a
  responsibility to advise the school on the
  special needs of students and on ways the school
  may meet those needs

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The Role of Advisory Committees to School Site
Councils
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Quality Education Investment Act (QEIA)
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Intent of the Legislation

• Improve the quality of academic instruction and
  academic achievement in schools with high poverty
  students and complex educational needs
• Develop exemplary school district and school
  practices to create working conditions and
  learning environments to attract and retain well
  qualified teachers, administrators and other
  staff
• Focus all school resources on instructional
  improvement and services to pupils

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Core Requirements of QEIA Standard Program

• Lower class size
• Lower pupil-to-counselor ratio in high schools
• Ensure highly qualified teachers
• Ensure teacher experience is equal to or better
  than district average
• Meet API growth targets, increased attendance and
  graduation rates

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5 Core Program Requirements

• Lower Class Size
• K-3 must participate in 201 class size reduction
• 4-8 self contained classes reduced to 251
  average with no class over 27
• OR
• 5 fewer than 2006-07 average, whichever is fewer

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5 Core Program Requirements

• Lower Class Size
• Departmentalized secondary classes in core
  content areas (math, English, science, social
  studies) reduced to 251 average with no class
  over 27
• OR
• 5 fewer than 2006-07 average, whichever is fewer

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5 Core Program Requirements

• Lower Counselor Ratio in High Schools
• In participating high schools, a
  student-to-counselor ratio of no more than 300
  to 1

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5 Core Program Requirements

• Highly Qualified Teachers
• Participating schools must ensure that all
  teachers meet Highly Qualified Teacher (HQT)
  requirements

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5 Core Program Requirements

• Teacher Experience Index
• Participating schools must ensure the average
  teaching experience in QEIA schools meets or
  exceeds the district average

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5 Core Program Requirements

• Meet Student Academic Outcomes
• The school must meet or exceed its API growth
  target averaged over the first three full years
  of funding and annually thereafter

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On Your Mark, Get Set

• Targets are phased in over 3 years, with interim
  benchmarks
• 2007-08 is a planning year with no accountability
  targets to meet
• Take the time to plan!

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Timeline
By the end of 2008-09
By the end of 2009-10
2010-11
Meet 2/3
Meet 1/3
Meet the
of the goals
Final Goals
Core Requirements
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Additional Program Requirements

• Meet Williams v. California requirements by the
  end of the first full year of funding
• Employ exemplary administrators at QEIA schools
• Increase pupil attendance and graduation rates
• Provide professional development for teachers,
  administrators, and instructional support staff

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Professional Development in QEIA Schools

• At a minimum, for teachers
• In a self-contained classroom shall include
  content regarding mathematics, science, English
  language arts, reading and English language
  development
• In subject specific courses shall include the
  specific subject and English language development
• Shall be similar in quality and rigor to the
  training provided by SB 472

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Beyond Training

• Beyond participation in institutes and other
  trainings, professional development can include
• Teacher collaboration time to develop lessons
• Time to analyze and discuss student data
• Teacher mentoring and coaching projects
• Extra support to improve practice
• Lesson study and co-teaching
• More

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Professional Development in QEIA Schools

• At a minimum, for administrators
• Shall provide for leadership training, coaching,
  and mentoring

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As With Other Requirements

• Full implementation is phased in over 3 years
• At least 1/3 of teachers must participate in 40
  hours of professional development each year so
  that all teachers have participated by the end of
  the third full year of funding.
• All teachers participate for 40 hours annually
  thereafter

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QEIA Funding
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tate Appropriation

• 261M in 2007-08
• Equals approximately 65 of 2008-09 funding level
• Up to 400M every year thereafter until 2013-14

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K-12 Program Funding

• According to the CDE, both the standard and
  alternate programs have the same funding
  timelines
• Revenue may not increase over the life of the
  program

Based on CBEDS count in prior fiscal year
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Funding Schedule

• 80 of funding in August, 2007
• 20 of funding in January, 2008
• Future years will be on similar schedules

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What can we expect in 2007-08?

• Funds were awarded as of August 2007
• 2007-08 is a planning and preparation year
• Districts receive less funding (about 65)
• Funding may be used to prepare for 2008-09
• Facilities
• Staff
• Staff development
• Planning and transition

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District Flexibility
For first year only (2007- 08) the District may
use QEIA funds in any QEIA sites for facilities
purposes.
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More Money Facts

• Funding guaranteed until 2013-14
• Some schools could lose funding sooner, if they
  fail to meet interim and final core requirements
• There is no cost-of-living adjustments required
  by statute

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Funding Flexibility for Participating Schools

• May use consolidated application program funds
  except those related to Economic Impact Aid (EIA)
  to reach targets
• School is exempt from categorical program
  requirements except
• Parent advisory committees
• School Site Councils
• Where expressly prohibited by law

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Program Requirements Funding for Participating
Schools

• Funded Schools are then exempted from all
  categorical funding requirements, except those
  related to Economic Impact Aid (EIA) and any
  requirements expressly prohibited by federal law
  (Title I, etc)
• EIA funding CANNOT be used to implement QEIA

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How Does the SSC Intersect with QEIA Requirements?

• If the SPSA is going to be revised, the SSC must
  approve and submit these changes to the school
  board for approval
• If there are any changes in the budget for
  expenditure of categorical funds, the SSC
  must approve

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2007-08 Planning

• QEIA schools conduct a comprehensive needs
  assessment including an Academic Program Survey
  (APS) and revise the Single Plan for Student
  Achievement (SPSA) to meet QEIA requirements
• Decisions concerning changes to the schools SPSA
  must be based on accurate, relevant, and
  extensive data with input gathered from all
  stakeholder groups

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2007-08 Planning (cont)

• School Site Councils have a critical role in the
  success of QEIA schools. Use the year to develop
  strong, knowledgeable School Site Councils.
• For 2007-08 only, QEIA funds may be used for any
  QEIA school in the district in following years,
  the allocation must be spent only on the site
  that generates the funds.

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QEIA Funds and Expenditures

• Facilities
• CSR
• Professional Development
• Literacy and Math coaches
• Technology
• External Expertise
• Compensation for Teachers
• Expenditures should enhance student performance

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Caveat EmptorTips for Hiring External Providers

• The external provider has successful experience
  in CA schools
• The external provider is the right fit for the
  school
• The external provider has successful experience
  with diverse students
• The external provider has the ability to
  communicate effectively with faculty and
  stakeholder groups
• The external provider has knowledge and
  experience of state standards, curriculum
  frameworks, and of state and federal
  accountability programs

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Caveat EmptorTips for Hiring External Providers

• Essential Contract Elements when hiring and
  external provider
• ? Purpose
• ? Duration
• ? Number of site visits
• ? Processes to be used
• ? Delineation of all services
• ? Fees to be charged
• ? The ability of the provider to provide
  sustained follow-up
• ? Evaluation Procedure

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What Should We Do in 2007-08?

• Take the time to plan
• Determine facility needs for CSR
• Hire HQT teachers
• Conduct needs assessment
• Conduct professional development needs assessment
• Determine Teacher Experience Index
• Involve all stakeholders
• Establish a regular meeting schedule
• Conduct SSC training

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Association Issues QEIA

• Success is a high priority for CTA
• QEIA presents extraordinary opportunities to
  focus resources and staff to the most needy
  schools
• QEIA necessitates negotiating with certificated
  and classified bargaining units
• Funding is finite, do not expect increases
• Consider how to sustain CSR and programs after
  2011
• Expenses will increase on the natural

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Do You Have a SMART Plan?
Strategic Measurable Attainable Results-or
iented Timely
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Elements of a High Performing School
High Performing School
Source International Center for Leadership in
Education
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QEIA Resources

• CTA Staff
• IPD Staff
• County Offices
• Fred Balcom, Administrator, CDE,
  fbalcom_at_cde.ca.gov
• www.qeia.org
• Northern California Technical Assistance Center
• northqeiata_at_scoe.net
• Southern California Technical Assistance Center
• QEIATA_at_lacoe.edu

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Confused? Dont know which exit to take ?
Remember . . . All roads lead back to the School
Site Council