Program Improvement Hueneme Elementary School

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Program Improvement Hueneme Elementary School
November 8, 2006

• Colleen Robertson
• Principal, Hueneme Elementary
• Slide Show created by Jeff Hamlin Director Region
  8

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Objectives

• What does it means to be a PI School?
• What is required of PI schools?
• Looking beyond PI identification
• Resources and Tools

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Difficulties can be a valuable tool in our
pursuit of perfection. Adversity need have no
necessary connection with failure. - Marvin
J. Ashton
Hurricane Katrina, 2005
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What does it mean to be a Program Improvement
(PI) school?
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How Schools Are Identified?
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• The students at Hueneme, or a subgroup of
  students, did not meet the AMO (Annual
  Measurable Objective) targets for ELA and/or Math
  for two consecutive years
• Your school is now on a prescribed improvement
  track outlined by NCLB.
• Prescribed programs must focus spending of Title
  I and other categorical dollars on
  the greatest need.

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• Mandated options offered to students with the
  greatest needs
• Focused attention to high risk student
  populations
• In-depth self-examination of school programs and
  instructional delivery
• Alignment of district and school efforts to
  improve student achievement

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AYP Targets
24.4 in 2005-06 and 2006-0735.2 by
2007-08 46 by 2008-09
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AYP Targets
26.5 for 2005-06 and 2006-07
37 for 2007-08
47.5 by 2008-09
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AYP Targets
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2007 AYP Targets
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AYP School Report
Adequate Yearly Progress
Participation Rate
(significant subgroups)
Percent Proficient - Annual Measurable
Objectives (AMOs) in ELA / Math
Academic Performance Index (API) Additional
Indicator for AYP
Graduation Rate
(HS Only)
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Program ImprovementRequirements
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What is required of PI schools?
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NCLB Program Improvement (PI) School
Requirements
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Program ImprovementYEAR ONE
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NCLB RequirementsYear One

• Notify parents of PI identification
• Notify parents of school choice option
• Peer Review process data collection and goal
  setting to revise School Plan within 90 days

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Year 1 PI Requirements for SPSA Plan

• Include parents, school staff, LEA staff, and
  outside experts to assist with the development of
  the SPSA plan
• Develop strategies that are research based to
  address academic issues
• Adopt practices that ensure proficiency of all
  students
• Allocate 10 of schools Title I funds for
  Professional Development

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Year 1 PI Requirements for SPSA (continued)

• 5. Develop specific annual measurable objectives
• Plan to notify parents of PI status
• Identify specific responsibilities of school/LEA
  to help school improve
• Develop effective parent involvement strategies
• Develop extended school activities
• Develop a plan for program monitoring
• Implement the SPSA

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Year One (continued)

• 10 of schools Title I for Professional
  Development
• 20 of LEAs Title I held for Transportation
• 5 of LEAs Title I towards HQT

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Parent Notification PI Status

• Program Improvement status based on NCLB
  requirements what it means, how their school
  compares with others in the LEA/state.
• Reason for the identification - subject area and
  student population that fell short of the AMOs.
• How parents can be involved in address these
  issues
• Clear and understandable
• - Languages other than English
• - Graphs, charts of pertinent data
• - Emphasize the positive!

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Parent Notification School
Choice

• Explanation of parents options to transfer to a
  non-PI school
• LEA must provide transportation

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What Does School Choice Mean?

• The definition
• All students in a PI school are eligible to
  transfer to a non-PI school
• Notification sent to parents
• If a PI appeal is filed, the district must
  continue to offer choice for the rest of the
  school year and pay for transportation (even if
  the appeal is granted).

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Per Student Expenses Choice

• Section 1116, (b) (9-13)
• Per student transportation expenses vary by
  school district.
• If funds for transportation are insufficient,
  priority for transportation goes to lowest
  achieving, lowest income students first.
• Lack of capacity CANNOT be used to deny school
  choice.

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Looking Beyond NCLB
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Program Improvement Pyramidfor Schools
4) Creation of a New Learning Community
3) Revision of Single School Plan
2) Deep Examination of School program
1) Reformation of School Leadership Team
Ventura County Superintendent of Schools / Region
8 RSDSS
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PI The Big Picture

• Comprehensive needs assessment
• Revision of LEA and School Plans that address
  needs
• Reallocation of resources (LEA and school) to
  support the plans
• Professional development and support for staff
• Faithful implementation of revised plans
• Ongoing monitoring, analysis, and support for
  improvement plans

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Comprehensive Needs Assessment

• Capture data from a variety of relevant sources
• Statewide Assessments
• STAR, CAPA, CAHSEE
• Principal walkthroughs
• Parent and student forums
• Conversations with staff
• CDE Tools APS, LRE, ELSSA

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Nine Essential Program Components (EPCs)

• Adopted by the California State Board of
  Education
• Essential components of an academic program to
  support student achievement in English/reading/lan
  guage arts and mathematics.
• EPCs are designed to meet the needs of
  all students through

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EPCs

• 1) SBE-adopted and standards- aligned
  instructional materials, including
  interventions
• 2) Appropriate instructional time
• 3) Professional development for teachers and
  administrators
• 4) Assignment of fully credentialed
• teachers

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EPCs

• 5) Use of data obtained from a student
  achievement monitoringsystem
• 6) Instructional support
• 7) Teacher collaboration
• 8) Lesson pacing schedules
• 9) Aligned fiscal support

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Shifts in Education

• Teaching ? LEARNING
• Shotgun ? RIFLE
• Testing ? ASSESSMENT
• Isolation ? COLLABORATION
• Content variable ? TIME variable
• Working hard ? Working SMART
• Recording grades? Recording PROGRESS

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ROADBLOCKS

• Unaligned curriculum
• fragmented, inadequate materials,
  ineffective instruction
• Inadequate interventions
• Inadequate time for strategic and intensive
  instruction
• Ineffective leadership
• Anemic belief system
• Inexperienced teachers

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• Leadership is the capacity to translate vision
  into reality.
• - Warren G.
  Bennis

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RESOURCES
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Websites

• ? NCLB US Department of Education
• http//www.ed.gov/nclb/landing.jhtml?srcpb
• Just For The Kids California
• http//www.jftk-ca.org

• Schools Moving Up WestEdhttp//www.schoolsmovi
  ngup.net/cs/wested/print/htdocs/home.htm

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The most disastrous times have produced the
greatest minds. The purest metal comes of the
most ardent furnace the most brilliant
lightning come of the darkest clouds. -
François-René Chateaubriand (1768-1848)
Hurricane Katrina, 2005