Program Improvement Schools Year Three

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Program Improvement Schools Year Three
On The Right Track 6 October 6, 2008
From an Obstacle to an Opportunity

• Region 8 Regional System of District and School
  Support
• Ventura County Office of Education

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Team Conversations
Raise your hand if you have immediate questions
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Whats been working for you?

• Share with your table some of the most promising
  practices that you have found to accelerate
  student achievement.

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Essential Program Components (EPCs)

• Adopted by the CA 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 address the needs of all
  students

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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 achievemen
  t monitoring system
• 6) Instructional support
• 7) Teacher collaboration
• 8) Lesson pacing schedules
• 9) Aligned fiscal support

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If you can find a path with no obstacles, it
probably doesnt lead anywhere. - Frank A.
Clark
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Federal Requirements for PI Schools
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• Apply only to schools receiving Title I funding
• Mandated School Choice SES offered to students
  with the greatest needs continues
• Focused attention to high risk student
  populations / subgroups
• In-depth self-examination of school programs and
  instructional delivery that leads to SPSA
  revision
• Alignment of district and school efforts to
  improve student achievement
• Require restructuring efforts as part of the
  prescribed path of improvement determines the
  expenditure of Title I and other categorical
  funds

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Program ImprovementYear ThreeCorrective
Action

• LEA asserts more leadership at site
• Formation of a DSLT
• LEA support for sites may increase

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Requirements Year 3

• Notify parents of PI identification
• Notify parents of Choice and SES
• Peer Review process data collection and goal
  setting to revise SPSA

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Requirements Year 3

• 10 of schools Title I for Professional
  Development NOT required after Year 2.
• 20 of LEAs Title I held for Transportation/SES
• 5 of LEAs Title I towards HQT
• District (LEA) selects one of the Corrective
  Actions

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NCLB Year 3 Corrective Actions

• Replaces schools staff
• Implements new curriculum
• Decreases management authority at school level
• Appoints outside experts
• Extends school year or day
• Restructures internal organization of the school

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2007 State Results for Year 3 as reported on Con
App

• One or more corrective actions implemented in 479
  schools
• 54 11 Replaced school staff
• 248 52 Implemented new curriculum
• 82 17 Decreased authority at school
• 241 50 Appointed outside expert
• 64 13 Extended school year/day
• 96 20 Restructured internal
  organization of school

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Putting It All Together
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PI The Big Picture

• Increased LEA involvement
• Formation of DSLT
• Comprehensive needs assessment
• Revision of SPSA to address needs
• Reallocation of resources to support the plan
• Professional development and support for staff
• Faithful implementation of revised plan
• Ongoing monitoring, analysis, and support for
  improvement plan creating a cycle of
  Improvement

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Comprehensive Needs Assessment

• Include data from a variety of relevant sources
• State approved tools
• Statewide Assessments
• STAR, CAPA, CAHSEE, CELDT
• Benchmark assessments
• Parent and student surveys forums
• Conversations with staff

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CDE Assessment Tools

• Several CDE tools can work together to assist
  in the needs assessment process
• Academic Program Survey (APS)
• District Assistance Survey (DAS)
• Least Restrictive Environment Self Assessment
  Tool (LRE)
• English Learner Subgroup Self Assessment (ELSSA)
• http//www.cde.ca.gov/ta/lp/vl/improvtools.asp

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Year 3 Corrective Action Protocol

• http//www.cde.ca.gov/ta/lp/vl
• Improvement Tools
• Program Improvement (PI) Training Materials
• Year 3 Corrective Action (.doc or PDF)
• Scroll down to Year 3, Corrective Action
  Protocol

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Critical Questions

• What data do we have, or need to collect, that
  will guide our decisions toward program
  improvement?
• What students do we need to target to close the
  achievement gap?
• What are going to do significantly differently
  this year to increase student achievement?
• What assistance or support do we need?

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CommonROADBLOCKS

• Unaligned fragmented
  curriculum inadequate materials,
  ineffective instruction
• Inadequate and fragmented interventions
• Inadequate time for strategic and intensive
  instruction
• Unsuccessful leadership
• Anemic belief system its the kids!
• Inexperienced teachers / most challenging
• Inadequate or unavailable assessment data
• Independent contractors
• Outdated fiscal allocations

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Promising Practices

• Professional Learning Communities
• Response to Intervention
• Structured ELD
• Complete implementation of aligned curriculum
• Complete implementation of aligned interventions
• Data to drive instruction - Data Teams

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More Promising Practices

• Fidelity to the Essential Program Components
• All staff assuming responsibility for all
  students
• Parent education and responsibility
• Improved instructional practice/ AVID

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Shifts in Education

• Isolation ? Collaboration
• Teaching ? Learning
• Shotgun ? Rifle
• Recording grades ? Recording Progress
• Summative Tests ?Formative Assessment
• Working hard ? Teaching Smart
• Content variable ? Time variable

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Obstaclesare those frightful things you see
when you take your eyes off your goal. -
Henry Ford
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• Looking For More Support?

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You are not alone

• Resources are available to assist schools through
  the PI process
• District support resources
• The Regional System of District and School
  Support (RSDSS)
• County Office of Education Specialists
• Private consultants
• Each can provide fresh perspectives to assist
  schools in the Program Improvement process.

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Sample of RSDSS Services

• Technical assistance to school and district
  leadership
• Training in use of the program review tools
• Training for DSLT
• Support for School Plan revision
• PI presentations parents, staff, Boards
• Resource recruitment and acquisition

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Regional System of District School Support

• Jeff Hamlin
• Region 8 Director
• [phone]
• jhamlin_at_vcoe.org
• For local RSDSS Directors
• http//www.cde.ca.gov/sp/sw/ss/documents/rsdsscont
  acts.doc

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Websites
Region 8 RSDSS Center http//www.vcoe.org/rsdss

CDE Virtual Library http//www.cde.ca.gov/ta/lp/
vl/

• Just For The Kids Californiahttp//www.jftk-ca
  .org

Schools Moving Up WestEd http//www.schoolsmovin
gup.net/cs/wested/print/htdocs/home.htm
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It took about five years before I really felt
we had turned a cornerBut the process never
ends. Theres no single mountain to climb. At
the top of one peak is another just beyond.
Richard DeLorenzo, Superintendent, Anchorage
Alaska