Compliance, Monitor, Intervention and Sanctions Program

1
Compliance, Monitor, Intervention and
SanctionsProgram

• Personnel Management Assistance Team
• Dale G. Weatherford, Director, Region B
• Mark Miller, Ed. D., Director, Certificated
  Personnel, SCCOE

2
Agenda

• Goals and CMIS Overview
• Data Collection
• Required Tables
• Development of an Equitable Distribution Plan
• Four Requirements
• Criteria for meeting each requirement
• Analyzing data
• Writing an Action Plan
• Level C-Budget Requirement
• Plan submission

3
Session Goals

• Understanding your districts involvement in
  CMIS.
• Getting started on the Equitable Distribution
  Plan.
• Requesting additional information and resources.

4
Local Contacts

• Dale G. Weatherford, Director, PMAT Region B
• dale_weatherford_at_sccoe.org
• 1.408.453.6661
• Mark Miller, Ed.D., Director, Certificated
  Personnel, SCCOE
• mark_miller_at_sccoe.org
• 1.408.453.6841

5
CMIS Program Overview

• Levels of Eligibility based on 2007 CBEDS

Applies to comprehensive middle and high schools
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CMIS Program Overview

• Levels of Participation

7
Staffing Data Tables

• Levels B and C

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Teacher Experience Worksheets Tables A.1 and A.2

• Teacher Experience Worksheet (A.1)
• One per school
• Credentialing
• Authorizations
• NCLB status
• HQT method
• Teacher Experience Worksheet Summary (A.2)
• One per school
• Tallies A.1
• Includes AYP proficiency

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Teacher Experience Worksheet Table A.1
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Teacher Experience SummaryTable A.2
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School Comparison Staffing Rates Table B.1

• Create one Table B.1 per grade level cluster
• (elementary, middle school and high school)
• Purpose is to compare
• Current HQT staffing by school within cluster
• Current teachers years of experience by school
  (balance of new and veteran teachers)
• Prior years HQT staffing and staff balance

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School Comparison Staffing Rates Table B.1
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School Comparison Retention Rates Table B.2

• Create one Table B.2 per grade level cluster
• (elementary, middle school and high school)
• Purpose is to compare
• Current and prior year teacher vacancy rates by
  school within cluster
• Current and prior year reasons for vacancies from
  district and schools

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School Comparison Retention Rates Table B.2
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Site Administrator Experience Table C.1

• Create one Table C.1 per district
• List schools by grade level cluster
• Leave space between the clusters
• Purpose is to compare
• Current experience level of principals by schools
• Current experience level of principals at high
  poverty or low achieving schools

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Site Administrator ExperienceTable C.1
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California Teacher Assignment Information
NetworkCTAIN
Simplifying CBEDS
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CTAIN

• Simplified analysis of CBEDS
• PAIF information
• Live support
• Subscription based services
• Qualifies for using Title II funds

Experience the California Teacher Assignment
Information Network www.ctain.org
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The Equitable Distribution Plan

• Developing the Plan

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Requirement 1

• NCLB requires that all public school
  teachers of NCLB core academic subjects be highly
  qualified. To be a Highly Qualified Teacher
  (HQT), and thus NCLB compliant, a teacher must
• Have a Bachelors degree (in any area)
• Hold a current, valid and appropriate CTC
  authorization
• Demonstrate subject matter competency

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Requirement 1Met

• Met if
• CBEDS 08 demonstrates that all core academic
  subjects staffed by HQT and
• Tables A.1 and A.2 corroborates full compliance
  in every school
• Or
• CBEDS 08 demonstrates less than 100 compliance
• Tables A.1 and A.2 demonstrate full compliance in
  every school (all non-compliance resolved)
• Then
• LEA only submits Tables A.1 and A.2.

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Requirement 1Not Met

• Not Met if
• CBEDS 08 or Table A.1 demonstrates that
• Any school NOT staffed by HQT in core academic
  subjects
• Then
• the district will
• Complete and submit Tables A.1 and A.2
• Analyze tables to determine needs
• Write a data analysis narrative
• Create an Action Plan to address needs

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Requirement 1Data Analysis Narrative

• The data analysis narrative will include
• Identification of subjects/classes not currently
  taught by HQT
• Identification of subjects/classes historically
  hard-to-staff
• Impact on AYP of classes taught by non-HQT or
  intern teachers
• Short-term solutions to achieving full compliance
• Long-term solutions to maintaining full compliance

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Requirement 1Action Plan

• The Action Plan
• Follows the narrative
• Establishes steps to achieve full HQT compliance
  by the end of the fiscal year
• Establishes steps to maintain full HQT compliance
• Lists position of administrator spearheading the
  action
• Includes a timeline for completion

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Requirement 2

• The Revised State Plan of NCLB HQT requires
  LEAs to ensure that poor and minority children
  are not taught by inexperienced, under-qualified,
  or out-of-field teachers at higher rates than are
  other children in the district. To ensure poor,
  under performing students have access to
  experienced effective teachers
• LEAs may not assign Provisional Intern Permits
  (PIP) or Short Term Staff Permits to schools with
  a 40 per cent or higher poverty rate or a state
  wide decile rank of 1 to 3.
• Additionally, LEAs must ensure that interns are
  not placed in high poverty, low-performing
  schools in greater numbers than in schools with
  low poverty or higher academic achievement.

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Requirement 2Met

• Met if
• Table B.1 demonstrates
• equitable distribution of HQT and
• equitable distribution of interns among schools
• Then
• The LEA will submit
• Tables A.1, A.2, and B.1
• Board Policy number and text that ensures no STSP
  or PIP is assigned to a high poverty, low
  achieving school
• Board Policy number and text that ensures interns
  are not placed in high poverty, low achieving
  schools in greater numbers than other low
  poverty, high achieving schools

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Requirement 2Not Met

• Not Met if
• Table B.1 demonstrates an inequitable
  distribution of non-HQT and/or interns
• Board policies do not address
• assigning STSP/PIP to high poverty schools or
• assigning greater numbers of interns to high
  poverty schools
• Then
• The district will
• Complete and submit Tables A.1, A.2 and B.1
• Analyze the table to determine needs
• Write a data analysis narrative
• Create an Action Plan to address needs

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Requirement 2 Action Plan

• The Action Plan
• Follows the narrative
• Establishes steps to achieve equitable
  distribution of HQT
• Establishes steps to achieve equitable
  distribution of interns
• Establishes steps to adopt board policies as
  needed
• Lists position of administrator spearheading the
  action
• Includes a timeline for completion

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Requirement 3

• The Revised State Plan for NCLB HQT requires
  LEAs to ensure that poor and minority children
  are not taught by inexperienced, under-qualified,
  or out-of-field teachers at higher rates than are
  other children in the district. To ensure poor,
  underperforming students have access to
  experienced effective teachers
• LEAs must demonstrate an ability to retain
  experienced and effective teachers in all schools.

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Requirement 3Met

• Met if
• Table B.1 demonstrates
• an equitable distribution of highly qualified
  teachers.
• an equitable distribution of experienced teachers
  among district schools.
• Table B.2 demonstrates the districts ability to
  retain teachers in the district and at all
  schools.
• Then
• The LEA need only submit
• Tables A.1 and A.2
• Tables B.1 and B.2

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Requirement 3Not Met

• Not Met if
• Table B.1 demonstrates
• inequities in the distribution of highly
  qualified teachers
• inequities in the distribution of experienced
  teachers and
• Table B.2 demonstrates
• inequities in teacher vacancy rates by school
• recurrent high vacancy rates throughout the
  district
• Then
• The district will
• Complete and submit Tables A.1, A.2, B.1, and B.2
• Analyze the tables to determine needs
• In relation to teacher retention district-wide
  and at specific schools
• Write a descriptive data analysis narrative
• Create an Action Plan to address needs

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Requirement 3Action Plan

• The Action Plan will
• Follow the narrative
• Establish steps to achieve equitable distribution
  of experienced teachers
• Establish steps to improve teacher retention
  rates at specific schools and district-wide
• List position of administrator spearheading the
  action
• Include a timeline for completion

33
Requirement 4

• The Revised State Plan for NCLB HQT requires
  LEAs to ensure that poor and minority children
  are not assigned to school sites with
  inexperienced, under-qualified site
  administrators in higher rates than low poverty,
  high performing schools.

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Requirement 4Met

• Met if
• Table C.1 demonstrates an equitable distribution
  of experienced principals
• Then
• The LEA need only submit
• Tables A.1 and A.2
• Table B.1 and B.2
• Table C.1

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Requirement 4Not Met

• Not Met if
• Table C.1 demonstrates
• inequities in the distribution of inexperienced
  principals, particularly at high poverty, low
  performing schools
• preponderance of principals new to the position
  or district

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Then

• The district will
• Complete and submit Tables C.1
• Analyze the tables to determine needs as it
  relates to principal retention district-wide and
  at high poverty, low-performing schools
• Write a data analysis narrative that includes
• Criteria for assigning principals to schools to
  ensure their effectiveness and
• Strategies used to retain effective principals in
  the district and particularly at high poverty,
  low-performing schools.
• Create an Action Plan to address needs

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Requirement 4Action Plan

• The Action Plan will
• Follow the narrative
• Establish steps to achieve equitable distribution
  of experienced principals
• Establish steps to improve principal retention
  rate district-wide and particularly at high
  poverty, low-performing schools
• Establish steps for administrator professional
  development designed to enhance leadership skills
• List position of administrator spearheading the
  action
• Include a timeline for completion

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Level C Districts

• NCLB Section 2141 Budget Requirement

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Section 2141 Requirement

• The LEA is required to enter into an agreement
  with the CDE for the use of Title II funds as
  described in Section 2141 of NCLB. CDE will work
  with appropriate personnel in your district to
  formulate and monitor this agreement.
• As part of this agreement, the CDE and LEA shall
  develop
• professional development strategies and
  activities, based on scientifically based
  research, that the local educational agency will
  use to meet the annual measurable objectives

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Consolidated Application Part 1Level C Only

• Title II, Part A, 2141 Compliance Budget Report
  for Fiscal Year 2009-10
• CDE Title II Leadership Office
• Approves proposed expenditures
• First two quarterly apportionments released
• Monitors expenditures
• First two quarterly expenditures align with
  budget
• If unspent or unaligned, third quarter
  apportionment will not be released
• Budget revisions approved by CDE
• Prohibits Title II funds used for CSR and
  Para-professionals
• Part of Level C Equitable Distribution Plan
  (paper copy)

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Consolidate Application Part 1
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Key Contributors to the Equitable Distribution
Plan

• Administrators responsible for
• Human Resources (Requirements 1, 3 4)
• NCLB HQT compliance
• Recruiting, hiring, assigning teachers and
  principals
• Board policy adoption (Requirement 2)
• Teacher and principal professional development
  (Requirement 1 4)
• Title II budget (Requirement 1, 3 4)

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Organization to SubmitEquitable Distribution Plan

• Cover sheet (one page) describing
• District and county location
• Community and student demographics
• Any other pertinent background information (e.g.,
  new district-level administration) and
• Names and positions of administrators who
  developed the plan
• Completed Tables A.1, A.2, B.1, B.2 and C.1
• Equitable Distribution Plan Requirements 1-4
• State whether Met or Not Met
• If Not Met, include
• Data Analysis Narrative
• Action Plan
• Level C Districts
• ConApp Title II, Part A 2141 Compliance Budget
  Report for Fiscal Year 2009-10 (Paper Copy)

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Plan Submission

• Kelly Heffington, Staff Services Analyst
• Title II Leadership Office
• California Department of Education
• 1430 N Street, Suite 4309
• Sacramento, California 95814-5901
• Postmarked no later than June 15, 2009

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Technical Assistance

• www.pmat.us/clearinghouse/titleIIworkshopseries
• www.sccoe.org/pmat
• PMAT Executive Director, Paula Lovo
• plovo_at_vcoe.org
• PMAT Regional Directors
• Region A, Cindy Suftin
• cindy.suftin_at_yubacoe.k12.ca.us
• Region B, Dale Weatherford
• Dale_weatherford_at_sccoe.org
• Region C, Jane Kampbell
• jkampbell_at_vcoe.org
• jeannen_at_tcoe.org
• Region D, Chris Reising
• creising_at_sdcoe.net
• Region E, Janet Penn
• Janet_Penn_at_sbbbcss.k12.ca.us
• Region F, Antonia Issa-Lahera
• aissaleahera_at_earthlink.net

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Technical Assistance

• California Department of Education
• Title II Leadership Office 916-323-5822
• Lynda Nichols, Program Consultant
• lnichols_at_cde.ca.gov
• Tiffany Miller, Program Consultant
• tmiller_at_cde.ca.gov

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Questions and Comments