Title: School Improvement and Restructuring under Differentiated Accountability
1School Improvement and Restructuring under
Differentiated Accountability
- Lake County
- Cheryl L. Sattler, Ph.D
- Ethica, LLC
2No Child Left Behind
- Passed 2001, law 2002
- Due for renewal 2007
- Renewal (reauthorization) timing uncertain
- New regulations coming in November
- Lots of changes - pilots
3School In Need of Improvement Status
- Under NCLB, only Title I schools are SINI
- REQUIREMENTS
- School receives Title I-A funds for 2 years
- School fails to make AYP for EACH of those 2
years - If School receives Title I-A funds the next year,
it is a school in need of improvement - EXAMPLE
- 2004-2005 Title I-A No AYP
- 2005-2006 Title I-A No AYP
- 2006-2007 Title I-A ?School in Need of
Improvement, Year 1 (SINI-1)
4Under Differentiated Accountability
- All schools must make AYP
- Only Title I schools are still SINI
- Both Title I and non-Title I schools are graded
- Accountability applies to all schools
5Core of NCLB Title I
- Testing
- Grades 2-8, plus 1 high school grade
- Reading, Math, Science
- Florida adds Writing
- Accountability (Adequate Yearly Progress)
- School and District Improvement
6Schools in Need of Improvement
- SINI 1 2 years of no AYP
- SINI 2 3 years of no AYP
- Corrective Action
- SINI 3 4 years of no AYP
- Planning for Restructuring
- SINI 4 5 years of no AYP
- Restructuring
- SINI 5 6 years of no AYP
- SINI 6
7When is SINI Status Calculated?
- After FCAT
- Status takes effect DAY 1 of NEXT school year
- Example Dolphin Elementary is a SINI-3 this
school year (2006-07). If it fails to make AYP
based on 2006-07 FCAT scores, it will become a
SINI-4.
8Holding Pattern
- If a SINI makes AYP for ONE year, it stays at the
same level.
9Exiting SINI
- If a SINI makes AYP for TWO consecutive years, it
exits improvement status.
10Floridas AYP Benchmarks
Year Reading Math
2007-2008 58 62
2008-2009 65 68
2009-2010 72 74
2010-2011 79 80
2011-2012 86 86
2012-2013 93 93
2013-2014 100 100
11Interpreting Benchmarks
- Percentage of students at or above grade level
across the whole school - Levels 3 and above
- For this past FCAT, school needed to have 58 of
students at level 3 or above for reading 62 for
math - All students
- Each subgroup (Econ. Disadvantaged, SWD, LEP,
etc.)
12WritingThe Exception
- Not an absolute benchmark
- 1 improvement from prior year
13Science
143 Ways to Make AYP
- Straight Math - Meet all benchmarks for all
subgroups - Safe Harbor
- Reduce non-proficient by 10
- Growth Model
- Percent of students on track within 3 years
15School Report Cards
- Overall AYP Report
- http//schoolgrades.fldoe.org
- Detailed Report Key to planning
- Scores for each subgroup
- Other indicators
- Safe Harbor, if applicable
- Growth Model, if applicable
16Example Clermont Elementary
- Made AYP in reading for all students
- Missed AYP for Hispanic students by 7 points (51
vs. 58) - Most important statistic 49 NOT proficient
(100-5149) - If increase proficiency by 4.9 in next year,
will make safe harbor.
17SINI Status
- Not included on School Report Card
- http//www.fldoe.org/bsa/title1/pubs_data.asp
-
18New in 2008-2009 Differentiated Accountability
- Combines Federal and State accountability
- Distinguishes between schools with minor and
major problems - Federal pilot project - 6 states
- New guidelines (July 29)
- Federal evaluation
199 Focus Areas
- School Improvement Planning
- Leadership
- Educator Quality
- Professional Development
- Curriculum Alignment Pacing
- Continuous Improvement Model
- Choice with Transportation
- Supplemental Educational Services
- Monitoring
205 New Categories
Prevent I Prevent II
SINI 1, 2, 3 and A, B, or C and Meet 80 of AYP Criteria SINI 1, 2, 3 and D or F and Meet less than 80 of AYP Criteria
Correct I Correct II
SINI 4, 5 and A, B, or C and Meet 80 of AYP Criteria SINI 4, 5 and D or F and Meet less than 80 of AYP Criteria
Intervene
21How to Read This Chart
Prevent I Prevent II
5 3
Correct I Correct II
4 2
Intervene -1
22Across the State
Prevent I Prevent II
270 147
Correct I Correct II
377 274
Intervene- 13
23Correct II Means
- School and District implement state-directed
interventions
24School Improvement Planning
- School provides extended day or after school
programs - Parent compacts
- Systematic problem-solving process
- District develops District Improvement,
Assistance, and Intervention Plan - Reorganize/refocus District staff that support
non-performance areas - District provides TA in analyzing student data,
revising school budgets
25Leadership
- School reviews/replaces members of leadership
team with district assistance as necessary - District reviews/hires qualified principal with
experience turning around similar school - Leadership team have success in similar setting
- District provides professional partner
- District uses state resources in leadership
development
26Educator Quality
- Teachers highly qualified, certified
- Paraprofessionals highly qualified
- Student support services personnel highly
qualified - Student support services personnel have similar
setting experience - School does not have a higher percentage of
first-year or out-of-field teachers than model
Title I schools - No teachers in need of improvement
- Fully staffed by day 1
- Reading and Math/Science coaches provided
27Educator Quality
- Lead teachers for each grouping hired or
assigned by school, district assistance/state
oversight as necessary - Staff reviewed for proof of accelerated student
achievement replace/reassign - Performance appraisals based primarily on
achievement (including principal) - Performance appraisals of leadership team include
achievement goals for targeted subgroups - District trains on performance appraisal
- District provides pay for performance
- District participates in school performance
appraisal process at the school (sample)
28Educator Quality
- District prioritizes resources for staffing,
implements differentiated pay, uses state
educator recruitment resources - District ensures school compliance with staffing
requirements, provides TA, ensures mid-year
vacancies filled - District reassigns teachers as needed
- District ensures HR is appropriately staffed
- District may declare emergency to suspend
collective bargaining agreements
29Professional Development
- IPDPs target needs of subgroups missed
- Mentoring/coaching by highly effective teacher
- ILPDs include PD targeting subgroups missed
- PD plan meets state protocol standards
- Equitable access to technology PD
- District provides TA on each of the above
- District PD plan meets state protocol standards
30Professional Development
- School schedule designed to include
- Common planning time
- Job-embedded PD
- School organized into Professional Learning
Communities - PLCs aligned with district-focused delivery model
- Teachers of targeted subgroups organized into
Lesson Study Groups - District ensures resources for above
- District provides PD on assessing student
progress
31Professional Development
- Real-time access to achievement data with PD and
support - District participates in IPDP meetings
- Focused PD delivery model
- Assignment of/training for content experts to
serve as lead teachers - Assignment/training for PLC/LSC coaches
32Curriculum Alignment Pacing
- School implements state-approved evidence-based
curriculum program - Implement pacing guides
- Implement schoolwide reform model
- 90 minute uninterrupted reading block (elem.)
- Ensure secondary students properly placed in
rigorous coursework (District monitors) - District supports and identifies best practices
- District defines instructional model to be
followed in all classrooms (reported to state)
33Continuous Improvement Model
- Administer diagnostics and provides remediation,
acceleration enrichment - Develop, implement curriculum calendar
- District provides progress monitoring tools
analyzes data to determine effectiveness of
instruction, allocate resources based on need - School implements Response to Intervention
- Real-time access to student achievement data
- District prescribes formative and summative
assessments
34Choice and SES
- Offer both Choice and SES
35Monitoring
- SAC monitors implementation of improvement plan
- School team monitors fidelity, defines roles
- Comprehensive monitoring process classroom,
team, schoolwide - District monitors/evaluates improvement
- District evaluates PD
- District evaluates progress monitoring 3x/year
(PMRN and core content)
36Restructuring
- District reorganizes school staff
- District increases oversight and monitoring
- District replaces school staff relevant to
failure of the school (as necessary)
37And
- District appoints an outside expert to advise the
school on its progress toward making AYP based on
its school improvement plan
38- District implements one of 4 NCLB restructuring
options - District takes over school
- Close and re-open as charter
- Hire management company (i.e., Edison)
- Other significant management change
39Prevent II Means
- District develops plans in collaboration with
school, approves, monitors implementation - District develops District Improvement,
Assistance, and Intervention Plan - District provides TA in analyzing student data,
revising school budgets
40Prevent II Means
- District directs intervention
- District provides assistance
41School Improvement Planning
- District develops plan in collaboration w/school
- District approves/monitors implementation
- District Improvement, Assistance and Intervention
Plan - District provides TA in analyzing data and
revising budgets
42Leadership
- School reviews/replaces members of leadership
team as necessary - District reviews/hires qualified principal
- District provides professional partner
- District uses state resources in leadership
development
43Educator Quality
- Teachers highly qualified, certified
- Paraprofessionals highly qualified
- Student support services personnel highly
qualified - Student support services personnel have similar
setting experience - School does not have a higher percentage of
first-year or out-of-field teachers than district
average - Performance appraisals based primarily on
achievement (including principal) - District trains on performance appraisal
44Educator Quality
- District ensures performance appraisal
implemented with fidelity - School reviews/replaces all relevant staff as
necessary - District prioritizes resources for staffing,
implements differentiated pay, uses state
educator recruitment resources
45Educator Quality
- District ensures school compliance with staffing
requirements, provides TA, ensures mid-year
vacancies filled - District reassigns teachers as needed
- District ensures HR is appropriately staffed
- District may declare emergency to suspend
collective bargaining agreements
46Professional Development
- IPDPs target needs of subgroups missed
- Mentoring/coaching by highly effective teacher
- ILPDs include PD targeting subgroups missed
- PD plan meets state protocol standards
- Equitable access to technology PD
- District provides TA on each of the above
- District PD plan meets state protocol standards
47Professional Development
- School schedule designed to include
- Common planning time
- Job-embedded PD
- School organized into Professional Learning
Communities - District ensures resources for above
- District provides PD on assessing student progress
48Curriculum Alignment Pacing
- Identify and use evidence-based curriculum
- Align curriculum to state standards
- Implement pacing guides
- Ensure secondary students properly placed in
rigorous coursework (District monitors) - District supports and identifies best practices
49Continuous Improvement Model
- Administer diagnostics and provides remediation,
acceleration enrichment - Develop, implement curriculum calendar
- District provides progress monitoring tools
analyzes data to determine effectiveness of
instruction, allocate resources based on need - School implements Response to Intervention
- Real-time access to student achievement data
- District prescribes formative and summative
assessments
50Continuous Improvement Model
- District monitors, analyzes PMRN 3x year
- District monitors, analyzes progress monitoring
on tested core-content areas 2x year - District ensures schools with greatest needs get
greatest resources
51Choice SES
52Monitoring
- SAC monitors implementation of school improvement
plan - School assembles team to monitor fidelity of
implementation - District monitors, evaluates improvement efforts
- District evaluates PD
53Monitoring
- District evaluates core-content progress
monitoring 2x year and PMRN 3x year
54And
- District appoints an outside expert to advise the
school on its progress toward making AYP based on
its school improvement plan - District reorganizes district staff to support
non-performance areas - District reassigns staff relevant to failure of
the school
55Correct I
- District directs intervention
- State reviews progress
56School Improvement Planning
- SAC develops school improvement plan district
peer reviews and monitors - District develops District Improvement,
Assistance, and Intervention Plan - District provides TA in analyzing student data,
revising school budgets
57Leadership
- School reviews/replaces members of leadership
team as necessary - District reviews/hires qualified principal
- District provides professional partner
- District uses state resources in leadership
development
58Educator Quality
- Teachers highly qualified, certified
- Paraprofessionals highly qualified
- Student support services personnel highly
qualified - School does not have a higher percentage of
first-year or out-of-field teachers than district
average - Performance appraisals based primarily on
achievement (including principal) - District trains on performance appraisal
- School ensures performance appraisals of
leadership include student achievement goals for
subgroups
59Educator Quality
- District ensures performance appraisal
implemented with fidelity - School reviews/replaces all relevant staff as
necessary - District prioritizes resources for staffing these
schools - District implements differentiated pay
- District uses state educator recruitment
resources - District ensures school compliance with staffing
requirements, provides TA, ensures mid-year
vacancies filled
60Professional Development
- IPDPs target needs of subgroups missed
- Mentoring/coaching by highly effective teacher
- ILPDs include PD targeting subgroups missed
- PD plan meets state protocol standards
- Equitable access to technology PD
- District provides TA on each of the above
- District PD plan meets state protocol standards
61Curriculum Alignment Pacing
- Identify and use evidence-based curriculum
- Align curriculum to state standards
- Implement pacing guides
- Ensure secondary students properly placed in
rigorous coursework (District monitors) - District supports and identifies best practices
62Continuous Improvement Model
- Administer diagnostics and provides remediation,
acceleration enrichment - Develop, implement curriculum calendar
- District provides progress monitoring tools
analyzes data to determine effectiveness of
instruction, allocate resources based on need - Real-time access to student achievement data
- District provides TA on formative and summative
assessments
63Continuous Improvement Model
- District monitors, analyzes PMRN 3x year
- District monitors, analyzes progress monitoring
on tested core-content areas 3x year - District ensures schools with greatest needs get
greatest resources
64Choice SES
- Offer both Choice and SES
65Monitoring
- SAC monitors implementation of school improvement
plan - School assembles team to monitor fidelity of
implementation - District monitors, evaluates improvement efforts
- District evaluates PD
66And
- District appoints an outside expert to advise the
school on its progress toward making AYP based on
its school improvement plan and reassigns staff
relevant to the failure of the school
67Prevent I
- School directs intervention
- District provides assistance
- State Monitors
68Prevent I Means
- School Improvement Planning
- School SAC develop school improvement plan
district peer review - District develops District Improvement,
Assistance, and Intervention Plan - District provides TA in analyzing student data,
revising school budgets - Leadership
- School reviews/replaces members of leadership
team as necessary - District uses state resources in leadership
development
69Educator Quality
- - Teachers highly qualified, certified
- Paraprofessionals highly qualified
- Student support services personnel highly
qualified - Performance appraisals based primarily on
achievement (including principal) - District trains on performance appraisal
- - District prioritizes resources for staffing,
implements differentiated pay, uses state
educator recruitment resources
70Professional Development
- IPDPs target needs of subgroups missed
- Mentoring/coaching by highly effective teacher
- ILPDs include PD targeting subgroups missed
- PD plan meets state protocol standards
- Equitable access to technology PD
- District provides TA on each of the above
- District PD plan meets state protocol standards
71Curriculum Alignment Pacing
- Identify and use evidence-based curriculum
- Align curriculum to state standards
- Implement pacing guides
- Ensure secondary students properly placed in
rigorous coursework (District monitors) - District supports and identifies best practices
72Continuous Improvement Model
- Administer diagnostics and provides remediation,
acceleration enrichment - Develop, implement curriculum calendar
- District provides progress monitoring tools
analyzes data to determine effectiveness of
instruction, allocate resources based on need - Real-time access to student achievement data
- District monitors, analyzes PMRN 3x year
- District ensures schools with greatest needs get
greatest resources
73Choice/SES
74Monitoring
- SAC monitors implementation of school improvement
plan - School assembles team to monitor fidelity of
implementation - District evaluates PD
75And
- District appoints an outside expert to advise the
school on its progress toward making AYP based on
its school improvement plan and reassigns staff
relevant to the failure of the school
76Continuous Improvement Model
- District monitors, analyzes progress monitoring
on - Progress monitoring 3x year for students
requiring reading intervention - Tested core-content areas 3x year
- District ensures schools with greatest needs get
greatest resources
77Choice SES
78Monitoring
- SAC monitors implementation of school improvement
plan - School assembles team to monitor fidelity of
implementation - District monitors, evaluates improvement efforts
- District evaluates PD
79And
- District appoints an outside expert to advise the
school on its progress toward making AYP based on
its school improvement plan
80Useful Documents
- USED LEA and School Improvement Non-Regulatory
Guidance REVISED July 21, 2006 - FLDOE Differentiated Accountability Plan