Tools and Resources for Use in School and District Improvement

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Tools and Resources for Use in School and
District Improvement
Presented by Sharon Tucker, Associate
Director Chris King, Consultant California
Comprehensive Center
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Review and Revision of State Program Evaluation
Tools and Rubricsalso known asThe Tools
Project
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A Joint Project

• California Department of Education (CDE)
• In conjunction with
• California County Superintendents Educational
  Services Association (CCSESA)
• California Comprehensive Center at WestEd (CA CC)
• Process Facilitators
• Chris King (cking_at_moa.com)
• Sharon Tucker (stucker2_at_wested.org)
• California Comprehensive Center at WestEd

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The Tools Project
CDE
Steering CommitteeFred Balcom, CDE Fred Tempes,
CA CC at WestEdLaura Wagner, CDENancy Brownell,
CCSESASue Stickel, Curriculum and Instruction
Steering Committee (CISC)Valerie Chrisman, CISC

• Subcommittees
• APS Work Group Patti Crotti, CA CC at WestEd
  and Adele Ohs ,CDE
• DAS Work Group Syma Solovitch, CDE and Juli
  Quinn, Los Angeles County Office of Education
  (LACOE)
• English Learner Subgroup Self Assessment (ELSSA)
  Work Group Beth Anselmi, CA CC at WestEd Kathy
  Pettibone and Lilia Sanchez, CDE
• Least Restrictive Environment (LRE) Work Group
  Becky Wetzel, LACOE and Georgianne Knight, CDE

Recommendationsto and from these groups
Tool Users Group

• Reflect on Work
• Generate Issues
• React to Products Groups

Recommendationsto and from these groups
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Basic Assumptions

• The four state tools are organized around core
  assumptions that support a coherent instructional
  program for all California students.
• During tool development, each committee had to
  align to these basic assumptions
• Deepen the view depending on student population.
• Ensure Coherence with basic assumptions.

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Basic Assumptions (Abbreviated)

• Full implementation of the SBE-adopted
  (kindergarten through grade eight) and standards
  aligned (grade nine through twelve) instructional
  materials.
• Use of the instructional minutes-core, universal
  access and English Language Development.
• Implementation of SBE-adopted intensive reading
  intervention programs and associated
  instructional time.
• Implementation of SBE-adopted intensive
  mathematics intervention programs and
  instructional time (with-in core and stand-alone).

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Basic Assumptions (Abbreviated) (Cont.)

• The implementation of strategic interventions in
  Reading/English-language Arts (R/ELA) and
  mathematics which provide additional
  instructional time (beyond the designated core
  program).
• The provision of the grade-level core curriculum,
  strategic and/or intensive intervention programs
  to all students including English learners as
  needed and Students with disabilities (SWD)
  within the parameters IEP.
•  Master schedule ensures all students have
  appropriate access to core, strategic and
  intensive intervention as determined by the
  district placement criteria.

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Basic Assumptions (Abbreviated) (Cont.)

• Additional instructional time for all levels of
  English learners (ELs) to learn the English
  language as well as the academic content
  standards.
• The coordination of general education and special
  education resources to provide special needs
  students a grade-level standards-based program
  within the parameters of their individualized
  education programs (IEPs).
• The implementation of an assessment system that
  provides ongoing and timely data to inform
  decisions.

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Basic Assumptions (Abbreviated) (Cont.)

• Structured, collaborative meetings to examine
  student data and formulate instructional plans.
• Teacher and administrator professional
  development.
• The allocation of general and categorical funds
  to support the achievement of all students.

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Academic Program Survey (APS)Structural Changes

• The APS continues to assess the nine Essential
  Program Components (EPCs).
• More descriptive language is provided in the
  clarifications section.
• Citations are moved to the back of the document
  and specific R/ELA, English-language development
  (ELD), and math adoptions are provided as Web
  links, rather than listed in the APS.
• Additional suggestions are provided in the
  documentation sections of each survey.
• Numbering is reordered to better reflect clusters
  of the work.

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New EPC Order
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APS Structural Changes (Cont.)

• Terms and definitions aligned with the
  frameworks.
• One rubric has been revised-middle school.
• Revised Rating Scale
• Fully 100 of the students, time
• Substantially at least 75
• Partially at least 50
• Minimally fewer than 50

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APS Content/Wording Changes
Implementation of Instructional Materials (1,2,3)

• More explicit language about ELs and students
  with disabilities (SWDs) throughout.
• References to 2007 and 2008 adoptions are made,
  while acknowledging 2009-10.
• Budget language allowing local educational
  agencies (LEAs) to continue to implement current
  SBE adoptions.
• High School articulated versions of grades seven
  and eight SBE list
• ELs are to be provided a district adopted ELD
  Program.

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APS Content/Wording Changes (Cont.)
Implementation of Instructional Materials (1,2,3)

• Mathematics intervention materials addressed and
  use is described.
• Instructional time for core program and strategic
  support is more clearly defined.
• Secondary High Priority Strategic Students

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APS Content/Wording Changes (Cont.)
Implementation of Instructional Materials (1,2,3)

• Daily instructional time for ELD is in addition
  to core and strategic time.
• Secondary designated ELD Courses
• Instructional and assessment pacing guide.
• High School at least minimum course of study

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APS Content/Wording Changes (Cont.)
Initial and Ongoing Professional Development and
Support (EPCs 4,5,6)

• Administrative Training Instructional
  Materials-Based Program
• ABX4 2 flexibility
• Training/practicum guidelines, hours and topics
  are described in APS
• Knowledgeable and experienced provider
• Use of Training for Tier II Credential
• Must be trained in the SBE-approved modules
• Must be trained by an SBE-approved provider

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Areas of District Work

• Governance
• Alignment of Curriculum, Instruction, and
  Assessment to State Standards
• Fiscal Operations
• Parent and Community Involvement
• Human Resources
• Data Systems and Monitoring
• Professional Development

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DAIT Standards

• Repetition and redundancies reduced.
• Aligns to EPCs.
• The initial 37 standards have increased to 39.
• Four standards have been submitted to the State
  Board of Education (SBE) for adoption
• C-1. Fiscal Health Risk Analysis.
• C-3. The LEA considers the academic achievement
  of the schools within the LEA to determine
  appropriate site budget allocations .
• G-1. Provision for district administrators
  ongoing training and support to fully implement
  the EPCs.
• G-8. Provision for coaches/content experts
  ongoing training and support.

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District Assistance Survey (DAS)

• Measures the implementation of the District
  Assistance and Intervention Team (DAIT)
  Standards.
• Describes full implementation of the standard
  following the APS format.
• Rating Scale is different from the APS.

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DAS Rating Scale

• Three rating points
• 3. Full
• 2. Partial (In progress)
• 1. Minimal
• No rubric at this time.

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• English Learner Subgroup Self-Assessment(ELSSA)

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Why and When to Use ELSSA

• ELSSA is a required tool for LEAs that have not
  met Title III annual measurable achievement
  objectives (AMAOs) for two or four years.
• Required for LEAs in Program Improvementyear 1
  because English learner subgroup did not meet
  AYP.
• When a DAIT provider or district wants to analyze
  the districts program for ELs.

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DataQuestionsAnswers

• The ELSSA process begins with the collection,
  display, and analysis of data to frame the big
  questions.
• For example Why are 70 of our EL students stuck
  at the intermediate level of the California
  English Language Development Test (CELDT)?

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ELSSA Can Help to Answers Important Questions

• Are 100 of EL students reaching proficiency in a
  reasonable amount of time?
• Why are EL students who are proficient on CELDT
  not meeting proficiency on the California
  Standards Test (CST)?

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Where is the Data?

• The data for ELSSA comes from DataQuest and the
  local district student information system.
• The ELSSA tool will assemble data from CST, CELDT
  and the California High School Exit Exam (CAHSEE)
  (AMAO 1, AMAO 2, and AMAO 3).
• The data are disaggregated by the number of years
  a student has been in U.S. schools, achievement
  scores, and language proficiency.

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Where are the Answers?

• Research publications and Web sites.
• Research-based practices.
• CDE technical assistance.
• Regional Title III leads at county offices of
  education.
• U.S. Department of Education web site.
• Private technical assistance providers.

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What is New?

• An ELSSA toolkit that provides administration
  guidance and table completion guidance.
• The survey items are located on the same page as
  the relevant data tables.
• The survey items are rated on the same rating
  scale as the APS.
• A final worksheet groups survey item responses by
  EL program and service category (e.g.
  Professional Development, Assessment, ELD).
• A guidance document to give data assistance to
  small districts with inadequate technical
  support.

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• Inventory of Services and Supports for Students
  with Disabilities(ISS)

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What Happened to the LRE?

• The LRE was useful, but DAIT districts and
  providers asked for a tool that would
• Be a closer fit with DAIT standards and DAIT
  process.
• Be better aligned with other tools used in DAIT.
• Take the APS into account.
• Use existing data.
• Be quality driven.

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Areas of District Work

• Governance
• Alignment of Curriculum, Instruction, and
  Assessment to State Standards
• Fiscal Operations
• Parent and Community Involvement
• Human Resources
• Data Systems and Monitoring
• Professional Development

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ISS Structure

• Aligns or expands upon a DAIT standard.
• Objectives are quality statements.
• Criteria and clarifications describe full
  implementation descriptors.
• Evidence lists existing documents and activities
  to collect data.
• Synthesis statement is about information gathered
  leading to important conclusions.

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Format
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(No Transcript)
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Important to Note

• Students with disabilities are addressed in the
  APS.
• Programs for students with disabilities are an
  integral part of the school and district program.
• Collaboration between regular education and
  special education staff at all levels of the
  system is critical.
• In its initial phase, the ISS does not have
  ratings or rankings for the objectives.

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Next Steps

• The tools are the 2009-10 editions which will be
  analyzed for their effectiveness by the CA CC.
• Ongoing work includes
• Additional professional development on tools.
• Discussion of most effective ways to use tools.
• Identification of additional resources to support
  the tools.
• Development of technology-based applications.