Title: Tools and Resources for Use in School and District Improvement
1Tools and Resources for Use in School and
District Improvement
Presented by Sharon Tucker, Associate
Director Chris King, Consultant California
Comprehensive Center
2Review and Revision of State Program Evaluation
Tools and Rubricsalso known asThe Tools
Project
3A 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
4The 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
5Basic 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.
6Basic 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).
7Basic 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.
8Basic 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.
9Basic 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.
10Academic 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.
11New EPC Order
12APS 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
13APS 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.
14APS 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
15APS 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
16APS 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
17Areas 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
18DAIT 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.
19District 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.
20DAS Rating Scale
- Three rating points
- 3. Full
- 2. Partial (In progress)
- 1. Minimal
- No rubric at this time.
21- English Learner Subgroup Self-Assessment(ELSSA)
22Why 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.
23DataQuestionsAnswers
- 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)?
24ELSSA 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)?
25Where 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.
26Where 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.
27What 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.
28- Inventory of Services and Supports for Students
with Disabilities(ISS)
29What 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.
30Areas 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
31ISS 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.
32Format
33(No Transcript)
34Important 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.
35Next 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.