Florida Education: The Next Generation DRAFT

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Florida Education The Next GenerationDRAFT
Floridas Differentiated Accountability Pilot
Program Chancellor Frances Haithcock Deputy
Chancellor Iris Wilson

• March 13, 2008
• Version 1.0

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Model Overview
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Model Overview

• Florida selected by the US Department of
  Education July 1, 2008
• Total of six states
• Aligns and integrates Floridas School Grading
  Accountability System with the Federal NCLB
  Accountability
• Separates schools with comparatively fewer
  problem areas with more widespread problem areas
• Provides a seamless nine area support system for
  the two merged accountability programs through a
  regional delivery

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Major Changes

• Streamlines two Accountability Systems
• Focuses support progressively
• Integrates support as school grades and AYP
  declines
• Delivers support through a regional model
• Provides support 1st, then Choice

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Major Changes

• Operationalizes services through interventions
  and regional support organized around nine areas
• School Improvement Planning
• Leadership
• Educator Quality
• Professional Development
• Curriculum Aligned and Paced
• Continuous Improvement Model
• Choice with Transportation
• Supplemental Educational Services
• Monitoring Plans and Processes

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School Categories
PREVENT I 270 Schools PREVENT II 147 Schools
SINIs 1, 2, and 3 and are A, B, C, or Ungraded schools and Meet at least 80 of AYP criteria. SINIs 1, 2, and 3 That meet less than 80 of AYP criteria and All Title I D and F schools and All non-Title I D schools.
CORRECT I 377 Schools CORRECT II 274 Schools
SINIs 4 or 5, schools planning for or implementing Restructuring and are A, B, C, or Ungraded schools and Meet at least 80 of AYP criteria. SINIs 4 or 5, schools planning for or implementing Restructuring That meet less than 80 of AYP criteria and All Title I D and F schools and All non-Title I Repeating F and F schools.
INTERVENE 13 Schools
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Intervene Selection Criteria

• I.
• D or F Title I school in 2008
• OR
• Repeating F (two F grades in a four year
  period), regardless of Title I or SINI status in
  2008
• AND
• Has answered Yes to three out of four
• Has the percentage of non-proficient students in
  reading increased since 2003?
• Has the percentage of non-proficient students in
  math increased since 2003?
• Are 65 percent or more of the schools students
  non-proficient in reading?
• Are 65 percent or more of the schools students
  non-proficient in math?

OR
II. Also included are chronic F schools (Title I
and non-Title I) that are current Repeating F
schools and have earned four F grades in last six
school years (2003-2008)
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Intervene Exit Criteria

• An Intervene school must make significant
  progress in order to exit.
• Significant Progress
• Earn a grade of C or higher AND
• Improve in the overall percentage of AYP criteria
  met by at least 5 in reading and 5 in math.

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Interventions and Supports
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Comprehensive Intervention and Support Plan
Intervene Schools where gt 75 of students are not proficient in reading and mathematics and percent proficient has decreased (Restructure/Close) Intervene Schools where gt 75 of students are not proficient in reading and mathematics and percent proficient has decreased (Restructure/Close) Intervene Schools where gt 75 of students are not proficient in reading and mathematics and percent proficient has decreased (Restructure/Close) Intervene Schools where gt 75 of students are not proficient in reading and mathematics and percent proficient has decreased (Restructure/Close) Intervene Schools where gt 75 of students are not proficient in reading and mathematics and percent proficient has decreased (Restructure/Close) Intervene Schools where gt 75 of students are not proficient in reading and mathematics and percent proficient has decreased (Restructure/Close) Intervene Schools where gt 75 of students are not proficient in reading and mathematics and percent proficient has decreased (Restructure/Close) Intervene Schools where gt 75 of students are not proficient in reading and mathematics and percent proficient has decreased (Restructure/Close)
Improvement Intervention Specific Intervention Roles Roles Roles Roles Measurable Benchmarks Consequences (for Non-Compliance)
Improvement Intervention Specific Intervention School District Region State Measurable Benchmarks Consequences (for Non-Compliance)
Educator Quality All teachers assigned to subgroup(s) not making AYP are highly qualified (sec. 1119(a), PL 107-110) and are certified in-field. No teachers are in need of improvement. One or more staff members in each grouping are assigned as lead teachers based on demonstrated student achievement and have demonstrated student achievement improvement in the subgroup/content area and in a similar school setting. All paraprofessionals are highly qualified. (sec. 1119(c), PL 107-110) School is fully staffed with student support service personnel with documented successful experience in a similar school environment. School does not have a higher percentage of out-of-field nor first year teachers than the district average (s. 1012.2315, F.S.) or Model Title I Schools average, whichever is lower. School is fully staffed the first day of school. Reading, Math/Science coaches are assigned to the school. Pay for performance is provided based on performance appraisals (Repeating F). Reviews with district all relevant staff and ensures there is proof of accelerated student achievement (below grade level students make greater than a years growth) and if not sufficient progress reassigns or replaces staff members as necessary Prioritizes resources for staffing including use of differentiated pay, (sec. 2113(c)(12) and (14), PL 107-110 s. 1012.22 (c)(4), F.S.) Ensures principal completes staffing process with required staff. Ensures that all teacher performance appraisal instruments meet state requirements to be based primarily on improved student achievement (s. 1012.34 (3), F.S.) Utilizes state resources in educator recruitment. Fills mid-year vacancies with appropriately qualified staff. Provides districts and schools guidance, monitoring, communication with the Commissioner, professional development, shared resources, networking, and focused strategy identification for AYP subgroups Provide Guidance and Monitor Reports data on percent of teachers at the school on temporary certificates, in first year of teaching and out of field compared to district (s. 1012.34(8), F.S., EDGAR sec. 76.701) and compared to model Title I school. Monitors district implementation of differentiated pay at these schools. (sec. 2113(c)(12) and (14), PL 107-110 s. 1012.22 (c)(4), F.S.) Reviews districts organization of HR staff and provides technical assistance. Monitors district implementation of performance appraisals at these schools. Reviews district plan for determining teacher assignments to subgroups. Monitors use of state recruitment resources and provides technical assistance. Qualified teachers and lead teachers are verified or assigned before pre-planning. Any mid-year vacancies are filled with qualified staff. Reported percents of teachers on temporary certificates, in first year of teaching or out of field Reported number of teachers out of field and teachers not highly qualified. Performance appraisal system implemented as designed. School is fully staff the first day of school. Coaches assigned by the first day of school. State Board recommends district actions to improve educational services Provide additional resources, change practices, provide additional assistance to school Implement a plan to resolve education equity problems in the school Contract for the schools educational services (directly or through a charter) Reorganize school under new principal Allow parents to send children to another district school of their choice Other action appropriate to improve schools performance 1008.33(1)-(2) If significant progress is not made Close and reopen as a district-managed turnaround school Close and reassign students to another school, and monitor progress of reassigned students or Close and reopen as a charter or multiple charters Close school and contract with an outside entity to run the school. Withhold the transfer of state funds if the school Is a repeating F school Has failed to comply with the State Boards recommendations for improvement and Performance has not improved. 1008.33(4) Withhold the transfer of state funds if the school Fails to implement its school improvement plan 1008.33(4) Withhold state and/or federal funds if district Fails to comply with state statute or rule 1008.32(4)(b)-(d) Report noncompliance to Legislature with recommended legislative action if district Fails to comply with state statute or rule 1008.32(4)(a)Require periodic reporting if district Fails to comply with state statute or rule 1008.32(4)(e) Impose a condition on Title I grant award if district fails to comply with federal requirements (EDGAR 80.12) Compliance with all previous requirements until implementation of reconstitution Charter sponsors at any given time have the authority to not renew or terminate the charter for any of the following reasons Failure to participate in the states accountability system created in s.1008.31 or failure to meet the requirements for student performance stated in the charter 2) Failure to meet generally accepted standards of fiscal management 3) Violation of law 4) Other good cause. (s. 1002.33(8), F.S.) For charter schools that receive two consecutive Fs, the State Board recommends for them to be closed.
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Comprehensive Intervention and Support Plan
-Intervene

• Educator Quality
• All teachers assigned to subgroup(s) not making
  AYP are highly qualified and are certified
  in-field.
• No teachers are in need of improvement.
• One or more staff members in each grouping are
  assigned as lead teachers .
• All paraprofessionals are highly qualified.
• School is fully staffed with student support
  service personnel with documented successful
  experience
• School does not have a higher percentage of
  out-of-field nor first year teachers than the
  district average or Model Title I Schools
  average, whichever is lower.
• School is fully staffed the first day of school.
• Reading, Math/Science coaches are assigned to the
  school.
• Pay for performance is provided based on
  performance appraisals (Repeating F).

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Regional Support System
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(No Transcript)
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Major Functions of the Regions

• Regional Leaders and School Improvement
  Facilitators will
• Conduct data collection and monitoring
• Broker targeted professional development
• Provide direct support through an established
  network

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Redirecting Funds
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Budget

• Title I, Basic 445.7M (estimated amount
  available for Differentiated Accountability
  schools)
• Intervene schools - 3.9M (Title I, Basic and
  School Improvement funds)
• Title I School Improvement Grants - 48M
• Individuals with Disabilities Education Act
  (IDEA) -618.1M (estimated)
• Title III, English Language Acquisition -42.4M

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Redirecting State Funds Support to
Low-Performing Schools

• Research-based Reading Allocation 111.5M
• Supports comprehensive reading programs,
  professional development, and research-based
  materials and strategies
• Supplemental Academic Instruction 702.2M
• Supports intensive and extended day/year
  instruction for Level 1 students

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Redirecting State Funds Support to
Low-Performing Schools

• Florida Partnership Grant - 5.1M (3 Intervene
  schools)
• Supports minority and underrepresented student
  access to postsecondary education
• Southern Regional Education Board 500,000/Year
  for 3 Years (1 Intervene school)
• Increases academic rigor in middle and high
  schools, readiness for and enrollment in
  postsecondary education, and trains teacher
  leaders to assume administrative roles in
  low-performing schools

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Redirecting Federal Grant Funds Support to
Low-Performing Schools

• Regional Statewide Support Centers
• 1.8M
• Gaining Early Awareness and Readiness to
  Undergraduate Programs (GEAR UP) - 3M/Year for 6
  Years
• Provides early intervention for prioritized
  students that will increase student rates of
  learning, completion and postsecondary enrollment
• Advanced Placement Incentive Program
  600,000/Year for 3 Years
• Supports the participation of low-income students
  in Advanced Placement courses