School Improvement and Restructuring under Differentiated Accountability

1
School Improvement and Restructuring under
Differentiated Accountability

• Lake County
• Cheryl L. Sattler, Ph.D
• Ethica, LLC

2
No Child Left Behind

• Passed 2001, law 2002
• Due for renewal 2007
• Renewal (reauthorization) timing uncertain
• New regulations coming in November
• Lots of changes - pilots

3
School 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)

4
Under 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

5
Core 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

6
Schools 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

7
When 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.

8
Holding Pattern

• If a SINI makes AYP for ONE year, it stays at the
  same level.

9
Exiting SINI

• If a SINI makes AYP for TWO consecutive years, it
  exits improvement status.

10
Floridas 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
11
Interpreting 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.)

12
WritingThe Exception

• Not an absolute benchmark
• 1 improvement from prior year

13
Science

• Not included in AYP

14
3 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

15
School 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

16
Example 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.

17
SINI Status

• Not included on School Report Card
• http//www.fldoe.org/bsa/title1/pubs_data.asp

18
New 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

19
9 Focus Areas

• School Improvement Planning
• Leadership
• Educator Quality
• Professional Development
• Curriculum Alignment Pacing
• Continuous Improvement Model
• Choice with Transportation
• Supplemental Educational Services
• Monitoring

20
5 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
21
How to Read This Chart
Prevent I Prevent II
5 3
Correct I Correct II
4 2
Intervene -1
22
Across the State
Prevent I Prevent II
270 147
Correct I Correct II
377 274
Intervene- 13
23
Correct II Means

• School and District implement state-directed
  interventions

24
School 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

25
Leadership

• 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

26
Educator 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

27
Educator 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)

28
Educator 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

29
Professional 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

30
Professional 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

31
Professional 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

32
Curriculum 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)

33
Continuous 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

34
Choice and SES

• Offer both Choice and SES

35
Monitoring

• 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)

36
Restructuring

• District reorganizes school staff
• District increases oversight and monitoring
• District replaces school staff relevant to
  failure of the school (as necessary)

37
And

• 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

39
Prevent 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

40
Prevent II Means

• District directs intervention
• District provides assistance

41
School 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

42
Leadership

• 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

43
Educator 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

44
Educator 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

45
Educator 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

46
Professional 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

47
Professional 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

48
Curriculum 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

49
Continuous 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

50
Continuous 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

51
Choice SES

• Offer both choice SES

52
Monitoring

• SAC monitors implementation of school improvement
  plan
• School assembles team to monitor fidelity of
  implementation
• District monitors, evaluates improvement efforts
• District evaluates PD

53
Monitoring

• District evaluates core-content progress
  monitoring 2x year and PMRN 3x year

54
And

• 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

55
Correct I

• District directs intervention
• State reviews progress

56
School 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

57
Leadership

• 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

58
Educator 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

59
Educator 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

60
Professional 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

61
Curriculum 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

62
Continuous 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

63
Continuous 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

64
Choice SES

• Offer both Choice and SES

65
Monitoring

• SAC monitors implementation of school improvement
  plan
• School assembles team to monitor fidelity of
  implementation
• District monitors, evaluates improvement efforts
• District evaluates PD

66
And

• 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

67
Prevent I

• School directs intervention
• District provides assistance
• State Monitors

68
Prevent 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

69
Educator 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

70
Professional 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

71
Curriculum 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

72
Continuous 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

73
Choice/SES

• Offer SES

74
Monitoring

• SAC monitors implementation of school improvement
  plan
• School assembles team to monitor fidelity of
  implementation
• District evaluates PD

75
And

• 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

76
Continuous 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

77
Choice SES

• Offer both choice SES

78
Monitoring

• SAC monitors implementation of school improvement
  plan
• School assembles team to monitor fidelity of
  implementation
• District monitors, evaluates improvement efforts
• District evaluates PD

79
And

• District appoints an outside expert to advise the
  school on its progress toward making AYP based on
  its school improvement plan

80
Useful Documents

• USED LEA and School Improvement Non-Regulatory
  Guidance REVISED July 21, 2006
• FLDOE Differentiated Accountability Plan