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Program Improvement PI Year 3 and Corrective Action Plans Adapted from the CDE Presentations

Program Improvement PI Year 3 and Corrective Action Plans Adapted from the CDE Presentations. December 11, 2012. Presented by: Guadalupe Andrade Yolanda Contreras José Espinoza Dr. Patricia Mark. In this Session. The purpose of Corrective Action Specific Year 3 requirements

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Program Improvement PI Year 3 and Corrective Action Plans Adapted from the CDE Presentations

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  1. Program Improvement PI Year 3 and Corrective Action PlansAdapted from the CDE Presentations December 11, 2012 Presented by: Guadalupe Andrade Yolanda Contreras José Espinoza Dr. Patricia Mark

  2. In this Session • The purpose of Corrective Action • Specific Year 3 requirements • Making the most of the Year 3 Program Improvement (PI) process • A closer look at Corrective Action options • A protocol for selecting the most appropriate option(s) • Components of an effective monitoring system.

  3. Activity What are you hoping to learn from this workshop? (Write response on the sticky notes provided, and place on the chart at the front of the room)

  4. Purpose of Corrective Action When a school is identified for Corrective Action, this means that: • The school has not made adequate yearly progress (AYP) for four years. • Increased LEA support and technical assistance to the school is needed. • Current school improvement strategies have not been successful. • More intensive Corrective Actions are needed to increase the likelihood that the school will make its AYP.

  5. ESEA Program Improvement Year 3 Requirements for LEAs • Select and implement one or more Corrective Actions. • Provide technical assistance in revising the school’s Single Plan for Student Achievement (SPSA) to incorporate the selected Corrective Action(s). • Notify parents and public. • Continue to provide School Choice. • Continue to provide Supplemental Educational Services (SES). • Set aside funds equal to 20% of LEAs Title I allocation.

  6. School Responsibilities • Allocate 10% of the Title I funds for professional development. • Participate with your District in completing your Year 3 Corrective Action Protocols. • Administer APS. • Revise and monitor SPSA. • Use the current results from the DAS, ISS, and ELSSA. • Collaborate with the district to improve student achievement.

  7. LEA Responsibilities • Inform parent and public of the Corrective Action(s) and allow for comment. • May provide direct technical assistance to school site councils in developing school plans. • Provide technical assistance. • Notify parent of PI status of school, school choice, supplemental services. • Provide school choice. • Provide supplemental educational services.

  8. Context for Year 3 Planning • Corrective Actions should match each school’s needs; it is not a one-size-fits-all solution. • Consider how the LEA can better support the school’s efforts to improve student achievement. • Examine community strengths and weaknesses in supporting student achievement. • Select Corrective Action(s) in direct response to your school’s identified needs and incorporate them into the SPSA.

  9. Where Do You Begin? • Review PI Years 1 and 2 school and district responsibilities; it is important to learn from the past. • Which component of the school’s SPSA were implemented and contributed to improving student achievement? • Which components were not implemented or did not contribute to improving student achievement? • What does the school need to do to move forward, and what data are needed to determine this? • Engage in a systematic process of inquiry.

  10. Activity Where do you begin? (See “Where do you Begin” worksheet.)

  11. Considering the Corrective Action Options (See CDE PI Year 3 Corrective Action Plan Document and Worksheets, pgs. 8-10) • Option 1: Replace the school staff who are relevant to the failure to make AYP. • Option 2: Institute and fully implement a new curriculum, including providing appropriate professional development for all relevant staff. • Option 3: Significantly decrease management authority at the school level.

  12. Considering the Corrective Action Options, continued… • Option 4: Appoint an outside expert to advise the school on its progress toward making AYP, based on its revised school plan. • Option 5: Extend the school year or school day for the school. • Option 6: Restructure the internal organizational structure of the school.

  13. Worksheets for Considering Corrective Action Options • Option 1: Replace the school staff who are relevant to the failure to make AYP (pp. 14-16). • Option 2: Institute and fully implement a new curriculum, including providing appropriate professional development for all relevant staff (pp. 17-23). • Option 3: Significantly decrease management authority at the school level (pp. 24-26). • Option 4: Appoint an outside expert to advise the school on its progress toward making AYP, based on its revised school plan (pp. 27-28). • Option 5: Extend the school year or school day for the school (pp. 29-30). • Option 6: Restructure the internal organizational structure of the school (pp. 31-32).

  14. A Recommended Protocol for Selecting the Most Appropriate Option(s) • Respond to the questions in the provided worksheets regarding your school’s current PI situation. • For each question, review the necessary data to adequately describe your school’s current situation. (See worksheets, pages 13-32)

  15. A Recommended Protocol, Continued… • Data sources you may wish to consider are: • Results of the Academic Program Survey (APS) or a similar comprehensive needs assessment tool; • Classroom observations; • Discussions with teachers and students; • An analysis of the master schedule and professional development schedule; • Student achievement data (e.g., curriculum-embedded assessments, STAR test results, API, and AYP); • Staff, community, and parent input from various sources. • Don’t be afraid to go where the data takes you!

  16. A Recommended Protocol, Continued… • Work with the other members of your team and any outside experts as you respond to each question. • Discuss your responses and come to consensus over whether or not an option would be a relevant choice for the school. • As you select Corrective Action options and build them into the SPSA, engage the entire school community in this process: • Teachers • Parents • Students (when appropriate) • Community members, etc.

  17. Activity From Selection to Implementation… (See “From Selection to Implementation” worksheet.)

  18. From Selection to Implementation • How does the SPSA need to be revised to incorporate Corrective Actions? Revise SPSA or write a Corrective Action addendum? • What personnel and resources will be needed to implement the Corrective Action? • How will responsibilities be assigned and scheduled on a timeline? • How can the District best support the school in implementing the Corrective Action(s)? (Check for alignment of Corrective Action(s) with the LEA Plan goals.)

  19. PI Process: The Big Picture • Comprehensive needs assessment • Revision of LEA and School Plans that address needs • Reallocation of resources (LEA and school) to support the plans • Professional development and support for staff • Faithful implementation of revised plans • Ongoing monitoring, analysis, and support for improvement plans

  20. The Comprehensive Needs Assessment Include data from a variety of relevant sources: • Statewide Assessments • STAR, CMA, CAPA, CELDT, CAHSEE • Principal walkthroughs • Parent and student forums / surveys • Corrective Action options worksheets • Structured conversations and collaborations

  21. Richard Elmore: Our Focus is to Understand the Shift in the Instructional Core as a Result of SPSA Implementation What changes in content do you expect to see? What changes in student’s role in learning do you expect to see? What changes in instruction do expect to see? “If you can't see it in the classroom, it's not there.” Richard Elmore Harvard Graduate School of Education

  22. AYP Criteria • ELA Participation Rate and Annual Measurable Objective (AMO) • 95% Participation • 78.0% AMO for 2012 • Mathematics Rate and AMO • 95% Participation • 78.2% AMO for 2012 • API Indictor • 740 for 2012 • Graduation Rate Indicator • 90% by 2018-19

  23. Unpacking CST ELA Results

  24. Unpacking CST ELA Results

  25. Unpacking CST Mathematics Results

  26. Unpacking CST Mathematics Results

  27. CDE–Developed Assessment Tools • Several CDE tools can work together to assist in the needs assessments process: • Academic Program Survey (APS) • District Assistance Survey (DAS) • Inventory of Services and Supports (ISS) • English Learner Subgroup Self Assessment (ELSSA)

  28. Essential Program Components • Support academic student achievement in English/Reading/Language Arts and Mathematics. • Designed to meet the needs of all students, including English Learners and students with disabilities. • Addresses: • Interventions • English Language Development (ELD) materials • Appropriate instructional time • Pacing schedules • Professional development for teachers and administrators • Fully credentialed and highly qualified teachers • Ongoing instructional support in the use of data • Teacher collaboration • Fiscal Support

  29. Academic Program Survey (APS) • Completed at the school level. • Used to gauge the whole school level of EPC implementation. • Through APS results, schools can begin to identify gaps in services to students.

  30. Upcoming Changes to the APS • An updated version of the APS, incorporating recent legislative changes, is in the approval process. • See the archived APS webinar in the CAIS Help menu for details.

  31. Activity What other needs assessment tools could you use in this process? (Chart Responses)

  32. Completing the Needs Assessment • Who should be included? • What types of data should be reviewed to complete the needs assessment? • What do you do with the results of the needs assessment?

  33. Putting it all Together Used as a system, these tools (along with local needs assessments) can shed valuable light on many of the issues facing schools in PI.

  34. Activity What monitoring tools will you use? (Use Monitoring Tool Worksheet)

  35. Recommended Timeline for Development and Implementation of Corrective Actions

  36. Timeline Continued…

  37. You are not alone… • Resources are available to assist LEAs and schools through the PI process. • County Office of Education Specialists • The Regional System of District and School Support (RSDSS) • A District / School Liaison Team (DSLT) Each can provide an outside “set of eyes” with a fresh, objective perspective as LEAs and schools engage in the PI process.

  38. Resources All resources discussed today can be retrieved from the SBCSS ePortfolio website: To access our SBCSS ACPA ePortfolio website go to: • www.sbcsseport.org • View Published ePortfolios, click on the letter "A" then click on “acpaacpa” • Next type in User Name: acpa • Type in Password: acpanetwork(all lower case letters) • Then go to select “Click here to access resources” All resources will be listed in the “Workshops” folder: • Scroll down and select “Workshops” • Select “PI Year 3 / Corrective Action Workshop”

  39. Contact Information • Dr. Patricia Mark – patricia_mark@sbcss.k12.ca.us • Guadalupe Andrade – andrade.g@sbcglobal.net • Yolanda Contreras – landacontreras@roadrunner.com • Jennifer Poe – jennifer_poe@sbcss.k12.ca.us

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