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Merced Union High School District Program Improvement

Merced Union High School District Program Improvement. What is Program Improvement (PI)?. In California, PI is the formal designation for Title I-funded schools and LEAs that fail to make AYP for two consecutive years.

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Merced Union High School District Program Improvement

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  1. Merced Union High School DistrictProgram Improvement

  2. What is Program Improvement (PI)? • In California, PI is the formal designation for Title I-funded schools and LEAs that fail to make AYP for two consecutive years. • LEAs and schools that fail to meet AYP targets and/or statewide proficiency goals are subject to improvement and corrective action measures.

  3. What are proficiency goals/rates? • Proficiency goals/rates as related to PI are the percentage of 10th grade students scoring 380 (proficient) or above on the CAHSEE.

  4. Why is MUHSD a PI District? • Did not meet Proficiency rates in English/Language Arts (ELA): • AYP Target ELA- 55.6% Proficient or above • Schoolwide – 49.9% (PENDING SH) • English Learners in ELA 26.9% (PENDING SH) • Latino Students in ELA 41.6% • Special Education Students in ELA 21.1% (PENDING SH) • Socio-Economic Disadvantaged Students in ELA 42.3% (PENDING SH)

  5. Why is MUHSD a PI District? • Did not meet Proficiency rates in math: • AYP Target Math – 54.8% Proficient or above • Schoolwide – 47.7% • African American students in math – 38.3% • Latino Students in math – 39.6% • English Learners in math – 30.9% • Special Education students in math – 18.3% • Socio-economic disadvantaged students in math-41.5%

  6. 10th Grade CAHSEE Proficiency Rates 2009-2010

  7. AYP Targets 2010-2011 • English Language Arts 67.0% • Mathematics 67.3% The targets/proficiency goals increase every year. By the year 2014, all students are expected to reach proficiency.

  8. Overview of Program Improvement Requirements and Accountability • NCLB clearly places the responsibility on Districts to identify and support their low performing schools. Title I Program Improvement To build district capacity to provide immediate intervention and support for rapid and significant improvement in reading/language arts and mathematics in an attempt to prevent further Program Improvement sanctions and to exit Program Improvement status.

  9. NCLB Program Improvement (PI) School and LEA Requirements

  10. Year 3 Sanctions • In Year 3 of PI, the district or county office of education must take one of the following corrective actions with the school: • Replace school staff; • Implement new curriculum; • Decrease management authority at the school; • Appoint an outside expert; • Extend the school year or day; or • Restructure the internal organizational structure of the school.

  11. Year 4 Sanctions • If a school reaches Year 4, it must work with its district to prepare a plan for restructuring the governance of the school.

  12. Year 5 Sanctions • Year 5 of PI requires the implementation of the restructuring plan, which includes at least one of the following: • Reopening the school as a charter school; • Replacing all or most staff, including the principal; • Contracting with an outside entity to manage the school; • Having the state take over the school; or • Implementing any other major restructuring.

  13. Turnaround Models States must identify their lowest-performing schools in economically challenged communities and transform those schools using one of the four following intervention models: • Turnaround model: Replace the principal and rehire no more than 50% of the staff, and grant the principal sufficient operational flexibility (including in staffing, calendars/time and budgeting) to fully implement a comprehensive approach to substantially improve student outcomes. • Restart model: Convert a school or close and reopen it under a charter school operator, a charter management organization, or an education management organization that has been selected through a rigorous review process. • School closure: Close a school and enroll the students who attended that school in other schools in the district that are higher achieving. • Transformation model: Implement each of the following strategies: (1) replace the principal and take steps to increase teacher and school leader effectiveness; (2) institute comprehensive instructional reforms; (3) increase learning time and create community-oriented schools; and (4) provide operational flexibility and sustained support.

  14. The Nine Essential Program Components – Component #1 Use of standards-based State Board of Education (SBE)-adopted (kindergarten through grade eight) or standards-aligned (grade nine through twelve) English/reading/language arts and mathematics instructional materials, including intensive interventions and * English Language Development materials. High School Level: The school/district provides the current district adopted, standards-aligned textbooks and instructional materials, including ancillary materials for universal access for all ninth and tenth grade English/Language Arts courses as well as an SBE-adopted intensive reading intervention course; and for mathematics SBE-adopted mathematics textbooks in all classrooms for all students enrolled in Algebra Readiness, Algebra Strategic Support and Algebra I. These programs are implemented as designed and documented to be in daily use in all classrooms with materials for every student.

  15. Component #2 Implementation of instructional minutes for basic core Reading/Language Arts and mathematics programs, intensive intervention and strategic support courses as well as additional instructional time for structured English Language Development at all grade levels. High School Level: Through the school's master schedule, the school/district complies with and monitors the daily implementation of instructional time for the adopted grade-level 9th and 10th ELA and Algebra I programs, the intensive interventions as well as additional time for strategic support, ELD for identified English Learners, and support to master the required skills to pass the related components on the California High School Exit Examination (CAHSEE). This time should be given priority and be protected from interruptions.

  16. Component #3 Use of an annual district instructional/assessment pacing guide for grades K-8 and high school. High School Level: The school/district prepares, distributes, and monitors the use of an annual district instructional/assessment pacing guide for the current district-adopted ELA Grade 9 and 10 core, strategic support and the intensive reading intervention courses and for the current SBE-adopted Algebra I, Algebra I strategic support and Algebra Readiness courses in order for all teachers to follow a common sequence of instruction and assessment.

  17. Component #4 Implementation of School Administrator Instructional Leadership Training Program- Instructional materials based professional development and ongoing targeted professional development and support for instructional leaders to ensure the full implementation of the district adopted program and the EPCs. High School Level: The district provides the principal and vice-principal(s) with a 40-hour instructional materials-based administrative training, Module I in leadership, support and monitoring needed for the full implementation of the SBE-adopted RLA/ELD and mathematics basic core and intervention program materials. This requirement is fulfilled when the administrator(s) completes 40 hours of training institute and 40 hours of structured practicum in the district-adopted reading/language arts (grades 9-10), Algebra I and/or reading and Algebra Readiness intensive interventions. The district also provides targeted professional development and support beyond the administrator training practicum to increase the principal’s and vice-principal’s instructional leadership skills to monitor and support the full implementation of the EPCs. Modules 2 and 3 are optional but recommended.

  18. Component #5 Fully credentialed, highly qualified teachers, per the requirements of the Elementary and Secondary Education Act (ESEA) and professional development on SBE-adopted instructional materials.  Highly Qualified Teachers: All classrooms are staffed with fully credentialed, highly qualified teachers per the requirements of the ESEA. Requirements for No Child Left Behind (NCLB) Teacher Compliance: Teachers of core academic subjects must have: a bachelor’s degree; hold an appropriate credential or intern certificate (must be currently enrolled in an approved California Commission on Teacher Credentialing [CCTC] intern program); and demonstrate subject matter competence.

  19. Component #6 Implementation of ongoing instructional assistance and support for R/LA, ELD and mathematics teachers through the use of content experts, specialists, and instructional coaches. The schools/district provide instructional assistance and ongoing support to all teachers of Reading/Language Arts/ELD and mathematics.  Specifically, elementary, middle, and ninth and tenth grade Reading/Language Arts, intensive reading intervention, K-7 mathematics, Algebra 1, Algebra Readiness and Algebra strategic support teachers receive ongoing support offered by the school and district. Possible options for providing support include trained coaches, content experts, and specialists who are knowledgeable about the adopted program, and work inside the classrooms to support teachers and deepen their knowledge about the content and the delivery of instruction.

  20. Component #7 For all grade levels, implementation of a student achievement monitoring system that provides timely data from common formative and curriculum-embedded and summative assessments for teachers and principals to use to monitor ongoing student progress, identify student needs, inform instruction and determine effectiveness of instructional practices and implementation of the adopted programs. The school/district uses an ongoing assessment and monitoring system that provides timely data from common assessments based on the SBE-adopted RLA/ELD and mathematics basic core and intensive intervention programs. Student achievement results from assessments (i.e., entry-level placement and/or diagnostic; progress monitoring, including frequent formative and curriculum-embedded; and summative assessments) are used to inform teachers and principals on student placement, diagnosis, progress, and effectiveness of instruction.

  21. Component #8 Implementation of monthly structured teacher collaboration for all RLA/ELD and mathematics teachers by grade level (K-8) and common course and department levels (9-12) facilitated by the principal. The school/district facilitates and supports a one-hour structured collaboration meeting (preferably two) per month in order for all teachers of reading and language arts and mathematics, including strategic and intensive intervention, special education, and ELD teachers to analyze, discuss, and utilize the results of the school/district assessment system to guide student placement, instructional planning and delivery, and progress monitoring, within the SBE-adopted RLA/ELD and mathematics programs.

  22. Component #9 Implementation of Fiscal Support aligned to full implementation of EPCs. The school/district’s general and categorical funds are coordinated, prioritized, and allocated to align with the full implementation of the EPCs in RLA/ELD, mathematics, and the Single Plan for Student Achievement (SPSA).

  23. How has MUHSD responded to the sanctions of Program Improvement and demands of the Nine Essential Program Components?

  24. Title I – Program Improvement Summary

  25. Title I Program Improvement Schools – Requirement Summary 2010-2011

  26. Title I Program Improvement Schools – Requirement Summary 2010-2011

  27. And, that’s not all…. • MUHSD is also a sanctioned Title III District. • Title III is the accountability measure focused on English Learners only. • Title III sanctions are imposed when a district does not meet AMAO’s.

  28. Making Annual Progress in Learning English….AMAO 1 Students will gain one (overall) CELDT proficiency level annually until reaching English Language proficiency OR Maintain English proficient level on CELDT

  29. AMAO 1 • % OF STUDENTS MAKING ANNUAL PROGRESS IN LEARNING ENGLISH 2009-2010 Target 53.1% MUHSD 44.0% AMAO 1 Not Met

  30. Attaining English Proficiency on CELDT…AMAO 2 Overall proficiency level score of Early Advanced or Advanced AND Each skill area proficiency score at the Intermediate level or above

  31. AMAO 2 % of Students Attaining English Proficiency on CELDT 2009-2010 Target 32.2% MUHSD 21.0% AMAO 2 Not Met

  32. AMAO 3 Adequate Yearly Progress (AYP) of English Learner Subgroup at the LEA Level 2009-2010 Target ELA 55.6% MUHSD 26.9% 2009-2010 Target Math 54.8% MUHSD 30.9% AMAO 3 Not Met

  33. What now? • More accountability. • MUHSD did not meet AMAO’s in one of three areas for the past three years. • Sanctions have been imposed and a plan must be written by January 15, 2011. • Merced County Office of Education will monitor English Learner programs and services at each school site.

  34. Schools/Districts that Exit Program Improvement • Don’t blame the students! • Adults take responsibility for the teaching and learning that does/does not occur. • Start at the beginning. • Give students a G.I.F.T. • Good • Instruction • First • Time

  35. QUESTIONS?

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