The Five W's - Program Improvement (CA Dept. of Education)

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Local Educational Agency Program Improvement (PI)
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Topics We Will Cover

• Criteria for Identification, Advancement and Exit
  for PI Local Educational Agencies (LEAs)
• Requirements for LEAs in PI
• District Assistance Survey (DAS) Practice
• Resources for LEAs in PI
• Working with External Entities (EE)

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Criteria for Identification, Advancement and Exit
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Only Local Educational Agencies (LEAs) that
receive Title I funds are subject to PI criteria.
True or False?
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Identification Test 1

• The LEA missed AYP for two consecutive years for
  API or graduation rate
• Identified for PI and no additional test required

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Identification Test 1

• The LEA missed AYP for two consecutive years in
  the same content area (English Language Arts or
  Math)
• Test 2 is applied

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Identifying LEAs for PITest 1 (District-wide)
2006
2005
The LEA missed AYP in ELA for one student group
The LEA missed AYP in ELA for two student groups
Missed in the same content area At risk of being
identified for PI Proceed to Test 2
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Identification Test 2

• When LEA results are disaggregated by grade span
  (2-5, 6-8, 10) and ALL grade spans missed AYP in
  the same content area for two consecutive years,
  then LEA is identified for PI

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Identifying LEAs for PITest 2 (Grade Span)
2005
2006
Elementary and middle grade spans missed AYP in
ELA but the high school grade span made AYP in ELA
All grade spans missed AYP in ELA
Not Identified for PI One grade span made AYP
in ELA in at least one year
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An LEA can be in PI even if none of its schools
are in PI.
True or False?
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PI LEA Year 1Advancement Criteria

• An LEA that misses AYP advances to Year 2 of PI
• August 2006 is the first time that LEAs may
  advance to Year 2, based on 2006 data

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Program Improvement Corrective Action

• An LEA that misses AYP in its second year of PI
  will advance to Year 3, where, under NCLB, it is
  subject to one or more federal sanctions

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NCLB Sanctions at PI Corrective Action Stage

• Replace LEA personnel relevant to failure to make
  AYP
• Remove schools from jurisdiction of the LEA and
  establish alternative arrangements for governance
  and supervision of schools
• Appoint a receiver or trustee to administer
  affairs of LEA
• Abolish or restructure LEA

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NCLB Sanctions (cont)

• Authorize pupils to transfer from a school
  operated by the LEA to a higher performing school
  operated by another LEA and provide
  transportation
• Institute and fully implement a new curriculum
  based on state academic content and achievement
  standards
• Defer programmatic funds or reduce administrative
  funds

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Potential State Intervention

• In addition to the above federal sanctions,
  Education Code 52055.57 allows the state to
  require districts in corrective action to
  contract with a District Assistance and
  Intervention Team (DAIT).

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Role of the DAIT

• A DAIT is designed to help an LEA
• Examine and evaluate practices in place at LEA
  and school levels
• Identify major areas of academic need and
  recommend corrective actions to target these
  needs
• Facilitate academic improvement within the LEA

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Exit Criteria

• To exit PI, an LEA must make AYP for two
  consecutive years

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Requirements for LEAs in Program Improvement
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Overview Year 1 Requirements

• Notify parents of PI status
• Conduct self-assessments
• Contract with county office of education or
  another external entity (EE) to
• Verify findings of LEA self assessments
• Help identify appropriate reform initiatives

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Overview of Year I Requirements (cont)

• Write an addendum to the Local Educational Agency
  (LEA) Plan
• Contract with an EE to provide support and help
  implement LEA Plan Addendum
• Set aside 10 of Title 1 funds for professional
  development

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Notify Parents

• Notify parents of PI status within 30 days of
  identification
• Use parent notification template at
• http//www.cde.ca.gov/ta/ac/ti/parenttemp.asp
• Submit a copy of the letter to CDE

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Assess District Needs

• Convene a district-level team of teachers,
  parents and school and district administrators
• Analyze achievement data for all students,
  including English learners and special education
  students

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Assess Needs (cont)

• Administer appropriate Academic Program Survey
  (APS) at selected schools
• Summarize results of the APS from the schools
• Complete the District Assistance Survey (DAS) to
  assess district support for student achievement
• Work with EE to verify DAS findings

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Contract with External Entity

• Contract with an external entity (EE), which may
  be the county office of education or other
  organization
• If LEA elects to contract with an entity other
  than the county office, it must still consult
  with the county office first

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Write the LEA Plan Addendum

• Use all data to develop LEA Plan Addendum
• Ensure that new plan reflects findings of
  verified LEA self-assessment and incorporates
  recommendations from EE
• Use Addendum template _at_ www.cde.ca.gov/nclb/sr/le/
  guidetemp.asp

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LEA Plan Addendum (cont)

• Submit Addendum to the CDE at LEAP_at_cde.ca.gov. 
• Keep a copy of the signed Assurance Page at the
  district office

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Align LEA Plan Addendum

• Revise budget to reflect the Addendums focus and
  priorities
• Ensure that each Single Plan for Student
  Achievement (SPSA) is aligned with LEA plan and
  revised budget

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Implement LEA Plan Addendum

• Promptly move to implement the LEA Plan
  Addendum
• Purchase and install any recommended curricula
• Reallocate staff and resources to implement the
  revised plan
• Work with EE to implement reform initiatives

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Professional Development

• Set aside 10 of the total LEA Title I allocation
  for professional development
• If LEA has PI schools, the 10 Title I set-aside
  that schools reserve for professional development
  can be counted towards LEA 10

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District Assistance Survey (DAS) Practice
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Resources for Districts in Program Improvement
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Fiscal Resources

• Each PI LEA may receive a grant based on an
  allocation of 50,000 plus 10,000 for each Title
  I school in the LEA to support implementation of
  LEA Plan Addendum

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State Tools

• District Assistance Survey (DAS)
• http//www.cde.ca.gov/ta/lp/vl/documents/distassi
  stsrvy1.doc

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Tools (continued)

• Academic Program Surveys (APS)
• http//www.cde.ca.gov/ta/lp/vl/improvtools.aspap
  s

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Tools (continued)

• The Single Plan for Student Achievement (SPSA)
• http//www.cde.ca.gov/nclb/sr/le/documents/spsagu
  ide.doc

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Tools (continued)

• Least Restrictive Environment (LRE) Self
  Assessment
• http//www.wested.org/online_pubs/dist.lre.tool.p
  df

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Tools (continued)

• Education Benefit Process
• Contact the Special Education Division (916)
  445-4613

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Tools (continued)

• English Learner Student Self Assessment (ELSSA)
  Survey
• http//www.cde.ca.gov/sp/el/t3/documents/ELSSA.do
  c

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PI Identification

• Evaluation, Research and Analysis Unit
• [phone]
• evaluation_at_cde.ca.gov

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PI Requirements Schools in Years 1 and 2

• Title I Policy and Partnerships Office
• [phone]
• pi_at_cde.ca.gov

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PI Requirements Schools in Years 3 and 4

• District and School Program Coordination Office
• [phone]
• dspc_at_cde.ca.gov

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PI LEA Technical Assistance

• Intervention Assistance Office
• [phone]
• interven_at_cde.ca.gov

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Regional System of District and School Support
(RSDSS)

• District and School Program Coordination Office
• [phone]
• www.cde.ca.gov/sp/sw/ss

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Additional Technical Assistance (continued)

• California Comprehensive Assistance Center (CA
  CC)
• [phone]
• www.wested.org

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Additional Technical Assistance (continued)

• California County Superintendents Educational
  Services Association
• http//www.ccsesa.org

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Working with External Entities
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Responsibilities of the LEA

• Consult with the county office of education (COE)
  before selecting EE
• Provide COE or other EE with easy access to data
  and personnel to facilitate review of data and
  use of state tools
• Revise budget and write LEA Plan Addendum, based
  on DAS scores and EE recommendations
• Work with EE to implement and monitor the LEA
  Plan Addendum

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Responsibilities of the EE

• Help LEA analyze data
• Review budget and original LEA Plan and examine
  why prior plan failed to bring about needed
  changes
• Identify areas of need

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EE Responsibilities (cont)

• Help LEA prioritize changes that will have the
  most direct and immediate impact on student
  achievement
• Agree upon revisions to budget and LEA Plan
  Addendum

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EE Responsibilities (cont)

• Work with LEA to write Addendum
• Develop MOU with LEA to clarify how EE will
  support implementation of Addendum

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Selecting the Right EE

• Ask if EE has worked with LEAs similar to your
  own
• If so, ask to see supporting data on successes
• Ask for description of services and evidence of
  team members expertise
• Investigate at least two organizations and
  compare scope and cost of services

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Questions?