NCLB Accountability

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NCLB Accountability

• Rules
• Requirements

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• A school that fails to make adequate yearly
  progress (AYP) for two consecutive years is
  placed in improvement status. A school that makes
  AYP for two consecutive years is removed from
  improvement status for the subject and grade in
  which it was identified.

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School-Level Accountability

• To be identified for improvement status, a school
  must fail to make adequate yearly progress (AYP)
  for two consecutive years on the same measure.
  The school may fail to make AYP for those two
  years because of two different accountability
  groups.
• If a previously identified school fails to make
  AYP on the measure for which it was identified,
  it moves to the next level of accountability.

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School-Level Accountability

• If an identified school makes AYP, it remains in
  the same accountability status.
• To be removed from improvement status, the school
  must make AYP on that measure for two consecutive
  years. The school may remain or be placed in
  improvement status on another measure for which
  it has not made AYP.

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District-Level Accountability

• The district results are aggregated for all
  students attending school in the district as well
  as continuously enrolled students the district
  places outside of the school district (e.g., in
  BOCES, approved private placements).
• To be identified for improvement status in an
  accountability area, a district must fail to make
  AYP for two consecutive years in ELA or
  mathematics at both instructional levels
  (elementary/middle and secondary) or in science
  or in graduation rate.

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District-Level Accountability

• If a previously identified district fails to make
  AYP at both instructional levels in the
  accountability area for which it was identified,
  it moves to the next level of accountability.
• To be removed from improvement status in an
  accountability area, the district must make AYP
  at one or both instructional levels in that
  accountability area for two consecutive years.

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District-Level Accountability

• A district may be identified for improvement even
  if no school in the district is identified for
  improvement.
• In a district with only one school, the district
  and school can have a different accountability
  status, because the district accountability
  groups include students placed outside the
  district.

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Determining State Status
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Determining Federal Status
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Determining Federal Status

• To become a School in Need of Improvement, a
  school must fail to make AYP for two consecutive
  years in which it receives Title I funding.
• If a school in federal improvement status stops
  receiving Title I funding, a record of its last
  status is maintained until it resumes receiving
  Title I funding. State status would continue
  regardless of the federal status.

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Determining Federal Status (cont.)

• When Title I funding resumes, the school assumes
  the federal status it would have had in the first
  year that it did not receive Title I funding.
• However, if a school without Title I funding
  makes AYP for two consecutive years, it will be
  in good standing when Title I funding resumes.

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Professional Development

• Schools identified for school improvement must
  set-aside at least 10 of their Title I funds to
  provide teachers and principals high-quality
  professional development.
• LEAs identified for Title I LEA Improvement must
  set-aside at least 10 of their Title I, Part A
  allocation for the professional development needs
  of instructional staff serving targeted
  populations.
• The LEA set-aside includes the set-aside for
  identified schools, but excludes the funds
  required for professional development under
  section 1119 to enable teachers who are not
  highly qualified to become highly qualified.

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Choice Transportation Supplemental Educational
Services

• LEAs must reserve an amount equal to 20 of
  their Title I allocation to provide or pay for
  public school choice-related transportation costs
  and supplemental educational services, unless a
  lesser amount is needed to comply with the
  transportation provision and to satisfy all
  requests for supplemental educational services.
• The breakdown is
• 5 Choice
• 5 SES
• 10 Choice, SES, or both

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Comprehensive Educational Plan

• All SINI, CA and Restructuring schools must
  complete a two year plan and submit it to
  Regional School Services within 90 days of
  designation
• Schools must revise the plan annually, based upon
  most recent data, and submit the revised plan by
  August 31

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Notification

• The notification must include an explanation of
• what the identification means and how the school
  compares in academic achievement to other schools
  served by the LEA
• the reasons for the identification
• what the identified school is doing to address
  the problem of low academic achievement
• what the LEA is doing to help the school address
  the achievement problem

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Notification

• The notification must include an explanation of
• how parents can become involved in addressing the
  academic issues that caused the identification of
  the school and
• parents option to transfer their child to
  another public school or the availability of
  supplemental educational services, under section
  1116

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Newly Identified SINI 1 and 2

• Districts with schools that have been newly
  identified as SINI 1 or SINI 2 that have not
  already done so are required to send immediate
  notification to all eligible parents of their
  right to and options for public school choice
  (choice) and supplemental education services
  (SES). Districts are responsible for ensuring
  that implementation of choice and SES will happen
  in a way that is timely, as soon as is possible.
  Implementation of new/revised plans must occur
  within ninety days of notification.

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Title I Revisions

• Title I, Part A, LEA Plan Supplemental
  Educational Services (SES) - new SINI 2 schools
  p. 30 16
• Title I Parental Notification Requirements
• p.39 5 and/or 6.
• Title I, Part A, Title I School Improvement,
  Title I Corrective Action, and Title I
  Restructuring
• p. 31-33
• Public School Choice p. 34
• Complaint Process p. 35
• Title I, LEA Improvement (DINI) and Title I LEA
  Corrective Action p. 36-37
• Title I Supplement (online hard copy)

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More Information

• Title I School and Community Services
  
• Roberto Reyes, State Director
• [phone]
• Accountability Rules - February 2007
  http//www.emsc.nysed.gov/irts/accountability/home
  .shtml
• NCLB Guidance http//www.ed.gov/policy/elsec/guid/
  schoolimprovementguid.doc

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Public School Choice

• Leon Hovish
• LHovish_at_mail.nysed.gov
• [phone]
• NCLB Guidance
• http//www.ed.gov/policy/elsec/guid/schoolchoicegu
  id.doc

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Supplemental Educational Services

• Alma Hueston
• AHueston_at_mail.nysed.gov
• [phone]
• NCLB Guidance
• http//www.ed.gov/policy/elsec/guid/suppsvcsguid.d
  oc

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PUTTING THE PIECES TOGETHER
BASIC CEP 2008 Parts 1-3
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STEP 3 FIND THE SOLUTION(S)
STEP 1 OVERVIEW
STEP 2 WHATS THE PROBLEM?
STEP 4 DEVELOP THE PLAN
APPENDICES
STEP 5 IMPLEMENT AND EVALUATE
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STEP 1 OVERVIEW (Pages 1-5)

• When do we have to have the plan completed?
• Does it have to be submitted? If so, where?
• Can we add or delete parts?
• Who needs to be included in developing the plan?
• Does our plan need to be updated every year?
• What if our schools are SRAPs instead of SINIs?
• Do you have any suggestions for developing our
  CEP?
• What happens if someone on the School
  Improvement Team disagrees with what weve
  decided?

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• STEP 2 WHATS THE PROBLEM?
• Part 1 School Profile (pages 6-8)
• Part 2A Causal Analysis and Planning for
  Improvement (pages 9-14)

• What do the data say? (And what are our data,
  anyway)?
• Digging deeper
• Where can we find the more information?
• What MUST be included?

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• STEP 3 FIND THE SOLUTION(S)
• (Part 3 Causal Analysis and Planning for
  Improvement, Parts B and C(pages 15 16)
• Appendix 1 (Pages 30 -35)

• Whats really important? What are our
  priorities?
• Why did we choose these instead of others?

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STEP 4 DEVELOP THE PLAN Part 3 Action Plan
(Pages 17 - 21)

• This is your work, the part you
• Put up on the wall and in teachers plan books,
• Take down at your School Improvement Team
  meetings and evaluate,
• Tweak when its not working, and
• Celebrate when it is.

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• REQUIRED APPENDICES (Must be submitted with CEP)
• Appendix 2 AIS -(Everybody)
• Appendix 3 SWP -(All Schoolwide Schools)
• Appendix 4 Parental Involvement -(Everybody)
• Appendix 5 PD Set-Aside (All NCLB Schools
• Appendix 6 SURR (SURR Schools Only)

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• IF YOUR SCHOOL IS CORRECTIVE ACTION AND/OR
  RESTRUCTURING
• Corrective Action Pages 22 23
• Restructuring Pages 24- 28

• DISTRICT Plan, as opposed to school-based
• Mandated USDOE requirements
• Corrective Action for Years 3 and 4
• Planning for Restructuring Year 4
• Restructuring for years 5 and above

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We can work really, really hard, but if were not
working on the right problems and solutions all
were doing is wasting time and money.
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PART 2 Causal Analysis

• Begin with your State Assessment data
• Focus on subgroup performances
• Analyze ACROSS subgroups
• Look longitudinally across years and across
  grade levels within the same year
• Ask why? then ask why? again
• Asking the right questions and doing in-depth
  investigation is the key to finding solutions
  that really work.. Appendix 1 can help you
  generate questions, or use Victoria Bernhardts
  chart.

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The School Profile (Pages 6 and 7)

• This is for YOUR use.
• No, you do not have to fill in all the sections!
• This information can help you dig deeper into
  why students are having difficulties.
• Think about how attendance, suspension, and
  other factors impact student performance. (For
  example, how many students sit in your office for
  an hour instead of being in class?)
• Much of this information is on your School
  Report Card, but it may be old.
• Your district should be able to provide you with
  specific funding amounts that come to your school
  from different funding streams. In many
  instances, that amount is reported to NYSED and
  is mandated based on your student population or
  your status.

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What parts of the CEP do we HAVE to do?

• At a minimum, the subjects for which you are
  targeted.
• What is included in the CEP
• ELA/Reading
• Literacy Across the Content Areas
• Mathematics
• Graduation Rate (Required for High Schools)
• Other Big Impact Areas

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Okay, weve done our analyses, now what?

• Determine which issues are most critical (This
  might take some time and lots of discussion.)
• Research the best ways to solve those problems.
  These become your strategies (see page 16). See
  Appendix 7 for places to find research.
• Make certain that your solutions are MEASURABLE
  and DOABLE
• Begin developing your Action Plan.

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Regional Meetings
MidState Date 2/06/08 Time 930
300 Location RSSC Rodax 8
Other regions will be added
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RAN LITERACY STRATEGY Tony Stead
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Comprehensive Education Plan (CEP) ACTION PLAN
PURPOSE A Comprehensive Education Plan (CEP)
drives district and school efforts to meet or
exceed annual accountability measures. It is
developed and implemented to improve student
performance so that all students are proficient
in ELA and Mathematics. It is a tool that helps
us fulfill, as teachers and administrators, our
duty as educators.
5th
4th
3rd
2nd
1st
Needs Assessment Goals of the Action Plan are
always in response to prioritized areas
determined by data. Example Disaggregated
test data indicate that students are lacking in
comprehension skills.

• Action Plan Goal
• Addresses areas of improvement based on
• Data Analysis,
• Priorities,
• ELA and math results,
• Research-based practice of high performing and
  most improved schools/districts,
• Other factors (refer to CEP appendix).
• Example
• Students will know and use effective reading
  comprehension strategies.

• Strategy
• Actions that
• Will allow school to obtain goal,
• Are responsive to research,
• Can be replicated with fidelity,
• Involves the whole school community,
• Is embraced by all stakeholders.
• Example
• The school community will learn, practice and
  model effective comprehension strategies.

• Objectives
• Targets
• Are identified for teachers and students
• Can be measured,
• Are specific,
• Provide evidence of success or challenge.
• Example
• (Teacher) Grade level instructional teams will
  select, learn, and teach four key reading
  comprehension strategies to each teacher. Each
  teacher will incorporate these four strategies in
  their instruction, regardless of content.
• (Student) Students will name and use four key
  reading strategies independently while reading
  material at their identified level.

• Activities
• Specific actions that will
• Achieve the objectives,
• Align with the strategy,
• Meet the goal of the action plan,
• Promote student success on NYS assessments,
• Create life-long abilities for students to move
  to the next level.
• Teacher Example
• Superintendents conference day and two
  after-school sessions will be used by grade level
  teams to teach comprehension reading strategies
  to every teacher in all content areas.
• All school teams will use team time to (e.g.
  review the text, watch the video, share classroom
  practice, and discuss key reading strategies) -
  minimum weekly. Teams will keep a log of team
  time interaction.
• School teams publish the FOUR key reading
  comprehension strategies on classroom walls and
  in take-home materials for students and families.
• Parents will be provided an overview of the four
  key strategies during parent orientation.
  Teachers model strategies for parents.
• Student Example
• Students will list the FOUR key reading
  comprehension strategies in content specific
  notebooks as a reminder to use them on a regular
  basis.
• During class instruction, students will be given
  frequent opportunities (whole class discussions,
  small group discussion, paired readings, book
  talks, conducting research) to identify and use
  the FOUR key reading comprehension strategies.

CEP - PART III
MONITOR THE IMPLEMENTATION Evidence is gathered
on an ongoing basis to document the impact of the
Action Plan.
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CEP PURPOSE ACTION PLAN

• A Comprehensive Education Plan (CEP) drives
  district and school efforts to meet or exceed
  annual accountability measures.
• It is developed and implemented to improve
  student performance so that all students are
  proficient in ELA and Mathematics.

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CEP PURPOSE ACTION PLAN

• It is a tool that helps us fulfill,
• as teachers and administrators, our duty as
  educators.

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ACTION PLANNeeds Assessment

• Goals of the Action Plan are ALWAYS in response
  to prioritized areas
• Determined by DATA

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ACTION PLANNEEDS ASSESSMENT EXAMPLE

• Disaggregrated test data indicate that students
  are lacking in reading comprehension.

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Action Plan Goal

• Specific goals address areas of improvement.
  Goals are based on
• Data Analysis
• Selected Priorities
• ELA Math Results
• Research-Based Practice
• Other Factors (CEP appendix)

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ACTION PLAN GOALEXAMPLE

• Students will know and use effective reading
  comprehension strategies.

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Strategy

• Actions that
• Will allow school to obtain goal,
• Are responsive to research,
• Can be replicated with fidelity,
• Involve the whole school community,
• Are embraced by all stakeholders.

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STRATEGY EXAMPLE

• The school community will learn, practice, and
  model effective comprehension strategies.

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Objectives

• Targets
• Are identified for teachers AND students,
• Can be measured,
• Are specific,
• Provide evidence of success or challenge.

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OBJECTIVES EXAMPLE

• Grade level instructional teams will select,
  learn, and teach FOUR key reading
  comprehension strategies to EACH teacher. Each
  teacher will incorporate these four strategies in
  their instruction, regardless of content area.

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OBJECTIVES EXAMPLE

• Students will name and use four key reading
  strategies independently while reading material
  at their identified level.

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ACTION PLANACTIVITIES

• Specific actions that will
• Achieve the objectives,
• Align with the strategy,
• Meet the goal of the Action Plan,
• Promote student success on NYS assessments,
• Create life-long abilities for students to move
  to the next level.

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ACTIVITIES EXAMPLES
Superintendents conference day and two
additional sessions will be used to teach
comprehension reading strategies to every school
team including all content areas.
All school teams review text, watch video,
observe colleagues and discuss key reading
strategies during team time (minimum weekly).
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ACTIVITIES EXAMPLES
School teams publish the FOUR key reading
strategies on classroom walls and in take-home
materials for students and families.
Parents will be provided an overview of the FOUR
key strategies during parent orientation.
Teachers model strategies for parents.
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MONITOR THE IMPLEMENTATION
ACTION PLAN
Evidence is gathered on an ongoing basis to
document the impact of the Action Plan.
Needs Assessment
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RAN LITERACY STRATEGY Tony Stead
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Corrective Action/ Restructuring
CEP 2008 THE BASIC CEP (Parts 4-5)
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• If a school does not make AYP after 4 years, the
  building is in Corrective Action
• The district and the school should select one of
  the four options on pg 22.
• The district and the school should fill out the
  action plan on pg 23.
• Include the changes in the Consolidated
  Application

Part 4-5 of the CEP (Pg 22-28)
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Restructuring

• If a school does not make AYP after 6 years, the
  Building is in Restructuring (see pg 24 of the
  CEP)
• The district and building must select one of the
  options
• Fill out the questions on pg 25 of the CEP the
  Consolidated Application

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• Five things to keep in mind

• District Involvement

• Data

• Focus

• Honest Evaluation

• Staff and community