Transcript Differentiated Accountability and the Regional Support System

Differentiated Accountability and the
Regional Support System
FASFEPA/ECTAC
Technical Assistance Forum
September 10, 2008
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Overview
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Introduction
• Florida selected by the US Department
of Education July 1, 2008 for
participation in the Differentiated
Accountability Pilot Program
• Six states are participating in the Pilot
• Participation allows more flexibility in
targeting interventions in the neediest
schools to address systemic issues
• Not a one-size-fits all approach
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Major Changes
• Streamlines School Grades and Adequate
Yearly Progress accountability systems
• Combines accountability, monitoring, and
focused/intimate support
• Increases intervention, monitoring, and
support as school grades and AYP declines
• Delivers support through a five region model
• Provides Supplemental Educational Services
first, then Choice
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Major Changes
• Operationalizes services through
interventions and regional support organized
around nine areas:
1. School Improvement Planning
2. Leadership
3. Educator Quality
4. Professional Development
5. Curriculum Aligned and Paced
6. Continuous Improvement Model
7. Choice with Transportation
8. Supplemental Educational Services
9. Monitoring Plans and Processes
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School Categories
PREVENT I – 270 Schools
•SINIs 1, 2, and 3; and are
•A, B, C, or Ungraded schools; and
•Meet at least 80% of AYP criteria.
CORRECT I – 377 Schools
•SINIs 4 or 5+, schools planning for or
implementing Restructuring; and are
•A, B, C, or Ungraded schools; and
•Meet at least 80% of AYP criteria.
PREVENT II – 147 Schools
•SINIs 1, 2, and 3;
•That meet less than 80% of AYP
criteria; and
•All Title I D and F schools; and
•All non-Title I D schools.
CORRECT II – 274 Schools
•SINIs 4 or 5+, schools planning for or
implementing Restructuring;
•That meet less than 80% of AYP
criteria; and
•All Title I D and F schools; and
•All non-Title I Repeating F and F
schools.
INTERVENE – 13 Schools
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Intervene Selection Criteria
I.
•
•
•
1.
2.
3.
4.
D or F Title I school in 2008
OR
Repeating F (two F grades in a four year period), regardless of Title I or SINI
status in 2008
AND
Has answered “Yes” to three out of four
Has the percentage of non-proficient students in reading increased since 2003?
Has the percentage of non-proficient students in math increased since 2003?
Are 65 percent or more of the school’s students non-proficient in reading?
Are 65 percent or more of the school’s students non-proficient in math?
OR
II. Also included are chronic F schools (Title I and non-Title I) that are current
Repeating F schools and have earned four F grades in last six school years
(2003-2008)
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Intervene Exit Criteria
• An Intervene school must make
significant progress in order to exit.
• Significant Progress =
• Earn a grade of C or higher; AND
• Improve in the overall percentage of AYP
criteria met by at least 5% in reading and
5% in math.
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Interventions and Supports
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Comprehensive Intervention and Support Plan
-Intervene
•
Educator Quality
• All teachers assigned to subgroup(s) not making AYP are highly
qualified and are certified in-field.
• No teachers are “in need of improvement.”
• One or more staff members in each grouping are assigned as lead
teachers .
• All paraprofessionals are highly qualified.
• School is fully staffed with student support service personnel with
documented successful experience
• School does not have a higher percentage of out-of-field nor first
year teachers than the district average or Model Title I Schools
average, whichever is lower.
• School is fully staffed the first day of school.
• Reading, Math/Science coaches are assigned to the school.
• Pay for performance is provided based on performance appraisals
(Repeating F).
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Hot Topics
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School Improvement
Q. Do our schools have to implement
differentiated accountability and
another School Improvement/
Corrective Action/Restructuring
Plan for Title I School
Improvement?
A. No, the required interventions should
be incorporated into existing school
and district plans.
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School Improvement
Q. Is there flexibility in implementing
restructuring plans for schools that
were planning in 2007-08?
A. Unless a district was offering only
professional development under the
old state Tier system or data indicate
that other changes to plans should be
made, revisions may not be
necessary.
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School Improvement
Q. What are the requirements for an
“outside expert” for a school in
Corrective Action?
A. An outside expert may be a contracted
evaluator from a professional organization,
a college/university professor, a district
administrator from a neighboring school
district, or a retired district administrator
who has a previous record of improving
school achievement and can be objective in
evaluating current improvement efforts.
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Leadership
Q. What criteria are districts to use to
assign principals with a clear record of
increasing student achievement in
targeted areas in a similar school type
and setting?
A. The assignment of principals should be
based on:
1) A previous record of increasing student proficiency;
2) Increasing proficiency specifically in the area(s) that
the receiving school did not make AYP; and
3) Increasing achievement in a school with the same
grade span as the receiving school (i.e. elementary to
elementary).
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Leadership
Q. Can the professional partner for the
school principal be someone from
the district or must it be contracted
services?
A. This individual could be a retired
principal with a successful track
record, or a district administrator who
is a former principal with a successful
track record.
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Leadership
Q. Are professional partners for
principals also “mentors?”
A. Yes, the purpose of the professional
partner for the school leader is to
provide support for that leader in the
form of mentoring, coaching, or other
assistance appropriate to further the
school’s improvement and the leader’s
development.
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Educator Quality
Q. What flexibility will be given to districts for 0809 on human resources issues such as
requiring that there are no teachers in need of
improvement at the school?
A Priority for implementation in the 2008-09 school
year must be given to Intervene schools. For
Correct II schools, districts must make every effort
to ensure implementation during this school year. In
cases of non-compliance, the district must have a
comprehensive plan for meeting the requirement(s)
by the beginning of the 2009-10 school year.
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Educator Quality
Q In the specific interventions, under
Educator Quality, what defines "lead
teacher?"
A. A lead teacher is a teacher within a Lesson
Study Group (LSG) or other Professional
Learning Community (PLC) who is providing
leadership to the group throughout its
work. The teacher may also provide
coaching to team members. However, the
lead teacher must retain some classroom
responsibilities to utilize and demonstrate in
his/her own classroom the practices that are
being studied.
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Educator Quality
Q.
A.
Can differentiated pay include credential pay for advanced
degrees, critical shortage areas, extra teaching period, or
alternative education?
Differentiated pay “may” include any additional bonus or salary
compensation for any reason the district chooses. Differentiated Pay
“must” be based on district-determined factors, including, but not
limited to:
•
Additional responsibilities
•
School demographics
•
Critical shortage areas, and
•
Level of job performance difficulties.
Please note that the “critical shortage areas” referenced in this
statute are not limited to the official statewide critical shortage areas
determined annually by the state, but may include areas that the
district determines are local shortage areas.
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Professional Development
Q. What resources should a district provide
in redesigning the master schedule?
A. District personnel could assist
administrators who need training in how to
develop the schedule in order to set aside
appropriate blocks of time for instruction
and professional development. Consultants
may need to be hired in some cases if the
district is not already using the Professional
Learning Communities model, stipends for
participants, and some materials purchased
to carry out this requirement.
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Curriculum Aligned and Paced
Q. Are schools required to implement a
state-approved curriculum?
A. Correct II and Intervene schools are
required to implement a state-adopted
curriculum aligned with the Next Generation
Sunshine State Standards. These schools
must use state-adopted curricula and
ensure that those curricula are aligned with
the Next Generation Sunshine State
Standards.
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Curriculum Aligned and Paced
Q. There are 12 choices listed as
“School Reform Models.” Are we
limited to these and if not, what are
the criteria for other selections?
A. No, the list of models is for
informational purposes and is not
inclusive. If a district would like to
utilize other models, it must ensure
that the model has shown success in
improving low-performing schools.
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Continuous Improvement Model
Q. Is the Continuous Improvement Model
considered a school reform model?
A. Florida's Continuous Improvement Model is
a continuous process in which data
analysis determines classroom instruction.
A comprehensive school reform model
focuses on improving the whole school,
addressing curriculum, school staff, the
management of the school, and the
community and parents.
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Regional Support System
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Regional Approach
• Regional Executive Directors
• Regional Leader/Bureau Chief
• Change agents with a prior success record
of increasing student achievement
• Instructional Specialists
• Content and pedagogy experts
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Regional Executive Directors
• Region 1 -Nikolai Vitti (Lead Director/Bureau
Chief): [email protected]
• Region 2 – Leila Mousa:
[email protected]
• Region 3 – Joseph Burke:
[email protected]
• Region 4 – Gail Daves:
[email protected]
• Region 5 – Jeffrey Hernandez:
[email protected]
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Roles and Responsibilities
• Regional Offices will:
• Meet with Superintendents and District Leadership Teams to
discuss Differentiated Accountability
• Review and approve School Improvement Plans for
Intervene, Repeating F, and F Correct II schools
• Work with district staff to support low-performing schools
• Conduct Instructional Reviews
• Provide professional development and coaching to district
and school leadership teams to improve teaching and
learning
• Provide support in the school improvement planning,
implementation, and evaluation process
• Provide support in data analysis and continuous
improvement
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Questions?
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Thank You!
Lisa Bacen, Program Director
Bureau of School Improvement
850-245-0828
[email protected]
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