Transcript Slide 1

Ron Taylor, Administrator, Title II Leadership Office
916-323-4819
Compliance Monitoring,
Interventions, and
Sanctions (CMIS)
CALIFORNIA DEPARTMENT OF EDUCATION
Jack O’Connell, State Superintendent of Public Instruction
Equity
One of the fundamental principles of NCLB is that teacher
quality is the single most important school-related factor in
JACK O’CONNELL
State Superintendent
of Public Instruction
student success.
Therefore, a crucial step in closing the achievement gap for
all students is to ensure access to fully credentialed
teachers.
In order to truly meet the needs of all students, we must
take the additional step of guaranteeing that every child
has the same opportunity to be taught by fully credentialed,
highly qualified, and experienced teachers regardless of
which school in a district a child attends.
Equity
As required by the No Child Left Behind (NCLB) Act of
2001 (Title I, Part A, Subpart 1, Section 1111[b][8][C]), the
JACK O’CONNELL
State Superintendent
of Public Instruction
Local Educational Agency must ensure that poor and
minority children are not taught at higher rates than other
children by inexperienced, under-qualified, or out-of-field
teachers.
• Inexperienced = less than 5 years teaching experience
• Under-qualified = someone teaching on a STSP, PIP,
waiver, or intern credential
• Out-of-field = someone teaching on a supplemental
authorization, local board option, or possibly someone with
a multiple subject credential teaching secondary classes
The Quality of the Teacher
Matters…
JACK O’CONNELL
State Superintendent
of Public Instruction
An important first step in closing the achievement gap for
all children is determining teacher quality on the basis of
effectiveness in the classroom rather than simply on the
basis of qualifications for entry into the teaching profession.
The Quality of the Teacher
Matters…
JACK O’CONNELL
State Superintendent
of Public Instruction
An effective teacher is an individual who both knows their
subject matter and has the instructional skills to deliver that
content powerfully and well. Research, as well as common
sense, suggests that an effective teacher is critical in the
academic develop of students.
Distribution of Interns by Poverty decile
25
JACK O’CONNELL
State Superintendent
of Public Instruction
Percent of interns in the state
20
15
10
5
0
Distribution of Interns by School-level API Deciles
35
30
JACK O’CONNELL
Percent of interns in the state
State Superintendent
of Public Instruction
25
20
15
10
5
0
The Quality of the District
Matters…
JACK O’CONNELL
State Superintendent
of Public Instruction
The goal, then, must be to improve so-called “hard-tostaff schools” by making all schools, including highpoverty, low-performing schools, the kinds of places
where our most effective teachers and administrators will
want to work.
Additionally districts must develop policies, practices and
procedures to ensure under-qualified, inexperienced and
out-of-field teachers are not assigned to teach at highpoverty, low-performing schools.
The Quality of the District
Matters…
JACK O’CONNELL
State Superintendent
of Public Instruction
Nowhere is retention more important than in the school
system. For example, a school system with roughly
10,000 teachers and an estimated turnover rate of 20%
would stand to save approximately $500,000.00/year by
reducing turnover by just 1 percentage point.
Not only would reduced turnover provide monetary
savings, more importantly, it would provide savings in
our children's educational future. A motivated and
experienced team of teaching professionals directly
correlates with an improved educational system.
Closing the Achievement Gap
Using Equity
JACK O’CONNELL
State Superintendent
of Public Instruction
LEAs must identify the underlining reasons that poor and
minority children are being taught at higher rates than
other children by inexperienced, under-qualified, and outof-field teachers; and develop practices, polices and
procedures to ensure that low-performing schools serving
a disproportionate number of poor and minority students
are recruiting, developing, and retaining highly qualified
teachers and principals.
Closing the Achievement Gap
Using Equity
JACK O’CONNELL
State Superintendent
of Public Instruction
The primary component of the Compliance Monitoring,
Interventions, and Sanctions (CMIS) program is the
development of an Equitable Distribution Plan (EDP).
The focus of the EDP is the review, development, and
implementation of strategies to improve recruiting,
retaining, and improving the effectiveness of highly
qualified teachers and administrators.
Closing the Achievement Gap
Using Equity
JACK O’CONNELL
State Superintendent
of Public Instruction
Level A
– Failed HQT but met
Adequate Yearly
Progress (AYP)
• HQT: based on
October 2007-08
CBEDS
– Submit Table A.1
• Include any school
site that is currently
less than 100
percent compliant
and include all
NCLB core
academic teachers
at the site
– Due March 9, 2009
Closing the Achievement Gap
Using Equity
JACK O’CONNELL
State Superintendent
of Public Instruction
Level B
– Failed Adequate
Yearly Progress
(AYP) and HQT for
two consecutive
years
• HQT: 2007/08
CBEDS-PAIF and
• AYP: Academic
Accountability
Team
[email protected]
916-319-0863
• Development of an EDP
– Collect data as
required
– Development of an
improvement plan
• Due June 15, 2009
Closing the Achievement Gap
Using Equity
JACK O’CONNELL
State Superintendent
of Public Instruction
Level C
– Failed AYP and HQT
for three consecutive
years
• Section 2141 (c)
State educational
agency shall enter
into an agreement
with such local
educational agency
on the use of that
agency's funds
under this part
– Full implementation
of approved EDP
plan, and
– Development of Title
II, Part A expenditure
budget
• Budget must be
developed in an
agreement with the
CDE
Equitable Distribution - Overview
Requirement 1
Goal: 100% highly-qualified teachers
Benchmark: Action plan for all non-compliant teachers
Goal: No under-qualified (less than fully-credentialed)
teachers at high-poverty or low-performing schools
Requirement 2
EDP
Requirements
and
Benchmarks
Benchmark: Board policy
Goal: Interns must be equitably distributed among all sites
Benchmark: Board policy
Requirement 3
Goal: Equitable distribution of experienced and effective
teachers
Benchmark: Teacher retention data, analysis, and
improvement plan
Requirement 4
Goal: Equitable distribution of experienced and effective
administrators
Benchmark: Criteria and plan for determining and
developing effective site administrators
Closing the Achievement Gap
Using Equity
JACK O’CONNELL
State Superintendent
of Public Instruction
Requirement 2: To ensure poor underperforming
students have access to experienced effective teachers,
LEAs may not assign Provisional Intern Permits (PIP) or
Short Term Staff Permit (STSP) to schools with 40
percent or higher poverty or have a statewide decile
rank of one to three.
Closing the Achievement Gap
Using Equity
JACK O’CONNELL
State Superintendent
of Public Instruction
Requirement 2 continued: Additionally, LEAs must
ensure that interns are not placed in high poverty, low
performing schools in greater numbers than in schools
with low poverty or higher academic achievement.
Closing the Achievement Gap
Using Equity
JACK O’CONNELL
State Superintendent
of Public Instruction
• Level B EDP Plans
– Due June 15, 2009
• Send To: California Department of Education
Attention Kelly Heffington
1430 N Street, Suite 4309
Sacramento, CA 95814
• Level C Budget
– Due June 15, 2009 (ConApp is Due June 30th)
– CDE will sign agreement and notify districts of approval
Closing the Achievement Gap
Contacts
JACK O’CONNELL
State Superintendent
of Public Instruction
• Lynda Nichols, Consultant
916-323-5822 * [email protected]
• Ron Taylor, Administrator
916-323-4819 * [email protected]