Transcript Enhancing a District’s Systems of Supports for English

STAR
(Support through Assistance & Reforms)
Report
WHY
STAR?
WHY STAR?
Legal Perspective
 No Child Left Behind (2001)
 A Statewide Accountability System
 Adequate Yearly Progress (AYP):
Require schools to make AYP targets for all
student subgroups.
 Program Improvement (PI):
Schools that do not meet AYP for consecutive
years are identified for Program Improvement
and must implement the PI requirements.
WHY STAR?
Legal Perspective
Latest Developments
 New Standards & Assessments
Common Core State Standards
& Smarter Balanced Assessment System
 Transition Years
PI status will be “frozen” for 1 to 2 years.
 A Hopeful Possibility
Reauthorization of NCLB
More sensible accountability system for “program
improvement” identification
WHY STAR?
Legal Perspective
Requirements for PI Schools
in Year 5
Program Improvement School Requirements
Number of Years School Does Not Make Adequate Yearly Progress (AYP)
Year One
Did not make AYP
Year Two
Did not make AYP
Year Three
Year Four
Year Five
Year Six
Year Seven
School Improvement
School Improvement
Corrective Action
Restructuring
Restructuring
PI Year 1
Local Educational Agency
(LEA):

Provides technical
assistance

Notifies all parents of PI
status and choice
option

Establishes peer review
process to review
revised school plan
School:

Revises school plan

Uses 10% of Title I
school funds for
professional
development

Implements plan
promptly
PI Year 2
PI Year 3
PI Year 4
PI Year 5
LEA continues:

Technical assistance

Parent notification

School choice
LEA continues:

Technical assistance

Parent notification

School choice & SES
LEA continues:

Technical assistance

Parent notification

School choice & SES
LEA continues:

Technical assistance

Parent notification

School choice & SES
LEA adds:

Supplemental
educational services
(SES) option for eligible
students
LEA adds:

LEA identifies school for
corrective action and
does at least one of the
following:
Replaces school staff
Implements new
curriculum
Decreases management
authority at school level
Appoints outside expert
Extends school year or
day
Restructures internal
organizational structure
of school

LEA informs parents
and public of corrective
action and allows
comment.
LEA and School add:

During Year 4, prepare
plan for alternative
governance of school.
Select one of the
following:
Reopen school as a
charter
Replace all or most staff
including principal
Contract with outside
entity to manage school
State takeover
Any other major
restructuring of the
school’s governance
arrangement.

LEA provides notice to
parents and teachers
and allows comment.
LEA and School add:

Implement alternative
governance plan
developed in Year 4

School continues in PI,
and LEA offers choice
and SES until school
makes AYP for two
consecutive years.
School exits PI after two
consecutive years of
making AYP.
School continues:

Plan implementation

Professional
development
WHAT is Alternative Governance?
PI Requirements
During Year 5, implement plan for alternative
governance of school.
Select one of the following:
 Reopen school as a charter
 Replace all or most staff including principal
 Contract with outside entity to manage school
 State takeover
 Any other major restructuring of the school’s
governance arrangement.
What is…
“major restructuring of the school’s
governance arrangement”?
Goal
 to improve student academic achievement in the
school so as to enable the school to make AYP
How
 Change the governance structure of the school in a
significant manner that increases the District’s
monitoring and oversight of the school’s
operations and educational programs, typically
with the guidance of an external technical
assistance provider.
WHY STAR?
MORAL IMPERATIVE!
 Wanting the BEST for every one of our
students through a continuous quest for
improvement in our instructional
effectiveness and our relationships with
each individual student, particularly the
underserved ones.
HOW
to support and monitor
the school’s efforts in
fulfilling our moral imperative
and meeting the legislative
requirements?
STAR
Process
February
STAR
Garvey & Temple (2/20)
Revisioning…
STAR
STAR Agenda (2/20)
Classroom Walkthroughs
Staff Input on STAR Process
(What’s working well? Questions?
Suggestions for Improvement?)
April
STAR
Temple (4/3)
Garvey (4/10)
Assessing & Accelerating…
COMMON CORE
STAR Agenda (4/3 & 4/10)
Assessing & Accelerating… COMMON CORE
To conduct a needs assessment
on Common Core understanding and implementation
to guide the development of
a professional development and support plan for the school staff.
Classroom Walkthrough
(2 hours)
Focus Group Dialogue
(3 groups: ELA, Math, Cross-Curricular Teams)
STAR Reflections
Teachers’ Voices
 Classroom Walkthrough
 Focus Group Dialogue
Principals’ Voices
 Involvement
 Implications
Our Beliefs…Our Commitment…
 TEAMWORK
Sustainable and substantial school improvement is best
accomplished through coordinated collective efforts
when every one of the stakeholders fully participates in
the quest for school improvement and holds each other
accountable for his/her assigned roles.
 COMMUNICATION
An open and ongoing dialogue with the school staff and
other stakeholders in the entire process enables
everyone to fully participate, understand the roles, and
contribute to the process.
Next Steps
Next Steps
May STAR Visit
Focus: CCSS Needs Assessment & Strategizing
Temple: 5/8/2014
Garvey: 5/22/2014
Classroom Walkthroughs
(Teacher Participants)
Focus Group Dialogue
(Other Departments & Leadership Team)
School Planning (2-3 days in June)
Next Steps
Professional Development
ELA & SS Strand
Reading: 8/13/2014
Writing: 8/18/2014
Math & Science Strand
DOK Questioning Strategies: TBD
Math: 8/18/2014
ELA: Expository Reading & Writing Program Training
(6/12, 6/13, & 10/9)
Science: Science Standards (6/9/2014)
District- & School-wide Monthly PLCs in 2014-15