Transcript Corrective Action

Corrective Action
April 3, 2007
DuPage Regional Office of Education
Dr. Darlene J Ruscitti,
Regional Superintendent of Schools
April 2007
Desired Outcomes
Define Corrective Action
 Understand when Corrective Action is
required
 Unpack the 6 options of Corrective
Action
 Share ROE support
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April 2007
Corrective Action
April 2007
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Corrective Action is designated after not meeting
AYP for 4 consecutive years.
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Taking Corrective Action is designed to increase
substantially the likelihood that all students
enrolled in the school will meet or exceed the State’s
proficiency levels of academic achievement in
reading and mathematics.
Sample of 4 years
School Year
School Makes AYP (Y/N)
By the end of 2002-03
N
By the end of 2003-04
N
Beginning of 2004-05 Year 1, School Improvement (CHOICE)
By the end of 2004-05
N
Beginning of 2005-06 Year 2, School Improvement (CHOICE and
SES)
By the end of 2005-06
N
Beginning of 2006-07 CHOICE, SES, and CORRECTIVE
ACTION
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Corrective Action
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If a school fails to make AYP by the end of the second
full school year after identification (4 years total), the
district must—
– Notify parents of the school's status
– Continue to make public school choice available
– Continue to make supplemental services available
– Continue technical assistance
– Identify the school for corrective action and take at
least one of the following actions based on 6 options
April 2007
Parent Notification Requirements
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Tell parents what the identification means
Tell how the academic achievement levels at this school compare
to those at other schools in the district and the state
Explain why the school was identified
Tell how parents can become involved. At a minimum, the district
must tell parents about the academic achievement level of
students at the schools to which their child may transfer
Share specifically how parents can obtain supplemental services
for their child with descriptors of providers, their services,
qualifications and effectiveness.
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Technical Assistance
The providers of technical assistance should have
experience in:
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complex problem analysis
effective, scientifically-based curriculum and instruction
working with teachers to create positive change.
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Possible Corrective Actions
There are 6 Options
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Replace school staff relevant to the failure
Institute and implement a new curriculum
Significantly decrease management authority in the
school
Appoint outside experts to advise the school
Extend school year or school day
Restructure internal organization of the school
Option #1: Replace school staff
relevant to the failure
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The district determines “school staff that are relevant to the failure
of the school to make AYP”.
Corrective Action shall not alter or affect the rights, remedies,
and procedures afforded to employees under Federal, State or
local laws (including collective bargaining agreements).
Transfers and reassignments of staff shall be in accord with all
existing contractual provisions and policies
The mere fact that an employee has been working in a school
identified for corrective action is not in and of itself sufficient
cause for dismissal or denial of consideration for tenure.
If this option is exercised, the district must be able to justify which
staff were transferred, the means used to identify such staff, and
the rationale used in selecting replacements.
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Option #2: Institute and implement a new
curriculum. What does it look like?
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Inclusive of scientifically researched best practices
Substantially different from what has been used before
Better matched to student need
Closely aligned to Illinois Learning Standards
Supported by scientifically-based professional development
Must include a local assessment system aligned with the Illinois
Learning Standards that is clearly designed to monitor progress and
provide continuous improvement data for instructional decisionmaking
Must be able to produce ‘before and after’ documentation that clearly
shows that the new curriculum in mathematics and/or reading differs
substantially from the old in both content and delivery and is more
likely than the old curriculum to result in student success within all
subgroups in the school
April 2007
New Curriculum continued…
If based on a published model curriculum or
on a curriculum in place at another school.,
that the curriculum adopted must have a
demonstrated record of effectiveness (in
schools of similar demographics and has been
effective in raising student achievement as
measured the ISAT or PSAE.
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Option #3: Significantly decrease
management authority in the school
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This option is intended to reduce a school’s autonomy in several key
areas and transfer decision-making authority to the central office
(possibly an over-site panel)
The district must document to ISBE that this autonomy has been
substantially reduced or eliminated in one or more of the following
areas and transferred to another entity:
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The authority of the school or principal to hire or assign teaching staff
The authority of the school or principal to obligate or expend funds
The authority of the school staff or principal to determine the
curriculum, teaching practices, and curricular materials and
assessments
The authority of the school or principal to internally organize its
operations, such as assigning or grouping students
Option #4: Appoint outside experts to
advise the school
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Should be chosen only after the school’s efforts to diagnose and
remedy the causes) of the school’s inadequate progress have not
succeed.
The recommendations of the outside expert(s) are not to be
regarded as ‘suggestions’
The recommendations must be implemented unless it can be
demonstrated that they are contrary to what is indicated by the
available data or scientifically-based research
Control is transferred outside of the school
Rejection of an outside expert‘s recommendations solely on the
basis of finances is not acceptable
ISBE does not have a list of qualified outside experts and does not
intend to establish one unless it becomes a Federal requirement.
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An outside expert may be…
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A retired school administrator
A practicing administrator from another district
A college or university professor within an appropriate
discipline
A current or retired staff member from an educational
service agency such as an ROE or from a regional
System of Support (RESPRO)
A consultant with an appropriate professional
institution or organization
Other individuals with commensurate, documentable
expertise and experience
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A district must be able to demonstrate
and/or document to ISBE…
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That the individual selected as an outside expert has a proven track
record of assisting in the significant increase of student achievement at
schools with similar demographics
The school is able to maintain sufficient professional detachment and
decorum as an outside expert in the new role
By board resolution or other means, its commitment to implementing the
recommendations of the expert in an expeditious manner
A district cannot delay more stringent sanctions by
simply changing the experts or rejecting their
recommendations unless the recommendations are
clearly unreasonable, unsubstantiated, counterindicated by data, or contradicted by scientificallybased research
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Option #5: Extend school year or school day
Must be within the statutory parameters set forth in the School Code
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Not practical for many districts due to collective bargaining agreements
No state or federal funding is available to support a longer school year
District must be able to show that the proposed extension is of sufficient
length to clearly afford all students in the school identified for Corrective
Action a substantial extended learning opportunity in terms of:
– Additional, expanded or enriched curricular content or clearly enriched
and deepened curricular content
– Additional opportunity to demonstrate mastery of curricular content
through standard and alternative assessments
A minimum of the time represented by the addition of ten regular teaching
days of the current length is suggested
The time extension must include all students
A summer or inter-session program would not qualify as an extension of the
school year unless attendance as mandatory for all students who were
enrolled at the end of the regular school year
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Option #6: Restructure internal
organization of the school
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Districts choosing this option should consult with ISBE’s System
of Support or Accountability Divisions before implementing the
proposed reorganization initiative.
Must be able to demonstrate and document that a substantial
reorganization of the school has taken place
Must be able to demonstrate and document that the proposed
internal reorganization responds to data-based student needs
Must be able to demonstrate and document that there is a high
probability that the proposed internal reorganization will result in
higher levels of student achievement
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Examples of a substantial
reorganization
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Organizing a large school into district areas or centers with differentiated
curricula or thematic orientations, or establishing schools within an
existing school
Adopting some form of block scheduling and formalized team teaching
Adopting a new internal administrative structure where administrative
and supervisory responsibilities are shared among properly qualified
staff
Altering the opening and closing hours of the school to allow students to
attend classes in the early morning, late afternoon, and evening
Reducing the school week in conjunction with perhaps extending the
school day or year
Adopting a partial or full implementation of the “school without walls”
concept
Converting a substantial part of the school's entire curriculum to elearning accessible to students at their homes or at the school
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Multiple schools in CA in same district
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If a district has more than one school in
Corrective Action, the Corrective Action
option can be different for each school
It must be a formal action of the district, either
by a written order by an authorized district
administrator or board action
April 2007
IIRC -- Section III
Development, Review and Implementation
E. District's Responsibilities
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Corrective actions taken by a district for a Title I school that failed to meet AYP for a
fourth annual calculation (Corrective Action Status) should be aligned with the strategies
and activities of this plan. The district must take at least one of the following actions in such
a school per NCLB, Section 1116(b)(7)(C)(iv)
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District Responsibilities - Specify the services and resources that the district has
provided to revise the plan and other services that the district will provide toward
implementation of strategies and activities.
– District technical assistance should include data analysis, identification of the
school’s challenges in implementing professional development requirements,
the resulting need-related technical assistance and professional development
to effect changes in instruction, and analysis and revision of the school’s
budget (NCLB, Section 1116).
– Identify corrective actions taken by the district if applicable.
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Reflect & Evaluate
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What did we do today to help you define Corrective Action?
Are you able to explain Corrective Action to your stakeholders?
Did we successfully unpacked the 6 options of Corrective Action
to make them understood? What else do you need to know?
Are you able to make an informed
decision about which Corrective Action
option best fits your school?
What supports from the ROE would you like?
April 2007
Web Resources
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http://www.learningfirst.org/publications/nclbg
uide/
http://www.adi.org/parentguide.html
http://www.isbe.net/sos/pdf/sip_guide.pdf
SIP Approval Checklist
SIP Monitoring Prompt
April 2007
Thank you for your dedication to improving
learning opportunities for all students.
CONTACT INFORMATION
RESPRO -- DUPAGE
[email protected]
Phone: 630-495-6080
The mission of the DuPage Regional Office of
Education is to collaboratively build and
sustain a high quality County educational
community for all youth.
April 2007