Reinventing Education Act of 2004 Parent Community Network Center (PCNC) Facilitators Act 51 What is the underlying philosophy? • Student achievement will improve if: – the state.
Download ReportTranscript Reinventing Education Act of 2004 Parent Community Network Center (PCNC) Facilitators Act 51 What is the underlying philosophy? • Student achievement will improve if: – the state.
Slide 1
Reinventing Education Act
of 2004
Parent Community Network
Center (PCNC) Facilitators
1
Slide 2
Act 51
What is the underlying philosophy?
• Student achievement will improve
if:
– the state DOE establishes academic
targets that all students should meet.
– individual schools decide how best
to get their students to meet the
targets.
– individual schools are held
accountable for student results.
2
Slide 3
What does it do at the school level?
• Allocates money to schools based in part on
student characteristics (WSF).
• Gives principals more discretion on how to
spend the money (academic and financial
plans)
• Establishes school community councils to
give stakeholders a voice and advise and
assist principals.
• Facilitates parental involvement by providing
Parent-Community Networking Center
parent facilitators in every school.
3
Slide 4
Weighted Student Formula
• The theory: How much money a school gets
should depend not only on how many students it
has, but on how much it costs to bring students
with different characteristics to academic
proficiency.
• Student characteristics that receive extra money,
or weights, (subject to BOE approval):
– Economically disadvantaged (0.10)
– Not proficient English speakers (0.23)
– Special Ed (0, because SpEd students are already
weighted).
4
Slide 5
Weighted Student Formula
• The reality: there are no additional funds for
schools. WSF is a different way of cutting the
same sized educational pie.
• The reality: under WSF, some schools will get
more money, some will get less.
• Still to be determined:
– Weights (if any) for gifted/talented, mobile/transient,
“at risk”.
– Factors (if any) for school level (elementary, middle,
high, combined).
– Extra money for small schools.
5
Slide 6
Who decides how the schools
spend their money?
• Now: most resources come to schools as
“positions,” not as dollars.
• Act 51: schools will get dollars and will decide
how to spend them to improve student
achievement.
• Principals, with input from the school
community (teachers, other school staff, school
community councils, general school community)
will prepare academic and financial plans that
determine how the schools will spend their
money.
6
Slide 7
How are academic and financial
plans prepared?
• Schools analyze student data.
• Based on student data and research,
schools determine what to do differently
(with the given level of resources!) to
improve student achievement.
• The result is the academic plan (what
the school will do) and the financial plan
(what it will cost).
7
Slide 8
What does it mean for principals?
• Much more work and responsibility:
– Must analyze data, prepare academic and financial
plans.
– Must work with school community councils.
– Must review academic and financial results and
stay within budget.
– Are accountable for improved student
achievement.
– Must work under performance contracts.
– Must work with other principals in the complex to
coordinate curricula and personnel, share and
implement best practices.
– Must be the instructional leaders for their schools.
8
Slide 9
What does it mean for teachers?
• Act 51 provides money for national
certification.
• Principals may create new positions
or terminate existing positions
(following procedures) to implement
the academic plan.
• Teachers will be more frequently
coached and held more accountable
for student achievement.
9
Slide 10
What does it mean
for the state DOE office?
• The state office must assume responsibility
for school construction, repair, and
maintenance, and civil service employee
personnel management.
• State and district offices will support
schools, not tell them what to do.
• The state office will need to price and “sell”
some of its services to the schools.
Schools may go elsewhere if a state office
service is not competitive in quality and
price.
10
Slide 11
What does it mean for students?
• Schools will be able to tailor their
programs to the needs of their
students.
• Research-based programs and
instructional practices will improve
student achievement.
• Students and their parents will be able
to choose the schools that best suit
their needs (long-term outcome).
11
Slide 12
What does it mean for parents?
• Act 51 directly provides money for
PCNC parent facilitators at every
school.
• Schools know that parent engagement
in their children’s learning is crucial for
student success; schools will be able
to direct resources toward researchproven programs that achieve this.
• School community councils give
parents a voice in what the school
does.
12
Slide 13
What is the ultimate intent?
• All students are proficient learners.
• All students meet the General Learner Outcomes:
– Responsible for their own learning
– Involved in complex thinking and problem solving
– Recognize and produce quality products
– Communicate effectively
– Use a variety of technologies ethically
– Work well with others
13
Reinventing Education Act
of 2004
Parent Community Network
Center (PCNC) Facilitators
1
Slide 2
Act 51
What is the underlying philosophy?
• Student achievement will improve
if:
– the state DOE establishes academic
targets that all students should meet.
– individual schools decide how best
to get their students to meet the
targets.
– individual schools are held
accountable for student results.
2
Slide 3
What does it do at the school level?
• Allocates money to schools based in part on
student characteristics (WSF).
• Gives principals more discretion on how to
spend the money (academic and financial
plans)
• Establishes school community councils to
give stakeholders a voice and advise and
assist principals.
• Facilitates parental involvement by providing
Parent-Community Networking Center
parent facilitators in every school.
3
Slide 4
Weighted Student Formula
• The theory: How much money a school gets
should depend not only on how many students it
has, but on how much it costs to bring students
with different characteristics to academic
proficiency.
• Student characteristics that receive extra money,
or weights, (subject to BOE approval):
– Economically disadvantaged (0.10)
– Not proficient English speakers (0.23)
– Special Ed (0, because SpEd students are already
weighted).
4
Slide 5
Weighted Student Formula
• The reality: there are no additional funds for
schools. WSF is a different way of cutting the
same sized educational pie.
• The reality: under WSF, some schools will get
more money, some will get less.
• Still to be determined:
– Weights (if any) for gifted/talented, mobile/transient,
“at risk”.
– Factors (if any) for school level (elementary, middle,
high, combined).
– Extra money for small schools.
5
Slide 6
Who decides how the schools
spend their money?
• Now: most resources come to schools as
“positions,” not as dollars.
• Act 51: schools will get dollars and will decide
how to spend them to improve student
achievement.
• Principals, with input from the school
community (teachers, other school staff, school
community councils, general school community)
will prepare academic and financial plans that
determine how the schools will spend their
money.
6
Slide 7
How are academic and financial
plans prepared?
• Schools analyze student data.
• Based on student data and research,
schools determine what to do differently
(with the given level of resources!) to
improve student achievement.
• The result is the academic plan (what
the school will do) and the financial plan
(what it will cost).
7
Slide 8
What does it mean for principals?
• Much more work and responsibility:
– Must analyze data, prepare academic and financial
plans.
– Must work with school community councils.
– Must review academic and financial results and
stay within budget.
– Are accountable for improved student
achievement.
– Must work under performance contracts.
– Must work with other principals in the complex to
coordinate curricula and personnel, share and
implement best practices.
– Must be the instructional leaders for their schools.
8
Slide 9
What does it mean for teachers?
• Act 51 provides money for national
certification.
• Principals may create new positions
or terminate existing positions
(following procedures) to implement
the academic plan.
• Teachers will be more frequently
coached and held more accountable
for student achievement.
9
Slide 10
What does it mean
for the state DOE office?
• The state office must assume responsibility
for school construction, repair, and
maintenance, and civil service employee
personnel management.
• State and district offices will support
schools, not tell them what to do.
• The state office will need to price and “sell”
some of its services to the schools.
Schools may go elsewhere if a state office
service is not competitive in quality and
price.
10
Slide 11
What does it mean for students?
• Schools will be able to tailor their
programs to the needs of their
students.
• Research-based programs and
instructional practices will improve
student achievement.
• Students and their parents will be able
to choose the schools that best suit
their needs (long-term outcome).
11
Slide 12
What does it mean for parents?
• Act 51 directly provides money for
PCNC parent facilitators at every
school.
• Schools know that parent engagement
in their children’s learning is crucial for
student success; schools will be able
to direct resources toward researchproven programs that achieve this.
• School community councils give
parents a voice in what the school
does.
12
Slide 13
What is the ultimate intent?
• All students are proficient learners.
• All students meet the General Learner Outcomes:
– Responsible for their own learning
– Involved in complex thinking and problem solving
– Recognize and produce quality products
– Communicate effectively
– Use a variety of technologies ethically
– Work well with others
13