program improvement pi year 3 and corrective action plans adapted from the cde presentations

Gary S. Thomas, Ed.D.Superintendent

Education Support Services Program Improvement

PI Year 3 and Corrective Action PlansAdapted from the CDE Presentations

Presented by:Guadalupe AndradeYolanda Contreras

José EspinozaDr. Patricia Mark

December 11, 2012


Education Support Services

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In this Session

• The purpose of Corrective Action• Specific Year 3 requirements• Making the most of the Year 3 Program

Improvement (PI) process• A closer look at Corrective Action options• A protocol for selecting the most

appropriate option(s)• Components of an effective monitoring

system.



3

Activity

What are you hoping to learn from this workshop?

(Write response on the sticky notes provided, and place on the chart at the

front of the room)



4

Purpose of Corrective Action

When a school is identified for Corrective Action, this means that:• The school has not made adequate yearly

progress (AYP) for four years.• Increased LEA support and technical assistance to

the school is needed.• Current school improvement strategies have not

been successful.• More intensive Corrective Actions are needed to

increase the likelihood that the school will make its AYP.



5

ESEA Program Improvement Year 3 Requirements for LEAs

• Select and implement one or more Corrective Actions.

• Provide technical assistance in revising the school’s Single Plan for Student Achievement (SPSA) to incorporate the selected Corrective Action(s).

• Notify parents and public.• Continue to provide School Choice.• Continue to provide Supplemental Educational

Services (SES).• Set aside funds equal to 20% of LEAs Title I

allocation.



School Responsibilities

• Allocate 10% of the Title I funds for professional development.

• Participate with your District in completing your Year 3 Corrective Action Protocols.

• Administer APS.• Revise and monitor SPSA.• Use the current results from the DAS, ISS,

and ELSSA.• Collaborate with the district to improve

student achievement.6



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LEA Responsibilities• Inform parent and public of the Corrective

Action(s) and allow for comment.• May provide direct technical assistance to

school site councils in developing school plans.

• Provide technical assistance.• Notify parent of PI status of school, school

choice, supplemental services.• Provide school choice.• Provide supplemental educational services.



8

Context for Year 3 Planning

• Corrective Actions should match each school’s needs; it is not a one-size-fits-all solution.

• Consider how the LEA can better support the school’s efforts to improve student achievement.

• Examine community strengths and weaknesses in supporting student achievement.

• Select Corrective Action(s) in direct response to your school’s identified needs and incorporate them into the SPSA.



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Where Do You Begin?

• Review PI Years 1 and 2 school and district responsibilities; it is important to learn from the past.

• Which component of the school’s SPSA were implemented and contributed to improving student achievement?

• Which components were not implemented or did not contribute to improving student achievement?

• What does the school need to do to move forward, and what data are needed to determine this?

• Engage in a systematic process of inquiry.



10

Activity

Where do you begin?

(See “Where do you Begin” worksheet.)



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Considering the Corrective Action Options

• Option 1: Replace the school staff who are relevant to the failure to make AYP.

• Option 2: Institute and fully implement a new curriculum, including providing appropriate professional development for all relevant staff.

• Option 3: Significantly decrease management authority at the school level.

(See CDE PI Year 3 Corrective Action Plan Document and Worksheets, pgs. 8-10)



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Considering the Corrective Action Options, continued…

• Option 4: Appoint an outside expert to advise the school on its progress toward making AYP, based on its revised school plan.

• Option 5: Extend the school year or school day for the school.

• Option 6: Restructure the internal organizational structure of the school.



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Worksheets for Considering Corrective Action Options

• Option 1: Replace the school staff who are relevant to the failure to make AYP (pp. 14-16).

• Option 2: Institute and fully implement a new curriculum, including providing appropriate professional development for all relevant staff (pp. 17-23).

• Option 3: Significantly decrease management authority at the school level (pp. 24-26).

• Option 4: Appoint an outside expert to advise the school on its progress toward making AYP, based on its revised school plan (pp. 27-28).

• Option 5: Extend the school year or school day for the school (pp. 29-30).

• Option 6: Restructure the internal organizational structure of the school (pp. 31-32).



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A Recommended Protocol for Selecting the Most Appropriate

Option(s)

• Respond to the questions in the provided worksheets regarding your school’s current PI situation.

• For each question, review the necessary data to adequately describe your school’s current situation.

(See worksheets, pages 13-32)



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A Recommended Protocol, Continued…

• Data sources you may wish to consider are:– Results of the Academic Program Survey (APS) or a

similar comprehensive needs assessment tool;– Classroom observations;– Discussions with teachers and students;– An analysis of the master schedule and professional

development schedule;– Student achievement data (e.g., curriculum-embedded

assessments, STAR test results, API, and AYP);– Staff, community, and parent input from various sources.

• Don’t be afraid to go where the data takes you!



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A Recommended Protocol, Continued…

• Work with the other members of your team and any outside experts as you respond to each question.

• Discuss your responses and come to consensus over whether or not an option would be a relevant choice for the school.

• As you select Corrective Action options and build them into the SPSA, engage the entire school community in this process:

– Teachers– Parents– Students (when appropriate)– Community members, etc.



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Activity

From Selection to Implementation…

(See “From Selection to Implementation” worksheet.)



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From Selection to Implementation

1. How does the SPSA need to be revised to incorporate Corrective Actions? Revise SPSA or write a Corrective Action addendum?

2. What personnel and resources will be needed to implement the Corrective Action?

3. How will responsibilities be assigned and scheduled on a timeline?

4. How can the District best support the school in implementing the Corrective Action(s)?

(Check for alignment of Corrective Action(s) with the LEA Plan goals.)



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PI Process: The Big Picture

• Comprehensive needs assessment• Revision of LEA and School Plans that address

needs• Reallocation of resources (LEA and school) to

support the plans• Professional development and support for staff• Faithful implementation of revised plans• Ongoing monitoring, analysis, and support for

improvement plans



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The Comprehensive Needs Assessment

Include data from a variety of relevant sources:

– Statewide Assessments• STAR, CMA, CAPA, CELDT, CAHSEE

– Principal walkthroughs– Parent and student forums / surveys– Corrective Action options worksheets– Structured conversations and

collaborations



21

Richard Elmore:Our Focus is to Understand the Shift in the

Instructional Core as a Result of SPSA Implementation

“If you can't see it in the classroom, it's not there.”

Richard Elmore Harvard Graduate School of Education

What changes in content do you expect to see?

What changes in student’s role in learning do you expect to see?

What changes in instruction do expect to see?



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AYP Criteria

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• ELA Participation Rate and Annual Measurable Objective (AMO)– 95% Participation– 78.0% AMO for 2012

• Mathematics Rate and AMO– 95% Participation– 78.2% AMO for 2012

• API Indictor– 740 for 2012

• Graduation Rate Indicator– 90% by 2018-19



24



25



26



27



28



29



Unpacking CST ELA Results

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2 3 4 50%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

ELA Grad 2 to 5

2003 2004 2005 2006 2007 2008 2009 2010 2011 2012



Unpacking CST ELA Results

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6 7 80%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

ELA Grade 6-8

2003 2004 2005 2006 2007 2008 2009 2010 2011 2012



Unpacking CST Mathematics Results

32

2 3 4 50%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Mathematics Grade 2-5

2003 2004 2005 2006 2007 2008 2009 2010 2011 2012



Unpacking CST Mathematics Results

33

6 7 80%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Mathematics Grade 6-8

2003 2004 2005 2006 2007 2008 2009 2010 2011 2012



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CDE–Developed Assessment Tools

• Several CDE tools can work together to assist in the needs assessments process:– Academic Program Survey (APS)– District Assistance Survey (DAS)– Inventory of Services and Supports (ISS)– English Learner Subgroup Self

Assessment (ELSSA)



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Essential Program Components

• Support academic student achievement in English/Reading/Language Arts and Mathematics.

• Designed to meet the needs of all students, including English Learners and students with disabilities.

• Addresses:– Interventions– English Language Development (ELD) materials– Appropriate instructional time – Pacing schedules– Professional development for teachers and administrators– Fully credentialed and highly qualified teachers– Ongoing instructional support in the use of data– Teacher collaboration– Fiscal Support



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Academic Program Survey (APS)

• Completed at the school level.

• Used to gauge the whole school level of EPC implementation.

• Through APS results, schools can begin to identify gaps in services to students.



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Upcoming Changes to the APS

• An updated version of the APS, incorporating recent legislative changes, is in the approval process.

• See the archived APS webinar in the CAIS Help menu for details.



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Activity

What other needs assessment tools could you use in this

process?

(Chart Responses)



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Completing the Needs Assessment

• Who should be included?

• What types of data should be reviewed to complete the needs assessment?

• What do you do with the results of the needs assessment?



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Putting it all Together

Used as a system, these tools (along with local needs assessments) can shed valuable light on many of the

issues facing schools in PI.



41

Activity

What monitoring tools will you use?

(Use Monitoring Tool Worksheet)



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Recommended Timeline for Development and Implementation of Corrective Actions

December 2012 / January 2013

• Attend the How to Workshop for Corrective Action;

• Identify School Leadership Team;

• Review Current SPSA;

• Examine data.

January 2013

• Complete the Academic Program Survey;

• Review results from DAS, ELSSA, and ISS;

• Identify Corrective Action through completion of Corrective Action Options Worksheets Format.

February 2013

• Determine your Corrective Action Plan

• a) Corrective Action Plan addendum to SPSA based on a minimum of 2 major corrective actions;

• b) Integrate corrective actions into current SPSA (e.g. ELAC, SAC).



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Timeline Continued…

February / March 2013• Review of Corrective

Actions by the staff and advisory councils;

• Obtain School Site Council approval;

• Submit Corrective Action Plan for the Board of Education for approval;

• Inform all stakeholders of the new Corrective Action Plan.

March 2013 – May 2014• Implementation of the

Corrective Action Plan

Continuously:• Monitor and evaluate

effectiveness of Corrective Action(s);

• Revise strategies and tasks as appropriate.



44

You are not alone…

• Resources are available to assist LEAs and schools through the PI process.– County Office of Education Specialists– The Regional System of District and School

Support (RSDSS)– A District / School Liaison Team (DSLT)

Each can provide an outside “set of eyes” with a fresh, objective perspective as LEAs and schools engage in the PI process.



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Resources

All resources discussed today can be retrieved from the SBCSS ePortfolio website:

To access our SBCSS ACPA ePortfolio website go to:– www.sbcsseport.org– View Published ePortfolios, click on the letter "A" then click on

“acpa acpa” – Next type in User Name: acpa – Type in Password: acpanetwork (all lower case letters)– Then go to select “Click here to access resources”

All resources will be listed in the “Workshops” folder:

– Scroll down and select “Workshops”– Select “PI Year 3 / Corrective Action Workshop”

http://www.sbcsseport.org/



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Contact Information

• Dr. Patricia Mark – [email protected]

• Guadalupe Andrade – [email protected]

• Yolanda Contreras – [email protected]

• Jennifer Poe – [email protected]

mailto:[email protected]





program improvement pi year 3 and corrective action plans adapted from the cde presentations

Documents

school choice

selected corrective

intensive corrective

corrective action plansadapted

corrective action protocols

parent of pi status

school site councils

developing school plans