11

NCLB AccountabilityNCLB Accountability

Rules Rules

&&

RequirementsRequirements

22

A school that fails to make A school that fails to make adequate yearly progress (AYP) adequate yearly progress (AYP) for two consecutive years is for two consecutive years is placed in improvement status. A placed in improvement status. A school that makes AYP for two school that makes AYP for two consecutive years is removed consecutive years is removed from improvement status for the from improvement status for the subject and grade in which it was subject and grade in which it was identified.identified.

33

School-Level AccountabilitySchool-Level Accountability To be identifiedTo be identified for improvement status, a for improvement status, a

school must school must fail to make adequate yearly fail to make adequate yearly progress (AYP) for two consecutive years progress (AYP) for two consecutive years on the same measureon the same measure. The school may fail . The school may fail to make AYP for those two years because to make AYP for those two years because of two different accountability groups.of two different accountability groups.

If a previously identified school fails to If a previously identified school fails to make AYP on the measure for which it was make AYP on the measure for which it was identified, it moves to the next level of identified, it moves to the next level of accountability.accountability.

44

School-Level AccountabilitySchool-Level Accountability

If an identified school makes AYP, it If an identified school makes AYP, it remains in the same accountability status.remains in the same accountability status.

To be removedTo be removed from improvement status, from improvement status, the school must the school must make AYP on that make AYP on that measure for two consecutive yearsmeasure for two consecutive years. The . The school may remain or be placed in school may remain or be placed in improvement status on another measure improvement status on another measure for which it has not made AYP.for which it has not made AYP.

55

The district results are aggregated for all The district results are aggregated for all students attending school in the district students attending school in the district as as well as continuously enrolled students the well as continuously enrolled students the district places outside of the school districtdistrict places outside of the school district (e.g., in BOCES, approved private (e.g., in BOCES, approved private placements).placements).

To be identified for improvement status in To be identified for improvement status in an accountability area, a district must fail to an accountability area, a district must fail to make AYP for two consecutive years in make AYP for two consecutive years in ELA ELA or mathematics at both instructional levelsor mathematics at both instructional levels (elementary/middle and secondary) or in (elementary/middle and secondary) or in sciencescience or in or in graduation rategraduation rate..

District-Level AccountabilityDistrict-Level Accountability

66

District-Level AccountabilityDistrict-Level Accountability If a previously identified district If a previously identified district fails to fails to

make AYP at make AYP at both instructional levelsboth instructional levels in the in the accountability area for which it was accountability area for which it was identified, identified, it moves to the next level of it moves to the next level of accountability. accountability.

To be removedTo be removed from improvement status in from improvement status in an accountability area, the district must an accountability area, the district must make AYP make AYP at one or both instructional levelsat one or both instructional levels in that accountability area for two in that accountability area for two consecutive years. consecutive years.

77

A district may be identified for A district may be identified for improvement even if no school in the improvement even if no school in the district is identified for improvementdistrict is identified for improvement..

In a district with only one school, the In a district with only one school, the district and school can have a different district and school can have a different accountability status, because the accountability status, because the district accountability groups include district accountability groups include students placed outside the district.students placed outside the district.

District-Level AccountabilityDistrict-Level Accountability

88

Title I School Improvement Requirements

Accountability Status Professional Development

SES CHOICE CHOICE & SES

TOTAL REQUIRED CHOICE &

SES

Comprehensive Educational

Plan Notification

School Improvement Year 1

10% of School Title I funds*

20% N/A N/A 20% 2 year plan developed

within 90 days

immediately: status, plan & options

School Improvement Year 2

10% of School Title I funds*

5% 5% 10% 20% Plan update due

August 31

immediately: status, plan & options

Corrective Action Year 1

10% of School Title I funds*

5% 5% 10% 20% Plan update due

August 31

immediately: status, plan & options

Corrective Action Year 2

10% of School Title I funds*

5% 5% 10% 20% Plan update due

August 31

immediately: status, plan & options

Restructuring 10% of School Title I funds*

5% 5% 10% 20% Plan update due

August 31

immediately: status, plan & options

District in Need of Improvement

10% of LEA allocation

N/A N/A N/A N/A N/A immediately: status, plan & options

* NOTE: Under the approved NYS Differentiated Accountability pilot, only Title I Schools in the Comprehensive category are required to implement all NCLB actions including the 10% Professional Development set-aside.

9

Title I School Improvement Requirements

Accountability Status

Professional Development SES CHOICE

CHOICE & SES

TOTAL REQUIRED CHOICE &

SES

Comprehensive Educational Plan Notification

School Improvement Year 1

10% of School Title I funds*

20% N/A N/A 20% 2 year plan

developed within 90 days

immediately: status, plan & options

School Improvement Year 2

10% of School Title I funds*

5% 5% 10% 20% Plan update due

August 31

immediately: status, plan & options

Corrective Action Year 1

10% of School Title I funds*

5% 5% 10% 20% Plan update due

August 31

immediately: status, plan & options

Corrective Action Year 2

10% of School Title I funds*

5% 5% 10% 20% Plan update due

August 31

immediately: status, plan & options

Restructuring 10% of School Title I funds*

5% 5% 10% 20% Plan update due

August 31

immediately: status, plan & options

District in Need of Improvement

10% of LEA allocation

N/A N/A N/A N/A N/A immediately: status, plan & options

* NOTE: Under the approved NYS Differentiated Accountability pilot, only Title I Schools in the Comprehensive category are required to implement all NCLB actions including the 10% Professional Development set-aside.

1010

Professional DevelopmentProfessional Development Under the NYS approved Differentiated Under the NYS approved Differentiated

Accountability plan, Accountability plan, SchoolsSchools identified for identified for improvement in the Comprehensive improvement in the Comprehensive category must set-aside at least 10% of their category must set-aside at least 10% of their Title ITitle I school allocationschool allocation to provide high- to provide high-quality professional development.quality professional development.

Schools in the Basic and Focused categories Schools in the Basic and Focused categories may choose professional development may choose professional development and/or other NCLB actions. and/or other NCLB actions.

1111

Professional DevelopmentProfessional Development LEAsLEAs identified for Title I LEA identified for Title I LEA

Improvement must set-aside at least 10% Improvement must set-aside at least 10% of their of their Title I, Part A LEA allocationTitle I, Part A LEA allocation for for the professional development needs of the professional development needs of instructional staff. instructional staff.

The LEA set-aside The LEA set-aside includesincludes the set-aside the set-aside for identified schools, but for identified schools, but excludesexcludes the the funds required for professional funds required for professional development under section 1119 to enable development under section 1119 to enable teachers who are not highly qualified to teachers who are not highly qualified to become highly qualified.become highly qualified.

1212

ComprehensiveComprehensive Educational PlanEducational Plan

All Improvement, Corrective Action & All Improvement, Corrective Action & Restructuring schools must complete a Restructuring schools must complete a two year plantwo year plan and submit it to Regional and submit it to Regional School Services School Services within 90 days of within 90 days of designationdesignation

Schools must Schools must revise the plan annuallyrevise the plan annually, , based upon most recent data, and based upon most recent data, and submit the revised plan submit the revised plan by August 31by August 31

1313

Choice Transportation & Choice Transportation & Supplemental Educational ServicesSupplemental Educational Services LEAs must reserve an amount LEAs must reserve an amount equal toequal to 20% 20%

of their Title I allocation to pay for or provide of their Title I allocation to pay for or provide supplemental educational services and public supplemental educational services and public school choice-related transportation costs , school choice-related transportation costs , unless a lesser amount is needed unless a lesser amount is needed to comply to comply with the transportation provision and to with the transportation provision and to satisfy all requests for supplemental satisfy all requests for supplemental educational services. educational services.

The breakdown is:The breakdown is: 5% SES5% SES 5% Choice 5% Choice 10% SES, Choice, or both10% SES, Choice, or both

1414

NotificationNotificationThe notification must include an explanation of:The notification must include an explanation of:

what the identification meanswhat the identification means and how the and how the school compares in academic achievement to school compares in academic achievement to other schools served by the LEA;other schools served by the LEA;

the reasons for the identificationthe reasons for the identification; ;

what the identified school is doingwhat the identified school is doing to to address the problem of low academic address the problem of low academic achievement;achievement;

what the LEA is doingwhat the LEA is doing to help the school to help the school address the achievement problem;address the achievement problem;

1515

NotificationNotificationThe notification must include an explanation of:The notification must include an explanation of:

how parents can become involvedhow parents can become involved in in addressing the academic issues that caused addressing the academic issues that caused the identification of the school; andthe identification of the school; and

parents’ optionparents’ option to transfer their child to to transfer their child to

another public school or the availability of another public school or the availability of supplemental educational services, under supplemental educational services, under section 1116section 1116

1616

Newly Identified SINI 1 and 2Newly Identified SINI 1 and 2Districts with schools that have been Districts with schools that have been newly identified as Improvement Year 1 or newly identified as Improvement Year 1 or Improvement Year 2 are required to send Improvement Year 2 are required to send immediate notification to all eligible immediate notification to all eligible parents of their right to and options for parents of their right to and options for public school choice (choice) and public school choice (choice) and supplemental educational services (SES).supplemental educational services (SES). Districts are responsible for ensuring that Districts are responsible for ensuring that implementation of SES and Choice will implementation of SES and Choice will happen in a way that is timely, as soon as happen in a way that is timely, as soon as is possible. Implementation of new or is possible. Implementation of new or revised plans must occur within ninety revised plans must occur within ninety days of notification. days of notification.

1717

Title I School and Community ServicesTitle I School and Community Services

Roberto Reyes, State Director Roberto Reyes, State Director

(518) 473-0295(518) 473-0295

NCLB & New York State AccountabilityNCLB & New York State Accountability http://www.emsc.nysed.gov/irts/accountability/http://www.emsc.nysed.gov/irts/accountability/

NCLB GuidanceNCLB Guidance http://http://www.ed.gov/policy/elsec/guid/schoolimprovementguid.docwww.ed.gov/policy/elsec/guid/schoolimprovementguid.doc

More InformationMore Information

1818

Leon HovishLeon HovishLHovish@mail.nysed.govLHovish@mail.nysed.gov

(518) 473-0295(518) 473-0295

NCLB GuidanceNCLB Guidancehttp://www.ed.gov/policy/elsec/guid/suppsvcsguid.dochttp://www.ed.gov/policy/elsec/guid/suppsvcsguid.doc

Supplemental Supplemental Educational ServicesEducational Services

1919

Leon HovishLeon HovishLHovish@mail.nysed.govLHovish@mail.nysed.gov

(518) 473-0295(518) 473-0295

NCLB GuidanceNCLB Guidancehttp://www.ed.gov/policy/elsec/guid/schoolchoiceguid.dochttp://www.ed.gov/policy/elsec/guid/schoolchoiceguid.doc

Public School ChoicePublic School Choice

2020

ComprehensiveComprehensive Educational PlanEducational Plan

All SINI, CA and Restructuring schools All SINI, CA and Restructuring schools must complete a must complete a two year plantwo year plan and and submit it to Regional School Services submit it to Regional School Services within 90 days of designationwithin 90 days of designation

Schools must Schools must revise the plan annuallyrevise the plan annually, , based upon most recent data, and based upon most recent data, and submit the revised plan submit the revised plan by August 31by August 31

21

PUTTING THE PIECES TOGETHER

BASIC CEP 2008: Parts 1-3

22

STEP 1: OVERVIEW STEP 2: WHAT’S THE PROBLEM?

STEP 3: FIND THE SOLUTION(S)

APPENDICESSTEP 4: DEVELOP THE PLAN

STEP 5: IMPLEMENT AND EVALUATE

23

STEP 1: OVERVIEW

(Pages 1-5)• When do we have to have the plan completed?

• Does it have to be submitted? If so, where?

• Can we add or delete parts?

• Who needs to be included in developing the plan?

• Does our plan need to be updated every year?

•What if our schools are SRAPs instead of SINIs?

• Do you have any suggestions for developing our CEP?

• What happens if someone on the School Improvement Team disagrees with what we’ve decided?

24

STEP 2: WHAT’S THE PROBLEM?

• Part 1 – School Profile (pages 6-8)

•Part 2A – Causal Analysis and Planning for Improvement (pages 9-14)• What do the data say? (And

what are our “data,” anyway)?

• Digging deeper

• Where can we find the more information?

•What MUST be included?

25

STEP 3: FIND THE SOLUTION(S)

•(Part 3: Causal Analysis and Planning for Improvement, Parts B and C(pages 15 – 16)

•Appendix 1: (Pages 30 -35)

• What’s really important? What are our priorities?

• Why did we choose these instead of others?

26

STEP 4: DEVELOP THE PLAN

Part 3: Action Plan (Pages 17 - 21)

• This is your work, the part you

• Put up on the wall and in teachers’ plan books,

• Take down at your School Improvement Team meetings and evaluate,

• Tweak when it’s not working, and

• Celebrate when it is.

27

REQUIRED APPENDICES (Must be submitted with CEP):

• Appendix 2 – AIS -(Everybody)

• Appendix 3 – SWP -(All Schoolwide Schools)

• Appendix 4 – Parental Involvement -(Everybody)

• Appendix 5 – PD Set-Aside – (All NCLB Schools

• Appendix 6 – SURR – (SURR Schools Only)

28

IF YOUR SCHOOL IS CORRECTIVE ACTION AND/OR RESTRUCTURING:

• Corrective Action – Pages 22 – 23

• Restructuring – Pages 24- 28• DISTRICT Plan, as opposed to school-based

• Mandated USDOE requirements

• Corrective Action for Years 3 and 4

• Planning for Restructuring – Year 4

• Restructuring for years 5 and above

29

We can work really, really hard, but if we’re not working on the right problems and solutions all we’re doing is wasting time and money.

30

PART 2: Causal Analysis

• Begin with your State Assessment data

• Focus on subgroup performances

• Analyze ACROSS subgroups

• Look longitudinally across years and across grade levels within the same year

• Ask “why?” – then ask “why?” again

• Asking the right questions and doing in-depth investigation is the key to finding solutions that really work.. Appendix 1 can help you generate questions, or use Victoria Bernhardt’s chart.

31

MIDDLE SCHOOL ELA 2006 SCORES

550

560

570

580

590

600

610

620

630

640

650

660

670

680

690

700

710

720

730

740

750

760

770

780

790

800

0 5 10 15 20 25 30 35 40 45 50 55 60 65 70 75

STUDENT #

SC

AL

ED

SC

OR

E

Red Diamonds = General Education StudentsBlue Triangles= Special Education Students

LEVEL

4

3

2

1

32

Comparison of Scores for Varying Ethnic Groups - ELA 2006

580585590595600605610615620625630635640645650655660665670675680685690695700705710715720725730735740745750755760765770775780

0 10 20 30 40 50

Black Students Hispanic Students Native American Students Caucasian Students Asian Students

LEVEL

1

LEVEL2

LEVEL3

LEVEL4

33

The School Profile (Pages 6 and 7)

• This is for YOUR use.

• No, you do not have to fill in all the sections!

• This information can help you “dig deeper” into why students’ are having difficulties.

• Think about how attendance, suspension, and other factors impact student performance. (For example, how many students sit in your office for an hour instead of being in class?)

• Much of this information is on your School Report Card, but it may be “old.”

• Your district should be able to provide you with specific funding amounts that come to your school from different funding streams. In many instances, that amount is reported to NYSED and is mandated based on your student population or your status.

34

What parts of the CEP do we HAVE to do?

• At a minimum, the subjects for which you are targeted.

•What is included in the CEP:

•ELA/Reading

• Literacy Across the Content Areas

• Mathematics

• Graduation Rate (Required for High Schools)

• Other “Big Impact” Areas

35

Okay, we’ve done our analyses, now what?

• Determine which issues are most critical (This might take some time and lots of discussion.)

• Research the best ways to solve those problems. These become your strategies (see page 16). See Appendix 7 for places to find research.

•Make certain that your solutions are MEASURABLE and DOABLE

• Begin developing your Action Plan.

36

Regional MeetingsMidState:

Date: 2/06/08

Time: 9:30 – 3:00

Location: RSSC – Rodax 8

Other regions will be added

37

Topic - Comprehensive Education Plan (CEP)

Developing An Action PlanWhat I Think I Know

Confirmed (or Yes,You Were

Right)

Misconceptions

New Informatio

n

Wonderings

“RAN” LITERACY STRATEGY – Tony Stead

38

5th

4th

3rd

2nd

1stNeeds

Assessment

Goals of the Action Plan are always in response to prioritized areas – determined by data.

Example:Disaggregated test data indicate that students are lacking in comprehension skills.

Action Plan Goal

Addresses areas of improvement based on:•Data Analysis,Priorities, ELA and math results,Research-based practice of high performing and most improved schools/districts,Other factors (refer to CEP appendix).

Example:Students will know and use effective reading comprehension strategies.

Strategy

Actions that:•Will allow school to obtain goal, Are responsive to research,Can be replicated with fidelity,Involves the whole school community,Is embraced by all stakeholders.

Example:The school community will learn, practice and model effective comprehension strategies.

Objectives

Targets:•Are identified for teachers and studentsCan be measured,Are specific,Provide evidence of success or challenge.

Example:(Teacher) Grade level instructional teams will select, learn, and teach four key reading comprehension strategies to each teacher. Each teacher will incorporate these four strategies in their instruction, regardless of content.

(Student) Students will name and use four key reading strategies independently while reading material at their identified level.

Activities

Specific actions that will:•Achieve the objectives, Align with the strategy,Meet the goal of the action plan,Promote student success on NYS assessments,Create life-long abilities for students to move to the next level.Teacher Example:

1Superintendent’s conference day and two after-school sessions will be used by grade level teams to teach comprehension reading strategies to every teacher in all content areas.

2All school teams will use team time to (e.g. review the text, watch the video, share classroom practice, and discuss key reading strategies) - minimum weekly.

Teams will keep a log of team time interaction.3School teams publish the FOUR key reading

comprehension strategies on classroom walls and in take-home materials for students and families.

4Parents will be provided an overview of the four key strategies during parent orientation. Teachers model

strategies for parents.Student Example:

1Students will list the FOUR key reading comprehension strategies in content specific notebooks as a reminder to use them on a regular basis.

2During class instruction, students will be given frequent opportunities (whole class discussions, small

group discussion, paired readings, book talks, conducting research) to identify and use the FOUR key

reading comprehension strategies.

Comprehensive Education Plan (CEP) – ACTION PLAN PURPOSE: A Comprehensive Education Plan (CEP) drives district and school efforts to meet or exceed annual

accountability measures. It is developed and implemented to improve student performance so that all students are proficient in ELA and Mathematics. It is a tool that helps us fulfill, as teachers and administrators, our duty as

educators.

MONITOR THE IMPLEMENTATION – Evidence is gathered on an ongoing basis to document the impact of the Action Plan.

39

CEP PURPOSE – ACTION PLAN• A Comprehensive Education Plan

(CEP) drives district and school efforts to meet or exceed annual accountability measures.

• It is developed and implemented to improve student performance so that all students are proficient in ELA and Mathematics.

40

CEP PURPOSE – ACTION PLAN

• It is a tool that helps us fulfill,

as teachers and administrators,

our duty as educators.

41

ACTION PLANNeeds Assessment

• Goals of the Action Plan are ALWAYS in response to prioritized areas –

• Determined by DATA

42

ACTION PLANNEEDS ASSESSMENT EXAMPLE

• Disaggregrated test data indicate that

students are lacking in reading

comprehension.

43

Action Plan Goal

Specific goals address areas of improvement. Goals are based on:Data AnalysisSelected PrioritiesELA & Math ResultsResearch-Based PracticeOther Factors (CEP appendix)

44

ACTION PLAN GOALEXAMPLE

• Students will know and use effective

reading comprehension strategies.

45

StrategyActions that:

Will allow school to obtain goal,Are responsive to research,Can be replicated with fidelity,Involve the whole school community,Are embraced by all stakeholders.

46

STRATEGY EXAMPLE

• The school community will learn, practice,

and model effective comprehension

strategies.

47

Objectives

Targets:

• Are identified for teachers AND students,

• Can be measured,

• Are specific,

• Provide evidence of success or challenge.

48

OBJECTIVES EXAMPLE • Grade level instructional teams will select, learn,

and teach FOUR key reading comprehension strategies to EACH teacher. Each teacher will incorporate these four strategies in their instruction, regardless of content area.

49

OBJECTIVES EXAMPLE

• Students will name and use four key

reading strategies independently while

reading material at their identified level.

50

ACTION PLAN

ACTIVITIESSpecific actions that will:

Achieve the objectives,Align with the strategy,Meet the goal of the Action Plan,Promote student success on NYS

assessments,Create life-long abilities for students to move

to the next level.

51

ACTIVITIES EXAMPLESSuperintendent’s conference day and two additional sessions will be used to teach comprehension reading strategies to every school team including all content areas.

All school teams review text, watch video, observe colleagues and

discuss key reading strategies during team time (minimum weekly).

52

ACTIVITIES EXAMPLESSchool teams publish the FOUR

key reading strategies on classroom walls and in take-home materials for students and families.

Parents will be provided an overview of the FOUR key strategies during parent orientation. Teachers model strategies for parents.

53

Evidence is gathered on an ongoing basis to document the impact of the Action Plan.

Needs

Assessment

ACTION PLAN

MONITOR THE IMPLEMENTATIO

N

54

Topic - Comprehensive Education Plan (CEP)

Developing An Action PlanWhat I Think I Know

Confirmed (or Yes,You Were

Right)

Misconceptions

New Informatio

n

Wonderings

“RAN” LITERACY STRATEGY – Tony Stead

55

Corrective Action/ Restructuring

CEP 2008: THE BASIC CEP (Parts 4-5)

56

Part 4-5 of the CEP (Pg 22-28)

• If a school does not make AYP after 4 years, the building is in Corrective Action

•The district and the school should select one of the four options on pg 22.

•The district and the school should fill out the action plan on pg 23.

•Include the changes in the Consolidated Application

57

Restructuring •If a school does not make AYP after 6 years, the Building is in Restructuring (see pg 24 of the CEP)

•The district and building must select one of the options

• Fill out the questions on pg 25 of the CEP+ the Consolidated Application

58

• Five things to keep in mind

•Data•District Involvement

•Focus•Honest Evaluation

•Staff and community