Building Blocks of Integrated Academic District Supportregion3support.org/files/resources/Building...

Regional Capacity Building Project (RCB)

Building Blocks of IntegratedAcademic District Support

California County Superintendents Educational Services Association

The Building Blocks of Integrated Academic Support is aligned with CDE Tools andBlueprint developed as an integrated suite of resources for analyzing and improvingthe coherence and management of district systems and operations to support stu-dent learning. It is an optional tool for use by technical assistance teams.

CDE State ToolsSchools and districts need policy and programmatic coherence to effectively addresstheir students’ diverse needs. The state has developed several tools to help createthis coherence.

Academic Program Survey (APS) Measures the presence of the nine Essential Program Components (EPCs) for In-structional Success at the school level. There are three grade-span-appropriateversions of the APS: elementary, middle, and high school. A representative schoolteam, including the principal, teachers, parents, and stakeholders, should completethe survey.

English Learner Subgroup Self Assessment (ELSSA) ToolThe ELSSA serves as a tool for local educational agencies (LEAs) to analyze outcomesand program services during preparation of LEA Plans and addenda to meet NCLBTitle I and Title III requirements.

Inventory of Services and Supports (ISS) for Students with Disabilities Designed to help districts examine their practices in supporting the educationaloptions for students with disabilities and recommended for use by all districtswhose special education students failed to make AYP. This assessment must be con-ducted by any district identified for Program Improvement, regardless of why itfailed to make AYP.

District Assistance Survey (DAS) Designed to help a district analyze the nature and coherence of its operations in sup-port of a coherent, school-level instructional program that improves studentachievement. Because student achievement in English/language arts and mathe-matics is central to student success in other areas, this survey analyzes district supportfor schools in these primary areas of student literacy.

All of the State Tools can be found at http://www.cde.ca.gov/ta/ac/ti/stateassesspi.asp.

The California County Superintendents Educational Services Association (CCSESA)and the California Department of Education (CDE) received funding from the Bill &Melinda Gates Foundation to pursue the District Assistance and Intervention Team(DAIT) Pilot and Regional Capacity Building (RCB) project from 2007-2009.

As a result of this project, the team developed the Building Blocks of Integrated Ac-ademic Support Toolkit to provide a broad range of technical assistance tools forworking with school districts throughout the state. These materials are designed toassist external teams in conducting district needs assessments (and interventions),with the goal of improving district organizational systems, generating recommen-dations based on findings, and assisting districts in revising and implementing theirLocal Educational Agency Plan (LEAP) to increase student achievement.

The Building Blocks Toolkit reflects promising practices gained from the two-yearpilot with15 districts in the state. It is intended for use by DAIT and other technicalassistance providers to better coordinate intervention and integrated support toschools and districts, and ensure a degree of consistency in delivery of services toschool districts in California.

The responsibilities of a DAIT provider are codified in Education Code Section 52059(e):

1. Provide technical assistance, including, but not limited to, a needs assessmentin the seven areas of district work:a. Governance

b. Alignment of Curriculum, Instruction, and Assessment to State Standards

c. Fiscal Operations

d. Parent and Community Involvement

e. Human Resources

f. Data systems and Achievement Monitoring

g. Professional Development

2. Complete a report based on its findings from the needs assessment, includingany recommendations for improvement in the seven areas of district work citedabove. The report should also address how existing resources will be redirectedto ensure that the recommendations are implemented.

3.Assist the LEA in revising the LEA Plan to document steps to implement Cor-rective Actions as required by the State board of Education (SBE), reflecting theDAIT findings and recommendations.

4. Assist the LEA in implementing the revised LEA Plan with the goal of accelerat-ing and increasing student achievement and success.

About the Building Blocks of Integrated Academic Support Toolkit

Acknowledgements

The Building Blocks of Integrated Academic Support Toolkit was collaboratively developed with leadership from the California County Superintendents and their staffs from across the state. Appreciation is extended to the following people for their expertise and contributions to the District Intervention and Capacity Building Project and to the development of the Toolkit.

Regions RCB Leads DAIT Pilot Leads

Region 1 Chris Thomas, Lake COE Don Russell, Sonoma COEMickey Porter, Lake COE Jane Escobedo, Sonoma COE

Region 2 Kathy Clements, Butte COE Sara Kania, Tehama COE

Region 3 Sue Stickel, Sacramento COE Wendy Harris, Sacramento COESue Stickel, Sacramento COE

Region 4 Jane Sabo, Napa COE Jan Sabo, Napa COERob Phillips, Solano COE Mary Hopewell, Napa COEAbe Doctolero, Contra Costa COE Robin Hall, Alameda COE

Region 5 Linda Aceves, Santa Clara COE Adrienne Meckel, Monterey COEMary Stone, Santa Clara COE

Region 6 Gary Dei Rossi, San Joaquin COE Susan Rich, Stanislaus COESally Glusing, San Joaquin COE

Region 7 Cyndy Dolph, Madera COE Kathryn Catania, Fresno COEDana True, Madera COE Jim Shaver, Kings COEDianna Young, Madera COE

Region 8 Sandra Shackelford, Ventura COE Pat Alexander, Kern County Superintendent of SchoolsValerie Chrisman, Ventura COE

Regional Capacity Building (RCB) Leads & District Assistance Intervention Team (DAIT) Pilots

Acknowledgements

Region 9 Nancy Giberson, San Diego COE Nancy Giberson, San Diego COEKimberlie Rens, San Diego COE

Region 10 Russ Frank, Riverside COE Craig Heimbichner, Action Learning SystemsPamela Jones, Inyo County Superintendent of Schools Pamela Jones, Inyo County Superintendent of SchoolsStacy Adler, Mono COE Lo Lyness, Inyo County Superintendent of SchoolsBeth Higbee, San Bernardino County Superintendent of Schools

Region 11 Henry Mothner, Los Angeles COE Henry Mothner, Los Angeles COEJuli Quinn, Los Angeles COE Gayle Odell, Los Angeles COELinda Reed, Los Angeles COE

Additional Contributors from County Office Staff

Region 1 Elizabeth Kaufmann, Lake COE

Region 2 Lorna Manuel, Tehama COE

Region 3 Sacramento COE: Bob Carlson, Sheila Johnston, Paul Tuss

Region 4 Robin Hall, Alameda COE

Region 5 Monterey COE: Cathy Cranson, Jeanne HerrickSanta Clara COE: Martha Martinez, Lori Van Houten

Region 7 Art Davis,Madera COEKings COE: Suzanne Monroe, Alice PattersonJill Tafoya, Fresno COE

Region 8 Ventura COE: Jeff Hamlin, Jane Kampbell, Paula Lovo

Region 9 San Diego COE: Debbie Beldock, David Brashear, Scott Sypkens, Elaine Hodges

Region 10 San Bernardino Superintendent of Schools: Sue Abel, Deidra Price , Phillip TenpennyRiverside COE: Mike Barney, Pat Chandler, Sharon Corkrum, Nita Grantham, Chuck Holland, William Klein, Jane Moore, Georgia Rene, Sandy Sanford

Additional Contributors

Jannelle Kubineck, School Services of California

Jeanna Preston, California Parent Center

Kirk Berger and Dan Walden, California School Boards Association

Deborah Lott, Senior Consultant,

California Department of Education

Nancy S. Brownell, Project Director, California County

Superintendents Educational Services Association (CCSESA)

Chastity E. Benson, Administrative Assistant

California County Superintendents Educational Services Association (CCSESA)

Table of Contents

I. How to Use the Materials

II. Culture and Professional Relationships

III. DAIT Standards

A. Governance

B. Alignment of Curriculum, Instruction and

Assessments

C. Fiscal Operations

D. Parent and Community Involvement

E. Human Resources

F. Data Systems and Achievement Monitoring

G. Professional Development

IV. Appendix

How to Use the Building Blocks of Integrated Academic Support Toolkit

Suggested Content for the Needs AssessmentThe format for the Needs Assessment required for districts assigned or selecting aDAIT is flexible. DAITs that have worked with districts and completed needs assess-ments as part of their technical assistance recommend the following components.

1. Methodology Prepare a brief narrative description of the methodology used in conductingthe needs assessment. Identify district staff who participated, which tools wereused in assessing district needs, and how information was collected (focusgroups, surveys, interviews, etc.).

2. District ContextAssess current conditions that exist in the district. Write a brief narrative sum-marizing critical contextual issues revealed in the study. Consider currentdistrict initiatives that may need to continue or be discontinued.

3. FindingsSummarize the important findings based on the DAIT standards, and identifythose that have the greatest impact on the district’s ability to support a co-herent and effective instructional program to meet student needs and improveachievement for high-priority students.

4. RecommendationsBased on the above analysis and findings, identify priorities for district work,emphasizing the needs of high-priority students, including English learnersand students with disabilities. Recommendations should be based upon thesepriorities and be stated in clear, specific, and measurable actions that becomethe basis for the high-priority goals in the revised LEA Plan.

The tools and processes outlined in Building Blocks are based on the seven strandsof the District Assistance and Intervention (DAIT) State Board of Education adoptedstandards with the additional strand on Culture and Professional Relationships. TheToolkit consists of eight sections, an Appendix and a CD with additional resourcesand samples.

Each section includes a set of Best Practices that exemplify research on successfuldistrict improvement and coherence, and needs assessment questions for consider-ation in assessing district management systems to support student learning in eachof the strands. These questions provide starting points for District Superintendentsand Leadership Teams to begin their analysis, in collaboration with and guided byDAITs, of district capacity, strengths and priorities related to Program ImprovementCorrective Actions and prioritized technical assistance.

The many interrelated components of the district educational system that impactstudent achievement are reflected in the forty-eight DAIT Standards and the Cultureand Professional Relationships strand. Given the unique local context of individualdistricts, every question in every section will not need to be answered in order togenerate a comprehensive needs assessment and set of recommendations leadingto a revised LEA Plan. The additional resources and Word formatted assessments onthe accompanying CD provide users with a means to modify and contextualize thequestions and guidance for districts as needed.

We define culture as the shared values, beliefs, assumptions, expectations, and behaviors related to students and learning, teachers and teaching, instructionalleadership, and the quality of relationships within and beyond the school. Culturerefers to the invisible but powerful meanings and mindsets held individually andcollectively throughout the system.

Relationships refers to the quality of attitudes, feelings, and behaviors of variousindividuals and groups toward one another as they engage in the work of helpingall students learn.

Change Leadership: A Practical Guide to Transforming Our Schools

Tony Wagner & Robert Kegan

ISBN 0787977551

Culture andProfessional Relationships

Culture and ProfessionalRelationships

Culture and Professional Relationships

Building Blocks of Integrated Support and District Capacity Building

Culture & ProfessionalRelationships

1

Although Culture and Professional Relationships is not one of the State Boardadopted DAIT Standards strands, understanding a district’s culture and building col-laborative relationships with the district leadership is essential to successful districtwork by DAITs.

In their book Change Leadership: A Practical Guide to Transforming Our Schools, Keeganand Wagner define culture and relationships.

We define culture as the shared values, beliefs, assumptions, expectations, andbehaviors related to students and learning, teachers and teaching, instructionalleadership, and the quality of relationships within and beyond the school. Cul-ture refers to the invisible but powerful meanings and mindsets heldindividually and collectively throughout the system.

Relationships refers to the quality of attitudes, feelings, and behaviors of vari-ous individuals and groups toward one another as they engage in the work ofhelping all students learn.

Research Perspectives

• Culture reflects the overall health of the organization, including beliefs, atti-tudes, work processes and challenges that are unique to schools and districts;

• Positive school culture and positive learning outcomes go hand-in-hand andthere is a relationship between a school’s culture and student achievement;

• Research-supported indicators of a positive culture include respect, trust, op-portunity for input, cohesiveness, caring, high morale and school renewal.

The Culture and Professional Relationships section provides resources and strategiesfor use with schools and districts to assess their current culture. By shaping the dis-trict’s collaborative, professional culture so that everyone is focused on learning,high-quality teaching, student success and overcoming challenges, continuous im-provement is possible.

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psCulture and Professional Relationships

Best Practices to Increase Academic Performance

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1. The district’s policies, culture and practices reflect a commitment to im-plementing systemic reform, innovative leadership and high expectationsto improve student achievement and learning.

• The district identifies and operates from a “theory of action” or set of beliefsand assumptions that identifies the most powerful way to drive increased aca-demic performance in every school.

• District leadership ensures that all students are valued and honored through-out the system and assists schools in creating learning environments thatprovide appropriate instruction for diverse learning.

• The district ensures that schools are safe, healthy and inviting environments forstudents and their families.

• A high commitment to continuous improvement across the district is demon-strated by district leadership through aligned behaviors and systemic,well-coordinated actions.

• District leadership researches best practices for their context, thoughtfully de-cides on needed changes, and commits to a long-term focus so staff have timeto implement initiatives.

• District leadership guides and influences the strategic choices that schoolsmake to improve teaching and learning.

2. The district’s vision, mission, values and priorities are focused on theachievement and needs of all students, especially English Learners andspecial needs students.

• District leaders articulate a shared vision for improvement, keep a sustainedfocus on improvement goals, and use data-based processes to assess district-wide organization and performance.

• District leadership and staff act upon shared beliefs and values, establish clearand meaningful goals and a vision of success by setting goals, building com-mitment around goals, and removing competing programs and barriers whenappropriate.

• District leadership monitors instruction, curriculum, assessment data andchanges in practice to support high levels of student achievement and to de-velop a common vision of high quality instruction for all students.

• Data-based decision making informs the district’s choices on program growth,modification and/or selective abandonment of ineffective practices.

• District leaders develop processes and strategies for student engagement inchallenging curriculum and learning opportunities.

• District leadership pays close attention to instruction, provides guidance andoversight to improve teaching and learning for all students, especially high-pri-ority students, English Learners and students with disabilities.

• Non-negotiable goals for student achievement and instruction are adopted andacted upon across the district, communicated widely within the school com-munity, and monitored for results.

3. The district culture fosters shared beliefs and a sense of community andcollaboration.

• District leadership mobilizes and manages community and business supportand involves families and community members as partners.

• District leadership creates collaborative systems and communication and trustamong staff, parents, and community with a focus on district and school goalsand improvement of instruction.

• The effect of policies and procedures to support communication and collabo-ration is observable at the district, school and classroom levels.

• Clearly defined and collaborative relationships contribute to the infrastructurethat keeps district improvement efforts moving forward.

• District leadership seeks, develops and implements tools and strategies to guidecollaboration.

4. The district builds a culture of commitment, collegiality, mutual respect,shared responsibility and stability.

• District leadership works to develop professional norms including peer support,collaboration, trust, shared responsibility and continuous learning for all adultsin the system.

• Professional learning communities are developed to build teacher knowledgeand skill and to inform instruction across the system based on student needs.




• District leadership holds all adults in the system accountable for student learn-ing and has clear expectations for instruction, consistent with the focus onimproved achievement for students.

• Leadership is distributed among the Superintendent, central office administra-tion, principals, teachers, families and community leaders.

• District leadership has established clear expectations for student achievementand applies consistent pressure on schools for measurable improvement in stu-dent achievement.

5. The district intentionally works to create professional learning opportu-nities based on trust, support, shared responsibility and continuouslearning.

• District leadership balances district authority with school flexibility and auton-omy.

• District leadership develops as professional learning community.

• Accountability is supported through coaching and frequent monitoring oflearning and teaching in every classroom in the district.

• District teams working together develop clear, operational understanding oftheir goals and strategies.

• Lateral capacity building (collaboration among teachers and administrators sothat all teachers benefit from best practices) across the district fosters new ideas,skills and shared commitment to district-wide development and success.

6. District leaders develop system-wide coherence for instructional im-provement, are highly visible in schools, and educate and engage theSchool Board in supporting district goals for achievement.

• District leaders are dynamic, united in purpose, involved, visible in schools andinterested in instruction.

• Leadership is ethical and distributed; all leaders have clear expectations for in-struction, hold themselves and others accountable and consistently monitorschools for improved student achievement.

• All district administrators have direct or indirect roles in improving teachingover time.

• District leaders access, analyze, interpret, reconcile and mediate state and fed-eral policy with local policy.

• District leaders strategically develop and implement policies that promoteequity and excellence.

• District leaders anticipate resistance and develop strategies and processes formanaging conflict.

• District leaders monitor coherence of actions and align programs to districtfocus and goals.

• District leaders develop collaborative and harmonious relationships with em-ployee groups for sustained district improvement and success.

• District and union leadership interact proactively with the local community tobuild collaborative relationships.

• District leaders facilitate a collaborative process to establish a clear and shareddistrict-wide vision regarding teaching, learning, effective leadership andcommitment to equity and excellence.

3

“We’re trying to model behavior. For example, we showed the district that for meetings, theyshould have an agenda, they should have a

note-taker, and they should establish objectives for what they’re trying to accomplish at the

meeting. In addition, we showed them that theyneeded to have a meeting calendar so that

everyone knows when they are and that theyshould stick to those calendars.”

DAIT Provider

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District and/or Program Improvement Needs Assessment

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Practitioners from throughout the state created the following materials. They may beused as a set of inquiry activities/questions by technical assistance providers workingwith a district to consider the district’s culture. These resources are NOT intended aschecklists, or as rigid tools, but as discussion points to help districts discover the bestnext steps for developing innovative leadership, high expectations, and collective ac-countability across the district to improve student learning and achievement.

A. User of Tools:

These tools are for use by county office personnel, or other regional partners whoare working to assist a district in their improvement efforts. The term “provider” isused for the remainder of this document. It is strongly recommended that theprovider be involved in each activity, and not distribute the questions or survey tostaff for them to answer on their own.

B. Audience for the Tools:

The provider, with the district leadership team, should make the decisions as towhich stakeholder groups in the district participate in the collection of informa-tion and resulting discussions. Some suggested groups to include: district officestaff; site principals; teacher and classified union leadership; representative teach-ers from each grade level; Site Councils; parent focus groups; board members, etc.

C. Organization of the Tools:

1. Research Base: The research base for this tool is the Public Education Lead-ership Project (PELP) Coherence Framework. A copy of that report is availableat: http://www.hbs.edu/pelp/framework.html

2. RSDSS Region 6 Culture of Trust Survey: This survey allows educationalleaders to better understand their strengths and challenges in regards totrust- and culture-building actions. After the results have been compiled, itis essential that they be shared and discussed with all stakeholder groups.These results may assist the district leadership team and the provider in com-municating the urgency of a trust-based district culture.

3. Graphic: This visual representation of the role of a healthy culture in the ad-vancement of student achievement gains may assist the provider indemonstrating the essential role of culture. Providers may use this graphic toreinforce that healthy culture isn’t about “feeling good in our district,” butrather it is a necessary element for improved student achievement.

4. Facilitators’ Guide: This guide includes a definition of “Theory of Action,”which is a critical concept from the PELP research. It also provides a list ofthe questions that can be used by the facilitator with the stakeholder groups.Adjacent to each question is a description of what full implementation mightbe for each concept. These descriptions are meant to deepen the under-standing of the concept for the facilitator, and not to be a part of the actualinquiry process.

5. Worksheet: This worksheet is the tool that the provider can take to the dis-trict to record the input from the various stakeholder groups. The intentionwith this questions-based resource is for the provider to lead the district lead-ership team in a process for establishing their “Theory of Action.” This processcan be the foundation for the leadership team as they move into developingtheir “Norms for the Organization.” The sample template for establishing thenorms is merely one possible example of what a written set of norms may in-clude. The product as a result of this inquiry into culture is critical. Theprovider should encourage the district to develop a written statement thataddresses the desired culture for the organization.


Culture of Trust Survey – District Level


5

IntroductionA productive, trust-based culture enables school districts to maximize their relationships for the betterment of student achievement. Although there are multiple, reciprocalavenues within which trust flows in schools, this RSDSS 6 Culture of Trust Survey – District Level highlights the trustworthiness and culture-building efforts of district leader-ship. As stated in Trust Matters: Leadership for Successful Schools, “the responsibility for establishing trust relies most heavily on the one with the most power” (Tschannen-Moran,2004). In Strengthening the Heartbeat, the author notes that “without trust, leaders lose credibility” (Sergiovanni, 2005). In creating and nurturing trust, administrators proac-tively establish a cultural covenant across their organization. This agreement generates the development of district-wide “non-negotiables” of practice and behavior, whichin turn establish the foundation for all school processes and structures.

This Survey will allow educational leaders to better understand their strengths and challenges in regards to trust- and culture-building actions. The concepts embeddedwithin this Survey were derived from the following research:

The Speed of Trust: The One Thing That Changes Everything (Stephen M.R. Covey, 2006)

Trust Matters: Leadership for Successful Schools (Megan Tschannen-Moran, 2004)

Trust in Schools: A Core Resource for Improvement (Anthony S. Bryk and Barbara Schneider, 2002).

InstructionsThe RSDSS 6 Culture of Trust Survey – District Level is designed to be completed by all district stakeholders. In considering each concept, refer to the following rating descriptors:

4 rating: Fully, Always, or Completely

3 rating: Substantially, Often, or Consistently

2 rating: Partially, Sometimes, or Inconsistently

1 rating: Minimally or Rarely

0 rating: No Evidence of descriptor is in practice.

Unknown: Evaluator does not know whether the action occurs or not.

These rating descriptors are open-ended, purposefully leaving the interpretation of each concept to the individual evaluator. How individuals in the district community per-ceive “Congruency” or “Honesty” within their organization can elicit illuminating data. If teachers rate a concept much higher or lower than the administrators, this discrepancycan indicate deeper, more systemic challenges. It is critically important to utilize this Survey as an impetus for purposeful dialogue around district community, relationships, andtrust. Before administering the RSDSS 6 Culture of Trust Survey – District Level, ensure that time has been allotted after completion of the Survey for discussion of resultsand findings, and the actions that will be implemented to address areas of limited impact.

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District: _____________________________________________________ Site: ___________________________________ Date: ____________________

Position: � District Administrator � Site Administrator � Trustee � Teacher � Instructional Coach/Content Specialist

� Instructional Support Staff � Certificated Staff � Parent/Guardian � Other____________________________________

1. Purpose

a. District leadership regularly revisits and revises mission, vision, values and goals with stakeholders.

b. District core beliefs/fundamental purpose is communicated across the organization.

c. District leadership aligns its own actions to the district’s core beliefs/fundamental purpose.

d. District leadership ensures that staff actions align to the district’s purpose.

e. District leadership regularly refocuses stakeholders on the district’s goals, objectives, and purpose.

2. Honesty

a. District leadership delivers “straight talk” to stakeholders.

b. Issues regarding change and educational reform are made transparent by district leaders.

c. District leadership addresses undercurrents of resistance/concern in a productive way that encourages dialogue.

d. District leadership is candid, sincere, and open.




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3. Improvement

a. District leadership embraces the philosophy of continuous improvement by challenging the status quo.

b. District leadership creates opportunities for feedback from all stakeholders.

c. District leadership responds to stakeholders’ feedback.

d. District leadership seeks collaborative solutions and avoids “finger pointing” when problem solving.

e. District leadership possesses the necessary knowledge and skills to effectively coach others.

4. Congruency

a. District leadership actions are consistent with district values and purpose.

b. District leadership leads by example.

c. District leadership takes responsibility for ensuring the success of those they serve.

d. District leadership is guided by high expectations of service and performance.

e. District leadership works collaboratively with individual sites to meet their diverse challenges.

5. Benevolence

a. District leadership demonstrates genuine care, concern, and kindness for stakeholders.

b. Building and cultivating the district community is a priority of district leadership.

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6. Communication

a. District leadership maintains two-way communication systems with stakeholders.

b. Stakeholders feel they can communicate candidly with district leadership.

c. District leadership solicits ideas, input, and perspectives from stakeholders.

d. District leadership clarifies expectations regarding instruction, curriculum and assessment issues.

7. Visibility

a. District leadership is accessible. An “open door policy” is standard.

b. District leadership is present at school/district events.

c. District leadership is in classrooms on a regular basis.

8. Responsiveness

a. District leadership provides the necessary resources for site staff to meet their goals.

b. District leadership avoids promising resources beyond their capacity to deliver.

c. District leadership responds to feedback in a timely manner.

d. District leadership is responsive to the diverse challenges of individual sites.




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9. Recognition

a. District leadership publicly recognizes individuals’ accomplishments that advance progress towards district goals.

b. District leadership publicly recognizes small groups’ accomplishments that advance progress towards district goals.

c. District leadership publicly recognizes entire schools’ accomplishments that advance progress towards district goals.

d. District leaders’ actions that help realize site goals are publicly recognized.

10. Extending Trust

a. District leadership is confident in their teachers’ and administrators' expertise, professionalism, and motivation.

b. District leadership embraces the philosophy of distributed instructional leadership.

c. District leaders entrust leadership responsibilities to those with demonstrated impact on student achievement.

d. District leadership consciously makes an effort to build trust.

Notes / Comments:

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Culture of Trust Survey – Site Level

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IntroductionA productive, trust-based culture enables schools to maximize their relationships for the betterment of student achievement. Although there are multiple, reciprocal avenueswithin which trust flows in schools, this RSDSS 6 Culture of Trust Survey – Site Level highlights the trustworthiness and culture-building efforts of site leadership. As stated inTrust Matters: Leadership for Successful Schools, “the responsibility for establishing trust relies most heavily on the one with the most power” (Tschannen-Moran, 2004). InStrengthening the Heartbeat, the author notes that “without trust, leaders lose credibility” (Sergiovanni, 2005). In creating and nurturing trust, administrators proactively es-tablish a cultural covenant across their organization. This agreement generates the development of site-wide “non-negotiables” of practice and behavior, which in turnestablish the foundation for all school processes and structures

This Survey will allow educational leaders to better understand their strengths and challenges in regards to trust- and culture-building actions. The concepts embeddedwithin this Survey were derived from the following research:

The Speed of Trust: The One Thing That Changes Everything (Stephen M.R. Covey, 2006)

Trust Matters: Leadership for Successful Schools (Megan Tschannen-Moran, 2004)

Trust in Schools: A Core Resource for Improvement (Anthony S. Bryk and Barbara Schneider, 2002).

InstructionsThe RSDSS 6 Culture of Trust Survey – Site Level is designed to be completed primarily by teachers, although a wider range of stakeholders can be surveyed as well. Inconsidering each concept, refer to the following rating descriptors:

4 rating: Fully, Always, or Completely

3 rating: Substantially, Often, or Consistently

2 rating: Partially, Sometimes, or Inconsistently

1 rating: Minimally or Rarely

0 rating: No Evidence of descriptor is in practice

Unknown: Evaluator does not know whether the action occurs or not.

These rating descriptors are open-ended, purposefully leaving the interpretation of each concept to the individual evaluator. How individuals in the school community per-ceive “Congruency” or “Honesty” within their organization can elicit illuminating data. If teachers rate a concept much higher or lower than the administrators, this discrepancycan indicate deeper, more systemic challenges. It is critically important to utilize this Survey as an impetus for purposeful dialogue around school community, relationships, and trust.Before administering the RSDSS 6 Culture of Trust Survey – Site Level, ensure that time has been allotted after completion of the Survey for discussion of results and findings,and the actions that will be implemented to address areas of limited impact.




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District: _____________________________________________________ Site: ___________________________________ Date: ____________________

Position: � Site Administrator � Instructional Coach/Content Specialist � Teacher � Instructional Support Staff

� Certificated Staff � Parent/Guardian � Other____________________________________

1. Purpose

a. Site leadership regularly revisits and revises mission, vision, values and goals with stakeholders.

b. Site core beliefs/fundamental purpose is communicated across the organization.

c. Site leadership aligns its own actions to the school’s core beliefs/fundamental purpose.

d. Site leadership ensures that staff’s actions align to the school’s purpose.

e. Site leadership regularly refocuses stakeholders on the school’s goals, objectives, and purpose.

2. Honesty

a. Site leadership delivers “straight talk” to stakeholders.

b. Issues regarding change and educational reform are made transparent by site leaders.

c. Site leadership addresses undercurrents of resistance/concern in a productive way that encourages dialogue.

d. Site leadership is candid, sincere, and open.

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3. Improvement

a. Site leadership embraces the philosophy of continuous improvement by challenging the status quo.

b. Site leadership creates opportunities for feedback from all stakeholders.

c. Site leadership responds to stakeholders’ feedback.

d. Site leadership seeks collaborative solutions and avoids “finger pointing” when problem solving.

e. Site leadership possesses the necessary knowledge and skills to effectively coach others.

4. Congruency

a. Site leadership actions are consistent with school values and purpose.

b. Site leadership leads by example.

c. Site leadership takes responsibility for ensuring the success of those they lead.

d. Site leadership is guided by high expectations of service and performance.

5. Visibility

a. Site leadership is accessible. An “open door policy” is standard.

b. Site leadership is present at school events.

c. Site leadership is in classrooms on a regular basis.




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4 3 2 1 0 Unknown

4 3 2 1 0 Unknown

4 3 2 1 0 Unknown

4 3 2 1 0 Unknown

4 3 2 1 0 Unknown

4 3 2 1 0 Unknown

4 3 2 1 0 Unknown

4 3 2 1 0 Unknown

4 3 2 1 0 Unknown

4 3 2 1 0 Unknown

4 3 2 1 0 Unknown

6. Communication

a. Site leadership maintains two-way communication systems with stakeholders.

b. Site leadership solicits ideas, input, and perspectives from stakeholders.

c. Site leadership listens, more than talks, at meetings designed to gather stakeholder feedback.

d. Site leadership clarifies expectations regarding instruction, curriculum and assessment issues.

e. School community members feel they can communicate candidly with leadership.

7. Benevolence

a. Site leadership expresses genuine care, concern, and kindness for stakeholders.

b. Site leadership expresses genuine care, concern, and kindness for each other.

c. There is clear attentiveness by the site leadership to building and cultivating the school community.

8. Responsiveness

a. Site leadership provides the necessary resources for school staff to meet site-based goals.

b. Site leadership avoids promising resources beyond their capacity to deliver.

c. Site leadership responds to feedback in a timely manner.

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4 3 2 1 0 Unknown

4 3 2 1 0 Unknown

4 3 2 1 0 Unknown

4 3 2 1 0 Unknown

4 3 2 1 0 Unknown

4 3 2 1 0 Unknown

4 3 2 1 0 Unknown

4 3 2 1 0 Unknown

9. Recognition

a. Site leadership publicly recognizes individuals’ accomplishments that align with school goals.

b. Site leadership publicly recognizes small groups’ accomplishments that align with school goals.

c. Site leadership publicly recognizes the entire school’s accomplishments that align with school goals.

d. Site leadership is publicly recognized for their accomplishments that align with school goals.

10. Extending Trust

a. Site leadership is confident in their teachers’ expertise, professionalism, and motivation.

b. Site leadership embraces the philosophy of distributed instructional leadership.

c. Site leaders entrust leadership responsibilities to those with demonstrated impact on student achievement.

d. Site leadership consciously makes an effort to build trust.

Notes / Comments:

Culture and Professional RelationshipsCulture & Professional

Relationships15

Your School’ s/District’ s Core Beliefs and Fundamental Purposecommunicated system wide

Actions initiated by leadership thatopenly show congruence betweenWhat We Do and What We Believe

Two-way accountability structures

Assistance in maximizinginstructional time & students’

“opportunities to learn”

Structures and training thatsupport collaboration

Instructional leadership coachingand support for site administrators

Alignmentengenders

trust

Trustsupports

relationships

Relationships:the core of anorganization’s

culture

A healthyculture clearsthe path for…

Student Achievement Gains

Research-based instructional strategies

instructional support / coaching

standards-aligned curriculum

data systems & achievement monitoring

classrooms management skills

PLC / collaboration

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The district Governance Team and leadership fosters an organizational culture thatsupports educational reform based on a coherent research-based instructional pro-gram. This culture of shared core values and norms can be observed at all levels ofleadership and across all schools.

Theory of Action represents the organization’s collective belief about the causal rela-tionships between certain actions and desired outcomes. It is an “if….then….” statement.

The term Theory of Action is inter-changeable with the term “belief” in the questionsbelow. The remaining questions in this document are tied to the district’s response to thefirst question.

The DAIT or other Technical Assistance provider should use this tool as a guide for se-lecting questions to engage the district in deep conversations that will help themdiscover their own culture. Not all questions need to be asked of all stakeholdergroups.

NOTE:

1. The questions used in this document are derived from the Public Education Lead-ership Project (PELP) Coherence Framework at Harvard University and are basedon the work of Professors Michael Tushman and Charles O’Reilly, January 31, 2007.

2. Alignment with the RSDSS 6 Culture of Trust Survey – District Level (CTS) con-cepts are indicated (in italics) within the “Full implementation Looks Like”column.

“It is good to have someone from the outsidelooking in. I like that [the DAIT] are people whohave a broad range of experience and expertise to support that and...working with people who

have worked in other districts and seeing differentways of doing things...and also having one

other person to contact, another resource from the outside.... They are from the outside but

they’re not because they know the district verywell. They know the ins and outs and

personalities.... They are a huge support and one that isn’t involved politically, emotionally

and they help us look at it through a different lens.I think they also bring another level of

seriousness and sense of urgency to the work thatneeds to be done. There’s not only the support piece but there’s also the monitoring side that

I think we need.”

Pilot District


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Questions For Districts Full Implementation Looks Like

1. Theory of Action – What does the district believe is the most pow-erful way to drive increased academic performance in everyschool?

2. Based on the district’s belief, what activities and programs currently consume their time and resources? Which activitiesshould they grow, drop or modify?

3. Is the district’s belief clearly communicated and well understoodby all stakeholder groups?

4. Do people working in the district office understand their role insupporting the belief?

5. Do principals and teachers from each school in the district understand and embrace the belief? How do you know?

6. As an organization, does the district behave in ways that are consistent with their stated belief?

7. What informal structures or sources of power are influential in the district?

What is everyone’s shared understanding of “How things workaround here?”

8. How are decisions made?

9. How are decisions communicated?

One or more clearly articulated statements tying specific district actions to expected student achievement outcomes. Mission, vision, and goals statements.

CTS : 1a, 1e

Alignment of LEA Plan and Single Plan for Student Achievement (SPSAs). District and site actionplans are congruent with stated beliefs. Assignment of resources are to support action plans.

CTS : 1c, 1d

All stakeholder groups are able to state or paraphrase district’s theory of action. Stakeholdergroups are able to give examples of actions that support beliefs.

CTS : 1b, 1e

District office staff members are able to cite specific examples of work they do that supports district/site action plans.

CTS : 1c, 3a

Activities at schools should reflect a focus on action plans based on theory of action. Logs of principal’sdaily activities, teacher lesson plans, minutes of staff and collaborative team meetings, SSC meetings.

CTS : 1b, 1d, 1e, 7a, 7b

District structures and systems are explicitly tied to stated beliefs. The district is getting expectedresults. Leaders make and keep commitments.

CTS : 1c, 3c, 6c, 7c

Awareness of what structures exist in the district and a conscious effort to ensure the informal relationships support or move the district forward in its theory of action.CTS : 2c, 6b

People’s understanding of “how things work” reflect the district’s formal and informal systemsand structures, and is consistent throughout the organization.

CTS : 1b, 3a, 2c

Decisions are made with the input of affected stakeholders. The district is transparent about thereasons upon which decisions are based.

CTS 1a, 4c, 6a, 8d

The district quickly and clearly communicates decisions to all stakeholders.

CTS : 1b, 2a, 4b, 6c

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10. What district functions or structures facilitate professional collaboration?

11. What are the attitudes about accountability?

12. How does the district resolve conflicts?

Time for collaboration is protected and processes for effective collaboration are in place. Train-ing in collaboration has been provided. The district fosters and rewards collaboration amongand within departments and sites.

CTS : 4b, 4e, 5c, 8e

People can clearly state those things for which they are accountable and are eager to demon-strate results. Expectations are clearly communicated and understood. Accountability measuresare used as an assessment of progress, and a basis for planning.

CTS : 3a, 3b,3c, 8a, 8e

Employees involved in conflicts feel they are valued and have been heard in expressing their con-flicts. Employees are treated fairly and consistently. The district seeks to create “win-win” situations.

CTS : 2c, 1d, 4e, 6b, 10c

13. What is the relationship between the district office and schools?

14. Do district leaders behave in ways that inspire trust throughoutthe organization? How do you know?

15. What do the current norms and behaviors suggest about the dis-trict’s existing culture?

16. Does the existing culture support or hinder the ability to imple-ment their stated belief?

edg

CTS : 4f, 5a, 5c,6b, 7b, 8a, 8b, 8e, 9b, 9c, 10a, 10b,

CTS : All items

trict se

CTS : 2c, 3a, 3b, 5c, 6b, 8b, 9a, 10b, 10c

CTS : All items

Other Probing Questions


District Culture Worksheet


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The suggested use of this worksheet is for an assistance team/COE member to recordthe responses from the various stakeholders in the district as they discuss the ques-tions listed below. An explanation of these questions, with a description of “FullImplementation” is included in this tool on a separate page.

It is suggested that this tool be used as follows:

Discuss with a variety of stakeholder groups in the district. This should be done inas safe and open of a discussion format as the district culture permits. Each stake-holder group should be informed as to what the district process is for developingnorms based on all the information gathered.

The assistance team member is to be a facilitator of the discussion, and to record thecomments/summarize the comments on the form below.

Input from the various stakeholder groups is to be summarized by the assistance teammember, and brought back to the district leadership team.

Discussion of Establishing the District Norms is to be facilitated by the assistance teammember with the district leadership team. For this purpose, the defining of CulturalNorms is limited to the development of agreements in the areas of Communication,Decision Making and Relationships. It is understood that this is not an all-inclusive listof the areas of organizational culture.

The template for Organizational Norms is merely suggested as a tool, and is in-tended as an example of how Organizational Norms could be written.

The DAIT team should use this tool as a guide for selecting questions that will en-gage the district in deep conversations that will help them discover their own culture.Not all questions need to be asked of all stakeholder groups.

The questions in this document are derived from the Public Education Leadership Project (PELP) Coherence Framework at Harvard University and are based on the work of Professors Paul Tushman and Charles O’Reilly, January 31, 2007.

“Remember to build the relationship andremember that districts have been branded as

failures, so when you go in, there’s a whole cultureof healing that needs to be done. By the time youget to be a DAIT district, you have been doing

assessments for 8 years, and that’s a lot of years. To undo that, it probably takes 3-5 years. To buildtheir capacity so that the DAIT can walk away—you can be their support but that’s not building

their capacity. Building their capacitytakes more than two years.””

DAIT Provider

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Description of Current District Culture Worksheet

District: ______________________________________________ Stakeholder Group: ____________________________________

Date of Discussion: ____________________________________ Assistance Team Member: ______________________________

1. Theory of Action – What does the district believe isthe most powerful way to drive increased academic performance in every school?

2. Based on the district’s belief, what activities andprograms currently consume their time and resources? Which activities should they grow,drop or modify?

3. Is the district’s belief clearly communicated andwell understood by all stakeholder groups?

4. Do people working in the district office understand their role in supporting the belief?

5. Do principals and teachers from each school inthe district understand and embrace the belief?How do you know?

6. As an organization, does the district behave inways that are consistent with their stated belief?

Gathering Data: Question to Ask Districts:

Summary of Responses Including Evidence Cited to Support Responses (i.e. systems for communicating the

district’s theory of action/belief; artifacts for how decisions are made; examples of formal/informal power etc.)

Evidence of Implementation




21

7. What informal structures or sources of power areinfluential in the district?

8. How are decisions made?

9. How are decisions communicated?

10. What district functions or structures facilitate professional collaboration?

11. What are the attitudes about accountability?

12. How does the district resolve conflicts?

13. What is the relationship between the district office and schools?

14. Do district leaders behave in ways that inspiretrust throughout the organization? How do youknow?

15. What do the current norms and behaviors suggest about the district’s existing culture?

16. Does the existing culture support or hinder theability to implement their stated belief?

Gathering Data: Question to Ask Districts:

Summary of Responses Including Evidence Cited to Support Responses (i.e. systems for communicating the

district’s theory of action/belief; artifacts for how decisions are made; examples of formal/informal power etc.)

Evidence of Implementation

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A description of organizational culture can be stated as the alignment between “What we Believe” (Theory of Action) and “How we do Things” (procedures and processes forcommunication, making decisions, and relationships).

Norms are statements which describe how an organization agrees to work. They are the guidelines for organizational culture.

I. What is? What Do We Want? Norms?

Using the data gathered from the Description of Current District Culture Worksheet, work with the district leadership team to state the following:

1. What is the organization’s current “Theory of Action” or vision, mission and goals? Question 1

2. How does the organization currently “Get the Work Done” in the following areas:

a. Communication: Questions 3, 5, 6, 9, 12, 13

b. Decision Making: Questions 2, 5, 6, 8, 10, 12, 13

c. Relationships (among and between stakeholders and individuals): Questions 4, 5, 6, 7, 10, 11, 13, 14, 15

II. What We Want:

Working with the district leadership team, answer the following. Include examples of behaviors.

1. What is our Theory of Action or vision, mission or goals as an organization?

2. How will we demonstrate our Theory of Action as we “Get the Work Done” in the following areas:

a. Communication:

b. Decision Making:

c. Relationships (among and between stakeholders and individuals):



Establishing Organizational Norms


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III. Norms:

Once the survey process has been completed, the team works with district leaders to agree to a set of norms for working together to accomplish identified goals. Theseagreed upon Norms for the Organizationwill be evident in all of our planning and actions. We commit to integrate these norms into all district processes.

_______________________________________ organization is committed to __________________________. We believe __________________________________________.

To this end, we _______________________________________. All of our stakeholders will see evidence of this commitment in the following ways:

1. Our communication with all stakeholders of the organization will be ____________________________________.

Examples of this include: We commit to _____________________________________ as we communicate within and outside of the organization.

2. Decisions in our organization will be made ________________________________________.

All organization planning will be done in alignment with our Theory of Action. We commit to __________________________________________.

3. Stakeholder groups within the organization will relate with one another in ways that support our Theory of Action.

When interactions are not in alignment with our organizational beliefs we will _________________________________.

Individuals and stakeholder groups will ___________________________________________.

Although much attention has been paid by scholars and educational theorists to leadership at the school and to a degree the district level, less energy has been spent in trying to understand the nature and components of educationalgovernance. Governance holds a unique position in the discussion about improving education leadership, as governance is not leadership per se. Rather,governance creates the framework through which high-quality leadership can be exercised throughout the educational system. Numerous metaphors describe “governing”: the nervous system, the control center, the steering mechanism. Most appropriately, we think governance can be described as the playing field.Governance—by defining the size of the field, establishing the rules of the game,determining the composition of the teams, and providing the referees—createsand maintains the policy structure within which public schooling takes place.

Redefining and Improving School District Governance

Center for the Study of Teaching and Policy, University of Washington

Strand A

Governance

Strand A Governance

Strand A - Governance

Revised Standards for District Improvement and the Focus of Work of a District Assistance and Intervention Team

A. Governance

1. The local governing board works within the scope of its role and responsi-bilities as a member of the district governing team, setting policies, andaligning the budget to support the successful implementation of the LocalEducational Agency Plan (LEAP).

2. The LEA’s vision, mission, policies, and priorities are focused on the aca-demic achievement of all students, especially English learners, studentswith disabilities, and other high-priority students, and reflect a commit-ment to equitably serving the educational needs and interests of allstudents.

3. The LEA’s governing team and district leadership demonstrate the skillsnecessary to develop an organizational culture that ensures the full im-plementation of coherent reform within the LEA and across its schools. Thisculture of shared core values and norms can be observed at all levels ofleadership and across all schools.

4. The LEA has policies to fully implement the State Board of Education (SBE)-approved Essential Program Components (EPCs) for Instructional Successin all schools in the LEA. These include evidence of implementation re-garding instructional materials, intervention programs, alignedassessments, appropriate use of pacing and instructional time, and align-ment of categorical programs and instructional support.

5. The LEAP is developed in alignment with the accountability requirementsat both the state and federal levels and with input from all stakeholders. Itis grounded in research-based practices and is the guiding document forthe development of the Single Plan for Student Achievement (SPSA) ineach of the LEA’s schools.

Strand AGovernance

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6. The LEA’s fiscal policies and adopted budget are aligned with the LEA Planand reflect a coherent instructional program based on state standards,frameworks, SBE-adopted/standards-aligned materials, sound instructionalpractices and the EPCs.

7. The LEA uses an effective two-way communication system and providestimely and accurate information to all stakeholders, especially students,parents/families, teachers, and site administrators, about student achieve-ment, academic expectations, and accountability requirements.

8. The LEA holds teachers, site administrators, and district personnel ac-countable for student achievement and meeting state and localaccountability requirements.

9. The LEA provides all schools with the infrastructure to collect and interpretstudent achievement data in order to establish and communicate instruc-tional priorities and strategies for improved student achievement.

Text Strand A_Layout 4 9/10/09 5:47 PM Page 1

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ceStrand A - Governance

Best Practices to Increase Academic Achievement

1. The local governing board works within the scope of its role and respon-sibilities as a member of the district governing team, setting policies, andaligning the budget to support the successful implementation of the LocalEducational Agency Plan (LEAP).

• Written policies and administrative regulations are up to date and reflect cur-rent law, and local needs are organized and readily available to all members ofthe staff and to the public.

• The Board has established strong communication processes with the Superin-tendent to make sure policies are implemented and that data are collected toroutinely assess progress on LEAP implementation and student progress.

º Board policies and regulations explicitly address the roles and responsibilitiesof the Board of Education and the Superintendent and staff.

º Board members individually and as a whole support and follow their adoptedpolicies as reflected in their decisions regarding student achievement, cur-riculum development, assessment and accountability, personnel decisions,and aligned budgetary allocations.

º Board members do not involve themselves in the operational issues of thedistrict. A protocol has been developed in collaboration with the Superin-tendent for handling any requests or inquiries a board member may receiveregarding district operations.

• Procedures are in place for the Superintendent/designee to review existing Col-lective Bargaining Agreements and ensure that reform strategies will not violatethe terms of those agreements.

º Provisions in the existing agreements are identified that support or under-mine the district’s reform goals and are reviewed by the Superintendent/designee.

º Procedures are in place to ensure the District’s Governance team has ongo-ing, positive relations with employee organizations in order to build theirsupport for innovation and to increase their focus on the goals of studentachievement.

º The Superintendent has identified language that, if included in the contract,would enhance or inhibit the district’s reform goals.

A-2

2. The LEA’s vision, mission, policies, and priorities are focused on the aca-demic achievement of all students, especially English learners, studentswith disabilities, and other high-priority students, and reflect a commit-ment to equitably serving the educational needs and interests of allstudents.

• Board of Education, upon recommendation by the Superintendent, adopts along-range vision that sets direction for the district that is focused on studentlearning and describes what the Board wants its schools to achieve including:

º Guiding principles.

º Performance standards and benchmarks to determine if the district is meet-ing specific, measurable, attainable, relevant, and timely goals.

• Related Board Regulations are in place describing processes for developing andannually reviewing the district’s vision, mission, policies, and priorities includ-ing:

º Clearly defined procedures, timelines and responsibilities;

º Identification of the strengths and needs of the district including relevant dis-trict documents and data (student learning goals are aligned with districtreform and restructuring efforts and focused on student achievement, espe-cially the needs of English learners, students with disabilities, and other highpriority students;

º Ongoing and timely input from parents/guardians, students, staff and com-munity members (through tools such as surveys, focus groups, advisorygroups, and/or public meetings and forums); and

º Evidence of process used from most recent review of vision, mission andgoals.

• The district’s vision, mission, and goals statements are published in a variety ofdocuments with a clear and calendared annual review process for reportingprogress to the community and makes clear to all stakeholders their responsi-bilities to achieve these goals.

• The Superintendent communicates regularly to the community on how stu-dents are progressing on their mastery of grade-level standards and how Boarddecisions are supportive of increased student achievement.




• The Board of Education, upon recommendation by the superintendent, adoptspolicies in the following areas:

º District-wide academic content and performance standards and measures ofprogress.

º Incentives for progress and consequences for failure for all decision makers inthe district, as well as for students.

º The education of English learners, students with disabilities, and other high-priority students.

º The Superintendent, in collaboration with staff, develops regulations andprocedures to ensure implementation of the adopted policies, reflectingthe district’s commitment to and progress toward high expectations aimedto improve achievement and learning for all students.

º The Superintendent and Board President collaboratively prepare Board Agen-das that have an ongoing designated item for updating policies as suggestedby California School Boards Association (CSBA).

3. The LEA’s governing team and district leadership demonstrate the skillsnecessary to develop an organizational culture that supports educationalreform based on a coherent research-based instructional program. Thisculture of shared core values and norms can be observed at all levels ofleadership and across all schools.

• The governing board adopts policies and practices that support the Superin-tendent and staff as they carry out the direction of the Board by:

º Identifying and operating from a set of district beliefs and vision committedto equity and excellence for all students, and high academic performances bystudents in every school.

º Developing and distributing leadership among central office administrators,principals, teachers, and community leaders in a manner that holds all adultsin the system accountable for increased student achievement and success.

º Ensuring a positive personnel climate exists in the district that promotes peersupport, collaboration, trust, and shared responsibility for student progress.

º Developing systemwide district coherence between policies and practicesfor instructional improvement.

º Monitoring student achievement and program effectiveness and requiringprogram changes as needed based on ongoing data and continuous im-provement priorities.

º Encouraging the Superintendent and Board Members to be highly visible inschools.

º Being knowledgeable about district efforts and priorities in order to com-municate and explain them to the public.

4. The LEA has policies to fully implement the State Board of Education(SBE)-approved Essential Program Components (EPCs) for InstructionalSuccess for all schools in the LEA. These include evidence of implemen-tation regarding instructional materials, intervention programs, alignedassessments, appropriate use of pacing and instructional time, and align-ment of categorical programs and instructional support

• The Board of Education, upon recommendation by the Superintendent, adoptspolicies and administrative regulations for reviewing and adopting:

º Instructional materials

º Intervention programs

º Aligned assessments

º Pacing guides

º Instructional time

• The Board of Education, upon recommendation by the Superintendent, adoptsa curricular development process that ensures that all students have access tocore academic content and understand performance standards.

• Board agendas and minutes reflect Board adoption of most recent SBE-adoptedmaterials.

• The Superintendent, in collaboration with staff, develops regulations and pro-cedures to ensure standards-based instructional materials that reflect bestpractices are recommended to the Board of Education for approval.

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• The Superintendent, in collaboration with staff, has developed regulations andprocedures to ensure implementation of a standards-based curricular and in-structional program across the district.

• Board agenda items during regular Board meetings and/or Board Study Ses-sions document progress toward and focus on student learning goals relativeto the curricular program. Presentations may include:

º Evidence that core curriculum is being implemented as designed in class-rooms (observation reports and student achievement data, pacing guides);

º Evidence that all students have access to core curriculum and, for those eligi-ble, support classes (observation of classes, review of class lists, review ofelementary class schedules, and review of secondary master schedules);

º Review of documents showing alignment of courses to content standards(pacing guides, scope and sequence documents, lesson plans, unit plans); and

º Evaluation of curricular program effectiveness using student assessment dataand implementation data

5. The LEAP is developed in alignment with accountability requirements atboth the state and federal levels and with input from all stakeholders. Itis grounded in sound, research-based instructional practices and is theguiding document for the development of the Single Plan for StudentAchievement (SPSA) in each of the LEA’s schools.

• The Superintendent recommends and the Board adopts policies in the areas ofNCLB requirements related to:

º teachers and paraprofessionals,

º job descriptions,

º recruitment and retention,

º position control, and

º collective bargaining.

• The Superintendent compiles and disseminates these human resources reportsto the School Board and the community, reflecting goals of 100% highly quali-fied staff, with special attention to requirements for communication of suchinformation to parents and community members.

• Single Plans for Student Achievement (SPSA) are aligned with the LEAP and in-clude how the EPCs will be implemented.

• Processes and practices are in place to increase community and parent in-volvement to effectively foster participation in developing and supporting theLEAP goals and progress.

• The Board demonstrates knowledge of research and best practices related tocurriculum, instruction, student learning and accountability in decision making.

• Board agendas and supporting documents prepared by the superintendentand staff connect research and best practices to the recommendations madeabout curricular programs. As necessary, Board Study Sessions are held for indepth review of research based programs and best practices, with Board min-utes reflecting Board adoptions and study sessions.

• Board members are provided information about and encouraged to attendCSBA-sponsored workshops on curricular programs and student achievementthat include research and best practices.

6. The LEA’s fiscal policies and adopted budget are aligned with the LEAPand reflect a coherent instructional program based on state standards,frameworks, SBE-adopted/standards-aligned materials, sound instruc-tional practices and the EPCs.

• Fiscal priorities are aligned to instructional goals for student achievement, andevidenced in the LEAP.

• Upon the recommendation of the Superintendent, policies are adopted thatgovern financial goals, financial monitoring, and auditing of accounts.

• The Superintendent, with input from staff, establishes regulations that providecriteria for allocation of resources (human and fiscal), prioritizes allocations thatreflect a coherent instructional program based on state standards, frameworks,SBE-adopted/standards-aligned materials and EPCs.

• Based on the Board-adopted goals and budgeting policies and processes, theSuperintendent and staff analyze start-up and sustaining costs of reforms in-cluding infrastructure to collect and interpret student achievement data thataligns with district priorities and account for site and district fiscal decisions.

A-4




• Priorities and criteria are in place to determine allocation of resources to sup-port student achievement goals reflected in the LEAP.

• The Superintendent recommends, and the board adopts, a budget that reflectsgeneral fund and categorical resources allocated to support student learninggoals to the extent practical, given state and local financial conditions.

• Board agendas and meeting minutes reflect Board action to adopt such abudget.

7. The LEA uses an effective two-way communication system and providestimely and accurate information to all stakeholders, especially students,parents/families, teachers, and site administrators, about student achieve-ment, academic expectations, and accountability requirements.

• Effective practices are in place to increase community and parent involvementto effectively foster participation in and knowledge about the SPSA and LEAPfor student achievement.

• District leadership systematically and clearly communicates with all stake-holders (parents, families, and community members) about studentachievement, academic expectations and accountability requirements, and sup-port for their students’ academic success.

• Timely, two-way communication is ongoing in language(s) parents understand.

8. The LEA holds teachers, site administrators, and district personnel ac-countable for student achievement and meeting state and localaccountability requirements.

• The Superintendent communicates a sense of vision and mission that trans-lates into beliefs at school sites.

• District leadership has systems in place to ensure that schools have a clear mis-sion focused on student and school performance.

• The Board, in partnership with the Superintendent, monitors progress towardand keeps attention focused on student learning and performance goals, dis-trictwide and at every school, to meet state and local accountabilityrequirements.

• The Superintendent promotes innovative instructional leadership by principals,resulting in improved student achievement.

• The Superintendent employs processes to manage instructional changethrough site and district leadership, which is perceived and acted upon by class-room teachers, parents and students.

• Ongoing processes are in place to gather and use input from site leaders to im-prove the instructional system, using a continuous improvement model.

• District leadership has established processes and systems for site leadershipthat supports and recognizes successful teachers and supports or terminatesas necessary the employment of unsuccessful teachers.

• A district organizational chart identifies seamless coordination between andamong the various departments/divisions in order to articulate a deep under-standing of the policies and procedures regarding academic achievement anddistrict/school reform.

• Effective communication between the Board and Superintendent is in placewith regard to implementing policies and assessing progress toward districtgoals.

9. The LEA provides all schools with the infrastructure to collect and inter-pret student achievement data in order to establish and communicateinstructional priorities and strategies for improved student achievement.

• Recommendations for Board decisions are based on analysis of available dataand presented clearly and concisely to assist Board members in understandingissues and to take appropriate actions.

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1. How are the district’s vision,mission, policies and priori-ties focused on academicachievement of all students,especially English Learners,students with disabilities,and other high-priority students?

1.1 Board of Education, upon recommendation bythe Superintendent, adopts a long-range visionthat sets direction for the district that is focusedon student learning and describes what theBoard wants its schools to achieve including:

1.1.1 Guiding principles; and

1.1.2 Performance standards and benchmarks todetermine if the district is meeting specific,measurable, attainable, relevant, and timelygoals

Questions to Ask of Districts Evidence of Full Implementation

• DAIT assists district administrators in creating aprocess for community vision building.

• District staff identifies and provides relevant dis-trict documents and information relative to needsincluding achievement data on all students andsub groups.

Technical Assistance Recommendationsfor District Implementation

• CSBA School BoardLeadership Brochure

ResourcesTimeline

forAnalysis

2. What processes are in placefor developing, revising andannually reviewing district’svision, mission, policies andpriorities?

2.1 Related Board Regulations are in place describingprocesses for developing and annually reviewingthe district’s vision, mission, policies, and priori-ties including:

2.1.1 Clearly defined procedures, timelines andresponsibilities;

2.1.2 Identification of the strengths and needsof the district including relevant districtdocuments and data (student learninggoals are aligned with district reform andrestructuring efforts and focused on stu-dent achievement, especially the needs ofEnglish Learners, students with disabilities,and other high priority students;

2.1.3 Ongoing and timely input fromparents/guardians, students, staff andcommunity members (such as surveys,focus groups, advisory groups, and/or public meetings and forums); and

2.1.4 Evidence of process used from most recentreview of vision, mission and goals

• DAIT assists district administrators in creating aprocess for community vision building.

• District staff identifies and provides relevantdistrict documents and information relative toneeds including achievement data on all stu-dents and sub groups.

• Toolkit - Data Systemsand AchievementMonitoring

I. Vision, Mission and Goals



Governance Questions

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• CSBA Policy List

3. What processes are in placefor the Board and the Super-intendent to regularlyreview the vision, missionand goals and to keep thecommunity informed aboutthe district’s progress to-ward achieving them?

3.1 The district’s vision, mission, and goals state-ments are published in a variety of documentswith a clear and calendared annual reviewprocess for reporting progress to the communityand makes clear to all stakeholders their respon-sibilities to achieve these goals.

3.2 The Superintendent communicates regularly tothe community on how students are progressingon their mastery of grade level standards andhow Board decisions are supportive of increasedstudent achievement.

• District establishes a calendar for vision, missionand goal review.

• District establishes a process to report studentprogress to the community, including public displays and other media.

• DAIT provides a format district staff can use topresent STAR test data by school and bygrade/subject matter.

• District administrators include board reports onstudent progress in its newsletter and othermedia.

• DAIT helps district administrators establish a calendar and a format for sharing student achieve-ment on district benchmark assessments.

• DAIT will help determine a streamlined processthat aligns, first the Superintendent’s, then the cab-inet’s, and then site administrators’ goals to boardgoals.

• DAIT provides annual accountability training tothe Superintendent and cabinet members, andBoard as needed.

4. To what extent do policiesaccurately reflect the scopeof the Board’s role and re-sponsibility as a member ofthe district governanceteam?

4.1 The Board has established strong communica-tion processes with the Superintendent to makesure policies are implemented and that data arecollected to routinely assess progress on LEAPlan implementation and student progress.

4.1.1 Board policies and regulations explicitlyaddress the roles and responsibilities of theBoard of Education and the Superintend-ent and staff.

• DAIT may recommend training for Board and cabi-net members on their roles and responsibilitiesincluding connections between their decisions inboard meetings and their adopted policies.

• DAIT may recommend a protocol that the Boardand Superintendent use when Board members re-ceive requests and inquiries from staff and thepublic that pertains to operational issues.

Questions to Ask of Districts Evidence of Full ImplementationTechnical Assistance Recommendations

for District Implementation ResourcesTimeline

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cont’d from previous page 4.1.2 Board members, individually and as ateam, support and follow their adoptedpolicies as reflected in their decisions re-garding student achievement, curriculumdevelopment, assessment and accounta-bility, personnel decisions, and alignedbudgetary allocations.

4.1.3 Board members do not involve them-selves in the operational issues of thedistrict. A protocol has been developedin collaboration with the Superintendentfor handling any requests or inquiries aboard member may receive regardingdistrict operations.

“Communication is one of the keys that affects the pilotwork. Strong communication has a positive effect on

DAIT work because (1) it keeps the agreed-upon goals andpriorities that the team and district are working on at the

forefront and promotes a sense of importance andurgency; (2) it keeps everyone informed and keeps someof the resistance and tension you get when trying to makesignificant change at a minimum because people get the same consistent information; and (3) it is important for

accountability.”

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1. How are policies developedthat are clear, concise, andexplicitly focused andaligned with the district’s vision and consistent withthe goals of reform?

1.1 Written policies and administrative regulationsare up to date and reflect current law and localneeds and are organized and readily available toall members of the staff and to the public.

1.2 The Board of Education upon recommendationby the Superintendent has adopted policies inthe following areas:

1.2.1 District wide academic content and per-formance standards. These standardsinclude those on statewide tests as well asmeasures that encompass other importantindicators.

1.2.2 Measures for the district wide academiccontent and performance standards thatinclude state tests and may also includelocal measures that encompass other important indicators.

1.2.3 Incentives for progress and consequencesfor failure for all decision makers in the dis-trict, as well as for students. These policiesmeet or exceed state policies that provideincentives for progress and consequencesfor failure.

1.2.4 The education of English Learners, studentswith disabilities, and other high-prioritystudents. These policies are explicit abouthigh expectations for achievement of allstudents and access to the curriculum andsupport services necessary for students toachieve at high levels.

• DAIT may assist districts to write or revise districtpolicies that address academic content and performance standards, measures and reportingof progress on district goals, incentives and con-sequences related to achieving district goals, andother policies related to ensuring that all stu-dents have access to and are expected to achieveat high levels in a standards-based academic curriculum.

• CSBA/CCSESA VisionDriven Policies



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2. What processes are in placeto implement and monitoradopted policies?

2.1 The Superintendent, in collaboration with staff,develops administrative regulations and proce-dures to ensure implementation and monitoringof the adopted policies.

• DAIT assists the Superintendent and Cabinet indeveloping a year-long calendar of Board presen-tations and agenda items focused on improvingstudent achievement.

• DAIT may assist the Superintendent and Cabinetin developing presentations that support improv-ing achievement and learning for all students,and strategies for monitoring district process.

3. To what extent do the dis-tricts’ governance practicesreflect a commitment to equitably serving the educa-tional needs and interests ofall students?

3.1 Board agendas, prepared collaboratively by theSuperintendent and Board President, reflect thedistrict’s commitment to and progress towardhigh expectations aimed to improve achieve-ment and learning for all students.

3.2 Recommendations for Board decisions arefounded in analysis of available data and pre-sented clearly and concisely to assist boardmembers in understanding issues and takingappropriate action.

• CSBA GovernanceConsulting Services

See Question 1.4. How effective is the commu-nication between the Boardof Education and the Super-intendent with regard toimplementing policies andassessing progress towardmeeting the district’s goalsand implementing theLEAP?

4.1 Functional working relations are maintained between the Board and administrative team.

4.2 See 1.1.2 above

See Question 1.5. How are policies and resulting priorities and ex-pectations communicatedwith staff, parents and com-munity?

5.1 Policies are written, organized and readily available to all members of the staff and to thepublic.

5.2 Policies and administrative regulations are up todate and reflect current law and local needs.

5.3 The district has established a system of securingstaff and community comments in policy devel-opment and review.



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1. How does district leadershipdevelop an organizationalculture that ensures the fullimplementation of a coher-ent, research-basedinstructional program withinthe district and across allschools?

1a. What district policiesare in place to support theSuperintendent and staff asthey carry out the directionand goals of the Board?

1.1 Policies and practices are in place to support theSuperintendent and staff as they carry out the di-rection of the board by:

1.1.1 Identifying and operating from a set of dis-trict beliefs and vision committed to equityand excellence for all students, and high ac-ademic performances by students in everyschool.

1.1.2 Developing and distributing leadershipamong central office administrators, princi-pals, teachers, and community leaders in amanner that holds all adults in the systemaccountable for increased student achieve-ment and success.

1.1.3 Ensuring a positive personnel climate existsin the district that promotes peer support,collaboration, trust, and shared responsibil-ity for student progress.

1.1.4 Developing system-wide district coherencebetween policies and practices for instruc-tional improvement.

1.1.5 Monitoring student achievement and pro-gram effectiveness and requiring programchanges as needed based on ongoing dataand continuous improvement priorities.

1.1.6 Encouraging the Superintendent and Boardmembers to be highly visible in schools.

1.1.7 Being knowledgeable about district effortsand priorities in order to communicate andexplain them to the public.

• Toolkit - Culture andProfessional Relation-ships



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1. To what extent does theBoard of Education approveand monitor the implemen-tation of curricularprograms that are based onresearch and best practices?

1.1 Upon recommendation by the Superintendent,the Board adopts relevant policies. (See BoardPolicy DAIT Standards Alignment reference.)

1.2 The Board of Education, upon recommendationby the Superintendent, adopts a curricular devel-opment process that ensures that all studentshave access to academic content and perform-ance standards.

1.3 The Superintendent, in collaboration with staff,has developed regulations and procedures to en-sure implementation of the curriculardevelopment process.

1.4 Board agendas and supporting documents pre-pared by the Superintendent and staff connectresearch and best practices to the recommenda-tions made about curricular programs. Asnecessary Board Study Sessions are held for in-depth review of research based programs andbest practices.

1.5 Board agendas and minutes reflect Board adop-tion of curriculum.

1.6 Board members are provided information aboutand encouraged to attend CSBA sponsored work-shops on curricular programs and student achieve-ment that include research and best practices.

• DAIT assists district administration and the localboard to develop and provide information aboutbest practices for and/or professional develop-ment for the board related to curriculum,instruction, student learning and accountability.

• DAIT assists district administration and the localboard to develop policies, procedures and aschedule for reviewing how students are as-signed to instructional programs and otherservices.

• DAIT assists district administration and the localboard to develop policies, procedures and aschedule for reviewing core and interventionprograms.

• DAIT assists district administration and the localboard to develop policies, procedures and aschedule for collecting and reviewing data tomake decisions regarding core and interventioncurricular and instructional programs.

• DAIT assists district administration and the localboard to develop policies, procedures and aschedule for reviewing the curriculum.

• California School BoardAssociation ProfessionalGovernance Standardsavailable at www.csba.org

• National School Board Association Key Work ofSchool Boards Guide-book.

• Thinking Differently: Recommendation for21st Century SchoolBoard/SuperintendentLeadership, Governance,and Teamwork for HighStudent Achievement.Arlington, VA: EducationResearch Service. Available athttp://www.nesdec.org/Thinking_Differently.htm.

• Annotated Bibliography:District Governance andSystems; The Role of theCentral Office andSchool Board in Reform.California Comprehen-sive Center



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IV. Implementation of Essential Program Components (EPCs) for Instructional Success

“We’ve had some good conversations [with the union]—and the district is making changes.”

DAIT Pilot District




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2. What curricular develop-ment processes are inplace to ensure that all students have access tocore academic content andunderstand expectedprogress on performancestandards?

2.1 The Board of Education upon recommendationby the Superintendent adopt policies for review-ing and adopting:

2.1.1 Instructional materials2.1.2 Intervention programs2.1.3 Aligned assessments2.1.4 Pacing guides2.1.5 Instructional time

2.2 The Superintendent, in collaboration with staff,has developed regulations and procedures toensure standards-based instructional materialsthat reflect best practices are recommended tothe Board of Education for approval.

2.3 Board agendas and minutes reflect Board adop-tion of most recent SBE- adopted/standardsaligned materials.

• DAIT assists district administration and the localboard to develop policies, procedures and aschedule for reviewing and adopting instruc-tional programs and materials.

• Implementation and funding of corrective ac-tion requirements are discussed, sequenced, andprocesses put into place to ensure LEA actionsare implemented in a timely and comprehensiveway.

• DAIT discusses funding options and planningwith district team to ensure full implementationof PI requirements.

3. How does the Board of Education, in partnershipwith the Superintendent,tracks progress toward andkeep attention focused onstudent learning goals andthe academic content andperformance standardsand measures district wideand school by school?

3.1 Board agenda items during regular board meet-ings and/or Board Study Sessions documentprogress toward and focus on student learninggoals relative to the curricular program. Presen-tations may include:

3.1.1 Evidence that core curriculum is being implemented as designed in classrooms(observation reports and student achieve-ment data, pacing guides);

3.1.2 Evidence that all students have access tocore curriculum and for those eligible sup-port classes (observation of classes, reviewof class lists, review of elementary classschedules, and review of secondary masterschedules);

3.1.3 Review of documents showing alignmentof courses to content standards (pacingguides, scope and sequence documents,lesson plans, unit plans); and

3.1.4 Evaluation of curricular program effective-ness using student assessment andimplementation data.

• Discuss and recommend CSBA Governancetraining as needed.

• Develop progress reporting templates and/ordashboards for Board review of progress.

• Discuss alignment of formative and summativemeasures used to assess progress at the student,school and district levels.

• Review suggested implementation evidenceand determine priorities for district and schoolimplementation, aligned professional develop-ment as needed.



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1. What processes are in placeto develop and review theLEA plan and align SPSAplans in each school? Howdoes the Board ensurealignment with state andfederal accountability requirements?

1.1 The LEAP is developed in alignment with the ac-countability requirements at both the state andfederal levels and with input from all stakehold-ers. It is grounded in research-based practicesand is the guiding document for the develop-ment of the Single Plan for Student Achievement(SPSA) in each of the LEA’s schools.

1.2 The Superintendent recommends and the Boardadopts policies in the areas of NCLB require-ments related to:

1.2.1 teachers and paraprofessionals,1.2.2 job descriptions,1.2.3 recruitment and retention,1.2.4 position control, and1.2.5 collective bargaining.

1.3 Single Plans for Student Achievement (SPSA) arealigned with the LEAP and include how the EPCswill be implemented.

1.4 Processes and practices are in place to increasecommunity and parent involvement to effec-tively foster participation in developing andsupporting the LEAP goals and progress.

1.5 The Board demonstrates knowledge of researchand best practices related to curriculum, instruc-tion, student learning and accountability indecision making.

1.6 Board agendas and supporting documents pre-pared by the Superintendent and staff connectresearch and best practices to the recommenda-tions made about curricular programs. Asnecessary Board Study Sessions are held for indepth review of research based programs andbest practices, with board minutes reflectingboard adoptions and study sessions.

• www.cde.ca.gov



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1.7 Board members are provided information aboutand encouraged to attend CSBA-sponsoredworkshops on curricular programs and studentachievement that include research and bestpractices.

2. What processes are in placeso the districts fiscal poli-cies and adopted budgetare aligned with the LEAPand reflect a coherent instruction program forstudents?

2.1 Upon the recommendation of the Superintend-ent, policies are adopted that govern financialgoals and the monitoring of finances and audit-ing of accounts.

2.2 Fiscal priorities are aligned to instructional goalsfor student achievement, and evidenced in theLEAP.

2.3 Upon the recommendation of the Superintend-ent, policies are adopted that govern financialgoals, financial monitoring, and auditing of accounts.

2.4 The Superintendent, with input from staff, establishes regulations that provide criteria forallocation of resources (human and fiscal), prioritizes allocations that reflect a coherent instructional program based on state standards,frameworks, SBE-adopted/standards-aligned materials and EPCs.

2.5 Based on the board-adopted goals and budget-ing policies and processes, the Superintendentand staff analyze start-up and sustaining costs ofreforms including infrastructure to collect and interpret student achievement data that alignswith district priorities and account for site anddistrict fiscal decisions.

2.6 Priorities and criteria are in place to determine allocation of resources to support studentachievement goals reflected in the LEAP.

• Discuss how the district measures the successand/or impact of their use of funds.

• DAIT works with district leadership to align LEAPand fiscal and human resources.

• DAIT provides professional development and capacity building options to increase cabinet,staff, and teachers of budget processes and resource allocation priorities.



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• Toolkit - Fiscal Operations

• School Services of Californiawww.sscal.com


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cont’d from previous page 2.7 The Superintendent recommends, and the Boardadopts, a budget that reflects general fund andcategorical resources allocated to support stu-dent learning goals to the extent practical givenstate and local fiscal conditions.

2.8 Board agendas and meeting minutes reflectBoard action to adopt such a budget. (see below).

3. To what extent does theBoard adopt an annualbudget that organizes thedistrict’s resources in support of student learninggoals and academic contentand performance stan-dards?

3.1 The Superintendent recommends, and the Boardadopts, a budget that reflects general fund andcategorical resources allocated to support stu-dent learning goals to the extent practical givenstate and local financial conditions.

3.1.1 Support for special education programs

3.1.2 Support for English Learners

3.1.3 Support for high-priority students, such asadditional sections in master schedules

3.1.4 Personnel to support learning such ascoaches in English/language arts andmathematics

3.1.5 Resources for teacher and principal profes-sional development

3.1.6 Facilities to house students

3.2 Board agendas and meeting minutes reflect suf-ficient communication and documentation forBoard members to understand the connectionsbetween their adopted goals and the proposedbudget.

3.3 Board agendas and meeting minutes reflectboard action to adopt such a budget.

• Determine the level of communication to theboard about the budget and its ability to meetstudents’ needs.

• Determine the Board direction in the develop-ment of the budget and not just the approval ofthe budget.

• Does the Board understand the basic funding ofschools through the use of revenue limit and cat-egorical funding?

• County CBO workshopsand expertise

• California Associationof School Business Officials (CASBO)www.casbo.org

• www.sscal.com



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4. How do the district fiscalpolicies and adoptedbudged reflect a coherentinstructional program basedon state standards, frame-works, SBE-adopted/standards-aligned materials,sound instructional prac-tices and the EPCs?

• See section IV, Implementation of EPCs. • Toolkit – Fiscal Operations



forAnalysis

1. To what extent does the district have Board Policiesand Regulations about:

• NCLB requirements forteachers and paraprofes-sionals

• Job descriptions

• Recruitment and reten-tion of highly qualifiedstaff

• Position control

• Collective bargaining

1.1 The Superintendent recommends, and the Boardadopts, policies in the areas of NCLB requirementsfor teachers and paraprofessionals, job descrip-tions, recruitment and retention, position control,job descriptions, and collective bargaining.

1.2 The Superintendent, with input from staff, estab-lishes regulations and procedures for each ofthese policies.

1.3 The Superintendent compiles and disseminatesthese human resources reports to the Board andthe community reflecting goals of 100% highlyqualified staff, with special attention to require-ments for communication of such information toparents and community members.

1.4 The Superintendent or designee shares theseregulations with the Board and staff and ensuresCentral Office staff and principals have what theyneed to implement them appropriately.

• DAIT works with HR to provide sample job de-scriptions for all classified and certificatedpositions and informs the Board.

• DAIT works with district on recruitment procedures.

• DAIT works with district to develop strategies toincrease staff retention rates.

• DAIT works with district to develop calendar forall HR activities.

• DAIT works with the district to provide guidanceon negotiation and an effective Collective Bar-gaining Agreement.

• DAIT works with the district to provide guidanceon implementation of an effective evaluation andsupervision process including a calendar of activ-ities and deadlines.

• DAIT works with the district to develop a processof improvement (PAR) for non-satisfactory evalu-ations as needed.

• Toolkit - Human Resources

• Personnel Manage-ment Assistance Team(PMAT) Resourceswww.pmat.us

• Interest Based Bargain-ing Services



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2. How does the District moni-tor implementation ofHuman Resources Policiesand Regulations and reportthe results to the Board andcommunity?

2.1 The Superintendent or designee compiles reportson district human resource issues such as % ofstaff meeting NCLB standards, recruitment andretention of qualified staff, collective bargaining,and position control.

2.2 The Superintendent disseminates these reportsto the school board and the community with spe-cial attention to distributing the information in a variety of ways to parents and staff in low-per-forming schools.

• DAIT works with district to compile reports forthe Board on HQT and NCLB compliant issuesand guidance on adhering to personnel privacylaws.

• DAIT works with HR/Superintendent/principals toensure position control process is followed.

• DAIT assists in implementation and monitoring ofCMIS plan and keeps Board informed.

• DAIT works with district to determine that per-sonnel assignments are differentiated to theneeds of the school sites (i.e., neediest schools receive HQT certificated staff ).

• NCLB Title II Guidelineswww.ede.ca.gov/nclb

3. What process does the dis-trict have to regularly reviewnew suggested CSBA poli-cies on Human Resourcesand adopt new policies asneeded?

3.1 The Superintendent and Board President collabo-ratively prepare Board agendas that have anongoing, designated item to update district policies as suggested by CSBA.

• DAIT works with Superintendent to create a calendar for Board agendas to include updatingCSBA suggested policies.



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“It’s definitely important to establish a communication planup front between the district and county offices, such as a

shared agreement or expectations of each other. Establishingexpectations up front is important. There’s the needs assess-

ment phase, the action plan writing phase, andimplementation phase—within each of those phases, thereare different things you can expect. Here’s what you can

expect from us and here’s what we need from you. They see it as a collaborative effort and also it helps

us structure our time better.”

DAIT Provider

• GAMUT Online - CSBA




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4. What procedure does theSuperintendent/designeeuse to review existing Collective Bargaining Agree-ments and ensure thatreform strategies will not violate the terms of thoseagreements?

4.1 Written procedures

4.2 Report to Board in Board Study Session as re-flected in agenda/minutes OR report to Board inclosed session agenda (minutes are confidential)

4.3 Stakeholder perception data

• DAIT works with the district to identify proce-dures used by the Superintendent/designee to review existing Collective Bargaining Agree-ments.

• DAIT works with district to review and analyzeCollective Bargaining Agreements to ensure thereform strategies do not violate the terms ofthose agreements.

• DAIT works with the district to gather stake-holder perception data.

• List of reform strate-gies used in PI districts

• Interview/survey questions used withstakeholders

5. What provisions in the exist-ing agreement has theSuperintendent or designeeidentified that support orundermine the district’s re-form goals? Consider:

• To what extent are thedistrict’s negotiations andfinal agreement consis-tent with the district’svision?

• Is there enough flexibilityin the agreement in areassuch as staff transfers,scheduling, job descrip-tion, hiring outside thecontract, staff evaluationsand discipline, seniorityrights so as not to hinderreform and restructuring?

5.1 Report to the Board as reflected by agenda/min-utes from Board meeting or study session.

5.2 Comparison of written agreement with writtendistrict vision.

5.3 Very few grievances filed.

5.4 Agreement demonstrates flexibility rather thannarrow specificity.

5.5 Stakeholder perception data is collected and re-viewed regularly.

• DAIT works with the district to identify and exam-ine the process used by Superintendent/designeeto determine whether existing agreements sup-port or undermine district’s reform goals.

• DAIT works with the district to strengthen effec-tive procedures used by Superintendent/designeeto determine whether existing agreements sup-port or undermine district’s reform goals.

• DAIT works with the district to analyze the align-ment between the LEA Addendum and the SPSA.

• DAIT works with district to gather stakeholdersperceptions.

• DAIT works with the district to prepare an analy-sis of district negotiations and Collective BargainAgreements to determine its alignment with thedistrict vision.

• DAIT works with district to gather stakeholders’perceptions.

• DAIT works with the district to determine if cur-rent language, or proposed language, allows forflexibility.




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cont’d from previous page • DAIT works with the district to prepare an analy-sis of items currently being negotiated and theirpossible impact on flexibility.

• DAIT provides district with examples of contractlanguage to support flexibility.

6. What procedures are inplace to ensure the District’sGovernance team has ongo-ing, positive relations withemployee organizations inorder to build support forinnovations and to focus onthe goal of increased stu-dent achievement?

6.1 Schedule of regular meetings between manage-ment and the organization, minutes if notconfidential.

6.2 Record of employee organization representationat District Leadership Team meetings and organi-zation representation at School Leadership.

6.3 Team meetings.

6.4 Stakeholder perception data.

• DAIT works with the district to identify procedures in place that ensure the Board/Super-intendent have ongoing positive relations withemployee organizations that influence studentachievement in a positive manner.

• DAIT works with district to gather stakeholders’perceptions.


7. What language has the Su-perintendent identified that,if included in the contract,would enhance the district’sreform goals? Inhibit thedistrict’s reform goals?

7.1 Report to the Board on closed session agenda.

7.2 Board work session agenda/minutes.

7.3 Processes and language in place to resolve areasof conflict.

• DAIT works with the district to identify educa-tional policy that negatively impacts studentachievement.

• DAIT provides district with examples of contractlanguage that supports student achievement.

• DAIT works with district to gather stakeholdersperceptions.

• GAMUT sample poli-cies and procedures




forAnalysis

“One of the things that is important to know about the district is that the Superintendent was

new about a year before the DAIT process started. The district had gone through many changes

in leadership and as a result probably did not have a consistent plan for student achievement and

it showed if you look at their data and the success of their students.”

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1. To what extent does the District systematically andclearly communicate with all stakeholders (parents,families, and communitymembers) about studentachievement, academic expectations and accounta-bility requirements, andsupport for their students’academic success?

1.1 The Board of Education, upon recommendationby the Superintendent, has adopted policies thatprovide timely and accurate information to allstakeholders, especially students, parents/fami-lies, teachers, and site administrators, aboutstudent achievement, academic expectations,and accountability requirements.

1.2 Timely, two-way communication is ongoing inlanguage(s) parents understand.

1.3 A variety of communication methods are used(notes, forums, district-school-classroomnewsletters and websites) on an ongoing basis.

1.4 Clear outlines of standards, courses, approximatetimelines, student expectations, activities andoptional and required programs for students andfamilies are communicated clearly to parents.

1.5 The Superintendent, with input from staff, hasformulated regulations and procedures for im-plementing and monitoring parent/communityinvolvement policies.

1.5.1 The policies identify examples of two-waycommunication processes and expecta-tions.

1.5.2 The policies meet the interests of parents,families and community members as evi-denced by incorporating their suggestionsfor communication strategies.

• DAIT works with district team to review existingpolicies, and assists in revising the ones that needstrengthening relative to role, participation, andtwo-way communication.

• DAIT helps district and site staff develop a com-munication plan to inform parents and all staff ofthe essential standards. District staff share theplan with the Board.

• DAIT helps district with language that is familyfriendly.

• DAIT provides samples and helps district admin-istrators and teachers devise a format foressential standards.

• Priorities of district and school are demonstratedin practices and procedures and communicatedamong all stakeholders on a regular basis.

• Learning by DoingRubrics

• Example of communi-cation plan

• Tom DeLapp Resources

• NCLB Parent Notifica-tion Requirements



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2. What is the content of andcommunication schedulefor informing key stakehold-ers and communitymembers about studentprogress, program goals,and parent involvement?

2.1 The Superintendent guides the development ofschool handbooks that include policies, disciplineprocedures, assessment procedures, and opportu-nities for parent involvement, multiple languagesas needed.

2.2 The Superintendent holds site administrators accountable for timelines for progress reportsand/or conferences and grading opportunities established and applied in all schools.

2.2.1 Conferences with parents are used to dis-cuss needs of students and positive aspects,achievement and commitment to keep par-ents informed of progress and issues thatarise.

2.2.2 Formal and informal opportunities for parent contact with school staff are communicated.

• DAIT helps district administrators produce a planthat clearly communicates with site administra-tors, teachers, students, and parents, the majorcomponents of the standards-based school program.

• DAIT helps district staff create a communicationplan that clearly explains the following:

º Standards-based grade- and course-level expectations for students.

º Accountability requirements and targets forstudent achievement.

º Annual student achievement data in standards-based courses required for promo-tion to the next grade and high schoolgraduation.

º Annual English-language proficiency resultson the CELDT.

• Sample communica-tion plan

• Essential standards forposting in classes

• Essential standardswritten in simplifiedterms

• Translated essentialstandards

3. How does the district moni-tor, adjust, and improvecommunication strategiesthrough feedback from educational stakeholders, including parents and students?

3.1 Data on school and district communicationprocesses and polices are periodically gatheredand reviewed.

3.2 Information is shared annually with the Boardand priorities adjusted as needed.

3.2 District and school websites include informationon communication strategies and ways for par-ents to contact staff and receive information asneeded.



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4. What processes and prac-tices are in place to increasecommunity and parent in-volvement to effectivelyfoster participation in andknowledge about the SPSAand LEAP for studentachievement?

4.1 The Superintendent has implemented familyand parent involvement programs and practicesat all schools.

4.2 The Superintendent holds site administrators ac-countable for increased participation.

4.3 School and district perception and/or satisfac-tion data are periodically gathered andreviewed.

4.4 DELAC and ELAC committees meet regularly andserve as district and school leaders and decision-makers.

• Request participation logs to determine the per-centage of parent, family, and communityinvolvement.

• Review the trend data relative to participation.

• Review and discuss parent survey data.

• Toolkit - Parent andCommunity Involve-ment

• Toolkit - Resource CD



forAnalysis

1. How does the Superintend-ent communicate a sense ofvision and mission thattranslates into beliefs atschool sites?

1.1 Written information from Superintendent statingexpectation that district vision and mission areput into practice at sites.

1.2 Sites’ SPSAs show action steps to implement vision and mission.

• Review with Superintendent what expected ac-tions principals would take at their sites tocommunicate, discuss, and implement district’svision and mission; place in writing.

• How will the Superintendent explain these ex-pectations and use them to monitor and evaluateprincipals?

• Marzano, School Lead-ership That Works

• Dufour, Learning byDoing



forAnalysis

VIII. Instructional Leadership, Program Coordination, and Accountability

Prior tobeginningof school


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2. Does the organizationalchart identify seamless coor-dination between andamong the various depart-ments/divisions in order toarticulate a deep under-standing of the policies andprocedures regarding academic achievement anddistrict/school reform?

2. 1 The district has an organizational chart that in-cludes a narrative of how departments/divisionscommunicate and coordinate the implementa-tion components of district and school reform.

2.2. Effective communication among the Superin-tendent, Board and district and schoolleadership is in place with regard to implement-ing policies and assessing progress towarddistrict goals.

• Discuss the types of formal communication practices between and among the various departments/divisions to ascertain level of coordination.

• Ensure processes are in place to use, review andadjust communication priorities on a regularbasis.

3. What system is in place toensure that schools have aclear mission focused onstudent performance, andschools meet state and localaccountability require-ments?

3.1 District document stating how cabinet will re-view and discuss with schools their annual andongoing progress in student achievement.

3.2 The Governing Team monitors progress towardand keeps attention focused on student learningand performance goals, districtwide and at everyschool, to meet state and local accountability re-quirements.

• Set cabinet agendas with DAIT that review sitesbased on their state summative data and localformative assessment data.

• Principals report quarterly to cabinet and DAITtheir progress in increasing student achievement,using formative assessment data.



4. How does the Superintend-ent promote innovativeinstructional leadership byprincipals resulting in improved student achieve-ment?

4.1 Principal evaluation protocol with expectationsfor innovative instructional leadership and tem-plate rating innovative instruction leadership.

4.2 Ongoing capacity building and professional learn-ing opportunities in place.

• Hold cabinet discussions with DAIT to specificallydetermine the expected behaviors for innovativeinstructional leadership by principals aligned tothe district’s vision and goals. Place these in writ-ing for discussion at principal meetings.

Beginningof schoolyear

5. What system does the Superintendent employ tomanage instructionalchange through site leader-ship? How do classroomteachers, parents and stu-dents perceive this?

5.1 District document stating expectations forchanges in instruction through site leadership.

5.2 Expectations that EPCs are fully implementedand that site leadership teams will annually usethe APS to rate level of implementation in allareas, with report going to Superintendent, par-ents and staff.

• Develop with DAIT and cabinet monitoring matri-ces for site and classroom visits based oninstructional changes expected, such as fullyimplementing the nine EPCs.

• Develop with DAIT and cabinet a schedule formonitoring all sites and classrooms at least threetimes a year.

• Develop with DAIT and cabinet a process to re-port findings and make recommendations to theprincipal and leadership team.





forAnalysis

Beginningof schoolyear

Three visits ayear persite

Quarterlycabinet agendas




Strand AGovernance

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6. What process is used togather and use input fromsite leaders to improve theinstructional system? Howquickly are adjustmentsmade when a system is notworking?

6.1 Agendas/minutes of principal meetings describ-ing how principals give regular input intoinstructional system and that their input is usedas appropriate to make changes

• Implement professional development for dis-trict administrators and principals to implementfirst and second order change including build-ing trusting relationships between theSuperintendent and cabinet and district andsite administrators.



• Covey, The Speed ofTrust



forAnalysis

Ongoingduring the year

7. What system has the Super-intendent or designeeestablished for site leader-ship that supports andrecognizes successful teach-ers and supports orterminates as necessary theemployment of unsuccess-ful teachers?

7.1 Description and number of incentives providedand terminations of successful, non-reelects andreleased teachers.

• Review and analyze current incentives for suc-cessful teaching and number of terminations forunsuccessful teachers.

• Develop and fund district and site incentivesand celebrations for successful teachers. Alsoconsider incentives that do not require funding.

• Ensure that principals and district administra-tors have skills and processes to effectivelysupervise and evaluate unsatisfactory teachersthrough both formal and informal processes.

• Human ResourcesGuidelines

8. What infrastructure is inplace to collect and inter-pret student achievementdata in order to establishand communicate instruc-tional priorities anddistrictwide strategies forimproved student achieve-ment?

8.1 Recommendations for Board decisions arebased on analysis of available data and pre-sented clearly and concisely to assist boardmembers in understanding issues and to takeappropriate actions.

• DAIT works with district leadership to developboard appropriate data presentations.

• District Governing Team develops a year-longcalendar of board meeting action items, includ-ing progress on LEAP progress.

• Toolkit – Data Systemsand AchievementMonitoring

Fall


When speaking about alignment capacity—and its link to student achievement— we are talking about the way schools and districts are able to use curriculum, in-struction, and assessments coherently to address learning standards. If achievingstate content standards is the educational goal that students have to reach, alignment is the degree to which these components complement one anotherand help guide students’ pursuit of that goal.

Southwest Educational Development Laboratory, 2004

Strand B

Alignment of Curriculum, Instruction & Assessments

Strand B - Alignment of Curriculum

,Instruction & Assessm

ents

Strand B - Alignment of Curriculum, Instruction and Assessments

Revised Standards for District Improvement and the Focus of Work ofa District Assistance and Intervention Team

B. Alignment of Curriculum, Instruction, and Assessmentsto State Standards

1. The LEA has a coherent standards-based curriculum, instruction and as-sessment system. Curricular and assessment materials are aligned with oneanother and based on the SBE-adopted/standards-aligned instructionalmaterials.

2. The LEA provides all schools with sufficient SBE-adopted core and inter-vention materials in reading/English-language arts, mathematics,history/social studies and science. The LEA ensures that the materials areused with fidelity and on a daily basis in all classrooms.

3. The LEA ensures that all students, especially English learners, students withdisabilities, and other high-priority students, have access to the core cur-riculum and, based on assessed need, to English Language Development,strategic interventions, and SBE-adopted intensive interventions.

4. The LEA fully implements adopted materials and provides and monitorsappropriate instructional minutes and pacing for all core subjects andinterventions.

5. The LEA requires and supports the regular collection and analysis of com-mon formative and summative assessment data to establish instructionalpriorities, inform classroom instruction, appropriately place and exit studentsfrom intervention programs, and monitor student progress in core andintervention programs.



entB-1



1. The LEA has a coherent standards-based curriculum, instruction and as-sessment system. Curricular and assessment materials are aligned withone another and based on the SBE-adopted/standards-aligned instruc-tional materials.

• The planned and actual curricula are aligned with the essential academic learn-ing requirements and grade-level expectations, with both horizontal andvertical alignment of content in place.

• A standards-based curriculum pacing and assessment calendar with expectedstudent performance targets is in place for core subjects, and linked to the scopeand sequence of the district-adopted curriculum.

• The district has developed a student achievement monitoring system that pro-vides timely data to students, parents, teachers, and administrators to improveinstruction and assess student achievement.

• The assessment system includes entry-level placement assessments, monitoringof progress formative assessments, and summative assessments to gauge in-structional effectiveness and identify support needed to improve practices.

• A multi-tiered approach to providing services and interventions to all studentsat increasing levels of intensity, based on progress monitoring and data analy-sis is in place.

• Strategic and intensive intervention materials for mathematics and reading/lan-guage arts are in place at every school and being used for instruction.

• The district and school staffs maintain a focus on early, differentiated interven-tions for students not meeting grade-level standards and expectations, andoffers extended learning opportunities to accelerate students’ achievement.

• Intervention materials are in daily use in order to accelerate students’ progress inmathematics and reading, and teachers and administrators have participated inmaterials-based professional development for core and/or intervention programs.

• For formative assessments, district administrators provide evidence that stu-dents take these common, district-wide benchmark assessments at each gradelevel and in all core content areas, every six to eight weeks.

• Regularly scheduled time is in place to meet and collaborate with teachers andadministrators to assess student progress and determine instructional priorities.

• Professional development opportunities provide the guidance to improve class-room instruction, and provide opportunities for classroom observations,demonstrations lessons, and individual and grade level or departmentalcoaching.

• Coaches have knowledge of instructional practices, content and pedagogy andare skilled in coaching for teachers, based on a range of disaggregated data onhigh quality instruction, diagnostic teaching, and student progress.

2. The LEA provides all schools with sufficient SBE-adopted core and inter-vention materials in reading/English-language arts, mathematics,history/social studies and science. The LEA ensures that the materials areused with fidelity and on a daily basis in all classrooms.

• A clear vision of essential content, program fidelity and coherence is collabora-tively developed, widely held, and observable at the classroom level.

• A systematic textbook adoption process is in place and aligned to SBE adop-tion schedule and resource allocations, including districtwide instructionalmaterials and programs for reading and math interventions and ELD.

• A timely purchase schedule is in place to ensure textbooks are in every class-room on first day of school, and an instructional, textbook and interventionmaterials inventory is maintained. A purchasing approval process and timelineare in place for all schools and monitored by the district staff.

• For high schools: A system is in place to review and purchase textbooks or builda standards-based program with each adoption cycle.

• District team implements and monitors walkthrough processes for assessinglevels of implementation and evidence of student engagement and learning.

• Administrators are held accountable for program implementation , and moni-tor program delivery to ensure student success.

• Site administrators visit classrooms at least weekly and district administratorsvisit classrooms at least twice monthly to ensure that standards-based, researchgrounded instruction is taking place.

• Ongoing collaborative grade-level and departmental meetings in place to de-velop program coherence.

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• Every classroom in every school has sufficient sets of the most recent SBE-adoptedand/or standards-aligned core and intervention materials for all students.

• Systems are in place to monitor implementation of core and intervention sup-port programs.

3. The LEA ensures that all students, especially English learners, studentswith disabilities, and other high-priority students, have access to the corecurriculum and, based on assessed need, to English Language Develop-ment, strategic interventions, and SBE-adopted intensive interventions.

• Clear expectations about teaching and learning are communicated to all stake-holders and articulated across the district.

• Coherence among programs is monitored and descriptors of teacher, studentand administrative responsibilities needed for successful learning are knownand put into practice across the district.

• Processes and systems are in place to ensure that standards-aligned instruc-tional materials are in place for: Reading/language arts, mathematics,pre-algebra and algebra.

• Intervention program is in place and criteria established for student entry andexit into strategic and intervention program or courses.

• District has established criteria to identify students who are performing two ormore grade levels below standard. Schools use the criteria to place studentsappropriate intensive intervention programs. For high school, any student per-forming at or below 7th grade standards receives extra support.

• Processes are in place so administrators understand and monitor classroompractices so high-quality instruction is consistently and coherently imple-mented in every classroom in the district.

• Secondary schools – district and site administrators build master schedules firstaddressing the needs of students to be placed in intensive and strategic inter-vention, English learners, and students with disabilities.

• Sufficient support opportunities are available during the school day. No studentmisses any core content instruction in order to attend strategic interventions orELD. For students in need of intensive intervention, the intensive program be-comes their core instruction with the goal of accelerated progress.

• Longitudinal data in place to assess student progress, placement and exit pri-orities, with student English proficiency levels identified and used forappropriate grouping and daily ELD instruction, and administrative monitoringof ELD support.

• District and site administrators monitor evidence that teachers routinely mod-ify instruction to help English learners comprehend core and ELD lessonsaligned to standards.

• Examination and discussion of multiple data measures of student progress andinstructional priorities are ongoing and guide student progress.

• Special education and general education teachers collaborate to meet studentneeds on a regular basis, IEPs are written to student content standards andevaluated systematically.

• District staff visit all classrooms bimonthly minimally and site administratorsvisit all classrooms weekly to verify that special education students receive ap-propriate instruction in the standards and are placed in the least restrictivelearning environments.

• District and site administrators require all IEP determinations to first considerhow to support each student in the general education classroom/programbefore considering other instructional settings or delivery options.

• District and site administrators review and monitor all IEPs for linguisticallyappropriate goals and objectives to meet the needs of English learners.

• District and site administrators assign highly qualified staff to teach studentswith disabilities (SWD) and have systems in place to monitor SWD progress andprogram exit data.

• District and site administrators provide leadership and review evidence thatdemonstrate a belief system that students with disabilities are part of the dis-trict’s and site’s commitments to high quality teaching and learning.

4. The LEA fully implements adopted materials and provides and monitorsappropriate instructional minutes and pacing for all core subjects and in-terventions.

• Program time and content components are known by all staff, implementedand discussed at regularly scheduled times to ensure equitable access for allstudents and to ensure that students’ needs are met.



entB-3



• District and site administrators involve instructional staff in preparing a pacingcalendar for each grade level particularly in reading/language arts and mathe-matics, including intervention programs.

• Pacing guides are aligned to the instructional materials and textbooks anddiscussed and known by all staff, aligned to the CA Frameworks and the CSTblueprints to ensure that essential standards are taught systematically, anddeveloped and implemented in all schools.

• District and site administrators provide evidence that the pacing calendar pro-vides all students the opportunity to learn the grade-level/course specificstandards assessed on the CST.

• Regularly scheduled grade level and department meetings in place to discusspacing, curriculum modifications and instructional priorities.

• District and site administrators, along with teachers, review the pacing calendarannually, making adjustments in response to student performance on the CST.

• District and site administrators schedule sufficient core and intervention timeand/or classes to meet the academic needs of high priority students and thosewho are not making adequate progress towards standards.

• Data systems are in place to determine levels of additional support neededfor underperforming and high priority students, students with disabilities andEnglish learners.

• District leadership provides technical assistance and professional develop-ment support to all staff as they design and implement a multi-tiered systemof support in classrooms and schools.

• The district provides time and resources for grade-level and/or departmentalmeetings for teacher and administrator collaboration to discuss and analyzestudent achievement data for continuous program improvement.

5. The LEA requires and supports the regular collection and analysis of com-mon formative and summative assessment data to establish instructionalpriorities, inform classroom instruction, appropriately place and exit stu-dents from intervention programs, and monitor student progress in coreand intervention programs.

• District has developed a common formative and summative assessment sys-tem aligned to student content standards, program pacing calendars andreporting timelines for parents.

• Systems are in place to ensure that all teachers implement sound instructionalstrategies and research-based practices.

• Common knowledge, skills and abilities related to instruction are articulatedacross the district, and shared responsibility for student achievement demon-strated so that high quality instruction is consistently implemented in everyclassroom in the district.

• District office staff and the superintendent focus intensive attention on class-room practice, and district systems are in place, including allocated time, datareview and ongoing discussions, to monitor student progress toward gradelevel standards.

• Teaching and administrative staff demonstrate and believe in taking responsi-bility for all students learning to high standards, and collaboratively plan anddeliver high quality professional development.

• District and site administrators demonstrate that they protect core instructionaltime from interruptions and monitor use of instructional time in the core cur-riculum for all students, across the district.

• District and site administrators routinely visit classrooms and monitor the im-plementation of state-recommended instructional time allocations for mathand reading/language arts.

• For secondary schools: District administrators demonstrate that secondarymaster schedules prioritize needs of students at risk of failure.

• District leadership develops a sense of reciprocal accountability among staffacross the district, and provides opportunities and time to increase knowledgeand expertise needed to meet student needs.

• Expectations are in place for implementing and monitoring instructional ef-fectiveness on an ongoing basis.

• District and site administrators, in collaboration with teachers, develop com-mon rubrics to assess student work, and identify benchmark and proficiencylevels needed for student progress and achievement.

• District monitors data to gauge student mastery of essential standards andguide differentiated support priorities.

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• The district provides and supports the use of information systems and tech-nology, and provides professional development to site staff on effectivelyanalyzing and applying data to improve student learning and achievement.

• The district provides an accurate and timely school-level assessment and datasystem, as needed by teachers for decision-making and instructional monitoring.

• The district provides and uses technology to assist with administrative func-tions that facilitate teachers to focus on student learning.

• District and school site staff analyze data from multiple sources, including API,AYP, and student group data, to ensure that all applicable results can be used toimprove student learning and achievement.

• A district-wide calendar of negotiated collaboration time is in place that detailsdates for administration of assessments closely followed by teacher teammeetings that focuses on the analysis of student results and development ofresponsive action plans.

• Collaborative school and district teams regard ongoing analysis of results as acritical element in the teaching and learning process.

• Meeting notes reflect that teachers use results to identify strengths and needsof classroom instructional practices and to improve their own individual effec-tiveness in meeting all students’ needs.

• The District has a process for reviewing the twice monthly meetings and usesthe information to access expert staff and other resources to support focusedimprovement efforts and close achievement gaps.

• District staff has a communication system in place that keeps all essential per-sonnel appraised of continuous improvement progress and priorities.

• Administrators monitor the effective use of diagnostic assessment data andstudent placement to ensure the appropriate services are provided, and stu-dents exit in a timely manner as skills and progress improve.



entB-5

“The district didn’t have a direction before the[DAIT] action plan. Many things were happeningrelated to improving student achievement, butthere was not a coherent focus or one cleardirection in which the district was headed.”

DAIT Provider



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Alignment of Curriculum, Instruction, and Assessment to State Standards

Opportunity to learn has the strongest relationship with student achievement.

Three types of curricula exist:

intended curriculum,

implemented curriculum,

attained curriculum.

If students do not have the opportunity to learn what is expected of them,there is little chance they will.

This means that states and districts give clear guidelines to teachersregarding the content to be addressed in specific courses

and at specific grade levels.It also means that individual teachers

do not have the option to disregard or replace assigned content.Implement a curriculum that is both guaranteed and viable.

Robert Marzano, What Works in Schools, Chapter 3

Alignment of Curriculum to State Standards“The Intended Curriculum”

Do all schools in the district provide a coherent, consistent, comprehensive, and viable curricular program firmly grounded inCalifornia’s content standards?

DAIT B.1. The LEA has a coherent standards-based curriculum, instruction and assessment system. Curricular and assessment materi-als are aligned with one another and based on the SBE-adopted/standards-aligned instructional materials.

DAIT B.2.The LEA provides all schools with sufficient SBE-adopted core and intervention materials in reading/English- language arts,mathematics, history/social studies and science. The LEA ensures that the materials are used with fidelity and on a daily basis in allclassrooms.


Alignment of Curriculum, Instruction, and Assessment Questions



entB-7

1. What is the district’s textbook adoption process?

1.1 A systematic textbook adoption process is inplace and aligned to SBE adoption scheduleand resource allocations.

1.2 Student achievement data is used in the adoption process to identify “best” fit program(s).

1.3 Timely purchase schedule in place to ensuretextbooks are in every classroom on first dayof school.

1.4 A textbook and intervention materials inventory is maintained and purchasing system is monitored by the District Office forall schools in the system.

1.5 For high schools: A system is in place to examine textbooks or build a standards-basedprogram with each adoption cycle.

Questions to Consider Evidence of Full Implementation

• Develop a textbook adoption processaligned to SBE adoption schedule andresource allocations.

• For high schools: An examination andanalysis of standards-aligned materialsand coursework for core subject areas.

DAIT/District Collaboration forFull Implementation

• CDE Curriculum andInstruction Websitefor most current information regard-ing adoptions

• CCSESA/CISC MathAdoption Toolkit

• CCSESA/CISC Reading/LanguageArts AdoptionProcess Toolkit (2008)

1

Resources EPCTimeline

forAnalysis

2. Describe how your districtsupports full implementationof the core and interventioninstructional materials in every school.

2.1 Teacher and administrator training in coreand/or intervention programs.

2.2 District team has walkthrough processes inplace for monitoring levels of implementationand evidence of student engagement andlearning.

2.3 Administrators are held accountable for program implementation, and monitor program delivery to ensure student success.

2.4 There is sufficient staff available to teach coreand intervention courses as indicated by assessment results.

• Determine impediments to full implementation of core and interventioncurricular programs for English/languagearts and mathematics and interventionprograms for English/language arts and mathematics.

• Identify non-standards aligned materialsand programs used to supplant coreadoptions and create plan to move tosupplemental use or to remove fromclassrooms.

• Standards-based instructional materials training forteachers and administrators

• Adopted materials

1, 2, 8

Does the district have a system in place that ensures standards based core and intervention curricula is in place and fully implemented and aligned to state frameworks’guidelines? [For high schools: local School Board approved, state-standards-aligned textbooks]



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3. Describe how your districtmonitors and supports themost recent core content andintervention SBE-adopted (or for high school standards-aligned materials) for allstudents are used with fidelityand provide program coher-ence. Particularly:

Reading/Language Arts, Mathematics, Reading Intensive Intervention, pre-algebra, algebra and math intervention, and ELD

3a. Describe how the district determines common, shared core practices.

3.1 A clear vision of essential content, program fidelity and coherence is collaboratively developed, widely held, and observable at theclassroom level.

3.2 Site administrators visit classrooms at leastweekly and district administrators visit class-rooms at least twice monthly to ensure thatstandards-based, research grounded instruc-tion is taking place.

3.3 Ongoing collaborative grade-level and departmental meetings in place to develop program coherence.

3.4 Every classroom in every school has sufficient sets of the most up-to-date SBE-adopted and/or standards-aligned core andintervention materials for all students.

3.5 Intervention program and materials are inplace and criteria established for student entry and exit into strategic and interventionprogram or courses.

3.6 District identified instructional materials areimplemented for reading and math interven-tions and ELD.

3.7 District has established criteria to identify students who are performing two or more grade levels below standard. Schoolsuse the criteria to place students into appro-priate intensive intervention programs. Forhigh school, any student performing at orbelow 7th grade standards receives extra support.

• Administrator walk-through training todeepen background knowledge aroundcore and intervention instructional mate-rials and program design.

• Revise grade-level team meeting agen-das and minutes templates to supportdeeper implementation of core (ratherthan abandonment).

• DAIT supports district to develop walk-through observation guides involving site administrators and teachers in process.

• DAIT guides district in creation ofamended daily or weekly schedules orplanning for revisions of master sched-ules for middle and high schools.

• SBE-approved list ofprograms available atCDE web site

• Williams Audit

• County Course of Study for Systemwide Literacy Plan

• District and site administrator calendars

1, 2, 8

Questions to Consider Evidence of Full Implementation DAIT/District Collaboration forFull Implementation


forAnalysis





entB-9

4. Describe how the district andschools monitor full implementation of the intervention programs.

4.1 Ongoing student progress data analysis occurs at the grade/subject, school and district levels.

4.2 School schedule and time allocations reviewed throughout the year to ensure students’ needs are met.

4.3 Program time and content components areknown by all staff and discussed at regularlyscheduled times to ensure equitable access for all students.

• DAIT supports district to develop walk-through observation guides, involvingsite administrators and teachers inprocess.

• DAIT guides district in creation ofamended daily or weekly schedules orplanning for revisions of master sched-ules for middle and high schools.

1, 2, 8

5. How does the district monitor and support instructional time for English/language arts andmathematics programs inplace?

5a. Describe how the district ensures students receivethe instructional/learn-ing time necessary tobecome proficient.

5.1 Pacing calendars developed and imple-mented in all schools.

5.2 Master schedules reflect sufficient support time to meet student needs.

5.3 Site administrators support and monitor instructional time and teachers col-laborate to meet student instructional needs.

• DAIT works with district and school siterepresentatives to develop ‘master’schedules, daily, weekly, annual reviewsas needed.

Curricular Frameworks 2



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6. Describe how the district developed and implementedEnglish/language arts andmathematics pacing calendarfor all grade levels in allschools.

6a. Describe how pacing calendars are used.

6b. Describe how the district monitors and supports the use of pacing calendars.

6.1 District and site administrators provide evi-dence that they have involved instructionalstaff in preparing a pacing calendar for eachgrade level particularly in English/languagearts and mathematics.

6.2 Pacing guides are aligned to the instructionalmaterials and textbooks and to the CA Frame-works and the CST blueprints, discussed andknown by all staff to ensure that essentialstandards are taught systematically.

6.3 District and site administrators share evidencethat the pacing calendar provides all studentsthe time and opportunity to learn the grade-level/course specific standards assessed onthe CST.

6.4 Regularly scheduled grade level and depart-ment meetings in place to discuss pacing,curriculum modifications and instructionalpriorities.

6.5 District and site administrators, along withteachers, review the pacing calendar annually,making adjustments in response to studentperformance on the CST.

• DAIT supports collaborative develop-ment or analysis of pacing calendarswith district representatives (district and site administrators and grade levelrepresentatives).

• DAIT helps district staff plan to distributethe pacing schedule to all teachers at thebeginning of the year so they knowwhen they will teach essential standardsand in what sequence.

• Site administrators work with teachersand district specialists to promote effec-tive use of the pacing calendar.

• DAIT helps administrators establish away to review and refine the pacing calendar.

• With secondary administrators, DAIT reviews pacing schedules, ensuring thatthey give high school students enoughtime to master California High SchoolExit Exam (CAHSEE) concepts.

• Model pacing calendars

• CST Blueprints

• Student benchmarkdata and progressmonitoring

2, 7, 8



forAnalysis





entB-11

7. Has the district identified “prioritized” standards for English/language arts, mathe-matics, social studies andscience by grade level, andhow did you accomplish thistask?

7.1 A standards-based curriculum pacing and assessment calendar with expected student performance targets is in place forcore subjects, and linked to the scope and sequence of the district adopted curriculum.

7.2 The planned and actual curricula are alignedwith the essential academic learning require-ments and grade level expectations. This isboth a horizontal and vertical alignment.

7.3 The district student progress reporting systemis aligned with prioritized standards.

• DAIT supports district staff to define aprocess that teachers and site adminis-trators use to identify priority* standardsfor all district students in all core contentareas at each grade level linked back tothe core curriculum programs.

* priority= relevant, high leverage, enduring; sometimes called key or essen-tial standards

• Examples of ‘key’ or ‘essential’ or ‘priority’ standards

• CST Blueprints

• CAHSEE, CAPA, CMABlueprints

• ELD Standards

1, 8

Providers reported struggling somewhat to balance the urgency of implementation

against the time required to build relationshipswith districts in order to create a

“deep culture of change.”

SRI Interim Report



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Alignment of Instruction to State StandardsAllowing Access for All Students

“The Implemented Curriculum”

The district implements and monitors coherence to core curricular programs coupled with an aligned assessment system, al-lowing for diagnostic information at multiple levels:

• identify students who need additional support and provide those timely adjustments to ensure accelerated progress tostandards;

• opportunities for teachers to learn from one another and continuously improve every classrooms’ instructional practices;and

• the system’s areas for program adjustments.

DAIT B.1. The LEA has a coherent standards-based curriculum, instruction and assessment system. Curricular and assessment materi-als are aligned with one another and based on the SBE-adopted/standards-aligned instructional materials.

DAIT B.3. The LEA ensures that all students, particularly English learners, students with disabilities, and other high priority students,have access to the core curriculum and, based on assessed need, to English Language Development, strategic interventions, andSBE-adopted intensive interventions.

DAIT B.5. The LEA requires and supports the regular collection and analysis of common formative and summative assessment datato establish instructional priorities, inform classroom instruction, appropriately place and exit students from intervention programs,and monitor student progress in core and intervention programs.

1. Describe what you expect tosee and hear that representshigh quality teaching and engaged learning.

1.1 High quality instruction is consistently imple-mented in every classroom in the district.

1.1.1 Teaching and administrative staff believe in and take responsibility for all students learning to high standards.

1.1.2 Clear expectations about teaching andlearning are communicated to all stake-holders and articulated across thedistrict.

1.2 Coherence among programs is monitored anddescriptors of teacher, student and administra-tive responsibilities needed for successfullearning for all students are known and putinto practice across the district.

1.2.1 District team monitors implementationof instructional strategies and processesare in place so administrators under-stand and monitor classroom practiceswith the goal of high quality instructionconsistently and coherently imple-mented in every classroom in thedistrict.

1.2.2 Systems are in place to ensure that allteachers implement sound instructional strategies and research-based practices.

1.2.3 Common knowledge, skills and abilitiesrelated to instruction are articulatedacross the district, and shared responsi-bility for student achievementdemonstrated.

• Records of HQT status.

• Teacher and Administrator EvaluationProcess.

• DAIT reviews HQT records and plans withdistrict to address any staffing issues.

• DAIT works with district staff to imple-ment and monitor plans to track pupilprogress and identify students in need ofadditional support to master essentialstandards.

• DAIT works with district team to developschedules that support extended and in-tensive support during the school day sostudents do not miss core instruction.

• Students in need of intensive interven-tions receive intensive, acceleratedinstruction in English/language arts andmathematics.

• County Course ofStudy for SystemwideLiteracy Plan

• CUM folders

• IEP records

• Afterschool records

• Summer school or extended day records

• Frameworks

• California Standards for the Teaching Pro-fession (CSTP)

• Description of Practice(DOP) from InductionSystem

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2. What systems are in place tomonitor and support students’ learning opportuni-ties to reach proficiency ateach grade level? How do you monitor this system?

2.1 District office staff and the Superintendentfocus intensive attention on classroom practice.

2.2 District systems in place, including allocatedtime, data review and ongoing discussions tomonitor student progress toward grade levelstandards.

2.3 Teachers receive high-quality professional development.

2.4 District and site administrators demonstratethat they protect core instructional time frominterruptions.

2.5 District and site administrators produce dailyschedules that allocate required instructionaltime in the core curriculum for all students.

2.6 District and site administrators routinely visitclassrooms and monitor the implementationof state-recommended instructional time allo-cations for math and reading/language arts.

2.7 For secondary schools: District administratorsdemonstrate that secondary master schedulesprioritize needs of students at risk of failure.

• DAIT analyzes daily schedules’ adherenceto SBE instructional time requirements.

• DAIT assists all administrators, including the superintendent in implementing walkthrough process.

• DAIT organizes practice walkthroughsand participates with district and sitestaff.

• DAIT helps administrators generatecharts that illustrate findings from walkthroughs.

• DAIT analyzes frequency of each site’s interruptions and their causes.

• DAIT assists district to developwritten policies and a plan to protect coreinstructional time from interruptions.

• DAIT assists administrators in setting priorities and reserving time in their calendars to allow an agreed-upon number of hours for classroom visits per week.

• DAIT helps identify ways of organizingthe school day so students can partici-pate both in core lessons andintervention.

• DAIT reviews secondary enrollment dataand verifies that English learners and students with disabilities enroll in appro-priate strategic and intensiveinterventions.

• DAIT reviews master schedules to ensurethe following:

a. All assessed students receive thenecessary intervention classes(strategic and intensive English/lan-

• County Course ofStudy for SystemwideLiteracy Plan

• CUM folders

• IEP records

• Afterschool records

• Summer school or ex-tended day records

• Frameworks

• California Standards for the Teaching Pro-fession (CSTP)

• Description of Practice(DOP) from InductionSystem

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cont’d from previous page guage arts (ELA), algebra readiness) tograduate from high school.

b. The master schedule is developed firstfor students requiring interventions.

c. Intervention programs are offered asseparate extended period classes.

d. Highly qualified teachers with knowl-edge of the program teachintervention classes.

• DAIT shares sample assessment measures,schedules for building a multi-tiered inter-vention system, and strategies for includingsupport teachers in decision-making andleadership.

3. What systems are in place toensure English learners haveaccess to and receive instruc-tion in the core and ELDcurriculum?

3.1 Student proficiency levels identified and students are grouped appropriately for dailyELD instruction.

3.2 Site administrators able to demonstrate stu-dent assignment to ‘correct’ interventionand/or ELD support for each EL student.

3.3 Longitudinal data in place to assess studentprogress, placement and exit priorities.

3.4 An ELD program is purchased and in use withall EL students.

3.5 District staff and administrators monitor andsupport program and instructional implemen-tation for English learners.

• DAIT reviews artifacts to ascertain that Eng-lish learners participate in reading/languagearts as specified in the framework-- for 2-2 ½hours per day in elementary, and one periodper day in secondary.

• DAIT ensures students take part in Englishlanguage development for one hour or oneclass period each day.

• DAIT provides walkthrough training to helpsite administrators actively supervise instruction during these key instructionalblocks.

• Teacher daily schedules

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4. What is the district system to identify and monitor highquality ELD instructionalstrategies and pedagogy that are effective for Englishlearners?

4.1 District and site administrators offer evidencethat teachers routinely modify instruction tohelp English learners comprehend core andELD lessons.

4.2 Examination and discussion of a variety of dataand instructional planning include:

4.2.1 Evidence of content and language objectives in lessons.

4.2.2 Integration of SIOP, SDAIE and explicit instruction related to student engage-ment.

4.2.3 Use of ongoing strategies to supportEnglish learners throughout the day,across content areas and classrooms.

4.2.4 Evidence of specific diagnosis for student learning needs.

4.2.5 Evidence of students reclassificationprocess and criteria, monitoring of theirprogress, ongoing support.

4.2.6 Evidence of the use of academic language during instruction, acrossclassrooms.

4.2.7 Opportunities for expressive language and use of complete sen-tences to express thoughts, as well asreceptive language.

4.2.8 District and site staff assign highly qualified staff to teach English learners.

• Data-monitoring assessment system.

• DAIT provides training in walkthroughdata gathering and development of datacharts to target ongoing professional development goals.

• DAIT helps district and site administra-tors take note of specific classroomsupports to English learners, including:ELD, academic language, SDAIE, primarylanguage support; differentiation, Uni-versal Access, student grouping; direct Instruction; and higher-level thinking.

• DAIT supports site administrators’ development of meeting agendas thatinclude teacher discussions regardinguse of universal access materials, SDAIE,and other topics related to the supportof English learners.

• DAIT provides support for building master schedules that give secondaryEnglish learners support during schoolhours.

• Walkthrough protocol

• Data charts

• Walkthrough schedule

• SIOP (Sheltered In-struction ObservationProtocol)

• Master ScheduleSamples



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5. What is the district system toidentify and monitor instructional strategies and pedagogy that are effective for students with disabilities?

5.1 Special education and general educationteachers collaborate to meet student needson a regular basis.

5.2 IEPs are written to student content standards and evaluated systematically.

5.3 Students are placed in the least restrictive environment, inclusion and mainstreamingoptions.

5.4 District staff visit all classrooms bimonthlyminimally and site administrators visit allclassrooms weekly to verify that special education students receive appropriate instruction in the standards.

5.5 District and site administrators review andmonitor all IEPs for linguistically appropriategoals and objectives to meet the needs ofEnglish Learners.

5.6 District and site administrators require all IEPdeterminations first consider how to supporteach student in the general education class-room/program before considering otherinstructional settings or delivery options.

5.7 District and site administrators assign highlyqualified staff to teach students with disabili-ties (SWD).

5.8 District and site administrators have systemsin place to monitor SWD progress and pro-gram exit data.

5.9 District and site administrators provide leader-ship and review evidence that demonstrate abelief system that students with disabilitiesare part of the district’s and site’s commit-ments to high quality instruction andlearning.

• DAIT provides administrators walk-through training to build capacity toanalyze whether students with disabili-ties are educated in age-appropriategeneral education settings with accom-modations and support as defined intheir IEP.

• DAIT provides appropriate training tohelp administrators assess whether IEPgoals for EL are linguistically appropriate.

• DAIT provides a process administratorscan use to analyze IEP determinationsand evaluate results of administrators’ review of IEP.

• DAIT reviews staffing assignments to ensure that teachers who are highlyqualified in the content area and in spe-cialized instruction teach Students withDisabilities in the core reading/languagearts and mathematics curricula.

• IEP records/meetingrecords

• Grade level/dept.team meeting agen-das/ minutes

• Behavior plans

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6. Describe your district’s student intervention system.

6.1 The district maintains a focus on early, differ-entiated interventions for students notmeeting grade level expectations and offersextended learning opportunities to acceleratestudents’ achievement.

6.2 A multi-tiered approach to providing servicesand interventions to all students at increasinglevels of intensity based on progress monitor-ing and data analysis is in place.

6.3 Sufficient strategic and intensive interventionmaterials for mathematics and English/ lan-guage arts are in place at every site.

6.4 Intervention materials are in daily use in orderto accelerate students’ progress in mathemat-ics and reading.

6.5 District staff demonstrates that all schools follow a plan to track pupil progress and toidentify students needing support to masteressential standards.

6.6 District staff clearly articulate their Responseto Instruction and Intervention system andhow those supports are monitored.

6.7 Secondary schools – district and site adminis-trators build master schedules first addressingthe needs of students to be placed in inten-sive and strategic intervention, EnglishLearners, and students with disabilities.

6.8 Sufficient support opportunities are availableduring the school day. No student misses anycore content instruction in order to attendstrategic interventions or ELD. Intensive students’ core is the intensive accelerated pro-gram.

• DAIT provides a format that district staffcan use to work with teachers and site ad-ministrators to identify curricular supportnecessary for strategic and intensive students to be successful, particularly English/Language Arts and mathematicsessential standards.

• DAIT helps district to identify supplemen-tal materials to match those gaps.

• DAIT helps district develop site interven-tion plans, with entrance and exit criteria.Plan illustrates that school staffs providedaily appropriate intervention whenneeded in flexible groups.

• DAIT reviews plan to ensure that studentsperforming two or more years belowgrade level are educated in the core Eng-lish/language arts and mathematicscurriculum, with appropriate interventionsto supplement the core.

• DAIT reviews plan to ensure that all students functioning two or more yearsbelow grade level participate in an accel-erated intensive instructional programuntil their skill levels catch up to thegrade-level core curriculum within that 2-year window.

• DAIT reviews plan to ensure that recom-mendations to place students withdisabilities, English Learners, and under-performing students into intensive andstrategic intervention programs followproper referral procedures and considerResponse to Intervention, and/or Title IIIregulations related to attaining Englishproficiency and ensuring access to corecurriculum and grade-level standards.

• Lists of supplementalmaterials

• Student assessment results

• Sample ‘Response toIntervention’ or ‘Pyra-mid of Intervention’plans for reading,math, behavior at vari-ous grade levels andstaffing numbers

www.interventioncentral.org

• Least Restrictive Environment consider-ations

• Data analysis meetingcalendar

• Master schedule to include strategic and intensive interventionopportunities for R/LAand math

• Placement and exit criteria

• Placement criteria inwriting

• Class rosters

• CDE Special Needs Cri-teria

• Title III Regulations

• Examples of multi-tiered models ofinterventions

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7. How does the district focus the work of the instructionalcoaches and monitor the results of their work?

7.1 Professional development opportunities provide the guidance to improve classroominstruction.

7.2 Job descriptions and roles and responsibilitiesare clearly defined and include classroom observations, demonstrations lessons, profes-sional development and individual coaching.

7.3 Coaches have knowledge of instructionalpractices, content and pedagogy and areskilled in coaching strategies to work withteachers.

7.4 Regularly scheduled time in place to meet andcollaborate with teachers and administratorsto identify diagnostic trends and determinenext steps.

8. How does the district staff assess instructional program effectiveness?

8.1 District leadership develops a sense of recipro-cal accountability among staff across thedistrict, and provides opportunities and timeto increase knowledge and expertise neededto meet student needs.

8.2 Expectations are in place for implementingand monitoring instructional effectiveness onan ongoing basis.

8.3 It is apparent that the district and site administrators and their teams use a variety ofdata to determine refinements to the instruc-tional program as indicated in the LEAP as wellas all SPSA.

8.4 District and site administrators implement a classroom visiting schedule across the dis-trict and prioritize their calendars accordingly.

• DAIT assists site and district administra-tors to conduct walkthroughs. They alsohelp analyze data to gauge whetherclassroom and intervention teachers im-plement sound instructional practices,including:a. Explicit direct instruction followed

by guided and independent practice;b. Scaffolding techniques;c. Flexible grouping;d. Higher-level questioning;e. Attention to different learning styles;f. Checking for understanding

throughout the lesson;g. Closure and reflection; andh. Use of universal access materials

(as extension of the daily lesson) to address student literacy needs.

• DAIT assists district staff to determinewalkthrough calendars for each schoolsite, designating which district adminis-trator will observe classes at each site.

• Walkthrough Protocols

• Single Integrated Operational Plan(SIOP)



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Alignment of Assessment to State Standards“The Attained Curriculum”

Do all schools in the district share a coherent, consistent, comprehensive assessment system that is: aligned to California’scontent standards, closely linked to the core curricular programs, adopted and in place as described in section above, andone that provides timely data used for multiple purposes such as student support, program coherence, instructional rigor,and refinement of district policies?

DAIT B.1. The LEA has a coherent standards-based curriculum, instruction and assessment system. Curricular and assessment ma-terials are aligned with one another and based on the SBE-adopted/standards-aligned instructional materials.

DAIT B.3. The LEA ensures that all students, especially English Learners, students with disabilities, and other high-priority students,have access to the core curriculum and, based on assessed need, to English Language Development, strategic interventions, andSBE-adopted intensive interventions.

DAIT B.5. The LEA requires and supports the regular collection and analysis of common formative and summative assessmentdata to establish instructional priorities, inform classroom instruction, appropriately place and exit students from intervention pro-grams, and monitor student progress in core and intervention programs.





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1. Describe your data collectionand analysis system and howthe district uses the data tomonitor and support contin-ued student academicachievement.

1.1 Staff districtwide use disaggregated data toinform instruction and to assess teaching andlearning.

1.2 The district has developed a student achieve-ment monitoring system that provides timelydata to students, parents, teachers, and administrators to improve instruction and assess student achievement.

1.3 The assessment system includes entry-levelplacement assessments, monitoring ofprogress formative assessments, and summa-tive assessments to gauge instructionaleffectiveness and identify support needed toimprove practice.

1.4 For formative assessments, district administrators provide evidence that stu-dents take these common, district-widebenchmark assessments at each grade leveland in all core content areas. Tests every six toeight weeks.

1.5 Course and grade level pacing guides are inplace and monitored for effectiveness.

1.6 Assessments are aligned to student and parent reporting timelines.

• DAIT assists in district analysis and re-design of assessment system.

• DAIT helps district staff establish aprocess through which district and siteadministrators and teachers develop oradopt common, district-wide benchmarkassessments.

• DAIT reviews these assessments to en-sure that they target the key standardstested on the California Standards Test.

• DAIT helps district staff establish aprocess for continuous refinement of assessments.

• DAIT assists district staff to help teachersidentify first trimester benchmark assessments in mathematics and English/language arts.

• Learning by Doing

• Curricular Frame-works

• Curriculum-embed-ded assessments

• Curriculum guides

• Adopted textbookassessments

• California StandardsTest Blueprints (CST)

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2. How do teachers analyzethese assessments?

2a. What data systems are inplace to determine levelsof additional supportneeded for underper-forming students,students with disabilitiesand English Learners? Advanced learners?

2b. What additional diagnos-tic assessments are used?

2c. How does the district usethe data to drive instruc-tion and evaluateprogram success?

2d. How does the district monitor and support all students to gain gradelevel proficiencies?

2.1 District administrators demonstrate thatteachers have developed cut points for profi-ciency levels and common rubrics to reviewstudent work.

2.2 District monitors data to gauge student mas-tery of essential standards and guidedifferentiated support.

2.3 The district provides and supports the use ofinformation systems and technology, and pro-vides professional development to site staff oneffectively analyzing and applying data to im-prove student learning and achievement.

2.4 The district provides an accurate and timelysite-level assessment and data system, asneeded by teachers for decision-making andinstruction monitoring.

2.5 The district provides and uses technology toassist with administrative functions that facili-tate teachers to focus on student learning.

2.6 District and school site staff analyze data frommultiple sources, including API, AYP, and stu-dent group data, to ensure that all applicableresults can be used to improve student learn-ing and achievement.

• DAIT supports district to identify thetechnology system to use, then key professional development required touse it well.

• DAIT works with district to analyze data to identify specific needs of thosestudent groups requiring additional sup-port, then to determine what and howto provide that support.

• DAIT supports district to identify addi-tional diagnostic tools to better targetsupport necessary.

• DAIT helps district organize teacherplanning time to establish rubrics and toset cut points.

• DAIT reviews results of this work to ensure that standards for exemplary performance are high.

• Model rubrics

• Adopted assessments

• Student “anchor” papers and exemplarywork samples

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3. How does the district supporttime and resources for grade-level and/or departmentalmeetings for teacher and administrator collaboration todiscuss and analyze studentachievement data for continu-ous program improvement?

3.1 A district-wide calendar of negotiated collaboration time is in place that detailsdates for administration of assessmentsclosely followed by teacher team meetingsthat focuses on the analysis of student resultsand development of responsive action plans.

3.2 Collaborative school and district teams regardongoing analysis of results as a critical element in the teaching and learning process.

3.3 Meeting notes reflect that teachers use resultsto identify strengths and needs of classroominstructional practices and to improve theirown individual effectiveness in meeting allstudents' needs.

3.4 The District has a process for review of thesemi-monthly meetings and uses the informa-tion to access expert staff and other resourcesto support focused improvement efforts andclose achievement gaps.

3.5 District staff describes a feedback loop thatkeeps all essential personnel abreast of thisimportant work.

• DAIT provides sample schedules demon-strating responses to carving out thisnecessary time.

• DAIT provides sample bargaining agree-ment language to support this practicein the contract.

• DAIT helps to identify resources.

• DAIT helps district staff establish calendar of twice-monthly meetings.

• DAIT reviews meeting minutes and evaluates whether discussions centeraround student performance issues.

• DAIT helps district staff establish a feed-back loop that ensures free two-wayflow of information.

• Assessment calendars

• Data reports

• Assessments

• Templates for meetingagendas and minutesaccessible through technology

• Mike Schmoker’s work

• Learning by Doing

• Doug Reeves’ work

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4. Does the district use a formative and summative assessment system to makegrade-level and subject-spe-cific decisions about studentplacement and exit, in coreand intervention classes?

4.1 District and site administrators schedule sufficient core and intervention time and/orclasses to meet the academic needs of students who are below proficiency.

4.2 Administrators monitor the effective use of diagnostic assessment data and student placement to ensure the appropriateservices are provided and students exit in atimely manner as skills and progress improve.

4.3 School leadership teams review end-of-yearplacement assessments to determine pro-gram priorities and effectiveness.

4.4 District and school staff understand and implement correct referral procedures forplacing students in strategic and interventionprograms.

4.5 English Learners' English proficiency levels areconsidered for program placement.

4.6 Special education students are placed in theleast restrictive learning environments.

• DAIT and District Leadership Teams develop a comprehensive system of diagnostic assessments tools that guaran-tees student needs are appropriatelyidentified. The multi-dimensional assess-ment system must be timely and clearlydefine appropriate methods and qualityof instruction, including the right level ofintensity for each student.

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Key Resources:

CCSESA (2008) Reading Language Arts and Mathematics Adoption Process ToolkitsCarter, Lisa. (2009) Five Big Ideas: Leading Total Instructional Alignment. Solution Tree.

DuFour, R., DuFour, R., Eaker, R., Many, T. (2006) Learning By Doing. Solution Tree.

Elmore, Richard F. (2006) School Reform from the Inside Out: Policy, Practice and Performance. Harvard Education Press, Cambridge, MA.

Marzano, Robert J. (2003) What Works in Schools: Translating Research Into Action. ASCD. Alexandria, VA.Marzano, Robert J. (2009) What Works in Districts: Translating Research Into Action. ASCD. Alexandria, VA.

Office of the Superintendent of Public Instruction and the Washington Association of School Administrators. (2005) School System Improvement Resource Guide: Putting It All Together.

Reeves, Douglas B., Ph.D. (2004) Accountability in Action: A Blueprint for Learning Organizations. Center for Performance Assessment, Englewood, CO.



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5. What systems are in place tocontinuously align and refinethe district’s assessment system of the adopted program materials?

5a. How are they connected withthe identified “priority” stan-dards?

5.1 District administrators work with teachergroups and student assessment data to verifythat the essential standards are:

5.1.1 Adequately covered in the adopted materials and approved supplementalEnglish language development materi-als (e.g., textbooks, interventionmaterials, and assessments).

5.1.2 Aligned with the frameworks for California public schools and grade-levelblueprints for the CST for alignment (dif-ficulty levels, comprehensiveness, andscope of standard; assessment weight).

• District staff work with teachers and siteadministrators to ensure that curriculumaddresses all essential standards.

• DAIT helps district staff analyze studentassessment data to verify that the cur-riculum adequately covers thosestandards.

• DAIT helps district analyze grade levelblueprints to verify that the essentialstandards are in alignment with what istested.

• Mathematics andReading/languagearts frameworks

• Curriculum guides

• CST Blueprints forEnglish/LanguageArts, Mathematics,Science, History/SocialStudies

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… (E)ducation is and will continue to be one of the primary means by which inequity is addressed. Public funds will continue to be allocated in support of educational programs, and the rationale for these investments will likely continueto be made in terms of creating social equity alongside excellence. Consequently,the purposeful and productive allocation of resources to support equitable accessto high-quality learning opportunities becomes a major component of educationpolicy and leadership at the federal, state and local levels.

Allocating Resources and Creating Incentives to Improve Teaching and Learning

Center for the Study of Teaching and Policy, University of Washington (2006)

Strand C

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C. Fiscal Operations

1. The Fiscal Criteria and Standards guide the LEA in the budget developmentprocess and in its periodic self-evaluations of solvency. The LEA meets all fis-cal health criteria, as measured by the Fiscal Crisis and ManagementAssistance Team (FCMAT) Fiscal Health Risk Analysis Survey.

2. The LEA Plan and the SPSA allocate and align general and categorical ex-penditures to improvement activities based on the identified needs ofhigh-priority students in all of the LEA’s schools.

3. The LEA considers the academic achievement of the schools within the LEA,especially those in Program Improvement, to determine appropriate sitebudget allocations.

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1. The fiscal criteria and standards guide the LEA in the budget developmentprocess and in its periodic self-evaluations of solvency, and the LEA meetsall fiscal health criteria, as measured by the Fiscal Crisis and ManagementAssistance Team (FCMAT) Fiscal Health Risk Analysis Survey.

• The district budget is aligned to the Criteria and Standards of school districtbudgets and are well understood by all stakeholders.

• District-specific factors are considered in budget development related to en-rollment, attendance, negotiated contracts, and Program Improvement factors.

• The district’s statutory reserve requirements are met.

• Policies and/or procedures are in place to support effective resource manage-ment.

• Human resources policies and/or procedures are in place to support effective re-cruitment and result in attracting and retaining highly qualified people.

• The district has a policy on grant applications and their potential impact to thegeneral fund, including an analysis of what it takes to sustain grants.

• The district has a system for centralized services and site funding.

• The district monitors the cost of the Special Education program in relation to thedistrict’s unrestricted general fund and maintenance of effort threshold.

• District systems are in place to share budget update purposes, frequency andprocesses with governing board members, district office administrators, site ad-ministrators, parent groups, employee associations, and the community.

2. The LEA Plan and the SPSA allocate and align general and categorical ex-penditures to improvement activities based on the identified needs ofhigh-priority students in all of the LEA’s schools.

• The budget development processes and timelines are clearly communicatedto all stakeholders (Board of Education, district and site leadership, employeeassociations and School Site Councils) on an ongoing basis.

• The district identifies the best resource for specific purposes and works to max-imize the allocation of resources towards its stated instructional goals.

• The district responds to changed budget assumptions as needed.

• Processes are in place resulting in accurate and timely revisions as needed.

• District program directors/coordinators, and site administrators are aware ofbudget assumptions (e.g., cost of stipends, substitutes, textbooks, etc.) and im-plement sound fiscal practices.

• Processes are in place for submission of School Plans (including budgets con-tained within) for governing board approval.

• The district trains and advises site administrators on budget management.

• District systems are in place to share the purpose, frequency, and processes forschool site budget updates, including all funding sources, with site administra-tors, and the school community.

3. The LEA considers the academic achievement of the schools within theLEA, especially those in Program Improvement, to determine appropriatesite budget allocations.

• The district values parent participation and has policies and practices in placewith the goal of maximizing meaningful participation of parents in order to en-hance student learning achievement.

• When necessary, printed and oral information is translated for parents with lim-ited English proficiency in the language they understand.

• The district and schools inform parents about academic standards, the curricu-lum, their child’s progress, school and district activities and educational issues.

• The district designs effective forms of school-to-home and home-to-schoolcommunications about school programs and student progress.

• The budget development process includes consideration of, and alignment to,Local Education Agency Plan (LEAP) goals and/or district priorities.

• Each school in the district has Single Plan for Student Achievement (SPSA) goalsaligned to the LEAP goals.

• District LEAP/SPSA Plan budgets are consistent with budget development, mon-itoring, and revision systems.

• A continuous improvement process is in place to monitor how well the budgetis addressing the LEAP goals and/or district priorities.





C-3

• Processes are in place for adjusting the LEAP and SPSA budgets.

• Processes are in place to ensure effective ordering and inventory of standardsaligned materials for Reading/Language Arts, English Language Development(ELD), mathematics, and other core subjects.

• Processes and timelines are in place for hiring new certificated and classifiedemployees.

• Processes and timelines are in place to approve and process expenditures for re-imbursement.

• Process and timelines for paying teachers for extra duties are in place and wellcommunicated.

“We brought in FCMAT [Fiscal Crisis and Management Assistance Team] to guide us in howwe proceed on issues related to human resourcesand fiscal operations. We wanted to assess thecurrent district condition through a credibleagency, and I think we have achieved that.”

DAIT Provider


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District and/or Program Improvement Needs Assessment – Fiscal Operations

C-4

1. Is the district budget well un-derstood by stakeholders?

1.1 District has a user-friendly budget summarythat is shared and understood by board mem-bers, site staff, and district program staff.

Questions to Ask Districts Evidence of Full Implementation

• DAIT provides user-friendly budget summary andhelps district complete the summary

• DAIT helps district create a budget calendar that in-cludes sharing information with community andstakeholder groups, staff, labor associations and siteprincipals.

DAIT or District Collaboration for Full Implementation

• Ventura COE (VCOE)Fiscal Capacity for PIDistricts Toolkit

º What is a budget?º Glossary of school finance terms

Website: FCMAT Budgetwww.fcmat.org

June

ResourcesTimeline

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2. Are there district-specific factors that need to be consid-ered in their budget related toenrollment and attendance?

2.1. District has a longitudinal analysis of their attendance and enrollment data, including projections, to determine whether the district is in declining enrollment.

2.2 District completes declining enrollment analy-sis by grade level and school.

2.3 District in declining enrollment uses strategiesto respond to declining enrollment and com-municates to staff and the community itsresponse strategies.

• DAIT verifies projection methods used are valid andreliable

• DAIT works with district to determine if district is indeclining enrollment

• DAIT verifies the declining enrollment district main-tains unrestricted reserves above statutory requiredlevels

• DAIT helps district create a system to evaluatestaffing regularly by school and grade level.

• DAIT helps district analyze attendance data to de-termine how attendance can be improved.

• DAIT helps district use template to analyze declin-ing enrollment by grade level and school.

• DAIT helps district select strategies to respond todeclining enrollment and make adjustments asnecessary (compare over 3-5 year period for thedistrict and/or compare to countywide data—go toCDE Ed-Data).

• VCOE template withfour-year ADA data bydistrict

• VCOE/SSC article onenrollment projec-tions and ADA

• VCOE strategies fordeclining enrollment

Sept.

I. District Scan/Budget Assumptions



Fiscal Operations Assessment Questions


C-5

3. Are there district-specific factors that need to be consid-ered in their budget related tonegotiated contracts?

3.1. District has an analysis of their negotiated con-tract items with short- and long-term budgetimpact that includes current and projectedsalary increases, teacher stipends and hourlyrates.

3.2. District has an analysis of impact of retiree ben-efits with projections for the next three years.


• DAIT works with district to prepare an analysis ofthe negotiated contract currently approved, andthe long-term and short-term budget impact of ne-gotiated terms.

• DAIT works with district to determine if current lan-guage, or proposed language, negatively impactsstudent achievement.

• DAIT works with district to prepare an analysis ofitems currently being negotiated (salaries, stipends,hourly rates) and their possible impact on thebudget.

• DAIT provides district with example contract lan-guage to support resource alignment focused onstudent achievement.

• DAIT works with district to prepare an analysis ofhow many people are projected to retire over thenext three years, how the retiree liability is to befunded, and what is the district’s long-term liabilityif retiree benefits are provided, including GASB 45reporting.


August

ResourcesTimeline

forAnalysis

4. Are there district–specific factors that need to be consid-ered in their budget related toProgram Improvement, orQuality Education InvestmentAct (QEIA)?

4.1 District has identified budget items, either atthe district or site level, related to Program Im-provement or QEIA that must be considered.

• DAIT works with district to identify budget impactof district Program Improvement or school site Pro-gram Improvement status. Items might include:supplemental educational services, school choice,transportation, etc.

• DAIT works with district to identify budget impactof school site participation in QEIA. Items might in-clude class size limits, professional developmentparticipation, reassignment, etc.


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5. How are federal State FiscalStabilization Funds (SFSF)being used to offset reduc-tions to state general purpose(e.g. revenue limits) and cate-gorical program funding?

5.1 District understands and complies with assur-ances included in the SFSF application underthe American Recovery and Reinvestments Act(ARRA).


• DAIT works with district to identify budget impactof SFSF and guides district to federal reporting re-quirements.

• At a minimum, LEAs should anticipate reporting: (1)the total amounts of ARRA funds received; (2)amounts of ARRA grant funds expended on or obli-gated to projects or activities; (3) the name,description, and evaluation of the project or activ-ity’s completion status; (4) an estimate of thenumber of jobs that were saved or created with theARRA funds; and (5) for infrastructure investments,the purpose, total cost, and rationale for fundingthe investment and the name and contact informa-tion of the person to contact regarding the project.


• CDE State Fiscal Stabi-lization Funds website:

http://www.cde.ca.gov/ar/sf/index.asp

August

ResourcesTimeline

forAnalysis

6. Are the district’s statutory re-serve requirements met?

6.1 District provides clear evidence of current andpast practice in meeting statutory reserve andcan certify they have sufficient reserves over athree year period.

• DAIT identifies district reserves as either “met” or“not met.”

• DAIT works with district to determine how they canbecome “met” if they are found to be “not met.”

• CDE Fiscal OversightCriteria and Standardshttp://www.cde.ca.gov/fg/fi/ss/

June

7. Does the district have strongfiscal health?

7.1 District provides clear evidence that the districtbudget is aligned to the CDE Criteria and Stan-dards for School District budgets.

7.2 County Office conducts a FCMAT Fiscal HealthRisk Analysis and finds district to be solvent.Positive, Qualified, or Negative status is de-scribed.

• DAIT works with district and County Office to com-plete the FCMAT Fiscal Health Risk Analysis of KeyFiscal Indicators page 6, and perform a risk analysisbased upon the number of “no” responses.

• DAIT helps district use the Fiscal Health Risk Analy-sis results to determine how it can best meet itsfinancial objectives while sustaining financial sol-vency.

• Criteria and Standardsfor School Districtbudgets

• FCMAT Fiscal HealthRisk Analysis of KeyFiscal Indicators

June





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Questions to Ask Districts Evidence of Full Implementation DAIT or District Collaboration for Full Implementation

ResourcesTimeline

forAnalysis

8. Are there policies and/or pro-cedures to support effectiveresource management?

8.1 District identifies policies and/or procedures tosupport effective resource management and al-location that include: carryover, limitations oncategorical positions, etc.

8.2 District is familiar with categorical funding flexi-bility options available through 2012-13.

• DAIT works with district to identify current poli-cies/procedures regarding categorical fundingflexibility, carryover and limitations on categoricalpositions, including staffing ratios.

• DAIT works with district to establish policies/proce-dures that improve resource management withoutlimiting flexibility.

• DAIT works with district to determine that resourceallocation is differentiated to the needs of theschool sites (i.e. The neediest schools receive addi-tional resources).

• VCOE sample categoricalpolicies/procedures

• Cat Wizard

http://www.sscal.com/tools_resources.cfm

May

9. Are there human resourcespolicies and/or procedures tosupport effective recruitmentand result in attracting and retaining highly qualified people?

9.1 District has human resource policies and/orprocedures that allows for hiring incentives andresult in attracting and retaining highly quali-fied people.

• DAIT works with district to identify hiring incentivesthat will not conflict with bargaining agreements.

• DAIT works with district to determine fiscal impacton proposed hiring incentives.

• DAIT works with the district office of business andhuman resources to develop strategies to increasestaff retention rates.

• DAIT works with district to establish a process cal-endar for hiring certificated employees.

May

10. Does the district have a policyon grant applications and theirpotential impact to the gen-eral fund including an analysisof what it will take to sustainthe grant?

10.1 District has a cost benefit analysis that accom-panies all grants submitted for Board approvaland clearly written expectations on potentialgrant’s impact on indirect costs.

• DAIT provides SSC checklist for proposed grants.

• DAIT works with district to analyze grant applica-tions in terms of the district’s vision and priorities,alignment to LEAP, whether the grant is part of ex-isting grant, encroachment on human capital andunique activities required by the grant.

• DAIT works with district to establish a clearly articu-lated policy on indirect charges.

• CDE Indirect CostsCalculation – California School Ac-counting Manual(CSAM) website:

http://www.cde.ca.gov/fg/ac/sa/index.asp

July


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ResourcesTimeline

forAnalysis

11. Does the district have aclear and equitable processfor allocating categoricalfunds at both the districtand site levels?

11.1 District policy on distribution process for categorical funds and indirect charges is understood by stakeholders and believed to beequitable.

11.2 District stakeholders believe the policy resultsin quality district support to the sites.

• DAIT works with district to create an effective cate-gorical fund allocation process.

• DAIT works with district to verify that the fund allocation process is considered equitable by allstakeholders.

• DAIT works with district to analyze how categoricalfunding is used and makes recommendations onhow district can better support sites.

• VCOE/SSC sample car-ryover andredistribution alloca-tion plan

• Categorical AllowableUse Matrix

June

12. What is the cost of the Stu-dents with Special Needsprogram to the district interms of 1) district’s unre-stricted general fund, and 2) maintenance of effort threshold?

12.1 District budget clearly identifies the unre-stricted general fund cost of the Students withSpecial Needs program, English learner pro-grams and programs for students ofpoverty-level.

12.2 District budget planning includes maintenanceof effort threshold data.

• DAIT works with district to identify what the Students with Special Needs, EL and low SES pro-grams costs.

• DAIT helps district analyze if the student achieve-ment results justify the cost.

• DAIT helps district analyze if the district can pro-vide the mandated services with reduced cost.

• DAIT works with district to determine its mainte-nance of effort threshold for future budgetplanning.

• VCOE SPED Checklist

CDE Fiscal Calendarshttp://www.cde.ca.gov/re/ca/fc/index.asp

• CDE Maintenance ofEffort Letter

http://www.cde.ca.gov/fg/ac/co/semoeattach-ment.asp

July





C-9

13. Are the budget developmentprocesses and timelinesclearly communicated to allstakeholders (Board of Education, district and siteleadership, employee associa-tions and School SiteCouncils)?

13.1 Budget development process, including calen-dar, is clearly communicated to all stakeholders.


• DAIT helps district establish calendar, and struc-tured communication system for budgetdevelopment.


• VCOE budget development andmanagement processwith calendars

January

After Maystatebudgetrevise

ResourcesTimeline

forAnalysis

14. Has the district identified thebest resources for meetingtheir goals and is maximizingthe allocation of resources tosupport the goals?

14.1 Review of budget and expenditure patterns re-veals an effective use of restricted, categorical,and grant funding targeted toward stated in-structional goals.

• DAIT helps district identify which district/site dol-lars should be spent first.

• DAIT helps district identify new funding to addressstudent achievement needs.

• DAIT helps district identify how existing fundingcan be re-directed to maximize student achieve-ment.

• CAT Wizard

http://www.sscal.com/tools_resources.cfm

CDE Finance andGrants- Allocationand Apportionmentswebsite:

www.cde.ca.gov/fg/aa/

June

15. How does the district respondto changed budget assump-tions? What is the process andcommunication flow chartand does it result in accurateand timely revisions?

15.1 District has a process and communication flowchart for how it responds in a timely manner tochanged budget assumptions.

• DAIT works with district to develop a process andcommunication flow chart for timely changedbudget assumptions.

• VCOE categorical flow chart

16. Does the budget developmentprocess include considerationof, and alignment to, LEAPgoals and/or district priorities?

16.1 Budget development process focuses on dis-trict priorities and LEAP goals so that budget isin alignment with goals and priorities.

• DAIT helps district bring budget into alignmentwith LEAP goals and/or district priorities andbudget.

May-June

Re-exam-ine goalsafter CSTresultsmadeavailablefor pastyear

II. Planning


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ResourcesTimeline

forAnalysis

17. Does each school in the dis-trict have SPSA goalsaligned to the LEAP goals?

17.1 District review of SPSA goals reveals they arealigned with student need (CST, CELDT, CAH-SEE, CAPA, CMA) and are consistent with LEAPgoals.

• DAIT works with district office and site leadershipto align SPSA goals to student data.

Fall

18. Are LEAP/SPSAs Plan bud-gets consistent with budgetdevelopment, monitoring,and revision systems?

18.1 District review of LEAP/SPSA Plans and theirbudgets reveals consistent budget systems

• DAIT works with district to revise planning andbudgeting process to align budgets within theplans to budget development, monitoring and revision systems.

19. Are district program direc-tors/coordinators, and siteadministrators aware ofbudget assumptions (e.g.,cost of stipends, substitutes,textbooks, etc.)?

19.1 District provides sites with annually updatedpersonnel and other cost data.

• DAIT works with fiscal and human resource staff tocreate documents (e.g., Budget DevelopmentGuide).

• VCOE Budget Development Guide

May-June

20. What is the process for thesite submission of SPSAs (in-cluding budgets containedwithin) for governing boardapproval?

20.1 District has a clearly communicated calendarand plan for sites to submit their SPSAs for governing board approval.

• DAIT works with Superintendent, fiscal and program staff to create templates and calendars forSchool Plan submission.

• VCOE Fiscal/Educa-tion Joint PlanningCalendar

June





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21. Is there a continuous im-provement process tomonitor how well the budgetis addressing the LEAP goalsand/or district priorities?

21.1 District has a dynamic review process thathelps determine how money was actuallyspent, impact of expenditures on studentachievement according to the goals, and how future budget planning will better reflectstudent needs.

21.2 District annually conducts a review of studentdata (CST, CELDT, CAHSEE, CAPA, CMA, uniquedistrict assessments) to maintain alignment ofLEAP goals to student achievement.

21.3 District meets biannually with fiscal and pro-gram leaders to analyze the impact of budgeted items on student achievement. Results of meetings are communicated togoverning board.


• DAIT helps district review current year and prioryear fund budget to identify:

º carryover,

º expenditure patterns, and,

º connection between expenditures andstudent achievement.

• DAIT works with district office to analyze studentdata and determine clear alignment of LEAP goalsto the student data.

• DAIT works with district to calendar biannual meetings.

• DAIT helps facilitate biannual meetings with districtprogram and fiscal administrators to analyze im-pact of budgeted items on student achievement.


May-June

Re-exam-ine goalsafter CSTresultsmadeavailable

ResourcesTimeline

forAnalysis

22. What is the process for adjust-ing the LEAP budget?

22.1 District fiscal and program administratorshave a clearly defined process for adjustingthe LEAP budget.

• DAIT works with district program and fiscal admin-istrators and site administrators to establish aprotocol for adjusting LEAP budget.

• DAIT works with district program and fiscal admin-istrators on a quarterly basis to identify whetherLEAP budget needs adjustment.

Schedulequarterlymeetings

23. What is the process for adjust-ing the SPSA budgets?

23.1. District fiscal, program, and site administratorshave a clearly defined process for adjustingthe SPSA budgets with sites.

• DAIT works with district program, fiscal and site administrators to establish a protocol for adjustingSPSA budgets. This includes adjusting budget forunfilled positions.

• DAIT works with district program and fiscal admin-istrators on a quarterly basis to identify whetherLEAP budget needs adjustment.

Sept.

III. Management


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24. How does the district trainand advise site Administratorson budget management?

24.1. District office administrators train site administrators on how to monitor their expenditures, use the district budget manage-ment system, and verify that expenditures arealigned to desired student outcomes.

24.2 District office identifies site administratorshaving difficulties with implementation of thetraining and additional support/training isprovided.


• DAIT helps district fiscal and program teams createa training for district and site administrators onhow to monitor their budgets and how to verifythat expenditures are resulting in improved stu-dent achievement.


• VCOE SAC codes explanation-budgeting structure

August

ResourcesTimeline

forAnalysis

25. What is the purpose, the frequency and the process to share district budget updates with governingboard members, district officeadministrators, site adminis-trators parent groups,employee association, and the community?

25.1 District shares adopted budget and first andsecond Interim Reports with governing boardmembers, and district community so they canconsider allocation changes and monitor theimpact of programs on student achievement.

• DAIT helps district fiscal team set up a districtbudget update communication process to keystakeholders.

Sept.

26. What are the purpose, frequency and process toshare school site budget updates, including all categor-icals, with site administrators,and the school community?

26.1 District shares school budget updates on amonthly basis with site and the school commu-nities so they can consider allocation changesand monitor the impact of programs on stu-dent achievement.

26.2 District has a process in place to assist schoolleadership with budget review and monitoring.

• DAIT helps district fiscal team set up a schoolbudget update communication process

Sept.

27. What is the process to ensureeffective ordering and inven-tory of standards alignedinstructional materials forreading/language arts, ELDand mathematics?

27.1 District and school sites have a clearly articu-lated process to inventory instructionalmaterials, and to identify student enrollmentnumbers by grade level and content area.Cross articulation with enrollment projectionsis part of the process.

27.2 District and school sites have detailed calen-dars to order instructional materials.

• DAIT helps district develop a process for the inven-tory of instructional materials. Enrollmentprojections by grade level and content area will beprovided using process detailed in Question 2,page F-4.

July





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28. What is the process and time-line for hiring new certificatedand classified employees?

28.1 District has a clearly articulated and commu-nicated hiring process that maximizes thedistrict and school sites ability to hire topquality candidates in a responsive and timelymanner.


• DAIT helps district identify how to make their hiringprocess more effective including hiring new or replacement personnel.

• DAIT helps district identify how the district andschool; sites can better support increased hiring effectiveness.


June

29. What is the process and time-line to approve employeeexpenditures and reimburse-ments?

29.1 District has a clearly understood travel ap-proval protocol and a timely process toreimburse employees for travel and other ex-penses.

29.2 The process includes efficient procedures formonitoring the value of travel to school goals.

29.3 District has a clearly understood approval pro-tocol prior to all expenditures and an efficientprocess to reimburse employees for those ap-proved expenditures.

29.4 District process is shared and well-understoodby school site personnel.

• DAIT helps district identify an approval protocoland process for efficient reimbursement of ap-proved expenditures.

August

ResourcesTimeline

forAnalysis

30. What is the process and time-line for paying teachers forextra duties?

30.1 District has a clearly understood process forextra hour approval, timesheets, and paymentfor teachers.

30.2 The district process is shared and well-understood by school site personnel.

• DAIT helps district identify an extra hour approvalprotocol, and a timeline for timesheet submissionand payment.

August

The Ventura County Office of Education, in partnership with Jannelle Kubinec from the California Comprehensive Assistance Center, developed a comprehensive set of tools, titled CountyOffice Training on Fiscal Capacity for Program Improvement Districts and is the foundation for the needs assessment included here. Several of the resources identified as VCOE in the needs as-sessment and the Ventura COE folder of additional resources on the CD are from this document. For ordering information, contact Ventura County Office of Education, Gretel Compton at(805) 437 1311 or [email protected].


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CDE Criteria and Standards for School District Budgets

C-14

1. Average Daily Attendance (ADA) Funded average daily attendance (ADA) has not been overestimated in the first prior fiscal year or in two or more of the previous three fiscal years by more than the following percentage levels:

3.0% for districts with 0 - 300 ADA2.0% for districts with 301 - 1,000 ADA1.0% for districts with 1,001 - and over ADA

2. Enrollment Projected enrollment has not been overestimated in the first prior fiscal year or in two or more of the previous threefiscal years by more than the following percentage levels:

3.0% for districts with 0 - 300 ADA2.0% for districts with 301 - 1,000 ADA1.0% for districts with 1,001 - and over ADA

3. ADA to Enrollment Projected second period ADA to enrollment ratio for any of the budget year or two subsequent fiscal years has not increased from the historical average ratio from the three prior fiscal years by more than one half of one percent.

4. Revenue Limit Projected revenue limit for any of the budget year or two subsequent fiscal years has not changed from the priorfiscal year by more than the change in population and the funded cost-of-living adjustment (COLA) plus or minusone percent.

For basic aid districts, projected revenue limit has not changed from the prior fiscal year by more than the percentchange in property tax revenues plus or minus one percent.For districts funded by necessary small school formulas, projected revenue limit has not changed from the prior fis-cal year amount by more than the funded COLA plus or minus one percent.

5. Salaries and Benefits Projected ratio of total unrestricted salaries and benefits to total unrestricted general fund expenditures for any ofthe budget year or two subsequent fiscal years has not changed from the historical average ratio from the three priorfiscal years by more than the greater of three percent or the district’s required reserves percentage.

6. Other Revenues and Expenditures Projected operating revenues (including federal, other state and other local) or expenditures (including books andsupplies, and services and other operating), for any of the budget year or two subsequent fiscal years, have notchanged from the prior fiscal year amount by more than the percentage change in population and the fundedCOLA plus or minus ten percent.For each major object category, changes that exceed the percentage change in population and the funded COLAplus or minus five percent must be explained.

Criterion Standard

(Deviations from the standards must be explained and may affect the approval of the budget.)





C-15

7. Facilities Maintenance Confirm that the annual contribution for facilities maintenance funding is not less than the amounts required pur-suant to Education Code sections 17584 and 17070.75, if applicable.

8. Deficit Spending Unrestricted deficit spending (total unrestricted expenditures and other financing uses is greater than total unre-stricted revenues and other financing sources) as a percentage of total unrestricted expenditures and otherfinancing uses, has not exceeded one-third of the district’s available reserves1 as a percentage of total expendituresand other financing uses2 in two out of three prior fiscal years.

9. Fund Balance Budgeted beginning unrestricted general fund balance has not been overestimated for two out of three prior fis-cal years by more than the following percentage levels3:

1.7% for districts with 0 - 300 ADA1.3% for districts with 301 - 1,000 ADA1.0% for districts with 1,001 - 30,000 ADA0.7% for districts with 30,001 - 400,000 ADA0.3% for districts with 400,001 - and over ADA

10. Reserves Available reserves1 for any of the budget year or two subsequent fiscal years are not less than the following per-centages or amounts4 as applied to total expenditures and other financing uses2:

the greater of 5% or $55,000 for districts with 0 - 300 ADAthe greater of 4% or $55,000 for districts with 301 - 1,000 ADA

3% for districts with 1,001 - 30,000 ADA2% for districts with 30,001 - 400,000 ADA1% for districts with 400,001 - and over ADA

1. Available reserves are the unrestricted reserves in the Designated for Economic Uncertainties and the Undesignated/Unappropriated accounts in the General Fund and Special Reserve Fund for Other Than Cap-ital Outlay Projects. Available reserves will be reduced by any negative ending balances in restricted resources in the General Fund.

2. A school district that is the Administrative Unit of a Special Education Local Plan Area may exclude from its expenditures the distribution of funds to its participating members.

3. Percentage levels equate to a rate of deficit spending which would eliminate recommended reserves for economic uncertainties over a three year period.

4. Dollar amounts to be adjusted annually by the prior year statutory cost-of-living adjustment (Education Code Section 42238), rounded to the nearest thousand.

Criterion Standard


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Provide methodology and assumptions used to estimate ADA, enrollment, revenues, expenditures, reserves and fund balance, and multiyear commitments (including cost�of�living adjustments).

Provide information on additional indicators as requested.

S1. Contingent Liabilities Identify any known or contingent liabilities from financial or program audits, state compliance reviews, litigation, etc., that may impact the budget.

S2. Use of One-time Revenues for Identify any ongoing general fund expenditures in excess of one percent of the total general fund expenditures that Ongoing Expenditures are funded with one�time resources in the budget year, and explain how the one-time resources will be replaced

to continue funding the ongoing expenditures in the following fiscal years.

S3. Use of Ongoing Revenues for Identify any large non-recurring general fund expenditures that are funded with ongoing general fund revenues.One-time Expenditures

S4. Contingent Revenues Identify projected revenues for the budget year and two subsequent fiscal years that are contingent on reauthorization by the local government, special legislation, or other definitive act (e.g. parcel taxes). If any of these revenues are dedicated for ongoing expenses, explain how the revenues will be replaced or the expenditures reduced.

S5. Contributions Identify projected contributions from unrestricted resources in the general fund to restricted resources in the general fund for the budget year and two subsequent fiscal years. Provide an explanation if contributions have changed from the prior fiscal year amounts by more than $20,000 and more than ten percent. Explanation should include whether contributions are ongoing or one�time in nature.

Identify projected transfers to or from the general fund to cover operating deficits in either the general fund or anyother fund for the budget year and two subsequent fiscal years. Provide an explanation if transfers have changed from the prior fiscal year amounts by more than $20,000 and more than ten percent. Explanation should include whether transfers are ongoing or one�time in nature.

Estimate the impact of any capital projects on the general fund operational budget.

Supplemental Information Provide Supplemental Information





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S6. Long-term Commitments Identify all existing and new multiyear commitments1 and their annual required payment for the budget year and two subsequent fiscal years.

Explain how any increase in annual payments will be funded. Also explain how any decrease to funding sources used to pay long-term commitments will be replaced.

S7. Unfunded Liabilities Estimate the unfunded liability for post employment benefits other than pensions (OPEB) based on an actuarial valuation, if required, or other method; identify or estimate the annual required contribution; and indicate how the obligation is funded (pay-as-you-go, amortized over a specific period, etc.).

Estimate the unfunded liability for self-insurance programs such as workers’ compensation based on an actuarialvaluation, if required, or other method; identify or estimate the required contribution; and indicate how the obligation is funded (level of risk retained, funding approach, etc.).

S8. Status of Labor Agreements Analyze the status of employee labor agreements.

Identify new labor agreements, as well as new commitments provided as part of previously ratified multiyear agreements; and include all contracts, including all administrator contracts (and including all compensation). For new agreements, indicate the date of the required board meeting.

Compare the increase in new commitments to the projected increase in ongoing revenues and explain how these commitments will be funded in future fiscal years.

If salary and benefit negotiations are not finalized at budget adoption, upon settlement with certificated or classified staff:

• The school district must determine the cost of the settlement, including salaries, benefits, and any other agreements that change costs, and provide the county office of education with an analysis of the cost of the settlement and its impact on the operating budget.

• The county superintendent shall review the analysis relative to the criteria and standards and may provide written comments to the president of the district governing board and superintendent.

For additional information, visit the CDE website at www.cde.ca.gov/fg/fi/ss/documents/distbudgetcs08.doc.

1. Include multiyear commitments, multiyear debt agreements, and new programs or contracts that result in long-term obligations.

Supplemental Information Provide Supplemental Information


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Allowable Uses Matrix and Resource Descriptions

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Allowable Uses Matrix and Resource Descriptions


C-19


There is no topic in education on which there is greater agreement than the needfor parent involvement. Teachers and administrators want to know how to workwith families in positive ways and how to involve the community to increase student success. Families want to know if their schools are providing high-qualityeducation, how to help their children to do their best, and how to communicatewith and support teachers. Students want to succeed in school and know thatthey need guidance, support, and encouragement from their parents, teachers,and others in the community.

School, Family, and Community PartnershipsYour Handbook for Action

Joyce Epstein, Mavis G. Sanders, Beth S. Simon, Karen Clark Salinas, Natalie Rodriguez Jansorn, Frances L. Van Voorhis

(Corwin Press, Second Edition, 2002)

Strand D

Parent & CommunityInvolvement

Strand D - Parent &Com

munity Involvem

ent

Strand D - Parent and Community Involvement



munity Involvem

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D. Parent and Community Involvement

1. The LEA has implemented parent/family involvement policies and programsat all schools, including community partnership programs, that meet stateand federal requirements.

2. The LEA has systems in place that provide timely and two-way communi-cation in a format and language understandable to parents/families andcommunity members about student achievement, academic expectations,accountability requirements, and how parents can help improve theirstudents’ academic success.

3. The LEA’s teachers and parents/families participate in instructional pro-grams and budget decisions affecting the development, implementation,and evaluation of core and categorical programs.

4. The LEA and all schools provide multiple opportunities for parents/familiesto access school programs and staff, receive student and school informationand resources, and be a part of decision-making.

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1. The LEA has implemented parent/family involvement policies and pro-grams at all schools, including community partnership programs, whichmeet state and federal requirements.

• Policies promote a shared responsibility among parents, school staff and stu-dents for the intellectual, physical, emotional and social development ofstudents.

• Parent involvement strategies address all components required by law and aredesigned to support the district’s vision for student learning.

• Polices address the means by which parents may help students achieve andsupport the learning environment by:

º Monitoring attendance;

º Ensuring that homework is completed and turned in on time;

º Encouraging and facilitating children’s participation in extracurricular activities;

º Monitoring television viewing;

º Working with children at home to extend classroom learning;

º Volunteering in classroom and school activities; and

º Participating in educational decisions.

• District leadership jointly develops with parents, policies on parent rights andresponsibilities.

• Schools welcome parents to provide input on and be involved in matters thataffect their children’s education.

• Programs are in place to help all families establish home environments to sup-port students.

• Parent volunteering is valued and promoted at the district and school levels.

• District leadership seeks increased support from community organizations, busi-nesses, foundations, and universities for partnership programs.

• District leadership publicly recognizes excellent school-family-community part-nership practices and programs.

• District leadership plans yearly district-wide partnership activities (such as acommunity leader’s breakfast, parent involvement conference, or back to schoolcelebration).

2. The LEA has systems in place that provide timely, two-way communica-tions in a format and language understandable to parents/families andcommunity members about student achievement, academic and behaviorexpectations, accountability requirements, and how parents/family canhelp improve their students’ academic success.

• The district values parent participation and has policies and practices in placewith the goal of maximizing meaningful participation by parents, and enhanc-ing student learning and achievement.

• When necessary, printed and oral information is translated for parents with lim-ited English proficiency in the language they understand.

• District leadership convenes district staff, site representatives and parent lead-ers to review the district’s parent involvement policy to ensure that it includeshow parents will be meaningfully involved and identifies strategies for effec-tive two-way communication with families about academic progress ofstudents.

• The district and schools inform parents about academic standards, the curricu-lum, their child’s progress, school and district activities and educational issues.

• The district designs effective forms of school-to-home and home-to-schoolcommunications about school programs and student progress.

3. The LEA’s teachers and parents/families participate in instructional pro-gram and budget decisions affecting the development, implementationand evaluation of core and categorical programs.

• District leadership supports site administrators to identify a (paid or volunteer)parent liaison at each school site to act as a contact person and assist principalswith coordination of partnership programs.

• District leadership provides training for parent leaders to serve as informed part-ners on district/site level decision-making and advisory committees.

• District staff and parents jointly develop and agree upon policies and Title I pro-gram for participating students.

• District and site level leaders involve parents in the joint development of theLEA Plan and the process of school review and improvement goals.




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• District staff provide coordination and technical assistance to schools in plan-ning and implementing effective parent involvement activities to improvestudent achievement and school performance.

• District staff support ongoing development of the schools’ and parents’ ca-pacity for strong parent involvement in the district and schools.

• District staff coordinate and integrate parent involvement strategies developedunder general and categorical programs.

• District and site staff conduct, with parent involvement, an annual evaluationof the effectiveness of the parent involvement policies in improving the aca-demic quality of schools served by Title I.

• District leadership ensures that parents are consulted and participate in theplanning, design, implementation and evaluation of Title I program.

• District English Learner Advisory Committee (DELAC) advises the district's localgoverning board (e.g., in person, by letters/reports) on programs and services forEnglish learners and school level English Learner Advisory Committees (ELAC)advise the principal and school staff on programs and services for English Learn-ers and the School Site Council on the development of the Single School Plan forStudent Achievement.

4. The LEA and all schools provide multiple opportunities for parents/fam-ilies to participate in decision-making, access school programs and staff,and receive student and school information and resources.

• Information about school programs is shared with parents on a regular basis.

• Parents understand how to contact teachers and school staff and are encour-aged to do so, for both formal and informal meetings and/or conversations.

• The district identifies and integrates resources and services from the communityto strengthen school programs, family practices and student learning and de-velopment.

• Parents serve on various district and school committees, and are consulted inthe planning, implementation and evaluation of school and district programs.

• Provide training for principals, teachers, support staff and parent leaders to im-plement a research based school-family-community partnership program for

each school which directly supports the goals of their Single Plan for StudentAchievement (SPSA).

• District leadership holds administrators accountable for strong and measura-ble outreach efforts to families and community and requests SPSA budgetsindicate how Title I funds dedicated to parental involvement will be spent eachyear.

“Coherence at the district level is key—if the district is not sending out a strong messageand moving forward together then that’s the first

place you have to start. With DAIT, you’reworking on building a sustainable structure

to withstand challenges.”

DAIT Provider

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1. What parent policies are inplace and how does the district implement and monitor them in all schools?

1.1 Under federal law, districts are required to jointlydevelop with parents a policy on parent rights and responsibilities.

1.2 Policies promote a shared responsibility amongparents, school staff and students for the intellec-tual, physical, emotional and social developmentof students.

1.3 Parent involvement strategies address all compo-nents required by law and are designed tosupport the district’s vision for student learning.

1.4 Polices address the means by which parents mayhelp students achieve and may support the learn-ing environment by:

• Monitoring attendance;

• Ensuring that homework is completed and turned in on time;

• Encouraging and facilitating children’s participation in extracurricular activities;

• Monitoring television viewing;

• Working with children at home to extend classroom learning;

• Volunteering in classroom and school activities;and

• Participating in educational decisions.


• DAIT reviews district parental involve-ment and notification policies to ensurethat they are jointly developed with parents, are reviewed yearly and are inalignment with federal and state laws.

• DAIT provides resources and sample templates to support research-based approaches for organizing effectiveschool-family-community partnerships,meeting all Title I requirements, and aredirectly linked to each school’s academicgoals for students in their SPSA, aligned tothe LEA Plan.

DAIT/District Collaboration forFull Implementation

CSBA Sample Parent Involvement

CSBA District and SchoolPolicy and AdoptionProcesshttp://www.csba.org/Services/PolicyServices/PolicyAdvi-soriesBriefs.aspx

California Education Code,Section 11504, parentalinvolvement require-ments and NCLB, Title I,Part A, Section 1118, requirements for parental involvement

CDE Sample Research-Based Template for aPartnerships Componentfor the Single Plan for Student Achievement

(September 2008 Draft available)

ResourcesTimeline

forAnalysis


Parent and Community Involvement Questions


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2. What systems are in place toprovide clear, timely and two-way communications withparents, families and commu-nity members on a variety oftopics?

2a. How do district andschool staffs provide mul-tiple opportunities forparents and family mem-bers to receive studentand school informationand resources on an on-going basis?

2.1 The district values parent participation and haspolicies and practices in place with the goal ofmaximizing meaningful participation of parents inorder to enhance student learning achievement.

2.2 When necessary, printed and oral information istranslated for parents with limited English profi-ciency in the language they understand.

2.3 The district and schools inform parents about academic standards, the curriculum, their child’sprogress, school and district activities and educa-tional issues.

2.4 Schools welcome parents to provide input on andbe involved in matters that affect their children’seducation.

• DAIT helps district develop a communica-tion plan to ensure clear, timely two-waycommunication with families and commu-nity regarding:

• students’ academic progress

• academic standards and curriculum

• educational programs and resources

• district activities and educational issues

• DAIT reviews district Report Card andother printed communication to ensure itis easy to understand and translated asneeded.

• DAIT works with district to ensure timelines are met for all required parent notifications.

• DAIT reviews district practices for provid-ing meaningful consultation with parentsof students served at district level and atschools.

NCLB Title I, Part A, Sections1112, 1116, 1118, parentalinvolvement requirements

CDE “Parental Involvementin Title I Schools” CDEbrochure in multiple languages

http://www.cde.ca.gov/ls/pf/pf/

Questions to Ask Districts Evidence of Full ImplementationDAIT/District Collaboration for

Full Implementation ResourcesTimeline

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4. What collaborative processesare in place so that teachersand parents participate in decisions affecting school and categorical programs?

4.1 Joint development and agreed upon policies by parents of students participating in Title I Programs.

4.2 Involve parents in the joint development of theLEA Plan and the process of school review and improvement goals.

4.3 Provide coordination, technical assistance toschools in planning and implementing effectiveparent involvement activities to improve studentachievement and school performance.

4.4 Build the schools’ and parents’ capacity for strongparent involvement in the district and schools.

4.5 Coordinate and integrate parent involvementstrategies developed under general and categori-cal programs.

4.6 Conduct, with parent involvement, an annual evaluation of the effectiveness of the parent involvement policies in improving the academicquality of schools served by Title I.

4.7 Ensure that parents are consulted and participatein the planning, design, implementation and evaluation of Title I program.

• DAIT reviews district practices for involving parents of students participatingin Title I funded programs in joint develop-ment and evaluation of the effectiveness ofthe LEA Plan and the district’s parental involvement policy.

• DAIT works with the district to ensure thatschools receiving Title I funds hold annualparent meetings to explain the rights ofparents to be involved in organized, ongo-ing and timely ways in the planning, reviewand improvement of Title I programs, including school parental involvementpolicies and the SPSA.

• DAIT works with the district to identify reasonable district-level support and assistance for schools to plan and imple-ment effective parental involvementactivities that will improve student academic achievement and school performance.

• DAIT provides resources and recommenda-tions for professional development toeducate and build the capacity of teachers,other staff and parents to establish strong,effective partnerships to support the increased achievement of students.

See additional informationat the end of this section

CDE web site listing of professional developmentopportunities, trainings and conferences

California Parent Center,San Diego State University Research Center, fortechnical assistance to districts and statewideschool-family-communitypartnership trainings:http://parent.sdsu.edu

Parental Information andResource Centers (PIRC):CA PIRC 1:www.bilingualeducation.orgCA PIRC 2:http://www.calpirc.org



forAnalysis


Parent and Community Involvement Questions


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5. How do district and schoolstaff provide multiple opportunities for parents andfamily members to accessschool staff and programs onan ongoing basis?

5.1 Information about school programs is shared withparents on a regular basis.

5.2 Parents understand how to contact teachers andschool staff and are encouraged to do so, for bothformal and informal meetings and/or conversa-tions.

5.3 The district identifies and integrates resources andservices from the community to strengthenschool programs, family practices and studentlearning and development.

• DAIT guides district in assessing welcomingenvironments at schools and provides sam-ples of outreach strategies to engage allfamilies in meaningful ways in the educa-tion of their children.

• DAIT reviews samples of home-school communication to ensure that families arereceiving, in a language they can under-stand, required notifications and timelyinformation about school programs/oppor-tunities for students, problem solvingchannels, and ways parents can be in-volved.

• DAIT reviews district partnerships withcommunity organizations, businesses, universities and other groups and makesrecommendations to strengthen their linkto student learning and to enhance theireffectiveness.

See Recommended Resources for strategies toengage all families and and to assess family-friendlyschool environments on CD

6. How do district and schoolstaff provide multiple oppor-tunities for parents and familymembers to be part of decision-making on an ongo-ing basis?

6.1 Parents serve on various district and school committees, and are consulted in the planning, implementation and evaluation of school and district programs.

• DAIT reviews parent and community membership on key district/school decision-making and advisory committeesto gauge levels of participation.

• DAIT recommends strategies for reachingout to parent/community leaders to ensureequitable representation across the schoolcommunity on key committees to ensuremeaningful consultation and participation.

• DAIT reviews district process for ensuringparents and community representatives receive training and information so thatthey can serve as informed partners on district and school committees.



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7. How does the district monitorimplementation of NCLB parent involvement policiesand practices?

7.1 Policies are developed in meaningful collabora-tion with parents, provide guidance for planning,implementing and coordinating programs, activi-ties, and procedures, as required under Title I, thatinvolve parents in the education of their children.

7.2 One percent of the Title I funds for parental involvement activities is reserved if the LEA receives more than $500,000.

7.3 Opportunities for full participation are providedto parents with limited English proficiency, parents of migrant children, and parents with disabilities.

7.4 Parents are included as part of school supportteams designed to assist LEAs and schools in increasing student achievement.

7.5 Parents are notified when the child has beentaught for four or more consecutive weeks by ateacher who does not meet the teacher requirements of NCLB.

7.6 Parents receive timely, annual information aboutschools in a language and format they can under-stand. Including: levels of student achievement;Program Improvement status of schools; parentaloptions for transfers, transportation, and supple-mental services; English Learner programs; rightto request teacher qualifications; and, existenceand purpose of Parent Information and ResourceCenters (PIRCs) in California.

• DAIT reviews district parental involvementand notification policies to ensure thatthey are jointly developed with parents,are reviewed yearly and are in alignmentwith federal and state laws.

• DAIT provides resources and sample templates to support research-based approaches for organizing effectiveschool-family-community partnerships,meeting all Title I requirements, and are directly linked to each school’s academicgoals for students in their SPSA, aligned tothe LEA Plan.

CSBA Sample Parent Involvement District Policyand School Policy and Adoption Process on its web site:http://www.csba.org/Services/PolicyServices/PolicyAdvisories-Briefs.aspx

California Education Code,section 11504, parental involvement requirementsand NCLB, Title I, Part A,Section 1118, require-ments for parentalinvolvement

Parental Involvement Flyer CDEhttp://www.cde.ca.gov/sp/sw/t1/parentalbroch.asp



forAnalysis


CDE Guidelines for District and School-level English Learner Advisory Committees

District-level English Learner Advisory Committee (DELAC)

Formation: Each California public school district, grades kindergarten through 12, with51 or more English learners must form a District-level English Learner Advisory Com-mittee (DELAC) or subcommittee of an existing district-wide advisory committee.

Composition Requirements: Parents or guardians of English learners not employedby the district must constitute a majority membership (51 percent or more) of thecommittee.

Elections: Each school English Learner Advisory Committee (ELAC) must have theopportunity to elect at least one member of the DELAC. If the district has 31 or moreELACs, it may use a system of proportional or regional representation.

Major Function: The purpose of a DELAC, or subcommittee on English Learner edu-cation, is to advise the district's local governing board (e.g., in person, byletters/reports) on programs and services for English learners list below.

Other Tasks/Functions: The committee advises the district's local governing boardon the following:

• Development or revision of a district master plan of education programs andservices for English learners, taking into consideration the Single School Planfor Student Achievement.

• Conducting a district-wide needs assessment on a school-by-school basis.• Establishment of district programs, goals, and objectives for programs and serv-

ices for English Learners (e.g., parental exception waivers and funding).• Development of a plan to ensure compliance with any applicable teacher and

instructional aide requirements.• Administration of the annual language census (R-30 LC Reports) (e.g., proce-

dures and forms)• Review and comment on the district's reclassification procedures.• Review and comment on the written notifications required to be sent to parents

and guardians.

School-level English Learner Advisory Committee (ELAC)

Formation: Each California public school, grades kindergarten through 12, with 21 ormore English learners must form an English Learner Advisory Committee (ELAC).

Composition Requirements: The percentage of parents of English Learners on thecommittee must be at least the same as that of English Learners at the school.

Elections: Requirements for ELAC elections include:•. Parent/guardian members of English Learners elect parent members to serve on

school committee or subcommittee.• The parents/guardians are provided the opportunity to vote for committee

members.• Each school committee shall have the opportunity to elect at least one mem-

ber to the District English Learner Advisory Committee (DELAC). Districts with31 or more ELACs may use a system of proportional or regional representation.

Major Function: The purpose of the ELAC is to advise the principal and school staffon programs and services for English learners and the School Site Council on the de-velopment of the Single School Plan for Student Achievement. The ELAC also assists theschool on other tasks listed below.

Other Tasks/Functions: The committee advises and assists the school as follows:

The ELAC advises the school principal and staff on:• The school's program for English learners.

The ELAC advises the School Site Council on:• The development of the Single School Plan for Student Achievement.

The ELAC assists in the following:• The school's needs assessment.• The school's annual language census (R-30 LC Report).• Efforts to make parents aware of the importance of regular school attendance.


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CDE Guidelines for District- and School-level English Learner Advisory Committees(continued)

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District-level English Learner Advisory Committee (DELAC)

Training: The district shall provide to all DELAC members:• Appropriate training and materials to assist each member to carry out his or

her legally required advisory responsibilities.• Training planned in full consultation with DELAC members. Economic Impact

Aid-Limited English Proficient and/or district funds may be used to cover costsof training and attendance of DELAC members. This includes costs for child care,translation services, meals, and other reasonable expenses.

School-level English Learner Advisory Committee (ELAC)

Training: The school shall provide for all ELAC members:• Appropriate training and materials to assist each member carry out his or her

legally required advisory responsibilities.• Training planned in full consultation with ELAC members. Economic Impact

Aid-Limited English Proficient and/or district funds may be used to cover costsof training and attendance of ELAC members and costs associated with childcare, translation services, meals, and other reasonable expenses.

See CDE website for additional information on English Learner Advisory Committees: http://www.cde.ca.gov/ta/cr/el/delac.asp

Additional information about parental participation in schools may be found at the following Web sites:

California Department of Education: No Child Left Behind

California Department of Education: Title I

California Department of Education: Family, School, Community Partnerships

Parental Information and Resource Center (PIRC) (Outside Source)

Family Involvement Network of Educators (Outside Source)

National Coalition for Parent Involvement in Education (Outside Source)

National Network of Partnership Schools (Outside Source)

No Child Left Behind (Outside Source)

U.S. Department of Education (Outside Source, Recursos en Español for a Spanish version of the Web site.)


Key Parent Notification Requirements of NCLB Title Programs


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Title I

TeacherInformation

At District Level

• If teacher is qualified

• If teacher has emergency license

• Teacher’s college degree(s), and field of discipline

• Qualifications of any paraprofessionals

At School Level

• If child is taught 20 consecutive days byteacher not highly qualified

Topic Parents Must Be Informed Parents Must Be Involved in Creating

Districts and Schools receiving Title I funds

Who Must Comply When

Annually at startof school year

Title I

District Report Cards

At School and District Levels

• Student achievement at each proficiencylevel on state tests

• Disaggregated student achievement by subgroup

• Subgroup comparisons of student achieve-ment to state standards

• Students not tested, by subgroup

• Most recent two-year trend for studentachievement by test and grade

• AYP of students compared to stateaverages and standards

• High school graduation rates by subgroup

• Schools identified for improvement

• Qualifications of teachers

• Percentage of teachers with emergency credentials

• Percentage of classes not taught by highlyqualified teachers

Districts receiving Title Ifunds must widely informparents and the public viamedia, Internet, and publicagencies

Annually

(See CDE NCLB website for additional information)

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Title I

Annual YearlyProgress of Schools

For Schools Identified for Improvement

• What identification means

• Reason for the identification

• Academic achievement of school compared to others in district and state

• What school is doing to improve

• How district and state are helping school

• How parents can be involved

• Parents’ options to transfer child or to receive supplemental services

Schools receiving Title Ifunds that fail to meet AYPtwo years in a row

Schools mustpromptly notify parents

Title I

Student TransferOptions


• The option to transfer child to anotherschool

• Which schools child may transfer to

• Academic achievement of those schools

• How free transportation to the transferschool will be provided

Schools receiving Title Ifunds that fail to meet AYPtwo years in a row

Before start of the next schoolyear after schoolfails to meet AYP

Title I

SupplementalEducationServices


• The availability of services

• A list of state-approved service providers indistrict or nearby

• Services, qualifications, and effectiveness ofeach provider

• How parents can get help from the school inselecting a provider

• Fair procedures if providers’ openings arefilled

Schools receiving Title Ifunds that fail to meet AYPthree years in a row

Before end ofthe 1st yearschool is placedin improvementstatus and annually

Topic Parents Must Be Informed Parents Must Be Involved in Creating Who Must Comply When





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Title X, C

Homeless Children and UnaccompaniedYouth

• The local liaison for homeless children’s rightto immediately attend school

• Educational opportunities available to home-less students

• Enrollment and transportation rights

• Written explanation of why child is placedother than in school of origin or school parentrequested, with right to appeal

• Meaningful opportunities for parent to participate in child’s education

Parents, staff, students, andcommunity members participate in developing,implementing, and evaluat-ing core and categoricalprograms.

At the time thechild seeks enrollment inschool andtwice annuallywhile the child isenrolled

Title III

Limited English Proficient Students

• Reasons for the LEP identification and place-ment

• Student’s level of English proficiency

• How student was assessed and how level wasdetermine

• Method of instruction to be used in LEP program

• Methods of instruction used in other programs and how they differ

• How program will meet student’s needs

• How program will help student learn English

• How program will help student meet age-appro-priate academic standards for grade promotionand graduation

• For secondary students: expected graduation

• For SWD: how program meets IEP objectives

• Parent’s right to remove child immediately fromLEP program or decline enrolling student

Parent outreach efforts describe how parents ofLEP students:

• Will be involved in student’s education

• Will be active participants in helping childto learn English, achieve at increasing levelsof proficiency, and meet academic andachievement standards

Districts hold regular meeting for parents of LEPstudents to offer input

Districts help parents choose programs and methods of instruction

See additional information on ELAC and DELAC requirements in needs assessment.

Districts receiving Title IIIfunds

No more than30 days afterstart of schoolyear

Districts mustalso notify par-ents if programis failing to helpchild, no laterthan 30 daysafter failure



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Title IV, A

Safe and Drug-FreeSchool Activities

The contents of violence and drug-abuse preven-tion programs and activities. School must with drawstudent from program or activities upon parent’swritten request.

Schools must promote parent involvement in theseactivities.

Drug abuse and violence-prevention programsand activities through “meaningful and ongoing” consultation with parents.

Schools receiving Title IV,Part A Safe and Drug-FreeSchool funds

Before end ofthe 1st yearschool is placedin improvementstatus and annually

Title IV, B

21st Century Community LearningCenters (CCLC)

• Services available for student and families in theCCLC.

• Results of the evaluation of the CCLS

• Meaningful opportunities for parent to participate in child’s education

In developing and operating the CCLC, i.e., on siteor advisory councils.

School districts or Community Based Organizations using Title IVfunds for a CCLC

Title VI, B

Rural Education Initiative

Districts receiving these funds may use them forparent involvement activities.

Military Recruiters

• Parent’s/high school student’s right to request that student’s name, address and phonenot be released to military recruiters or highereducation institutions.

Schools and districts receiving funds under anyNCLB Title

Student Surveys • District policy regarding student surveys

• Parents right to review certain surveys before the survey is given and parents’ right toopt student out

• Dates when survey will be given

Policies addressing:

• The right of parents to review studentsurveys

• Student privacy protection in surveys

Schools and districts receiving funds under any NCLB Title

Annually, at startof school yearand whenchanges aremade

No Child Left Behind Act requires schools and districts to present all information for parents in an understandable language and format. The school or district must respond to parent requests in a timely manner or within a reasonable amount of time.



Research now demonstrates that the most important factors influencing studentachievement are the quality of a school's human capital—the teachers and leaders responsible for setting high expectations and delivering top quality instruction. Yet low-income and minority students—the very students poised to benefit most—are least likely to have the best teachers and leaders in theirschools. Although we know that teachers and leaders are essential to reform, we often overlook the crucial element linking teaching and leadership.The recruitment, selection, assignment, development, evaluation, and recognitionof quality staff are critical. Equally critical is creating a culture of respectfulness,complemented by incentives for good work.

National Governor’s Association

Strand E

Human Resources

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Strand E - Human Resources


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E. Human Resources

1. The LEA recruits principals with demonstrated instructional leadership skillsand places them at underperforming schools.

2. The LEA provides an ongoing support system for administrators, especiallythose new to the profession and/or placed in underperforming schools.

3. The LEA monitors the performance of all principals in the LEA, includingtheir implementation of the SPSA.

4. After consulting with the teachers’ association, the LEA develops and im-plements a plan to attract and retain No Child Left Behind (NCLB) Act of2001-highly qualified and appropriately credentialed teachers and to eq-uitably distribute them in underperforming schools within the LEA. Thisplan includes incentives to recruit highly qualified teachers to underper-forming schools in the LEA.

5. The LEA provides competitive salaries, wages, and benefits to classroompersonnel.

6. The LEA provides an ongoing support system for teachers, especially thosenew to the profession and/or placed in underperforming schools, so thatthey can effectively implement the SBE-adopted, standards-based curricu-lum and monitor and support the achievement of all students.

7. The LEA’s evaluations of all certificated staff are based on the California pro-fessional standards for teachers and administrators and linked to theimplementation of a standards-based curriculum, instruction and assess-ment system.

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1. The LEA recruits principals with demonstrated instructional leadershipskills and places them at underperforming schools.

• Salary schedules and benefits are competitive so principals ensure that the in-structional content that is taught is aligned with the student content standards,and curricular, instructional and assessment priorities of the school and district.

• High poverty, high minority and/or underperforming schools have similar prin-cipal-retention rates as other schools within the district.

• The district has developed career ladder programs to build administrator ca-pacity from within the district.

• The district provides incentives to attract and retain experienced and strongleadership in hard-to-staff schools.

2. The LEA provides an ongoing support system for administrators, espe-cially those new to the profession and/or placed in underperformingschools.

• The district has a policy in place to support all new site administrators and thoseassigned to underperforming schools.

• Principals demonstrate their advocacy and support for high levels of learning forall students, including students identified as gifted, English Learners, and stu-dents with disabilities.

• Professional development is provided to site administrators with the emphasison master schedule, maximizing assignment of NCLB-compliant teachers tocore academic areas.

• District leadership provides the ongoing support system for administrators sothey are prepared to anticipate, monitor, and respond to educational develop-ments that affect school, community, and district priorities for student success.

• Site administrators assigned to high poverty, high minority, and/or underper-forming schools have attended professional development activities as havetheir counterparts assigned to other schools in the district.

• The Human Resources Department (HRD) has developed due process trainingfor all administrators, managers and supervisors, including contractual agree-ments of certificated and classified supervision and evaluation.

3. The LEA monitors the performance of all principals in the LEA, includingthe implementation of the SPSA.

• Principals help create a shared vision and clear goals for their schools and en-sure continuous progress toward achieving those goals.

• Site administrators lead the process of setting, monitoring and achieving spe-cific SPSA goals that reflect high expectations for all students and staff.

• Site administrators understand, encourage and facilitate the effective use ofdata to inform instruction and adjust program implementation to meet studentneeds.

• The HRD provides a process for monitoring employee evaluations and the ac-countability reporting of their completion.

4. After consulting with the teachers’ association, the LEA develops and im-plements a plan to attract and retain No Child Left Behind (NCLB) Act of2001-highly qualified and appropriately credentialed teachers and to eq-uitably distribute them in underperforming schools within the LEA. Thisplan includes incentives to recruit highly qualified teachers to underper-forming schools in the LEA.

• Assignment of certificated staff is accurately reported on CBEDS/CSIS.

• The district keeps track of HQT compliance at each school and assigns newlyhired teachers according to school staffing needs.

• Established staffing formulas and procedures dictate the assignment of per-sonnel to the various sites and in various programs and project staffing needsfor the upcoming school year.

• Proper assignment within credential certification is regularly monitored.

• High poverty, high minority and/or underperforming schools do not have sig-nificantly fewer HQ teachers on staff than other schools in the district.

• The district provides support for teachers to attain HQT status.

• The district has policies and procedures to ensure that students attending highpoverty, high minority and/or underperforming schools do not have signifi-cantly fewer highly qualified, experienced teachers on staff.

E-2



Strand EHum

an ResourcesE-3

Analysis of District Needs for EL Authorized Teachers

• Proper EL Authorization within assignment is regularly monitored and the dis-trict provides support for teachers to attain EL authorization.

Recruitment, Hiring and Retention of Highly Qualified Teachers

• The district operates, participates in, or acknowledges intention to participatein a collaborative partnership with CCTC approved Paraprofessional and InternTeacher Credentialing Programs, allowing participants to attend classes whileworking full time as teachers, culminating in a California Professional Clear Cre-dential upon completion of the program.

• District teacher recruitment and retention efforts result in 100% highly quali-fied teacher staffing in underperforming schools.

• There is a detailed recruitment plan for certificated positions which include atraining component for the district recruitment team with emphasis on identi-fied high needs areas.

• The HRD provides annual data on recruitment efforts that is used for compari-son to maximize effort and streamline processes to improve district efforts.

• There is a detailed retention plan for certificated positions to increase staff ex-perience levels.

• The district implements a well-documented process that offers support andmonitors the progress of teachers who have yet to achieve HQT status.

• The HRD provides site administrators training on teacher supervision leading toa successful evaluation process.

Substitute Services

• Substitute teachers in long-term assignments meet NCLB compliance for highlyqualified teachers.

• An automatic placement system exists to ensure the rapid placement of sub-stitute teachers into classrooms when a teacher absence exists.

• The HRD provides an annual report of the number and reason for use of teachersubstitutes.

5. The LEA provides competitive salaries, wages, and benefits to classroompersonnel.

• The district has a competitive compensation package that attracts and retainsteachers in the district.

• The HRD has procedures and processes for collective bargaining and contractmanagement that have a positive effect on student outcomes.

• The HRD has procedures and processes to negotiate a school calendar that hasthe most positive impact on student achievement and attendance.

• Site-administrator salary schedules and benefits are competitive.

• The district has competitive compensation that attracts substitutes to the district.

• The district is in compliance with all state and federal mandates for district per-sonnel.

• The district has established a process by which all required notices/professionaldevelopment requirements have been performed and documented.

6. The LEA provides an ongoing support system for teachers, especiallythose new to the profession and/or placed in underperforming schools, sothat they can effectively implement the standards-based curriculum; de-liver effective instruction; and monitor and support the achievement ofall students.

• New employee orientation provides a clear focus on district student achieve-ment goals and sets clear direction for personnel.

• The district has established a process by which all required notices/in-servicetraining has been performed and documented (e.g., sexual harassment, childabuse reporting, blood-borne pathogens, and hepatitis B vaccinations).

• The district provides an approved teacher induction program(s) which meetCalifornia standards and guidelines.

• The district has a policy in place to identify the mentoring and coaching needsof veteran teachers.

• The district has a policy in place to support Interns, and teachers holding Pro-visional Internship Permits (PIPs) and Short Term Staffing Permits (STSPs)

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7. The LEA’s evaluations of all certificated staff are based on the Californiaprofessional standards for teachers and administrators and linked to theimplementation of a standards-based curriculum, instruction and assess-ment system.

• Contractual provisions are in place to support certificated staff developmentand professional learning communities.

• Evaluations are in place that prompt reflection about student learning andteaching practice; formulate professional goals to improve teaching practice;and guide, monitor and assess the instructional effectiveness in meeting stu-dent needs.

• Procedures are in place to support teachers and instructional staff in meetingprofessional development requirements required for current assignments.

• As warranted, contractual provisions are in place that encourage certificatedstaff to participate in professional development activities required by programimprovement criteria.

• District leadership provides opportunities for certificated staff to increase theirknowledge and skills for engaging and supporting all students’ learning, creat-ing and maintaining effective student learning environments, understandingand organizing subject matter for student learning, planning instruction anddesigning learning experiences to meet student needs, assessing student learn-ing and achievement, and developing as a professional educator.

“All the administrators in this district are prettynew in their positions—including a new

superintendent this year. The middle school principal is in his second year; the elementary

principal is in his first year, and the other has beenthere 3 years. There’s lots of turnover in this

district. In addition, there’s a new chief businessofficer and three new board members.

Lots of institutional memory has been lost in that turnover.”

DAIT Provider


District and/or Program Improvement Needs Assessment Human Resources Questions

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1. High poverty, high minority and underperforming schools have similarprincipal retention rates to otherschools within the district. (A.3)

• Does the LEA have a system to track and monitor principal retention at each school site andwithin the district?

• Does the LEA have a system to analyze the relationship between principal vacancies andteacher transfer request, non-reelection, resignation, and retirement?

• Do district administrators analyze principal recruitment and retention data including resultsof exit interviews to determine if there are trends that affect underperforming schools?

• CMIS Table C.1

• CMIS Equitable Distribution Plan

2. The district has developed career ladderprograms to build administrator capac-ity from within the district.

• Does the district have a “teacher leadership” program that grooms outstanding teachers foradministrative positions in the district? If so, what has been its effect on underperformingschools?

• Program Description

• Enrollment forms

3. The district provides incentives to attract and retain experienced andstrong leadership in hard-to-staffschools. (A.2, A.3, C.2, C.3)

• Do district administrators monitor the mobility of administrators at underperforming schoolsand provide incentives for experienced and strong principals to work in hard-to-staffschools?

• Administrator Salary Scheduleand/or Contracts

DISTRICT LEVEL SUPPORT FOR SITE ADMINISTRATORS

Effective Practices Questions to Establish Level Of Practice Sources of Evidence

Standard E.1. The LEA recruits principals with demonstrated instructional leadership skills and places them at underperforming schools.

Standard E.2. The LEA provides an ongoing support system for administrators, especially those new to the profession and/or placed in underperforming schools. This culture of shared core values and norms can be observed at all levels of leadership and across all schools.

Standard E.3. The LEA monitors the performance of all principals in the LEA, including the implementation of the SPSA.

Recruiting and Retaining Strong Leaders

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4. The HRD provides a process for monitor-ing administrative employee evaluationsbased on implementation of the SPSAand CPSELs and maintains accountabilityreporting of their completion. (G.3)

• Do district administrators have current policies and processes for supervising and evaluatingadministrative employees, including site administrators?

• Based on evaluations, do district administrators make it a priority to place principals withstrong leadership skills and who have had success in improving student achievement in un-derperforming schools? If so, how is this monitored?

• As part of the evaluation process, do district administrators monitor that site administrators:

º Create a shared vision and clear goals and make continuous progress toward theirachievement?

º Lead the process of setting, monitoring and achieving specific SPSA goals reflecting highexpectations for all students?

º Facilitate the effective use of data to inform instruction and adjust program implementa-tion to meet student needs?

• Administrator Evaluation Document

5. High poverty, high minority and under-performing schools do not havesignificantly fewer experienced principalsthan other schools in the district. (A.2,A.3,C.2, C.3)

• Do district administrators monitor the placement of experienced principals to ensure thatunderperforming schools are not routinely lead by inexperienced principals?

• Do high poverty, high minority and underperforming schools have significantly fewer experi-enced principals than other schools in the district?

• Do district administrators assess achievement data, student body demographics, staffingtrends and the culture of each underperforming school to ensure that the principal is a goodmatch for the school?

• Do district administrators ensure that principals assigned to high poverty, high minority andunderperforming schools advocate and support high levels of learning for all students, including students identified as gifted, English learners, and students with disabilities?

• Does the school staff have a role in selecting the principal?

• CMIS Table C.1



Assignment and Monitoring of Principals


Human Resources Questions

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6. The district has a policy in place to sup-port all new site administrators and thoseassigned to underperforming schools.(A.3, A.7, A.9, C.2, C.3, G.1, G.2, G.3, G.6)

• Do district administrators ensure that principals at underperforming schools receive ongo-ing support from internal and/or external support providers focused on bringing about rapidacademic improvement?

º Does this support prepare site administrators to anticipate, monitor, and respond to educational developments that affect school, community and district priorities for student success?

• Coaching and mentoring schedule

• List of pairing

7. Professional development is provided tosite administrators with the emphasis onmaster schedules that maximize assign-ment of NCLB compliant teachers to coreacademic areas. (B.2, B.3, B.4, B.5, F.3, G.1,G.2, G.3)

• Do district administrators work with principals and staff to ensure that master schedulesmaximize the assignment of highly qualified teachers to reduce non-compliance?

• Master schedule with all teach-ers appropriately assigned

8. Site administrators assigned to highpoverty, high minority, or underperform-ing schools have attended professionaldevelopment activities as have theircounterparts assigned to other schools inthe district. (G.1, G.2, G.3)

• Do they attend professional development that focuses on the specific needs of high-prioritystudents and their teachers?

• Do the site administrators in high poverty, high minority, and low achieving schools partici-pate in professional development as consistently as site administrators in other schools?


• Professional development com-pletion documentation

9. The HRD has developed due processtraining for all administrators, managersand supervisors, including contractualagreements of certificated and classifiedsupervision and evaluation.

• Do district administrators provide ongoing and thorough due process training for site administrators and managers which include evaluation and remediation plans?

• Are there verifiable trends in site administrator experience and their participation in profes-sional development correlating with teacher retention at schools?

• Calendar of trainings for siteadministrators


Support and Professional Development for Site Administrators

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10. Assignment of certificated staff is ac-curately reported on CBEDS/CALPADS.(F.2)

• Is CBEDS/CALPADS information accurately reported every year? Are there plans for training?

• Is it clear who is responsible for CBEDS/CALPADS reporting? If not HRD, does the informationreach HRD as early as possible to correct if necessary?

• District CBEDS/CALPADS flowchart


12. Established staffing formulas and pro-cedures dictate the assignment ofpersonnel to the various sites and invarious programs and project staffingneeds for the upcoming school year.(A.2, A.7, C.2, C.3)

• Is it clear who is responsible for enrollment projections? If not HRD, does the informationreach HRD as early as possible in the hiring season?

• Are enrollment projections completed in time to determine teacher recruitment needs earlyin the hiring season?

• If the district has QEIA schools, has it developed a long-range class size reduction plan takinginto account under-prepared and/or under-qualified teachers at non-QEIA sites?

• Enrollment projections

• Staffing formula used in con-junction with bargaining unitagreements – Refer to sectionson class size, transfers, andleaves

• Timeline

13. Proper assignment within credentialcertification is regularly monitored.(A.4, B.3)

• Are all Title I classes and Title II Class Size Reduction classes taught by NCLB HQT?

• Do district administrators set 100% HQT staffing goals to be met by the end of the currentschool year?

• Do district administrators work with the teachers’ association to employ and/or certify allteachers as highly qualified under NCLB?

• Do district administrators focus on the staffing needs of under-performing schools?

• CMIS Table A.1, A.2, B.1


• Title II NCLB Certificates of Com-pliance

11. The district keeps track of HQT compli-ance at each school and assigns newlyhired teachers according to schoolstaffing needs.(A.2)

• How are CBEDS/CALPADS reports used to monitor assignments to ensure NCLB compliance?

• Which groups of teachers appear more likely to be non-highly qualified, assigned out-of-fieldor under-qualified?



DISTRICT LEVEL SUPPORT FOR STAFFING SCHOOLS WITH HIGHLY QUALIFIED TEACHERS


Standard E.1. After consulting with the teachers’ association, the LEA develops and implements a plan to attract and retain No Child Left Behind (NCLB) Act of 2001-highly qualified andappropriately credentialed teachers and to equitably distribute them in underperforming schools within the LEA.

Standard E.7: The LEA’s evaluation of all certificated staff are based on the California professional standards for teachers and administrators and linked to the implementation of a stan-dards-based curriculum, instruction and assessment system.

Analyzing District Need for Highly Qualified Teachers and Equitable Distribution of Teachers



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13. Proper assignment within credentialcertification is regularly monitored.(A.4, B.3)

• Are all Title I classes and Title II Class Size Reduction classes taught by NCLB HQT?

• Do district administrators set 100% HQT staffing goals to be met by the end of the currentschool year?

• Do district administrators work with the teachers’ association to employ and/or certify allteachers as highly qualified under NCLB?

• Do district administrators focus on the staffing needs of underperforming schools?



• Title II NCLB Certificates of Com-pliance

14. Policies and procedures are in place tosupport classroom personnel in meet-ing state and federal requirements forcurrent assignment. (A.4)

• Do district administrators support non-highly qualified teachers, monitor progress and holdteachers accountable for becoming highly qualified as quickly as possible?

• What are the current programs or activities that the LEA is using to assist non-HQ teachers toattain HQT status (CSET test prep, CSET, coursework, HOUSSE, VPSS)?

• How does the LEA use available state and federal categorical funds to assist teachers in at-taining HQT status (e.g., Title I Part A, Title II, Intern program)?

• What are the current programs or activities that the LEA is using to assist non-HQ paraeduca-tors to attain HQP status (ParaPro test prep, coursework)?

• CTC-directed COE Audit for Mis-assignments

• List of service providers forteachers to become NCLB compliant

• Categorical budgets demon-strating use of federal and statefunds

15. High poverty, high minority and un-derperforming schools do not havesignificantly fewer HQ teachers onstaff than other schools in the district.(A.4, B.3)

• Are there schools where a significant number of teachers do not meet NCLB HQT compliancefor the subjects that they teach?

• Do schools not meeting AYP have fewer HQT teaching core academic areas than otherschools in the district?

• Do schools with a high percentage of minority (African-American and Hispanic) studentshave fewer HQT teaching core academic subjects than other schools in the district?

• What specific steps does the district take to achieve an equitable distribution of highly quali-fied teachers?

• Are there projected obstacles to achieving equitable distribution? If so, how will each be addressed?

• What is the timeline to achieve equitable distribution?

º What are the annual benchmarks of progress?

• CMIS Table B.1

• LEA Plan Goal 3



Analyzing District Need for Highly Qualified Teachers and Equitable Distribution of Teachers cont’d

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16. The district has policies and proce-dures that ensure students attendinghigh poverty, high minority and under-performing schools do not havesignificantly fewer fully prepared, ex-perienced teachers on staff. (A.4, G.3,G.4)

• Have district administrators established a staffing goal to achieve equitable distribution offully prepared, experienced teachers among district schools?

• Do district administrators monitor the transfer of employees to ensure that underperformingschools retain highly qualified teachers and maintain a staff balanced with veteran and newteachers?

• Does the HRD take into consideration the HQT and experience staffing needs of underper-forming schools when placing newly hired teachers?

• CMIS Tables B.1, B.2

• LEA Plan Goal 3

• CMIS Equitable DistributionPlan, District Board Policies andAdministrative Regulations

• Bargaining unit agreementtransfer language

• HRD process for placement ofnewly hired teachers to balancewith experienced staff


Analyzing District Need for Highly Qualified Teachers and Equitable Distribution of Teachers cont’d

17. Proper EL Authorization within assign-ment is regularly monitored. (B.3, C.2)

• Do district administrators ensure that English learners are taught by teachers who are well-trained and authorized?

º Do district administrators work with the teachers’ association to employ and/or certify allteachers as EL authorized?

• Do district administrators focus on the EL staffing needs of underperforming schools?

• Do district administrators work with principals and staff to ensure that master schedulesmaximize the assignment of EL authorized teachers to reduce non-compliance?

• CTC-directed COE Audit for Mis-assignments

• Williams Audit

• EL Master Plan

• Document to Monitor Progresstoward EL Authorization

18. The district provides support for teach-ers to attain EL authorization. (A,2, A.5,A.8, C.2)

• Do district administrators support non-EL authorized teachers, monitor progress and holdteachers accountable to gain an EL authorization as quickly as possible?

• Does the LEA sponsor or support programs that actively assist teachers to become EL authorized (e.g., Bilingual Teacher Training Program)?

º Does the LEA use appropriate state and federal categorical funds to assist teachers to become EL authorized?

• List of service providers forteachers to become EL author-ized

• Categorical budgets demon-strating use of federal and statefunds


Analyzing District Need for EL Authorized Teachers



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19. The district operates, participates in, oracknowledges intention to participatein a partnership with CTC approvedParaprofessional and Intern TeacherCredentialing Programs, allowing par-ticipants to attend classes whileworking full time as teachers, culmi-nating in a Preliminary Credential.

• Does the LEA use state-sponsored teacher development programs to recruit teachers andidentify potential teachers (e.g., Para-professional Teacher Training and Intern programs)?

• MOU with state-sponsoredteacher development programs

20. There is a detailed recruitment plan forcertificated positions which include atraining component for the district recruitment team with emphasis onidentified high needs areas. (A.2, A.6)

• How are high need areas identified (e.g., special education, mathematics, science teachers ormultiple subject teachers reassigned to teach in a departmentalized setting)?

• Are the HRD processes and procedures conducive to having an early hiring timeline resultingin the benefit of recruiting from a wide and deep pool of highly qualified and experiencedteacher candidates?

• Does the LEA utilize incentive programs to recruit highly qualified and experienced teachers?

• Does the LEA market itself as an attractive place to work?

• Recruitment plan

• Bargaining unit agreements

• Budget item for pre-employ-ment incentives

• District website and brochures

21. The HRD provides yearly informationon recruitment efforts that is used forcomparison data to maximize effortand streamline processes to improvedistrict efforts. (A.2)

• Does the recruitment plan identify placement centers, colleges and publications where thereare significant numbers of candidates to meet the district’s needs?

• Does the recruitment plan provide a cost estimate that is included in the division budget forthe recruitment program for both certificated and classified positions?

• Does the HRD provide a summary or evaluation of the efforts and results of the year’s recruit-ment efforts?

• Recruitment plan

• HRD budget

• Analysis of effort

22. There is a detailed retention plan forcertificated positions to increase staffexperience levels at hard-to-staffschools. (A.2, A.8, G.1)

• Do district administrators and the teachers’ association work together to retain highly quali-fied teachers to teach in hard-to-staff schools by offering:

º financial incentives,º increased opportunities for collaboration,º smaller class size,º plentiful and innovative materials, curriculum, and resources,º enhanced professional development, andº meaningful recognition incentives that would retain highly successful teachers?

• Do district administrators utilize exit interviews and/or surveys to determine reasons whyteachers leave the district or schools within the district?

• Bargaining unit agreements andMOU

• Exit interview protocol



Recruitment, Hiring and Retention of Highly Qualified Teachers

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23. The district monitors the progress ofteachers who have yet to achieve HQTstatus. (A.4)

• Do district administrators monitor progress and hold teachers accountable for becominghighly qualified as quickly as possible?

• Monitoring instrument


24. The HRD provides site administratorstraining on teacher supervision lead-ing to a successful evaluation processthat is based on the California Stan-dards for the Teaching Profession(CSTP) and linked to the implementa-tion of a standards-based curriculum,instruction and assessment system.(A.8, G.1)

• Does the district have a clear policy and procedure to evaluate teachers that link effectivedelivery of curriculum, instruction and assessment and student success (e.g., timelines, proce-dures and forms)?

• Is the LEA’s supervision and evaluation of certificated staff evaluation based on the CSTP?

º Does the LEA’s supervision and evaluation of certificated staff link the CSTP to the imple-mentation of standards-based curriculum, instruction and assessment?

º Does the supervision and evaluation process prompt reflection about student learningand teaching practice; formulate professional goals to improve teaching practice; andguide, monitor and assess the instructional effectiveness in meeting student needs?

• Do district administrators and school principals monitor the classroom implementation ofprofessional development?

• Do district administrators support site administrators in their efforts to conduct informal observations regularly and give meaningful feedback to teachers?

• Do district administrators assist principals in effectively communicating clearly articulatedexpectations for implementation of the district’s standards-based curriculum, instructionand assessment when developing teacher evaluation goals?

• Training schedule for site admin-istrators

• Bargaining unit agreement inEvaluation and Professional Review

• Legal compliance calendar forcertificated evaluation


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25. The District provides an approvedteacher induction program(s) thatmeets California standards and guide-lines. (C.2, G.2)

• Do district administrators provide access to an approved induction program(s) for teachersnew to the profession?

• BTSA/Induction Program

26. The district has a policy in place tosupport Interns, STSPs and PIPs. (C.2,G.2, G.4, G.5, G.6, G.7)

• Does the LEA or school offer coaches, mentors or support providers to new teachers and oth-ers who are in need?

• Certificated Staff Mentoring Program

• Intern program agreements

• Plan for support (e.g., PAR)

DISTRICT LEVEL SUPPORT FOR ALL TEACHERS


Standard E.6. The LEA provides an ongoing support system for teachers, especially those new to the profession and/or placed in underperforming schools, so that they can effectively im-plement the SBE-adopted, standards-based curriculum and monitor and support the achievement of all students.

Support for New Teachers

27. Contractual provisions are in place tosupport certificated staff developmentand professional learning communi-ties. (C.2, G.1, G.2, G.3, G.4, G.8)

• Do district administrators support site administrators as they meet with school staff at regu-lar intervals to review student achievement?

• Do district administrators ensure that site administrators schedule and facilitate teacher-team meetings to analyze student work, student achievement and plan future lessons?

• Do district administrators communicate and do site administrators and teachers receiveclearly articulated expectations for implementation of the district’s standards-based curricu-lum, instruction and assessment?

• Bargaining unit agreements

• Meeting schedules and agendaswith staff in attendance


Support for Teacher Collaboration

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28. As warranted, contractual provisionsare in place that encourages certifi-cated staff to participate inprofessional development activities required by compliance with programimprovement criteria. (A.4, A.5, C.2, C.3,G.1, G.2, G.3, G.4, G.5, G.6, G.7, G.8)

• Do district administrators offer standards-based professional development to keep highlyqualified teachers up-to-date with curriculum, materials and instructional materials that aretargeted to district and site student achievement goals?

• Do district administrators provide professional opportunities to support teachers’ continu-ous development on the CSTP?

• Do district administrators ensure that professional development plans (LEA Plan) provide on-going opportunities for high-quality professional development that is research-based, ofsufficient intensity and duration to result in improvement in student achievement?

• Have district administrators made provisions to meet the professional development require-ments under the Quality Education Investment Act (QEIA)?

• Bargaining unit agreement lan-guage on professionaldevelopment stipends and/orrelease from duties

• LEA Plan Goal 3

29. The district has a policy in place toidentify the mentoring and coachingneeds of veteran teachers. (A.2, A.6, C.2,G.5, G.8)

• Do district administrators provide coaches or mentors for teachers who are teaching out-of-field, new to the grade or subject, as well as those continuing to teach reading/language artsor mathematics?

• Do district administrators provide mentors or coaches for teachers of English Learners or stu-dents with disabilities?

• Bargaining unit agreements onPAR


Support for Professional Development

“To an extent, we had [district capacity] in mind when identifying the high-leverage action steps,

but our approach was that if the district didn’t have the capacity, we would help supply it. Part of the plan was

to get them the capacity. If we thought it was a high-leverageitem that needed to be done right away, we just got them the

support to do it. For example, the district didn’t have afiscal manager so we hired someone in the area on a

part-time basis—we got someone in quickly to help while the district posted the job position and eventually hired

someone permanently.”

DAIT Provider



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30. The HRD has procedures andprocesses for collective bargaining andcontract management that have a pos-itive effect on student achievement.(A.1, C.2, C.1, C.3)

• Are site-based administrators and district-level educational services administrators involvedin the bargaining decision-making process?

• Does the district have a clearly defined process for bargaining with employee groups thatleads to optimal student outcomes?

• Does the district have a process in place that provides management and the Board of Educa-tion with information on the impact of bargaining proposals (e.g., fiscal, staffing, managementflexibility and student outcomes)?

• Does the district appropriately “sunshine” collective bargaining proposals to allow publicinput and understanding of the cost implications and, most importantly, the effects on students?

• Does the district provide all administrators, managers and supervisors training in contractmanagement including the evaluation of certificated and classified employees, transfer pro-cedures, and the grievance process?

• Does the HRD regularly update job descriptions to include HQT and HQP requirements?

• Are district-level educational services administrators involved in the school calendar account-ing for instructional continuity and academic testing?

• Does the school calendar consider student migration patterns that interrupt instructionaltime?

• Bargaining unit agreement

• Process for district office man-agement collaboration onbargaining unit proposals

31. Site Administrator salary schedulesand benefits are competitive. (A.6)

• Is the district’s compensation package competitive with other districts in the area?

• Do district administrators survey principal salaries yearly and present results to the Boardwith policies and agreements to ensure that salaries and benefits are sufficiently competitiveto attract and retain highly effective leaders?

• Do district administrators and principals use annual salary, wage and benefit surveys to ana-lyze their relationship to employee recruitment and retention?

• Regional Comparative Compen-sation Chart

DISTRICT LEVEL SUPPORT FOR HUMAN RESOURCE OPERATIONS


Standard E.5. The LEA provides competitive salaries, wages, and benefits for classroom personnel.

Labor Relations-Competitive Salaries, Collective Bargaining and Contract Management

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32. The district has a competitive compen-sation package that attracts andretains teachers in the district. (A.6)

• Do district administrators and the bargaining units work together to ensure salaries, wagesand benefits are sufficiently competitive to attract and retain highly qualified classroom personnel?

• Do district administrators and principals conduct annual salary, wage and benefit surveysand analyze their relationship to employee recruitment and retention data?

• Do district administrators and the teachers’ association work together to collect data onsalary, wages and benefits for teacher leadership positions and offer incentives to teacherleaders, such as leadership training and other professional development?

• Does the HRD analyze the impact of salary schedule placement based on years of experienceto recruit veteran teachers into district?

• Bargaining unit agreement

• Regional Comparative Compen-sation Chart


Labor Relations-Competitive Salaries, Collective Bargaining and Contract Management cont’d

33. Substitute teachers in long-term assignments meet NCLB compliancefor highly qualified teachers. (B.4)

• Does a system exist that provides highly qualified teachers as substitutes for teachers absentfrom the classroom, particularly those who will be absent for an extended period of time?

• Documentation on which sub-stitutes are HQT

34. A placement system exists for therapid placement of substitute teachersinto classrooms when a teacher ab-sence exists.

• Does the district have a placement calling system?

• Does the system have the capability to generate attendance reports to site and programmanagers?

• Does the system have the ability to track, document, and provide to the HRD the reasons anduse of substitute employees?

• Placement system

35. The district has competitive compen-sation that attracts substitutes to thedistrict.

• Do district administrators ensure that highly qualified substitute teachers are available by offering compensation that is competitive with neighboring districts?

• Placement system


Substitute Services



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36. The district is in compliance with allstate and federal mandates for districtpersonnel.

• Are all fingerprinting requirements met prior to employment?

• Does every employee present documentation that he/she is free of tuberculosis?

• Is there documentation that all paraeducators have passed basic proficiency exams in read-ing, writing and mathematics and meet the requirements of No Child Left Behind?

• Does the district comply with the No Child Left Behind requirement to annually notify par-ents about teacher qualifications?

• Employee documentation ofstate and federal mandates

• Annual notices schedule

37. The district has established a processby which all required notices/in-ser-vice training has been performed anddocumented.

• Do district administrators provide annual notices/in-service training for employees on fed-eral and state compliance issues, including: sexual harassment, child abuse reporting,blood-borne pathogens, Hepatitis B vaccinations and other required information?

• Documentation of annual no-tices and training to allemployees

• Employee handbooks

• Organizational policies


State and Federal Compliance

38. The new employee orientation pro-vides a clear focus on district studentachievement goals and sets clear direction for personnel.

• Do district administrators provide a thorough orientation and policy handbook for newlyhired site administrators, teachers, and support staff that include the district’s studentachievement goals?

• New employee orientationagenda and materials

• Employee handbooks

• Organizational policies


Orientation of New Teachers

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39. District staff offers high quality cus-tomer service to all of its clients. (A.3)

• Do district administrators provide district and school office staff training in positive customerrelations to ensure that the public, students and instructional staff are treated in a friendly, respectful and helpful way?

• Do district administrators provide site administrators and instructional staff training in customer relations and ensure that parents and the community are treated in a friendly, respectful and helpful way?

• Employee orientation materials

• Feedback on customer service

• Exit interviews

• Training schedule


High Quality Customer Service

The Needs Assessment Questions in the Human Resources section are selected from a larger document, Effective Practices for Human Resource Departments of Program Im-provement Districts toolkit developed by the Personnel Management Assistance Team (PMAT) Clearinghouse. The complete toolkit is designed to assist in the discovery of1) the district’s current policies and procedures, and 2) the characteristics of its administrative and instructional personnel with the outcome of improving school and dis-trict student achievement data.

Primary Developers: Ventura County Office of Education

Dr. Paula Lovo, Executive Director, PMAT Clearinghouse; Jane Kampbell, Director, Certification Development Services and PMAT Region C; David Simmons, Director, HumanResources; Sandra Shackelford, Associate Superintendent, Educational Services; Dr. Roger Rice, Associate Superintendent, Student Services; Dr. Valerie Chrisman, ExecutiveDirector; Teri Scarpino, Director; Dr. Jane Wagmeister, Director

Reviewers and Contributors

California Department of Education: Title II Leadership OfficeSanta Clara County Office of Education: Dr. Cary Dritz, Deputy Superintendent; Dale Weatherford, PMAT DirectorSan Joaquin County Office of Education: Diane Carnahan, DirectorOak Park Unified School District: Cliff Moore, Assistant Superintendent

Thank you to the primary developers and contributors for their development of the materials included here. The complete PMAT Toolkit may be found at the followingwebsite: http://www.pmat.us/Resources/tabid/1597/Default.aspx.

A Culture of Quality Data is the belief that good data are an integral part of teaching,learning, and managing the school enterprise. Everyone who has a role in student outcomes — teachers, administrators, counselors, office support staff, school boardmembers, and others — shares this belief. Because good data are as much a resourceas staff, books, and computers, a wise education system is willing to invest time andmoney in achieving useful information and respects the effort taken to produce it.

Forum Guide to Building a Culture of Quality Data: A School and District Resource, National Forum on Education Statistics

Strand F

Data Systems and Achievement Monitoring

Strand F - Data Systems &

Achievement M

onitoring

F. Data Systems and Achievement Monitoring

1. The LEA has a system of regular data collection and analyzes data from mul-tiple sources, tracked over time, to determine the effectiveness of the LEA’sacademic program and the implementation of the instructional materials.Data are both summative and formative, aggregated at the LEA level, anddisaggregated by student subgroups.

2. The LEA provides the necessary technology and expertise to ensure datacollection and analysis and maintains assessment data and student infor-mation in readily accessible forms.

3. The LEA has procedures and processes to monitor the accuracy of the dataand to support teachers and administrators in accessing timely school- andclassroom-level data based on common formative and summative cur-riculum-embedded and standards-aligned assessments. The data are usedfor student intervention placement/exit, instructional decision-making,progress monitoring, teacher collaboration, targeted professional devel-opment, and monitoring of instruction by site and LEA leaders.

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STUDENTACHIEVEMENTSTUDENT

ACHIEVEMENT

• District• Site• Class

• Instruction• Intervention

Data analysis and achievement monitoring are integral to teaching, learning andmanaging schools and districts. Data-driven decision-making requires that the dis-trict leadership assess practices and structures in light of their direct impacts onstudent learning and achievement. The organization of this section of the Toolkituses the following conceptual framework from research and the DAIT standardsto recognize that data systems and their use must be understood in the larger con-text of district practices; and, that most district and school staff view data asnecessary for informing their work and improving teaching and learning.

The framework recognizes that decisions and achievement monitoring are informedby multiple types of data, and that once collected, data must be used, analyzed, andacted upon, leading to a continuous cycle of collection, organization and synthesis ofdata in support of decision making. The framework also recognizes that the typesand purposes of data needed vary across the system, at the classroom, grade, de-partment, school and district levels, and that technology and infrastructure are neededto allow easy, user-friendly access to data with options for collecting, analyzing, or-ganizing and displaying results.

In results-driven systems, all district educational practices are evaluated in light oftheir impacts on student learning and success. Teachers and administrators work to-gether to ensure that professional development opportunities are aligned to student,school, and district learning needs. Similarly, curricular design and delivery needto be aligned to meet these needs. Data-driven educators use summative and form-ative assessment data together to implement strategic, targeted, focusedinstructional interventions to improve student learning.

Effective policies, guidelines, professional development, and efficient environmentsare all indicators of a district that values data quality and uses it to inform and guideresults and decisions, resulting in meaningful instructional change and improve-ment in every classroom and school.


1. The LEA has a system of regular data collection and analyzes data frommultiple sources, tracked over time, to determine the effectiveness of theLEA’s academic program and the implementation of the instructional ma-terials. Data are both summative and formative, aggregated at the LEAlevel, and disaggregated by student subgroups.

• District leadership implements the local measures of student performance inthe LEA Plan using a district-wide information infrastructure and technology toadminister, score, and report student achievement data.

• The district provides sites with a master schedule for administering and ana-lyzing data from multiple formative assessments.

• Minutes from grade-level or subject-area meetings reflect analysis of commonformative assessments and strategies to improve instruction.

2. The LEA provides the necessary technology and expertise to ensure datacollection and analysis, and maintains assessment data and student in-formation in readily accessible forms.

• District uses and maintains a data management system which provides accurateand timely information.

• Provides flexible systems to easily enter and retrieve a wide range of studentdemographic and achievement information in easy-to-read reports.

• SBE- or local board-adopted curriculum-embedded assessments are supportedby technology for timely retrieval and discussion of formative assessment results.

• Provides diagnostic test results for student interventions in time to inform themaster schedule.

• Provides high schools and middle schools with achievement and placementexam results in time to build the master schedule.

• Makes diagnostic assessments readily available for placement in and exit fromintervention classes.

• District has established and followed procedures to ensure that student achieve-ment data follows students throughout time in the district.

• District ensures collaboration and communication between its informationtechnology and curriculum and instruction staff.

º District technology system administrators provide all teachers with software,training, and technical support to document student grades, attendance, disci-pline, and parent communication.

º Principals ensure that data reports are accurate, aggregated and disaggregated,and consistent with district policies.

º Student grades are analyzed for correlation with student achievement data.

º Student attendance data are analyzed for individual and group attendancetrends.

º The district provides accurate and timely behavior and student discipline data.

• District technology system administration:

º Ensures that the technology supports the analysis of the data at the student,class, grade, school, and district level.

º Ensures that specific groups of students and their data on these assessmentsmay be tracked over time.

º Ensures that all district student information data are linked with studentachievement data.

º Regularly updates student rosters with demographic information.

º Uses the student information system to look at attendance area trends andfeeder school patterns of attendance and discipline in relation to studentachievement.

3. The LEA has procedures and processes to monitor the accuracy of the dataand to support teachers and administrators in accessing timely school- andclassroom–level data based on common formative and summative cur-riculum-embedded and standards-aligned assessments. The data are usedfor student intervention placement/exit, instructional decision-making,progress monitoring, teacher collaboration, targeted professional devel-opment, and monitoring of instruction by site and district leaders.

• District administrators develop and implement a plan to ensure that all teach-ers, counselors, and administrators receive professional development andongoing support on the adopted data management system and the analysisof student achievement data from state and district assessments.

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“The DAIT action plan keeps us awayfrom distractions and keeps us focused on

student achievement.””

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• District technology system administrators facilitate the analysis of data througha data management system that routinely imports and provides easy access ona wide range of site needs such as:

º Curriculum-embedded assessment data (e.g., data from six-to-eight weekand end-of-course assessments based on SBE/local-board-adopted texts).

º Pre- and post-diagnostic assessments and other district assessments.

º State-level testing data, including CST results, CAHSEE results, CELDT results,and AYP and API data.

º Regularly updated demographic and other data (e.g., poverty, ethnicity,feeder school patterns, and attendance data).

º Data at the student level, which can be retrieved with adequate security bythe student’s teachers and parents.

º Disaggregated data (e.g., by student groups, proficiency and quintile levels,and AYP achievement; by classroom level, grade level, and school level; andby programs, such as extended-day and special needs students).

º Longitudinal data (e.g., data on individual students over time and for co-horts of students).

• District and site administrators monitor the effectiveness of the local measuresof student performance to ensure that staff understand and use local assess-ments and data for all purposes identified in the LEA Plan:

º Determine the success of students in meeting the state academic standards.

º Assist in diagnostic teaching, and learning in the classroom.

º Determine what revisions programs need so that students meet the stateacademic standards.

º Identify students who may be at risk for reading failure or who are havingdifficulty reading.

• District administrators provide support and structures to principals and teach-ers to work collaboratively in data use so that all schools have effectiveprofessional learning communities that analyze student performance data andplan future lessons to help students meet proficiency levels on state academicstandards.

• District technology and curriculum and instructional staff provide ongoing pro-fessional development and support to schools and staff in the use oftechnology systems for use in analyzing and discussing student achievementand other relevant data.

• District and site leadership develop and/or adopt agreed-upon common as-sessments and a timetable for administering them.

• Site administrators monitor and ensure the administration of common as-sessments and use of the results on an agreed-upon timetable.

• District administrators gather input on assessment items and tools and as-sess their usefulness to teachers and principals.

• District and site teams establish common cut points for the proficiency levelsof formative assessments.

• District administrators monitor progress toward proficiency levels.

• District technology system administrators implement procedures to ensuretimely scoring, storage, and retrieval of the assessment data to discuss in grade-level and departmental groups.

• District leadership supports principals in setting aside adequate time for teach-ers to meet in grade level/department groups to discuss assessment data andplan lessons and activities to continuously improve results.


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1. How does the district provide and support the use of information systems and technology?

1.1 District uses and maintains a data managementsystem which provides accurate and timely information.

1.2 Provides flexible systems to easily enter and re-trieve a wide range of student demographic andachievement information in easy-to-read reports.

1.3 SBE- or local board-adopted curriculum-embed-ded assessments are supported by technologyfor timely retrieval and discussion of formativeassessment results.

1.4 Provides diagnostic test results for student inter-ventions in time to inform the master schedule.

1.5 Provides high schools and middle schools withachievement and placement exam results in timeto build the master schedule.

1.6 Makes diagnostic assessments readily availablefor placement in and exit from interventionclasses.

1.7 District has established and followed proceduresto ensure that student achievement data followsstudents throughout time in the district.

1.8 District ensures collaboration and communica-tion between its information technology andcurriculum and instruction staff.

• Team assists district to review the types of datacollected for decision-making. The district may or may not have a technology system that inte-grates all of the needed information acrossdistrict systems. Usually, data is needed in the following categories:

º Demographic – background information onstudents, staff and schools, attendance, enroll-ment, student identification information.

º Achievement – data includes student resultsrelated to CST summative data, district-devel-oped formative and benchmark assessmentdata, curriculum-embedded and teacher-de-veloped assessment data.

º Curricular and Instructional – data related tostudent progress in core and interventionprograms, often linked to achievement resultsbut may have more specificity related toplacement and exit criteria for specificcourses and multi-tiered interventions, reflecting strategic and intensive levels of student need.

º Perception – data related to individual viewsand beliefs through questionnaires, inter-views, observations, ongoing analysis ofparent satisfaction and goal-setting, and annual or bi-annual surveys such as theHealthy Kids or district designed surveys.

• Once the Team ascertains what information sys-tems and technology support are in place, theevidence column may assist in determining whatsystems are being implemented successfully andwhat areas of improvement may need to be con-sidered.

Education Commission ofthe States. (2002). No ChildLeft Behind Issue Brief:Data-Driven Decisionmak-ing. Denver, CO: Retrievedfrom: http://www.ecs.org/clear-inghouse/35/52/3552.pdf

National Center for Education Statistics.(2005). Forum Guide toBuilding a Culture of Quality Data: A School andDistrict Resource. Available from:http://nces.ed.gov/forum/pub_2005801.asp

California ComprehensiveCenter. (2007). AnnotatedBibliography: The District’sRole in Using Data Effec-tively. Sacramento, CA.Available from:http://www.cacompcenter.org/cs/cacc/print/htdocs/cacc/rsdss.htm

Student AchievementMonitoring, CDE websitehttp://www.cde.ca.gov/ta/lp/vl/hsepc5.asp

I. INFORMATION/DATA SYSTEMS AND TECHNOLOGY FOR APPLICATION AND USE

Questions to Ask Districts Evidence of Full Implementation External Team and/or District Collaboration for Full Implementation

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2. How does the district useprocedures and processesto effectively analyze andapply data to improve student learning andachievement?

2.1 District administrators develop and implement a plan toensure that all teachers, counselors, and administratorsreceive professional development and ongoing supporton the adopted data management system and the analy-sis of student achievement data from state and districtassessments.

2.2 District and site administrators monitor the effectivenessof the local measures of student performance to ensurethat staff understand and use local assessments and datafor all purposes identified in the LEA Plan:

2.2.1 Determine the success of students in meeting thestate academic standards.

2.2.2 Assist in diagnostic teaching, and learning in theclassroom.

2.2.3 Determine what revisions programs need so thatstudents meet the state academic standards.

2.2.4 Identify students who may be at risk for readingfailure or who are having difficulty reading.

º District administrators provide support and structuresto principals and teachers to work collaboratively indata use so that all schools have effective professionallearning communities that analyze student perform-ance data and plan future lessons to help students meetproficiency levels on state academic standards.

º District technology and curriculum and instruction staffprovide ongoing professional development and sup-port to schools and staff in the use of technologysystems for use in analyzing and discussing studentachievement and other relevant data.

• An external Team can assist the district to re-view goals for school sites related to dataanalysis and application to student achieve-ment.

• The Team works with the district to reviewprofessional development calendar and priorities to ensure that professional develop-ment on using district data systems is in placeon an ongoing basis, with careful attention topeak times that data analysis will occur basedon student and parent reporting timelines.

• The Team assists the district in prioritizing pro-fessional development for all staff, aligned todistrict goals. The Team provides guidance ontechnology systems available as needed.

CA Technology Assistance Project (CTAP) http://www.cde.ca.gov/ls/et/rs/ctap.asp


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1. How does the district pro-vide an accurate and timelyschool-level assessment anddata system, using disaggre-gated data, for decision-making and monitoring ofinstruction?

1.1 District and site leadership develop and/or adoptagreed-upon common assessments and atimetable for administering them.

1.2 Site administrators monitor and ensure the admin-istration of common assessments and use of theresults on an agreed-upon timetable.

1.3 District administrators gather input on assessmentitems and tools and assess their usefulness toteachers and principals.

1.4 District and site teams establish common cutpoints for the proficiency levels of formative assessments.

1.5 District administrators monitor progress towardproficiency levels.

1.6 District technology system administrators imple-ment procedures to ensure timely scoring, storage,and retrieval of the assessment data to discuss ingrade-level and departmental groups.

1.7 District leadership supports principals in settingaside adequate time for teachers to meet in gradelevel/department groups to discuss assessmentdata and plan lessons and activities to continu-ously improve results.

1.8 District technology system administrators facilitatethe analysis of data through a data managementsystem that routinely imports and provides easyaccess on a wide range of site needs such as:

1.8.1 Curriculum-embedded assessment data (e.g., data from six-to-eight week and end-of-course assessments based onSBE/local-board-adopted texts).

• An external Team can assist district staff in reviewing the implementation of the EssentialProgram Components (EPCs) related to instruc-tional time, pacing calendar, and school levelassessments in place.

• The Team works with district leadership team toensure school level assessment data for moni-toring instruction is in place and principals aremonitoring use.

• The Team assists districts in publishing assessment calendar.

• The Team assists district to complete the District Profile Template and AYP Projections.

• The Team assists districts to review assessmentcalendar during regularly scheduled meetings,helps develop monitoring processes and strate-gies for principals.

• The Team works with district team to developyearly calendar with release and collaborationtime identified and scheduled for both districtand site level priorities, linked to LEAP andSPSAs.

District Profile Templateand AYP Projections tools

District calendar development timelineand priority settingprocesses.

II. SCHOOL-LEVEL ASSESSMENT AND DATA SYSTEM FOR PROGRESS MONITORING AND DECISION-MAKING


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1.8.2 Pre- and post-diagnostic assessments andother district assessments.

1.8.3 State-level testing data, including CST results, CAHSEE results, CELDT results, andAYP and API data.

1.8.4 Regularly updated demographic and otherdata (e.g., poverty, ethnicity, feeder schoolpatterns, and attendance data).

1.8.5 Data at the student level, which can be retrieved with adequate security by the student’s teachers and parents.

1.8.6 Disaggregated data (e.g., by studentgroups, proficiency and quintile levels, andAYP achievement; by classroom level, gradelevel, and school level; and by programs,such as extended-day and special needsstudents).

1.9 Longitudinal data (e.g., data on individual students over time and for cohorts of students).

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1. How does the district provide the necessary tech-nology to assist withadministrative functionsthat help teachers focus on student learning?

1.1 District technology system administrators provideall teachers with software, training, and technicalsupport to document student grades, attendance,discipline, and parent communication.

• An external team can work with district team toreview current technology supported adminis-trative functions in place, and prioritizeadditional needs that facilitate a focus on student learning results.

• The Team works with district team to scheduleongoing professional development so that allteachers and staff are knowledgeable aboutand use the district data systems.

• The Team assists district to allocate funds topurchase and/or upgrade technology systemsneeded for administrative functions on a regu-lar basis through short- and long-term planningand purchasing strategies

2. How does the district ensurethat assessment data andstudent information areavailable in readily accessi-ble forms?

2.1 Principals ensure that data reports are accurate,aggregated and disaggregated, and consistentwith district policies.

2.1.1 Student grades are analyzed for correlationwith student achievement data.

2.1.2 Student attendance data are analyzed forindividual and group attendance trends.

2.1.3 The district provides accurate and timelybehavior and student discipline data.

2.2 District technology system administration:

2.2.1 Ensures that the technology supports theanalysis of the data at the student, class,grade, school, and district level.

2.2.2 Ensures that specific groups of studentsand their data on these assessments maybe tracked over time.

2.2.3 Ensures that all district student informationdata are linked with student achievementdata.

III. TECHNOLOGY FOR ADMINISTRATIVE FUNCTIONS


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1. How do the district staffand school sites analyzedata from multiple sources,including API, AYP, and stu-dent group data, to ensurethat all applicable resultscan be used to improve student learning andachievement?

1.1 District leadership implements the local measuresof student performance in the LEA Plan using adistrict-wide information infrastructure and tech-nology to administer, score, and report studentachievement data.

1.2 The district provides sites with a master schedulefor administering and analyzing data from multi-ple formative assessments.

1.3 Minutes from grade-level or subject-area meetingsreflect analysis of common formative assessmentsand strategies to improve instruction.

• An external team can assist district to completethe District Profile Template and AYP Projec-tions.

• The Team assists district in aligning data needsto priorities identified in the Curriculum, In-struction and Assessment priorities consideredin that strand.

• The Team advises district on technology resources and expertise as needed.

• The Team assists district to schedule time at the beginning of each school year, so site administrators and teachers plot the profi-ciency levels of individual students and specificgroups of students, analyze the improvement orlack of improvement of the student and sub-group achievement, and identify key areas offocus for the next year.

District Profile Templateand AYP Projections tools

CA Technology AssistanceProject (CTAP)http://www.cde.ca.gov/ls/et/rs/ctap.asp

California ComprehensiveCenter. (2007). AnnotatedBibliography: The District’sRole in Using Data Effec-tively. Sacramento, CA

IV. DATA-DRIVEN IMPROVEMENT OF STUDENT LEARNING

2.2.4 Regularly updates student rosters with dem-ographic information.

2.3 Uses the student information system to look at attendance area trends and feeder school patternsof attendance and discipline in relation to studentachievement.



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How to Use the Sacramento County Office DATA Materials


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Technical Assistance Teams working with districts with limited data capacities canuse the data templates to paint a picture of current and projected student perform-ance in language arts and mathematics. The templates enable teams to depictachievement by subgroup, grade span, and/or content areas. In light of the urgencyto reach 100% proficiency by 2013-2014, these projections will help districts decidewhere to focus their resources and improvement efforts.

As we work together to build the capacity of districts throughout the state, the ef-fective and efficient use of data is critical. These tools provide a standardized formatfor teams to evaluate data and determine how well students are learning.

Appreciation and thanks is extended to Bob Carlson, Ph.D., Director, and Paul Tuss, Ph.D.,Program Manager, from the Center for Student Assessment and Program Accountabilityat the Sacramento County Office of Education for the development of this resource.

The District Profile Sample, Profile Template, AYP Projection Charts and Instructions,and the EPC 5-7 PowerPoint were designed by the Sacramento County Office of Ed-ucation staff to help county offices working with districts in various stages of ProgramImprovement to analyze current data and plan for improving academic achievement.Some of these materials are included in the Building Blocks of Integrated AcademicSupport Toolkit and the remaining documents are listed in the Appendix and in-cluded on the Resource CD.

The materials include two types of information: (1) a series of data templates (GenericSchool District: District Profile) which district and external support teams can use todisplay current demographic and achievement data; and (2) a series of PowerPointslides on school level uses of data [Essential Program Components (EPCs) 5 and 7]presented to School Assistance and Intervention Team (SAIT) Providers as part of aprofessional learning seminar. The generic profile includes several table and graphlayouts (also known as “shells” because they contain no data) that can be completedto provide comprehensive information about a school district. All of the informationneeded to complete this profile is publicly available on the Internet. Most of the tableshells include count and state-level data for comparison purposes. The AYP Chartsand Instructions for using them are used to populate the tables and graphs. The con-cepts within the PowerPoint slides suggest the type of school level activity districtsneed to support through their data systems, including a culture of school levelachievement monitoring and frequent collaboration meetings among teachers.

The table and graph layouts are followed by notes that identify the source of thedata and provide important information for understanding and interpreting the data.The data needed to complete the empty tables and graphs for a particular schooldistrict can be accessed via the data sources listed in these notes. In some cases, thesource data needs to be manipulated and additional calculations made to fit thestructure of the data layout.

Once completed, the profile can be used to get a picture of a school district in termsof size, expenditures, demographics, and student outcomes over the last few years.For much of the data, the district can be compared with the county and the state asa whole. An example of a completed profile is included on the Resource CD, identi-fied as Sample District Profile.

“We asked [teachers, site-level administrators, anddistrict leaders] to reflect upon the results ofthe APS survey and suggest next steps for the district, school, and classroom levels. When wedid the DLT planning, we could go back to thechart and talk about suggested steps by the

teachers—and we could go back to the teachers and say they were all at the table in this way.”

DAIT Provider


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Notes


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Generic School District — District Profile


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Generic School District(K-12)

District Profile

Prepared by

Sacramento County Office of EducationCenter for Student Assessment and Program Accountability

Bob Carlson, Ph.D., DirectorPaul Tuss, Ph.D., Program Manager

June 2009


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Table 9: Academic Performance Index (API) Data by School Type: 2006-2007 through 2008-2009 ............................................................................ F-23

Table 10: Academic Performance Index (API) Results for District and Schools: 2008-2009 ................................................................................................... F-24

Table 11: Annual Yearly Progress (AYP) Results for District and Schools: 2009 ...... F-25

Figure 7: Subgroup Performance on Annual Measurable Objectives (AMOs): English-Language Arts ............................................................................................. F-26

Figure 8: Subgroup Performance on Annual Measurable Objectives (AMOs): Mathematics ................................................................................................ F-26

Figure 9: Projected Performance on AYP Annual Measurable Objectives (AMOs): English-Language Arts – District ......................................................... F-27

Figure 10: Projected Performance on AYP Annual Measurable Objectives (AMOs): Mathematics – District ............................................................................ F-28

Figure 11: Projected Performance on AYP Annual Measurable Objectives (AMOs): English-Language Arts – African American Subgroup................. F-29

Figure 12: Projected Performance on AYP Annual Measurable Objectives(AMOs): Mathematics – African American Subgroup.................................... F-30

Figure 13: Projected Performance on AYP Annual Measurable Objectives (AMOs): English-Language Arts – Hispanic-Latino Subgroup.................... F-31

Figure 14: Projected Performance on AYP Annual Measurable Objectives (AMOs): Mathematics – Hispanic-Latino Subgroup....................................... F-32

Figure 15: Projected Performance on AYP Annual Measurable Objectives (AMOs): English-Language Arts – Economically Disadvantaged Subgroup ...................................................................................................................... F-33

Figure 16: Projected Performance on AYP Annual Measurable Objectives (AMOs): Mathematics – Economically Disadvantaged Subgroup ............ F-34

Figure 17: Projected Performance on AYP Annual Measurable Objectives (AMOs): English-Language Arts – English Learner Subgroup .................... F-35

Figure 18: Projected Performance on AYP Annual Measurable Objectives (AMOs): Mathematics – English Learner Subgroup ....................................... F-36

Figure 19: Projected Performance on AYP Annual Measurable Objectives (AMOs): English-Language Arts – Students with Disabilities Subgroup F-37

Figure 20: Projected Performance on AYP Annual Measurable Objectives (AMOs): Mathematics – Students with Disabilities Subgroup.................... F-38

Table of Contents

Introduction ............................................................................................................................................F-16

District Schools and Enrollment

Table 1: Enrollment and Percentage of Students by Ethnicity and Subgroup .... F-17

Table 2: Number of Schools and Student Enrollment by School Type ................... F-17

Staffing, Expenses, and Attendance

Table 3: Staff Full-Time Equivalents (FTEs) ........................................................................ F-18

Table 4: Number of Teachers and Percentage of Teachers by Credential Type ... F-18

Table 5: Expenses and Average Daily Attendance ......................................................... F-18

California Standards Tests (CST): English Language Arts

Figure 1: Percent of Students Scoring at the Five Performance Levels onthe English-Language Arts CSTs: Spring 2009 ................................................ F-19

Figure 2: Percent of Students Meeting Standard on the English-Language Arts CSTs: Spring 2009 – District, County, State ........................................................ F-19

Figure 3: Percent of Students Meeting Standard on the English-Language Arts

CSTs: 2007 through 2009 ........................................................................................ F-20

California Standards Tests (CST): Mathematics

Figure 4: Percent of Students Scoring at the Five Performance Levels on the Mathematics CSTs: Spring 2009 ............................................................................ F-20

Figure 5: Percent of Students Meeting Standard on the Mathematics CSTs: Spring 2009 – District, County, State.................................................................... F-21

Figure 6: Percent of Students Meeting Standard on the Mathematics CSTs: 2007 through 2009 ......................................................................................... F-21

Table 6: California Standards Tests: Percentage of Students Taking

Grade-Level or Above Mathematics Test .......................................................... F-22

California High School Exit Examination (CAHSEE)

Table 7: California High School Exit Examination (CAHSEE) Passing Rates forFirst-Time Test-Takers ............................................................................................... F-22

District and School Accountability: API and AYP

Table 8: District Academic Performance Index (API): 2006-2007 through 2008-2009 .................................................................................................................... F-23


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Preparation for Post-Secondary Opportunities

Table 12: Graduation, Dropout, and Expulsion Rates ...................................................... F-39Table 13: Number of High School Graduates and College Enrollment Rates ......... F-39

Table 14: Advanced Placement (AP) Test Participation and Results .......................... F-40

Table 15: SAT-I Participation and Results ............................................................................. F-40

Table 16: ACT Participation and Results ............................................................................... F-40

Notes to the Tables ................................................................................................................................... F-41

Notes to the Figures ................................................................................................................................ F-45


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Introduction

This generic profile includes several table and graph layouts (also known as “shells” becausethey contain no data) that can be completed to provide comprehensive information about aschool district. All of the information needed to complete this profile is publicly available onthe Internet. Most of the table shells include count and state-level data for comparison pur-poses.

The table and graph layouts are followed by notes that identify the source of the data and pro-vide important information for understanding and interpreting the data. The data needed tocomplete the empty tables and graphs for a particular school district can be accessed via thedata sources listed in these notes. In some cases, the source data needs to be manipulated andadditional calculations made to fit the structure of the data layout.

Once completed, the profile can be used to get a picture of a school district in terms of size,expenditures, demographics, and student outcomes over the last few years. For much of thedata, the district can be compared with the county and the state as a whole.

Limitations. Although the tables in this profile include basic facts, the data cannot fully revealthe enormous variety in the composition and circumstances of each school and district inthe county and state. For example, a small high school district in a sparsely populated areais hardly comparable to one within the heart of a large urban area, even though their size,student demographics, and funding may look the same.

When comparing districts, it is crucial to consider not only a variety of factors, but also the cir-cumstances behind them that help to explain differences among districts that otherwiseseem similar. These circumstances can include:

• The demographic and geographic characteristics that are beyond the control of adistrict;

• The district's resources, including how much support it receives for special pur-poses or from community contributions; and

• The decisions, primarily by the school board, about how resources are used, in-cluding the ability to attract a strong teaching force or to offer smaller classes.

All of these characteristics and circumstances affect the final result: how well students learn.Comparing and evaluating student performance can be the most challenging and poten-tially misleading part of making comparisons. For example, test scores are popularly taken asa primary measure of student or school success. That approach is narrow, because multipleindicators, not all neatly quantifiable, are the best evidence of performance.

With these cautions in mind, and in light of the explanatory notes accompanying the datatables, we hope that you find the information in this district profile useful. Any questionsabout this generic profile template may be directed to the Regional Assessment Network(RAN) representative for your CSESSA region.



District Profile

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Table 1

Enrollment and Percentage of Students by Ethnicity and Subgroup

2006-07 2007-08 2008-09

District Enrollment

Percentage of Students District County State District County State District County State

African American (Not Hispanic) 7.6 7.4 7.3

American Indian/Alaska Native 0.8 0.8 0.7

Asian 8.1 8.2 8.4

Filipino 2.6 2.7 2.7

Hispanic or Latino 48.2 48.7 49.0

Pacific Islander 0.6 0.6 0.6

White (Not Hispanic) 29.4 28.5 27.9

Free/reduced Price Meals 50.0 49.7

English Learners 25.0 24.7

Special Education (age 5-21) 10.8 10.8 10.8

Note. See notes for this table on page 26.

Table 2 Number of Schools and Student Enrollment by School Type

School Type 2006-07 2007-08 2008-09

Elementary Number of Schools Enrollment

Middle Number of Schools Enrollment

High School Number of Schools Enrollment

Alternative Number of Schools Enrollment

Continuation Number of Schools Enrollment

Community Day Number of Schools Enrollment

Total Number of Schools Enrollment


Note. See notes for this table on page F-41


© 2009 by the Sacramento County Office of Education


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Table 3 Staff Full-Time Equivalents (FTEs)

2006-07 2007-08 2008-09

FTE Administrators

FTE Pupil Services

FTE Teachers


Table 4 Number of Teachers and Percentage of Teachers by Credential Type

2006-07 2007-08 2008-09

Number of Teachers

Percentage of Teachers by Credential Type District County State District County State District County State

Full Credential 91.8 92.9

University/District Internship 2.5 2.4

District-Internship 0.9 0.9

Pre-Internship 0.2 0.1

Emergency Permit 4.3 3.2

Waiver 0.4 0.4


Table 5 Expenses and Average Daily Attendance

2006-07 2007-08 2008-09

Current Expense of Education District Median of County Unified Districts Median of State Unified Districts

$

39,427,620

$

41,829,571

$

Average Daily Attendance (ADA) District Median of County Unified Districts Median of State Unified Districts

5,080

5,101

Cost of Education per ADA District Median of County Unified Districts Median of State Unified Districts

$

7,913

$

8,305

$







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Figure 1 Percent of Students Scoring at the Five Performance Levels on the

English-Language Arts CSTs: Spring 2009

-100%

-75%

-50%

-25%

0%

25%

50%

75%

100%

Pe

rce

nt

of

Stu

de

nts

2

nd 3

rd 4

th 5

th 6

th 7

th 8

th 9

th 10

th 11

th

Advanced

Proficient

Basic

Below Basic

Far Below Basic

Figure 2 Percent of Students Meeting Standard on the

English-Language Arts CSTs: Spring 2009 – District, County, State

0%

25%

50%

75%

100%

Perc

en

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dv

an

ced

or

Pro

ficie

nt

District

County

State

2nd 3rd 4th 5th 6th 7th 8th 9th 10th 11th

Note. See notes for these figures on page F-45 © 2009 by the Sacramento County Office of Education


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5Figure 3

Percent of Students Meeting Standard on the English-Language Arts CSTs: 2007 through 2009

0%

25%

50%

75%

100%

Pe

rce

nt

Ad

va

nce

d o

r P

rofi

cie

nt

2007

2008

2009

2nd 3rd 4th 5th 6th 7th 8th 9th 10th 11th

Figure 4 Percent of Students Scoring at the Five Performance Levels on the

Mathematics Arts CSTs: Spring 2009

-100%

-75%

-50%

-25%

0%

25%

50%

75%

100%

Pe

rce

nt

of

Stu

de

nts

2

nd 3

rd 4

th 5

th 6

th 7

th Gen Alg I Geom Alg II HS

Advanced

Proficient

Basic

Below Basic

Far Below Basic

Note. See notes for these figures on page F-45 © 2009 by the Sacramento County Office of Education


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Mathematics CSTs: Spring 2009 – District, County, State

0%

25%

50%

75%

100%

Perc

en

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dv

an

ced

or

Pro

ficie

nt

District

County

State

2nd 3rd 4th 5th 6th 7thGen.

MathAlg I

Geo

mAlg 2

HS

Math


Mathematics CSTs: 2007 through 2009

0%

25%

50%

75%

100%

Perc

en

t A

dva

nced

or

Pro

fic

ien

t

2007

2008

2009

2nd 3rd 4th 5th 6th 7thGen

MathAlg I

Geo

mAlg 2

HS

Math

Note. See notes for Figures 1 through 6 on page 32. Note. See notes for these figures on page F-45



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Table 6 California Standards Tests: Percentage of Students Taking

Grade-Level or Above Mathematics Test

Percentage of Students Taking Grade-Level or Higher Test (Enrollment)

Grade 8: Alg. I or Above Grade 9: Geom. Or Above Grade 10: Alg. II or Above

2007 2008 2009 2007 2008 2009 2007 2008 2009

District % % % % % % % % % County % % % % % % % % % State 52.0% 54.4% % 25.8% 27.1% % 23.8% 25.2% %


Table 7 California High School Exit Examination (CAHSEE) Passing Rates for First-Time Test-Takers

(Grade 10 Census Administration)

English Language Arts Mathematics

N Tested

%

Passed

Mean Scaled Score

N Tested

%

Passed

Mean Scaled Score

Class of 2009 (Tested spring 2007) District % %County % %State 480,890 77% 376 479,044 76% 380

Class of 2010 (Tested spring 2008) District % %County % %State 476,813 79% 379 474,917 78% 382

Class of 2011 (Tested spring 2009) District % %County % %State % %






F-23

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Table 8 District Academic Performance Index (API)

API Cycle

N of Students Included in the API (Growth)

API (Growth)

API (Base)

Growth: API (Growth)

minus API (Base)

2006-2007

2007-2008

2008-2009


Table 9 Academic Performance Index (API) Data by School Type

Elementary

Schools Middle

Schools High

Schools All

Schools

2006-2007 Cycle

Number of Schools

Percent Meeting Growth Targets

Percent in Deciles 1 & 2 (API Base)

Percent in Deciles 1 & 2 (API Base) Meeting Growth Targets

Percent With API (Growth) of 800+

2007-2008 Cycle

Number of Schools





2008-2009 Cycle

Number of Schools





Note. See notes for this table on page 28. Note. See notes for this table on page F-42




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9 Table 10

Academic Performance Index (API) Results for Districts and Schools: 2008-09

Schools listed in descending order by Base 2008 API within school type

2008-09 API Cycle 2009 Base API

2008 Base

2009 Growth

08-09 Growth

N of Students

2008 Base

Statewide Rank

Similar Schools

Rank

District

Elementary Schools School 1 School 2

Middle Schools School 1 School 2

High Schools School 1 School 2

Small Schools School 1 School 2

ASAM Schools School 1 School 2

Notes:

* means this API is calculated for a small school, defined as having between 11 and 99 valid Standardized Testing and Reporting (STAR) Program test scores included in the API. APIs based on small numbers of students are less reliable and, therefore, should be carefully interpreted. Similar schools ranks are not calculated for small schools.

“B” means this is either an LEA or an Alternative Schools Accountability Model (ASAM) school. Schools participating in the ASAM do not currently receive growth, target information, or statewide or similar schools rankings on this report in recognition of their markedly different educational missions and populations served. ASAM schools are covered under the Alternative Accountability system as required by Education Code Section 52052 and not the API accountability system. However, API information is needed to comply with the federal No Child Left Behind (NCLB) law. Growth, target, and rank information are not applicable to school districts.

“N/A” means a rank is not available due to missing data.

See additional notes for this table on page 28. Note. See notes for this table on page F-42



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Figure 7 Subgroup Performance on AYP Annual Measurable Objectives (AMO’s): English-Language Arts

Districtwide

African American

Asian

Hispanic/Latino

White

Economically

Disadvantaged

English Learners

Students with

Disabilities

Percentage Proficient or Advanced

2009

AYP Target

45.0%

2008

AYP Target

34.0%

0% 100%

Figure 8 Subgroup Performance on AYP Annual Measurable Objectives (AMO’s): Mathematics

Districtwide

African American

Asian

Hispanic/Latino

White

Economically

Disadvantaged

English Learners

Students with

Disabilities

Percentage Proficient or Advanced

2009

AYP Target

45.5%

2008

AYP Target

34.6%

0% 100%

Note. See notes for Figures 7 and 8 on page 32. Note. See notes for these figures on page F-45 © 2009 by the Sacramento County Office of Education



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R2 = 0.8468

0%

20%

40%

60%

80%

100%

2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014

AMO Target

District Results

Desired Future Results

Projected Future Performance (Linear Regression Model)

� Note. See notes for these figures on page F-45


AMO TargetDistrictResults

DesiredFutureResults

2002 12.0% 38.7%2003 12.0% 46.6%2004 12.0% 47.2%2005 23.0% 49.0%2006 23.0% 52.2%2007 23.0% 52.2%2008 34.0% 53.1%2009 45.0% 54.4% 54.4%2010 56.0% 63.5%2011 67.0% 72.6%2012 78.0% 81.8%2013 89.0% 90.9%2014 100.0% 100.0%

Figure 9Projected Performance on AYP Annual Measureable Objectives (AMOs): English Language Arts

Generic Unified: District Report

Year

Percent At or Above Proficient


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R2 = 0.8851

0%

20%

40%

60%

80%

100%

2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014

AMO Target

District Results


Projected Future Performance (Linear Regression Model)





2002 12.8% 39.0%2003 12.8% 48.1%2004 12.8% 47.0%2005 23.7% 47.0%2006 23.7% 51.6%2007 23.7% 53.6%2008 34.6% 54.5%2009 45.5% 59.9% 59.9%2010 56.4% 67.9%2011 67.3% 75.9%2012 78.2% 84.0%2013 89.1% 92.0%2014 100.0% 100.0%

Figure 10Projected Performance on AYP Annual Measureable Objectives (AMOs): Mathematics

Generic Unified: District Report

Year



F-29

District Profile


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R2 = 0.8561

R2 = 0.6324

0%

20%

40%

60%

80%

100%

2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014

AMO Target

White Results

African American Results


Projected Districtwide Performance (Linear Regression Model)

Projected Subgroup Performance (Linear Regression Model)



AMO Target White ResultsAfrican

AmericanResults


2002 12.0% 42.5% 34.7%2003 12.0% 53.0% 35.7%2004 12.0% 52.9% 46.1%2005 23.0% 54.9% 44.8%2006 23.0% 58.7% 47.2%2007 23.0% 58.3% 43.8%2008 34.0% 59.5% 45.7%2009 45.0% 65.0% 48.5% 48.5%2010 56.0% 58.8%2011 67.0% 69.1%2012 78.0% 79.4%2013 89.0% 89.7%2014 100.0% 100.0%


Generic Unified: African American Subgroup Report

Year



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Note. See notes for these figures on page F-45


AMO TargetWhite

Results

AfricanAmericanResults


2002 12.8% 42.9% 34.7%2003 12.8% 51.7% 39.2%2004 12.8% 51.4% 34.6%2005 23.7% 51.5% 37.9%2006 23.7% 56.0% 41.7%2007 23.7% 58.2% 35.5%2008 34.6% 60.0% 41.7%2009 45.5% 63.2% 44.1% 44.1%2010 56.4% 55.3%2011 67.3% 66.5%2012 78.2% 77.6%2013 89.1% 88.8%2014 100.0% 100.0%


Generic Unified: African American Subgroup Report

Year


100%

R² = 0.915

R² = 0.469

0%

20%

40%

60%

80%

2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014

AMO Target

White Results

African American Results





F-31

District Profile


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R2 = 0.8561

R2 = 0.9907

0%

20%

40%

60%

80%

100%

2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014

AMO Target

White Results

Hispanic-Latino Results






AMO Target White ResultsHispanic-

LatinoResults


2002 12.0% 42.5% 23.8%2003 12.0% 53.0% 26.1%2004 12.0% 52.9% 30.3%2005 23.0% 54.9% 33.2%2006 23.0% 58.7% 36.1%2007 23.0% 58.3% 38.0%2008 34.0% 59.5% 40.2%2009 45.0% 65.0% 44.8% 44.8%2010 56.0% 55.8%2011 67.0% 66.9%2012 78.0% 77.9%2013 89.0% 89.0%2014 100.0% 100.0%


Generic Unified: Hispanic-Latino Subgroup Report

Year


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R2 = 0.9152

R2 = 0.8662

0%

20%

40%

60%

80%

100%

2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014

AMO Target

White Results

Hispanic-Latino Results




� © 2009 by the Sacramento County Office of EducationNote. See notes for these figures on page F-45


AMO Target White ResultsHispanic-

LatinoResults


2002 12.8% 42.9% 25.3%2003 12.8% 51.7% 36.5%2004 12.8% 51.4% 33.4%2005 23.7% 51.5% 34.9%2006 23.7% 56.0% 38.6%2007 23.7% 58.2% 43.3%2008 34.6% 60.0% 43.1%2009 45.5% 63.2% 50.8% 50.8%2010 56.4% 60.6%2011 67.3% 70.5%2012 78.2% 80.3%2013 89.1% 90.2%2014 100.0% 100.0%


Generic Unified: Hispanic-Latino Subgroup Report

Year


F-33

District Profile


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R2 = 0.8468

R2 = 0.9471

0%

20%

40%

60%

80%

100%

2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014

AMO Target

District Results

ED Subgroup Results







ED Subgroup Results


2002 12.0% 38.7% 23.6%2003 12.0% 46.6% 29.3%2004 12.0% 47.2% 32.5%2005 23.0% 49.0% 34.8%2006 23.0% 52.2% 37.3%2007 23.0% 52.2% 38.6%2008 34.0% 53.1% 39.9%2009 45.0% 54.4% 42.5% 42.5%2010 56.0% 54.0%2011 67.0% 65.5%2012 78.0% 77.0%2013 89.0% 88.5%2014 100.0% 100.0%


Generic Unified: Economically Disadvantaged Subgroup Report

Year


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R2 = 0.8851

R2 = 0.8612

0%

20%

40%

60%

80%

100%

2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014

AMO Target

District Results

ED Subgroup Results







ED Subgroup Results


2002 12.8% 39.0% 23.6%2003 12.8% 48.1% 35.7%2004 12.8% 47.0% 33.2%2005 23.7% 47.0% 33.2%2006 23.7% 51.6% 38.8%2007 23.7% 53.6% 42.6%2008 34.6% 54.5% 43.0%2009 45.5% 59.9% 47.7% 47.7%2010 56.4% 58.2%2011 67.3% 68.6%2012 78.2% 79.1%2013 89.1% 89.5%2014 100.0% 100.0%


Generic Unified: Economically Disadvantaged Subgroup Report

Year


F-35

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R2 = 0.8468

R2 = 0.8742

0%

20%

40%

60%

80%

100%

2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014

AMO Target

District Results

EL Subgroup Results


Projected Districtwide Performance (Linear Regression




EL Subgroup Results


2002 12.0% 38.7% 19.0%2003 12.0% 46.6% 18.7%2004 12.0% 47.2% 17.9%2005 23.0% 49.0% 19.2%2006 23.0% 52.2% 25.9%2007 23.0% 52.2% 29.7%2008 34.0% 53.1% 34.0%2009 45.0% 54.4% 36.5% 36.5%2010 56.0% 49.2%2011 67.0% 61.9%2012 78.0% 74.6%2013 89.0% 87.3%2014 100.0% 100.0%


Generic Unified: English Learner Subgroup Report

Year


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R2 = 0.8851

R2 = 0.7836

0%

20%

40%

60%

80%

100%

2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014

AMO Target

District Results

EL Subgroup Results






EL Subgroup Results


2002 12.8% 39.0% 20.4%2003 12.8% 48.1% 31.2%2004 12.8% 47.0% 26.0%2005 23.7% 47.0% 25.2%2006 23.7% 51.6% 30.5%2007 23.7% 53.6% 35.6%2008 34.6% 54.5% 39.7%2009 45.5% 59.9% 40.4% 40.4%2010 56.4% 52.3%2011 67.3% 64.2%2012 78.2% 76.2%2013 89.1% 88.1%2014 100.0% 100.0%


Generic Unified: English Learner Subgroup Report

Year


F-37

District Profile


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R2 = 0.8468

R2 = 0.806

0%

20%

40%

60%

80%

100%

2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014

AMO Target

District Results

SD Subgroup Results






SD Subgroup Results


2002 12.0% 38.7% 11.3%2003 12.0% 46.6% 5.9%2004 12.0% 47.2% 11.9%2005 23.0% 49.0% 17.4%2006 23.0% 52.2% 22.8%2007 23.0% 52.2% 17.7%2008 34.0% 53.1% 26.4%2009 45.0% 54.4% 25.9% 25.9%2010 56.0% 40.7%2011 67.0% 55.5%2012 78.0% 70.4%2013 89.0% 85.2%2014 100.0% 100.0%


Generic Unified: Students with Disabilities Subgroup Report

Year


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R2 = 0.8851

R2 = 0.7912

0%

20%

40%

60%

80%

100%

2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014

AMO Target

District Results

SD Subgroup Results






SD Subgroup Results


2002 12.8% 39.0% 15.4%2003 12.8% 48.1% 8.8%2004 12.8% 47.0% 16.4%2005 23.7% 47.0% 20.6%2006 23.7% 51.6% 23.5%2007 23.7% 53.6% 19.2%2008 34.6% 54.5% 31.3%2009 45.5% 59.9% 35.1% 35.1%2010 56.4% 48.1%2011 67.3% 61.1%2012 78.2% 74.0%2013 89.1% 87.0%2014 100.0% 100.0%


Generic Unified: Students with Disabilities Subgroup Report

Year


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Table 12 Graduation, Dropout, Suspension, and Expulsion Rates

2006-07 2007-08 2008-09

Difference: 2006-07 to

2008-09

Graduation Rate District County State

One-Year Dropout Rate District County State

Suspension Rate (N) District County State

13.1 (815,744)

13.3 (824,231)

Expulsion Rate (N) District County State

0.45 (28,339)

0.34 (21,373)

Note. See notes for this table on page 30. An asterisk indicates data not available when this profile was created.

Note.

Note. See notes for this table on page F-43. An asterik indicates data not available when this profile was created.

Note. See notes for this table on page F-44.© 2009 by the Sacramento County Office of Education


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Table 16 ACT Participation and Results

2006-07 2007-08 2008-09


2008-09

Grade 12 Enrollment District County State 440,866

% Tested District County State 9.8

Mean Score District County State 21.3

N S f hi bl

Table 14 Advanced Placement (AP) Test Participation and Results

2006-07 2007-08 2008-09


2008-09

Grade 11 and 12 Enrollment District County State 927,095 952,234

Number of Test Takers Divided by Enrollment (times 100)

District County State 22.5 23.1

Number of Exams with Score >=3 Divided by Enrollment (times 100)

District County State 23.2 23.6

D

D

D

D

D

D


Note. See notes for these tables on page F-44.


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Table 1: Enrollment and Percentage of Students by Ethnicity and Subgroup

Data were obtained from the California Department of Education’s (CDE)DataQuest Web site at http://dq.cde.ca.gov/dataquest. The percentages of (a)students enrolled in the free or reduced price meal program, (b) English learners,and (c) students enrolled in special education were computed by dividing thenumber of such students by total enrollment (times 100).

Table 2: Number of Schools and Student Enrollment by School Type

Data were obtained from the Education Data Partnership’s Web site athttp://www.ed-data.k12.ca.us.

Table 3: Staff Full-Time Equivalents (FTEs)

Data were obtained from CDE’s DataQuest Web site athttp://dq.cde.ca.gov/dataquest.

Full-time equivalent (FTE) is the percentage of time a staff member works repre-sented as a decimal. A full-time person is 1.00, a half-time person is .50, and aquarter-time person is .25.

Administrators are certificated employees who are not teachers or pupil servicespersonnel. Administrators include principals, assistant principals, program direc-tors or coordinators, and other certificated staff not providing direct services tostudents.

Pupil services personnel are certificated employees who provide direct services tostudents but are not teachers. Pupil services employees include counselors,nurses, psychologists, social workers, research specialists, speech specialists, andother medical personnel.

A teacher is defined as an employee of the school district who holds a position re-quiring certification and whose duties require direct instruction to the pupils inthe school(s) of that district.

Table 4: Number of Teachers and Percentage of Teachers by Credential Type


Teacher credential data may not have been submitted, or a teacher may hold oneor more types of credential. As a result, the sum of the percentages of teachers bycredential type may not equal 100%.

Full Credential: Teacher has completed a teacher preparation program and holdsa preliminary, clear, professional clear, or life credential.

University Internship: University credential program in which the intern is en-rolled in the university taking coursework while teaching

District Internship: District credential program in which interns participate inpreparation that includes staff development, but may or may not include collegecoursework.

Pre-Internship: The pre-internship program sponsored by school districts orcounty offices is designed to assist and support teachers in meeting subject-mat-ter competence for an internship program or full credential. Employers providebasic training in classroom management, lesson planning, and teaching methods.

Emergency Permit: For persons who do not qualify for a credential or internshipbut meet minimum requirements. The permit holder completes credential re-quirements through a college or university.

Waiver: Requested by an employer on behalf of an individual when the employeris unable to find credentialed teachers or individuals who qualify for an emer-gency permit.

Table 5: Expenses and Average Daily Attendance

Data were obtained from the CDE’s Web site atwww.cde.ca.gov/ds/fd/ec. The fol-lowing are explanatory notes from that site.

Expenditures for Current Expense of Education

The standardized account code structure (SACS) Form CEA "Current Expense For-mula/Minimum Classroom Compensation" includes the following General Funditems:

Account Code(s) Description 1000 Certificated Salaries 2000 Classified Salaries 3000 Employee Benefits (does not include state payments to

retirement systems on behalf of districts)4000 Books and Supplies 6500 Equipment Replacement 5000 & 7300 Services and Direct Support

From the total expenditures reported in the above accounts, costs for the follow-ing categories are deducted: (1) Non-agency activities, (2) Community Services;(3) Food Services; (4) Fringe Benefits for Retired Persons; and (5) Facilities Acqui-sition and Construction.

The result is the total dollars for the Current Expense of Education. (This equalsEDP 365 on SACS Form CEA.)

Notes to the Tables


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Average Daily Attendance (ADA)

Total ADA is defined as the total days of student attendance divided by the totaldays of instruction. The type of ADA used is annual district ADA (for the same yearas the expenditures) from CDE's "Attendance School District" and "AttendanceCharter School" reports and includes ADA from special education programs andapplicable charter schools (i.e., those charter schools with data in the district'sCurrent Expense of Education calculation). Adjustments are then made to exclude(1) Regional Occupational Center/Program (ROC/P) ADA, (2) ADA credited to dis-tricts for the attendance of pupils in county-operated programs or under a JointPowers Agreement (JPA), and (3) any Adult ADA; and to include (1) ROC/P ADA forsingle districts operating their own ROC/P, and (2) supplemental hours of atten-dance (e.g., K-12 core, 7-12 remedial, 2-9 retention, 2-6 low STAR) which have beenconverted to ADA (700 hours = 1 ADA).

Cost Per ADA

By district, the adjusted expenditures are divided by the total ADA to arrive at theCurrent Expense (or Cost) of Education per ADA.

Table 6: California Standards Tests: Percentage of Students Taking Grade-Level or Above Mathematics Test

According to the state content standards for mathematics, students in grades 8-10 should be taking the courses and associated CSTs listed below at each gradelevel.

Grade 8: Algebra I (or Integrated Mathematics I)Grade 9: Geometry (or Integrated Mathematics II)Grade 10: Algebra II (or Integrated Mathematics III)Grade 11: Summative High School Mathematics

Table 6 shows the extent to which this goal is being met.

Table 7: California High School Exit Examination (CAHSEE) Passing Rates for First-Time Test-Takers

Data were obtained from the CDE’s Web site at http://cahsee.cde.ca.gov/re-ports.asp. The data presented for the class of 2008 are preliminary and subjectto correction. Passing rates are only available from CDE for the English-languageArts and Mathematics tests separately, not combined. In computing the passingrates, the denominator is the number of students tested.

Table 8: District Academic Performance Index (API)

Data were obtained from the CDE’s Web site at http://api.cde.ca.gov/re-ports.asp. District APIs range from 200-1,000.

Table 9: Academic Performance Index (API) Data by School Type

Data were obtained from the CDE’s Web site at http://api.cde.ca.gov/re-ports.asp. Only schools that had both Base and Growth APIs in a cycle areincluded in the data. Small schools and ASAM schools are not included.

“Meeting growth targets” means that (a) a school met the schoolwide growth tar-get, and (b) all numerically significant subgroups at the school demonstratedcomparable improvement.

Deciles 1 and 2 refer to the statewide rank on the API (Base). Each year, all schools(within school type) are ranked in deciles based on their API (Base). Each decileincludes 10 percent of the schools. Deciles 1 and 2 are the lowest two deciles.

School APIs range from 200-1,000. The State Board of Education has adopted aninterim statewide API performance target of 800.

Because the performance indicators (factors that contribute to the API) for eachcycle often change from year to year, comparing APIs from one cycle to the nextis inappropriate.

Table 10: Academic Performance Index (API) Results for District and Schools

Data were obtained from the CDE’s Web site at http://api.cde.ca.gov/reports.asp.School APIs range from 200 to 1,000. The State Board of Education has adoptedan interim statewide API performance target of 800.

“N of Students” is the number of students with valid test scores (i.e., scores con-tributing to the district’s or school’s API).

A school’s “statewide rank” indicates the school’s overall academic performancecompared with all schools in the state of the same type (elementary, middle, andhigh) on a decile scale of 1 to 10, where 10 is best, 1 is worst, and each decile con-tains 10 percent of the schools.

A school’s “similar schools rank” indicates the school’s overall academic perform-ance compared with 100 schools in the state (of the same type) with similardemographic characteristics on a decile scale of 1 to 10, where 10 is best, 1 is worst,and each decile contains 10 percent of the 100 schools in the comparison group.The demographic characteristics used to identify the comparison schools are pupilmobility, ethnicity, and socioeconomic status; percentages of credentialed andemergency permit teachers; percentage of English language learners; average class


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size; and whether or not the school operates a multi-track year-round program.

Districts, special education schools, and schools participating in the AlternativeSchools Accountability Model (ASAM) do not receive similar schools ranks.

Table 11: Annual Yearly Progress (AYP) Results for District and Schools

AYP and Title I Program Improvement status data were obtained from the CDE’sWeb site at http://www.cde.ca.gov/ta/ac/ay/index.asp.

The “Met All Criteria” column indicates whether the district or school, as well aseach of its numerically significant student subgroups, met AYP criteria in each areaspecified in the federal No Child Left Behind (NCLB) Act of 2001. "Yes" means re-sults for all criteria were at or above the AYP targets. "No" means results for atleast one criteria were below the AYP target.

The four subsequent columns (ELA, Math, API, and Graduation Rate) indicatewhether the district or school met AYP criteria in each required area. "Yes" meansresults for all criteria in the required area were at or above the AYP targets. "No"means results for at least one criteria in the area were below the AYP target.

The final column (2009-10 Title I PI Status) shows Program Improvement (PI) sta-tus. PI is a formal designation for Title I-funded schools and districts that do notmeet AYP criteria for two consecutive years on the same indicator (percent of stu-dents proficient in English-language arts and mathematics, API, or graduationrate). A district or school is eligible to exit PI status once it meets AYP criteria fortwo consecutive years. Districts and schools are designated as “Year 1,” “Year 2,”etc. according to the number of years they have been in PI.

Additional details about the AYP criteria can be found on CDE’s Web site athttp://www.cde.ca.gov/ta/ac/ay/index.asp.

Note that the reported data may change due to a number of factors, such as: dis-tricts correcting errors in demographic data; CDE reviewing and identifyingadditional data errors; the application of safe harbor calculations; and schoolsbeing identified as having incomplete data.

Districts and schools have the right to appeal their AYP results that may impact thedistrict’s or school's or local PI status.

Table 12: Graduation, Dropout, Suspension, and Expulsion Rates

Data were obtained from CDE’s DataQuest Web site athttp://dq.cde.ca.gov/dataquest, where the following explanatory informationwas obtained.

Graduation Rate

The graduation rate formula is based on the National Center for Education Sta-tistics (NCES) definition:

Number of Graduates (Year 4)divided by

[Number of Graduates (Year 4) + Gr. 9 Dropouts (Year 1) + Gr. 10 Dropouts (Year 2)+ Gr. 11 Dropouts (Year 3) + Gr. 12 Dropouts (Year 4)]

times 100

One-year Dropout Rate

The one-year dropout rate is the percent of dropouts during a single year. It isalso called the "annual" or "event" rate, and it is the dropout rate used by the NCESto compare states and school districts. The one-year dropout rate formula is:

Gr. 9-12 Dropoutsdivided by

Gr. 9-12 Enrollmenttimes 100

In 2002-03 CDE adopted the NCES dropout definition. Following these guidelines,CDE defines a dropout as a person who:

1) Was enrolled in grades 7, 8, 9, 10, 11, or 12 at some time during the previousschool year AND left school prior to completing the school year AND hasnot returned to school as of Information Day; OR

2) Did not begin attending the next grade (7, 8, 9, 10, 11, or 12) in the school towhich he/she was assigned or in which he/she had pre-registered or wasexpected to attend by Information Day.

For each student identified in the criteria above, the student is not a dropout if:

• The student has re-enrolled and is attending school.

• The student has graduated from high school, or received a General Educa-tion Development (GED) or California High School Proficiency Examination(CHSPE) certificate.

• The student has transferred to and is attending another public or privateeducational institution leading toward a high school diploma or its equiva-lent. (This does not include adult education programs unless the district canverify that the student is still enrolled in a GED or high school completion


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program on Information Day.)

• The student has transferred to and is attending a college offering a bac-calaureate or associate's program.

• The student has moved out of the United States.

• The student has a temporary school-recognized absence due to suspensionor illness.

• The school has verified that the student is planning to enroll late (e.g., ex-tended family vacation, seasonal work).

• The student has died.

Suspension and Expulsion Rates

The suspension and expulsion rate formula is:

N of students suspended/expelleddivided byenrollmenttimes 100

The enrollment data used in this formula are the data provided on the Web site to-gether with the suspension and expulsion data.

Table 13: Number of High School Graduates and College Enrollment Rates

Data were obtained from the California Postsecondary Education Commission’sWeb site at http://www.cpec.ca.gov.

The enrollment rates are the number of full-time, first-time freshmen, 19 years oldand younger, taking a regular (as opposed to non-credit, extension, or unknown)program at a California Community College, California State University, or Uni-versity of California in the fall, divided by the number of public high schoolgraduates from the previous school year (e.g., data for 2009 is fall 2009 collegeenrollment divided by 2008-09 graduates).

The data are for regular public high schools (grades 9-12 inclusive) only; they donot include students from continuation, alternative, or charter schools, continua-tion schools. Data for California Community College enrollment includes anystudents enrolled at the California Community College District Office. The data donot include enrollment in private or out-of-state colleges, and do not include highschool graduates who delay college enrollment for one or more years.


AP test scores range from 1-5. A score of 3 or higher is typically accepted for col-lege credit. There are AP tests in 33 different areas. Students can take multiple APtests. The grade level of students who take AP tests is not reported, but most stu-dents who take AP tests are in grades 11 or 12.

Table 15: SAT Participation and Results

Data were obtained from CDE’s DataQuest Web site athttp://dq.cde.ca.gov/dataquest. Each of the SAT verbal, mathematics, andwriting are scored on a scale of 200-800. The average score is each is about 500.The “percent with VMW >= 1,500” was calculated by dividing the number ofstudents whose combined verbal, math, and writing score is at or above 1,500by the number of students tested.

Table 16: ACT Participation and Results

Data were obtained from CDE’s DataQuest Web site athttp://dq.cde.ca.gov/dataquest. Test scores range from 1-36. (In some cases,the grade 12 enrollment provided on the Web site with the ACT data presentedin this table may differ slightly from the grade 12 enrollment provided on theWeb site with the SAT data presented in Table 15.)

Table 14: Advanced Placement (AP) Test Participation and Results

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Data for the California Standards Tests (CST) were obtained from the CDE’s Website at http://star.cde.ca.gov/. On the Web site, the data are reported separatelyby grade level and test, and the percentages of students at each of the five per-formance levels are rounded to the nearest whole number. CDE’s Web site doesnot report the performance of a group with 10 or fewer students.

The California Standards Tests were developed specifically to assess students’ per-formance on California’s Academic Content Standards. The CSTs are criterionreference tests. In other words, the results are based on how well students demon-strate their mastery of the state-adopted content standards, not how studentresults compare with the results of other students who have taken the test. Thereare five performance standards for reporting results: Advanced, Proficient, Basic,Below Basic, and Far-Below Basic. The state target is for every student to score atthe Proficient or Advanced performance standard.

F

Figures 1-6: California Standards Tests Data

igures 7-20: Performance on AYP Annual Measurable Objectives

Annual Yearly Progress (AYP) data were obtained from the CDE’s Web site athttp://www.cde.ca.gov/ta/ac/ay/index.asp.

Annual Measurable Objectives are a set of state-established benchmarks for mon-itoring changes in performance among and across student subgroups, schoolsand districts. States must establish the objectives as part of the AYP report re-quired by the federal No Child Left Behind Act. These objectives apply to all groups,with some slight variations depending on a school's grade span. In California, forexample, the AMOs for high schools are slightly different than those for elemen-tary and middle schools.

For details about the AYP criteria, see the Overview of California’s AccountabilityProgress Reporting System at: http://www.cde.ca.gov/ta/ac/ay.

Under NCLB, not only schools and LEAs as a whole must meet AYP requirementsbut also numerically significant subgroups within those schools and LEAs. A sub-group is defined as numerically significant for percent proficient if it has 100 ormore students with valid scores OR 50 or more students with valid scores whomake up at least 15 percent of the total valid scores.

The subgroups for AYP include:

• Ethnic/racial subgroups

• These are students both of whose parents/guardians have not received ahigh school diploma or students who participate in the free or reduced-pricelunch program.

• English Learners: These include student records marked as English learnersas well as those marked as reclassified fluent-English-proficient who havenot scored proficient or above on the California Standards Test in English-lan-guage arts for three years after being reclassified.

• Students with Disabilities: These are students who receive special educationservices and have a valid disability code.

For detailed information about student subgroups used in AYP, see theOverview of California’s Accountability Progress Reporting System at:http://www.cde.ca.gov/ta/ac/ay.

State-level data has been pre-populated in relevant table shells if it was availableat the time this document was created on June 16, 2009. These data are subject tochange as CDE certifies and releases new data.


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Instructions for Populating AYP Projection Charts


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These step-by-step instructions show you how to populate SCOE’s AYP DistrictProjection Chart Templates. The templates were created using Microsoft OfficeExcel 2003. The templates are populated with a fictional dataset when you first re-ceive them. After following these instructions, you will have a set of chartsshowing AYP results to date and estimations of projected AYP results for any uni-fied school district you choose.

1. Open the File

1.1 Double-click on the attached file named AYP District Projection Chart Templates.xls using Microsoft Office Excel.

2. Rename and Save File

2.1 Click File and then Save As.

2.2 Use the Save In pull-down menu at the top to select the location on your hard-drive or network where the file is to be saved.

2.3 Type in the new file name (perhaps simply replacing the word “templates” with the district name).

2.4 Click Save.

3. Update the Source Data

3.1 Open the Accountability Progress Reporting Website at http://www.cde.ca.gov/ta/ac/ar/.

3.2 Click to open the District Level AYP Reports in the center column of the displayed table.

3.3 Type in a portion of the district name. Click Submit.3.4 Update 2002 AYP data.

3.4.1 Verify that the proper district is selected and click to highlightthe 2008 Base AYP Report: Percent Proficient and Partici-pation Rates. Click Submit.

3.4.2 Use your mouse to highlight the two data tables (everythingfrom the words “English Language Arts” at the upper left tothe last cell on the lower right of the Mathematics table).

3.4.3 Press CNTRL-C to copy the selected text.3.4.4 Bring up the Excel file. Click on the bottom worksheet tab la-

beled AMO 02. This tab is one of theyellow tabs to the right of the blue tabslisted. If you don’t see it, use the tab scroll-ing buttons on the bottom left to find it.

3.4.5 Click on the top left cell in the worksheet (cell A1).3.4.6 Press CNTRL-V to paste the data copied from the website.3.4.7 Double-check that the data range you pasted in the work-

sheet ranges from cell A1 to cell I31, otherwise the data won’tline up correctly in the projection charts. If the data doesn’tline up, press CNTR-Z to undo the paste and repeat steps 3.4.1to 3.4.6.

3.5 Update 2003 AYP data.

3.5.1 Bring up the AYP website. Click the Back button to return tothe report selection page.

3.5.2 Verify that the proper district is selected and click to highlightthe 2003 AYP Phase I Report. Click Submit.

3.5.3 Use your mouse to highlight the two data tables (everythingfrom the words “English Language Arts” at the upper left tothe last cell on the lower right of the Mathematics table).


beled AMO 03. This tab is just to the right of the AMO 02 tab. 3.5.6 Click on the top left cell in the worksheet (cell A1).3.5.7 Press CNTRL-V to paste the data copied from the website.3.5.8 Double-check that the data range you pasted in the work-

sheet ranges from cell A1 to cell I31, otherwise the datawon’t line up correctly in the projection charts. If the datadoesn’t line up, press CNTR-Z to undo the paste and repeatsteps 3.5.1 to 3.5.7.


3.6.1 Bring up the AYP website. Click the Back button to return tothe report selection page.

3.6.2 Verify that the proper district is selected and click to highlightthe 2004 Accountability Progress Report. Click Submit.

3.6.3 Click the button labeled View 2004 AYP Section. 3.6.4 Use your mouse to highlight just the Percent Proficient table

(everything from the words “Percent Proficient” on the topleft to the right-most cell of the row labeled “Students withDisabilities”).


beled AMO 04. This tab is just to the right of the AMO 03 tab.


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3.6.7 Right-click on the top left cell in the worksheet (cell A1). Left-click on the word Paste in the dialogue box to paste the datacopied from the website.

3.6.8 Double-check that the data range you pasted in the work-sheet ranges from cell A1 to cell J17, otherwise the datawon’t line up correctly in the projection charts. If the datadoesn’t line up, press CNTR-Z to undo the paste and repeatsteps 3.6.1 to 3.6.7.


3.7.1 Bring up the AYP website. Click the Back button two times to return to the report selection page.

3.7.2 Verify that the proper district is selected and click to highlightthe 2005 Accountability Progress Report. Click Submit.

3.7.3 Click the button labeled Report under the heading AYP toopen the detailed AYP report.

3.7.4 Use your mouse to highlight just the Percent Proficient table (everything from the words “Percent Proficient” on the topleft to the right-most cell of the row labeled “Students withDisabilities”).


beled AMO 05. This tab is just to the right of the AMO 04tab.


3.7.8 Double-check that the data range you pasted in the work-sheet ranges from cell A1 to cell L17, otherwise the datawon’t line up correctly in the projection charts. If the datadoesn’t line up, press CNTR-Z to undo the paste and repeatsteps 3.7.1 to 3.7.7.



3.8.2 Verify that the proper district is selected and click to high-light the 2006 Adequate Yearly Progress Report. ClickSubmit.

3.8.3 Click the button labeled LEA Report under the heading2006 AYP and PI Links on the top right of the page to open

the detailed AYP report. 3.8.4 Use your mouse to highlight just the Percent Proficient table

(everything from the words “Percent Proficient” on the topleft to the right-most cell of the row labeled “Students withDisabilities”).



3.8.7 Right-click on the top left cell in the worksheet (cell A1). Left-click on the word Paste in the dialogue box to paste the data copied from the website.





3.9.3 Click the button labeled LEA Report under the heading2007 AYP and PI Links on the top right of the page to openthe detailed AYP report.





3.9.8 Double-check that the data range you pasted in the work-sheet ranges from cell A1 to cell L17, otherwise the data


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won’t line up correctly in the projection charts. If the datadoesn’t line up, press CNTR-Z to undo the paste and repeatsteps 3.9.1 to 3.9.7.



3.10.2 Verify that the proper district is selected and click to highlightthe 2008 Adequate Yearly Progress Report. Click Submit.

3.10.3 Click the button labeled LEA Report under the heading2008 AYP and PI Links on the top right of the page to openthe detailed AYP report.



beled AMO 08. This tab is just to the right of the AMO 07 tab. 3.10.7 Right-click on the top left cell in the worksheet (cell A1). Left-

click on the word Paste in the dialogue box to paste the datacopied from the website.


3.11 Update 2009 AYP data.(NOTE: These instructions assume that the Internet report layout will not change when the 2009 APR is released on August 31, 2009.)



3.11.3 Click the button labeled LEA Report under the heading 2009 AYP and PI Links on the top right of the page to open thedetailed AYP report.

3.11.4 Use your mouse to highlight just the Percent Proficienttable (everything from the words “Percent Proficient” on the

top left to the right-most cell of the row labeled “Studentswith Disabilities”).


beled AMO 09. This tab is just to the right of the AMO 08 tab. 3.11.7 Right-click on the top left cell in the worksheet (cell A1). Left-

click on the word Paste in the dialogue box to paste thedata copied from the website.


4. Clean-up Missing Data.4.1 Click on each of the blue tabs and review the “Results” column of the

data table at the top. If any cells show “#######” (which indicatesmissing data) then select the cell and delete its contents. The spread-sheet cannot handle non-numerical codes used on the Internetreports when a number or percent is not available due to small numbers tested or small numbers of valid scores in that group.

Congratulations - Your AYP projection charts are now complete!

Note that the projection charts were pre-populated with the AMO targets for unified schools dis-tricts. They can easily be modified for other LEA-types by modifying the target information oneach worksheet.


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EPC Slides


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Working Together for Student Achievement

Presented by

Sacramento County Office of Education

Becky Sullivan

Mark Calonico

10/23/08

11© Sacramento County Office of Education, California, 2008. © Sacramento County Office of Education, California, 2008.

All rights reserved. v1108All rights reserved. v1108

EPC 5: Student Achievement Monitoring System

The school/district has an assessment and ongoing monitoring system (i.e., entry-level monitoring system (i.e., entry level placement/diagnosis, progress monitoring [formative], and summative assessments), to inform teachers and principals on student placement/ diagnosis, progress, and effectiveness of instruction.



Putting EPC 5 Into Practice

11 22 33

EntryEntry--level level PlacementPlacement

Progress Progress Monitoring/Monitoring/FormativeFormative

SummativeSummative




These curriculum-embedded assessments for both placement and formative assessment are based on the placement and formative assessment are based on the adopted reading/language arts program.




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Putting It Into Practice

The assessments must give useful information about instruction and progress in the curriculuminstruction and progress in the curriculum




The purpose of these assessments is to provide timely data to teachers and principals to make decisions that data to teachers and principals to make decisions that will correctly place or diagnose students, improve instruction and student achievement. In addition, the assessments will provide a basis for the monitoring system.



Putting It Into Practice

Data must be input in a timely manner

Reports must be printed in a timely manner

The data reports must be used for instructional decision making



Fully Implementing EPC 5

A school must have, for RLA and MathAssessment and monitoring system

Pl Placement assessments

Progress monitoring assessments

Summative assessments

Consistent and uniform use of these assessments

Data is being used for making decisions about placement, progress, and instruction




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Discussions about c

The right image to embrace is a group of t

M


Linking EPC 5 to EPC 7

EPC 5 sets up the system for curriculum embedded assessments and data analysis to inform instruction. y

EPC 7 creates the collaboration time for teachers to analyze data and make instructional decisions around a common focus.



EPC 7: Monthly Collaboration by Grade Level Teachers

The school/district facilitates and supports teacher grade level/program/department collaboration in g p g porder to plan and discuss lesson delivery (based on curriculum-embedded assessment data) for the adopted program in reading/language arts and math (e.g., use of regularly scheduled monthly meetings focused on lesson delivery [preferably two, one-hour meetings per month]).



Fully Implementing EPC 7

Opportunities for continual and frequent teacher collaborationcollaboration

Curriculum-embedded assessment, data analysis, instructional planning and lesson delivery

A focus on decisions that improve student learning



An Expert Says…

“Mere collegiality will not cut it. Discussions about curricular issues or popular strategies can feel good but p p g ggo nowhere. The right image to embrace is a group of teachers who meet regularly to share, refine, and assess the impact of lessons and strategies continuously to help increase numbers of students learning at higher levels.”

Mike Schmoker




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Another Expert Says…

“Collaborative conversations call on team members to make public what has traditionally been private-goals make public what has traditionally been private goals,strategies, materials, pacing, questions, concerns, and results. These discussions give every teacher someone to turn to and talk to, they are explicitly structured to improve the classroom practice of teachers--individually and collectively.” Rick DuFour



EPC 7: Three Types of Meetings



Assessment Preview Meeting Purpose

Focus on analyzing an upcoming assessment for the purpose of strengthening instruction during the purpose of strengthening instruction during the time between preview and test administration



Assessment Preview Meeting Outcomes

Grade level plan of agreed upon instructional improvements

Increased understanding of upcoming instruction in core materials

Improved first teaching

Inclusion of instructional support staff and administration in instructional improvements




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Assessment Preview Tools

Norms Copies of assessment

Facilitator/ Recorder/ Timekeeper

Agenda

Core instructional materials

Pacing guide

CST Released Test Questions

CST Blueprint



Assessment Preview Steps

Look at general skills, concepts, objectives, standards, etc. on assessment

Determine what may be potentially challenging in the content

Determine what may be potentially challenging in the format

Agree on an instructional plan to address the challenges



Assessment Preview Questions

Areas of emphasis

Potential challenges in format or content

Academic vocabulary

Instructional strategies



Data Analysis Meeting Purpose

Analyze the results of the assessment to identify areas of strengths and weaknesses patterns or areas of strengths and weaknesses, patterns or trends with individuals and/or subgroup performance, and develop an instructional plan to improve student learning




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Data Analysis Meeting Outcomes

Grade level instructional plan for identified areas of needof need

Grade level plan for providing support for struggling students

Goal setting for student proficiency



Data Analysis Tools

Norms

Facilitator/ Recorder/

Core instructional materials


Agenda

Assessment Preview Plan from previous meeting

Copies of assessment

Agreed upon classroom data reports



Data Analysis Steps

Look at general outcomes

Identify strengths across the grade level

Identify areas to improve across the grade level

Choose an area of focus

Determine instructional response

Whole class instruction

Universal access

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Data Analysis Questions

Strengths and weaknesses in the data

C i t f d t lConsistency of data among classrooms

Strategies and techniques that resulted in student learning

Subgroup patterns

Individual student needs for further support

Necessary adjustments for future instructional planning and delivery




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Instructional Planning Meeting Purpose

Analyzing an upcoming lesson to intentionally plan teacher actions student learning activities plan teacher actions, student learning activities, and methods to monitor learning



Instructional Planning Meeting Outcomes

Agreed upon plan of instructional delivery for all grade level teachers

Increased understanding of upcoming instruction in core materials

Improved first teaching

Inclusion of instructional support staff and administration in instructional improvements



Instructional Planning Tools

Norms Core instructional materials


Agenda

materials

Pacing Guide

Assessment Preview Plan or Data Analysis Plan (as needed)



Instructional Planning Steps

Establish what students should know and be able to do at the end of lesson

Determine if preteaching is needed as well as what students Determine if preteaching is needed, as well as what students may already know

Agree upon how

• The lesson will be delivered

• Students will practice

• What students will do for independent practice

Make plans for universal access





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Instructional Planning Questions

Lesson objective

Introducing and teaching the lesson

Monitoring learning

Expectations for student performance

Agreed upon strategies

Plans for coaching support



Assessment Cycle

Preview of Preview of AssessmentAssessment Data AnalysisData AnalysisAssessmentAssessment

Instructional Instructional Planning and Planning and

Lesson DeliveryLesson Delivery

yy



EPC 7 …

Facilitated by the Elementary Principal

Do all grade levels/departments meet on the same day?

Where do teams meet?

What is the role of the coach/ VP/ Principal during this time?

What is the role of the coach/ VP/ Principal after the meeting?

How will you support your site in the follow-up to these meetings?



The Role of the SAIT

Assess current status

Set the benchmark and corrective actions

Help schools find collaboration timeHelp schools find collaboration time

Train the structure, if needed

Support the staff -- Principal, VP, coaches, teachers

Share tools

Refine any existing meeting structures, as needed

Attend collaboration meetings -- offer feedback and guidance

Monitor growth toward the benchmark3232

© Sacramento County Office of Education, California, 2008. © Sacramento County Office of Education, California, 2008. All rights reserved. v1108All rights reserved. v1108


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Reflective Questions

What next steps will you take with your SAIT teams to help them understand what full implementation of EPCs 5 and 7 looks like?

What next steps will you take with your schools to help them move to full implementation of EPCs 5 and 7?

What part of your team’s work will you change as a result of attending this session?



A Final Thought…

Schools, then, might be changing all the time– adopting this or that new structure, schedule, textbook series, or tracking system– and never change in any fundamental way what teachers and students actually do when they are together in classrooms.

Richard Elmore

Will you help influence that fundamental change?



Thank You!

Becky Sullivan, [email protected], School and District Prevention and Intervention, SCOEDirector, School and District Prevention and Intervention, SCOE

Mark Calonico, [email protected], QEIA, SCOE



The term professional development means a comprehensive, substantiated andintensive approach to improving teachers’ and principals’ effectiveness in raisingstudent achievement.

Professional development fosters collective responsibility for improved studentperformance and must be comprised of professional learning that is conductedamong learning teams of educators, including teachers, paraprofessionals, andother instructional staff at the school; is facilitated by well-prepared school principals and/or school-based professional development coaches, mentors, master teachers, or other teacher leaders; occurs primarily several times per weekor the equivalent of three hours per week; and, engages established learningteams of educators in a continuous cycle of improvement that analyzes student,teacher, and school learning needs through a thorough review of data on teacherand student performance.

The National Staff Development Council

www.nsdc.org

Strand G

Professional Development

Strand G - ProfessionalDevelopm

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Strand G - Professional Development



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G. Professional Development

1. The LEA provides district administrators with leadership training, ongoingprofessional development, and support in aligning curriculum, instruction,and assessment to state standards; providing an efficient data system tomonitor student achievement; aligning human and fiscal resources to districtgoals; building effective parent/family and community involvement pro-grams; and providing targeted professional development to teachers andsite administrators.

2. The LEA provides resources to deliver coherent professional developmentthat is based on standards-based content knowledge and the instructionalmaterials adopted by the LEA; reflects research-based strategies for im-proved student achievement; and includes effective leadership training forsite administrators and teachers to implement systemic reform.

3. The LEA ensures that all school principals and vice principals complete ma-terials-based professional development, as well as targeted, follow-upsupport in the most recent SBE adoptions in reading/language arts andmathematics. Such training and support shall include sound instructionalstrategies for English Learners, students with disabilities, and other high-priority students.

4. The LEA ensures that all teachers complete materials-based professional de-velopment in reading/language arts, mathematics, ELD and interventions.

5. The LEA provides teachers with ongoing and targeted support focused soundinstructional practices to improve student learning. Such support includescontent experts, professional development, and coaching that is differenti-ated by content, grade/course level, and individual teacher need.

6. The LEA provides professional development to site staff on effectively an-alyzing data from common standards-based assessments to informinstructional decisions and increase student achievement. The LEA monitorsprofessional development to ensure effective implementation.

7. The LEA ensures that teachers are provided with frequent and structuredopportunities to meet and collaboratively focus on the use of curriculum-embedded assessment data, data analysis, instructional planning, andlesson delivery in order to adjust and strengthen instructional practices andaddress the needs of all students. All teachers of high-priority students areincluded in this collaboration. The LEA monitors teacher collaboration meet-ings to ensure effective implementation.

8. The LEA provides ongoing professional development and support to con-tent experts and coaches and monitors their effectiveness in strengtheningthe instructional practices of teachers.

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tStrand G - Professional Development


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1. The LEA provides district administrators with leadership training, ongo-ing professional development (PD), and support in aligning curriculum,instruction, and assessment to state standards; providing an efficient datasystem to monitor student achievement; aligning human and fiscal re-sources to district goals; building effective parent/family and communityinvolvement programs; and providing targeted professional developmentto teachers and site administrators.

• District leadership has systems in place to align site-based PD to district goalsand the Local Education Agency Plan (LEAP), to communicate district expecta-tions for PD to staff, and to hold central office administrators, site principals, andteachers accountable for continuous learning to improve their knowledge andpractices in teaching and learning.

• District leadership uses PD evaluation and instructional impact data to inform,refine, and revise future and ongoing professional development plans alignedto district goals.

• Evaluation and impact data are analyzed to allocate PD resources, time, money,and expertise and determine priorities aligned to district goals.

• Data is used to prioritize PD needs of individual educators and clear protocolsdetermine equitable PD opportunities for certificated and classified staffthroughout the district.

• Professional development plans are aligned with the LEAP and the Single Planfor Student Achievement (SPSA) and district leadership guides the implemen-tation and monitoring of LEAP and SPSA priorities.

2. The LEA provides resources to deliver coherent professional developmentthat is based on standards-based content knowledge and the instructionalmaterials adopted by the LEA; reflects research-based strategies for im-proved student achievement; and includes effective leadership trainingfor site administrators and teachers to implement systemic reform.

• The LEAP is aligned to district/site goals for student achievement and resourceallocations, and informed by data.

• Processes are in place to share data with stakeholders and to receive input fromthem in decision-making.

• The Superintendent’s role is central in district-wide leadership development ofa respectful learning environment for PD activities at the district and site levels.

• The district assesses the depth and breadth of teachers’ content knowledge, in-structional skills and sensitivity to students’ learning backgrounds and needs.

• Structures and protocols exist that support appropriate follow-up activities to PDevents to ensure collegial conversations and implementation of new strategies.

• District leadership ensures that entire school staffs reflect on beliefs, attitudes,expectations, and values in educating students of diverse races, ethnicities andsocio-economic levels to improve their effectiveness in helping all studentslearn.

• If inquiry and continuous improvement practices have not been part of the dis-trict culture, district leadership identifies, obtains and provides expertise toconduct and facilitate opportunities to build shared knowledge best practicesfor improving and accelerating student academic achievement.

3. The LEA ensures that all school principals and vice principals complete ma-terials-based professional development as well as targeted, follow-upsupport in the standards-aligned reading/language arts and mathematics in-structional materials, which includes sound instructional strategies forEnglish learners, students with disabilities and other high-priority students.

• District leadership has a system for monitoring the completion and alignmentof professional development to administrative assignments.

• District leadership addresses the issues of equity as a part of the ongoing dis-cussion of teaching and learning in order to ensure success for every student.

• District leadership provides opportunities for administrators to assess the ef-fectiveness of their own skills and knowledge for strengthening teachers’instructional practices and accelerating student achievement for high prioritystudents.

4. The LEA ensures that all teachers complete materials-based professional de-velopment in reading/language arts, mathematics, ELD and interventions.

• District leadership has a system for monitoring the completion and alignmentof professional development to staff assignments.




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• District leadership prioritizes professional development needs of all mathe-matics and ELA teachers and aligns those needs to PD goals in the LEAP.

• District leadership prioritizes PD needs of all teachers of English Learners, stu-dents with disabilities, and other high-priority students and includes specificPD goals in the LEAP.

• District leadership provides collaborative time and focus for instructional staff,at site and district levels, to refine units and lessons, assessment practices, teach-ing strategies, and self-assessments aligned with researched-based practicesand materials-based professional development.

• District leadership provides support for new staff to participate in standards-aligned, instructional materials-based PD and ongoing collaborative work atsite and district levels related to classroom implementation of best practices.

• Information about ongoing program and instructional materials implementa-tion is based on data and widely shared within the district.

• District leadership monitors implementation and impact on student achieve-ment of content learned in professional development.

• Communication processes between and among site and district staff provideopportunities for two-way feedback related to data and instructional materialsin use.

5. The LEA provides teachers with ongoing and targeted support focused onsound instructional practices to improve student learning. Such support in-cludes content experts, professional development, and coaching that isdifferentiated by content, grade/course level, and individual teacher need.

• Content and instructional coaches and/or teacher collaboration groups are inplace to support teachers’ reflection and improvement of classroom practice.

• Coaching and mentoring opportunities exist that support PD and the acquisi-tion of new skills, for certificated and classified staff.

• Differentiated PD is available for school personnel to increase their knowledgeand skills for analyzing student data to inform instruction and school and dis-trict priorities.

6. The LEA provides professional development to site staff on effectively an-alyzing data from common standards-based assessments to informinstructional decisions and increase student achievement. The LEA moni-tors professional development to ensure effective implementaion.

• Multiple sources of data are used to develop PD plans linked to academic andachievement goals.

• District and site administrators, in collaboration with staff, develop and imple-ment a plan to ensure that all teachers, counselors, and administrators receiveprofessional development and ongoing support on the adopted data man-agement system and the analysis of student achievement data from state anddistrict assessments.

• District leadership provides for the use of data and results to identify individualand program strengths and weaknesses to improve effectiveness in helping allstudents learn.

• Decisions made in developing the PD plan demonstrate that they were basedon the insights and conclusions resulting from the discussions about data andprogram impact.

• District leadership guides the development and use of common student as-sessments data to improve curriculum and instruction, and identify related areasfor professional development.

• Processes are in place so PD activities are debriefed among staff members so thatnew knowledge and strategies can be effectively integrated into daily practices.

7. The LEA ensures that teachers are provided with frequent and structuredopportunities to meet and collaboratively focus on the use of curriculum-embedded assessment data, data analysis, instructional planning, andlesson delivery in order to adjust and strengthen instructional practices andaddress the needs of all students. All teachers of high-priority students areincluded in this collaboration. The LEA monitors teacher collaborationmeetings to ensure effective implementation.

• District leadership encourages reflection and inquiry by school staffs and ad-ministrators to inform classroom practice; collaborative time is in place and usedto focus on issues most important to improving student achievement.

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• School leadership teams develop annual professional goals around inquiry, anddistrict leadership works with sites to support inquiry and advocacy for contin-uous improvement of professional practice.

• Ongoing opportunities are in place for teachers to update their knowledge ofcontent, strategies and incentives are in place for these options.

• District leadership advocates for a collaborative culture as vital to the success ofthe district.

• District leadership develops collaborative teams to focus on goals and monitorprogress and evidence of student success as part of a continuous improvementprocess.

• District leadership guides the ongoing analysis of curriculum, instruction and as-sessment data as critical elements in the teaching and learning process.

• District leadership uses collaborative team processes as job-embedded profes-sional learning.

• District leadership has processes and strategies in place so teachers share anunderstanding of the content standards, curriculum, instruction and assessmentpriorities to create coherent learning experiences within and across grade lev-els and departments.

• District leadership provides opportunities for teachers, individually or collec-tively, to assess the effectiveness of their own instructional practices.

• Processes and time are in place for on-going collaboration to review studentperformance data by instructional staff and administrators.

8. The LEA provides ongoing professional development and support to con-tent experts and coaches and monitors their effectiveness in strengtheningthe instructional practices of teachers.

• District leadership and community collaborate on the development of districtmission and goals, focus on the issues that are most significant in improvingstudent achievement.

• District leadership has processes and strategies in place so content experts andcoaches share an understanding of the content standards, curriculum, instruc-tion and assessment priorities to support coherent learning experiences withinand across grade levels and departments.

• District leadership has processes and strategies in place for coaches and contentexperts to monitor, adjust and increase effectiveness of their roles in strength-ening district instructional practices.

• District leadership discusses and prioritizes learning opportunities for SchoolBoard and district staff, including coaches and content experts, to develop lead-ership capacity at all levels.

• District leadership has formal processes in place for staff to influence districtpolicies and approaches and participate in vertical and horizontal professionallearning.

• District leadership guides staff in building effective teams and collaborative pro-fessional development.

G-4


District and/or Program Improvement Needs AssessmentProfessional Development Plan


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Professional Development defined ….

Professional Development is a comprehensive and research-based intensive ap-proach to improving site and central office staff’s effectiveness in improving studentachievement. Professional Development fosters collective responsibility for im-proved student performance and must be comprised of professional learning thatconsists of the following design elements.

1. Student Data - Uses student peformance and achievement data, includingstudent feedback, teacher observation, analysis of student work and testsocres as part of the process for individual and organizational learning.

2. Planning - Uses a coherent long-term professional development planningprocess, connected to the district plan that reflects district and site-based pri-orities as well as individual learning needs.

3. Time - Provides time for professional learning to occur in a meaningful manner.

4. Leadership - Respects and ecnourages the leadership development of allteachers, administrators and staff.

5. Content and Pedagogy - Develops, refines, and expands teachers' peda-gogical repertoire, content knowledge, and the skill to integrate both.

6. Inquiry - Provides for and promotes the use of continuous inquiry and re-flection.

7. Collaboration - Provides for collaboration and collegial work, balanced withopportunities for individual learning.

8. Adult Learning - Follows the principles of good teaching and learning, in-cluding providing comfortable, repectful environments conducive to adultlearning.

9. Support - Creates broad-based support of professional development fromall sectors of the organization and community through reciprocal processesfor providing information and soliciting feedback.

10. Accountability - Builds in accountability practices and evaluation of profes-sional development programs to provide a foundation for future planning.

Some Needs Assessment Questions Adapted from NSDC @ Work: News and Notes of the National Staff

Development Council - Professional Development, Defined for Law

Both DAIT providers and pilot districts agreedthat the DAIT initiative has had a positive impactbecause it focused district efforts on a manageable

number of specific, well-defined goals toaddress student achievement and improve

district administration and support to schools.

SRI Interim Report

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1. How is the LEAP aligned to district/site goals for studentachievement and what datasources were used to deter-mine these goals?

1.1 District has formulated district –wide goals using mul-tiple data sources (including AYP, API, CST, WASC, DAS,surveys, etc.) and the LEA Action Plan connects tothese district-wide goals.

• DAIT provides CDE data tools to assist inanalysis.

• DAIT trains use of and/or conducts surveys as needed

• DAIT provides review of LEA Action Planfor understanding

• DAIT and DSLT conduct data analysisand use in development of LEAP and district goals.

• CDE Assessment Tools–APS, ELLSA, LRE, DAS

• CDE Reports – API, AYP

• Toolkit – Aligned Cur-riculum, Instructionand Assessments

To be determinedby district

2. What sources of data are usedto provide information to helpdevelop the PD plan?

• Where are these resourceslocated?

• Who is involved in theanalysis of the data?

• How and when will thisdata be reported?

2a. How others are informedabout the evidence andthrough what process dothey provide input?

2.1 As appropriate to school and district needs, dataanalysis focuses on results from multiple sources ofdisaggregated data (formative and summative) frommultiple sources (including student achievement, stu-dent demographics, parent involvement, behavioralindicators, curriculum and instruction, etc.) to developa comprehensive, research-based PD plan.

2.2 Location of all sources of evidence is indicated on theData Collection Matrix.

2.3 District had consistent progress benchmarks andgoals that determine how and when the data will becollected and reported.

2.4 District has a system for communicating results and allowing feedback from stakeholders regarding data.

• DAIT provide Data Collection Matrix andassists district in collection of multiplesources of data, including tools to con-duct various surveys.

• DAIT works with district to create anduse a district-wide assessment calendarwith time designation for analysis.

• DAIT works with district in determiningwho will analyze data and assists in de-veloping methods for disseminating andallowing input about data to all stake-holders.

• Data Collection Matrix

• Survey tools – exam-ple School ClimateSurvey

• Sample Assessmentcalendars

• Sample communica-tion forms/methodsand protocols for sub-mitting feedback

• Toolkit – PD - Parentand Community Involvement

Questions for Consideration Evidence of Full Implementation District and/or DAIT Collaboration forFull Implementation

ResourcesTimeline

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Rationale (DAIT Standard): Multiple sources of data provide teachers with information about how to improve student performance and achievement on an individual basis and to makea connection between student learning and teacher learning. Data use leads to the development of the LEA/Action Plan (LEAP) which is guided by the mis-sion, vision, and goals of the district. (A9, B5, B7, F1, F2, F3, G6 and G7)

High Quality Professional Development Element: Student Data


Professional Development Questions


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3. What level of knowledge andtraining has been identifiedand made available to schoolpersonnel analyzing studentdata?

3.1 School personnel have appropriate knowledge andskills necessary to use disaggregated student data (byrace, gender, English Learners, special education, andeligibility for free or reduced-price meals) for planning,implementation, and evaluation of professional devel-opment and instructional programs.

• DAIT assists district in determining PDassessment training needs for schoolpersonnel.

• DAI T provides professional develop-ment workshop information onassessment trainings.

• Staff surveys

• Assessment coordinator

4. How does the analysis of dis-aggregated student datainclude multiple elements(such as student achievement,demographics, curriculumand instruction, classroommanagement, culture etc.)?

4.1 Student data analysis includes disaggregated resultsthat represent student subgroups, parents, communityand other nonacademic entities including each ele-ment listed in the Data Collection Matrix.

• DAIT works with district to verify use ofwide scope of data for analysis.

• Data Collection Matrix

5. What evidence is used to determine the PD needs of individual educators? Whatprotocol determines equi-table opportunity for PD?

5.1 Multiple sources of evidence are used to determine in-dividual teacher PD needs including walkthrough,student achievement reports, teacher survey, etc. Aprotocol system determines the structure for alloca-tion of individual PD opportunities.

• DAIT helps district in conducting differ-entiated PD planning for individualteachers based on teacher surveys, indi-vidual teacher student data, classroomobservations, walkthrough, cycle of in-quiry results, etc.

• DAIT works with district in developing apriority protocol system for determiningindividual PD system.

• Toolkit – PD and Fiscal

• Teacher PD surveys

• Walkthrough observa-tion tools

6. What methods for determin-ing PD are currently inpractice throughout the dis-trict? What activities areincluded in the current PDsystem? How is current PDmonitored and evaluated?

6.1 District has a system in place to evaluate and prioritizethe most effective PD for their needs. PD includes a variety of activities including mentoring, instructionalcoaching, professional journals, etc. and a balanced,prioritized number in each PD area (i.e. teacher/class-room generated, curriculum and instruction, districtgoals).

• DAIT reviews current PD practices andconduct survey to select most effectivePD.

• DAIT assists district in developing moni-toring tools to evaluate use, followthrough, and effectiveness of PD.

• Toolkit – PD -Supportand Planning


ResourcesTimeline

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7. Once needs have been deter-mined, what process andprocedures are in place for acting on the data?

7.1 A district process has been developed for review,analysis, and planning. School teams meet with across-functional district team to define requirementsfor disaggregation and determine interim measures.Experts from the district planning and evaluation divi-sion meet with the Superintendent and members ofthe school planning team to discuss the specific dataand help school teams understand it within the con-text of their school. The district sets benchmarks tohelp principals set goals and meet expectations.

• DAIT works with district to develop andimplement PD plan that includes time-lines and identifies those responsible foraction.

• Sample PD plans


ResourcesTimeline

forAnalysis

“We met and decided that the district needed to include English learners among their high

leverage action items even though the districtdidn’t want to include it. In response, the DAIT

developed materials to help them better understandthe needs of English learners so they wouldhave ownership of an additional focus area.”

DAIT Provider




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Rationale (DAIT Standard): A systematic, long-term, and coherent professional development planning process can be created to serve the professional development needs of individualsand organizations at several levels:

• Individuals plan their professional growth and in many cases, create a formal plan. For example, in the Beginning Teacher Support and Assessment (BTSA) program, new teacherscreate an “Individual Induction Plan,” which outlines the knowledge, skills, and abilities needed by the teacher in order to improve student learning.

• Local Sites embed professional development within their comprehensive school plan to align with the school’s mission and goals for students. Site-based priorities include thosefocused on closing the gap in performance and reducing the predictability of achievement based on race, ethnicity, socioeconomic status, and English language fluency.

• District Plans adhere to the district’s goals and are compatible with the various site goals within the district.

• County, Regional, and State Level Plans have a significant influence on the conditions of professional development at the local sites.

• Ideally, plans at all levels will be driven by the needs of students and the improvement of their learning, and each will incorporate what we know about high-quality professional de-velopment.

A good professional development plan, whether it is for an individual teacher or a school or district, is informed through multiple sources of data. A good PD plan also supports the imple-mentation of the LEAP and is guided by the district mission, vision and goals. All quality plans have outcomes and indicators for identifying intended results.

The planning process takes into account the following:

• Site and district staff knowledge about both the community of the school and the cultures of the students;

• Processes for identifying PD priorities to accelerate the achievement of underperforming groups of students;

• Processes for addressing the professional learning needs of incoming site and district staff (both experienced and beginning);

• Processes for involving parents and community members in PD for staff; and

• Processes for involving those who will participate in the PD activities, building in structure, meaning, and coherence for those who participate.

Long-term plans, three to five years in scope, are “living documents” that are revised constantly as students’ and staff’s learning needs change. The plan is aligned with school and districtmission and goals and is part of a coherent, system-wide LEAP that ensures that the PD activities reflect site-based priorities as well as the individual teacher’s learning needs.

Quality plans are created by first asking about the destination: Where are we trying to go? What are our goals?, or as an individual, What do I want to accomplish? Once we know where weare going, we can then address the questions about how we get there. (A1, A5, A6, C2, G1, and G2)

High Quality Professional Development Element: Planning

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High Quality Professional Development Element: Planning – Examining the Present Plan Against Student Achievement

8. What process exists for devel-oping your district PD plan?

8.1 District discusses:

• Full involvement of stakeholders

• Examination of data

• Student achievement

• Student behavior

• School staff professional (experience, knowledge, etc.)

• District staff professional

• Student (subgroup, ethnicity)

• Examination for alignment to district mission, goals, etc.

• Identification of needs, based on data

• Alignment to state standards

• Identification of PD models used

• Consideration of bargaining units

• Timelines and benchmarks for implementation

• Method of evaluation

• Method of monitoring and adjustment of plan

• Identification of coaching and mentoring that wasdiscussed in developing the plan

• DAIT provides protocol for full involve-ment of stakeholders, data examination,alignment of missing goals, alignment tostate standards, and development ofevaluation procedures.

• Toolkit – PD and Data


Resources

9. How is your PD plan tied toyour LEAP?

9.1 District discusses, demonstrates and is able to provideclear documentation of the ties to the LEAP.

• DAIT provides analysis and indicateswhere this might occur and shares a pro-tocol for how the plan or how the tiesmight be developed.

10. How is your PD plan tied tosite plans for professionaldevelopment and siteplans for student achieve-ment?

10.1 District is able to demonstrate a clear connectionbetween district PD plan and site plans.

• DAIT provides a review and a process ofthe connection between district PD planand site plans.

Timelinefor

Analysis




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11. How does the district PDplan address the identifiedneeds for student achieve-ment?

11.1 District can identify the student needs for increasedacademic achievement and show how those needshave been met.

• DAIT provides an analysis of plan andprovides resources where necessary toassist with ties to student achievement.

12. How does the district PDplan demonstrate that it hasbeen responsive to experi-ence levels and knowledgeof school and district staff?

12.1 District staff is able to identify the experience levelsand knowledge base of school and district staffand is able to furnish evidence that the PD planmeets these needs.

• DAIT provides an analysis of the plan todetermine if there is evidence of respon-siveness to experience levels.


ResourcesTimeline

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13. How do school and districtstaff members participate inplanning, and evaluating theresults of PD offered by thedistrict?

13.1 The district provides:

• A list of stakeholders

• Meeting dates and agendas

• DAIT shares a process in identifyingstakeholders.

• DAIT trains the district in a protocol forinvolvement of stakeholders.

14. How are school and districtstaff members engaged indialogues and meetings toexamine student data andthe implications of the data?Did the decisions made indeveloping the PD plandemonstrate that they werebased on the insights andconclusions resulting fromthese discussions?

14.1 The district provides meeting dates and agendas, andwork products indicating data conclusions from themeetings

• DAIT provides protocols for collabora-tion and examination of data to identifypriorities.


ResourcesTimeline

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High Quality Professional Development Element: Planning – Developing a Comprehensive Plan Based on the Needs for Student Achievement

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14. Does the district include all of the ele-ments of a PD plan listed below:

• Involvement of stakeholders

• Examination of data

• Student achievement

• Student behavior

• School staff professional (experience, knowledge, etc.)

• District staff professional

• Student (subgroup, ethnicity)

• Examination for alignment to district mission, goals, etc.

• Identification of needs, based on data

• Alignment to state standards

• Identification of models of PD used

• Consideration of bargaining units

• Timelines and benchmarks for implementation

• Method of evaluation

• Method of monitoring and adjust-ment of plan

• Identification of coaching and mentoring that was discussed in developing the plan

14.1 The district presents written documentationconcerning its PD plan development processand the finished plan that at minimum in-cludes all of the listed components.

• DAIT shares research-based planningprocesses and coaches the district dur-ing implementation of the process.

15.1 The district PD plan includes a budget thatuses all categorical and general fund monies totheir best advantage to support the goals ofthe PD and LEAP.

• DAIT shares Fiscal Toolkit to assist withleverage of funds.


ResourcesTimeline

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15. How does the district’s budget alignwith the PD plan that leverages allavailable funds to their greatest ad-vantage?




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16. What is the process to ensure that district and sitestaffs are included in the review of the PD plan regularly and recommendrevisions to the plan asneeded?

16.1 The district provides a list of diverse stakeholders’agendas of meetings and documentation of revi-sions to the plan.

• DAIT works with district to identify anevaluation and feedback process.


ResourcesTimeline

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17. What evidence exists thatthe district recognizes theimportance of dedicatingtime for continuous im-provement of staff?

17.1 Time for district-wide and school-wide PD is struc-tured purposefully to support ongoing professionallearning cycles (learning, practice, implementation,observation and reflection) targeted to the actionplan of the district and school to improve studentachievement.

• DAIT shares research on use and qualityof time allotment for PD.

• DAIT helps district develop purposefulplan/or use of time.


ResourcesTimeline

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High Quality Professional Development Element: Time

• Toolkit - Governance

Rationale (DAIT Standard): The National Staff Development Council (NSDC) believes that 25 percent of an educator’s work time should be devoted to learning and collaboration with col-leagues. Time for learning should be job-embedded and sheltered time where the focus and purpose remains constant. Professional learning time should notlead to reducing the time teachers spend with students. Providing professional learning time should be ongoing, systematic, and embedded in the LEAP thatis guided by the mission, vision and goals of the district. (A4, B4, and G1-8)

• Toolkit – PD -Planning

18. What opportunities can webuild on for job-embeddedlearning?

18.1 Staffing assignments are arranged so that staff hasexpanded learning opportunities during release timeto conduct joint work and professional collaboration.

• DAIT provides suggestions and researchof embedded learning.

19.1 Staff engages in study groups to develop ideas andrecommendations about how professional learningtime can be built into the district and school day andweek. These recommendations are considered funda-mental to district goal setting and action plandevelopment (planning).

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19. In what ways can we restructure the use of pro-fessional time to providefor ongoing learning?

• DAIT examines use of professional timeand measures it against the goals in thePD plan.


ResourcesTimeline

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20. How will we schedule ourtime for conducting ac-countability processes sothat we can learn from thedata we collect?

20.1 District and site meetings include time dedicated tojoint learning focused on targeted teaching andlearning priorities.

• DAIT review use and amount of timeallotted for accountability processand meetings.

• Toolkit – PD -Accountability

21. What policies would sup-port more concentratedtime for staff learning atthe district and site?

21.1 Local (and statewide) policymakers develop policiesand resources that support additional time for staffto engage in PD.

• DAIT analyzes district policy to ensurethat polices and procedures supportthe use of focused time.

• DAIT offers new language whereneeded for policies.

22. What technology en-hancements wouldsupport more concen-trated time for stafflearning at the district andsite?

22.1 District and site staff investigate and implementtechnology enhancements and resources that sup-port additional time for staff to engage in PD.

• DAIT engages technology experts toaudit the manner of uses of technol-ogy to enhance PD time to makespecific recommendations.

23. What are the district-specific factors thatneed to be considered intime allocations?

23.1 The district-wide PD plan for improving studentachievement includes a variety of time enhance-ment considerations such as traditional vs. balancedcalendars, year-round education, expanded hoursand days, accumulated or banked time, alternativescheduling, expanded staffing, external partnerships,and incentives.

• DAIT examines PD plan to ensureconsideration of district-specific timefactors.




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24. What is the role of theSuperintendent in district-wide leadershipdevelopment?

24.1 The Superintendent:

• Articulates specific expectations and parameters(non-negotiable) that focus on implementationof the district LEAP.

• Assures that district resources are organized todevelop and sustain an extended district-widelearning community focused on implementingthe LEAP.

• DAIT suggests intentional opportunitiesto communicate district focus.

• DAIT analyzes resource allocation to en-sure support of in depth LEAPimplementation.

• Toolkit – Governance& Fiscal

25. What is your process fordeveloping leadership capacity at all levels of thesystem?

25a. What leadership de-velopment, support,and ongoing trainingare provided for allstaff levels, includingdistrict administra-tors?

25.1 With the LEAP as the focus for leadership development:

25.1.1 Site and district staff reflect on their rolewithin the district-wide learning communityto support and monitor implementation ofthe LEAP.

25.1.2 Site and district staffs actively engage in planning their professional leadership devel-opment to support the LEAP. PD trainingincludes, but is not limited to:

a. Leadership training;

b. Alignment of curriculum and instruction to state standards;

c. Efficient data systems to monitor student achievement;

d. Alignment of human and fiscal resources;

e. Effective parent, family and community in-volvement programs ; and

f. Targeted PD for teachers and administrators.

• DAIT works with site and district andstaff to analyze each level of support andmonitoring activities.

• DAIT verifies that site and district staffsengage in professional leadership devel-opment that is aligned with LEAP.

• DAIT works with district to set up proto-col and a system to share professionalleadership goals that link each level ofthe district.

• DAIT works with district to provide job-alike opportunities to improve supportand monitoring activity.

• Toolkit – Governanceand PD - Planning


ResourcesTimeline

forAnalysis

Rationale (DAIT Standard): Implementation of effective instructional practices in the classroom requires leadership development at all levels of each district system. Effective leadershipdevelopment makes use of and further builds the capabilities of each individual in the organization to create sustainable coherent implementation of profes-sional development that impacts practice, is ongoing, systematic, and embedded in the LEAP that is guided by the mission, vision and goals of the district.(A2, A3, A5, A6, A8, B 1-5; C2, D1, E2, F1, F3, G1, G2, G3, and G8)

High Quality Professional Development Element: Leadership

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cont’d from previous page 25.1.3 Site and district staffs establish their profes-sional leadership goals, which are public andshared.

25.1.4 Site and district staffs participate in an ex-tended professional community that links toeach level of the district.

25.1.5 Each level of the district-wide communityalso works independently to improve bothsupport and monitoring for LEAP implemen-tation.

26. What determines leadershipdevelopment opportunitiesthat are provided for eachlevel of the district, as wellas system-wide?

26a. What avenues do siteand district staff haveto influence districtpolicies and ap-proaches that impacttheir work?

26.1 Horizontal and vertical structures support needs as-sessments, input into and feedback on research-based,effective PD for implementation of leadership devel-opment.

• DAIT works with district to develop anaccountability system.

• Toolkit – PD- StudentData, Planning, Accountability, Data

27. How do site and districtstaffs participate in verticaland horizontal professionallearning?

27a. What evidence is gath-ered to determine theimpact and effective-ness of the districtLEAP?

27.1 With leadership development focused to support theimplementation of the LEAP:

• Site and district staff articulate about how theirpractices contribute to the both horizontal and vertical implementation of the LEAP.

• Site and district staff describe their role in the collective, interdependent work of the learningcommunity

• Site and district staff provide examples and concrete activities that contribute to the implemen-tation of the LEAP.

• Site and district staff provide a thoughtful rationalefor why and how they are “doing their work.”

• DAIT works with district to fully imple-ment PD plan aligned to the LEAP.

• DAIT analyzes data collected to ensureimpact of professional development ondistrict systems and student achieve-ment.

• Toolkit – PD- StudentData, Planning, Accountability

• Toolkit – Alignment of Curriculum, Instructionand Assessments


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28. How does the district as-sess the depth and breadthof teachers, content knowl-edge, instructional skill andsensitivity to students'learning backgrounds andneeds?

28.1 Teacher evaluation includes the areas of contentknowledge, skill and sensitivity.

28.2 PLC meeting notes include evidence of collaborativeconversations around teaching practice.

• DAIT reviews teacher evaluation for con-tent knowledge, skill and culturalsensitivity.

• Toolkit - HR

29. What are the commonforms of student assess-ment the teachers use toimprove curriculum and in-struction and identify areasfor PD?

29.1 District has expectations that teachers analyze formative and summative data to guide their instructional decisions.

• DAIT analyzes agendas/facilitator guidesfor PD provided in formative and sum-mative data.

• DAIT analyzes PLC notes for collegialconversations on formative and summa-tive data.

• Toolkit – Data Systemsand AchievementMonitoring

30. To what extent do theteachers share an under-standing of the contentstandards in their curricu-lum areas?

30.1 District offers PD opportunities in understandinghow to unpack the standards to ensure studentshave access to all standards in each grade level.

• DAIT analyzes agendas/facilitator guidesfor PD provided in understanding Cali-fornia standards.

• Toolkit - HR

31. What regular opportunitiesdo teachers have to updatetheir knowledge of content?

31a. How are teachers encouraged to use these opportunities?

31.1 District has current data showing teacher participa-tion in curriculum and materials-based training.

31.2 District has incentives in place to encourage teach-ers to participate in content training.

• DAIT analyze data for teacher participa-tion in materials-based training anddetermines which teachers need training.

• DAIT analyzes teacher contract to deter-mine if incentives are in place toparticipate in content training.


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Rationale (DAIT Standard): Teaching for understanding requires an in-depth grasp of curriculum content, knowledge of students’ abilities in relation to content standards, and a variety ofappropriate instructional strategies. Expanding the content and pedagogical knowledge and skills of teachers should include ways to close the achievementgap that exists between the lowest and highest performing students. Professional development in content and pedagogy is supported in the LEAP that isguided by the mission, vision and goals of the district. (B-1-5, E6, E7, and G1-8)

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32. What content coachesand/or teacher collabora-tion groups are in place tosupport teachers’ reflec-tion on classroom practice?

32.1 District provides on-going and targeted supportto improve student learning through coachingthat is differentiated by content, grade/courselevel, and individual teacher need.

32.2 Teacher observation and analysis of accomplishedcolleagues and demonstration lessons in one an-other’s classroom are made possible by districtpolicies supporting time and staffing for these oc-casions.

• DAIT analyzes district model for contentcoaches (number of coaches, training forcoaches, evaluation of impact ofcoaches).

33. In what ways does the district assure that issues of equity are a part of theongoing discussion ofteaching and learning inorder to ensure success forevery student?

32.1 District has Response to Intervention (RTI) modelwith established criteria for moving through thepyramid.

32.2 District has clear expectations of the curriculumand pacing guide for every grade level.

32.3 District has a clear EL master plan addressing cur-riculum and instruction.

• DAIT analyzes RTI model, pacing guide,program implementation and EL masterplan.

• Toolkit – PD- AlignedCurriculum, Instructionand Assessment


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34. How does the district en-courage reflection andinquiry by school staffs andadministrators, and is timebuilt into site schedules sothat reflection and inquirycan occur?

34.1 The district provides school plans and calendars, andmakes note of times throughout the year where in-quiry occurs on a regular basis. The district plan,agendas and training materials demonstrate that PDhas been provided to all staff members.

• DAIT assists district in development ofplans and calendaring meetings.

• DAIT provides suggestions/samples ofcollaboration agendas.

• Toolkit - HR


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Rationale (DAIT Standard): Inquirymeans asking important questions about the results ofwhat we do in education, and then setting out to answer them. Inquiry is a process, and inthe course of that process, we suspend judgment, maintain a questioning stance, and avoidjumping to solutions. In education, all inquiry should have at its core an unrelenting focuson student learning.

Reflection allows for one’s experience in teaching to relate to research or information newto the individual. It is an important and necessary element of adult learning. Reflection al-lows teachers to identify beliefs, insights, understandings, and perceptions that are thefoundation for the hundreds of decisions they make every day as they work with students.

Both inquiry and reflection are essential elements of professional learning and learning incommunity. It is important that the elements of inquiry are aligned with the LEA/action planand are guided by the mission, vision and goals. The importance of these practices becameevident during the ten years of development of the Beginning Teacher Support and Assess-ment (BTSA) program. As a result, both inquiry and reflection are fundamental skillspracticed in BTSA’s California Formative Assessment and Support System for Teachers.

Reflection with inquiry that uses research, student data, and content standards as a founda-tion for dialogue helps us gain additional insight and perception as we are learning how toask questions that matter to our teaching practice. By learning how to ask questions andreflect upon them together, staffs develop collective learning and shared understanding ofthe beliefs and perspectives that determine teaching practice and success with students.We can build on past experiences rather than pretend that they don’t exist.

High Quality Professional Development Element: Inquiry – Provides for and Promotes the Use of Continuous Inquiry and Reflection

Reflection means going deep; it means going down to core values, beliefs, and assump-tions, and seeing if they still hold true in light of new learning. When inquiry and reflectionare combined and ongoing, the potential for learning and change is ensured. Inquiry intostudent data becomes material to reflect on. Purposeful reflection generates meaningfulquestions, which are in turn pursued through the inquiry process. Together, they can bepart of a continuous, data-generating process.

If it is done well, there is a side of reflection that can make us uncomfortable, and that iswhen we see our long-held beliefs and assumptions challenged. Those beliefs and assump-tions can reveal our personal biases, underlying beliefs, and expectations regarding whatintelligence is, who can learn, what an acceptable failure rate is, and the like. When we seethat our fundamental assumptions are blocking student success, the door is opened tochanging practice.

Some structures that can aid reflection and inquiry are: dialogue, reflective journals, actionresearch, study groups, and case study analysis. It helps to use a skilled facilitator to beginthese kinds of practices, since the traditions of inquiry and reflection are not yet well estab-lished in our schools and schools of education. Trusting relationships among teachers,facilitators, and others in the community provide a basis for people to be willing to exam-ine their core beliefs.

An ongoing inquiry cycle needs to be part of the life of the school and the people whowork there. Some form of inquiry or reflection should take place very day — it should per-meate the system and the actions of individuals. (A9, B5, F1, G2, and G7)

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35. How does the district re-quire that administratorsand school staffs developannual professional goalsaround inquiry, and doesthe district work with sitesto provide questionsaround which inquiry andreflection can occur?

35.1 The district provides sample professional goals andlists of questions around which inquiry and reflec-tion can occur.

• DAIT verifies district goals to ensurealignment with LEAP.

• DAIT assists district in the developmentof inquiry questions that focus on stu-dent data, standards-based instruction,and teacher practice.

36. How does the district en-sure that entire school staffsare regularly engaged in re-flecting on their beliefs,attitudes, expectations, andvalues concerning educat-ing students of variousraces, ethnicities and socio-economic status so thatsites can ensure fair oppor-tunities for all students?

36.1 The district provides school meeting and profes-sional development agendas and questions used toconduct the inquiry process.

• DAIT verifies agendas used to guide inquiry process.

• DAIT assists district in the developmentof inquiry questions designed to focuson instructional strategies and studentdata results.

37. If inquiry practices have notbeen part of the school ordistrict culture, how doesthe district identify, obtainand provide expertise inconducting and facilitatinginquiry events?

37.1 The district provides evidence that this is not a newsite activity or provides a list of experts and their credentials in this area.

• DAIT verifies list of experts used; budgetreflects available resources to supportneeds.

• Toolkit - Fiscal

38. If school staff membersconduct action research,what access do they have tovenues to report on that re-search (venues couldinclude whole school staffs,parents or larger profes-sional communities)?

38.1 The district provides evidence of any action researchthat is being conducted along with agendas indicat-ing where reporting opportunities have occurred.

• DAIT verifies availability and use of ac-tion research, report of findings, andincorporation into next steps.


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39. How does the district ensure that pre-service andteacher induction (BTSA)programs include the skillsof inquiry as part of theinduction process?

39.1 The district provides agendas and training materialsthat indicate these skills are included.

• DAIT analyzes districts teacher inductionprocess, verifies inclusion of inquiryprocess, timelines, use of data, and in-quiry questions.


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40. What opportunities existfor on-going collaborationover student performancedata by instructional staffand administrators?

40.1 Articulated in the Rationale and Goals statement ofthe Professional Development Plan, the districtmakes every effort “to provide an effective learningenvironment for professional development that isconducive to adult learning.”

40.2 Requirements for PD activities specified in the Pro-fessional Development Plan include: 1) compliancewith current contractual constraints; 2) use of effec-tive adult learning strategies, including participationand collaborative activities; 3) clearly stated objec-tives; 4) prescribed follow-up activities to extendedlearning; 5) strategies for monitoring and coachingto support new learning.

• District calendars regularly schedulescollaboration meetings for grade-level /department teams at each site.

• District Master Calen-dar


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Rationale (DAIT Standard): The district demonstrates a commitment to building a collegial culture that provides opportunities for collaborative work, balanced with opportunities for in-dividual learning. When norms of collegiality and collaboration are evident, teachers exhibit professional respect, shared understanding, and increasedknowledge and skills. They begin to collectively challenge constraining myths about the limits of student performance, and become revitalized through en-thusiasm and innovation. Improvement is a function of collaborative learning groups pursuing collective, explicit goals for student learning. (F3 and G7)

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40.3 All teachers and administrators complete a staffdevelopment survey in April each year that helpsin the planning of school site and district level PDactivities.

40.4 Staff surveys include existing commitments to PDresulting from SPSA and LEAP objectives.

40.5 The district PD Plan and procedures articulate cri-teria used in the selection of PD providers.Criteria includes: 1) clear objectives for PD activ-ity; 2) understanding and use of adult learningstrategies including participation and collabora-tive activities; 3) prescribed follow-up activities toextended learning; 4) monitoring and coachingstrategies to support new learning.

• DAIT provides training for administratorsin Data Team strategies and how to in-corporate them in district and siteroutines.

• DAIT assists District in developing struc-tured protocols to facilitate collaborativedata discussions at site and district level.Emphasis is placed on data related tostudent success, and attainment of spec-ified targets in the SPSA & LEAP.

• District seeks to gain support from thebargaining unit for designated collabo-rative time for teachers, and is successfulin including participation in these collab-orative sessions as contractual.

• Data Team Training

• Data Team protocolsfor data discussionswith feedback loop tosite administrator

• Sample bargainingagreement language

• Negotiation skills

• Coaching

41. How does the PD for dis-trict and site administratorsalign with the PD of in-structional staff?

41.1 Teacher grade-level and content teams at each sitehave scheduled collaborative weekly meetings todiscuss student performance data and instruc-tional pedagogy.

41.2 Principals, content coaches and specialists partici-pate on grade-level and content teams, and areresponsible for monitoring content of team agendas.

• Site administrators are expected to at-tend PD events with their teaching staffs,and be knowledgeable about the con-tent and pedagogy promoted across thedistrict.

• Job descriptions thatinclude PD expecta-tions

42. How does the instructionalstaff both at the site anddistrict levels collaboratearound refining units andlessons, assessment prac-tices, teaching strategies,and self-assessment alignedwith researched-based prac-tices which focus on highpriority students?

42.1 The district provides each school with contentcoaches (ELA and mathematics) to serve as teachermentors and provide coaching and lesson supportin adopted curriculum. In addition, an InterventionSpecialist, who works primarily with intensive inter-vention students, is available for consultation andlimited coaching opportunities.

• DAIT assists the District in establishing aculture that builds upon its strengthsand seeks to improve instructional prac-tice through the efforts of collaborativeteams.

• Protocols for collabo-rative teams includingnorms, expectations,and feedback proce-dures to siteadministrators


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42.2 The PD Staff Survey administered each April in-cludes PD commitments from the LEAP aligned toSPSAs.

42.3 Site administrators monitor SPSA action plans toensure execution of planned PD.


42.5 Requirements for PD activities specified in the Professional Development Plan include: 1) compli-ance with current contractual constraints; 2) use ofeffective adult learning strategies, including partici-pation and collaborative activities; 3) clearly statedobjectives; 4) prescribed follow-up activities to ex-tended learning; 5) strategies for monitoring andcoaching to support new learning.

42.6 All teachers and administrators complete a staff development survey in April each year that helps in the planning of school site and district-level PDactivities.

• DAIT provides training for content andgrade-level teams in the use of peer observation protocols related to con-tent-specific pedagogy, standards-basedinstruction, and research-based effectivepractices.

• DAIT provides training for site and district administrators in the use of walk-through evaluation protocols in order toprovide targeted feedback to teacherson effective instructional practices thatwill increase student performance. Dis-trict establishes an observation schedulethat includes classroom visitations withpaired teams of district and site adminis-trators.

• District establishes specific dates forannual opportunities for collaborativeteams to review SPSA & LEAP objectivesand adjust goal targets to address stu-dent achievement.

• Observation protocolsfor peer and adminis-trative walk-throughobservations

43. What collaboration existsbetween teachers and siteadministrators aroundschool/district mission,goals, and focus of instruc-tion?

43.1 Staff surveys include existing commitments to PD,resulting from SPSA and LEAP objectives.

• DAIT establishes plan development pro-cedures that include a DSLT withrepresentation and participation fromstakeholder groups including parents,teachers, administrators, students (sec-ondary), and the community.

• District/Site Leader-ship Team (DSLT)membership lists,agendas and minutes


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44. What collaboration existsbetween administratorsand instructional staff onthe implementation of pri-orities established in theSPSA and LEA Plan?

44.1 The district PD Plan and procedures articulate crite-ria used in the selection of PD providers. Criteriaincludes 1) clear objectives for PD activity; 2) un-derstanding and use of adult learning strategiesincluding participation and collaborative activities;3) prescribed follow-up activities to extendedlearning; and 4) monitoring and coaching strate-gies to support new learning.

• DAIT review of School Site Council (SSC)minutes, staff meeting agendas, andgrade-level/department meeting reportsreveal collaborative discussions alignedwith the priorities for student achieve-ment and research-based instructionalpractices.

• SMART Goals

• Goal-setting Templates

• SPSA and LEAP Devel-opment strategies

45. What evidence exists thatthe development of a professional learning com-munity is a priority for thisdistrict?

45.1 Teacher grade-level and content teams at each sitehave scheduled collaborative weekly meetings todiscuss student performance data and instruc-tional pedagogy. Teams include teachers of high-priority students.

• DAIT assists district in alignment of mis-sion, vision, and belief statements thatbecome a public proclamation of sys-temic intent to establish, strategicallydevelop, and utilize collaborative learn-ing communities throughout the district.

46. What opportunities exist for school staffs to receivetraining in building effectiveteams?

46.1 Principals, content coaches and specialists partici-pate in grade-level and content teams, and areresponsible for monitoring content of team agendas.

• DAIT provides effective team training fordepartment and grade-level learningteams which include norm setting, addressing biases, collaboration, prob-lem-solving, decision making, andconflict management.

• Agenda Templates

47. What opportunities do newstaff members have to giveinput to and participate incollaborative work at siteand district levels?


47.2 The PD Staff Survey administered each April in-cludes PD commitments from the LEAP aligned toSPSAs.

47.3 Site administrators monitor SPSA action plans toensure execution of planned PD.

• DAIT/District review of SSC, LeadershipTeam, ELAC/DLAC, and DSLT member-ship lists from district and sites.Stakeholder participation, including newstaff representation, is apparent.

• DSLT membership is included in minutesand agendas for all public meetings.

• Agenda Templates


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48. What opportunities existfor highly qualified veteranstaff to support the devel-opment of new teachers?


48.2 Requirements for PD activities specified in the Pro-fessional Development Plan include: 1) compliancewith current contractual constraints; 2) use of effec-tive adult learning strategies, including participationand collaborative activities; 3) clearly stated objec-tives; 4) prescribed follow-up activities to extendedlearning; and 5) strategies for monitoring and coach-ing to support new learning.

48.3 All teachers and administrators complete a staff development survey in April each year that helps inthe planning of school site and district- level PD activities.

• District promotes leadership develop-ment by encouraging effectiveclassroom practitioners to become men-tors and support providers for teachersnew to the district and the profession.

• District ensures job descriptions forteachers on special assignment and department chairs include coaching responsibilities.

• BTSA Induction Standards

• BTSA Program descrip-tions and courseworkschedules

49. What opportunities existfor both individual and collaborative PD?

49.1 Staff surveys include existing commitments to PDresulting from SPSA and LEAP objectives.

• DAIT reviews PD plan for a variety of tar-geted PD opportunities, both individualand collaborative, that are in alignmentwith SPSA & LEAP objectives.

• HQT requirements are met through indi-vidualized professional developmentplans which include content-basedcoursework and test preparation.

• HQT requirements

• PMAT HR Toolkit

50. How are PD activities debriefed among staffmembers so that newknowledge and strategiescan be effectively inte-grated into daily practice?

50.1 The district Professional Development Plan and pro-cedures articulate criteria used in the selection of PDproviders. Criteria includes: 1) clear objectives for PDactivity; 2) understanding and use of adult learningstrategies including participation and collaborativeactivities; 3) prescribed follow-up activities to ex-tended learning; and 4) monitoring and coachingstrategies to support new learning.

• DAIT review of site and district policies,practices and procedures related to ap-plying learned content form PD. Districtestablishes procedures and practices re-lated to site discussions of PD content,which become topics for peer and ad-ministrative monitoring visits andobservations.

• Site administratortraining


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51. What considerations aremade to provide a respect-ful learning environmentfor PD activities both at thesite and district levels?


51.2 Requirements for PD activities specified in the Pro-fessional Development Plan include: 1) compliancewith current contractual constraints; 2) use of effec-tive adult learning strategies, including participationand collaborative activities; 3) clearly stated objec-tives; 4) prescribed follow-up activities to extendedlearning; and 5) strategies for monitoring and coach-ing to support new learning.

• DAIT assists the district in developingguidelines and procedures that set expectations for PD.

• NSDC Standards

• Sample PD ProceduresHandbook

• Sample PD plans

52. Who participates in the se-lection of PD activities, andhow is that process commu-nicated to staff members?

52.1 All teachers and administrators complete a staff development survey in April each year that helps inthe planning of school site and district- level PD activities.

52.2 Staff surveys include existing commitments to PD resulting from SPSA and LEAP objectives.

• DAIT reviews current district PD proce-dures and assists in the development ofPD survey templates for certificated andclassified personnel.

• PD templates include reflections on student performance data.

• PD Plan templates include commitmentsfrom LEAP and SPSAs.

• Comparative sampleLEAP and PD plan documents


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Rationale (DAIT Standard): PD follows the principles of good teaching and learning. The learning of professionals occurs alongside student learning. To maximize the impact of profes-sional development, the district considers the elements of a comfortable, respectful environment conducive to adult learning: time, location, set-up, groupings, objectives, presentation style,and nutrition. A community of learners helps to determine issues that warrant PD, all of which are critical to student success, and aligned to the goals articulated in school and district plans.Presenters/facilitators provide information, create experiences, and respond to participants as they are learning. Knowledge and expertise are socially constructed, and therefore require astrong and vibrant community of learners using the processes of inquiry, dialogue, experimentation, and reflection to ensure that goals are reached by all members of the community.Learning occurs within the context of particular events, as well as formal & informal opportunities imbedded in the work week through coaching, mentoring, and structured collaborativeconversations. (F1 and G1-8)

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53. What criteria exist for theselection of PDproviders/presenters?

53.1 The district PD Plan and procedures articulate crite-ria used in the selection of PD providers. Criteriaincludes 1) clear objectives for PD activity; 2) under-standing and use of adult learning strategiesincluding participation and collaborative activities;3) prescribed follow-up activities to extended learn-ing; and 4) monitoring and coaching strategies tosupport new learning.

• DAIT reviews PD Plan and procedures forreferences to PD providers and expecta-tions for their work.

• DAIT assists in the development of an articulated PD plan and procedures.

54. What structures and proto-cols exist that supportfollow-up activities to PDevents to ensure collegialconversations and imple-mentation of newstrategies?

54.1 Teacher grade-level and content teams at each sitehave scheduled collaborative weekly meetings todiscuss student performance data and instructionalpedagogy.

54.2 Teams include teachers of high-priority students.

54.3 Principals, content coaches and specialists partici-pate in grade-level and content teams, and areresponsible to monitor content of team agendas.

• DAIT monitors collaborative team agen-das and minutes for inclusion of studentdata discussions and connections to PDfollow-up.

• DAIT reviews evidence of participationwith and observation of collaborativeteams by site and district administrators,coaches and specialists.

• Coaching is provided for administratorsand specialists to increase effectivenessof monitoring activities.

• Sample team agendasand monitoring forms

• Sample observationcalendars and successful monitoringstrategies

55. What coaching and mentor-ing opportunities exist thatcan support PD events andthe acquisition of new skillsfor administrators, coaches,teacher leaders, and teachers?


• DAIT reviews the roles and responsibili-ties of auxiliary staff through interviews,observation and staff surveys. Adjust-ments made in staff allocations andresponsibilities to provide instructionalcoaching in the support of implement-ing new PD strategies.

• Master schedules

• Job descriptions

• PD plan

56. How does the district ensurethat there is alignment be-tween PD activities and thegoals for student achieve-ment articulated in the SPSAand LEAP?

56.1 The PD Staff Survey administered each April includesPD commitments from the LEAP aligned to SPSAs.

56.2 Site administrators monitor SPSA action plans to ensure execution of planned PD.

• DAIT reviews PD Plan for commitmentsfrom LEAP and SPSAs. Insure monitoringresponsibilities are clearly articulated inthe LEAP and SPSAs.

• Sample LEAP and PDplan documents thatinclude monitoringand implementationresponsibilities


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57. How does the district engage in broad-basedsupport for PD planningand implementation?

57.1 PD plans include an initiation phase prior to imple-mentation that engages site and district staff in areview of data, research, and available resources.

57.2 District leadership regularly meets with site leadersto ensure interdependence of activities at each levelof the district.

• DAIT assists the district to develop acomprehensive, coherent professionaldevelopment plan.

• Toolkit – PD- Planning,Support

58. What system is in place forproviding differentiatedsupport to site and districtstaff?

58.1 There is an established orientation and induction forall new employees that communicates the districtmission, goals, and priorities of the LEAP.

58.2 There is an established set of expectations for siteand district staff that communicates district parame-ters for performance, roles, responsibilities, supportavailable, and accountability measures.

58.3 There is an established system to assess the needs ofnovice and experience site and district staff to imple-ment the LEAP and to provide differentiated PD andfollow up.

58.4 There is an established system of differentiated con-sequences for site and district staff that outlines therewards and sanctions for performance.

• DAIT assists the district in implementingthe comprehensive PD plan.

• District PD Plan

• DAIT Toolkit – PD –Planning, Leadership,Accountability


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Rationale (DAIT Standard): Site and district staffs require horizontal and vertical support for professional development from each level of the organization through reciprocal processesthat provide input and respond to feedback about research-based, effective practices. The implementation of the LEA Plan depends on trust, communication and the effective use of re-sources in ongoing, systematic, and differentiated support guided by the mission, vision and goals of the district. (A2, A3, A6, A7, A8; B5, C2, D2, D4, E2, E6, F3, and G1-8)

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59. How is information aboutongoing implementationand emerging work at dif-ferent levels of the districtshared?

59a. What are the commu-nication patternsbetween and amongsite and district staffthat provide for givingand receiving feed-back?

59.1 A yearly calendar identifies the times and places fordialogues and discussions about status of the PD tosupport implementation of the LEAP.

59.2 Site and district staffs share responsibility for con-ducting interactive sessions where current policies,priorities, and approaches are reviewed for effective-ness and adaptation.

• DAIT analyzes district calendar, leader-ship team and DSLT agendas fordiscussions of PD and consequentialemerging work and implementation ofinstructional strategies.

• DAIT coaches district and site personnelin effective strategies for communicationof district and site priorities.

• Sample district calendars

• See Accountability section of PD Toolkit


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60. What is the district’s expec-tation of staffimplementing PD?

60a. How are the expecta-tions communicated?

60.1 District has written PD implementation expecta-tions.

• DAIT reviews district PD expectations.

• DAIT recommends explicit communica-tion to all staff on expectations of staffdevelopment.

61. How does the district mon-itor implementation ofcontent learned in PD?

61.1 The district has established protocols for site leadersto monitor PD at sites.

61.2 The district has data from site visitations that moni-tor implementation.

• DAIT/district creates protocols for siteleaders to monitor professional develop-ment at sites.

• DAIT/district supports site leaders in col-lecting PD implementation data byfacilitating and or attending classroomvisits.


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Rationale (DAIT Standard): District staff is as responsible as teachers in the classrooms for creating and maintaining a high-quality professional development system aligned to districtgoals. Without the final step of accountability and evaluation there is a risk of being mired in mistakes and poor practice with no way to improve beyond guesses and intuition. Clear mes-sages of implementation of professional development and evaluation of impact on practice should be ongoing, systematic, and embedded in the LEA/Action Plan that is guided by themission, vision and goals of the district. (A2, A3, A4, A6, A9, B1, B4, B5, E7, F1-3, G6, G7, and G8)

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62. How does the district keeptrack of PD expectationsfor all staff?

62.1 District has tracking system in place showing a list ofPD offerings and staff in need of specific training.

• DAIT develops tracking system showingwhich PD staff has attended and whatPD staff requires for teaching assign-ment.

63. How does the district keeptrack of the alignment ofPD opportunities to staffassignments?

63.1 District has current data showing that teachers inteaching assignments targeted for EL, SWD, strategicand intensive students are properly trained.

• DAIT analyzes master schedules to en-sure teachers are properly placed tomeet the needs of EL, SWD, strategic andintensive students.

• Toolkit – PD – Content/Pedagogy

64. How does the districtguide PD plans and activi-ties at sites to ensurealignment to district goalsand LEAP?

64.1 District has a process in place for approving PD opportunities and priorities at the site level.

• DAIT/District develops criteria that arealigned to district goals and process forsites for approving PD at site level.

65. How are central office ad-ministrators, site principals,and teachers held account-able for continuouslearning to improve theirknowledge and practice ofteaching and learning?

65.1 District work plans incorporate professional devel-opment at all levels of the organization.

• DAIT reviews work plans of staff at alllevels of organization to ensure PD isaligned to district goals.

66. How do teachers, individu-ally or collectively, assessthe effectiveness of theirown instructional practice?

66.1 Sites have a collection of collaborative team/dept.meeting notes from site Professional Learning Com-munity (PLC ) meetings with evidence of collegialconversations on the effectiveness of teacher prac-tice on student learning.

66.2 District has a PD process for teachers who are notgetting positive student results.

• DAIT reviews site PLC notes for collegialconversations on teacher practice.

• DAIT reviews district policies/practicesfor teachers not getting positive results.

• Toolkit – Human Resources


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67. How does the district eval-uate PD opportunities?

67.1 District has data from surveys on the impact of professional development on student achievement.

• DAIT reviews and analyzes surveys fromPD to determine impact on studentachievement.

68. How does the districtmeasure the impact of thePD on student achieve-ment?

68.1 District has sources of student data that showprogress towards goals and give feedback on class-room practice.

• DAIT analyzes student data implementa-tion data to determine feedback/nextsteps to teachers on classroom practice.

69. How does the district usePD evaluation data to inform, refine, and revisefuture PD opportunities?

69.1 District has an ongoing evaluation process for assessing goals and impact of PD.

• DAIT reviews district process of evalua-tion for improving district PD outcomes.

70. How are resources allo-cated for PD?

70a. What evidence shows thatthe PD had impact on in-structional practices?

70b. What data sources doesthe district use to make de-cisions about the allocationof PD resources?

70c. How often does the districtevaluate the relevance anduse of PD resources, i.e.time, money, expertise?

70d. How does the district usethe data to refine and re-vise their work?

70.1 District budget shows allocation of resources towards PD aligned to district goals.

70.2 Feedback and evaluation results from PD activities,plans and events.

• DAIT analyzes district resources for PDallocation.

• Toolkit - Fiscal


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Purpose: To analyze the district's implementation of the Professional Development design elements.

1. STUDENT DATA - As part of their professional development, the district uses data to improve student achievement on an individual basis to make a connection betweenindividual and teacher learning. To accomplish this the district:

a) Uses multiple sources of disaggregated data (summative and formative) to drive professional development.

b) Provides appropriate data analysis training for all staff.

c) Has developed a system for determining and prioritizing individual staff professional development needs in data training.

d) Has developed a system to determine the effectiveness and implementation of the professional development trainings offered.

e) Has developed a system of communicating data results and feedback to/from all stakeholders.

2. PLANNING - In developing the professional development plan, the district:

a) Has full involvement of stakeholders.

b) Examines student and other relevant data.

• Achievement

• Behavior

• School Staff (experience and knowledge)

c) Aligns the plan to district mission and goals.

d) Identifies student and staff needs based on data.

e) Identifies models of professional development.

f ) Identifies necessary coaching and mentoring.

g) Consults with bargaining units.

h) Develops timelines and benchmarks for implementation.

i) Identifies a plan for evaluation, including monitoring and adjustment.

j) Checks for alignment to LEAP.

k) Identifies a budget that uses all categorical and general funds to their best advantage to support the PD plan.

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KEY: 1 = Not Yet 2 = Just Beginning 3 = In Process 4 = Implemented

Adapted from the Continuous Improvement Summer Institute tools developed by Judy Flores, Assistant Superintendent, Shasta County Office of Education.

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3. TIME - Professional Development time should not lead to reducing the time teachers spend with students, rather it should be ongoing, systematic, and embedded in theLEAP. The district has met this challenge by:

a) Dedicating and calendaring time for professional development.

b) Providing Professional Development that is purposeful and related to the district/site action plan.

c) Providing staff opportunities for expanded learning during release time.

d) Having staff develops ideas and makes recommendations to incorporate professional development into the school day.

e) Dedicating district and site meetings to teaching and learning priorities.

f ) Developing district policies that address resources and time allotted to professional development.

g) Using technology to enhance professional development time and opportunities.

3.1 TIME - To provide professional learning time the district:

a) Structures time to support ongoing professional learning.

b) Arranges staffing assignments so that staff has expanded learning opportunities during release time to collaborate.

c) Engages staff in study groups to develop ideas and recommendations on how time can be built into the day and week.

d) Dedicates time at meetings focused on targeted teaching and learning priorities.

e) Provides policies and resources that support additional time for staff to engage in professional development.

f ) Provides a variety of time enhancement considerations such as traditional v. balanced calendars, year round, expanded hours/days, etc..

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4. LEADERSHIP - Implementation of effective instructional practices in the classroom requires leadership development at all levels of each district system. Effective leader-ship development makes use of and further builds the capabilities of each individual in the organization to create sustainable coherent implementation of professionalthat impacts practice, is ongoing, systematic, and embedded in the LEAP that is guided by the mission, vision and goals of the district. To ensure this the district:

a) Includes LEAP goals that address leadership.

b) Implements a process for developing leadership capacity at all levels of the system.

c) Ensures that site and district staffs establish professional leadership goals and participate in an extended professional community that links to each level of the district to improve both support and monitoring of LEAP implementation.

d) Provides leadership development, support, and ongoing training for all staff levels, including district administrators.

e) Develops horizontal and vertical structures that support research-based, effective professional development for implementation of leadership development.

f ) Gathers evidence to determine the impact and effectiveness of the district LEAP.

g) Provides site and district staff examples and concrete activities that contribute to the implementation of the LEAP.

h) Develops a thoughtful rationale for why and how they are “doing their work,” developed by the site and district staff.

i) Requires site and district administrators to attend instructional materials-based training.

j) Requires site and district administrators to attend appropriate administrator’s training (Module 2 & 3).

k) Maintains current data showing administrator participation in instructional materials-based training.

l) Provides support to site and district administrators to ensure the completion of necessary hours.

m) Guides and supports administrators to ensure implementation of strategies for English Learners, Students with Disabilities, and other high priority student.

5. CONTENT AND PEDAGOGY - To expand the content and pedagogical knowledge and skills of teachers the district has:

a) Teacher evaluations that include the areas of content knowledge, skill and sensitivity.

b) Expectations that teachers analyze formative and summative data to guide their instructional decisions.

c) Professional development opportunities in understanding how to unpack the standards to ensure all students have access.

d) Current data showing teacher participation in instructional materials-based training.

e) Incentives to encourage teachers to participate in content training.

f ) On-going teacher support, including the use of content experts and/or instructional coaches.

g) An RTI model with established criteria for students to move through the pyramid.

h) Clear expectations for implementation of the curriculum and pacing guides.

i) Clear and articulated EL master addressing curriculum and instruction for EL students.

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6. INQUIRY - To ensure that inquiry is an integral part of collaboration, the district:

a) Focuses inquiry on student learning.

b) Aligns elements of inquiry with the LEAP.

c) Uses research, student data, and content standards as a foundation for dialogue.

d) Includes dialog, reflective journals, action research, study groups, and case study analysis.

e) Generates meaningful questions that guide programs, practices, and instruction.

f ) Provides expert guidance to conduct and facilitate the inquiry process.

7. COLLABORATION - As a part of their professional development, the district demonstrates a commitment to build a culture that provides opportunities for collaborativeand individual learning. School Improvement is a function of collaborative learning.

a) Evidence of norms of collegiality and collaboration.

b) Teachers that exhibit professional respect, and collaboratively increased their knowledge and skills.

c) Staff members that collectively challenge myths about the limits of student performance.

d) Staff members that become revitalized by innovation.

e) Provide regular opportunities for collaborative work by all instructional staff around refining lessons to focus on high-priority students, assessment practices, teaching strategies, and self-assessment aligned with research based practices.

8. ADULT LEARNING - The district functions as a community of learners and helps to determine issues that warrant PD, critical to student success and aligned to the goals articulated in school and district plans. The district:

a) Provides PD in an environment conducive to adult learning.

b) Ensures that presenters/facilitators of PD provide information, create experiences, and respond to participants using appropriate adult-learning strategies.

c) Ensures that goals are reached by all members of the learning community, through a variety of activities that include socially constructed knowledge and expertise.

d) Learning opportunities through specific training events, and opportunities imbedded in daily work for administrators, coaches (district/school) and teacher leaders.

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9. SUPPORT - Site and district staff require horizontal and vertical support for professional development from each level of the organization through reciprocal processesthat provide input and respond to feedback about research-based, effective practices. The implementation of the LEAP depends on trust, communication and the effectiveuse of resources in ongoing, systematic, and differentiated support guided by the mission, vision and goals of the district. To ensure this the district has:

a) Professional development plans that include an initiation phase prior to implementation that engages site and district staff in a review of data, research, and available resources. District leadership regularly meets with site leaders to ensure interdependence of activities at each level of the district.

b) A comprehensive, coherent professional development plan.

c) An established orientation and induction process for all new employees that communicates the district mission, goals, and priorities of the LEAP.

d) An established set of expectations and accountability measures.

e) An established system to assess the needs to provide differentiated professional development and follow up.

f ) Expectations and sanctions for performance.

g) A yearly calendar that identifies the times and places for dialogues and discussions about status of the professional development to support implementation of the LEAP.

h) Shared responsibility by site and district staff for conducting interactive sessions where current policies, priorities, and approaches are reviewed for effectiveness and adaptation.

10. ACCOUNTABILITY - To ensure clear messages of implementation of professional development and evaluation of impact on practice the district has:

a) Written staff professional development implementation expectations.

b) Established protocols for site leaders to monitor professional development at sites.

c) Data from site visitations that monitor implementation.

d) Systems in place showing a list of professional development offerings and which staff needs which training.

e) Current data showing that teachers in teaching assignments targeted for EL, SWD, strategic and intensive students are trained.

f ) Process for approving professional development at the site level.

g) Professional development targeted for teachers in need of support.

h) Data on the impact of professional development on student achievement.

i) Budgets showing allocation of resources towards professional development aligned to district goals.

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Continuous District Improvement Needs Assesment Performance Indicators

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The following resources were selected from recent publications, articles, research summaries,and policy briefs related to increasing the effectiveness of district organizational systems andsupport for student achievement. Additional resources and tools for working with districtsaligned to the DAIT Strands are also included on the accompanying CD.

Appendix


Annotated Bibliography: School Culture and Climate: In creating a positive school culture that promotes learningfor all students, schools need to consider a wide range of stakeholders, including students,staff, parents, and the larger community. This bibliography focuses on two school climatetopics: family and community engagement and safe school environments. http://www.ca-compcenter.org/cs/cacc/print/htdocs/cacc/rsdss.htm

The California Comprehensive Assistance Center, a partnership of WestEd, American Insti-tutes for Research, and School Services of California, is part of the federal network of 16Regional Comprehensive Centers. The American Institutes for Research (AIR) on behalf ofthe California Comprehensive Center (CA CC) produces annotated bibliographies to sup-port the professional development of the directors of California’s Regional System ofDistrict and School Support (RSDSS).

National Study of School Evaluation (2004). Technical Guide to School and District FactorsImpacting Student Learning. Schaumburg, ILThe National Study of School Evaluation has identified a number of organizational condi-tions and effective practices within a school system that can contribute to improvedstudent learning.http://www.sacs.org/products_and_services/docs/tech_guide_student_learning.pdf

Culture and Professional Relationships Resources on the CD• CACC Annotated Bibliography on School Culture and Climate• XYZ District Case Study• Culture Needs Assessment Questions (Word Format)

Standards for the Work of a District Assistance and Intervention Team (DAIT)

DAIT Resources on the CD• Revised DAIT Standards (July 2009) one page format

Appendix of Additional Technical Assistance Resources

Appendix-1

“The relationship the DAIT team has with Superintendent and the district leadership team is critical to the success of DAIT—if they’re notbuying in, believing, and implementing the

DAIT work, it’s not going to happen. It all has todo with the relationship [between the DAIT

team andthe district].”

DAIT Provider

Appendix of Additional Technical Assistance Resources Appendix-2

Relations, Managing the Board - CEO Partnership.Marzano, R., Waters, T., (2009). District Leadership that Works. Bloomington: SolutionTree Press. 163 pages.Chapter titles include Does District Leadership Matter, Putting Our Findings in Perspective,Setting and Monitoring Nonnegotiable Goals for Achievement, Setting and MonitoringNonnegotiable Goals for Instruction, Collaborative Goal Setting, Board Alignment and Allo-cation of Resources, Defined Autonomy in a High-Reliability District, The Perils andPromises of Second-Order Change.

Townsend, R., Johnston, G., Gross, G. E., Lynch, P., Garcy, L., Roberts, B., Novotney, P. B., (2007).Effective Superintendent - School Board Practices. Thousand Oaks: Corwin Press. 134pages.Chapter titles include Building the Relationships, Creating a Team, Staying Focused, Manag-ing Conflict, Moving On and Succession Planning. Resources include Board -Superintendent Protocols for Effective Governance, Planned Priorities, Civility Policy, Mis-sion Statement and District Goals, Strategic Plan, Superintendent's Evaluation Process,School District Budget Development Calendar, Budget Guidelines for Boards and Staff,School District Responsibility Chart.

Governance Resources on the CD• CACC Annotated Bibliography on District Governance and Systems• DAIT Governance Data Summary – COE Provider• Elementary Governance Interview Findings (Ventura COE)• Elementary Governance Recommendations (Ventura COE)• Findings and Recommendations for Rocky Road School District• Governance Interviews with Rocky Road District Scenario• Needs Assessment Notetaking Tool for Governance (Ventura COE)• Rocky Road LEA Plan Sample• Toolkit Resource Excerpt pages (Ventura COE)• Using the Governance Toolkit (Riverside COE)• Using the Governance Toolkit (Ventura COE)• Governance Needs Assessment Questions (Word Format)• CSBA Resourcesº Alignment of CSBA Governance Responsibilities and DAIT Standardsº Assessing the Board’s Role in Raising Student Achievementº Checklist of Policies that May Have an Impact on Student Achievementº Role of the Board Brochureº School Board Action Implications from DAIT Blueprintº School Board Leadershipº School Board Primer: Reform Governance Strategiesº School Board Responsibility: Setting Direction

Governance

Annotated BibliographyDistrict Governance and Systems: The Role of the Central Office and School Board in Reformhttp://www.cacompcenter.org/pdf/AnnBib_Governance&Systems.pdfA California Comprehensive Assistance Center (CACC) resource on district governance, thisresource describes the large role the central office and school board play in designing dis-trict-level policy, allocating resources for reform, and implementing initiatives to improvestudent achievement. This annotated bibliography focuses on the different components ofthe school district’s governance structure.

Redefining and Improving School District GovernanceCenter for the Study of Teaching and Policy, University of Washingtonhttp://depts.washington.edu/ctpmail/PDFs/Governance-Oct25.pdf

One of a series of reports produced by a research team at the Center for the Study ofTeaching and Policy, a national research consortium based at the University of Washington.The reports are intended to clarify leadership issues, while assembling what is known fromrecent empirical studies. The information in these reports lays the groundwork for furtherstudy and practical experimentation by leaders and reformers in states, districts, andschools.

Recommended ReadingsEadie, D. (2003). Eight Keys To an Extraordinary Board-Superintendent Partnership.New York: Rowman & Littlefield Education. 73 pages.Chapter titles include Put Partnership at the Top of Your List, Specialize in the Governing"Business,” Empower Your Board, Turn Board Members into Owners, Spice Up the Govern-ing Stew, Get Your Senior Administrators on Board, Keep Expectations in Sync, Stay on theHigh-Growth Path.Eadie, D., (2005). Five Habits of High-Impact School Boards. New York: National SchoolBoards Association. 109 pages.Chapter titles include Concentrate on Governing, Develop the Capacity to Govern, Play anActive Role in Leading Innovation and Change, Pay Close Attention to the Board - Superin-tendent Partnership, Reach Out Externally and Internally.Eadie, D., (2009). Extraordinary Board Leadership. Boston: Jones and Bartlett.190 pages.Chapter titles include The High-Impact Governing Model, The Board-Savvy CEO, BoardStanding Committees and Other Structural Questions, Board Self- Management, InvolvingYour Board in Leading Change, Involving Your Board in Operational Planning and External

Appendix of Additional Technical Assistance ResourcesAppendix-3

Fiscal Operations

Allocating Resources and Creating Incentives to Improve Teaching and LearningCenter for the Study of Teaching and Policy, University of Washington (2006)http://depts.washington.edu/ctpmail/PDFs/Resources-Oct30.pdfOne of a series of reports produced by a research team at the Center for the Study ofTeaching and Policy, a national research consortium based at the University of Washington.The reports are intended to clarify leadership issues, while assembling what is known fromrecent empirical studies.

Annotated Bibliography on District Resource Allocation Strategieshttp://www.cacompcenter.org/pdf/AnnBib_ResourceAllocationStrategies.pdfA CACC resource on district resource allocation, this summary outlines recent literatureabout resource allocation strategies districts can use to make the most of existing funds.

School Services of California http://www.sscal.com/

CCSESA www.ccsesa.org

Ready for K … with ESEAThe Ready for K plan is designed for public school districts that want to improve the readi-ness of children for kindergarten. The Plan describes the steps to use if the district isinterested in using a portion of its Title I, Part A federal funds (ESEA, NCLB) to serve childrenbefore they enter kindergarten. The focus on Ready for K, available from CCSESA in Sep-tember 2009, is on programs for children who are at risk for under-achievement and whowould benefit the most from a high quality preschool experiences.

County Office Training on Fiscal Capacity for Program Improvement DistrictsThe Ventura County Office of Education, in partnerships with Jannelle Kubinec from theCalifornia Comprehensive Assistance Center, developed a comprehensive set of tools, titledCounty Office Training on Fiscal Capacity for Program Improvement Districts. Several of theresources identified as VCOE in the Toolkit and the Ventura COE folder of additional re-sources on the CD are from this document. For ordering information, contact VenturaCounty Office of Education, Gretel Compton at (805) 437-1311 or [email protected].

Fiscal Operations Resources on the CD• Allowable Uses Matrix and Resource Descriptions• CACC Annotated Bibliography on District Resource Allocation Strategies• Essential Program Component 9 Needs Assessment Tool• FCMAT Predictors of School Agencies Needing Intervention• FCMAT Fiscal Health Risk analysis• Management Guidance PowerPoint – June 2009 State Categorical and Federal

Funds Workshop• Needs Assessment Notetaking Tool for Fiscal Operations (Ventura COE)• Fiscal Operations Needs Assessment Questions (Word Format)

Aligned Curriculum, Instruction and Assessment

Alignment in SEDL’s Working Systematically Model, Southwest Educational Develop-ment Laboratory, 2004http://www.sedl.org/ws/pdfs/ws-report-summary04.pdfThe Southwest Education Development Laboratory (SEDL) developed the Working Sys-temically Model Summary Report around the idea that student achievement improvesas schools and districts learn to work together using system-wide instructional and organi-zational strategies to attain common goals.

California Preschool Studieshttp://www.rand.org/labor/projects/ca_preschool/ or http://www.ccsesa.orgThe RAND Corporation is a nonprofit research organization providing objective analysisand effective solutions that address the challenges facing the public and private sectorsaround the world. RAND’s publications do not necessarily reflect the opinions of its re-search clients and sponsors. The research described in this report was conducted by RANDLabor and Population. Funding was provided by The David and Lucile Packard Foundation,W. K. Kellogg Foundation, The Pew Charitable Trusts through the National Institute for EarlyEducation Research, The W. Clement and Jessie V. Stone Foundation, and Los Angeles Uni-versal Preschool.

Executive Summary of Developing Early Literacy: Report of the National Early Lit-eracy Panelhttp://www.nifl.gov/publications/pdf/NELPSummary.pdf#xml=http://search.nifl.gov/texis/search/pdfhi.txt?query=meta+analysis+of+early+literacy&pr=nifl.gov&prox=page&rorder=500&rprox=500&rdfreq=500&rwfreq=500&rlead=500&rdepth=0&sufs=0&order=r&cq=1&id=4a6f4c5f17The National Early Literacy Panel (NELP) was convened to apply a similar methodologicalreview process to that used by the National Reading Panel (NRP) to issues of instructionalpractices for young children so that parents and teachers could better support theiremerging literacy skills.

Aligned Curriculum, Instruction and Assessment Resources on the CD• Needs Assessment Notetaking Guide for Aligned Curriculum, Instruction and Assess-

ment (Ventura COE)• Alignment of Curriculum, Instruction and Assessments (CIA) Needs Assessment Ques-

tions (Word Format)

Appendix of Additional Technical Assistance Resources Appendix-4

Human Resources

Effective Practices for Human Resources Departments of Program Improvement DistrictsPersonnel Management Assistance Teams Clearinghouse – Ventura County Office of Educationhttp://www.pmat.us/Resources/tabid/1597/Default.aspxhttp://www.pmat.us/LinkClick.aspx?fileticket=%2f25momatZpM%3d&tabid=1597&mid=3450

NGA Center for Best Practices – Human CapitalNational Governor’s Association (NGA)http://www.nga.org/portal/site/nga/menuitem.4096192acba1c8899cdcbeeb501010a0/?vgnextoid=fd3585b270c55110VgnVCM1000001a01010aRCRD

The National Governors Association Center for Best Practices develops innovative solutionsto today’s pressing public policy challenges and is the only research and development firmthat directly serves the nation’s governors.

Human Resources Resources on the CD• HR Needs Assessment Questions (Word format)• Needs Assessment Notetaking Tool for HR – Ventura COE

Data Systems and Achievement Monitoring

Data Driven Decision MakingForum Guide to Building a Culture of Quality Data: A School and District Resource,National Forum on Education Statisticshttp://nces.ed.gov/pubs2005/2005801.pdf

The National Forum on Education Statistics is sponsored by the National Center for Educa-tion Statistics of the U.S. Department of Education and is committed to improving thequality, comparability, and usefulness of elementary and secondary education data.

Data Systems and Achievement Monitoring Resources on the CD• AYP Projection Charts• AYP Projection Charts Instructions• CACC Annotated Bibliography District’s Role in Using Data Effectively• District Profile Sample – Sacramento COE• District Profile Template – Sacramento COE• EPC 5-7 PowerPoint PDF – Sacramento COE• Needs Assessment Notetaking Tool for Data (Ventura COE)• Needs Assessment Questions Data Systems (Word Format)

pacity for Program Improvement Districts Toolkit (numbers correspond to the NeedsAssessment resources)º 1.1 Glossary of School Finance Termsº 1.1 What is a School Budgetº 2.2 Enrollment Projections and ADAº 2.3 Strategies for Declining Enrollmentº 7.1 Sample Categorical Policies and Proceduresº 11.1 SPED Checklistº 13.1 Budget Development and Managementº 15.1 Categorical Management Flow Chartº 20.1 Fiscal and Education Planning Processº 24.1 SAC Codes Explanation

Parent and Community Involvement

The California Department of Education website provides a range of resources on its Par-ent/Family and Community page.http://www.cde.ca.gov.ls/pf/

The California PARENT Center provides technical assistance to schools and districtsstatewide in the area of parent involvement, including programs for creating family-schoolpartnerships to increase student achievement.http://parent.sdsu.edu/

Parent and Community Involvement Resources on the CD• CA Parent Center Resources and Recommendations• DAIT Parent and community Interview Questions (Ventura COE)• Needs Assessment Notetaking Tool for Parents and Community (Ventura COE)• Recommended Readings and Websites• Sample DAIT Parent Action Plan Goals (Ventura COE)• Sample DAIT Parent and Community Recommendations (Ventura COE)• Parent and Community Needs Assessment Questions (Word Format)

• Ventura COE Folder – Selected Resources from County Office Training on Fiscal Ca-

Appendix of Additional Technical Assistance ResourcesAppendix-5

Leadership for Transforming High Schoolswww.wallacefoundation.org

PELP Coherence FrameworkPublic Education Leadership Project (PELP) at Harvard Universityhttp://www.hbs.edu/pelp/framework.html

The Public Education Leadership Project (PELP) was formed to create and disseminateknowledge about how to manage urban school districts. The PELP team strives to identifyeffective leadership and management practices to support large-scale organizationalchange in urban school districts with the ultimate hope of improving teaching and learn-ing for all students.

Professional Development

NSDC Standards Provide a Richer Definition of Professional Development thanDoes NCLBNational Staff Development Council (NSDC)http://www.nsdc.org/news/index.cfm

The NSDC is a professional organization committed to ensuring success for all students byapplying high standards for professional development for everyone who affects studentlearning.

Bibliography: Leadership & Teacher Professional Developmenthttp://www.wested.org/cs/we/query/q/1457?area=6WestEd References on Teacher Professional Development

Professional Development Resources on the CD• Needs Assessment Notetaking Guide (Ventura COE)• Professional Development Needs Assessment Questions (Word Format)

Additional Resources Related to Educational Reform and District Improvement

Annotated Bibliographies for California’s Regional System of District and SchoolSupport (RSDSS)California Comprehensive Center at WestEdhttp://www.cacompcenter.org/cs/cacc/print/htdocs/cacc/rsdss.htm

Leading for Learning: Reflective Tools for School and District LeadersCenter for the Study of Teaching and Policyhttp://depts.washington.edu/ctpmail/PDFs/LforLSummary-02-03.pdf

The Center for the Study of Teaching and Policy (CTP) is funded through the Wallace-Reader’s Digest Funds, through its LEADERS Count initiative. This document describes theresearch and literature related to instructional leadership, school reform and renewal,teacher learning and professional community,teacher leadership, organizational learning, policy-practice connections, and education inhigh-poverty, high-diversity settings.

Overview – Leading, learning, and Leadership SupportData-Informed LeadershipResource AllocationRedefining Leadership RolesLeadership AssessmentRedefining and Improving School District Governance

These materials are also available at: www.ccsesa.org.

© 2009 County Superintendents Educational Services Association (CCSESA). All rights reserved.

California County Superintendents Educational Services Association

11241 L Street, Suite 510 • Sacramento, CA 95814 • 916.446.3095 • www.ccsesa.org

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