september 17, 2015 “building academic excellence through coherence, collaboration, high...
TRANSCRIPT
September 17, 2015
“Building Academic Excellence Through Coherence, Collaboration, High Expectations and Accountability”
Vivian Ekchian, Local District Superintendent
Local District Northwest
Overview and Next Steps
CORE is a non-profit organization that
includes ten California school district that
work collaboratively to significantly improve student achievement
Together CORE districts serve more than one million students and
families (approximately 20% of all CA students) 0
20
40
60
80
100%
California
COREDistricts
Restof California
6.3M
COREDistricts
SantaAnaSanFrancisco
Fresno
LosAngeles
LongBeach
ClovisGarden Grove
SacramentoOakland
1.1M
Sanger
Number of StudentsCORE Districts, SY 2011-2012
Who is the California Office to Reform Education (CORE)?
The CORE waiver was approved on August 6, 2013 to allow participating districts to pursue a new robust and holistic accountability model for schools
The CORE waiver is based on four foundational goals:
1. College- and career-ready expectations for all students 2. A focus on collective responsibility, accountability and action that emphasizes
capacity-building over accountability 3. The development of intrinsic motivation for change through differentiated
recognition, accountability and support for schools
4. Focused capacity-building for effective instruction and leadership
The CORE waiver is organized around three key principles
5
New MetricsNew
Classifications for school
New supports and required
program activities
CORE Waiver School Quality Improvement System
6
Key Differences Between the Old and New Systems
Category Old System New System
Program Improvement
PI status prompts actions
535 PI schools
No PI status and no PI schools
Schools are designated as Reward, Collaborative Partner, Support, Focus and Priority
School designation prompts actions
SES and NCLB PSC Funds
No flexibility in use of funds; not targeted; unsure of impact
NCLB-PSC transportation - all families eligible who attend PI schools
SES programs are offered by state- approved vendors
Flexibility in use funds
Students accepted for transport this year will receive transportation
Funding for academic supports that focuses on building the capacity of teachers
Accountability
Limited accountability system; based solely on academic measures only - AYP, API, CAHSEE, etc.
Robust accountability system that overtime values multiple measures of student success – Academic, Social-Emotional and School Culture/Climate
The School Quality Improvement Index all comes with new school classifications
7
Title I Schools
At risk of Program
Improvement
Program Improvement Years 1-5+
Title I Schools (714)
Priority (28)Low-Performing or SIG Cohort 2
Schools
Focus (76)Achievement Gaps
Support* (22)
Collaborative Partner (19)
Reward (42)High-Performing/High Progress
Other Title I (527)*Support Schools are those that did not meet the API growth or graduation target and are in the bottom 30% - <721.
OLD SYSTEM INTERVENTION
School Pairing
Possible Pairing
School Driven
NEW SYSTEM
CoP
CoP
Possible Pairing
The School Quality Improvement System
Targets the following drivers for change:• Capacity Building• Group Work• Instruction• Systemic Solutions
Recognizes the importance of factors beyond academic preparedness and values multiple measures of student success in social/emotional development as well as the school’s culture and climate
Includes measures of disparity and disproportionality; pushes participating districts to focus on issues of equity and access
THE NEW ACCOUNTABILITY SYSTEM AT A GLANCE
School Quality Improvement Index
Academic Domain60%
Achievement and Growth
Graduation RatePersistence
Rate (8th-10th)
All Students and NCLB
Subgroups (n=20)
Social/Emotional Domain
20%
Suspension/ExpulsionChronic
AbsenteeismNon-Cognitive Skills (i.e., intra- and inter-personal
domain such as self-discipline, empathy, teamwork, curiosity,
work ethic etc.)
Culture/Climate Domain
20%Stakeholder
Voice/Perceptions
SPED IdentificationEL Entry/Exit
THE SCHOOL QUALITY IMPROVEMENT INDEX (SQII)
LD Northwest CORE Waiver Schools
Reward Schools
• Paired with Priority or Focus School to deliver assistance
• Hold meetings with Paired Priority School
• Receive Professional Development and technical Support from CORE, LD Northwest & FSEP
• Update SPSA
Priority Schools
• Paired with Reward School
• Attend meetings with Reward School
• Implement 7 Turnaround Principles
• Implement School Quality Review/Needs Assessment Process
• Update the SPSA
Focus Schools
• Attend Community of Practice (CoP) Meeting(s)
• Implement Community of Practice
• Implement School Quality Review/Needs Assessment Process
• Update the SPSA• Partner with Reward
School (Optional)
Support Schools
• Attend Community of Practice (CoP) Meeting(s)
• Implement Community of Practice
• Implement School Quality Review/Needs Assessment Process
• Update the SPSA
Reward-High PerformanceMayall ESVanalden ESSan Jose ESValley Alternative Magnet
Collaborative Partner Kennedy HSTaft HSNorthridge Academy HS
Achievement Gap-Special EdCleveland HSLawrence MS
Low Achieving-Special EdAlta California ESHart ESLimerick ESPanorama City ESTarzana ESPorter MS Woodland Hills Academy MSMonroe HS
Low Achieving-English LearnersChatsworth HS Portola MS
Missed API TargetCanoga Park HS APIMullholland MS API
• Implement a community of practice (CoP) is a group of people who share a common concern, a set of problems or interest in a topic and who come together to fulfill both individual and group goals. They provide a new model for connecting people in the spirit of learning, knowledge sharing, and collaboration as well as individual, group, and organizational development.
• Implement School Quality Review/Needs Assessment Process
• Update the Single Plan for Student Achievement (SPSA)
2015-16 Program Requirements for Support and Focus Schools
What happens within a Community of Practice?
• Identify and focus on a problem of practice that is rooted in data and aligned to the reason they were identified as a Focus or Support school
• Develop goals related to the problem of practice and track progress toward those goals
• Engage in the PLAN-DO-STUDY-ACT (PDSA) Cycle of Inquiry three times during the year
• Document activities throughout the cycle and collect evidence pertaining to the effectiveness of the work within the cycle
• Meet with other schools in the Community of Practice
• Share key learning and feedback from each cycle with the School Site Council (SSC), Staff and Instructional Leadership Team (ILT)
2015-16 LD Northwest Frame of Focus
Develop California State Standards aligned units with specific focus on English Learners and the needs of students with disabilities, through the development of Language Objectives with Linguistic support.• Supporting Close Reading and Academic Vocabulary
Across the Content Areas• Developing common formative assessments aligned
to SBAC to gain insight into student learning• Promoting Rich Academic Discourse Across the
Content Areas
PLAN- Define the
problem(s) of practice- Engage in shared
professional learning to explore possible
solutions- Decide on
intervention strategies- Plan for evidence
collection
DO- Implement the
intervention strategies- Collect evidence
STUDY- Reflect on
implementation using the evidence
collected- Share learnings with colleagues in
the CoP
What does the PLAN-DO-STUDY-ACT (PDSA) Cycle entail?
Overview of CoP Calendar for 2015-16
PDSA Cycle
1
Check-in #1
(Nov./Dec.)
PDSA Cycle
2
Check-in #2
(Feb./Mar.)
PDSA Cycle
3
Check-in #3
(May/June)
Sept Oct Nov Dec Jan Feb Mar Apr May Jun
CoP
Institute
Check-in 1
Check-in 2
Check-in 3
Next Steps Prior to CoP Institute Kickoff
• Analyze baseline data (SBAC) to identify problem of practice
• Identify Instructional Leadership Team members; -Elementary: Grade-level chairs, special education representative, out of the classroom support personnel -Secondary: Content leads, special education representative, out of the classroom support personnel
Vivian Ekchian, Local District Superintendent
Local District Northwest
Questions?