Title I Coordinator Technical Assistance Meeting Local District Northwest Vivian Ekchian, Local...

Title I Coordinator Technical Assistance Meeting

Local District NorthwestVivian Ekchian, Local District Superintendent

Thursday September 17, 2015

Cuahutemoc Arroyo, Elementary Title I Coordinator [email protected]

818-654-3651

Daniel Steiner, Secondary Title I [email protected]

818-654-3662

mailto:[email protected]


Local Northwest Title I Website

http://achieve.lausd.net/Page/9130

http://achieve.lausd.net/northwest

Local Northwest Instructional Newsletter


Title I Ranking

Federal Title I Funds are generated based on eligibility of Free/Reduced Meal Program. Students meeting all three criteria listed below will be included in the count for Title I ranking for 2016-17:

• Student must be enrolled at the school by the 2015-16 Fall Census Day (i.e., CBEDS Day) which is October 7, 2015; and

• Student must be 5 – 17 years old on or before October 7, 2015; and

• Student must have submitted a complete 2015-16 meal application by October 23, 2015 and determined to be eligible for free/reduced-price meals.

Food Services Division http://achieve.lausd.net/Page/9104




Title I Ranking

2015-16 Meal Application Information

• Mailed to households on July 23, 2015• Can also be filled on-line (Utilize Parent Center) to assist parents• District-wide meal application collection• Provision 2 schools-(Schools with 80% are on the Free eligibility will also have to

complete meal applications• All applications must be processed by Food Services within 10 days of receipt• If an application is incomplete they will be mailed back to parents• Questions contact: Florence Simpson, Food Services Manager for LD Northwest [email protected]

Food Services Division http://achieve.lausd.net/Page/9104

Meal applications are processed based on:• Household Income• If a Foster Child or other benefit status (CALWORKS, Kin-Gap or FDPIR)• Eligibility is based on 2015-16 Income eligibility guidelines





Title I Ranking

LAUSD sets poverty threshold at 50% to qualify for Title I funds. There are three levels of Title I Funding that are generated to better serve students at the school sites.

Title I Poverty Percentage

Per Pupil Rate*

65% - 100% $615

50% - 64.99% $467

Less than 50% (First Year Non-Title l: Hold Harmless Schools)

$300

Title I Parent InvolvementPoverty Percentage

Per Pupil Rate*

65% - 100% $11

50% - 64.99% $9

Less than 50% (First Year Non-Title l: Hold Harmless Schools)

$6

Hold-Harmless Are schools that are below the 50% poverty thresh hold in the new school year but was a Title I school the prior year because their poverty ranking was 50% or higher

2015-16 Title I Ranking

Meeting Dates

Title I Updates-September

BUDGET ADJUSTMENT REQUEST (BAR) STEPS

TITLE I ANNUAL MEETING

2015-2016 TITLE I PROGRAM OVERVIEW FOR SCHOOL WIDE PROGRAM (SWP) SCHOOLS

REF-6448.0

DUE: OCTOBER 30, 2015

Federal and State Education Programs Branch

11

12

Title I Program Overview for SWP

Slide #References/Documents/Materials for Annual Title

I MeetingSlide #

References/Documents/Materials for Annual Title I Meeting

5Provide and share the school’s 2015-2016 Title I ranking (the percentage that generated the current year Title I allocation) and the 2015-2016 Title I allocation

21-23 Review copy of the school’s Parent Involvement Policy

8LEA Plan http://home.lausd.net/apps/pages/index.jsp?uREC_ID=181824&type=d&pREC_ID=403302

24Personalization slide

Insert and discuss the school’s 2015-2016 7E046 expenditures

12

Introduce or prepare a slide of SSC membersExplain that the Consolidated Application (ConApp) is a school district document that allows state and federal funds to flow from CDE to school districtsPolicy Bulletin 6541.0: Guidelines for the Required English Learner Advisory Committee and School Site Council


List parent engagement activities planned for the school year (i.e., Math night, Back to School night, Open House, SSC meetings, parent workshops, etc.)

14 SPSA—cycle of process 28

Memorandum 6161 NCLB: Qualification for Teachers; Parent Notification Requirements and Right to Know Procedures; Annual Principal Certification Form (This is the memorandum # for 2014-2015– The 2015-2016 memorandum has not been posted as of 8/2015)

15Personalization

slide

List school’s Title I [7S046] expenditures that the school has budgeted from the 2015-2016 Title I allocation (see Assurances and Justification pages)


Introduce or prepare a slide of paraprofessionals and indicate content focus and/or grade level support

School wide Program School Letter at fsep.lausd.net31

Personalization slideList and discuss the school’s academic and other relevant data for 2015-2016

The chart below provides a slide number and the corresponding documentation or suggestions of additional resources to be utilized at the Annual Title I meeting or throughout the academic year as topics at School Site Council (SSC) meetings. Memorandum 6324.0 Notification of Federal Title I Parent Involvement Mandates This slide is for presenter use only and should be deleted prior to presentation.


PURPOSE OF THE OVERVIEW

To inform parents about the Title I Program and its requirements

13

14

WHAT IS TITLE I?

“…is to ensure that all children have a fair, equal, and significant opportunity to obtain a high-quality education and reach, at a minimum, proficiency on challenging state academic achievement standards and state academic assessments…” No Child Left Behind (NCLB) 2001

Title I, Part A federal funds are supplemental monies to help meet the educational needs of low-achieving students in the highest-poverty schools.

In order to access Title I funds, LAUSD schools must have a poverty threshold of at least 50% based on free- and reduced price meal applications and/or CalWORKS.

Schools that rank into Title I deliver supplemental services through a targeted assistance (TAS) program or a schoolwide program (SWP) model.


15

WHO RECEIVES TITLE I SERVICES?

Although schools are eligible for Title I funding based on poverty, the selection process for providing Title I services to students is not based on low-income. It is based entirely on academic achievement.



What are Supplemental Funds?

Additional monies above the general funds districts and schools receive to support the regular program.

Granted to districts and to schools for specific program purposes and must be used only to support and enhance the district’s and school’s regular program.

May not be used to replace or supplant the funds and programs the district provides to all schools.

16


Local Educational Agency (LEA) LAUSD Plan

17

The LEA Plan is required of all school districts that receive funds under NCLB.

Addresses five performance goals 1. “All students will reach high standards, at a minimum, attaining proficiency or better in reading and mathematics, by 2013-2014.”2. “All Limited English Proficient students will become proficient in

English and reach high academic standards, at a minimum attaining proficiency or better in reading/language arts and mathematics.”

3. “By 2005-06, all students will be taught by highly qualified teachers.”4. “All students will be educated in learning environment that are safe, drug- free, and conducive to learning.”5. “All students will graduate from high school.”

18

Schoolwide Program (SWP) School

The Two Title I Models for Serving Students

Schoolwide Program (SWP)

Targeted Assistance Program(TAS)

Serve Identified Title I Students

Serve All Students at the School

Supplemental Services

Supplemental Services

Schools write a comprehensive school plan to upgrade the core academic program in a high-poverty school, without distinguishing between eligible and ineligible children.

All students may benefit from supplemental services in a school operating under a school wide program.

School wide Programs (SWP)


20

21

California Education Code 64001 requires that districts receiving state, federal and other applicable funding through the Consolidated Application (ConApp) process ensure that participating schools write a SPSA.

California Education Code 52852 requires these schools to establish a School Site Council (SSC) as the decision-making council for all programs funded through the ConApp.

The School Site Council (SSC) is responsible for developing, reviewing, and approving the SPSA with written advice from appropriate school advisory committees.

Expenses described in the SPSA must be aligned to data that will address specific needs and must be annually evaluated.


Single Plan for Student Achievement (SPSA)

SINGLE PLAN FOR STUDENT ACHIEVEMENT (SPSA)

The SPSA* includes:

■ Comprehensive needs assessment – Data analysis and annual

SPSA Evaluation

■ Goals, based on student data, that are measurable

■ Scientifically-based instructional strategies that are prioritized based on student needs

■ Budgets, use of resources, and process for implementation

■ Process of monitoring the strategies to be implemented in SPSA

*Goals of the LEA Plan are embedded in the SPSA

The Cycle of Continuous Improvement in the Development of the SPSA


23

Conduct Comprehensive

Needs Assessment (Data analysis and SPSA

Evaluation)

Develop School Goals Develop strategies and

align budgets to address identified student Needs

Monitor implementation


2015-2016 School’s Title I Allocation and Expenditures

List and discuss school’s 2015-2016 Title I Expenditures [7S046]

24

25

Title I SWP and

ParentInvolvement

26

WHAT IS PARENT INVOLVEMENT?

NCLB Definition:

“The term parent involvement means the participation of parents in regular, two-way and meaningful communication involving student academic learning and other school activities.”


27

DISTRICT TITLE I PARENT INVOLVEMENT POLICY

LAUSD adopted a district-wide Title I Parent Involvement Policy for

parents on December 11, 2012. This policy is annually distributed to

parents and is required for Title I schools.

The policy describes how the District will:

- Involve parents in the LEA Plan

- Provide coordination and technical assistance to schools for

parent involvement

- Build parent & school capacity

- Annually evaluate the policy

- Involve parents in Title I school activities

The District’s annual Parent Student Handbook also provides parents with

information on parental involvement and NCLB mandates.Federal and State Education Programs Branch

28

District Parent Involvement Policy

29

2015-2016 Parent-Student Handbook

30

SCHOOL PARENT INVOLVEMENT POLICY

In addition to the District Parent Involvement Policy, each Title I school must develop, jointly with parents of children receiving Title I services, a written school parent involvement policy that describes how the school will carry out the parental involvement requirements in No Child Left Behind, Section 1118.


31

School-level policies must:

Be jointly developed & distributed to parents Describe how school will carry out

requirementsBe provided to parents in an understandable

language“Periodically” updated

School Parent Involvement Policy Requirements


32

Annual Title I MeetingInformation about the Title I ProgramDescription of curriculum & assessmentOpportunity to request meetingsSchool-Parent CompactCapacity Building

Required School-level Activities


33

Title I schools are required to set-aside 1% of Title I funds to support their Title I Parent Involvement Policy

The following are the expenditures from this year’s allocation: (insert school’s E046 expenditures)

Required Set-Aside for Parent Involvement

(Program Code 7E046)


34

2015-2016 SCHOOL PARENT INVOLVEMENT ACTIVITIES

Insert and discuss parent engagement activities planned for the school year (i.e., Math night, Back to School night, Open House, SSC meetings, parent workshops, etc.)


35

PARENTS’ RIGHT TO KNOW

The No Child Left Behind Act of 2001 (NCLB) mandates that Title I, Part A funded schools give parents timely notice when their child has been assigned, or has been taught for four or more consecutive weeks by a teacher who is not highly qualified. The school sends letters home to parents to inform them about this assignment when applicable.

NCLB requires Title I, Part A schools to notify parents at the beginning of each school year that they may request information about the qualifications of their children’s teachers and paraprofessionals who provide educational assistance to their children.

LAUSD parents may make written requests to the school and receive information regarding the qualifications of their child’s teacher (i.e., credential, degree, and major) and paraprofessionals.


36

Title I SWP and

Highly Qualified Teachers

and Paraprofessionals

37

TEACHER QUALIFICATIONS

Teachers should be highly qualified at the time of employment.

All teachers teaching core academic areas in Title I schools must meet the highly qualified standard.


38

PARAPROFESSIONAL QUALIFICATIONS

All paraprofessionals must be highly qualified. All new hires are required to pass the District Proficiency Test* and must

meet the following criteria:– HS diploma/GED

AND– Have 60 semester or 90 quarter units from a recognized college or

university OR– Have an associate (or higher) degree from a recognized college or

university OR– Pass the Instructional Assistance Test*new hires with a Bachelor’s degree or higher do not need to take the District Proficiency Test

Duties: – Provides instruction only if under the direct supervision of a

“highly qualified teacher”Federal and State Education Programs Branch

39

Accountability and

The CORE Waiver

- Academic performance- Social-Emotional - Culture and Climate

40

2015-2016 SCHOOL DATA

Insert and discuss school’s data (school’s API, suspension rate, attendance rate, report card grades, SBAC data, other data sources )


41

CORE WAIVER

On August 6, 2013, eight California school districts, including LAUSD, received a waiver from some of the mandates of the No Child Left Behind Act from the U.S. Secretary of Education.

The eight school districts are grouped together in an association called the California Office of School Reform (CORE) – Fresno Unified SD, Long Beach USD, LAUSD, Oakland USD, Sacramento USD, San Francisco USD, Sanger USD, and Santa Ana USD. Federal and State Education Programs Branch

42

SCHOOL QUALITY IMPROVEMENT SYSTEM

With this waiver, CORE does not seek to escape FROM accountability. Instead, CORE is asking for a waiver INTO a new system with higher level of shared responsibility and accountability.

The new accountability system will be called the School Quality Improvement System.

The School Quality Improvement System is designed to hold schools accountable for the performance of all students across a variety of factors. Factors include:

- Academic performance

- Social-Emotional

- Culture and ClimateFederal and State Education Programs Branch

YOU ARE OUR PARTNERS

At LAUSD, schools and families are working together to ensure all students are college-prepared and career-ready. Together we can equip our students with the foundation of skills needed for the 21st century.

44

SCHOOL’S POVERTY RANKING AND TITLE I ALLOCATION

Provide and share the school’s 2015-2016 poverty ranking

and 2015-2016 Title I allocation


CATEGORICAL EQUIPMENT INVENTORYBUL-3508.7

FEDERAL PROGRAM MONITORING

For all categorical programs, the Local Education Agency (LEA) maintains an inventory record for each piece of equipment, with an acquisition cost of $500 or more per unit, that is purchased with state and/or federal funds.

CATEGORICAL EQUIPMENT INVENTORYBUL-3508.7

Non Capitalized Equipment

• Any single piece of equipment costing $500 (Including tax, shipping and other ancillary costs.)

• Any single piece of equipment between $500 to $5,000

• This equipment must be inventoried using Attachment B of Bulletin-3508.7 in Excel.

Non-Capital Equipment to be Inventoried• Title I• Title I AARRA• EIA-SCE (State Funds)• EIA-EDY (State for Cont. HS/Special ED

Centers• School Library Improvement (SLI)• School Improvement Grant (SIC)

DISTINGUISHING BETWEEN SUPPLIES AND EQUIPMENT

General Supplies Technology

Non-Capital Equipment

Consumables: Cost less than $500 Non-consumables: Cost $500 or more with life span over 1

yearReplace Repair

Easily broken, damaged or lost in normal use

CATEGORICAL EQUIPMENT INVENTORY

An accurate list of equipment purchased from Categorical Funds must be maintained up-to-date and includes (9) items:

• Type/Model • Serial Number• Purchase Date• Location• Cost• Delivery Date

• Funding• Current Condition -(New, Good, Fair, Poor)

• Disposition -(Salvaged # or Police Report #)

SAMPLE EQUIPMENT INVENTORIES

SAMPLE

Correct

• All schools must conduct a physical inventory Check of categorical equipment at least every two years. Record this on the Equipment Inventory(Attachment B)

• Up-to-date categorical equipment inventories (Attachment B) must be kept at the district office and at the school-site. Categorical Equipment Inventory

Physical Check Equipment Inventory

CATEGORICAL EQUIPMENT MUST BE LABELED

District labels require the following: Funding Source

School Name

Purchase and Delivery Date

Serial Number

CONTROL SYSTEMS

Systems must be in place to… ensure equipment is used only for authorized purposes

prevent loss, damage, or theft

ensure equipment is in the proper location

IMPORTANT REMINDERS

Any single piece of Categorically Funded Non-Capitalized equipment costing $500 (Including tax, shipping and other ancillary Costs) must be inventoried

Utilize Attachment B, Excel Form, to maintain equipment inventory database (How to Complete Categorical Equipment Inventory Guide)

A physical check of your Categorical Equipment Inventory must be completed every 2 years and recorded on Attachment B,

All Non-Capitalized Equipment must have a red label. If you need additional labels contact FSEP office at 213-241-6990

Email electronic copy of Categorical Equipment Inventory to [email protected]

Categorical Equipment Inventories are historical (new understanding)


MONITORING EQUIPMENT INVENTORIES

Federal Program Monitoring (FPM) (a state process) examines categorical Equipment Inventories for compliance when state auditors visit selected school sites

Simpson & Simpson, a CPA firm, audits school Equipment Inventories for accuracy and compliance

The federal government will randomly visit LAUSD schools and carefully examine Equipment Inventories for accuracy and compliance

HOW TO COMPLETE CATEGORICAL EQUIPMENT INVENTORY

TIME REPORTING FOR EMPLOYEES PAID FROM FEDERAL AND STATE CATEGORICAL PROGRAM

BUL-2643.6

ALL CATEGORICALLY FUNDED PERSONNEL NEED DOCUMENTATION FOR TIME AND EFFORT

• Federal and State regulations require supporting documentation, in addition to time cards, for all personnel who receive any payment (compensation) from federal funds or from state categorical funds. This supporting documentation will vary depending upon the funding source(s) or nature of the job duties. Payroll time reporting must reflect actual hours worked on each program as indicated in the supporting documentation.

• Required supporting documentation will vary depending upon the funding source(s) and/or nature of the employee’s job duties.

• The overall guiding principle must be that site administrators must know where the documents are kept and that the documents be readily available for audit purposes.

• Failure to complete and/or provide this documentation results in penalties that must be paid for by using your school/office’s General Fund resources.

ATTACHMENT B- SEMI ANNUAL CERTIFICATION

• Time- Reporting Certification for a Position funded 100% from only one funding source.

• This certification is completed twice a year -July-Dec -Jan-June

• Complete all Information -Period Covered -Fiscal Year -Name -Position -School -Program (SWP) -Program Code

• Signatures -Employee Signatures -Responsible Supervisor Signature (Principal)

ATTACHMENT C- BLANKET SEMI ANNUAL CERTIFICATION

• Time Reporting Certification for multiple positions funded 100% from the same funding source


• Complete all Information -Period Covered -Fiscal Year -School Name -Program Code -Cost Objective (SWP) • Name and Positions that are funded from the same single

funding source

• Signatures -Supervising Official (Principal) -Name, Title I

• This certification is both a request form for any overtime and time reporting to document Classified overtime charged to a federal/state funded program.

• Complete all Information -Name -Employee # -Requested Dates -Reason -OT Charged Fund -Program Code -Name of Program Code -Approved by, date, Hrs. -Dates worked -Hrs. worked -Employee signature, date -Approved by, date

ATTACHMENT G- OVERTIME REQUEST FORM

• This Time- Reporting certification is utilized to document hours dedicated to training or occasional assignments (Certificated) charged to a federal/state program

• Complete all Information -Fiscal Year -Dates worked -Hours Worked -Activity Description -Name -School Office -Categorical Program -Program code -Employee Signature -Date • If an assignment is routine in nature such as intervention,

then a semi-annual, Attachment B, may be used for Time-Reporting purposes.

ATTACHMENT H- TRAINING OR OCCASIONAL ASSIGNMENT

ATTACHMENT F1-MULTI-FUNDED TIME REPORTING FOR TITLE I & TSP COORDINATOR

• This certification is completed for coordinators that are multi-funded from Title I and Targeted Student Population Funds (TSP).

• Time reporting documentation must reflect the same proportionality to the percentage that is funded by both program funds.

• Form is on Excel and it contains tabs for each month for 2015-16• Complete all sections (Name, Class Code, Month, Employee Name, Position, School)• Document the Hours and Activity Codes spent working for the Title I and TSP Program• Save document, print, sign and obtain Signature of Administrator

ATTACHMENT I- ADMINISTRATOR ASSURANCES

• This certification is completed by the principal as assurances that all employees paid from federal and state program funds have supporting time reporting documents on file.


• Complete all Information -Period Ending -Fiscal Year -School Office -Administrator Name -Administrator Signature, Date

• Form is Faxed to LD Northwest Operations Administrator in January and in the end of June.

LOCAL DISTRICT NORTHWEST TIME REPORTING MATRIX

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

Santa AnaSan Francisco

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

73

New MetricsNew

Classifications for school

New supports and required

program activities

CORE Waiver School Quality Improvement System

74

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

75

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/Expulsion

Chronic 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


• Update the SPSA• Partner with Reward

School (Optional)

Support Schools

• Attend Community of Practice (CoP) Meeting(s)

• Implement Community of Practice


• 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.


• 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?

SMARTER BALANCED ASSESSMENT CONSORTIUM (SBAC)

FSEP TIME TASK CALENDAR

PARENT AND COMMUNITY ENGAGEMENT UPDATES

QUESTIONS?

Title I Coordinator Technical Assistance Meeting Local District Northwest Vivian Ekchian, Local...

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