2008 Distinguished Elementary Schools Application Workshop

1. 2008 Distinguished Elementary Schools Application Workshop

2. Agenda • Welcome and Introductions • 2008 Distinguished School Timeline • School Eligibility Criteria • The Application Overview • 2008 Rubric • Standards-Based Education System • Writing the Narrative (Section III) • Application Evaluation Process • Site Visits/Visitor’s Guide • Questions • Web Site: www.cde.ca.gov/ta/sr/cs

3. September: County Coordinator Training Announcement to Superintendents Posting of Application Notification to Schools of Eligibility October: Technical training for eligible schools (COEs) Technical Assistance Teleconferences November: Intent to submit due 11/7/07 December: Applications due 12/3/07 Application Timeline

4. School Eligibility Criteria • CDE Elementary Designation • In Operation since 2004/2005 • Not a 2006 Distinguished School • Assessment Results • Met AYP • Met API growth (SW and Subgroup)

5. School Eligibility Criteria • Schoolwide 2007 Growth API of a least 758 and not greater than 799 • Subgroups met annual growth of 5% of the difference of the subgroups base API and 800, minimum target of five points • Schoolwide Growth API of 800 or above and growth API of 800 or above for all numerically significant subgroups

6. Application Overview • General Guidelines Formatting, Editing, Submission • Section I Preparation and Data • Section II School Synopsis • Section III Standards-Based System of Education Writing the School Narrative

7. General Guidelines • Formatting • Downloadable on CDE website • Space limitations • 12 pt Ariel font • ¾ inch margins • Editing • Single voice • Quality of writing

8. Section I • Preparation • Inclusive writing team • Background & Demographic Data • Geographic location, schedules, classrooms • Staffing • Student demographics (CBEDS) • Directions to School

9. Section II • School Synopsis • Background information • One page • School vision statement • Highlights strengths/accomplishments • Available to news media upon request

10. Section III • Scored section • Rubric defines scoring criteria • 20 page limit • Cross referencing • Narrative: Standards-Based System of Education (The System)

11. Standards Based System of Education • Process for planning, delivering, monitoring, and improving academic programs • Focus is student learning • Coordinated, aligned components • Specific educational focus areas called strands

12. The System Components Components are based on current research and best practices

13. Rigorous Academic Standards • State standards set clear expectations for student achievement • Include content & performance standards • Drive curriculum and instruction • Hold educators and students accountable

14. Curriculum, Instruction, and Academic Support • Align with standards • Determine what teachers teach and include content, instructional materials, academic support, resources, and technology • Supported by ongoing assessment

15. Assessment and Accountability • Ongoing assessments monitor all students’ progress toward grade-level standards • Inform curriculum, instruction, and academic support • Accountability data use multiple measures to monitor school progress

16. Components and Strands • Components operate through planned and coordinated processes and procedures, centered around specific educational focus areas called Strands • The effectiveness of the Components is dependent on how well the Strands are developed, integrated, and implemented

17. Strands • Leadership and Collaboration • Professional Development • Special Needs • Student Support • Family and Community Partnerships • School Environment and Culture

18. Strands • Leadership and Collaboration • Represent all segments of the school community • Develop and implement clear vision and strong school plan • Monitor progress • Share responsibility • Professional Development • Plan based on student assessment data • Implements researched-based activities • Increases content knowledge and instructional strategies • Provides continual/appropriate professional support

19. Strands • Special Needs • Includes students with disabilities, English learners, at-risk, and gifted and talented • Provides meaningful access to core curriculum • Includes effective prevention and intervention • Staff uses disaggregated data • Support plans in place • Student Support • Focus on physical, mental, social, and emotional health • Student Success Team • Comprehensive services

20. Strands • Family and Community Partnerships • School welcomes and encourages active participation • Families are well-informed partners • Effective communication strategies • Strong community partnerships • School Environment and Culture • Clean, safe, healthful, and personalized environment • High academic and behavioral expectations • Inclusive, acknowledges and builds on individual, cultural, and linguistic diversity

21. Standards-Based System of Education Curriculum, Instruction & Academic Support Rigorous Standards Assessment & Accountability Components - Rigorous Standards - Curriculum, Instruction, & Academic Supports - Assessment & Accountability Strands ---- Leadership and Collaboration ---- Professional Development ---- Special Needs & At Risk Students ---- Student Support ---- Family & Community Partnerships ---- School Culture & Environment

22. Standards-Based System of Education • Please read pages ___ to ___ before we begin the next phase of the presentation.

23. Writing the School Narrative • Each school is a standards-based system of education in action. • School Plan is the “blueprint” of the System • Narrative will clearly describe/illustrate the System • Seven topic areas: System (includes Components) and six Strands • Overarching Question for Each Area • Reflects integration, interdependence, and linkage • Quality Statements • Critical aspects of each topic area

24. Writing the School Narrative 20 pages total (Download template) Specific order for Strand responses System response can begin or end narrative section Each topic area must include the heading and the overarching question A strong response will address thoroughly all quality statements

25. Optional Writing Tools • Discussion Questions • Key Words Matrix • Evidence Worksheet • Quality Statement Checklist

26. Application Evaluation Process • 2008 Scoring Rubric • Scoring Criteria • Quality Statements • Evaluation/Scoring Process

27. 2008 Scoring Rubric • Scoring Criteria for System/Strands • Each Strand topic area has a maximum score of 4 points (6 strands x 4 = 24 pts) • System topic area has a maximum score of 16 points • Total possible score for an application is 40 pts (recorded as 4.0). • Score is based on the preponderance of evidence • Scoring criteria document, quality statements, and overarching question will be used to evaluate each topic area

28. Scoring • All quality statements are included and thoroughly addressed • Narrative includes clear descriptions, examples, data, and supportive evidence.

29. Evaluation Process • Please review the Rubric to see if you have any questions.

30. Evaluation Process • Evaluations January 7-18, 2008 • Each application will be read and scored by 2 readers • Readers meet to discuss application and scores • Reader scores will be added for final score • Large discrepancy between readers will result in a third read

31. Site Visit • Schools identified as state nominees mid-February • Organized and scheduled by local COE • CDE staff are available for site visits • Site visit training in December • Site visits completed by March 28, 2008

32. Visitor’s Guide to High Performing Elementary Schools • E-mail invitation and instructions to nominees in February • Signature Practice Description • Submission by e-mail at site visit • Visit website at: http://www3.cde.ca.gov/elemguidereport/default.aspx.

33. www.cde.ca.gov/ta/sr/cs