Today’s Webinar

2. Today’s Webinar • Introductions • Jennifer DouglasDirector of New School DevelopmentColorado League of Charter Schools303-989-5356 x113jdouglas@coloradoleague.org • Overview of webinar technology • Asking questions • Raising your hand • Muting/unmuting

3. Start with the Basics • Application Requirements: C.R.S. 22-30.5-106 (g) “Evidence that the plan for the charter school is economically sound, a proposed budget for the term of the charter, a description of the manner in which an annual audit of the financial and administrative operations of the charter school, including any services provided by the state, a school district, or a third party, is to be conducted;” • Charter School Act Financing Definitions and Guidelines: C.R.S. 22-30.5-112 • www.michie.com/colorado

4. Highly Qualified Teachers What is it? Under NCLB all teachers teaching in core-academic content areas must meet Highly Qualified requirements as of the end of the 2006-07 school year. Core-academic content areas include: English, Reading or Language Arts; Mathematics; Science; Foreign Languages; Social Studies; and the Arts (visual arts and music). 4

5. Highly Qualified Teachers To be considered highly-qualified, all core content teachers must: - Hold a degree • Be fully licensed (except teachers in charter schools that have been waived from licensing by the State Board of Education) • Demonstrate subjectmatter competency

6. Highly Qualified Teachers • Subject matter competency is demonstrated by at least one of the following: • Elementary (Grades K-6) • Passing a Colorado elementary content test (e.g., PLACE, PRAXIS II), • Passing an approved elementary content test in another state, • Earning National Board Certification in elementary, or • Passing the elementary HOUSSE (Highly Objective Uniform State Standard of Evaluation) provision (if eligible). - Secondary (Grades 6-12) • Earning an endorsement in assigned field, • Holding a degree in assigned field, • Passing a Colorado content test in assigned field (e.g., PLACE, PRAXIS II), • Earning 24-semester hours in assigned field, • Earning National Board Certification in assigned field, or • Passing a secondary multi-subject HOUSSE provision (if eligible).

7. Highly Qualified Teachers • Considerations for charter schools • Did you or are you planning to waive teacher licensure (part of the automatic waiver package)? • Do you have a process in place to capture the necessary evidence of meeting HQ upon employment? • If you have a middle school or junior high program, HQ is flexible and can either be the elementary requirements or secondary requirements depending on your program.

8. Highly Qualified Teachers • Still have questions? • You can find a number of resources on the CDE website at: http://www.cde.state.co.us/FedPrograms/tii/a_hqt.asp. • You can also contact Lisa Medler, Title II A - Principal Consultant, 303-866-6993, medler_l@cde.state.co.us

9. Adequate Yearly Progress • Under the No Child Left Behind Act (NCLB) of 2001, states and school districts are required to make annual Adequate Yearly Progress determinations for districts and schools, respectively. The ultimate goal of AYP is to have all students proficient in reading and math by the year 2014. • See AYP Overview and AYP Results (2009-10) • Additional resources: http://www.cde.state.co.us/FedPrograms/danda/ayp.asp

10. Colorado Basic Literacy Act (CBLA) • What is it? • The Colorado Basic Literacy Act was enacted in 1997 by the Colorado General Assembly to ensure that all students by the third grade have the literacy skills essential for success in school and life.

11. Colorado Basic Literacy Act (CBLA) • Requirements • Each student in K, 1, 2, and 3, needs to be assessed with a state board approved literacy assessment (DIBELS, PALS, DRA2). • The purpose of the assessment is screening, progress monitoring and end-of-year proficiency. • CBLA proficiencies are based on the five components of reading: phonemic awareness, phonics, fluency, vocabulary, and comprehension. • Schools should look at a body of evidence around a student’s reading ability.

12. Individual Literacy Plans Requirements • Charter schools must use the same literacy assessment as the district unless an exemption is obtained. • If students are not reading at grade level, then they need to be placed on an Individual Literacy Plan (ILP). • The ILP defines the interventions and goals for that individual student. The family should be involved in the ILP process. • Students on ILPs remain on them until they are reading at or above grade level.

13. Colorado Basic Literacy Act (CBLA) • CBLA Beyond 3rd Grade • For those students required by CBLA to be on an ILP 4th–12th grades, CSAP reading proficiency would provide initial screening information. Students who are not proficient at grade level on CSAP require additional assessment in the 5 essential components of reading to determine the foundational skills needed and develop an appropriate intervention plan (ILP).

14. Colorado Basic Literacy Act (CBLA) • Considerations for Charter Schools • Do you understand your district/authorizer requirements related to CBLA? • If you serve K-3, have you selected a state- and district-approved assessment? • Do you have a process planned or in place to identify students reading below grade level and developing appropriate interventions with an ILP? How do you plan to monitor those plans? • Do you have a process/plan to gain access to a new student’s ILP once he/she enrolls in your school?

15. Colorado Basic Literacy Act (CBLA) • Still have questions? • CDE has a section of their website that includes a number of links and resources related to CBLA including CBLA proficiencies at: http://www.cde.state.co.us/coloradoliteracy/cbla/index.htm • There are some resources available with strategies and tools: • Reader’s Handbook http://www.cde.state.co.us/cdechart/download/RdrsHandbk.pdf • Pikes Peak Literacy Strategies http://www.pplsp.org

16. Response to Intervention (RtI) • What is it? • The overarching purpose of RtI implementation is to improve educational outcomes for all students. • Exceptional Children’s Educational Act for Colorado adopted criteria in 2009 for identifying specific learning disabilities utilizing the Response to Intervention model. Districts should have a related plan utilizing the RtI model for identification.

17. Response to Intervention (RtI) • Colorado adopted a multi-tiered model of instruction and intervention

18. Response to Intervention (RtI) Is RtI just a way to avoid providing special education services? “No. RtI is a way to integrate the mandates of No Child Left Behind (NCLB) and IDEA so that all students receive high quality, effective instruction in the general education setting and beyond. Also, RtI is a framework of instruction for students who do receive special education services. The intent is to generate a seamless system of support that is available to all students at the first sign of need.” From CDE Q&A: http://www.cde.state.co.us/RtI/downloads/PDF/QandA_RtIModel.pdf.

19. Response to Intervention (RtI) Criteria to identify a Specific Learning Disability under the Colorado Response to InterventionModel • The child must meet the following criteria:The child does not achieve adequately for the child’s age or to meet state-approved grade-level standards in one or more of the following areas: • Oral expression; Listening comprehension; Written expression; Basic reading skill; Reading fluency skills; Reading comprehension; Mathematical calculation; Mathematics problem solving. • The child does not make sufficient progress to meet age or state approved grade-level standards in one or more of the areas identified when using a process based on the child’s response to scientific, research-based intervention as determined by a body of evidence demonstrating: (I) Academic skill deficit(s); and (II) Insufficient progress in response to scientific, research-based intervention.

20. RtI Overview • RtI should be an all-school, all-student framework. • There are 6 components related to effective implementation of RTI: • Leadership • Problem Solving • Curriculum and Instruction • Assessment and Monitoring • Positive School Climate • Family/Community

21. Response to Intervention (RtI) • Considerations for Charter Schools • Do you know what your district/authorizer’s plan is around RtI? • Do you have a plan for implementation at your school? • How will you serve all students (English language learners, gifted and talented, special needs)

22. Response to Intervention (RtI) • Still have questions? • CDE RtI resources: http://www.cde.state.co.us/RtI/LearnAboutRtI.htm • CDE English Language Learner resources: http://www.cde.state.co.us/cde_english/elau_pubsresources.htm • CDE special education resources specifically for charter schools : http://www.cde.state.co.us/cdechart/guidebook/sped/index.htm.

23. English Language Learners A school/district must establish an effective and systematic procedure to identify all ELs. The identification, assessment, and placement procedure must include: 1. Home language surveys (HLS) to be completed as part of the registration process for all students to identify those whose Primary or Home Language is Other Than English (PHLOTE). Once completed, all surveys should be on file and easily accessible by school and district staff and available for state audits. 2. Colorado English Language Assessment (CELA) Placement to be administered to all new to the district students identified as PHLOTE, within 30 days of arrival to determine English language proficiency. 3. Parent notification for students identified for placement in a Language Instruction Educational Program (LIEP). 4. Placement in LIEP services for students identified as ELs. 5. On-going Assessment to monitor language and academic growth (including the CELA Proficiency Test).

24. Advanced Learning Plans • ALPs are created for qualified gifted and talented learners • Assessment and information gathering • Collaborative development of an Advanced Learning Plan (ALP) – see example • Ongoing monitoring • CDE Gifted and Talented resources: http://www.cde.state.co.us/gt/index.htm • http://www.cde.state.co.us/gt/resources.htm • Colorado Association for Gifted and Talented: http://www.coloradogifted.org/

25. School Accountability Committee • What is it? • Colorado Revised Statutes 22-11-401 and 22-11-402. These are new statutes replacing the School Advisory Council statutes (22-7-106 and 22-7-107) • The statute includes creation, qualification, elections, powers and duties of the School Accountability Committees.

26. School Accountability Committee Composion Each school accountability committee shall consist of at least seven members as follows: (I) The principal of the school or the principal's designee;(II) At least one teacher who provides instruction at the school;(III) At least three parents or legal guardians of students enrolled in the school;(IV) At least one adult member of an organization of parents, teachers, and students recognized by the school; and(V) At least one person from the community.

27. School Accountability Committee Duties Each school accountability committee shall have the following powers and duties: (a) Make recommendations to the principal of its school priorities for spending school moneys. (b) Advise the principal of the school concerning the preparation of a school performance or improvement plan, if either is required pursuant to section 22-11-210, and submit recommendations to the principal concerning the contents of the performance or improvement plan; (c) Advise the local school board concerning the preparation of a school priority improvement or turnaround plan, if either is required pursuant to section 22-11-210, and submit recommendations to the local school board concerning the contents of the priority improvement or turnaround plan; (d) To meet at least quarterly to discuss whether school leadership, personnel, and infrastructure are advancing or impeding implementation of the public school's performance, improvement, priority improvement, or turnaround plan, whichever is applicable, or other progress pertinent to the public school's accreditation contract with the local school board or the institute.

28. School Accountability Committee • Considerations for charter schools • Do you have or plan to have a committee to provide input for school improvement? • Do you have expectations or a description established for the role of this committee and reporting guidelines? • Does your school have a plan with your authorizer to ensure the authorizer provides the school with all student level data in an electronic form and in a timely manner?

29. School Accountability Committee • Still have questions? • Appendix I: Understanding the Role of School Accountability Committees in Charter Schools – Part of the CDE’s District Accountability Handbook (http://www.schoolview.org/documents/DistrictAccountabilityHandbook.pdf). • Board Member Buzz on Committees – there are examples of SACs from other schools.

30. Re-Authorization of ESEA • The federal Elementary and Secondary Education Act, also known as No Child Left Behind, is currently being modified and re-authorized. • Colorado is working to ensure alignment of the new ESEA with our state accountability system. • See Colorado Associate Commissioner Richard Wenning’s testimony to the U.S. House of Representative’s Committee on Education and Labor: http://www.schoolview.org/documents/WenningTestimonyCommEducLabor%28041410%29.pdf • The new system will be more growth-based. See DOE Power Point for more differences between NCLB and the new Blueprint for Reform. • DOE’s Blueprint for Reform: http://www2.ed.gov/policy/elsec/leg/blueprint/index.html

31. Questions?

32. Jennifer Douglasjdouglas@coloradoleague.org303-989-5356, ext. 113 32