2010-11 School Site Council Training

1. 2010-11 School Site Council Training Focus on School Improvement and Student Achievement 1 P C DELAC DAC

2. Workshop Topics include: • Requirements, Roles and Responsibilities of the SSC • Areas Outside the Scope of the SSC • Single Plan for Student Achievement (SPSA) • Linking Student Achievement and Expenditures • Conducting the SSC Meeting

3. Requirements of the SSC Develop and adopt a comprehensive Single Plan for Student Achievement (SPSA), including a budget aligned to the actions. Recommend the SPSA to the local school board for approval Monitor implementation of the plan and evaluate the results At least annually, revise the plan, including proposed expenditures of funds allocated to the school through the Consolidated Application The SPSA must be evaluated annually to determine the effectiveness of the plan. Mem-4631.2 outlines this procedure. Education Code Section 58510 requires districts operating alternative schools and programs of choice (i.e., Magnet Schools and Centers) to evaluate these schools and programs annually and to send a report of the evaluation to the State Superintendent of Public Instruction. Reference Guide 4798.0 outlines this process. 3

4. Requirements of the SSC • Regularly attend SSC meetings • Develop a training program for SSC members • Review meeting and operating procedures • Develop an annual meeting calendar • Review bylaws annually • Review District policies • Become knowledgeable of state and local issues related to assessment, curriculum and instruction • Communicate with SSC members and members of the public • May appoint committees to perform tasks to assist the council in developing, monitoring and evaluating the SPSA 4

5. Requirements of the SSC Function The SSC is not to be viewed as an advisory body whose advice may be accepted or rejected Instead, the actions of the SSC constitute the first step in a formal process for developing improvement strategies and for allocating resources to support these efforts 5

6. Requirements of the SSCThe School Principal Provides information and leadership. Is responsible for staff and student elections of the SSC. Is responsible for the proper functioning and implementation of the SSC. Is responsible for any program and/or fiscal implications due to non-compliance with federal/state policies, rules, and regulations. Directs staff to implement the approved Student Plan for Student Achievement (SPSA) and monitors in conjunction with SSC. The law is very clear that the principal is an active, voting member of the council. SSC attendance and responsibilities CANNOTbe assigned to a vice principal or other designee. He/she has no administrative authority over the council*. In addition, the principal may not veto a decision of the council or make plan or budget changes without SSC approval The principal may assign someone to take notes (in their absence); however that person may not vote or participate in the discussions unless it is to make a comment on an agenda item just as any other member of the public. Source: California Institute for School Improvement (CISI) *Source other than CISI 6

7. Requirements of the SSCDuties of Officers/Members The council shall elect officers, including: Chairperson to organize, convene, and lead meetings of the council Vice-Chairperson to serve in the absence of the chairperson Secretary to record events and actions taken at council meetings Parliamentarian to resolve questions of procedure, often with the help of “Robert’s Rules of Order” or similar guide Other officers as needed to perform stated duties in support of the work of the council 7

8. Areas Outside the Scope of School Site Councils A school management committee A policy-making body A political organization A personnel committee A grievance committee A fund-raising organization An extension of the PTSA A social group 8

9. The Single Plan for Student AchievementLinking School Goals and Expenditures to Improving Student AchievementThe Road Map to Success 9

10. The Single Plan for Student Achievement (SPSA) The intent of the Single Plan for Student Achievement (SPSA) is to create a cycle of continuous improvement of student performance, and to ensure that all students succeed in reaching state academic standards. The school plan serves as an official document in audits to determine appropriate expenditures of categorical funds, including equipment purchases, and personnel responsible to complete multi-funded and semiannual certifications. 10

11. The Single Plan for Student Achievement (SPSA) The SPSA must be developed with the advice, review and certification of any applicable school advisory committees: English Learner Advisory Committee State Compensatory Education Advisory Committee Special Education Advisory Committee Gifted and Talented Education Advisory Committee All required advisory committees have a responsibility to advise the school on the special needs of students and on ways the school may meet those needs 11

12. The Single Plan for Student Achievement (SPSA) School districts must assure “that Site Councils have developed and approved a Single Plan for Student Achievement for schools participating in programs funded through the Consolidated Application process, and any other school program they choose to include . . . ” [EC, Section 64001(a)] Must be developed “with the review, certification and advice of any applicable school advisory committees . . . ” [EC, Section 64001(a)] Plans required to be consolidated into a single plan: Consolidated Application Pupil Retention Block Grant ESEA/NCLB Program Improvement Must be aligned with school goals for improving student achievement Must be based upon “an analysis of verifiable state data, including the API, ELD . . . and may include any data voluntarily developed by districts to measure student achievement . . . ” [EC, Section 64001(d)] 12

13. School Site Councils Consolidated Application School Site Council Single Plan for Student Achievement (SPSA) EIA-EDY Economic Impact Aid—Educationally Disadvantaged Youth Revise SPSA for ESEA/NCLB Program Improvement EIA-LEP Economic Impact Aid—Limited English Proficient EIA-SCE Economic Impact Aid—State Compensatory Education Quality Education Investment Act (QEIA) Revise SPSA for QEIA SB 1133 Title I Title II Title III Title I (AARA) American Recovery Reinvestment Act 13

14. The Single Plan for Student Achievement (SPSA) Must address how funds will be used to “improve the academic performance of all students to the level of the performance goals, as established by the API index . . . ” [EC, Section 64001(d)] Must be reviewed annually and updated Must be reviewed and approved by the governing board 14

15. Federal and State Improvement Efforts What’s Driving Improved Student Academic Achievement? • Federal • Adequate Yearly Progress (AYP) in Elementary Secondary Education Act (ESEA)/No Child Left Behind (NCLB) • Annual Measurable Achievement Objectives (AMAO’s) State • Public School Accountability Act (PSAA) • Academic Performance Index (API) • Assessment, Standards, Rewards and Sanctions • Quality Education Investment Act (QEIA) 15

16. Federal and State Improvement Efforts Title I Program Improvement (PI) A Title I school will be identified for PI when, for each of two consecutive years, the Title I school does not make Adequate Yearly Progress (AYP) in the same content area (English-language arts or mathematics) schoolwide or for any numerically significant subgroup, or on the same indicator (Academic Performance Index [API] or high school graduation rate) schoolwide.   A Title I Local Education Agency (LEA) will be identified for PI when, for each of two consecutive years, the LEA does not make AYP in the same content area (English-language arts or mathematics) LEA-wide or for any numerically significant subgroup, and does not meet AYP criteria in the same content area in each grade span (grades 2-5, grades 6-8, and grade 10), or does not make AYP on the same indicator (API or graduation rate) LEA-wide. Quality Education Investment Act (QEIA) Assists the lowest performing schools, schools with a valid 2005 Academic Performance Index (API) that are ranked in deciles 1 to 2, to increase student achievement. Western Association of Schools and Colleges (WASC) The Western Association of Schools and Colleges (WASC) is one of six regional accrediting associations in the United States. The Commission provides assistance to schools located in California, Hawaii, Guam, the Commonwealth of the Northern Marianas, American Samoa, the Federated States of Micronesia, the Republic of the Marshall Islands, and East Asia. 16

17. Federal and State Improvement Efforts School Improvement Grant (SIG) NCLB, Title I, Section 1003(g): • To provide resources to LEAs for use in schools identified as “persistently lowest-achieving” in order to substantially raise the achievement of their students so as to enable the schools to make AYP. • Lowest 5% of schools based on: • 3-year average (07, 08 & 09) of combined English Language Arts & Mathematics AYP proficiency rate, OR • Schools with a graduation rate below 60% over the last 4 years LEAs that apply for and receive a SIG grant must implement one of 4 district-selected intervention models in each of the Tier I and Tier II schools that they have committed to serve. • Restart Model: School must close and reopen as a new charter by the first day of the 2010 - 11 school year. • Turnaround Model: School must have replaced the principal & up to 50% of instructional staff prior to the beginning of the 2010-11 school year. Must implement additional required improvement activities. • Transformation Model: School must have replaced the principal & increased instructional time by staff by the first day of the 2010-11 school year. The school must implement additional required improvement activities. • Note: An LEA with 9 or more Tier I and Tier II schools can only use this model in 50% or less of these schools • Closure Model: LEA must close and enroll students in higher-achieving schools in the district no later than the end of the 2010-11 school year. 17

18. The Single Plan for Student Achievement (SPSA) Desired Outcome Revise Improvement Strategies and Expenditures Reaffirm or Revise Goals Inform Governing Board or Seek Its Approval Seek Input Monitor Implementation Measure Effectiveness of Improvement Strategies Steps for Developing the Single Plan for Student Achievement The graphic organizer represents the cycle of actions required by the SSC in the development, implementation and revision of the SPSA. 18

19. Developing The Single Plan for Student Achievement (SPSA) Step 1:Measure the Effectiveness of Current Improvement Strategies • Analyze Student Performance • Analyze the Instructional Program [Education Code Section 64001(g)] 19

20. Developing The Single Plan for Student Achievement (SPSA) Certification of Advisory Committee Input Step 2: Seek Input from School Advisory Committees • Compensatory Education Advisory Committee (CEAC) • English Learner Advisory Committee (ELAC) • Gifted & Talented Education Program Advisory Committee (if applicable) • Special Education Advisory Committee (if applicable) The SSC must document the following actions: • Written recommendations from advisory committee(s) • Minutes should reflect acknowledgement of the written advisory committee recommendation. • The SSC should send a completed SSC Decision Form to the advisory committee within 30 days. • Dissemination of information regarding the SPSA to advisory committee(s) • Share final draft with advisory committee(s) • Recommendation for approval of the SPSA to Local District Note: If the SSC chairperson refuses to certify input, the minutes and sign-in sheets from the meeting where the approval was granted must be submitted with the SPSA. The local district superintendent or designee will decide whether to approve or send SPSA back to SSC for revision. 20

21. The Single Plan for Student Achievement (SPSA) Step 3: Reaffirm or Revise School Goals School goals must be based on comprehensive assessment of student academic achievement, using multiple measures of student performance. Step 4: Revise Improvement Strategies and Expenditures The SSC will adopt specific actions to reach each goal, specify dates by which actions are to be started and completed, identify expenditures needed to implement the action, and identify the funding source. 21

22. The Single Plan for Student Achievement (SPSA) Step 5: Approve and Recommend the SPSA to the Governing Board After appropriate advisory committees have reviewed the proposed SPSA, the SSC must approve it at a meeting for which a public notice has been posted. The Board of Education has delegated to the general superintendent and the local district superintendents responsibility for budget and program decisions related to SBIX and Title I Program Improvement schools, which includes schools in corrective action and restructuring. Restructuring Plans must be approved by the local district superintendent before implementation. Note: For schools identified as Program Improvement (PI), the SSC remains in place. 22

23. The Single Plan for Student Achievement (SPSA) Step 6: Monitor Implementation Once the plan is approved, the responsibility of the SSC is to monitor the effectiveness of planned activities and modify those that prove ineffective. Monitoring should follow the calendar of events established by the SPSA to verify timely implementation and achievement of objectives critical to the success of the plan. 23

24. Conducting the School Site Council Meeting 24

25. Conducting the SSC Meeting Meeting Requirements Be open to the public Allow the public to address the council on any matter within the jurisdiction of the council Post a meeting notice 72 hours in advance, specifying date, time and location, and agenda describing each item of business Make any meeting materials available to the public upon request 25

26. Conducting the Meeting Create a sign-in sheet for all who attend and designate the various constituencies (admin, teacher, classified, parent/community) Provide copies of the agenda and all materials to SSC members and the public If 15 percent or more of the pupils enrolled in a public school that provides instruction in kindergarten or any of grades 1 to 12, inclusive, speak a single primary language other than English, all notices, reports, statements, or records sent to the parent or guardian of any such pupil by the school or school district shall, in addition to being written in English, be written in the primary language, and may be responded to either in English or the primary language. (CA Education Code, Section 48985) Source: California Institute for School Improvement (CISI) 26

27. Conducting the Meeting • Notify alternates for members that they may not vote and are not counted toward a quorum, unless the voting member is no longer able to serve on the SSC • Follow the posted agenda • Use an agreed upon procedure (e.g., Roberts’ Rules of Order-10th edition) for conducting business • Provide opportunities for discussion of items on agenda • Maintain minutes, agendas and sign-ins of the meeting for 5 years Source: California Institute for School Improvement (CISI) 27

28. Conducting the Meeting Greene Act The council cannot act on any item that was not included on the posted agenda Exception: If an action is needed and was not known at the time the agenda was posted, the SSC may, by unanimous vote, add the item on the agenda for action Questions and brief statements for clarification may be made as long as there is no impact on students or staff If these procedures are violated, upon demand of any person, the council must reconsider the item at it’s next meeting after allowing for public comment on the item Source: California Institute for School Improvement (CISI) 28

29. Conducting the Meeting Check Bylaws First: Schools are encouraged to have procedures for the selection/election of members written into the SSC’s bylaws. The following are suggested provisions. Means of electing members and officers Terms of office of members and officers Notice of elections for each peer group Responsibilities of the council A policy on non-discrimination Note: Schools may elect non-voting alternate members who become voting members in the event of a mid-year vacancy. Refer to LAUSD Bulletin 4148.1: Advisory Committees and School Site Councils 29

30. Conducting the Meeting TIPS FOR EFFECTIVE COMMUNICATIONS BETWEEN COMMITTEE MEMBERS • Be respectful; every member will have an opportunity to speak at an appropriate time • Disagreement and respectful debate between Committee members at Committee meetings is appropriate; personalized disagreement can be divisive and damaging • Remember that you and every other Committee member generally owe a duty to act in the best interest of the entire community • If you have a point that you wish to make to one or more Committee members, address the point to the Committee chairperson • Don’t let personality conflicts or prior policy disagreements spill over into Committee meetings or public comments • Address the issues 30

31. Conducting the Meeting TIPS FOR EFFECTIVE COMMUNICATIONS WITH THE PUBLIC • When possible, deal with persons making comments that the Committee finds inappropriate or offensive by simply letting the person have their say, within a reasonable time limit • Do not use communications with the public or school district as a means of communicating with other Committee members; that is the role of a public meeting • Be respectful of Committee decisions; if you disagree with the position taken by the Committee, the time to express that opinion is prior to when that position is adopted 31

32. Conducting the Meeting Holding the Gavel: What it Means to be Committee Chairperson • The Committee elects a chairperson from among its members to provide leadership on behalf of the Committee and the community it serves • Call the meeting to order at the appointed time • Announce the business to come before the Committee in its proper order • Enforce the Committee’s policies relating to the conduct of meetings and help ensure compliance with the Bylaws • Recognize people who desire to speak, and protect the speaker who has the floor from disturbance or interference • Explain what the effect of a motion would be if it is not clear to every member • Restrict discussion to the question when a motion is before the Committee 32

33. Conducting the Meeting Running an Effective Meeting • Rule on issues of parliamentary procedure • Put motions to a vote, and state clearly the results of the vote • Be responsible for the orderly conduct of all Committee meetings • Always have antennae out, be aware of the dynamics of the Committee, audience and staff 33

34. Conducting the Meeting Sticking Together Through Good Times and Bad • Committees take collective responsibility for their performance • If you vote in favor of an action that passes, you consent to that action, and are expected to support it • If you vote against an action that nevertheless passes, you are expected to support the majority and not attempt to sabotage or subvert the action • Committees operate by consensus • If you are not in the room when the vote is taken, you nevertheless consent to the action 34

35. Conducting the Meeting Quorum • Number of members that must be present to legally transact business • Why? We don’t want small unrepresentative groups making decisions for entire body 35

36. Conducting the Meeting Call to Order • Before the presiding officer calls the meeting to order it is his duty to determine if quorum is established,. • If a quorum is not present, the chair waits until there is one, or until after a reasonable time, there appears to be no prospect that a quorum will assemble • If quorum cannot be obtained, the chair calls the meeting to order, announces the absence of a quorum and entertains a motion to adjourn or recess. 36

37. Conducting the Meeting Voting • Chair should announce minority votes, i.e., “Hearing one “nay” and no others….” • If vote requires more than a majority, Chair should announce before the vote the supermajority that is required • Tie vote is a lost vote because no majority was obtained 37

38. Conducting the Meeting Minutes Contents: • A record of what was done at the meeting, not what was said by the members. Should never reflect the secretary’s opinion, on anything said or done • Important motions – a) the wording in which each motion was adopted or disposed of, whether motion was debated or amended b) the disposition of the motion, any primary or secondary amendments • The name of the seconder of the motion should not be entered in the minutes unless ordered by the assembly • When a count is taken or ordered, the number of votes on each side should be entered • If vote is by roll call, the names of those voting on each side and those answering “present” should be entered • All notices of motions – instance of bylaw amendments, • All points of order and appeals • The name and subject of a guest speaker can be given, but no effort should be made to summarize his remarks • The hour of adjournment • The signature – minutes should be signed by the secretary and can also be signed, if the assembly wishes, by the president. The words Respectfully submitted – although occasionally used-represent an older practice that is not essential in signing the minutes Access: • Any member has a right to examine the minutes of the society at a reasonable time and place. The same principle applies to the minutes of boards of a committee 38