Compliance Monitoring, Interventions, and Sanctions

1. 1 Compliance Monitoring, Interventions, and Sanctions

2. 2 Welcome Thank you for joining us Please identify yourself in the chat area now Introductions will follow JulieJulie

3. 3 Phones are in presentation mode. Questions are welcomed: If you are online, please submit questions in the text-chat area (lower-left). If you are on the phone only, please email your questions to TitleII@cde.ca.gov. Housekeeping

4. 4 Housekeeping Tech Support During the Event Text-chat jduffie or email jduffie@wested.org The event is being recorded and will be available afterwards on the ESEA webpage at: http://www.cacompcenter.org/esea-requirements juliejulie

5. 5 How it works: interactive formats Polls -yes/no, ratings and open response Type messages into the text chat �Going Live� to demo spreadsheet and to survey monkey tools

6. 6 One of the fundamental principles of the Elementary and Secondary Education Act (ESEA) is that teacher quality is the single most important school-related factor in student success.  The California Department of Education (CDE) believes that the teacher is at the heart of student academic success and therefore key to closing the achievement gap between poor and minority students and their more affluent peers. The primary component of the Compliance, Monitoring, Intervention, and Sanctions (CMIS) program is the development of an Equitable Distribution Plan (EDP). The focus of the EDP is the review, development, and implementation of strategies to improve recruiting, retaining, and improving the effectiveness of highly qualified teachers (HQT) and administrators in order to work towards closing the achievement gap.

7. 7 Title II CMIS Overview Your team is attending this webinar because your LEA received a letter dated September 25th with notification of Title I, II, and III improvement status. The letter indicated that your LEA is in Title II improvement status, Level A, B, or C. Your team is attending this webinar because your LEA received a letter dated September 25th with notification of Title I, II, and III improvement status. The letter indicated that your LEA is in Title II improvement status, Level A, B, or C.

8. 8 Title II CMIS Requirements

9. 9 Poll: How would you rate your prior understanding on CMIS Requirements? Please respond and click submit. I'm very familiar with most of the CMIS Requirements? I'm some what familiar with most CMIS Requirements? I'm not familiar (This is new to me)

10. 10 IMPROVEMENT PLAN- After the second year of the plan described in section 1119(a)(2), if a State educational agency determines, based on the reports described in section 1119(b)(1), that a local educational agency in the State has failed to make progress toward meeting the annual measurable objectives described in section 1119(a)(2), for 2 consecutive years, such local educational agency shall develop an improvement plan that will enable the agency to meet such annual measurable objectives and that specifically addresses issues that prevented the agency from meeting such annual measurable objectives. IMPROVEMENT PLAN- After the second year of the plan described in section 1119(a)(2), if a State educational agency determines, based on the reports described in section 1119(b)(1), that a local educational agency in the State has failed to make progress toward meeting the annual measurable objectives described in section 1119(a)(2), for 2 consecutive years, such local educational agency shall develop an improvement plan that will enable the agency to meet such annual measurable objectives and that specifically addresses issues that prevented the agency from meeting such annual measurable objectives.

11. 11 Equitable Distribution Plan requirements Equitable Distribution Data Tables Available for download at: http://www.cde.ca.gov/nclb/sr/tq/tiicmis.asp. Documents Needed In order to get the full benefit from this webinar, please download the EDP requirements and Data tables to refer to throughout the next two hours.In order to get the full benefit from this webinar, please download the EDP requirements and Data tables to refer to throughout the next two hours.

12. 12  EDP Team  In an effort to improve support, streamline LEA processes for implementing federal reporting requirements, and promote cross-program coordination, the CDE is initiating a number of changes in 2009-10, including the Alignment of Titles I, II and III. The purpose of these changes is to reinforce the idea that we are supporting many of the same students and their teachers under these ESEA Titles. Therefore, it is important that the Equitable Distribution Team be representative of a variety of district programs. This is not simply a plan to be completed by one person in the HR department, but rather a systemic and cohesive look at supporting all students and establishing the expectation for all district and site staff that they are accountable for the achievement of all students. In an effort to improve support, streamline LEA processes for implementing federal reporting requirements, and promote cross-program coordination, the CDE is initiating a number of changes in 2009-10, including the Alignment of Titles I, II and III. The purpose of these changes is to reinforce the idea that we are supporting many of the same students and their teachers under these ESEA Titles. Therefore, it is important that the Equitable Distribution Team be representative of a variety of district programs. This is not simply a plan to be completed by one person in the HR department, but rather a systemic and cohesive look at supporting all students and establishing the expectation for all district and site staff that they are accountable for the achievement of all students.

13. 13 This requirement is intended to guide the LEA through three main analyses: Determining the core academic subject classes in the LEA that are the least likely to be taught by a Highly Qualified teacher. Conducting an analysis of teachers who are teaching out-of-field and the impact on student achievement. Conducting an analysis of subject-matter qualifications and the impact on student achievement. Requirement One The Equitable Distribution Plan is broken into four requirements. Each of the requirements follow the same basic process: Collect and analyze data, complete the Guiding Documents and submit documentation. The Equitable Distribution Plan is broken into four requirements. Each of the requirements follow the same basic process: Collect and analyze data, complete the Guiding Documents and submit documentation.

14. 14 Requirement One: Data

15. 15 Requirement One: Data

16. 16 Requirement One: Data

17. 17 Requirement One: Data Read slideRead slide

18. 18 �Going Live� Demo of spreadsheet via desk top sharing

19. 19 Use the data to identify areas of concern. Data from this sample district suggests that there may be discrepancies in teacher qualifications at the high-poverty and Program Improvement middle schools. Data from this sample district suggests that there may be discrepancies in teacher qualifications at the high-poverty and Program Improvement middle schools.

20. 20 Guiding Document As a team, answer the questions in the guiding document. The responses for this guiding document will be submitted to the CDE as part of your EDP.The responses for this guiding document will be submitted to the CDE as part of your EDP.

21. 21 What are you looking for? Inequalities in qualifications between district averages and high-poverty or Program Improvement (PI) schools. High percentages of teachers who are out-of-field or low percentages of supplemental authorizations. Possible middle school content knowledge deficiencies. Possible correlations between content areas in which AYP was not met and teacher qualifications. Read slideRead slide

22. 22 Open Response Poll What are some suggestions for addressing discrepancies in teacher qualifications?

23. 23 Complete the documentation. There are three pieces of documentation for Requirement One. There are three pieces of documentation for Requirement One.

24. 24 The first piece of documentation, The Non-Compliant Teacher Action Plan, is required to be submitted using the CDE-created form. This is available for download at http://www.cde.ca.gov/nclb/sr/tq/tiicmis.aspThe first piece of documentation, The Non-Compliant Teacher Action Plan, is required to be submitted using the CDE-created form. This is available for download at http://www.cde.ca.gov/nclb/sr/tq/tiicmis.asp

25. 25 The second two pieces of documentation for Requirement One have optional formats. You may use the CDE- created forms available in the EDP requirements, or create your own. If these are part of your LEA Plan Addendum already, you may submit current versions as your EDP documentation. The second two pieces of documentation for Requirement One have optional formats. You may use the CDE- created forms available in the EDP requirements, or create your own. If these are part of your LEA Plan Addendum already, you may submit current versions as your EDP documentation.

26. 26 �Going Live� Demo survey surveys and how to use them Activity : You go �Live and Try�

27. 27 �Go Live� Activity (5mins) Use guest account login at: http://www.surveymonkey.com/ Member Login(on left): CDE_EDP Password:Title2 From the menu Click �My Surveys� and Review Examples Click �My Account� and use the transfer feature Hit the check button when finished

28. 28 Requirement One: Documentation

29. 29 In this requirement the LEA will be: Conducting an analysis of the placement of teachers with Provisional Intern Permits (PIPs), Short-Term Staff Permits (STSPs), and Interns. Conducting an analysis of teacher experience rates and levels of support for new teachers. Requirement Two Read slide.Read slide.

30. 30 Requirement Two: Data Show data table in Excel.Show data table in Excel.

31. 31 Guiding Document Complete the Guiding Document as a team.Complete the Guiding Document as a team.

32. 32 Requirement Two: Data What are you looking for? Current and historical use of under-qualified teachers. Inequalities between district averages and high-poverty or Program Improvement schools. Inequitable support for new teachers in high-poverty or Program Improvement schools. Read slide.Read slide.

33. 33 Open Response Poll What are some suggestions for addressing discrepancies in teacher qualifications?

34. 34 Complete the documentation. Requirement Two: Documentation The first two pieces of documentation may be submitted using the sample policy described on the next slide or district-created policies. The third piece of documentation can be submitted using the sample form provided or a district-created form. The first two pieces of documentation may be submitted using the sample policy described on the next slide or district-created policies. The third piece of documentation can be submitted using the sample form provided or a district-created form.

35. 35 Where to Find Sample Board Policy Language www.pmat.us/clearinghouse/titleiiworkshopseries For California School Board Association members GAMUT online Board Policy/Administrative Regulations 4113 Read slide.Read slide.

36. 36 Requirement Three: Data A recent report by the National Commission on Teaching and America�s Future (NCTAF) found that on average it takes $14,281 to replace a teacher that leaves the district. High rates of teacher turnover may indicate a serious problem at the site level, and can have multiple area of effect, including student achievement rates. This requirement is intended to help the LEA identify areas of possible concern within the district. A recent report by the National Commission on Teaching and America�s Future (NCTAF) found that on average it takes $14,281 to replace a teacher that leaves the district. High rates of teacher turnover may indicate a serious problem at the site level, and can have multiple area of effect, including student achievement rates. This requirement is intended to help the LEA identify areas of possible concern within the district.

37. 37 Why retention matters� a real-life example. Requirement Three: Data

38. 38 Requirement Three: Data Show data table in Excel.Show data table in Excel.

39. 39 Guiding Document Complete the Guiding Document as a team.Complete the Guiding Document as a team.

40. 40 Differences in retention rates between high-poverty/program improvement sites and the district average. Retention rates lower than 84% at any site. What are you looking for? An indication of retention problems is signaled at sites that retain less than the national average of 84% of teachers on a yearly basis.An indication of retention problems is signaled at sites that retain less than the national average of 84% of teachers on a yearly basis.

41. 41 Open Response Poll What are some suggestions for addressing discrepancies in teacher retention rates?

42. 42 Requirement Three: Documentation Both pieces of documentation may be submitted using the sample forms, or LEA-created documents.Both pieces of documentation may be submitted using the sample forms, or LEA-created documents.

43. 43 Requirement Four Read slide.Read slide.

44. 44 There is one Excel data table for Requirement Four. Requirement Four: Data Show data table in Excel.Show data table in Excel.

45. 45 Guiding Document Complete the Guiding Document as a team.Complete the Guiding Document as a team.

46. 46 What are you looking for? A higher number of new or inexperienced principals at high-poverty or Program Improvement sites when compared to other sites in the district. Read slide.Read slide.

47. 47 Open Response Poll What are some suggestions for addressing discrepancies in principal support systems?

48. 48 Requirement Four: Documentation You may submit the sample form included with the requirements or an LEA-created document. You may submit the sample form included with the requirements or an LEA-created document.

49. 49 Overview: What to Submit This is an overview of what will need to be submitted. As you will notice, there are only really three CDE-required items: The Non-Compliant Teacher Action Plan, the Data Tables and the Guiding Documents. The rest of the items can be created at the LEA�s discretion, or submitted from other LEA documents such as the LEA Plan Addendum. This is an overview of what will need to be submitted. As you will notice, there are only really three CDE-required items: The Non-Compliant Teacher Action Plan, the Data Tables and the Guiding Documents. The rest of the items can be created at the LEA�s discretion, or submitted from other LEA documents such as the LEA Plan Addendum.

50. 50 Open Response Poll Do you have any questions on the information just shared?

51. 51 Submit copies of all completed documents electronically by March 18, 2010 to: Caitlin Kurtti, Office Technician California Department of Education TitleII@cde.ca.gov 916-445-7331 Overview: When to Submit

52. 52 Technical assistance from Title II staff is available upon request. Further assistance is available through the Personnel Management Assistance Team (PMAT) Clearinghouse at: www.pmat.us/clearinghouse/TitleIIworkshopseries. This resource provides support in connecting LEAs in the CMIS program to area consultants available to offer guidance in completing the Equitable Distribution Plan. More Assistance

53. 53 Thank You Review the CA CC Web site for other state tools and archived Webinars at: http://www.cacompcenter.org/esea-requirements

54. 54 Participant Survey Please give us feedback: