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  • CORE NCLB Waiver LEA Implementation Plan Guidelines

 

School Quality Improvement System

CORE NCLB Waiver LEA Implementation Plan Guidelines

 

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Introduction:

This document is meant to provide guidance for LEAs as you develop your School Quality Improvement System implementation plan.  This plan should reflect your district’s thinking on implementation of all waiver elements, including stakeholder engagement, college and career-ready standards and assessment, the differentiated accountability system, and teacher and principal evaluation system. 

As you develop your plan we encourage you to reference the attached rubric for peer review in the District Implementation Plan Rubric and Timeline as an additional guide.

Also included in the District Implementation Plan Rubric and Timeline is a suggested implementation timeline for key activities and commitments as outlined in the full waiver narrative. This timeline can be found in the “Suggested Distr. Timeline” tab. Please note that this tab is locked and cannot be edited. You create a custom timeline graphic for your district by clicking into the “Distr. Timeline – To Be Completed” tab and entering your districts target start and end dates for each waiver activity into the grey columns labeled “Begin Date” and “End Date”. Doing so will automatically populate the timeline graphic to the right so that the implementation timeline for each activity appears as a red line. Note that the “Begin Date” and “End Date” fields are the only fields that can be edited on this tab. 

Please take until September 10, 2013 to complete your district’s implementation plan in the attached CORE NCLB Waiver LEA Implementation Plan Template.  During the week of September 15, 2013 , a peer review of each district’s implementation plan will occur utilizing the attached scoring rubric.   CORE will then aggregate peer review comments and redistribute plans to the original LEA for any revision.  Finalized plans are due to CORE by October 1, 2013 .

Please be sure to fill out the contact information section on the cover page.  The contact information should be for the individual(s) in your LEA who will serve as the lead point of contact with regard to the waiver and who are responsible for coordination of implementation, monitoring, and support for the School Quality Improvement System.

 


Stakeholder Engagement:

Directions for Stakeholder Engagement:

In the field provided in the attached Implementation Plan Template, write a plan for initial and ongoing (quarterly & annual) processes of engagement with Principals, Parents, Staff, Teachers, and Community to inform, support, and solicit feedback regarding the ongoing planning and implementation of the School Quality Improvement System. Plans should address the following activities:

  • Annually, before the start of the school year, hold at least 1 information, consultation, and training session with Principals and key leadership from priority, focus, and reward schools, and other Title I schools requiring intervention
  • Quarterly, beginning start of 2013-2014 school year hold information/consultation sessions on waiver requirements, including revised accountability, intervention & designation model, implementation of CCSS & SBAC, and change in evaluation and support systems with the following groups:
    • Parents: example outreach includes discussion at PTA meetings and emails home
    • Staff: example outreach includes discussion at staff meetings and all staff emails
    • Teachers: example outreach includes discussion at meetings and professional development sessions publicized through all staff emails
    • Local Community: examples include discussion at town hall meetings publicized through local bulletins
  • Throughout each year, engage collective bargaining units in communicating and forming consensus around changes to elements of educator evaluation systems (fully addressed in the implementation plan for “Supporting Effective Leadership and Instruction”)
  • Report comments and concerns from stakeholder engagement efforts to CORE by April 15th each year

Obstacles that may need to be addressed as well as suggested output can be found on pages 18 and 19 of approved waiver application.


College & Career Readiness for All Students:

Directions for College & Career Readiness for All Students:

Describe your district’s plan to ensure college and career readiness for all students, including by training administrators and teachers and integrating focus on and supports for English Language Learners (EL), Students with Disabilities (SwD), Low-Achieving students, and High-Achieving students.  The plan should address full transition to the Common Core State Standards (CCSS) in both Math and ELA in the 2013-2014 school year and implementation of the Smarter Balanced Assessment Consortium (SBAC) assessments in the 2014-15 school year.

LEAs may heavily leverage and update the West Ed CCSS report (attached) in developing this plan for overall implementation; however plans described here must provide additional detail on LEAs’ plans to make the CCSS available and accessible for English Language Learners (EL), Students with Disabilities (SwD), Low-Achieving students, and High-Achieving students. Specifically, plans should address the following activities:

  • For the 2013-2014 school year, develop long and short term CCSS-aligned professional development plans for all teachers, and administrators. Plan should include details specific to the 2013-2014 school year as well as high level long term goals and PD activities
  • Annually, revisit long term plan and develop year-specific CCSS-aligned professional development plans for all teachers, administrators and staff that includes input from key stakeholder groups including varied representation of parents, teachers (including teachers of SwD and ELs), administrators and staff. 2014-2015 plans should include training on implementing Smarter Balanced assessments, as well as reflect lessons learned during the first year of CCSS implementation
  • Annually, provide CCSS-aligned professional development to teachers, administrators and staff in all grades and departments. Professional development should include training on SBAC assessments, other performance task assessments, instructional plans with considerations for different student groups, and creation of an Individualized Education Programs (IEPs) that are CCSS-aligned
  • In the 2013 – 2014 school year, transition all students to the Math and ELA CCSS and ensure options and support for EL, SwD, Low-Achieving students and High-Achieving Students
  • Also in the 2013 – 2014 school year, transition ELs to English Language Development Standards
  • In the 2013 – 2014 school year, begin to transition parents, teachers, and staff of SwD to SBAC from the California Modified Assessments. Transition should occur by 2014 – 2015 school year. Please note that a maximum of 2% of students – representing the most severely disabled students - will be eligible to take the California Alternate Performance Assessment
  • In 2014 – 2015, transition all students to SBAC
  • Annually during the 1 st week of June, complete self-evaluation of CCSS implementation. Annually, during the 2 nd week of June,  conduct LEA peer review of self-evaluations

Key activities, and associated timeline and obstacles can be found on pages 67 to 69 of the approved waiver application .


Differentiated Recognition, Accountability, and Support:

Directions for Differentiated Recognition, Accountability, and Support:

Write a plan for implementing the Differentiated Recognition, Accountability and Support in your district. Plans should address the following activities:

  • Annually, inform parents if their child is attending a priority or focus school and make public school scores on the School Quality Improvement Index.  Additionally, communicate the distinction between NCLB Program Improvement status and the school status under the School Quality Improvement System
  • In the 2013-14 school year, sign data sharing agreement with the data provider and work with CORE Board to finalize the social-emotional and culture-climate indicators for inclusion in the School Quality Improvement System and continuous improvement data collection
  • Starting in the 2013 – 2014 school year, collect data for persistence, absentee and suspension/expulsion rates as well as other metrics to be incorporated into the School Quality Improvement Index. While districts must collect metrics required for the School Quality Improvement System, districts may collect additional metrics if they so choose. For the purposes of increased collaboration among Waiver districts, please indicate all metrics your district plans to collect in the plan described below
  • In 2013 – 2014 school year, include a plan to write or update student, teacher and parent surveys to include common culture-climate metrics decided upon by the CORE Board for the School Quality Improvement System
  • In April and October of each year, provide CORE with regular implementation status reports for reporting purposes. Status reports will take the form of a completed rubric to be distributed by CORE at a later date
  • Ensure that priority, focus, and reward schools and schools that do not meet AMOs fulfill commitments as outlined in the approved waiver, including participation in the Coaching Institute (late September annually) and the School Pairing Institute (early October annually)
  • Support priority and focus schools and schools that did not meet AMOs in establishing advisory councils with stakeholder participation, completing needs assessments, planning and implementing interventions, attending communities of practice as required by the School Quality Improvement System. School advisory councils should be established by October 1 st of each year if one does not already exist
  • Administer school pairing satisfaction survey to paired schools from May 1 st to June 15 th of each year and report information to CORE by July 1 st of each year.

Key activities, and associated timeline and obstacles can be found on pages 99 through 101 of the approved waiver .

Supporting Effective Leadership and Instruction:

Directions for Supporting Effective Leadership and Instruction:

Write a plan for implementing the Differentiated Recognition, Accountability and Support in your district. Plans should address the following activities:

  • During 2013 – 2014 school year, review current evaluation systems and determine alignment to School Quality Improvement System evaluation requirements and the common educator effectiveness evaluation guidelines as determined by CORE board and participating districts
  • Annually, beginning in the 2013 – 2014 school year, determine which, if any, local assessments fit within common educator evaluator framework
    • Determine which subject or grade-level performance tasks are to be used for teachers of non-tested grades and subjects
  • Engage key stakeholders and bargaining units in dialog around designing or revising educator evaluation systems that are in line with system requirements
    • By September 25, 2013, invite additional feedback from local stakeholder groups, including labor partners
    • January 15 – February 15, 2014, invite feedback from local stakeholder groups on student growth model and evaluation system
    • Inform teachers and principals of 2014 – 2015 pilot
    • Collect anecdotal feedback from evaluators and those evaluated
  • Starting in 2013 – 2014 school year, collect data required for all factors of School Quality Improvement Index and share data with external data partner, including data for all common educator evaluator effectiveness indicators
  • Produce a year-end status report which will be included within the annual School Quality Improvement System Implementation Report for the CORE Board and the School Quality Improvement System Oversight Panel
  • June 15 – August 15, 2014, engage teacher groups and principal groups or collective bargaining units to modify evaluation systems to requirements outlined by the School Quality Improvement System as well as the common educator effectiveness evaluation guidelines as determined by CORE Board and participating districts
  • Submit current evaluation system into peer review ahead of the CORE-facilitated Educator Effectiveness Seminar, to be held between September 1 st and December 1 st of 2014 and 2015. If current evaluation system has not met required milestones outlined in waiver application for each year, commit to updating system to meet milestones by June 15 th of following year. Assistance would be provided as necessary through a partnership with another LEA
  • Starting in the 2014 – 2015 school year, pilot evaluation system and ensure that teachers receive meaningful and actionable feedback related to instructional practice
  • By the end of the 2014 – 2015 school year, begin to track aggregate distribution of teachers and principals by performance level
  • From June to August 2015, evaluate first year pilot of evaluation system. Solicit feedback from stakeholders, including teachers and principals, and modify as necessary
  • By 2015 – 2016 school year, implement educator evaluator system and report data publically at school and LEA level

Additional information and dates can be found on pages 180 through 184 of the approved waiver application.

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