1. 1 NCLB Accountability Rules& Requirements Requirements

2. 2 A school that fails to make adequate yearly progress (AYP) for two consecutive years is placed in improvement status. A school that makes AYP for two consecutive years is removed from improvement status for the subject and grade in which it was identified. A school that fails to make adequate yearly progress (AYP) for two consecutive years is placed in improvement status. A school that makes AYP for two consecutive years is removed from improvement status for the subject and grade in which it was identified.

3. 3 School-Level Accountability  To be identified for improvement status, a school must fail to make adequate yearly progress (AYP) for two consecutive years on the same measure. The school may fail to make AYP for those two years because of two different accountability groups.  If a previously identified school fails to make AYP on the measure for which it was identified, it moves to the next level of accountability.

4. 4 School-Level Accountability  If an identified school makes AYP, it remains in the same accountability status.  To be removed from improvement status, the school must make AYP on that measure for two consecutive years. The school may remain or be placed in improvement status on another measure for which it has not made AYP.

5. 5  The district results are aggregated for all students attending school in the district as well as continuously enrolled students the district places outside of the school district (e.g., in BOCES, approved private placements).  To be identified for improvement status in an accountability area, a district must fail to make AYP for two consecutive years in ELA or mathematics at both instructional levels (elementary/middle and secondary) or in science or in graduation rate. District-Level Accountability

6. 6  If a previously identified district fails to make AYP at both instructional levels in the accountability area for which it was identified, it moves to the next level of accountability.  To be removed from improvement status in an accountability area, the district must make AYP at one or both instructional levels in that accountability area for two consecutive years.

7. 7 A district may be identified for improvement even if no school in the district is identified for improvement. A district may be identified for improvement even if no school in the district is identified for improvement. In a district with only one school, the district and school can have a different accountability status, because the district accountability groups include students placed outside the district. In a district with only one school, the district and school can have a different accountability status, because the district accountability groups include students placed outside the district. District-Level Accountability

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10. 10 Professional Development  Under the NYS approved Differentiated Accountability plan, Schools identified for improvement in the Comprehensive category must set-aside at least 10% of their Title I school allocation to provide high-quality professional development.  Schools in the Basic and Focused categories may choose professional development and/or other NCLB actions.

11. 11 Professional Development LEAs identified for Title I LEA Improvement must set-aside at least 10% of their Title I, Part A LEA allocation for the professional development needs of instructional staff. LEAs identified for Title I LEA Improvement must set-aside at least 10% of their Title I, Part A LEA allocation for the professional development needs of instructional staff. The LEA set-aside includes the set-aside for identified schools, but excludes the funds required for professional development under section 1119 to enable teachers who are not highly qualified to become highly qualified. The LEA set-aside includes the set-aside for identified schools, but excludes the funds required for professional development under section 1119 to enable teachers who are not highly qualified to become highly qualified.

12. 12 Comprehensive Educational Plan  All Improvement, Corrective Action & Restructuring schools must complete a two year plan and submit it to Regional School Services within 90 days of designation  Schools must revise the plan annually, based upon most recent data, and submit the revised plan by August 31

13. 13 Choice Transportation & Supplemental Educational Services LEAs must reserve an amount equal to 20% of their Title I allocation to pay for or provide supplemental educational services and public school choice-related transportation costs, unless a lesser amount is needed to comply with the transportation provision and to satisfy all requests for supplemental educational services. LEAs must reserve an amount equal to 20% of their Title I allocation to pay for or provide supplemental educational services and public school choice-related transportation costs, unless a lesser amount is needed to comply with the transportation provision and to satisfy all requests for supplemental educational services. The breakdown is: 5% SES 5% SES 5% Choice 5% Choice 10% SES, Choice, or both 10% SES, Choice, or both

14. 14 Notification The notification must include an explanation of:  what the identification means and how the school compares in academic achievement to other schools served by the LEA;  the reasons for the identification;  what the identified school is doing to address the problem of low academic achievement;  what the LEA is doing to help the school address the achievement problem;

15. 15 Notification The notification must include an explanation of:  how parents can become involved in addressing the academic issues that caused the identification of the school; and  parents’ option to transfer their child to another public school or the availability of supplemental educational services, under section 1116

16. 16 Newly Identified SINI 1 and 2 Districts with schools that have been newly identified as Improvement Year 1 or Improvement Year 2 are required to send immediate notification to all eligible parents of their right to and options for public school choice (choice) and supplemental educational services (SES). Districts are responsible for ensuring that implementation of SES and Choice will happen in a way that is timely, as soon as is possible. Implementation of new or revised plans must occur within ninety days of notification.

17. 17 Title I School and Community Services Roberto Reyes, State Director (518) 473-0295  NCLB & New York State Accountability http://www.emsc.nysed.gov/irts/accountability/ http://www.emsc.nysed.gov/irts/accountability/  NCLB Guidance http://www.ed.gov/policy/elsec/guid/schoolimprovementguid.doc http://www.ed.gov/policy/elsec/guid/schoolimprovementguid.doc More Information

18. 18 Leon Hovish LHovish@mail.nysed.gov (518) 473-0295 NCLB Guidance http://www.ed.gov/policy/elsec/guid/suppsvcsguid.doc Supplemental Educational Services

19. 19 Leon Hovish LHovish@mail.nysed.gov (518) 473-0295 NCLB Guidance http://www.ed.gov/policy/elsec/guid/schoolchoiceguid.doc Public School Choice

20. 20 Comprehensive Educational Plan  All SINI, CA and Restructuring schools must complete a two year plan and submit it to Regional School Services within 90 days of designation  Schools must revise the plan annually, based upon most recent data, and submit the revised plan by August 31

21. 21 PUTTING THE PIECES TOGETHER BASIC CEP 2008: Parts 1-3

22. 22 STEP 1: OVERVIEWSTEP 2: WHAT’S THE PROBLEM? STEP 3: FIND THE SOLUTION(S) APPENDICES STEP 4: DEVELOP THE PLAN STEP 5: IMPLEMENT AND EVALUATE

23. 23 STEP 1: OVERVIEW (Pages 1-5) When do we have to have the plan completed? Does it have to be submitted? If so, where? Can we add or delete parts? Who needs to be included in developing the plan? Does our plan need to be updated every year? What if our schools are SRAPs instead of SINIs? Do you have any suggestions for developing our CEP? What happens if someone on the School Improvement Team disagrees with what we’ve decided?

24. 24 STEP 2: WHAT’S THE PROBLEM? Part 1 – School Profile (pages 6-8) Part 2A – Causal Analysis and Planning for Improvement (pages 9-14 ) What do the data say? (And what are our “data,” anyway)? Digging deeper Where can we find the more information? What MUST be included?

25. 25 STEP 3: FIND THE SOLUTION(S) (Part 3: Causal Analysis and Planning for Improvement, Parts B and C(pages 15 – 16) Appendix 1: (Pages 30 -35) What’s really important? What are our priorities? Why did we choose these instead of others?

26. 26 STEP 4: DEVELOP THE PLAN Part 3: Action Plan (Pages 17 - 21) This is your work, the part you Put up on the wall and in teachers’ plan books, Take down at your School Improvement Team meetings and evaluate, Tweak when it’s not working, and Celebrate when it is.

27. 27 REQUIRED APPENDICES (Must be submitted with CEP): Appendix 2 – AIS -(Everybody) Appendix 3 – SWP -(All Schoolwide Schools) Appendix 4 – Parental Involvement -(Everybody) Appendix 5 – PD Set-Aside – (All NCLB Schools Appendix 6 – SURR – (SURR Schools Only)

28. 28 IF YOUR SCHOOL IS CORRECTIVE ACTION AND/OR RESTRUCTURING: Corrective Action – Pages 22 – 23 Restructuring – Pages 24- 28 DISTRICT Plan, as opposed to school-based Mandated USDOE requirements Corrective Action for Years 3 and 4 Planning for Restructuring – Year 4 Restructuring for years 5 and above

29. 29 We can work really, really hard, but if we’re not working on the right problems and solutions all we’re doing is wasting time and money.

30. 30 PART 2: Causal Analysis Begin with your State Assessment data Focus on subgroup performances Analyze ACROSS subgroups Look longitudinally across years and across grade levels within the same year Ask “why?” – then ask “why?” again Asking the right questions and doing in-depth investigation is the key to finding solutions that really work.. Appendix 1 can help you generate questions, or use Victoria Bernhardt’s chart.

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33. 33 The School Profile (Pages 6 and 7) This is for YOUR use. No, you do not have to fill in all the sections! This information can help you “dig deeper” into why students’ are having difficulties. Think about how attendance, suspension, and other factors impact student performance. (For example, how many students sit in your office for an hour instead of being in class?) Much of this information is on your School Report Card, but it may be “old.” Your district should be able to provide you with specific funding amounts that come to your school from different funding streams. In many instances, that amount is reported to NYSED and is mandated based on your student population or your status.

34. 34 What parts of the CEP do we HAVE to do? At a minimum, the subjects for which you are targeted. What is included in the CEP: ELA/Reading Literacy Across the Content Areas Mathematics Graduation Rate (Required for High Schools) Other “Big Impact” Areas

35. 35 Okay, we’ve done our analyses, now what? Determine which issues are most critical (This might take some time and lots of discussion.) Research the best ways to solve those problems. These become your strategies (see page 16). See Appendix 7 for places to find research. Make certain that your solutions are MEASURABLE and DOABLE Begin developing your Action Plan.

36. 36 Regional Meetings MidState: Date: 2/06/08 Time: 9:30 – 3:00 Location: RSSC – Rodax 8 Other regions will be added

37. 37 Topic - Comprehensive Education Plan (CEP) Developing An Action Plan What I Think I Know Confirmed (or Yes, You Were Right) MisconceptionsNew Information Wonderings “RAN” LITERACY STRATEGY – Tony Stead

38. 38 5t h 4t h 3r d 2n d 1s t Needs Assessment Goals of the Action Plan are always in response to prioritized areas – determined by data. Example: Disaggregated test data indicate that students are lacking in comprehension skills. Action Plan Goal Addresses areas of improvement based on: Data Analysis,  Priorities,  ELA and math results,  Research-based practice of high performing and most improved schools/districts,  Other factors (refer to CEP appendix). Example: Students will know and use effective reading comprehension strategies. Strategy Actions that: Will allow school to obtain goal,  Are responsive to research,  Can be replicated with fidelity,  Involves the whole school community,  Is embraced by all stakeholders. Example: The school community will learn, practice and model effective comprehension strategies. Objectives Targets: Are identified for teachers and students  Can be measured,  Are specific,  Provide evidence of success or challenge. Example: (Teacher) Grade level instructional teams will select, learn, and teach four key reading comprehension strategies to each teacher. Each teacher will incorporate these four strategies in their instruction, regardless of content. (Student) Students will name and use four key reading strategies independently while reading material at their identified level. Activities Specific actions that will: Achieve the objectives,  Align with the strategy,  Meet the goal of the action plan,  Promote student success on NYS assessments,  Create life-long abilities for students to move to the next level. Teacher Example: 1Superintendent’s conference day and two after-school sessions will be used by grade level teams to teach comprehension reading strategies to every teacher in all content areas. 2All school teams will use team time to (e.g. review the text, watch the video, share classroom practice, and discuss key reading strategies) - minimum weekly. Teams will keep a log of team time interaction. 3School teams publish the FOUR key reading comprehension strategies on classroom walls and in take-home materials for students and families. 4Parents will be provided an overview of the four key strategies during parent orientation. Teachers model strategies for parents. Student Example: 1Students will list the FOUR key reading comprehension strategies in content specific notebooks as a reminder to use them on a regular basis. 2During class instruction, students will be given frequent opportunities (whole class discussions, small group discussion, paired readings, book talks, conducting research) to identify and use the FOUR key reading comprehension strategies. Comprehensive Education Plan (CEP) – ACTION PLAN PURPOSE: A Comprehensive Education Plan (CEP) drives district and school efforts to meet or exceed annual accountability measures. It is developed and implemented to improve student performance so that all students are proficient in ELA and Mathematics. It is a tool that helps us fulfill, as teachers and administrators, our duty as educators. MONITOR THE IMPLEMENTATION – Evidence is gathered on an ongoing basis to document the impact of the Action Plan.

39. 39 CEP PURPOSE – ACTION PLAN A Comprehensive Education Plan (CEP) drives district and school efforts to meet or exceed annual accountability measures. It is developed and implemented to improve student performance so that all students are proficient in ELA and Mathematics.

40. 40 CEP PURPOSE – ACTION PLAN It is a tool that helps us fulfill, as teachers and administrators, our duty as educators.

41. 41 ACTION PLAN Needs Assessment Goals of the Action Plan are ALWAYS in response to prioritized areas – Determined by DATA

42. 42 ACTION PLAN NEEDS ASSESSMENT EXAMPLE Disaggregrated test data indicate that students are lacking in reading comprehension.

43. 43 Action Plan Goal Specific goals address areas of improvement. Goals are based on:  Data Analysis  Selected Priorities  ELA & Math Results  Research-Based Practice  Other Factors (CEP appendix)

44. 44 ACTION PLAN GOAL EXAMPLE Students will know and use effective reading comprehension strategies.

45. 45 Strategy Actions that:  Will allow school to obtain goal,  Are responsive to research,  Can be replicated with fidelity,  Involve the whole school community,  Are embraced by all stakeholders.

46. 46 STRATEGY EXAMPLE The school community will learn, practice, and model effective comprehension strategies.

47. 47 Objectives Targets: Are identified for teachers AND students, Can be measured, Are specific, Provide evidence of success or challenge.

48. 48 OBJECTIVES EXAMPLE Grade level instructional teams will select, learn, and teach FOUR key reading comprehension strategies to EACH teacher. Each teacher will incorporate these four strategies in their instruction, regardless of content area.

49. 49 OBJECTIVES EXAMPLE Students will name and use four key reading strategies independently while reading material at their identified level.

50. 50 ACTION PLAN ACTIVITIES Specific actions that will:  Achieve the objectives,  Align with the strategy,  Meet the goal of the Action Plan,  Promote student success on NYS assessments,  Create life-long abilities for students to move to the next level.

51. 51 ACTIVITIES EXAMPLES Superintendent’s conference day and two additional sessions will be used to teach comprehension reading strategies to every school team including all content areas. All school teams review text, watch video, observe colleagues and discuss key reading strategies during team time (minimum weekly).

52. 52 ACTIVITIES EXAMPLE S School teams publish the FOUR key reading strategies on classroom walls and in take-home materials for students and families. Parents will be provided an overview of the FOUR key strategies during parent orientation. Teachers model strategies for parents.

53. 53 Evidence is gathered on an ongoing basis to document the impact of the Action Plan. Needs Assessment A C T I O N P L A N MONITOR THE IMPLEMENTATIO N

54. 54 Topic - Comprehensive Education Plan (CEP) Developing An Action Plan What I Think I Know Confirmed (or Yes, You Were Right) MisconceptionsNew Information Wonderings “RAN” LITERACY STRATEGY – Tony Stead

55. 55 Corrective Action/ Restructuring CEP 2008: THE BASIC CEP (Parts 4-5)

56. 56 Part 4-5 of the CEP (Pg 22-28) If a school does not make AYP after 4 years, the building is in Corrective Action The district and the school should select one of the four options on pg 22. The district and the school should fill out the action plan on pg 23. Include the changes in the Consolidated Application

57. 57 Restructuring If a school does not make AYP after 6 years, the Building is in Restructuring (see pg 24 of the CEP) The district and building must select one of the options Fill out the questions on pg 25 of the CEP+ the Consolidated Application

58. 58 Five things to keep in mind Data District Involvement Focus Honest Evaluation Staff and community