Summary of Senate Bill 1133 (Chapter 751, Statutes of 2006) The Quality Investment Act (QEIA) In Settlement of CTA v Schwarzenegger C C S E S A California County Superintendents Educational Services Association Prepared by: Sue Burr Deputy Executive Director CCSESA Quarterly Meeting October 2006

Background on Lawsuit and Settlement Background on Lawsuit and Settlement Intent of the Legislation Intent of the Legislation Eligible Schools Eligible Schools Selection Process and Timelines Selection Process and Timelines Program Requirements & Assistance Program Requirements & Assistance How Does QEIA Complement Other School Improvement Efforts? How Does QEIA Complement Other School Improvement Efforts? Issues to Consider Issues to Consider Overview of Presentation... C C S E S A

Background on Lawsuit & Settlement… CTA filed suit against the state to compel payment of full Proposition 98 minimum funding guarantee CTA filed suit against the state to compel payment of full Proposition 98 minimum funding guarantee Dispute arose from agreement reached between the Education Coalition and the Governor in 2004 Dispute arose from agreement reached between the Education Coalition and the Governor in 2004 SB 1101 – Budget related bill suspended the guarantee by only $2 billion, but state refused to appropriate additional monies when state revenues took an uptick SB 1101 – Budget related bill suspended the guarantee by only $2 billion, but state refused to appropriate additional monies when state revenues took an uptick C C S E S A

Background on Lawsuit & Settlement (cont.) … Parties agreed to a settlement in May 2006 and state agreed to repay $300 million in and $450 million in and annually until the debt is paid Parties agreed to a settlement in May 2006 and state agreed to repay $300 million in and $450 million in and annually until the debt is paid Also agreed to sponsor legislation to effectuate the settlement – SB 1133 Also agreed to sponsor legislation to effectuate the settlement – SB 1133 C C S E S A

Intent of the Legislation… Establishes the Quality Education Investment Act of 2006 (QEIA) to: Establishes the Quality Education Investment Act of 2006 (QEIA) to: Improve the quality of academic instruction and academic achievement in schools with high poverty students and complex educational needs Improve the quality of academic instruction and academic achievement in schools with high poverty students and complex educational needs Develop exemplary school district and school practices to create working conditions and learning environments to attract and retain well qualified teachers, administrators and other staff Develop exemplary school district and school practices to create working conditions and learning environments to attract and retain well qualified teachers, administrators and other staff Focus all school resources on instructional improvement and services to pupils Focus all school resources on instructional improvement and services to pupils C C S E S A

Eligible Schools… Public schools, including charter schools, ranked in decile 1 or 2 on the 2005 Academic Performance Index (API) Public schools, including charter schools, ranked in decile 1 or 2 on the 2005 Academic Performance Index (API) Schools currently participating in the HP Schools Grant Program and meeting growth requirements are eligible to participate, and be funded, under BOTH programs Schools currently participating in the HP Schools Grant Program and meeting growth requirements are eligible to participate, and be funded, under BOTH programs C C S E S A

Eligible Schools (cont.) … Schools currently participating in the High Priority (HP) Schools Grant Program and NOT meeting growth requirements are eligible to participate, and be funded, under BOTH programs, if the school undergoes a rigorous review by the state Superintendent of Public Instruction (SPI) Schools currently participating in the High Priority (HP) Schools Grant Program and NOT meeting growth requirements are eligible to participate, and be funded, under BOTH programs, if the school undergoes a rigorous review by the state Superintendent of Public Instruction (SPI) Number of schools eligible estimated to be 1,680, but resources available for only about schools Number of schools eligible estimated to be 1,680, but resources available for only about schools C C S E S A

Selection Process & Timelines… SPI notifies school districts with eligible schools – expected to occur no later than January, 2007 SPI notifies school districts with eligible schools – expected to occur no later than January, 2007 Districts apply on behalf of eligible schools to SPI and Secretary of Education Districts apply on behalf of eligible schools to SPI and Secretary of Education C C S E S A

Selection Process & Timelines (cont.) … SPI and Secretary develop review criteria, which must include wide geographic diversity and grade level distribution in funded schools SPI and Secretary develop review criteria, which must include wide geographic diversity and grade level distribution in funded schools SPI and Secretary make recommendations to the State Board of Education (SBE), which makes final selection of participating schools – expected to occur by May, 2007 SPI and Secretary make recommendations to the State Board of Education (SBE), which makes final selection of participating schools – expected to occur by May, 2007 C C S E S A

Program Requirements… Funded schools must agree to: Update their School Plan to focus on instructional improvement and include resources available under the program, and all allowable categorical funds Update their School Plan to focus on instructional improvement and include resources available under the program, and all allowable categorical funds Participate in the current K-3 Class Size Reduction program and reduce class sizes in grades 4-12 to 25 or 5 fewer per class than the school year, whichever is fewer Participate in the current K-3 Class Size Reduction program and reduce class sizes in grades 4-12 to 25 or 5 fewer per class than the school year, whichever is fewer C C S E S A

Program Requirements (cont.) … Funded schools must agree to: Ensure that each teacher is highly qualified in the subject area(s) they teach Ensure that each teacher is highly qualified in the subject area(s) they teach Provide high quality professional development to teachers and administrators on an annual basis Provide high quality professional development to teachers and administrators on an annual basis For high schools, maintain a pupil to credentialed counselor ratio of 300:1 For high schools, maintain a pupil to credentialed counselor ratio of 300:1 C C S E S A

Program Requirements (cont.) … Funded schools must agree to: Employ teachers whose length of service is equal or greater than the average teacher experience in the school district Employ teachers whose length of service is equal or greater than the average teacher experience in the school district Exceed their API growth targets, averaged over the first four years of participation and annually thereafter Exceed their API growth targets, averaged over the first four years of participation and annually thereafter C C S E S A

Program Requirements – Allowable Alternative Approaches… School districts may apply to use alternative instructional improvement approaches, provided they can demonstrate that the alternative program will yield a higher level of pupil academic achievement School districts may apply to use alternative instructional improvement approaches, provided they can demonstrate that the alternative program will yield a higher level of pupil academic achievement Proposed alternative approaches must: Be used to serve no more than 15% of students funded statewide Be used to serve no more than 15% of students funded statewide C C S E S A

Program Requirements – Allowable Alternative Approaches (cont.) … Proposed alternative approaches must: Be based on reliable data and sound scientifically based research Be based on reliable data and sound scientifically based research Be funded within resources made available under QEIA Be funded within resources made available under QEIA Meet all implementation timelines and API growth requirements Meet all implementation timelines and API growth requirements SPI must give priority for approval of alternative approaches to high schools facing extraordinary facilities issues SPI must give priority for approval of alternative approaches to high schools facing extraordinary facilities issues C C S E S A

Program Requirements – Funding for Participating Schools… Funded Schools Will Receive: Funded Schools Will Receive: $500 per student enrolled in grades K-3 $500 per student enrolled in grades K-3 $900 per student enrolled in grades 4-8 $900 per student enrolled in grades 4-8 $1,000 per student enrolled in grades 9-12 $1,000 per student enrolled in grades 9-12 Partial funding to begin in and continue annually through , provided schools meet specified implementation targets Partial funding to begin in and continue annually through , provided schools meet specified implementation targets C C S E S A

Program Requirements – Funding for Participating Schools (cont.) … Funded Schools are then exempted from all categorical funding requirements, except those related to Economic Impact Aid (EIA) and any requirements expressly prohibited by federal law. EIA funding CANNOT be used to implement QEIA. Funded Schools are then exempted from all categorical funding requirements, except those related to Economic Impact Aid (EIA) and any requirements expressly prohibited by federal law. EIA funding CANNOT be used to implement QEIA. C C S E S A

Program Requirements – Implementation Targets… Funded Schools Must Meet the Following Timelines: Funded Schools Must Meet the Following Timelines: Be at least 1/3 of the way toward meeting each of the programmatic requirements by the end of the first full year of funding ( ) Be at least 1/3 of the way toward meeting each of the programmatic requirements by the end of the first full year of funding ( ) Be at least 2/3 of the way toward meeting each of the programmatic requirements by the end of the second full year of funding ( ) Be at least 2/3 of the way toward meeting each of the programmatic requirements by the end of the second full year of funding ( ) C C S E S A

Program Requirements – Implementation Targets (cont.) … Funded Schools Must Meet the Following Timelines: Funded Schools Must Meet the Following Timelines: Achieve full implementation by the third full year of funding ( ) Achieve full implementation by the third full year of funding ( ) Annually provide high quality, subject specific professional development to at least 1/3 of the teachers and paraprofessionals employed by the school Annually provide high quality, subject specific professional development to at least 1/3 of the teachers and paraprofessionals employed by the school C C S E S A

Program Requirements – Implementation Targets (cont.) … Funded Schools Must Meet the Following Timelines: Funded Schools Must Meet the Following Timelines: Meet all of the requirements of the Williams lawsuit settlement by the end of the first full year of funding Meet all of the requirements of the Williams lawsuit settlement by the end of the first full year of funding Increase pupil attendance and graduation rates by the third full year of funding ( ) Increase pupil attendance and graduation rates by the third full year of funding ( ) C C S E S A

Program Requirements – County Superintendent Responsibilities… County superintendents are required to annually monitor the implementation of QEIA in funded schools County superintendents are required to annually monitor the implementation of QEIA in funded schools If the county superintendent determines that a funded school has not met the implementation targets after the first or second year of funding, he/she must notify the SPI. If the county superintendent determines that a funded school has not met the implementation targets after the first or second year of funding, he/she must notify the SPI. C C S E S A

Program Requirements – County Superintendents Responsibilities (cont.) … If all of the interim and final targets are not met by the end of the subsequent year, the SPI is required to terminate funding for the program If all of the interim and final targets are not met by the end of the subsequent year, the SPI is required to terminate funding for the program The SPI is required to provide advance notice of funding termination and to provide sufficient funds needed to make staff and cost adjustments The SPI is required to provide advance notice of funding termination and to provide sufficient funds needed to make staff and cost adjustments C C S E S A

Technical Assistance for Program Implementation… The legislation appropriates $5 million in one- time funding to establish two regional technical assistance centers in county offices of education The legislation appropriates $5 million in one- time funding to establish two regional technical assistance centers in county offices of education Centers are required to: Centers are required to: Provide regional technical support to funded schools Provide regional technical support to funded schools Document best practices for the schools Document best practices for the schools C C S E S A

Technical Assistance for Program Implementation (cont.) … Centers are required to: Centers are required to: Disseminate information regarding best practices to school districts and chartering authorities Disseminate information regarding best practices to school districts and chartering authorities The legislation specifies that these activitiesbe merged to the maximum extent feasible with other similar state and federal assistance programs. The legislation specifies that these activitiesbe merged to the maximum extent feasible with other similar state and federal assistance programs. C C S E S A

How QEIA Complements Other School Improvement Efforts… View through lens of Effective School Interventions – Academic Program Survey Components/EdSource Research on Effective Schools: View through lens of Effective School Interventions – Academic Program Survey Components/EdSource Research on Effective Schools: Qualified, up-to-date teachers and school site administrators, high quality instructional materials, formative assessments, data analysis and feedback to instructional practices, top notch, subject specific professional development, collaboration time Qualified, up-to-date teachers and school site administrators, high quality instructional materials, formative assessments, data analysis and feedback to instructional practices, top notch, subject specific professional development, collaboration time C C S E S A

How QEIA Complements Other School Improvement Efforts (cont.)... Meld with Teacher Quality Efforts – SB 1209 (Scott) – establishes and funds mentor program for teachers who agree to assist in low performing schools, increases funding for teacher intern programs; SB 1655 (Scott) regarding voluntary teacher transfers to low performing schools Meld with Teacher Quality Efforts – SB 1209 (Scott) – establishes and funds mentor program for teachers who agree to assist in low performing schools, increases funding for teacher intern programs; SB 1655 (Scott) regarding voluntary teacher transfers to low performing schools C C S E S A

Issues to Consider in Program Implementation… Success of the program is a VERY high priority for CTA and its locals; therefore public attention is likely to be high Success of the program is a VERY high priority for CTA and its locals; therefore public attention is likely to be high QEIA presents extraordinary opportunities to focus resources and staff on the most needy schools and to test differentiated approaches QEIA presents extraordinary opportunities to focus resources and staff on the most needy schools and to test differentiated approaches C C S E S A

Issues to Consider in Program Implementation (cont.) … Timelines for the program – partial funding begins in , but accountability measures dont begin until Timelines for the program – partial funding begins in , but accountability measures dont begin until All resources received in can be used to meet facility needs related to class size reduction All resources received in can be used to meet facility needs related to class size reduction C C S E S A

Issues to Consider for County Superintendents … How can we provide leadership to school districts to encourage them to thoughtfully consider participating in the QEIA program as part of a comprehensive school improvement effort? How can we provide leadership to school districts to encourage them to thoughtfully consider participating in the QEIA program as part of a comprehensive school improvement effort? C C S E S A

Issues to Consider for County Superintendents … How can the various state-level initiatives, e.g., QEIA, county capacity building to support academic assistance and teacher recruitment and support efforts be coherently integrated at the local level to ensure that all resources are focused to improve pupil achievement? How can the various state-level initiatives, e.g., QEIA, county capacity building to support academic assistance and teacher recruitment and support efforts be coherently integrated at the local level to ensure that all resources are focused to improve pupil achievement? How can we plan/work together within regions to thoughtfully implement the county technical assistance provisions to ensure that the state- level initiatives are coordinated? How can we plan/work together within regions to thoughtfully implement the county technical assistance provisions to ensure that the state- level initiatives are coordinated? C C S E S A