1. CALIFORNIA DEPARTMENT OF EDUCATION Jack O’Connell, State Superintendent of Public Instruction District Assistance Survey (DAS) An Overview of 2009-10 Tool Use

2. JACK O’CONNELL State Superintendent of Public Instruction 22 Welcome Thank you for joining us. Please identify yourself in the chat area now. Introductions will follow.

3. JACK O’CONNELL State Superintendent of Public Instruction 33 Housekeeping Communication Webinar is in presentation mode. Audio is primarily over the Internet. (Quick Audio Check Poll) Questions are welcome; submit them online in the text- chat area in the “chat” area (lower-left). These will be collected and addressed via a Frequently Asked Question (FAQ) posting. Conference Call only webinar participants - please send questions to Lisa McClung - lmcclung@cde.ca.gov. lmcclung@cde.ca.gov

4. JACK O’CONNELL State Superintendent of Public Instruction 44 Housekeeping Tech Support During the Event Text-chat jduffie or e-mail jduffie@wested.org. The event is being recorded and will be available afterwards on the ESEA Web page at the California Comprehensive Center (CA CC) Web page at http://www.cacompcenter.org/esea- requirements (Outside Source)

5. JACK O’CONNELL State Superintendent of Public Instruction 55 Introductions California Department of Education (CDE) Laura Wagner, Administrator Syma Solovitch, Education Programs Consultant CA CC Chris King, Consultant

6. JACK O’CONNELL State Superintendent of Public Instruction 666 Agenda Overview of the DAS Research behind the DAS Users of the DAS Revisions to the DAS Detailed Look at the DAS Administration of the DAS The District as a System

7. JACK O’CONNELL State Superintendent of Public Instruction 777 Overview of the DAS

8. JACK O’CONNELL State Superintendent of Public Instruction 888 Purpose of the DAS As a survey, the DAS guides local educational agencies (LEAs) and their technical assistance providers in assessing: LEA capacity to support a coherent instructional program at all schools to increase the academic achievement of all students. Coherence of district operations and systemic connection between resources to needs and capacity.

9. JACK O’CONNELL State Superintendent of Public Instruction 999 The DAS as a Catalyst for Conversation The DAS, and the data derived from it, are intended to be used as catalyst for conversations about overall system capacity to support the full implementation of the California standards-based adopted curriculum and the Essential Program Components (EPC’s) in district schools.

10. JACK O’CONNELL State Superintendent of Public Instruction 10 Organization of the DAS The DAS is organized around the seven areas of district work which, together, comprise an integrated and cohesive instructional program. –Seven areas are codified in California Education Code (EC) Section 52059(e)(1).

11. JACK O’CONNELL State Superintendent of Public Instruction 11 Areas of District Work A.Governance B.Alignment of Curriculum, Instruction, and Assessment to State Standards C.Fiscal Operations D.Parent and Community Involvement E.Human Resources F.Data Systems and Monitoring G.Professional Development

12. JACK O’CONNELL State Superintendent of Public Instruction 12 Standards of the DAS Each area is further divided into standards, which are represented by the letter of the area and a numeral. Example: B.5 12

13. JACK O’CONNELL State Superintendent of Public Instruction 13 Standards of the DAS (Cont.) Aligned to the EPCs. Describes interlocking pieces of a coherent, aligned system that supports the academic achievement of all students. 13

14. JACK O’CONNELL State Superintendent of Public Instruction 14 Research Behind the DAS

15. JACK O’CONNELL State Superintendent of Public Instruction 15 Research Citations Center for the Study of Teaching and Policy, University of Washington http://depts.washington.edu/ctpmail/ publications/reports.shtml (Outside Source) The Institute for the Study of Knowledge Management of Education http://www.newschools.org/about/pu blications (Outside Source)

16. JACK O’CONNELL State Superintendent of Public Instruction 16 Research Citations (Cont.) Research by Kim Marshall http://www.marshallmemo.com/about.php (Outside Source) Research by Stephen E. Anderson, International Centre for Educational Change, Ontario Institute for Studies in Education http://fcis.oise.utoronto.ca/~icec/wor kpaper2.pdf (Outside Source)

17. JACK O’CONNELL State Superintendent of Public Instruction 17 Research Citations (Cont.) Center for Research on the Context of Teaching http://www.stanford.edu/group/CRC/ (Outside Source) Includes research publications by Milbrey McLaughlin and Joan Talbert 17

18. JACK O’CONNELL State Superintendent of Public Instruction 18 Research Citations (Cont.) Elementary School Level: http://www.just4kids.org/en/files/Publication- Building_Effective_Practices_Through_a_Sys tems_Approach_Elementary_Schools-04-01- 04.pdf (Outside Source) High School Level: http://www.just4kids.org/en/files/Publication- California_Best_Practice_Executive_Summar y_2004-05-06-06-06.pdf (Outside Source)

19. JACK O’CONNELL State Superintendent of Public Instruction 19 Users of the DAS

20. JACK O’CONNELL State Superintendent of Public Instruction 20 LEAs in Program Improvement (PI) LEAs in PI status or at risk of becoming identified for PI Technical assistance providers, including county offices of education and state- approved District Assistance and Intervention Teams (DAITs), who work with PI LEAs

21. JACK O’CONNELL State Superintendent of Public Instruction 21 LEAs in PI Year 1 LEAs in PI Year 1 are required to administer the DAS, along with other state tools, and to apply the data to identify LEA priorities and write an addendum to the LEA Plan.

22. JACK O’CONNELL State Superintendent of Public Instruction 22 LEAs in PI Year 3 LEAs that advance to PI Year 3 are assigned at least one of seven federal corrective actions by the SBE as well as technical assistance requirements. Technical assistance requirements vary based on LEA need.

23. JACK O’CONNELL State Superintendent of Public Instruction 23 LEAs in PI Year 3 (Cont.) LEAs in greatest need are assigned a specific DAIT or required to contract with a DAIT of their choosing to: Assess the LEA needs across all seven areas cited above. Make recommendations for improvement in one or more areas.

24. JACK O’CONNELL State Superintendent of Public Instruction 24 Revisions to the DAS

25. JACK O’CONNELL State Superintendent of Public Instruction 25 Revision Process The original standards were adopted by the State Board of Education (SBE) in March 2006. Based on feedback from DAS tool users (district leaders, county offices of education, and DAIT Providers), a committee was formed to propose modifications to the standards.

26. JACK O’CONNELL State Superintendent of Public Instruction 26 Adoption of Revised DAIT Standards The revised DAIT standards were adopted by the SBE in September 2009.

27. JACK O’CONNELL State Superintendent of Public Instruction 27 2009 Revisions to the DAS Consolidation of select standards to reduce redundancy Clarification of language Definitions of full implementation for each standard Addition of four new standards

28. JACK O’CONNELL State Superintendent of Public Instruction 28 New Standard: C.1 The LEA meets all fiscal health criteria as measured by the Fiscal Crisis and Management Assistance Team (FCMAT) Fiscal Health Risk Analysis survey.

29. JACK O’CONNELL State Superintendent of Public Instruction 29 Rationale for C.1 The fiscal status of a district should be assessed before improvement activities are recommended. The original DAIT standards included no reference to determining the fiscal status of the district.

30. JACK O’CONNELL State Superintendent of Public Instruction 30 New Standard: C.3 The LEA considers the academic achievement of the schools within the LEA to determine appropriate site budget allocations.

31. JACK O’CONNELL State Superintendent of Public Instruction 31 Rationale for C.3 The original DAIT standards did not provide criteria for differentiating funding allocations to schools.

32. JACK O’CONNELL State Superintendent of Public Instruction 32 New Standard: G.1 The LEA provides district administrators with leadership training, ongoing professional development, and support in aligning curriculum, instruction, and assessment to state standards; providing an efficient data system to monitor student achievement; aligning human and fiscal resources to district goals; building effective parent and community involvement programs; and providing targeted professional development for teachers and site administrators.

33. JACK O’CONNELL State Superintendent of Public Instruction 33 Rationale for G.1 While the DAIT standards are designed to build capacity at the district level, there were no standards that specifically addressed professional development and support for district administrators.

34. JACK O’CONNELL State Superintendent of Public Instruction 34 New Standard: G.8 The LEA provides ongoing professional development and support to content experts and coaches and monitors their effectiveness in strengthening the instructional practices of teachers.

35. JACK O’CONNELL State Superintendent of Public Instruction 35 Rationale for G.8 While Area G included a standard on support for teachers through content experts and coaches, it did not stipulate the need for ongoing training and support to the content experts and coaches themselves.

36. JACK O’CONNELL State Superintendent of Public Instruction 36 Detailed Look at the DAS

37. JACK O’CONNELL State Superintendent of Public Instruction 37 A. Governance District leadership and governing board work as team. Shared vision focused on academic achievement of all students, visible at all levels and reflected in policies, priorities, and the LEA Plan. Organizational culture supports reform at all levels. Reforms anchored in the EPCs. 37

38. JACK O’CONNELL State Superintendent of Public Instruction 38 B. Alignment of Curriculum, Instruction, and Assessment LEA fully implements EPCs and SBE locally-adopted standards- based instructional materials in four core areas, as well as English Language Development (ELD). English learners and students with disabilities have access to grade- level core curriculum. 38

39. JACK O’CONNELL State Superintendent of Public Instruction 39 B. Alignment of Curriculum, Instruction, and Assessment (Cont.) LEA has a system of interventions for strategic and intensive students. Sufficient instructional time and pacing of materials allocated to core, interventions, and ELD. Data used from formative assessments to monitor student progress.

40. JACK O’CONNELL State Superintendent of Public Instruction 40 C. Fiscal Operations LEA meets fiscal health criteria. LEA Plan aligns general and categorical funds to meet prioritized needs. Funds allocated to schools in greatest academic need. LEA Plan and Single Plan for Student Achievement are aligned. 40

41. JACK O’CONNELL State Superintendent of Public Instruction 41 D. Parent and Community Involvement LEA has effective system to communicate with parents on: Students’ academic performance. Strategies to support their learning. Grade-level standards. Academic proficiency level. Available interventions.

42. JACK O’CONNELL State Superintendent of Public Instruction 42 E. Human Resources Highly-qualified teachers and principals with demonstrated instructional leadership are equitably distributed throughout the LEA. LEA provides ongoing support system for all administrators and teachers. LEA establishes clear expectations and criteria for evaluation of all certificated staff.

43. JACK O’CONNELL State Superintendent of Public Instruction 43 F. Data Systems and Monitoring LEA provides timely, trended and accurate summative and formative assessment data through a user- friendly data management system. LEA provides ongoing technology support and training. Student assessment data used to inform classroom teaching, monitor student progress, and place students in (and exit from) appropriate interventions.

44. JACK O’CONNELL State Superintendent of Public Instruction 44 G. Professional Development Coherent, ongoing professional development for teachers, coaches/content experts, and district and site administrators to fully implement all aspects of the EPCs.

45. JACK O’CONNELL State Superintendent of Public Instruction 45 G. Professional Development (Cont.) LEA ensures that implementation of the standards-based curriculum reflects high-quality first instruction at all schools and for all students. Collaborative, structured, data-based teacher conversations support teacher professional development and improved classroom practice.

46. JACK O’CONNELL State Superintendent of Public Instruction 46 Administration of the DAS

47. JACK O’CONNELL State Superintendent of Public Instruction 47 Completing the DAS When completing the DAS, all key stakeholders need to be included: LEA superintendent and district fiscal, human resources, curriculum and instruction, and categorical staff. Principals and other site administrators. Teacher leaders. Teachers’ association representatives. Parents and community members.

48. JACK O’CONNELL State Superintendent of Public Instruction 48 Criteria to Determine Implementation Levels Each standard is now accompanied by a “Full implementation” statement. Users should review and discuss pertinent data and each Full Implementation statement before rating the LEA’s implementation of the standard.

49. JACK O’CONNELL State Superintendent of Public Instruction 49 Assigning a Rating The DAS assesses broad district structures and support systems. Users gauge implementation along a broad continuum: –3 full. –2 partial (i.e., in progress). –1 minimal.

50. JACK O’CONNELL State Superintendent of Public Instruction 50 Gauging Implementation Broad-based, open conversations about the standards and implementation statements will lead to most accurate description of “where” a district is. Prior to the initial conversations and throughout the DAS process, data will need to be collected and reviewed.

51. JACK O’CONNELL State Superintendent of Public Instruction 51 Gauging Implementation (Cont.) LEA also needs to examine data: Trend and disaggregated student achievement data by individual schools and grade-spans and sub- populations. Academic Program Survey (APS) and other survey data. 51

52. JACK O’CONNELL State Superintendent of Public Instruction 52 The District As a System

53. JACK O’CONNELL State Superintendent of Public Instruction 53 A.9: Data Infrastructure to Use Student Achievement Data Data system to collect, track, and analyze achievement data. Accessible to all teachers. Provides timely turnaround of data reports. Implemented in all schools and supported by fiscal and personnel resources.

54. JACK O’CONNELL State Superintendent of Public Instruction 54 F.1: Application of Data at District Level District regularly collects student achievement data and uses data to evaluate its academic program and target human and fiscal resources: Tracked over time. Includes summative and formative data. Examined by grade, subject, course, subgroup, and cohort.

55. JACK O’CONNELL State Superintendent of Public Instruction 55 F.2: Support for Data System Maintains student data in accessible form. Designates staff to support system at district and school sites. Provides technology, expertise, and support to all schools.

56. JACK O’CONNELL State Superintendent of Public Instruction 56 B.5: Common Assessment System District requires, supports, and monitors regular collection and analysis of common formative and summative assessment data to establish instructional priorities, inform instruction, provide appropriate supports/interventions, and monitor student progress.

57. JACK O’CONNELL State Superintendent of Public Instruction 57 G.6: Training on Data Use District provides professional development and ongoing training on the use and analysis of data to: Inform classroom instruction. Identify students in need of additional support and/or interventions. Assess their own effectiveness in the classroom.

58. JACK O’CONNELL State Superintendent of Public Instruction 58 G.7: Collaboration Time District supports and provides teachers with structured collaboration time that is focused on student achievement data: Frequent and structured. Organized by grade, course/content area. Focused on strengthening instructional practice.

59. JACK O’CONNELL State Superintendent of Public Instruction 59 C.2: Funding Priorities Based on Data LEA and school plans allocate resources based on identified priorities and needs of high priority students. Priorities determined by student achievement data (summative and formative).

60. JACK O’CONNELL State Superintendent of Public Instruction 60 E.1: Placement of Instructional Leaders LEA recruits principals with demonstrated instructional leadership skills and places them in underperforming schools: Use of student achievement data to monitor effective implementation of programs and inform student placement in interventions. Use of data to determine professional development needs.

61. JACK O’CONNELL State Superintendent of Public Instruction 61 D.2: Student Achievement Shared with Parents LEA has systems in place to provide communicate with parents: Focus on student achievement data from summative and formative assessments.

62. JACK O’CONNELL State Superintendent of Public Instruction 62 Conclusion When operating at its full capacity: All components of the system are aligned with one another. Connections among district resources, district activities, and system capacity are congruent, coherent, and consistent. Each member understands his or her role in the system and the interconnection of roles in building coherent system.

63. JACK O’CONNELL State Superintendent of Public Instruction 63 Next Steps CA CC will evaluate the revised DAS, including the construct validity of the full implementation statements. CDE and CA CC will conduct follow-up technical assistance based on evidence of need.

64. JACK O’CONNELL State Superintendent of Public Instruction 64 Contact Please e-mail questions to Syma Solovitch, Education Programs Consultant: SSolovitch@cde.ca.gov

65. JACK O’CONNELL State Superintendent of Public Instruction 65 Thank You Review the CA CC Web site for other state tools and archived Webcasts at: http://www.cacompcenter.org/esea- requirements (Outside Source)

66. JACK O’CONNELL State Superintendent of Public Instruction 66 Participation Please give us feedback: http://www.surveymonkey.com/s.aspx?sm=1IBbJ m1EoVDw2wi2DWKokA_3d_3d