Curriculum Leadership Institute

Pathways to School Improvement

NCLB

Initial CLI District Response to 6 Key Elements of the Every Student Succeeds Act

by

download_pdf_smAnalysis of relevant elements of the Every Student Succeeds Act (ESSA) suggests topics of discussion for the CLI district’s curriculum coordinating council.  Although those who prepared ESSA say the act places most responsibility for establishing provisions to ensure school accountability on states, many stipulations included at the federal level do not allow much leeway for creativity or alternative interpretations.  It is therefore suggested that curriculum coordinating councils place the selected relevant topics found in the table below on discussion agendas, with the expectation that whatever the state ultimately decides will need to fall within the stipulated parameters is incorporated into the district’s response.  Familiarity with the entire ESSA document, which speaks to state level options and opportunities, is also advisable.

RELEVANT ESSA STIPULATION INTERPRETATION IN THE CONTEXT OF THE CLI MODEL SUGGESTED CLI DISTRICT RESPONSE
Each state’s plan must provide an assurance that the state has adopted challenging academic content standards and aligned academic achievement standards (challenging state academic standards) that include not less than three levels of achievement. This was written with the knowledge that some states will use national standards such as the Common Core State Standards or Next Generation Science Standards, and others will either write new standards or retain those used during the NCLB era. The ESSA stipulation neither requires nor eliminates the use of state tests in specific subject areas, but obviously suggests the development of local assessments that can classify and record student achievement according to proficiency levels. A CLI district that has completed all elements of its K-12 curriculum should find it easy to align with any new state standards, since the wording and formatting are already in place. CCC directives to SACs when modified state standards are prepared are to cross-check for wording, especially in terms of measurable verbs and academic content. New or additional high achievement unit outcomes may need to be written. Also, SACs may need to examine the summative assessments and formative assessment categories in instructional planning resource (IPR) documents to ensure the inclusion of point totals or rubrics that meet the “three levels of achievement” indicated in the ESSA stipulation.
Each state is required to adopt ELP (English language proficiency) standards aligned to the state’s reading or language arts content standards. Standards must be aligned to ensure students who meet the standards are on track for postsecondary education or employment. At this point we cannot be certain how a given state will “align” ELP to its reading or language arts content standards. However, there will doubtless be some kind of proficiency indicator with regard to speaking, reading and writing the English language that includes vocabulary tests measuring how well students understand commonly applied technical terms, or phrases associated with other forms of higher education. Once a clearly articulated English Language Arts curriculum is established, English language learner specialists can help to identify the additional language needs of English language learners. Those learner outcomes or accommodations would be added to the English curriculum. A CLI district also often develops and uses a vocabulary/spelling proficiency list for each of the grade levels and subject areas, especially at the elementary school level. Teachers are required to include those words in their instructional programs. Building principals would also play a role in working with teachers in improving instructional programs.
Assessments must measure multiple measures of student achievement, including higher order thinking skills and student growth. States are permitted to meet these requirements by administering a single summative assessment or multiple assessments during a school year. Each method must result in a single summative score. Portfolios, extended performance tasks and computer-adaptive assessments are permitted testing practices. Your state may have already decided on the kind of assessments it will use, or will just continue to use what it already has. The problem is that many older tests do not test for high order thinking or student growth. Mass testing requires mass scoring, which should include the creation of very sophisticated assessment items as well as extensive training for those who evaluate them. This is especially true for portfolios and extended performance tasks. CLI districts are already acquainted with high achievement unit outcomes that require multi-faceted student responses. They are often used in the summative assessment category of instructional planning resource documents. In fact, the assessments written by CLI districts might serve as examples of how state assessments could be created to measure higher order thinking skills.
Accountability is measured through academic achievement measured by proficiency on annual assessments, which may include student growth for high schools. Allowed in elementary and middle grades is a measure of student growth or other valid and reliable indicator that allows for differentiation in student performance. Progress (in all grades) must be achieved in English language proficiency. At least one indicator of school quality or student success must be deemed valid, reliable, comparable and allow for meaningful differentiation. Clearly, a one size fits all state assessment of the kind used predominately in the NCLB era would be difficult to use to measure student growth in terms of “differentiation in student performance.” Mixed with the assessment of English language proficiency, it is even more difficult. An indicator of school quality in the context of validity and reliability, and a measure of comparability and differentiation, is difficult to define. Let us assume that state officials will need to depend on model district and school programs to define and apply the stipulation found here. As with the above response, student growth in the academics and English language can be measured using CLI processes, primarily because they are built on specific and carefully worded intentions for student learning (outcomes/components). CLI’s IPR and teacher use of it will certainly facilitate validity (meeting intended purposes) and reliability (meeting such purposes consistently). Again, the existence of a well-crafted and written curriculum provides a much better chance that comparisons among proficiency scores can be made and differentiations noted in the quality of student learning.
For each school identified as low-performing, districts must develop a comprehensive support and improvement plan that includes evidence-based interventions. The plan should be developed after a needs assessment and the identification of resource inequities in each low performing school. The assumption in this stipulation is that a district would use an intervention only when a school is low-performing. The more efficacious method would be to have a continuously applied plan to maintain quality among ALL schools, making modifications when evidence indicates implementation problems in those schools which are not meeting expectations. The CLI Model is already established as an ongoing plan to continuously improve ALL schools in a district, and the data generated by the implementation of that plan makes any deficiencies clear. The academic governance structure of the CCC/SAC system, working in concert with the administrative team and board of education, can quickly make necessary adjustments in low performing schools.
States must establish and implement, with consultation with school districts, standardized statewide entrance and exit procedures for English learners. Educator professional development and preparation activities must be established to improve teaching skills in meeting the diverse needs of English learners. Districts in each state must obviously work in concert with the state in making this kind of system work. States might be advised to study progressive districts who have designed ELL entrance and exit programs that serve the described needs of English learners. Professional development at the district and building levels should incorporate training in working with English learners along with all other students. The CLI Model is both a program development and maintenance construct, as well as an ongoing and integrated form of teacher training. Again, in the CLI Model the curriculum is actually developed and implemented by teachers, as led by the CCC, SACs, and administrative teams. Such constant improvement efforts and monitoring are ongoing and effective.

The above areas of interest are primarily focused on matters pertaining to a district’s curriculum, instruction, and assessment.  They are very relevant to the work of the district’s curriculum coordinating council and subject area committees.  While the excitement around ESSA focuses on the return of powers to state and local boards, it is still important for district officials to become familiar with all the ESSA regulations with regard to requirements of states, including funding distributions, data collection of student progress, and other matters that will impact the allocation of federal funds for school improvement activities.

Choosing a School Improvement Strategy

by

Old public school building

[one_half]download_pdf_smWhether your district is already working with CLI, or is considering that possibility, it is important to know why CLI is the right choice in this new era of school improvement.  CLI’s comprehensive and multi-dimensional Pathways to School Improvement Model fits nicely with all new and emerging recommendations for meeting standards and expectations.

lines_png__PNG_Image__597 × 497_pixels_

During the original NCLB era school district leaders could choose an improvement strategy focused primarily on gathering and using data about student learning, and ensuring that students meet adequate yearly progress (AYP) goals as measured on a state’s assessments.   Board members and a district’s administrative team often chose an improvement strategy that emphasized the internal development of classroom and grade level or subject area “common” tests.  Such tests were to be aligned with state standards in NCLB’s designated subjects, initially mathematics and reading.  The logic behind this kind of school improvement seemed clear:  Tests identify what students should know or do, so instruction should be designed and delivered to ensure that students do well on those assessments.

Any outside individual or organization asked to help the district achieve that type of measured accountability had to guarantee progress in achieving AYP.  That usually meant improving the effectiveness of local techniques for gathering data and using them appropriately.   It also meant raising the ability of teachers to create classroom learning targets and helping students meet them on standards-aligned local tests.

Changes Caused by the Common Core, NGS, C3, and Other State Standards

Although not all states have adopted or kept the new, more nationally accepted State Standards, they influence the general discussion about school accountability in new and complex ways.  What emerges from those discussions are novel ideas of what schools should be like, most of which involve much more than what was included in the original NCLB era.  In a nutshell, here are four ways conditions are different and how CLI can meet the new challenges:

  • Teachers: The standards are now centered on the importance of students being prepared for college and careers, and that requires teachers to be more than instructional guides for helping students do well in specific and narrow learning outcomes.  Teachers must now create a scholastically deep and meaningful learning environment that includes theories, applications, and dynamic involvement with the subject.  That means both the preservice and ongoing preparation of teachers must be more comprehensive, intense, and involving.

[/one_half]

[one_half_last]

  • Accreditation: Leaders in both education and business now realize the importance of a PK-12 district in developing, maintaining and implementing a well-articulated and sequentially coherent academic program.  No longer do key organizations that approve public school programs isolate their attention on individual buildings alone, or ignore the internal decision-making and action-taking dynamics required to make programs run smoothly.  The primary school accreditation association in the United States is AdvancED, which evaluates these internal processes at the district level and assists in identifying areas of strength and weakness as well as goal-setting to improve.  The CLI Model aligns almost perfectly with the AdvancED standards with the exception of tangential aspects such as budget priorities.
  • Assessment/Student Expectations: The media have been reporting on debates concerning what public school students should know or do, and a consensus is emerging that traditional fill-in-the-bubble multiple choice assessments are losing favor as a sole means for measuring student academic skills.  Assessment organizations such as ACT, PARCC, SBAC, and SAT have made it clear that students should also be able to score well on performance-based assessments that show college and career readiness, although there is some debate about the formatting and weight of these types of questions.
  • Scholastic Behaviors: It’s unclear how pervasive the less measurable aspects of school improvement can become, but such professional organizations as the National Education Association are capsulizing important student behaviors as they prepare to become productive and reflective college students, job holders, citizens and leaders.   The NEA refers to them as the “Four Cs,” which stand for critical thinking, communication, collaboration and creativity.  These four behaviors are either inherent to or supportive of Bloom’s Taxonomy of Learning Domains, which are also a significant part of the CLI Model.

School improvement isn’t easy; however, CLI advocates that all districts can empower themselves to meet the challenges through well-planned and implemented processes.  School improvement is always a top priority for every school district!

[/one_half_last]