C HAIRPERSON G OVERNOR S TATE OF H AWAII S TATE P UBLIC C HARTER S - - PDF document

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DAVID Y. IGE GOVERNOR JOHN S.S. KIM CHAIRPERSON

STATE OF HAWAII STATE PUBLIC CHARTER SCHOOL COMMISSION (ʻAHA KULA HOʻĀMANA)

1111 Bishop Street, Suite 516, Honolulu, Hawaii 96813 Tel: (808) 586-3775 Fax: (808) 586-3776

RECOMMENDATION SUBMITTAL DATE OF SUBMITTAL: March 7, 2020 DATE OF MEETING: March 12, 2020 TO: Makalapua Alencastre, Chairperson, Performance and Accountability Committee FROM: Yvonne W. M. Lau, Interim Executive Director State Public Charter School Commission AGENDA ITEM:

• III. Presentation/Action on the Draft Performance Framework for the

Next Charter School Contract

I. DESCRIPTION Presentation and action on the draft performance framework for the next charter school contract.

• II. POLICY CONTEXT AND AUTHORITY

Section 302D-16 (a), HRS provides that “the performance provisions within the charter contract shall be based on a performance framework that clearly sets forth the academic, financial, organizational, and operational performance indicators, measures, and metrics that will guide the authorizer’s evaluations of each public charter school.”

• III. BACKGROUND

The current version of the charter contract (version 3.0) and its performance frameworks (academic, financial, organizational) have been in effect from July 1, 2017. The new version of the contract (version 4.0) and performance framework will be effective beginning July 1, 2020. Schools that have contracts that expire on June 30, 2020 will be subject to the new contract and framework. At the February 13, 2020 Performance and Accountability meeting, staff presented a draft performance framework for the Committee to review.

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• IV. INFORMATION FOR CONSIDERATION

Based on the feedback that staff received at the February 13, 2020 meeting, staff is presenting another draft of the framework for review. The following are modifications to the performance framework for contract version 4.0 are

• proposed. Proposed performance framework is attached as Exhibit 1.
• A. One framework to guide academic, financial and organizational evaluations

Currently, three separate frameworks exist to guide the evaluation of academic, financial and

• rganizational performance. Moving forward one framework is proposed that will encompass the

evaluation of academic, financial, and organizational performance. The proposed framework is comprised of three sections: governance, structures for learning, and student academic outcomes.

• Governance: This section includes financial and organizational performance and also

considers board practices. The financial performance of a school will continue to be measured by the financial performance risk assessment that is currently used. Organizational performance will be measured by compliance tasks being submitted on time.

• Structures for learning: This section examines curriculum, instruction and assessment, data-

driven decision making, equity in access to learning opportunities, and continuous professional development of administrators and teachers.

• Student academic outcomes: This section examines student academic outcomes including

academic outcomes as reported by Strive HI and those that is selected by the school.

• B. Academic performance will be measured by student performance on state assessments and

additional measures The current academic performance framework measures student academic outcomes on state assessments (proficiency, growth, achievement gaps, college and career readiness) and a value added measure (work that a school is doing that adds value to the school community). In addition to student academic outcomes, the proposed framework will also consider structures and conditions for learning at the school:

• High-quality curriculum, instruction and assessment are coherent, connected within and

across content areas, relevant and applicable, guaranteed, viable and appropriate for the instructional level of each individual student.

• How the school uses assessment data to drive instructional practices and how school

manages and uses the data.

• School policies and practices that create a culture of caring by providing a sound process for

identification, remediation and academic support, attendance support, and health and well- being programs promote access for all students to learning opportunities.

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Exhibit 1 Proposed Draft Performance Framework (effective July 1, 2020)

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SPCSC Draft Performance Framework for Contract 4.0 Introduction

This version of the framework has shifted away from an assessment of learning - looking only at lag measures - toward an assessment for learning by examining both student outcomes and the conditions for learning at each school. By analogy, it is a shift from capturing only how tall the plants have grown, to a reflective assessment and discussion of the conditions of the soil and its impact on plant growth.

Overview:

The Performance Framework is a unified framework to guide the Commission’s evaluation of the governance, operational management, fiscal management, and academics of each school. The Framework is composed of the following sections: I. Governance – 3 domains of effective oversight, 9 standards that schools are expected to meet within those domains . II. Academic Framework - 3 domains of effective structures for learning, 10 standards within those 3 domains. III. Student Learning Outcomes - Strive HI indicators appropriate for the grade-level divisions served and optional measures that serve as additional valid and reliable measures for an area already captured by or related to an existing Strive HI indicator (e.g., NWEA literacy, five-year graduation rate). Mission-aligned measures are also

• ptional student outcomes intended to capture the mission and vision of the school’s

innovative model. The Process The process for assessing the school’s governance and structures for learning will take place through a collaborative effort that includes:

• a reflective self-assessment from the school
• a desk review (documents and evidence binder)
• structured school visits (at least two times within the five-year contract, one of

which will be during the final year of the contract)

• a collaborative debriefing session (summary of findings)

The result will be an assessment based on this process that describes the school’s conditions for learning in each of the Academic Framework topic areas, as well as a narrative providing highlights of the school’s exemplary practices and recommendations for growth or improvement.

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The Framework:

I. Governance

Each domain in Governance describes standards for effective fiduciary oversight, operations

• versight, academic oversight, and effective board practices, respectively.1

The Governance Section provides standards within the three domains, and provides an

• pportunity to develop and share practices of effective governance:

1.1 Effective fiduciary oversight 1.2 Effective operations oversight 1.3 Effective board practices Domain 1.1 Effective Fiduciary Oversight Standard 1: Demonstrates low to moderate risk on the Financial Risk Assessment Framework (Current Ratio x 0.10) + (Unrestricted Days Cash x 0.35) + (Debt to Asset Ratio x 0.10) + (Cash Flow x 0.10) + (Total Margin x 0.25) + (Budget Variance x 0.10) = Risk Assessment Low Acceptable Moderate High Significant 1 2 3 4 5 Standard 2: Generally Accepted Standards of Fiscal Management The Commission ensures that the school complies with applicable laws, rules, regulations and provisions of the charter contract relating to financial reporting requirements, and to financial management and oversight expectations as evidenced by an annual independent audit or review. The school demonstrates effective fiduciary oversight and implements (at a minimum) the following financial controls:2

1 HRS Section 302-D1 2 (Adapted from Governing for Greatness: Ten Fundamentals Every Charter School Board Member Needs to

Know, by Brian L. Carpenter)

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Financial Controls

• 1. Separation of duties This policy defines which individuals (by position) are responsible for the

processes in the accounting cycle (e.g., recording journal entries, posting to the ledger, reconciling the bank statements, etc). For example, the person who maintains the school’s general ledger should not be the person who reconciles the monthly bank statement.

• 2. Procurement. The procurement policy and procedure consists of four functions as follows:
• a. authorizing a transaction,
• b. executing a transaction,
• c. recording a transaction, and
• d. safeguarding a transaction.
• 3. Debit cards. The policy prohibits the use of school debit cards unless they are coded to block

cash withdrawals, and is aligned with the procurement policy. Credit cards. The policy prohibits the use of school credit cards for personal purchases or expenses or to circumvent the procurement policy. Additionally, credit cards must be paid in full before incurring any interest or debt and in accordance with HRS 37D-2.

• 4. Cash handling procedures. The policy ensures the control and safekeeping of business cash

assets and incorporates the existing procurement and separation of duties policies and procedures. Domain 1.2 Effective Operations Oversight Standard 1: Demonstrates effective operations oversight demonstrated by 100% of compliance tasks submitted on time. Document Management System Submissions

• 1. Current executed school lease/ Memorandum of Agreement
• 2. Annual List of Key School Officials
• 3. Current Charter School Policies and Procedures
• 4. UIPA Annual log for the current school year
• 5. 4th Quarter Financial Report
• 6. Current Board Bylaws
• 7. Current Governing Board Membership Roster

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• 8. 1st Quarter Financial Statement
• 9. An Annual Audit devoid of findings and conditions, material weaknesses or internal control

weaknesses that includes an unqualified audit opinion, and that does not include a going concern disclosure in the notes or an explanatory paragraph within the audit report.

• 10. Current Student Admission Packet Material for Upcoming Student Application Period
• 11. Annual School Year Calendar
• 12. Uniform Information Practices Act ("UIPA") Semiannual Summary Log
• 13. 2nd Quarter Financial Statement
• 14. 3rd Quarter Financial Statement
• 15. Annual Fire Inspection Report
• 16. Student Enrollment Projection for upcoming school year

Standard 2: The Board has a method/system of monitoring information and data that reflects key risk indicators.3 Domain 1.3. Effective Board Practices Standard 1: The Board approves and adopts school wide academic plan annually and assess the plan against annual student outcomes. Standard 2: The Board has adopted and follows bylaws that conform with applicable statute and authorizer requirements. Standard 3: The Board maintains transparency by providing public notice of meetings, maintaining, and making public (including on the school website) prompt and accurate minutes of meetings. Standard 4: The Board participates in board professional development to strengthen its governance and stewardship practices. Standard 5: The Board articulates annual performance expectations for the school leader, annually evaluates the leader against those expectations, and enforces the expectations.

3 Evidence of a method for monitoring information and data that reflect key risk indicators could include a governing

board annual calendar for the review of student interim and summative assessment data, essential financial reports that include the balance sheet, cash flow statement, income and expense statement and budget versus actuals, and regular review of notices of concern and/or corrective action plan implementation. Demonstration of other methods and data that reflect key risk indicators can satisfy this standard if such methods and data sources are designed to provide a proactive first line of defense against high-risk practices and/or allow for efficient interventions.

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II. Academic Framework

The framework for assessing learning at the school includes four domains that promote a positive environment and help to maximize student learning: 2.1 Curriculum, Instruction, and Assessment 2.2 Data-driven Decision Making 2.3 Equity in Access to Learning Opportunities 2.4 Continuous Professional Development for Administrators and Teachers Each domain consists of guiding questions for reflection and describes conditions on a continuum of development. This framework is intended to be an assessment for learning, providing an opportunity for reflection, discussion, and transparent evaluation of the ecosystem for learning at each school. Domain 2.1: Curriculum, Instruction, and Assessment High-quality curriculum, instruction and assessment are coherent, connected within and across content areas, relevant and applicable, guaranteed, viable and appropriate for the instructional level of each individual student. Standard 1: The school has curriculum that meets the state’s standards in all content areas for all students. Standard 2: The staff uses research-based instruction to support all students. Standard 3: The school monitors implementation and quality of instructional practices. Standard 4: The school provides professional development to staff to support the school’s instructional program. Domain 2.2: Data-Driven Decision Making How the school uses assessment data to drive instructional practices and how school manages and uses the data. Standard 1: The school uses assessment data to drive instructional practices for individual students and student groups. Standard 2(a): The school maintains and manages data effectively; Standard 2(b): The school uses data effectively to drive the development and refinement of mission-aligned practices and assessments.

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Domain 2.3: Equity in Access to Learning Opportunities School policies and practices that create a culture of caring by providing academic and attendance support, and health and well-being programs that promote access to learning

• pportunities for all students.

Standard 1: School teams and roles are established to build and support a positive school culture. Standard 2: The school has created and provides a supportive environment for all students. Standard 3: The school has established a vision and commitment for responding to student needs. Standard 4: The school ensures collaboration and momentum for responsive interventions.

III. Student Academic Outcomes

The Academic Outcomes section provides the school’s student academic outcomes, including: A) those required to be reported by the state (Strive HI measures); B) school-selected measures drawing from standardized assessments (optional); and C) school-designed and culturally relevant measures (mission-aligned measures) that evaluate the student learning outcomes valued by the school community and aligned with the school’s mission (optional).

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Indicators (HRS, Section 302D-16a) Default Measures, as measured by Strive HI4 (required) Other Measures (optional) School Target: Complex Area Target: State Target: Comparison School/Complex (similar demographics) School Target Student

5Academic

Proficiency Language Arts Math Science Student

6Academic

Growth Language Arts Math Postsecondary Readiness High School: 4-year graduation rate7 High School: College-going rate8 Attendance Chronic Absenteeism Achievement Gap Language Arts Math

4 See the current Strive HI Technical Report on the Hawaii Department of Education’s website for more details about

how the measures are calculated: http://www.hawaiipublicschools.org/VisionForSuccess/AdvancingEducation/StriveHIPerformanceSystem/Pages/ho me.aspx

5 Proficiency rate: Percentage of students in grades 3 to 8 and 11/high school meeting proficiency expectations on the

following statewide assessments, as applicable:

• Language Arts/Literacy and Math: Smarter Balanced Assessment (SBA), Kaiapuni Assessment for

Educational Outcomes (KĀ‘EO), Hawai‘i State Alternate Assessment (HSA-Alt)

• Science: Hawai‘i State Science Assessment (HSA Science), KĀ‘EO for Science, Biology 1 End-of-Course

Exam, Hawai‘i State Alternate Assessment (HSA-Alt)

6 Growth in Language Arts/Literacy and Math:

Students’ performance relative to that of their academic peers on SBA, represented by a median student growth percentile; percentage of students meeting annual growth benchmarks on KĀ‘EO and HSA-Alt.

7 Graduation rate (4-year adjusted cohort graduation rate): Percentage of students in a ninth-grade cohort who graduate

by their fourth year of high school.

8 College-going rate: Percentage of high school graduates who have enrolled at a National Student Clearinghouse-

participating college or university during the fall after graduation.

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Other Measures (optional) School-selected measures must use student outcome data drawn from either Strive HI or a valid and reliable standardized assessment tool. If a school is using a nationally normed assessment, the national norm will serve as the performance target. Mission-Aligned Measures (optional) Phase I – Develop theory of action/identify problem of practice (Years 1-2) Phase II – Conduct action research, gather data (Years 2-3) Phase III – Synthesize, summarize and analyze data in Years 2-4, to be submitted to the Commission for review in the Fall of Year 5. (Year 5)

How does the school use data drive the development and refinement of mission-aligned measures and assessments? Phase I Developing Building Infrastructure Phase II Operationalizing Gaining Consistency Phase III Optimizing Innovating and sustaining The school relies on off- the-shelf or statewide assessments (i.e, Smarter Balanced Assessment, Kaiapuni Assessment of Educational Outcomes) to assess student learning. The school considers other data and student performance measures, but does not collect or evaluate data to assess its

• wn performance against

its mission and vision. The school is developing a mission-aligned assessment that produces data at the classroom or grade level, but is not comprehensive enough at this time to be considered a valid and reliable assessment of student performance school wide. The school administers interim assessments to build a body of data to support valid assessment tools. Staff members meet regularly and use individual student and group data to refine an assessment tool in order to develop a valid and reliable assessment of student outcomes specifically aligned to the school's mission and vision. The school uses at least

• ne assessment in addition

to the statewide assessments in order to assess a desired mission aligned measure through various means or sources. The school uses data from multiple sources in order to reflect upon its own performance and to select appropriate professional development

• pportunities.

Staff members meet regularly to analyze individual and group data from a valid and reliable school- developed, mission- aligned assessment tool. The school shares its innovative practices and assessments with the larger educational community. The school uses data from a variety of sources in order to reflect and improve upon its own performance and engages in “action research” by implementing various best practices and studying the impact of those practices on performance.

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• II. Contract 4.0 Academic Framework Rubric

Based on RtI Intervention Rubric, https://www.cde.state.co.us/sites/default/files/documents/rti/downloads/pdf/rubrics_school.pdf Note: Commission staff will visit each school at least once during the first three years of the contract. In years 4 and 5, staff will conduct on-site visits and desk-reviews up to 3 times. Domain 2.1 Curriculum, Instruction, and Assessment: High quality curriculum, instruction and assessment is coherent, connected within and across content areas, relevant and applicable, guaranteed, viable and appropriate for the instructional level of each individual student. Domain 2.1: Curriculum, Instruction, and Assessment Standard 1: The school has curriculum that meets the state’s standards in all content areas for all students Emerging- establishing consensus Developing- building infrastructure Operationalizing- gaining consistency Optimizing- innovating and sustaining School leadership discusses vertical and horizontal alignment and articulation of curriculum and instruction. The school leadership identifies key learning milestones by grade-level (what should students know and be able to do when). Staff examine and understand:

• the conceptual framework of

universal, targeted, and indicated levels of instruction

• The five 21st Century learning

skills The school develops horizontal and vertical alignment of curriculum and instruction to state standards and school mission; The school aligns tools and resources to curriculum and instruction (software, materials, assessments, etc); The school develops ways to measure implementation of the curriculum and instruction; The school leadership and staff develop a range of instructional programs, materials, and strategies for all content areas to use within a tiered model. With support from school leadership, the staff implements and refines vertically and horizontally aligned curriculum, instruction, and tools/ resources. With support from school leadership, the staff refines measurement of the implementation of the curriculum and instruction. The school leadership and staff use, monitor, and adjust the aligned and articulated curriculum to ensure the inclusion of enrichment, acceleration, and remediation opportunities and research-based materials and methods. The school leadership regularly works with the staff to make adjustments to the curriculum and instruction based on multiple sources

• f data.

Evaluation of curriculum and instruction is an embedded practice within a continuous improvement cycle. The school leadership, staff, and families regularly monitor learner outcomes and make adjustments accordingly within a continuous improvement cycle. Possible Evidence:

• Curriculum maps/scope and sequences, class syllabus
• Meeting minutes
• Focused walk-throughs

DRAFT

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Domain 2.1: Curriculum, Instruction, and Assessment Standard 2: The staff uses research-based instruction to support all students Emerging- establishing consensus Developing- building infrastructure Operationalizing- gaining consistency Optimizing- innovating and sustaining The school leadership and staff develop a common understanding of research-based instructional strategies and why they are important to use. The staff builds an understanding of the importance and the need to monitor the quality of instruction provided to students. The school leadership and/or staff identify research-based instructional strategies The school leadership and/or staff provide all staff with guidance on how to embed research-based instructional strategies within all content and grade levels. The school leadership develops a monitoring process to measure the degree and quality of implementation of instructional practices. The school leadership works collaboratively with all staff to:

• ensure they are using research-

based instructional strategies effectively

• continually provide instructional

coaching and training to ensure that all students master all academic standards

• implement instructional changes

based on formative and summative assessments to engage all students The school leadership and staff follow a continuous cycle of improvement in

• rder to:
• evaluate the effectiveness of

instruction

• ensure all staff members have

appropriate support for implementing instructional strategies

• ensure useful and appropriate

interventions are being used Possible Evidence:

• Classroom observations, focused walk-throughs and teacher reflections
• Instructional coaching artifacts: rubrics used for observations, coaching tools, teacher interview(s), coaching session observation
• Formative/summative assessments

DRAFT

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Domain 2.1: Curriculum, Instruction, and Assessment Standard 3: The school monitors implementation and quality of instructional practices Emerging- establishing consensus Developing- building infrastructure Operationalizing- gaining consistency Optimizing- innovating and sustaining The staff builds an understanding of the importance and the need to monitor the quality of instruction provided to students. The staff builds an understanding of the importance and the need to monitor the quality of instruction provided to students and also develops a monitoring process to ensure differentiation occurs based on student need.

• The school leadership works

collaboratively with the school to reflect upon and improve the staff’s use of instructional strategies.

• Monitoring tools are adjusted as

needed.

• Goals and timelines for reaching

certain levels of fidelity are agreed upon and followed. The school leadership and staff routinely measure their quality of instruction, make adjustments accordingly, and provide support to teachers effectively and efficiently. Possible Evidence:

• Examination of student created artifacts and work samples using an inter-rater reliability rubric
• Focused walk-throughs
• Data points

DRAFT

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Domain 2.1: Curriculum, Instruction, and Assessment Standard 4: The school provides professional development opportunities to support the school’s instructional program. Emerging- establishing consensus Developing- building infrastructure Operationalizing- gaining consistency Optimizing- innovating and sustaining The school leadership identifies PD needs of staff, including but not limited to: Research-based instructional skills; 21st Century skills; Differentiation of instruction; Using data to inform instruction. The school leadership makes available PD opportunities for all staff that will build capacity and better equip teachers to effectively support and teach their population(s). The school leadership provides

• ngoing, differentiated

PD to staff. Follow-up support and coaching that enables teachers to regularly monitor use of effective instructional strategies is also provided. The school leadership regularly monitors, evaluates, and provides PD to staff. New methods and practices are learned and incorporated into practice as dictated by learner and family needs, cultural and linguistic differences, and data. Coaching and collaborative training is embedded practice. Possible Evidence:

• PD schedule/calendar
• Post-PD session evaluations
• Focused walk-throughs followed by reflective conversations

DRAFT

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Professional Development Emerging- establishing consensus Developing- building infrastructure Operationalizing- gaining consistency Optimizing- innovating and sustaining The school leadership identifies PD needs

• f staff, including but not limited to:
• 21st Century Skills;
• Research-based instructional

skills;

• Hawaiian-focused and culture-

based instruction as appropriate

• Differentiation of instruction;
• Using data to inform instruction

The school leadership makes available PD opportunities for all staff that will enable staff to effectively support and teach their population(s). The school leadership provides

• ngoing, differentiated

professional development to staff. Includes follow-up support and coaching that enables teachers to regularly monitor use of effective instructional strategies The school leadership regularly monitors, evaluates, and provides PD to staff. New methods and practices are learned and incorporated into practice as dictated by learner and family needs, cultural and linguistic differences, and data. Coaching and collaborative training is embedded practice. Possible Evidence:

• Staff survey to ascertain needs
• Walk-through data
• PDE3 approved request forms
• Compilation of post-session(s) evaluation forms

Principal Development Emerging- establishing consensus Developing- building infrastructure Operationalizing- gaining consistency Optimizing- innovating and sustaining School leaders participate in PD when it is

• ffered through outside entities and

partners and is relevant to address identified needs. The school leaders identify and fulfill PD needs to ensure that they are knowledgeable of evidence-based and high leverage practices teachers need to advance positive outcomes for students. School leaders identify and access effective systems of in-service support, evaluation, and professional development School leadership team analyzes feedback and outcomes to identify PD and leadership development needs and access effective systems of support, evaluation, and professional development to address those needs. Possible Evidence:

DRAFT

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Domain 2.2 Data-driven Decision Making: How assessment data are being used at the school to drive instructional practices and how the data is managed and accessed. Domain 2.2: Data-Driven Decision Making Standard 1: The school uses assessment data to drive instructional practices for individual students and student groups. Emerging- establishing consensus Developing- building infrastructure Operationalizing- gaining consistency Optimizing- innovating and sustaining School leadership and staff are committed to using student-centered data for both academics and behavior to guide important educational decisions. Staff discusses and understands the connection between assessment, curriculum, and instruction. Teams are formed for the purpose of problem solving and interpreting data to improve instructional practices and interventions. Roles and responsibilities are outlined and understood Staff members meet regularly and use data for individuals and groups of students in order to 1) focus on alternate variables when making decisions in academics and behavior; 2) adjust instruction and intervention for achievement, pacing, depth, and complexity; 3) identify focused assessment for students who are struggling or excelling; 4) to establish a body of evidence for gifted/special education services School leadership and/or staff regularly evaluate assessments, assessment practices, and the effectiveness of their instruction and interventions in order to ensure overall effectiveness and efficiency of assessment system. School leaders and staff also engage in a cyclical process of examining, instruction, intervention and assessment results as a way to ensure all students achieve standards. Possible Evidence:

• Data team minutes

DRAFT

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Domain 2.2: Data-Driven Decision Making Standard 2: (a) The school maintains and manages data effectively; The school uses data effectively to drive the development and refinement of mission-aligned practices and assessments. Emerging- establishing consensus Developing- building infrastructure Operationalizing- gaining consistency Optimizing- innovating and sustaining School leadership has examined and selected a data-management system for tracking and reporting both academic achievement and behavior. The system typically includes the ability to graphically display data for efficient analysis of student progress. School leadership outlines roles and responsibilities for data collection, entry, and management. Staff are provided training on the use and accessibility of the data management system. The administration and staff are effectively using the data management

• system. Staff receives ongoing assistance
• n the data-management system.

The functionality, efficiency and usefulness of the systems are periodically reviewed and updates made. Staff is proficient and independent with data management. Staff can assist and train new members with ease. Possible Evidence:

• DRAFT

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Domain 2.2: Data-Driven Decision Making Standard 2: (b)The school uses data effectively to drive the development and refinement of mission-aligned practices and assessments. Emerging- establishing consensus Developing- building infrastructure Operationalizing- gaining consistency Optimizing- innovating and sustaining The School relies on off-the shelf assessments or the SBAC/ KAEO to assess student learning. The School considers other data and student performance measures but does not collect and evaluate data to assess its

• wn performance against its mission and

vision. The School has mission-aligned assessments that produces data at the classroom or grade level but is not comprehensive enough at this time to be considered a schoolwide valid and reliable assessment tool of student performance. The school administers interim assessments to build a body of data to support valid assessment tools. Staff members meet regularly and use individual student and group data to refine an assessment tool in order to develop a valid and reliable assessment

• f student outcomes specifically aligned

to the school's mission and vision. The school uses at least one other assessments in addition to the SBAC/KAEO in order to assess a desired mission aligned measure through various angles or sources. The school uses data from multiple sources in order to reflect upon its own performance and to select appropriate professional development opportunities. Staff members meet regularly to analyze individual and group data from a valid and reliable school-developed, mission- aligned assessment tool. The school shares its innovative practices and assessments with the larger educational community. The school uses data from a variety of sources in order to reflect and improve upon its own performance and engages in “action research” by implementing various best practices and studying the impact of those practices on performance. Possible Evidence:

• Data team minutes
• Action research
• School showcase featuring best practices

DRAFT

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Domain 2.3: Equity in Access to Learning Opportunities: School policies and practices that create a culture of caring by providing a sound process for identification, remediation and academic support, attendance support, and health and well-being programs promote the opportunities for all students to access learning opportunities. Domain 2.3: Equity in Access to Learning Opportunities Standard 1: School teams and roles are established to build and support a positive school culture. Emerging- establishing consensus Developing- building infrastructure Operationalizing- gaining consistency Optimizing- innovating and sustaining School leadership takes stock of current interventions, supports and programs currently available to examine how they fit among universal, targeted and intensive tiers. Staff and family surveys and other data

• n current climate and culture in the

school are examined; staff identifies and discusses the need to improve the school climate. School leadership develops an action plan to address PD needs of staff, such as: classroom management, de- escalation, social and emotional needs, assessment tools, universal screening, and data-based decision making Staff explicitly teach common expectations in all classroom and non-classroom settings using multiple strategies; families are partnered in two way communication regarding expectations. Possible Evidence:

• Focused walk-throughs
• Family interviews

DRAFT

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Domain 2.3: Equity in Access to Learning Opportunities Standard 2: The school has created and provides a supportive environment for all students. Emerging- establishing consensus Developing- building infrastructure Operationalizing- gaining consistency Optimizing- innovating and sustaining Staff and family surveys and other data

• n current climate and culture in the

school are examined. Staff identifies and discusses the need to improve the school climate and establish buy-in. A school leadership team that represents and includes staff and families is established. The leadership team uses data to determine what is working and what is not working or missing practice for creating a positive school climate and creates a range of interventions and supports to serve the needs of students. School leadership meets on a regular basis using current data to support the school’s goals of creating a positive school climate Staff regularly examine individual and group data to ensure students are receiving appropriate interventions; adjustments to the types of interventions are based on individual and group needs Possible Evidence:

• Meeting minutes
• Data team findings
• Classroom observations
• School climate surveys (Panorama)

DRAFT

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Domain 2.3: Equity in Access to Learning Opportunities Standard 3: The school has established a vision and commitment for responding to student needs. Emerging- establishing consensus Developing- building infrastructure Operationalizing- gaining consistency Optimizing- innovating and sustaining School leadership and staff discuss how interventions could fit within their school, and develop a common understanding and definition of supports and interventions The Sschool leadership team commits to the implementation of responsive supports and interventions by: Sharing a vision of collaborations and commitment to creating positive

• utcomes;

creating momentum for implementation; working with other school structures to

• utline steps for implementations.

Leadership is actively involved in the development and implementation of interventions through various activities such as: supervision of implementation process; celebrating successes; ensuring motivation for implementation; building staff ownership; facilitating or attending meetings; ensuring roles and procedures are followed; coordinating trainings and building capacity. School leadership, staff and families actively participate in a systematic, culturally resonant model of interventions and supports. Current data is examined to refine implementation progress. Possible Evidence:

• Meeting minutes
• Panorama Survey results

DRAFT

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Domain 2.3: Equity in Access to Learning Opportunities Standard 4: The school ensures collaboration and momentum for responsive interventions. Emerging- establishing consensus Developing- building infrastructure Operationalizing- gaining consistency Optimizing- innovating and sustaining Leadership and staff discuss current school culture and identify effective and ineffective practices. Leadership communicates a vision of collaboration and working together to improve students’ success and the implementation of interventions and supports. Leadership identifies ways to ensure collaboration, such as providing structure for meeting times, ensuring PLC’s have modeling to implement the problem solving process. Leadership actively works to improve collaboration among staff activities that may include: sharing implementation progress and recognizing the work of staff; providing structure of training around collaboration. Leadership and school staff collaborate as part of routine practice. Leadership and staff routinely examine practices and processes to ensure they are effective for all staff, students and families. Possible Evidence:

• Meeting minutes
• Staff recognition awards
• PLC minutes

DRAFT

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DRAFT

IV. Existing Blended and/or Virtual Learning Schools

Data and Information required from Blended Guidelines

Program monitoring: Academic

• A. Academic:

Schools are required to identify all students enrolled at their school as either in their virtual learning program, blended learning program, or brick‐and‐ mortar program to enable an analysis of the effectiveness of the school’s virtual and/or blended learning program. These data shall be disaggregated by the school and included in the school’s renewal application for Commission consideration. Special Education and Section 504 of the Rehabilitation Act of 1973 requirements: How does your school/program currently implement Section 504 of the Rehabilitation Act of 1973 (“504) and Special Education Individualized Educational Plans (“SPED IEP”) for students with requirements for various services such as counseling, one‐on‐one support, small group, differentiation, varied learning support systems and devices, pacing, social programming etc…? Schools should look carefully at disaggregated data to ensure an “on par” or better educational experience.

❖

Are students identified as either face to face, virtual or blending?

❖

Is comparison data pulled and analyzed comparing students within the school’s programs?

❖

Is comparison data used to compare similar programs with other schools?

❖

How is the data used to make decisions?

❖

Are these data points in the school renewal application?

❖

How are SPED IEP and 504 plans met?

➢

How is counseling delivered?

➢

How are plans monitored?

➢

How are services delivered?

➢

How are IEP’s and 504’s currently reviewed?

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How are students identified for 504/SPED services?

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What proportion of your students qualify for services?

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How many special education teachers are assigned to the blended/virtual students?

D R A F T

SLIDE 25

2

Program monitoring: Financial

• B. Financial:

Schools are required to identify/itemize all cost items associated with their blended or virtual programs, including specialized training for your blended and/or virtual teachers, dates and supplemental pay for recall days, if necessary The spending for a virtual/blended program should be similar to the cost of a face to face program.

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How many teachers are in the virtual blended program?

➢

What are the teacher to student ratios?

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How many teachers are support/resource and not responsible for direct instruction?

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What are the costs associated with teacher training to prepare for virtual/blended instruction?

➢

Are there trainings outside the normal work year?

■

How are teachers compensated?

➢

How are they conducted and by whom?

➢

How often do they occur?

➢

How is capacity being built?

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What is the cost of the LMS/curriculum?

➢

Is it by the seat?

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Is there a limit as to how many classes a student can be enrolled in?

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What happens to the cost if a student withdraws from the school?

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What supplemental curriculum/programs are used?

■

What is the cost?

■

How many students use it?

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How widely used it? Is user data collected?

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What tools/equipment are provided to each teacher? (laptop, Bamboo, Document camera, Microphone etc.)

➢

What is the cost per teacher?

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Are all teachers provided with standard equipment?

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Are there any software/application costs?

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Ie Screencasting, ZOOM

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What tools/equipment are provided to each student?

➢

What is the cost?

➢

Is there insurance to cover repair and replacement?

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Is there a student fee? Is it refundable when equipment is returned?

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Can students use their own device?

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Is there loaner equipment available for students?

D R A F T

SLIDE 26

3

Program monitoring Personnel

• C. Personnel:

All schools shall provide a listing of the teacher(s) and administrator(s) employed for the blended and/or virtual learning program as differentiated from those supporting any brick‐and‐mortar program. All schools shall also include information on each teacher’s certifications and any certifications specifically related to teaching in an online format. All schools shall also provide information on each administrator’s certifications or qualifications to evaluate a blended and/or virtual learning teacher. All schools shall provide evidence that teachers employed to teach the blended and/or virtual learning class were evaluated for performance. All schools shall provide a clean copy of the teacher evaluation tool used to evaluate the blended and/or virtual learning teacher(s). All schools shall provide a student to teacher ratio for every class being taught by each teacher employed by the school. All schools shall provide a description and evidence of professional development for its blended and/or virtual learning teacher(s)

D R A F T

SLIDE 27

4

In‐depth analysis for an existing virtual/blended program

Program Components “Look fors” and questions to ask about best practices Enrollment/ Communication A high performing school will highlight their blended/virtual program with equal emphasis to their brick and mortar program.

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Is blended/virtual information on the face of the school’s website?

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How is blended/virtual defined?

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Are responsibilities/expectations communicated?

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Is there an information session either before or after enrolling?

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What is the student to teacher ratio?

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Are there videos or sample lessons?

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Is there school data available?

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Is the blended/virtual program in alignment with the vision/mission? Teacher Training A high performing school will invest in both upfront and ongoing teacher training.

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How are new teachers trained?

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Is there training prior to the beginning of the school year?

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Who conducts the training?

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Are new teachers assigned mentors?

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Are there references for quick access?

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Is there ongoing training throughout the year?

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Do new teachers shadow veteran teachers?

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Are there “non‐Negotiables” for virtual classes?

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Length of time

➢

Synchronous

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Student Engagement

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Use of tools (white board, break out rooms, surveys, question and answer pods)

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What documentation is provided during training?

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How do teachers share best practices and ideas?

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How many students are assigned per teacher?

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Is the teacher teaching courses for which they are licensed?

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How do teachers establish relationships with students?

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What tools/ programs are included in the training?

➢

Docucam, webcam, Bamboo, Screen sharing,GSuite Onboarding Students/learning coaches The onboarding for students and learning coaches will ensure, prior to beginning classes, that both students and learning coaches are well versed in all systems.

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Is there a system to ensure students know how to use the technology necessary for a blended learning experience prior to starting?

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Does this include knowing how to use the LMS, virtual program,

D R A F T

SLIDE 28

5 Google drive, accessing the online curriculum, uploading work, checking grades, communicating with the teacher etc.

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Is there an inservice for parents to ensure they know how to operate and access all programs?

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Is it required? Is there a policy in writing? Ie handbook

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What happens if a learning coach doesn’t attend?

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Is there a system to monitor learning coach engagement?

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Are inservices provided on request or during the year when needed?

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Are there refresher courses for struggling learning coaches?

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Are there quick access guides for students learning coaches?

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If a student is struggling, are learning coaches required to redo training? Learning Management System Is a software application for the administration, documentation, tracking, reporting, and delivery of educational courses.

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What system is used?

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What data is tracked on this system?

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What reports can be generated?

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Can it interface with Google Classroom?

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Is it Cloud/web based?

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Can it be tailored to address needs?

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Who can access‐ parents, teachers, students, administration?

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Is a grade book connected?

➢

Can the teacher apply different weights for assessment items?

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Can the LMS import/export files to Infinite Campus, ESSS

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Where and how is the attendance track?

❖

Building Courses/ Curriculum As with a face to face teacher, a standards‐based curriculum is created, delivered, and monitored by the teacher with resources from many different sources, including self generated, to meet the needs of the students.

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Is there a complete Common Core curriculum teachers can access?

➢

Can it be modified?

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Can lessons be added and deleted?

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What kind of assessments are used?

■

AI or teacher graded?

■

What kind and percent are teacher graded?

➢

Is it saved from year to year?

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What proportion of both lessons and assessments are teacher created?

➢

How do the lessons reflect the schools vision and mission?

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Is the curriculum reviewed by admin?

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Do teachers have access to each other's courses?

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Are there common assessments or common themes across grade levels?

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Are there clearly articulated expectations on curriculum design?

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Is there a set landing page for all classes? Does it have:

➢

links to virtual platform

➢

syllabus

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Contact information

D R A F T

SLIDE 29

6

➢

grading/homework/late policies

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recordings of virtual classes

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how to submit work Virtual Instructional Delivery Virtual instruction follows the same best practices of face to face instruction. It is to be thought of as a “regular” class period. There should be evidence explicit teaching, monitoring, checking for understanding and mandatory student participation.

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Are the virtual classes synchronous?

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Is attendance mandatory?

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Is attendance taken?

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Does the lesson follow a lesson plan design?

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Instructional scaffolding

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Are techniques and tools used to engage the students?

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Breakout rooms, short answers, polls, surveys, signaling

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Is the teacher’s camera on?

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Are the students’ cameras on?

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Can students ask questions freely?

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Is there evidence of relationship teacher to student, student to teacher and student to student? Monitoring Progress There should be school wide systems to monitor and communicate progress. There should be set tiered responses for both academic and behavior (attendance) concerns.

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How is student progress monitored?

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What data is pulled?

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How often is it pulled?

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What happens when a student falls behind?

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Is there documented communication with the parent?

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Is there mandatory f2f tutoring?

■

If so,when initiated

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Is there additional training for the parents?

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How are non‐F2F and virtual days used to support students?

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How do students and parents see up to date progress?

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Is there a date and time stamp for when assignments are turned in?

❖

What records are kept of student support, interventions, and parent communications?

❖

What are the Response to Intervention (RTI) levels? What school personnel is brought in at each level?

❖

How is student progress/concerns communicated to the necessary school personnel? Ie counselor, SCC, admin

❖

If the school has a f2f program, is the student data from the two programs compared? If so, what is the analysis? Teacher Accountability Teachers are full‐time employees of the school who are expected to work 7 hours each day.

D R A F T

SLIDE 30

7

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Are teachers’ virtual classes recorded?

➢

Are they available to students, parents, other teachers and admin?

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Where are they located?

➢

Are they reviewed for content, pedagogy and length of recording?

❖

As with F2F instruction, is feedback given to teachers on virtual classes?

➢

How often and by whom?

➢

What are the criteria?

❖

What are the expectations for non‐instructional day?

➢

Where do teachers work?

➢

What work needs to be documented?

■

Ie‐ communication logs

■

Student one‐on‐one or small group tutoring

■

Field trip/study

❖

Is PTO reviewed and analyzed for patterns?

➢

Is PTO only taken for f2f days?

❖

How are teachers evaluated? Student Accountability Student academic and behavior expectations and consequences must be clearly communicated and problems must be addressed before too much time is lost.

❖

How and by whom is attendance taken?

❖

What are the daily work expectations?

➢

Where are they in writing?

➢

What procedure is in place if a student does not log on or submit work?

❖

How are students held accountable in a virtual class?

➢

Is there an exit pass?

➢

Can the teacher see and engage the students?

➢

Can a teacher monitor if multiple tabs are open?

D R A F T

SLIDE 31

8 Components of blended/virtual program rubric Low Middle High Components There is little to no evidence of best practices There is some evidence of best practices but it is not fully developed nor systemic in every grade level. There is ample, clear evidence

• f systemic best practices in

every grade level schoolwide. Enrollment/ Communication Teacher Training Onboarding Students/learning coaches Learning Management System Building Courses/ Curriculum Virtual Instructional Delivery Monitoring Progress Teacher Accountability Student Accountability Overall rating Comments/ recommendations

D R A F T