Professional Development
How is the effectiveness of PD activities in your building evaluated?
Student assessment results (mClass, Mastery Connect, BOG, EOG, etc.)
Classroom Walk Thrus and Formal Observations
Feedback from teachers (exit slips)
Progress towards SIP Goals
How are parents notified that they may request the professional qualifications of classroom teachers?
Parents Right to Know Notification Letter distributed to families at the beginning of the year (handbook, letter, Title I Open Meeting, etc.)
Letters are distributed in English and in Spanish
Teachers share qualification information on their teacher website
In what ways are parents communicated with in a language that is easy for them to understand?
Communication to parents (letters, handbooks, Connect Ed calls, website, etc.) are translated in English and in Spanish
Schools have interpreters that assist with phone calls, enrolling parents, parent teacher conferences, etc.
Focus and Low Performing Schools:
What interventions are implemented in your school to address Focus School Status?
Discuss interventions and school wide programs specifically implemented to close the achievement gap with your lowest performing sub group.
Focus schools also receive additional funds to support their lowest achieving sub group. How are these funds used to support loses achieving sub group?
What kind of technical assistance does the LEA provide to your school? (budget, compliance, etc.)
School Level Monitoring Visits
Monthly Title I Check-Ins and Meetings
Title I Compliance Calendar
Finance policies/procedures for allotting funds, allowable purchases, Budget Amendments, etc.
Informal/Formal school visits and meeting with Title I Principals
How is classroom implementation of PD monitored and supported for staff?
Classroom walk thrus
Formal Walk Thrus
Goal Setting/PDP Goals
EVAAS
Student Assessment Results
Coaching (1 on 1, grade level, etc.)
Additional support from Lead Teachers, MCLs, Admin
Peer Observations
When are parents notified if their child has been assigned to be taught or has been taught for 4 or more consecutive weeks by a teacher who is not HQ?
ASAP. In CCS, most cases of a teacher not being HQ in a classroom for 4 or more weeks is due to maternity leave.
CCS has a sample letter (in english and in spanish) that we send home to parents notifying them that their child's teacher (in most cases interim teachers from maternity leave) are not HQ.
The letter includes an introduction of the teacher, brief explanation of why they are not HQ and what supports are in place for the teacher and students.
It is rare that we have teachers that are not HQ teaching for 4 or more consecutive weeks.
Describe how the annual achievement results are share with parents and the public.
Schools send home Annual Report Card in English and in Spanish (Snap Shot and Letter from the Principal)
Schools also communicate assessments results in the following ways: SIP public notification on the website, Parent Representatives on SIT, newsletters, Title I Open Meeting, etc.
Who is involved in determining the effectiveness of the program to increase student achievement?
School Improvement Team (including key staff members and parent representatives)
What role do you and stakeholders (teachers, parents) play in developing the Title I Plan?
District Formal Meetings to gather feedback: District Parent Advisory Council Meeting, Title I Annual Review Meeting, Title I Program and Budget Review Meeting, etc.
School Level Input gathered from SIPs
Informal Feedback through emails, conversations, school visits, etc.
How are decisions made about the PD activities offered at your school?
Analysis of various assessment/survey results (student achievement results, TWC surveys, discipline data, Parent Satisfaction survey results, etc.)
Summer School Improvement Planning
Comprehensive Needs Assessment
How does the LEA ensure that students in high poverty and/or high minority schools have highly qualified and highly effective teachers?
Title II Funds 3 positions (HR Coordinator to recruit, support and retain and 3 Instructional Specialist)
Title IV Funds Transformational Coach for Low Performing and Focus Schools
District Job Fair to recruit HQ teachers
LEA conducts a comparability report to ensure that high poverty schools have HQ/HE teachers
HR Department ensures that elementary school teachers are 100% HQ
Additional support, PD in place for high minority/high poverty schools
Focus and Low Performing Schools:
How are parents informed about the status of the school?
Notification statement on the website
Annual Report Card Letter
Title I Open Meeting
Newsletters
Parents need to be familiar with the term (Focus and Low Performing)
TEST Question!!!!!
TEST Answer!!!!!!!!
How are you involved in the collaboration of the District Title I PD offerings?
Title I Program and Budget Review Meeting
Formal/Informal meetings, communication with Director and Coordinator
Development of school CNAs and SIPs identifying opportunities for improvement