FLORIDA DEPARTMENT OF EDUCATION
K12: 2007-81
Date: June 5, 2007
JEANINE
BLOMBERG
Commissioner of
Technical Assistance Paper
Education
NCLB School Restructuring
Summary
:
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This guidance describes each school district’s responsibility to restructure schools that
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have been “Schools In Need of Improvement” for four years.
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Contact
:
Cheryl L. Sattler, Ph.D.
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Cheryl.Sattler@fldoe.org
850-245-0414
Status
:
X New Technical Assistance Paper
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Revises and replaces existing Technical Assistance:
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Florida Department of Education
Division of K-12 Public Schools
Bureau of Student Assistance
http://www.fldoe.org/bsa/
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Table of Contents
Background
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A-1.
What is school restructuring? ……………………………………………… 4
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A-2.
What is the legal authority for school restructuring? ................................... 4
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A-3.
What is the specific Federal language that addresses restructuring? ............4
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A-4.
Do these requirements apply to non-Title I schools? ……………………... 5
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A-5.
Do these requirements apply to schools that received Title I funds in
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school year 2006-2007, but will not receive Title I funds in 2007-2008?..... 5
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Requirements of School Restructuring
B-1.
What action must a district take when it identifies a school for
restructuring? ………………………………………………………........... 5
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B-2.
What responsibilities does a district have to parents of the children in a
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school that is planning for restructuring? …………………………............. 5
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B-3.
When is the “planning” year? …………………………………………....... 6
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B-4.
When must restructuring take place? ……………………………….……...6
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B-5.
Must every school required to restructure take the same actions? ……… 6
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B-6.
What are the tiers?......................................................................................... 6
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B-7.
What does “improved student achievement” mean?..................................... 15
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B-8.
What does a “proven success record” mean?................................................ 15
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B-9.
If a school missed different AYP indicators in different years,
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which AYP indicators must be the focus of the restructuring plan?..............15
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B-10.
May districts opt for a more restrictive tier than the one prescribed for a
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school?........................................................................................................... 15
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B-11.
What are the requirements of Assistance Plus?............................................. 15
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B-12.
Who are considered “highly effective teachers?”…………………………..18
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B-13.
May a district serve as an educational consultant or instructional expert
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to provide professional development for a restructuring school?..................18
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B-14.
How are Florida’s restructuring options aligned with NCLB’s options?...... 18
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B-15.
Who is responsible for completing the restructuring plan?........................... 18
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B-16.
What entity is responsible for developing and overseeing the restructuring
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plan for a charter school?...............................................................................18
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B-17.
How is the plan submitted?............................................................................ 18
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B-18.
When are plans due?...................................................................................... 19
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B-19.
How is the plan reviewed?.............................................................................19
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B-20.
When will plans be approved?....................................................................... 19
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B-21.
Who is responsible for implementing the plan?............................................ 19
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B-22.
What public notification requirements apply?...............................................19
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B-23.
What if a district has already taken the actions outlined in the table, or
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substantially similar actions, for a school slated to be restructured?.............19
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School Improvement
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C-1.
What if a school on the “restructuring list” makes AYP in 2007? .............. 20
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C-2.
Does restructuring “restart the clock” for AYP? ......................................... 20
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C-3.
How much improvement is a restructured school expected to
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demonstrate?.................................................................................................. 20
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C-4.
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How does a school that is planning for restructuring or restructuring, exit
restructuring status? ..................................................................................... 20
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C-5.
What happens if a restructured school does not make AYP?....................... 20
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C-6.
If a district chooses to combine grade levels or reopen as a charter for
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Tiers 4 and 5 schools, will those schools be assigned a new school
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number?........................................................................................................ 20
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C-7.
Do districts have the authority to enforce restructuring options in charter
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schools?.........................................................................................................21
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Resources and Assistance
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D-1.
What resources are available to assist with restructuring? ...........................21
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D-2.
What assistance is available if a district wants to reconstitute a school as
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a charter school? ............................................................................................21
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D-3.
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Will direct technical assistance, such as school support teams, be provided
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from the SEA during the implementation of the chosen restructuring
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option? …………………………………………………………………….. 21
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BACKGROUND
A-1. What is restructuring?
Under No Child Left Behind, when a school is in
restructuring
status, the district must
take intensive actions to revamp the operation and governance of that school, based on an
analysis of the needs of that school and its level of progress. Restructuring means a
major reorganization of a school’s governance by a district that:
•
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Makes fundamental reforms, such as significant changes in the
school’s staffing and governance, to improve student academic
achievement in the school;
•
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Has substantial promise to improve student academic achievement and
enable the school to make AYP as defined by Florida’s accountability
system; and
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Is consistent with Florida law.
A-2. What is the legal authority for school restructuring?
School restructuring is a requirement under the No Child Left Behind Act of 2001.
Section 1116(b)(8) spells out the responsibilities of the state and school districts.
A-3.
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What is the specific Federal language that addresses restructuring?
According to NCLB Section 1116, “the local educational agency shall implement one of
the following alternative governance arrangements for the school consistent with State
law:
“(i)
Reopening the school as a public charter school.
“(ii)
Replacing all or most of the school staff (which may include the principal)
who are relevant to the failure to make adequate yearly progress.
“(iii)
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Entering into a contract with an entity, such as a private management
company, with a demonstrated record of effectiveness, to operate the
public school
“(iv)
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Turning the operation of the school over to the State educational agency, if
permitted under State law and agreed to by the State.
“(v)
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Any other major restructuring of the school's governance arrangement that
makes fundamental reforms, such as significant changes in the school's
staffing and governance, to improve student academic achievement in the
school and that has substantial promise of enabling the school to make
adequate yearly progress as defined in the State plan.”
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A-4. Do these requirements apply to non-Title I schools?
No.
A-5. Do these requirements apply to schools that received Title I funds in school
year 2006-2007, but will not receive Title I funds in 2007-2008?
No.
REQUIREMENTS OF SCHOOL RESTRUCTURING
B-1. What action must a school district take when it identifies a school for
restructuring?
When it identifies a Title I school for restructuring, a school district must:
•
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Continue to ensure that all students have the option to transfer to
another public school in the district that is not identified for
improvement, corrective action, or restructuring;
•
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Continue to ensure that supplemental educational services are
available to eligible students; and
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Prepare a plan to implement an alternative governance system for the
school.
[See ESEA §200.43(b)(1), (2), and (3).]
B-2. What responsibilities does a school district have to parents of the children in a
school that is planning for restructuring?
The parental notification requirements, along with the parental involvement provisions of
NCLB, encourage districts and schools to explore strategies and tools to involve parents
as meaningful and effective partners in their child’s education.
As noted above, when a school is slated for restructuring, the district must promptly
notify parents about both what is being done to improve the school and how parents can
be involved in the development of any restructuring plan. The district must provide
parents and teachers an opportunity to comment before the district develops the
restructuring plan or takes any restructuring actions. Parents and teachers must also be
provided the opportunity to participate in the development of any restructuring plan.
Parents need to be well informed about the school’s progress so they can make good
decisions about their child’s education. If a school does not make AYP for a fifth year,
parents must be given information about the extent of the problem and the types of
restructuring options the district is considering to address the needs of students in the
school.
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B-3. When is the “planning” year?
The year in which schools are identified as a school in need of improvement (SINI-4) is
the planning year.
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Year 1 – Fails to make adequate yearly progress (AYP) as measured by student
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achievement on the Florida Comprehensive Achievement Test (FCAT)
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Year 2 – No AYP = School in need of improvement, year 1 (SINI-1)
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Year 3 – No AYP = SINI 2
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Year 4 – No AYP = SINI 3 (also called Corrective Action)
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Year 5 – No AYP = SINI 4 (also called Planning for Restructuring)
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Year 6 – No AYP = SINI 5 (also called Restructuring)
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Based on their academic performance, schools do not always progress to the next level
every year.
B-4. When must restructuring take place?
The year in which a school is identified as SINI-5, it must restructure.
B-5. Must every school required to restructure take the same actions?
No. Florida is using a tiered system of restructuring. The requirements for restructuring
are different depending on a school’s grade and the percentage of AYP indicators missed.
B-6. What are the tiers?
The tiers are as follows:
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Tier I: Schools with a school grade of A that have met at least 90 percent of
adequate yearly progress (AYP) indicators; or schools with a school grade of B
that have met at least 80 percent of AYP indicators
•
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Tier II: Schools with a school grade of A that have met fewer than 90 percent of
AYP indicators; or schools with a school grade of B that have met fewer than 80
percent of AYP indicators
•
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Tier III: Schools with a school grade of A or B that have met 70 percent or fewer
of AYP indicators; schools with a school grade of C that have met at least 70
percent of AYP indicators; or schools with a school grade of C that have
improved at least one grade level, and maintained this improvement, since SINI
status began
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•
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Tier IV: Schools with a school grade of C that have met fewer than 70 percent of
AYP indicators; or schools with a school grade of C that have not improved at
least one grade level, or have not maintained this improvement, since SINI status
began
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Tier V: Schools with a school grade of D that have failed to meet State standards
regarding AYP (“D” schools)
•
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Tier VI: Schools with a school grade of F that have received no more than (1)
grade of F in a four-year period, and are failing to meet State standards regarding
AYP (“F” schools)
•
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Tier VII: Schools with a school grade of F that have received more than one (1)
grade of F within a four-year period, and are failing to meet State standards
regarding AYP (“Repeating F” schools)
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The following tables provide the choices available to schools in each restructuring tier.
Tier I: Schools with a school grade of A that have met at least 90 percent of adequate yearly progress (AYP)
indicators; or schools with a school grade of B that have met at least 80 percent of AYP indicators
Choose either A or B
Federal Requirements
A
State Guidance
B
(8) RESTRUCTURING-
(B) ALTERNATIVE GOVERNANCE–Not later than the
beginning of the school year following the year in which
the local educational agency implements subparagraph (A),
the local educational agency shall implement one of the
following alternative governance arrangements for the
school consistent with State law:
(i)
Reopening the school as a public charter school.
(ii)
Replacing all or most of the school staff (which
may include the principal) who are relevant to
the failure to make adequate yearly progress.
(iii)
Entering into a contract with an entity, such as a
private management company, with a
demonstrated record of effectiveness, to operate
the public school.
(iv)
Turning the operation of the school over to the
State educational agency, if permitted under
State law and agreed to by the State.
(v)
Any other major restructuring of the school's
governance arrangement that makes
fundamental reforms, such as significant
changes in the school's staffing and governance,
to improve student academic achievement in the
school and that has substantial promise of
enabling the school to make adequate yearly
progress as defined in the State plan under
section 1111(b)(2). In the case of a rural local
educational agency with a total of less than 600
students in average daily attendance at the
schools that are served by the agency and all of
whose schools have a School Locale Code of 7
or 8, as determined by the Secretary, the
Secretary shall, at such agency's request,
provide technical assistance to such agency for
the purpose of implementing this clause.
In area(s) the students are not meeting AYP
targets, the school must enter into a contract with
an entity, such as a private management
company, educational consultant, or instructional
expert, with a demonstrated record of
effectiveness, to provide professional
development to staff directly responsible for the
area(s) where students are not making AYP, or to
provide additional instruction to the students in
these area(s).
OR
Undertake any other major restructuring of the
school's governance arrangement that makes
fundamental reforms, such as significant changes
in the school's staffing and governance, to
improve student academic achievement in the
school and that has substantial promise of
enabling the school to make adequate yearly
progress as defined in the State plan.
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Tier II:
Schools with a school grade of A that have met fewer than 90 percent of AYP indicators; or schools
with a school grade of B that have met fewer than 80 percent of AYP indicators
Choose either A or B
Federal Requirements
A
State Guidance
B
(8) RESTRUCTURING-
(B) ALTERNATIVE GOVERNANCE–Not later than
the beginning of the school year following the year in
which the local educational agency implements
subparagraph (A), the local educational agency shall
implement one of the following alternative governance
arrangements for the school consistent with State law:
(i)
Reopening the school as a public charter
school.
(ii)
Replacing all or most of the school staff
(which may include the principal) who are
relevant to the failure to make adequate yearly
progress.
(iii)
Entering into a contract with an entity, such as
a private management company, with a
demonstrated record of effectiveness, to
operate the public school.
(iv)
Turning the operation of the school over to
the State educational agency, if permitted
under State law and agreed to by the State.
(v)
Any other major restructuring of the school's
governance arrangement that makes
fundamental reforms, such as significant
changes in the school's staffing and
governance, to improve student academic
achievement in the school and that has
substantial promise of enabling the school to
make adequate yearly progress as defined in
the State plan under section 1111(b)(2). In the
case of a rural local educational agency with a
total of less than 600 students in average daily
attendance at the schools that are served by
the agency and all of whose schools have a
School Locale Code of 7 or 8, as determined
by the Secretary, the Secretary shall, at such
agency's request, provide technical assistance
to such agency for the purpose of
implementing this clause.
In area(s) the students are not meeting AYP targets,
the school must enter into a contract with an entity,
such as a private management company,
educational consultant, or instructional expert, with
a demonstrated record of effectiveness, to provide
professional development to staff directly
responsible for
area(s) in which the greatest
number or percent of students are not making
AYP
, or to provide additional instruction in these
areas.
OR
Undertake any other major restructuring of the
school's governance arrangement that makes
fundamental reforms, such as significant changes in
the school's staffing and governance, to improve
student academic achievement in the school and
that has substantial promise of enabling the school
to make adequate yearly progress as defined in the
State plan.
9
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Tier III:
Schools with a school grade of A or B that have met 70 percent or fewer of AYP indicators; schools
with a school grade of C that have met at least 70 percent of AYP indicators; or schools with a school grade of
C that have improved at least one grade level, and maintained this improvement, since SINI status began
Choose either A or B
Federal Requirements
A
State Guidance
B
(8) RESTRUCTURING-
(B) ALTERNATIVE GOVERNANCE–Not later than
the beginning of the school year following the year in
which the local educational agency implements
subparagraph (A), the local educational agency shall
implement one of the following alternative governance
arrangements for the school consistent with State law:
(i)
Reopening the school as a public charter
school.
(ii)
Replacing all or most of the school staff
(which may include the principal) who are
relevant to the failure to make adequate yearly
progress.
(iii)
Entering into a contract with an entity, such as
a private management company, with a
demonstrated record of effectiveness, to
operate the public school.
(iv)
Turning the operation of the school over to
the State educational agency, if permitted
under State law and agreed to by the State.
(v)
Any other major restructuring of the school's
governance arrangement that makes
fundamental reforms, such as significant
changes in the school's staffing and
governance, to improve student academic
achievement in the school and that has
substantial promise of enabling the school to
make adequate yearly progress as defined in
the State plan under section 1111(b)(2). In the
case of a rural local educational agency with a
total of less than 600 students in average daily
attendance at the schools that are served by
the agency and all of whose schools have a
School Locale Code of 7 or 8, as determined
by the Secretary, the Secretary shall, at such
agency's request, provide technical assistance
to such agency for the purpose of
implementing this clause.
In area(s) the students are not meeting AYP targets,
the school must enter into a contract with an entity,
such as a private management company,
educational consultant, or instructional expert, with
a demonstrated record of effectiveness, to provide
professional development to staff directly
responsible for
area(s) in which the greatest
number or percent of students are not making
AYP
, or to provide additional instruction in these
areas.
AND
Change the governance structure of the school in a
significant manner that either diminishes school-
based management and decision making or
increases control, monitoring, and oversight of the
school’s operations and educational program by the
LEA.
10
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Tier IV:
Schools with a school
grade of C
that have met fewer than 70 percent of AYP indicators; or schools
with a school
grade of C
that have not improved at least one grade level, or have not maintained this
improvement, since SINI status began
Choose either A or B
Federal Requirements
A
State Guidance
B
(8) RESTRUCTURING-
(B) ALTERNATIVE GOVERNANCE–Not later than
the beginning of the school year following the year in
which the local educational agency implements
subparagraph (A), the local educational agency shall
implement one of the following alternative governance
arrangements for the school consistent with State law:
(i)
Reopening the school as a public charter
school.
(ii)
Replacing all or most of the school staff
(which may include the principal) who are
relevant to the failure to make adequate yearly
progress.
(iii)
Entering into a contract with an entity, such as
a private management company, with a
demonstrated record of effectiveness, to
operate the public school.
(iv)
Turning the operation of the school over to
the State educational agency, if permitted
under State law and agreed to by the State.
(v)
Any other major restructuring of the school's
governance arrangement that makes
fundamental reforms, such as significant
changes in the school's staffing and
governance, to improve student academic
achievement in the school and that has
substantial promise of enabling the school to
make adequate yearly progress as defined in
the State plan under section 1111(b)(2). In the
case of a rural local educational agency with a
total of less than 600 students in average daily
attendance at the schools that are served by
the agency and all of whose schools have a
School Locale Code of 7 or 8, as determined
by the Secretary, the Secretary shall, at such
agency's request, provide technical assistance
to such agency for the purpose of
implementing this clause.
In area(s) the students are not meeting AYP targets,
the school must enter into a contract with an entity,
such as a private management company,
educational consultant, or instructional expert, with
a demonstrated record of effectiveness, to provide
professional development to staff directly
responsible for
area(s) in which the greatest
number or percent of students are not making
AYP
, or to provide additional instruction in these
areas.
AND
Change the governance structure of the school in a
significant manner that either diminishes school-
based management and decision making or
increases control, monitoring, and oversight of the
school’s operations and educational program by the
District.
In addition
, such schools must choose ONE OR
MORE of the following actions:
i.
Replace the principal with a
principal who has a proven success
record of leading a school with
improved student achievement.
ii.
Replace instructional staff
responsible for the area(s) in which
the school is not meeting AYP
targets. These decisions must be
data-driven. Instructional staff hired
to replace those being removed must
have evidence of effectiveness in
increasing student academic
achievement.
11
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Tier V:
Schools with a school
grade of D
that have failed to meet State standards regarding AYP (“D”
schools)
Choose either A or B
Federal Requirements
A
State Guidance
B
(8) RESTRUCTURING-
(B) ALTERNATIVE GOVERNANCE–Not later
than the beginning of the school year following the
year in which the local educational agency
implements subparagraph (A), the local educational
agency shall implement one of the following
alternative governance arrangements for the school
consistent with State law:
(i)
Reopening the school as a public charter
school.
(ii)
Replacing all or most of the school staff
(which may include the principal) who are
relevant to the failure to make adequate
yearly progress.
(iii)
Entering into a contract with an entity,
such as a private management company,
with a demonstrated record of
effectiveness, to operate the public school.
(iv)
Turning the operation of the school over
to the State educational agency, if
permitted under State law and agreed to
by the State.
(v)
Any other major restructuring of the
school's governance arrangement that
makes fundamental reforms, such as
significant changes in the school's staffing
and governance, to improve student
academic achievement in the school and
that has substantial promise of enabling
the school to make adequate yearly
progress as defined in the State plan under
section 1111(b)(2). In the case of a rural
local educational agency with a total of
less than 600 students in average daily
attendance at the schools that are served
by the agency and all of whose schools
have a School Locale Code of 7 or 8, as
determined by the Secretary, the Secretary
shall, at such agency's request, provide
technical assistance to such agency for the
purpose of implementing this clause.
The school must enter into a contract with an entity,
such as a private management company, educational
consultant, or instructional expert, with a demonstrated
record of effectiveness, to provide professional
development to staff directly responsible for ALL
area(s) in which students are not making AYP, or to
provide additional instruction in ALL these areas.
AND
Change the governance structure of the school in a
significant manner that either diminishes school-based
management and decision making or increases control,
monitoring, and oversight of the school’s operations
and educational program by the District.
In addition
, such schools must choose ONE or more of
the following actions:
i.
Replace instructional staff responsible for the
area(s) in which the school is not meeting AYP
targets. These decisions must be data-driven.
Instructional staff hired to replace those being
removed must have evidence of effectiveness
in increasing student academic achievement.
ii.
Replace the principal with a principal who has
a proven success record of leading a school
with improved student achievement.
iii.
Reconstitute the school into smaller
autonomous learning communities (e.g.,
school-within-a-school model, learning
academies, etc.);
iv.
Combine the school in restructuring with a
higher performing school, so that K-3 grades
from both schools are together and the 4-5
grades from both schools are together, etc.
v.
Expand or narrow the grades served, for
example, narrowing a K-8 school to a K-5
elementary school.
vi.
Implement ALL Assistance Plus District
Requirements as determined annually by the
State Board of Education.
12
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Tier VI:
Schools with a school
grade of F
that have received no more than (1) grade of F in a four-year period, and are
failing to meet State standards regarding AYP (“F” schools)
Choose either A or B
Federal Requirements
A
State Guidance
B
(8) RESTRUCTURING-
(B) ALTERNATIVE GOVERNANCE–Not later
than the beginning of the school year following the
year in which the local educational agency
implements subparagraph (A), the local educational
agency shall implement one of the following
alternative governance arrangements for the school
consistent with State law:
(i)
Reopening the school as a public charter
school.
(ii)
Replacing all or most of the school staff
(which may include the principal) who are
relevant to the failure to make adequate
yearly progress.
(iii)
Entering into a contract with an entity,
such as a private management company,
with a demonstrated record of
effectiveness, to operate the public school.
(iv)
Turning the operation of the school over
to the State educational agency, if
permitted under State law and agreed to
by the State.
(v)
Any other major restructuring of the
school's governance arrangement that
makes fundamental reforms, such as
significant changes in the school's staffing
and governance, to improve student
academic achievement in the school and
that has substantial promise of enabling
the school to make adequate yearly
progress as defined in the State plan under
section 1111(b)(2). In the case of a rural
local educational agency with a total of
less than 600 students in average daily
attendance at the schools that are served
by the agency and all of whose schools
have a School Locale Code of 7 or 8, as
determined by the Secretary, the Secretary
shall, at such agency's request, provide
technical assistance to such agency for the
purpose of implementing this clause.
Enter into a contract with an entity, such as a private
management company, educational consultant, or
instructional expert, with a demonstrated record of
effectiveness, to provide professional development to
staff directly responsible for ALL area(s) in which
students are not making AYP, or to provide additional
instruction in ALL these areas;
replace instructional staff responsible for the area(s) in
which the school is not meeting AYP targets. These
decisions must be data-driven. Instructional staff hired
to replace those being removed must have evidence of
effectiveness in increasing student academic
achievement; and replace the principal with a principal
who has a proven success record of leading a school
with improved student achievement;
AND
Change the governance structure of the school in a
significant manner that either diminishes school-based
management and decision making or increases control,
monitoring, and oversight of the school’s operations
and educational program by the DISTRICT.
In addition
, such schools must choose ONE OR
MORE from the following options:
i.
Implement ALL
Assistance Plus
District
Requirements as determined annually by
the State Board of Education;
ii.
Dissolve the school and assign students
to other schools in the District;
iii.
Reopen the school as a public charter
school.
iv.
Enter into a contract with an entity, such
as a private management company, with
a demonstrated record of effectiveness,
to operate the school as a public school.
This entity will hire the entire school
staff, including the principal.
13
?
Tier VII:
Schools with a school
grade of F
that have received more than one (1) grade of F within a four-year
period, and are failing to meet State standards regarding AYP (“Repeating F” schools)
Choose either A or B
Federal Requirements
A
State Guidance
B
(8) RESTRUCTURING-
(B) ALTERNATIVE GOVERNANCE–Not later than the
beginning of the school year following the year in which the
local educational agency implements subparagraph (A), the
local educational agency shall implement one of the
following alternative governance arrangements for the
school consistent with State law:
(i)
Reopening the school as a public charter school.
(ii)
Replacing all or most of the school staff (which
may include the principal) who are relevant to the
failure to make adequate yearly progress.
(iii)
Entering into a contract with an entity, such as a
private management company, with a
demonstrated record of effectiveness, to operate
the public school.
(iv)
Turning the operation of the school over to the
State educational agency, if permitted under State
law and agreed to by the State.
(v)
Any other major restructuring of the school's
governance arrangement that makes fundamental
reforms, such as significant changes in the
school's staffing and governance, to improve
student academic achievement in the school and
that has substantial promise of enabling the
school to make adequate yearly progress as
defined in the State plan under section
1111(b)(2). In the case of a rural local educational
agency with a total of less than 600 students in
average daily attendance at the schools that are
served by the agency and all of whose schools
have a School Locale Code of 7 or 8, as
determined by the Secretary, the Secretary shall,
at such agency's request, provide technical
assistance to such agency for the purpose of
implementing this clause.
AND
Implement ALL
Assistance Plus
District Requirements as
determined annually by the State Board of Education
(
required under Assistance Plus
).
Implement ALL
Assistance Plus
District
Requirements as determined annually by the
State Board of Education (
required under
Assistance Plus
).
In addition, such schools must choose ONE OR
MORE of the following actions:
i.
Enter into a contract with an
entity, such as a private
management company,
educational consultant, or
instructional expert, with a
demonstrated record of
effectiveness, to provide
professional development to staff
directly responsible for ALL
area(s) in which students are not
making AYP, or to provide
additional instruction in ALL
these areas;
ii.
Dissolve the school and assign
students to other schools in the
District;
iii.
Reopen the school as a public
charter school;
iv.
Enter into a contract with an
entity, such as a private
management company, with a
demonstrated record of
effectiveness, to operate the
school as a public school. This
entity will hire the entire school
staff, including the principal.
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B-7. What does “improved student achievement” mean?
The chart refers to a principal who has a proven success record of leading a school with
improved student achievement. This means that the principal has either led a school that
has made, and sustained, 2 or more grade levels of improvement since 2002-2003 (i.e.,
from a D to a B), or a school that has consistently made AYP.
B-8. What does a “proven success record” mean?
The chart refers to a principal with a “proven success record.” This means simply that the
principal has successfully raised student achievement at another school.
B-9. If a school misses different AYP indicators in different years, which AYP
indicators must be the focus of the restructuring plan?
Districts must focus on the most frequently missed AYP indicators, affecting the greatest
number and percent of students.
B-10. May districts opt for a more restrictive tier than the one prescribed for a
school?
Yes. A district has the option to choose the tier into which a school falls (as described in
the above chart), or a more restrictive tier.
B-11. What are the requirements of Assistance Plus?
As approved by the State Board on March 20, 2007, the requirements of Assistance Plus
for the 2007-2008 school year are as follows:
District Responsibilities
1.
?
Local school board-approved funding for school-wide interventions to each
individual F school.
2.
?
District full-time staff assigned to each school to support implementation of
requirements.
3.
?
Differentiated pay must be provided only to those teachers identified as highly
effective.
4.
?
Performance Pay Plan
5.
?
Choice for all students to transfer to two or more schools performing at grade
level C or above, with transportation provided. District must document outreach
to parents regarding this choice option.
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6.
?
Support school with Title I Funds, in accordance with applicable federal laws.
For non-Title I schools, district must support school with district funds greater or
equal to Title I funds.
7.
?
District must report to the State Board monthly regarding progress.
8.
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Fully staffed entire school year
9.
?
Implement and align school-wide reform model in feeder schools
10.
?
Dedicated district school safety and attendance personnel
Remediation and Intervention
11.
?
School must offer multiple strategies for struggling students, including but not
limited to tutoring, credit recovery, and/or remediation. Compliance is met when
a minimum of 50% of Level 1 students in math and a minimum of 50% of Level 1
students in reading participate in such opportunities. These opportunities must be
delivered either:
•
During an extended school day, with transportation provided,
OR
•
In after school programs, with transportation provided.
Curriculum, Instruction, and Professional Development
12.
?
Staff development in reading in the content area
13.
?
School-wide staff development
14.
?
For Level 1 students and 11
th
and 12
th
grade students required to retake the FCAT,
intensive reading taught by highly effective* reading endorsed teachers.
15.
?
For Level 1 students and 11
th
and 12
th
grade students required to retake the FCAT,
intensive mathematics taught by highly effective* mathematics endorsed teachers.
16.
?
No later than the 2008-2009 school year, all 11
th
grade students must be enrolled
in a science class.
17.
?
District must document faithful implementation of the approved K-12 Reading
Plan.
Highly effective teachers are those for whom demonstration of effectiveness can
be evidenced as measured by student learning gains.
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Curriculum
18.
Change the grade configuration of the school and the programs offered.
OR
Implement a school-wide reform model for ALL students.
Staffing
19.
?
All instructional staff must reapply for their jobs, and must have evidence of
being highly effective
OR
Retain those teachers with evidence of effectiveness as measured by student
learning gains, and replace those for whom the data indicate ineffectiveness
Family and Community Outreach
20.
?
Schools must have a District Community Assessment Team comprised of
either:
FLDOE, Parent, Business, Educator, Community Member, Local Government
representation;
OR
FLDOE, Parent, Business, Educator, Community Member, Local Government
representation. A minimum of 50% of the members must be parents with at
least one child in the school.
Coaching Support
21.
?
District provides one reading coach per grade level at each repeating F school;
however, schools with a student population of less than 500 are required to
have one reading coach for the entire school; and District provides one math
coach per grade level at each repeating F school; however, schools with a
student population of less than 500 are required to have one math coach for the
entire school.
OR
District provides one coach per every 300 students, and school assigns
coaches to reading, math or science as determined by student achievement
data. There must be a minimum of one coach per subject area.
NOTE: All coaches must be approved by the Department.
Ninth Grade Contracts
22.
?
School guarantees parents of entering ninth grade students remediation,
interventions, rigorous programs, and extended day programs; and this will be
a contract with parents, and starting with the incoming ninth graders in 2006,
the contract will be for 4 years.
OR
School guarantees parents of entering ninth grade students remediation,
interventions, rigorous programs, and extended day programs by way of a
parental contract starting with the incoming ninth graders in 2007; and the
contract will be for 4 years. Compliance is reached when 75% of parents sign
the contract.
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Leadership
23.
Identification and hiring of proven educational leaders
OR
District provides justification for keeping existing principal and arranges for a
mentor principal to guide existing principal.
B-12. Who are considered “highly effective teachers?”
Highly effective teachers are those for whom demonstration of effectiveness can be
evidenced as measured by student learning gains.
B-13. May a district serve as an educational consultant or instructional expert to
provide professional development for a restructuring school?
If it meets the definition of a “demonstrated record of effectiveness”, a district may serve
as an educational consultant or instructional expert for schools in another district. It may
not serve as an educational consultant or instructional expert for schools within its own
boundaries.
B-14. How are Florida’s restructuring options aligned with NCLB’s options?
Florida’s restructuring options are completely aligned with NCLB. Federal law gives
states discretion over which of the federal restructuring options to use.
B-15. Who is responsible for completing the restructuring plan?
The District is responsible for developing the restructuring plan, and for ensuring that it is
implemented.
B-16.What entity is responsible for developing and overseeing the restructuring
plan for a charter school?
The District is responsible for overseeing the restructuring process. Districts may require
the charter school, its board, or any other entity to develop a draft plan. However, the
District must decide if the restructuring plan is adequate prior to submitting it to FLDOE.
FLDOE will accept restructuring plans only from Districts except in cases where a
charter school is a single-school Local Educational Agency (LEA). Currently, there are
no single-school LEAs chartered within the State of Florida.
B-17. How is the plan submitted?
The plan may be submitted on-line as part of the District Improvement and Assistance
and Intervention Plan. (Items 24-27 under Restructuring must be completed.)
The link is:
http://www.bsi.fsu.edu/0607_sip_template/login.aspx
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B-18. When are plans due?
Plans are due July 9, 2007.
B-19. How is the plan reviewed?
The plan is reviewed by the Florida Department of Education’s Bureau of School
Improvement and Bureau of Student Assistance. Reviews will consider the Assistance
Plus data submitted through April 26, 2007.
B-20. When will plans be approved?
Plans will be reviewed immediately upon receipt, and approved as quickly as possible.
B-21. Who is responsible for implementing the plan?
The District is responsible for implementing the approved plan.
B-22. What public notification requirements apply?
When a district identifies a school for restructuring, it must:
•
?
Provide both parents and teachers with prompt notice of the decision;
•
?
Provide both groups with the opportunity to comment before it takes
any restructuring action; and
•
?
Invite both teachers and parents to participate in the development of
the school’s restructuring plan. [ESEA§1116(b)(8)(C)]
Additional notification required for parents is similar to the notice required when a school
enters corrective action. The district must notify the parents of all children enrolled in the
school and explain:
•
?
What the identification means, and how academic achievement levels
at this school compare to those at other schools in the district and in
the state;
•
?
Why the school was identified and how they as parents can become
involved in addressing the academic issues that led to the
identification;
•
?
Their option to transfer their child to another public school in the
district that is not identified for improvement, corrective action, or
restructuring; and
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•
?
The supplemental educational services that are available to eligible
children.
B-23. What if a district has already taken the actions outlined in the table, or
substantially similar actions, for a school slated to be restructured?
Nothing in State or Federal law prevents a district from taking appropriate actions to
improve a school ahead of the schedule specified in Federal law.
If the district has already taken appropriate actions for a school scheduled to be
restructured, it should provide that information in the restructuring plan and should
additionally note any improvements due to those actions. If the restructuring does not
result in the desired improvement in student achievement after the following school year,
the district must take additional restructuring actions according to the table, above.
SCHOOL IMPROVEMENT
C-1. What if a school on the “restructuring list” makes AYP in 2007?
If a school scheduled to restructure makes AYP, its status is placed “on hold.” It must
continue to meet all the requirements of a school in corrective action, but is not required
to restructure. If the school makes AYP for two years in a row, it exits “improvement”
status.
C-2. Does restructuring “restart the clock” for AYP?
Not unless a school closes and becomes a new school. If a district chooses to close a
restructuring school and reopen it as a new school, including as a charter school, and that
new school has substantially different leadership and staff, that school “restarts” the AYP
clock, and that school has two years to make AYP before it is subject to any sanctions.
Any action short of closing and then as a new school does not restart the clock.
C-3. How much improvement is a restructured school expected to demonstrate?
A restructured school must meet the same expectations as all other schools: adequate
yearly progress.
C-4. How does a school exit restructuring status?
A school exits any stage in “improvement” status the same way: by making AYP for two
consecutive years.
C-5. What happens if a restructured school does not make AYP?
If a school takes the actions approved in its restructuring plan, the district must continue
to implement the same restructuring plan for an additional year, after which progress will
be measured and further determinations will be made.
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C-6. If a district chooses to combine grade levels or reopen as a charter for Tiers 4
and 5 schools, will those schools be assigned a new school number?
New school numbers will be assigned to those schools that apply to the Department for
new school numbers and that can demonstrate significant changes in leadership, staff, and
school configuration equivalent to forming a new school.
C-7. Do districts have the authority to enforce restructuring options in charter
schools?
Yes. Charter schools should be held to the same sanctions as all schools. Charters are
performance contracts, and districts have the authority to impose and to oversee
sanctions. The alternative to a charter’s refusal of the district-selected sanctions would be
closure.
RESOURCES AND ASSISTANCE
D-1. What resources are available to assist with restructuring?
Numerous resources are available to assist with restructuring. The following financial
resources may be used for restructuring:
•
?
Title I School Improvement Funds. The RFA for these funds, which prioritizes
SINI-4 schools, was released in early February.
•
?
Regular Title I, Part A funds may be used for restructuring, but no school’s
allocation may be reduced by more than 15 percent.
•
?
Depending on the restructuring activity, other Federal program funds may be used
where appropriate.
Staff in the Bureaus of School Improvement and Student Assistance are available to
assist with developing restructuring plans. Districts should contact their regional
coordinator directly.
D-2. What assistance is available if a district wants to reopen a school as a charter
school?
If a district wishes to reconstitute a school in planned restructuring as a charter school,
the Office of Public School Choice will assist it directly. Districts should contact: Steven
Adams, Steven.Adams@fldoe.org or 850-245-0502.
D-3. Will direct technical assistance be provided from the SEA during the
implementation of the chosen restructuring option?
Yes. The Bureau of School Improvement will be available to assist with restructuring.
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