Schools in Federal Restructuring Compiled Questions and Responses General

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1 Schools in Federal Restructuring Compiled Questions and Responses Statute General Q: What is restructuring? A: Under the federal No Child Left Behind law, schools that have failed to meet Adequate Yearly Progress (AYP) for the past five years must be restructured. Each restructuring plan must indicate that the district is undertaking significant actions that will improve student achievement in the affected school. Q: How many schools will be restructured? A: 10 U-46 Elementary Schools will become transformation schools. Q: What were the district s restructuring options? A: 1. Re-open each school as a public charter school 2. Replace all or most of the school staff 3. Enter into a contract with an entity, such as a private management company 4. Implement major restructuring of school s governance, financing and staffing Q: Which restructuring option has U-46 selected? A: The district has selected option 4 above. The proposed U-46 restructuring model will change governance, funding and staffing expectations. Q: Can NCLB law add additional qualifications to those who already have a job or just to new job postings? A: Illinois legislation changed so that a current position can see a change in qualifications. It has nothing to do with NCLB. The District changes must be posted by May 10 th if they are to be considered for staffing changes in the following school year. The teacher currently in that position then has that school year to meet the new qualification. Q: How can our contract be valid if we can be fired under NCLB? A: Under this process, it would be similar to a RIF. Under restructuring, all staff can be released from your current position, but then the RIF and Agreement would direct the steps. You would be applying for either those positions, or going through our Transfer/Reassignment process. You would not be attached to the site but instead temporarily without a position or on RIF/Recall. Q: Is AYP still going to be determined by ISAT? A: Yes, at this time. We expect that the Illinois State Board of Education will begin to use the PARCC assessment once it is available. 1

2 Q: How long will NCLB law be valid? Q: What happens to continuous model of federal restricting if AYP scores don t improve? A: These questions about the state and federal rules regarding Restructuring can be answered on the ISBE website and linked resources. In order to continue to receive Federal money, the District is required to apply the rules. U-46 and ETA Commitment to Collaboration Q: I understand this is tied to federal NCLB requirements but how long has this been in works? What does this mean for these schools? A: The particular conversations about restructuring these ten schools began relatively recently, in November/December, However, we are leveraging work that has been going on in U-46 for some time before that to build our restructuring model. For example, instead of implementing the federal restructuring options in the punitive manner that they are outlined in the statute, we are leveraging our shared values with our teachers union to improve the ten schools for the children who attend them. Also, we intend to use federal restructuring as an opportunity to forward the recommendations of the Transformation Task Force-Elementary Subcommittee, a collaborative effort between the ETA and the district, that has been meeting since Summer Our ultimate goal is to create effective schools that lead high levels of student achievement by investing in the development of people principals, teachers, students and parents at the 10 schools. Q: What does the timeline look like for implementation? What is happening now? A: Our timeline and the model will evolve over time. Currently, there are aspects of the plan that will take effect immediately in the school year and other components that will take effect at a later date. The changes in governance at the district (Assistant Superintendent overseeing the ten schools and hiring of a Transformation Task Force Lead Elementary Teacher), summer professional development and hiring ten district Transformation Coaches are examples of the former while the requirement for an ESL endorsement for teachers at the school is an example of the latter. Q: Is there evidence of this model working? A: The practices that we intend to implement are well-evidenced in the literature on effective schools: the development of professional learning communities and teacher collaboration, focus on culturally relevant teaching (ESL), classroom-based modeling and coaching of effective practices and so on. The Transformation Task Force Elementary Subcommittee has been researching and sharing this information in their reports. Q: Is there a deadline to see if this is working, it seems too similar to what we ve already have? A: The effective management of large-scale projects like this one need to be progress monitored over time using a variety of measures which include but are not limited to 2

3 standardized measures of student achievement. Other essential measures include qualitative data from principals, teachers, students and parents. The district and the ETA will work together to determine a comprehensive way to monitor the progress of our restructuring model. Q: How will the additional minutes of collaborative time fit with current contractual obligations? A: The plan will need to comply with current Elgin Agreement. The contract provides an opportunity to implement the kind of innovation and student-centered changes that are being proposed by the Transformation Task Force through a site exception process. Q: What ideas were taken from the Task Force work? A: The Transformation Task Force has focused on the question of how to structure the optimal day for student learning and for the ongoing development of teachers professional practice. The group has researched and debated different models, structures and approaches being implemented in school districts like U-46. The ETA and administration are currently working together to create opportunities for teachers at the schools in federal restructuring to dialogue with the Transformation Task Force-Elementary Subcommittee. Q: Will there be input from within schools or will transformation management plan be delivered top down? A: The process has been collaborative up to this point and will continue to be, reflecting the thinking of teachers and administrators on the Transformation Task Force - Elementary Subcommittee, restructuring principals, ETA Leadership, district administrators. We would like to include more opportunities for teachers, staff, parents and students to be involved as we go forward. Q: Joyce Fountain, U-46 Board Member, mentioned a concern over who is involved in the planning.when will the restructuring project be expanded beyond administrators, ETA leaders and the transformation task force to the wider school population? A: We are planning a dialogue between the Transformation Task Force Elementary Subcommittee and teachers at the 10 sites in April to begin this process. Legal/Contractual Q: If I teach general education now, how do I teach Dual Language? A: ISBE has granted permission for U-46 to pair bilingual teachers and general education teachers with an ESL endorsement to team teach students in grades 3-6 using the 50:50 model. This creates an opportunity for teachers to work together across language and to share the commitment to creating bicultural and biliterate students through dual language. Q: If students remain in the 1-way, won t they need bilingual endorsement to teach the students in the upper grades? 3

4 A: We have a 50:50 model in grades 3-6. In both one-way and two-way dual language, a bilingual teacher could team teach with a general education teacher with an ESL endorsement. Q: Will we keep the Title I materials in our building or do we give them back? A: Materials purchased by the school through Title I funds in the past will remain at the school. Q: Is it possible that SES funding can be rolled into Title I funding? A: SES may not exist next year. We will need to see what the federal government/isbe decide in order to explore our options. Q: If literacy coach positions are being eliminated, can they participate in the transfer process. A: Yes. Even though the position is eliminated, they are still attached to the site. Q: What is the sequence of events for creating the 10 new positions and letting the current ones go? A: Displaced teachers have been notified. All positions will be posted prior to voluntary transfer time. Q: Do the Transformation Coach positions require special certifications in the mentioned levels of expertise? A: We will be looking for individuals who have expertise in the Framework for Teaching, who have content area expertise, and who are motivated by the opportunity to teach and learn with adults. The specific credentials will be outlined in the job postings. Q: What are the job duties and qualifications for the Transformation Coach positions and will there be extra compensation? A: The job duties and qualifications will be outlined on the job description. Transformation Coaches will be paid according to the ETA contract. Q: Is there any time when a displaced coach can bump someone on the site? A: Yes, it can occur within the third step of the process. Bumping is more complicated because of Senate Bill 7 and the use of statutory rankings, which include performance rankings and seniority instead of seniority exclusively, but it does still exist. Q: Do teachers get to vote on the implementation of this plan? A: Restructuring is a federal law when a school fails to meet the AYP as set by those rules. The Elgin Agreement remains in place. The Districts plans will either be within the current language or the process could include a site exception, which would include a site vote, or the process could include a demand to bargain to resolve conflict with the Agreement. Currently there have been no conflicts with our language. 4

5 Q: Will teachers have input into this plan/implementation as they did with SIP and who is ultimately accountable for the success of the plan? A: The Agreement still applies. The purpose of bringing the SIP representatives to the first meeting was to begin that process of input from those teams. The teams will continue to meet and provide input into the plans implementation and PD at that site. Principal Leadership Governance Q: Are any principals expected to leave instead of writing their letter of commitment to the process? (Have any announced that yet?) Even if they do write these letters, is there still the chance they ll be fired? A: None of the principals have indicated that they are unwilling to write a letter of commitment. Q: What is the deadline for written statements from principals? A: This will take place before the start of the school year. We are currently developing the format of this expectation. Q: Will principal s role return to more curricular centered? A: Yes. In effective schools, principals are instructional leaders who work with teachers and teacher leaders to build a culture of collaboration focused on improving teaching, learning and student achievement results at the school. This is the kind of leadership we intend to support at the 10 restructuring schools. Teacher Leadership Q: What is the teacher leader position, still core instruction? A: There will be one lead teacher position as part of this plan a Transformation Task Force Lead Elementary Teacher. The position will be posted as part of the voluntary process. Q: Since school department committees typically play a management/operations role in our schools and our SIP teams play more instructional/curriculum roles why are school department committees playing a role in transformation changes? A: SIP will drive instructional change and we will work with ETA to leverage school/department committee to support operational matters in a coherent way via training opportunities for the teachers that lead these efforts. Q: What is the lead teacher, position? What are their duties, qualifications, selection process, and compensation? 5

6 A: The initial draft envisioned lead teachers for each area for which there is a Transformation Coach. However, the model we are currently designing creates different opportunities for teachers to lead as Transformation Coaches, as SIP team members, as members of the school/building committee and as teachers of model classrooms. Q: Do we know the summer training schedule? A: No, but we are working to develop this plan in the next few weeks. Q: What research supports the plan s coaching model? A: The coaching model aims to support the ongoing reflection and growth of teachers. We know that effective schools are characterized by systems which lead to teacher reflection and continuous instructional improvement. Research related to coaching will be shared with teachers during the professional development. Site Exception Process Q: Why don t we departmentalize upper grades? Can we incorporate true multi-age classroom model? How can we have daily physical activity (PE, recess) for each student? School libraries open before & after school for silent reading? PBIS reward activities, other incentive activities, take place only on Friday p.m. last thing. PBIS causes constant interruptions. (This may work with banking time?) A: Innovations can be implemented in many ways, some may simply be adopted while others may include the site exception process. Any change must include consideration of the fiscal and other kinds of impact the change would have on the system. Q: We need to have a clear technology plan and support for every student. How can we accomplish this? A: The district is working on a technology plan. All teachers were invited to participate through a call to committee process. The workgroup is meeting and updates will be forthcoming. Funding Q: How much money do those 10 schools get in Title I funds and what will pooling the resources allow the district to do differently? A: Together, the 10 schools received $2.6 million in Title I funds during the school year. Pooling the funds allows for us to build a coherent model in which the 10 schools can learn with and from one another to achieve high levels of student achievement. Q: What % of Title funds will be used for administrative costs and salaries? 6

7 None of the $2.6 million in Title I funds that go to the 10 schools will be used for administrative salaries. Most of the Title I funds at the 10 schools have been invested in school-based coaches in the past. The current plan also has a bulk of the $2.6 million invested in teacher salaries. Staffing Q: How many people will need to be hired to carry out these plans and when will the hiring happen? A: The Assistant Superintendent role will be filled by an existing employee. The Transformation Task Force Lead Elementary Teacher and 10 Transformation Coaches will be posted in April and hired by the end of the school year. Q: How much changeover is expected in the teaching staff because of restructuring? A: We cannot predict how many teachers will participate in the transfer reassignment process. Q: What if there aren t enough students for the new Dual Language model? I m concerned the numbers don t allow for enough sections for general education teachers? A: Staffing decisions at the restructuring schools will be made in the same manner that they are made in other schools across the district. Staffing decisions are made based on the needs of the students who attend our schools and the best programs to serve their learning. Q: Will monolingual reading coaches no longer exist, only bilingual? A: Title I non-restructuring sites have the discretion to allocate funds to match the needs of their student population. Q: How and when will full day kindergarten positions be posted and how will teachers currently in kindergarten positions be assigned? Will it occur before 1 st In-Building is complete? A: We will not have full day kindergarten at all of the 10 sites. The initial proposal indicated an investment in full-day kindergarten at these sites. However, this was not possible for due to the staffing timelines. We intend to explore this possibility again in the future. Q: Current staffing for Dual Language, especially 2-way are disproportionate to site FTE. General Education classrooms are too large, too many splits, no consideration for the supports needed. Will this be taken in to consideration or will Dual Language continue to be staffed below the statutory requirements? Will there be a meaningful cap on class size? A: We will staff programs and classrooms to meet legal and district staffing guidelines. Q: Because there may be more shifts in teachers during voluntary in buildings that are restructuring, can we consider a second voluntary option? A: There is no current plan to change the Transfer/Reassignment process. Programs Q: Is consolidation of kindergarten still occurring in these schools and will the smaller 7

8 successful class size be considered? A: Yes, the consolidation plan will impact restructuring schools as well as other schools. Q: Are full day kindergarten classes going to have art, music, or PE instructors assigned to teach those students? A: There is no plan to add fine arts and PE to kindergarten program at this time. Q: Will 2-way be run with the stated required balance or will exceptions be made where not enough English language students enroll? A: The district will continue to the follow the enrollment guidelines to determine if a program is initiated or not. Q: Are there any planned changes to SPED, additional social worker, or support staff at these sites? A: No, not at this time. Core Instruction/Teacher Collaboration Q: Will there be a teacher collaboration model for new Transformation Coaches to follow? A: A concrete methodology that engages teachers in looking at student work and reflecting on practice will be identified; we will consider the work of the Transformation Task Force Elementary Subcommittee and the Common Core Professional Development Workgroup. Q: If these ten district coaches are not all literacy, and our school gets a STEM coach, how do we meet the literacy needs in our school? A: All 10 Transformation Coaches will work together to support all 10 schools. Q: How do we look at student growth in the Dual Language model when all of our data is in English? A: We are reviewing assessment models that best match our program models and do currently use assessments in Spanish. There is a need to consider the assessment of learning in language one (L1) and language two (L2) for dual language students. Last year, we conducted our first assessment audit with SIP teams from all schools. We will continue to get feedback on these systems and revise them accordingly. Q: How will current plans for implementation of Common Core be integrated with this plan? A: We would like for the restructuring schools to become Transformation Schools that represent the early adoption of best practices which will eventually be scaled-up to all schools in the district. In the case of the Common Core Standards, we need to consider in which ways the 10 schools will keep pace with the district s implementation plan and in which ways we may accelerate implementation at the sites. Intervention 8

9 Q: Will reading interventions and others happen after school? Will classroom teachers be responsible? Will Title I funding be available for interventions? A: We will explore different ways to provide intervention with the SIP teams. The Transformation Task Force recommendations include a focus on reducing disruptions to core instruction time. Some portion of Title I funds will be used to purchase paraprofessionals who will be trained as Intervention Assistants. Q: We currently have over 50% of our students in RTI. How do we address the excessive RTI load in these schools? A: It is expected that only 15% of students require Tier 2/3 intervention. When this is not the case, this is an indication that there needs to be a focus on Tier 1 instruction. Our investment in Transformation Coaches and teacher collaboration methodologies intends to do just this. Q: What will be replacing full time content intervention support previously provided by site coaches? A: We intend to invest in funding at least one paraprofessional intervention assistant at each of the sites who will be trained to provide interventions. Q: What is the plan for the social/emotional supports? A: The current related services staff will stay in place. In addition, one of the Transformation Coaches will focus their support around social/emotional development. Q: How does this new plan address African American students? A: Research supports that dual language is an effective model for closing excellence gaps for African-American students. The ESL endorsement includes coursework that gets teachers to think about schools in terms of the cultural and linguistic experiences of the students that we serve. These adult learning experiences will prepare teachers to better serve the diverse students at the 10 restructuring schools, especially students of color. ESL Q: Why do all teachers need to obtain ESL endorsement? A: Having an ESL endorsement prepares a teacher to be aware of the cultural background of his/her students and is therefore a positive investment regardless of the program model. The working idea here is that teachers with an ESL endorsement will, as a group, be better prepared to understand the learning needs of their students. Q: I have my ESL endorsement for K2, but it s not the 50:50 model how will that work? A: The team teaching model will only be possible in 3 rd -6 th grades and in schools which have more than one dual language classroom at a grade-level. However, many of the students who attend restructuring schools are ELL program refusal students and will be better served by teachers who have course experience that the ESL endorsement requires. 9

10 Q: What is the deadline for teachers to obtain their ESL endorsement? A: The ESL endorsement expectation for teachers at restructuring schools will be announced by Fall, For teaches who do not currently hold an ESL endorsement, it may be beneficial to wait until the Fall, 2013 announcement. We are currently working with our university partners to explore and map out program possibilities for teachers. The announcement will include timelines for teachers who plan to retire in the near future and teachers who serve multiple sites. Q: Will principals be required to get an ESL endorsement? A; Yes, the expectation will extend to principals at the sites as well. 10