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Meredith Boak

on 26 September 2014

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Transcript of washington

How did we get
The Path of Jurisprudence
Set and monitor rigorous academic and educational goals for all students
Provide high standards for performance with transparent reporting and revocation process
Specific Provisions
Specific Provisions
Specific Provisions
Specific Provisions
oFunding challenges in the stateoIncreased costs of students with disabilities. oUnchecked charter school growth
Funding challenges in the state

Increased costs of students with disabilities

Caps on charter school growth creates greater diversity but lower academic success
Provide a funding solution that supports traditional public schools and new charter schools

Provide adequate support for children with disabilities

Channel charter school growth to ensure diversity and academic success
Balance community input with centralized authorization
A formal written statement of a party’s claims or defenses.
A type of complaint that presents both the factual and legal rationals for a party to bring a case.
Charter applicant can appeal decision to the Committee of Charter Appeals
If charter accepted, application forms basis for a 5 year charter
After three years of operation, charter school becomes eligible for renewal
OSPI publishes Charter School Status Report Card
Superintendent rejects or accepts the charter school application for renewal
A single authorizer ensures rigorous and normed review process for high quality charter schools

Appeals process provides further individualized review of candidates

The local school board and community provide input throughout the entire charter school chartering process:
Application: Must provide evidence of community & parent support in application
Review: Superintendent hosts public hearings and school board submits recommendations for application
Renewal: Charter Status Report Card and comment period allows community input

Community participation in governance of charter school
Application must:
Indicate mission for school, including academic goals for students
Describe educational program, curriculum, and instructional strategies to meet academic goals for all students
Describe plans for evaluation of academic goals

Charter schools must align instruction to common core
Charter schools are not exempt from testing and evaluation requirements of NCLB or state statutes
Superintendent shall:
Develop basic standards for charter school performance
Create Charter School Status Report Card

Superintendent shall reject renewal if:
Academic progress of students is inferior to local schools by 5%
Any educationally disadvantaged subgroup performance is inferior to local schools by 5%
The school engages in a pattern of disciplinary conduct in violation of student retention policies

Superintendent possesses discretionary revocation
New Charter Schools Receive:
85% of average district wide per pupil funding
100% of Special education funding
Exemption from rules and statutes regarding the expenditure of these funds
No local tax funds
Application considers federal grant applications
Traditional Public Schools Receive:
50% one time reimbursement of funds lost to students attending charter schools
25% one time additional reimbursement the second year to schools in districts with less than 1,000 students
Provide a funding solution that supports traditional public schools and new charter schools
Facility Funding
Amount authorized and appropriated by the legislature
Low-interest loans for unmet facility costs needs

Conversion charter schools keep free use of their current facilities.
School district provides major repairs and safety upgrades
Conversion schools provide routine maintenance

Charter Facility Fund Grant Program
Superintendent will set criteria for disbursement

Initial charter application requires disclosure of financial plan and resources
Provide a funding solution that supports traditional public schools and new charter schools
Channel charter school growth to ensure diversity and academic success
35 total cap limit
Only 5 charters per year
Unused yearly charters rollover
No private school conversions permitted
Exception to growth cap
No limit on conversion charter schools
Charter sponsors of highly successful schools serving educationally disadvantaged students can apply for new charters
Approval not guaranteed

Charters schools recruit and select among group of already successful students -- "creaming"

Charter schools engage in practices that officially or informally exclude educationally disadvantaged students

Charter school student populations can be non-diverse

Charter schools can lack adequate accommodation of special groups

Racially, socioeconomically, and culturally diverse charter school environments

Recruitment strategies that reach the least involved parents and disadvantaged groups

Application and selection processes that allow equal opportunity for enrollment

Discipline and retention policies that maintain these diverse populations over time

Oversight and accountability measures to ensure compliance
All schools must submit plans for accommodating students in the specific target population categories
No fee or time-consuming process
Middle and high school: completed by the student, subject to parental signature
Elementary school: completed by parents, but written components only

Materials available in the primary language of the home

Selection: Blind lottery with sibling exception
Subject to state expulsion laws

No parental involvement requirements

No dismissal for poor academic performance
Approval: Superintendent considers past success with educationally disadvantaged students and distribution of charter schools throughout the state

Monitoring: School compiles yearly report including demographics and expulsions

Renewal: Charter schools with a pattern or practice of violating these retention provisions subject to mandatory revocation


Recruitment fund requirements that target educationally disadvantaged students

Plans to reach less involved parents

Recruitment strategy requirements
Streamlined, equal opportunity applications

Retention policy requirements that exclude parental involvement and academic performance criteria

Policy review provisions
Recruitment strategies must be as widely accessible as possible

A plan to reach less involved parents such as:
Information sessions on weekends and at multiple times
Disseminating information where busier parents may frequent
Cold calling

Resource allocation
General Population Schools: Must create a Specific Population recruitment fund thirty percent larger than the General Population fund
Specific Target Population Schools: May put all recruitment resources towards targeting the specific demographic
Recruitment policies to reach least involved parents and disadvantaged students
Schools identify as one of two types:
General Population
Specific Target Population
Recruitment policies to reach least involved parents and disadvantaged students
Application and selection processes that allow equal opportunity for enrollment
Discipline and retention policies that maintain diverse populations over time
Oversight and accountability
Autonomy can result in better school performance and innovation but can also lead to accountability gaps in academics and diversity measures

School control of staff hiring and retention can ensure stronger pedagogy and creative instruction but can also eliminate important teacher qualifications
Allow for school autonomy in curriculum, discipline, and other school structures, while retaining integral regulations

Create flexibility in teacher hiring and retention while providing qualification requirements to ensure effective pedagogy
Create flexibility in staffing while providing qualification requirements
Define geographic area
Define a specific subset of:
-English Language Learners
-Special Needs Students
-Other educationally disadvantaged youth
Key Differences
Allow for school autonomy in school structures, while retaining integral regulations
Schools specifically serving educationally disadvantaged
Plans for helping educationally disadvantaged meet academic standards

Blind lottery with sibling preference
Community outreach to families of educationally disadvantaged students
Huge leeway in parental involvement/discipline policies
Key Differences
Current Bill
In general, charter schools are exempt from all state statutes and rules applicable to local district schools

Charter schools retain control over:
Developing school culture and basic classroom management and discipline
Hiring , evaluating and retaining teachers
Setting curriculum and classroom agenda, including instructional design and pedagogy
Establishing length of the school year and the school day
Determining whether to enter into collective bargaining agreement
Charter schools must comply with the following regulations:
Health and safety regulations
Individuals with Disabilities Education Act
Federal and state anti-discrimination and equal protection laws
Free and reduced lunch programs
Federal and state assessment, evaluation, and accountability
Common core standards
Expulsion process
Annual reports to school board regarding progress towards performance goals
Multiple authorizers at school district level

Public hearings only on rejection of charter school

Discretionary revocation of charters

No provisions for parental or community involvement
Current Bill
“Education is, through and through, a human capital development enterprise,” so being able to create “a team that carries out that development and is aligned with the values, the vision and the mission of the organization is absolutely essential to the work [schools] do.”
– Bill Kurtz, Head of the Denver School of Science and Technology
Central authorizers with significant school and community input

Public hearings on all charter school approval

Mandatory and discretionary revocation of charters

Parental and community involvement in approval, governance, and renewal
Same funding for traditional public schools and charter schools

Same facilities funding formula

45 Charters, cap includes conversion schools

Current Bill
Tailored funding Program

Funding formula set by the legislature
Key Differences
Key Differences
Allow for school autonomy in school structures, while retaining integral regulations
Seventy percent of teaching staff must be certified
Uncertified teachers must be highly proficient
Highly proficient considerations:
Teaching certificate in another state
Certified by National Standards Board
College degree in appropriate field
Passing WA teacher licensure and certification tests
Evidence of technical training and competence
Level of supervision and coordination
Key Differences
Current Bill

Allows for an unspecified amount of uncertified teachers

Only allows CBA for conversion schools

Schools must follow state common core curriculum

Student assessments based on NCLB and SB 6696
70% of staff must be certified teachers

Detailed qualification requirements for uncertified teachers

Allows schools to opt into a CBA
*Source: Armario, Christine. Education. Huffington Post 7 December 2011
"This Nation has a moral and ethical obligation to fulfill its historic commitment to creating an integrated society that ensures equal opportunity for all of its children."
-Parents Involved in Community Schools v. Seattle Sch. Dist. No. 1
CREDO: Charter School Performance in 16 States
CREDO: Charter School Performance in 16 States
CREDO: Charter School Performance in 16 States
10 charter per year cap
5 charter per year cap
35 charters -- no limit on conversion charters and highly successful sponsors
Full transcript