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Subchapter 17. Grant Program for Restructuring in Public Education. Article 2. Demonstration Grant Applications. Scoring Applications.   

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(a) The score for each demonstration grant application is based on the proposal as a whole rather than the sum of its individual school part, district or consortium part. and collaborative compact part (description of the school's efforts to consult with key stakeholders such as the district, governing board, collective bargaining units, businesses, public institutions of higher education, public and private nonprofit social services and child development agencies, and other organizations as appropriate).

(b) The application, submitted on behalf of any school, shall describe the vision guiding their restructuring effort and the actions the school and district or consortium propose to take to integrate the primary elements of restructuring. For purposes of this article, "vision" means what the applicant wants students to be able to know and do, and how the school needs to be structured and organized to accomplish this. The vision provides an overarching picture of what could be rather than what is, and it is the source from which the goals and action plan follow.

(c) The application shall describe, with a rationale:

(1) What will be done to restructure public education in the school and district;

(2) Why such action is important; and

(3) How the action plan will be carried out.

(d) Each application will he reviewed and scored as a whole entity on a four part scale, with four being the highest score. Specific criteria for scoring will be based on the degree to which the proposal as a whole demonstrates:

(1) an understanding of the goal and focal point of restructuring:

(A) a focus on learning and students;

(B) quality of analysis of the primary issues and problems the school faces regarding student performance; and

(c) understanding of the depth and quality of change needed to transform learning, teaching, curriculum, and assessment;

(2) an understanding of the critical elements of restructuring and how they work together to transform learning:

(A) an integrated and comprehensive vision which includes all of the restructuring elements in a manner which shows promise for materially improving the learning of all students and for engaging all students in a rigorous, meaningful learning experience;

(B) the required elements of a restructuring plan are:

1. an active, thinking-centered rather than skill-centered curriculum, involving multiple and diverse instructional strategies, and performance-based student assessment for ALL students, especially those at risk;

2. outcome-based accountability systems that include agreement on multiple and diverse, performance-based outcomes which drive the design of school structures and policies at every level of the system (district, school, department, classroom, individual, students, teachers);

3. professional collaboration, development and decision-making focused on learning and teaching, and involving all members of the school community;

4. organizational patterns and processes that encourage expanded involvement of parents, and greater inclusion and collaboration among the various stakeholders in the decision-making process (school staff members, parents, the business community, institutions of higher education, social service agencies, and others as appropriate to the particular school setting);

5. technology as a tool to enhance learning and instruction and to strengthen management of the school; and

6. ongoing, objective evaluation of:

a. individual student progress in learning and in social and emotional growth;

b. the effectiveness of actions taken to meet long-range goals; and

c. continuous feedback which uses evaluation results to reconsider and redesign the learning environment for greater success.

7. A restructuring demonstration proposal that includes grades 11 or 12 must include new and expanded opportunities for 11th and 12th grade students to attend classes in colleges and universities, enroll in specialized schools and programs, and to participate in internships or other field work with business, industry, schools, and community organizations.

8. A restructuring demonstration proposal that includes preschool programs and/or school-age parenting and infant development programs that have received separate, targeted funding for such programs must include an explanation of how these programs fit into the overall restructuring effort.

(3) a clear and convincing picture of the specific actions needed to

move toward the vision:

(A) completeness and validity of the action plan;

(B) clear and convincing links between the vision and the particular strategies, structures, actions and activities to be undertaken;

(C) a detailed and specific action plan, particularly related to the timeline, budget, evaluation systems, professional development, and governance structure, depth and quality of the strategies, actions and activities; and

(4) an understanding of how to manage change, provide for growth and development, and sustain systems for continuously reevaluating and unnerving the learning and teaching environment evidenced by:

(A) a rational, sound approach to managing the change process;

(B) systems for continuous evaluation of progress toward long-range goals and of feedback to guide change efforts;

(C) potential for successfully carrying out fundamental change across several interrelated dimensions;

(D) actions, roles, responsibilities for stakeholders which are clearly described; and

(E) specific descriptions of the kinds and sources of support, leadership, staff development, and the conditions needed to maximize the chances of successful change.

Authority Cited:

Education Code 33031


Education Code 58901

Education Code 58903

Education Code 58904

Education Code 58905

Education Code 58906

Education Code 58907

Education Code 58908

Education Code 58909

Education Code 58910

Education Code 58915

Education Code 58916

Education Code 58923

(Amended by Register 92, No. 44.)