Aligning Plans to Ensure Student Success
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Transcript Aligning Plans to Ensure Student Success
ALIGNING PLANS TO ENSURE STUDENT SUCCESS
GETTING SMARTER ABOUT ASSESSMENT
JANUARY 14, 2015
NANCY SEDGWICK, SAN DIEGO COUNTY OFFICE OF EDUCATION
BACKGROUND ON PLAN ALIGNMENT
With the transition to a new statewide system of assessments, the revision of a state
accountability system, and the implementation of a new funding system, the State
Superintendent of Public Instruction (SSPI), the California Department of Education
(CDE), and the State Board of Education (SBE) recognize the need to review the
landscape of current state and federal plan requirements.
The Plan Alignment and Coordination Project (PACP) was established to address this
need and will develop and highlight resources to support an integrated and
coordinated planning process.
The work began in June of 2014 and is continuing.
BACKGROUND ON PLAN ALIGNMENT
The PACP determined that there were 33 possible plans required under various
state and federal programs
Of those, three would be the most likely to be able to be aligned
LCAP
LEAP
Title III
SO MANY PLANS, SO LITTLE TIME
LEAP – Local Education Agency Plan
LCAP – Local Control Accountability Plan
SPSA – Single Plan for Student Achievement
Title III Plan
Safety
Technology
Library
Professional Development Plan
SIMPLIFY YOUR LIFE
What should all plans share?
Support the mission, vision and objectives of the district and site
Based on an analysis of data and needs assessments
Same end result desired – achievement of district and site goals
Allocation of resources aligned to goals and objectives
A systemic method of monitoring implementation and results
PLAN ALIGNMENT
LCAP
LEAP (and Title III Plan)
Action and Spending Plan for LCFF funds
Action and Spending Plan for Federal Title I, II, III funds
Goals Based on State (and Local) Priorities
Goals Based on NCLB Priorities
Basic Services
Proficiency in ELA and Math, especially for at-risk students
Implementation of State Standards
Graduation Rate
Access to a Broad Course of Study
English Learner achievement
Pupil achievement, and other student outcomes, including
for unduplicated students
English Learner parent involvement
Parent Involvement
Pupil Engagement – includes graduation rate
School climate
SPSA –
• Action and spending plan for federal funds
• Site level goals, including NCLB goals
PLAN ALIGNMENT
LCAP
Three Year Plan with Annual Update
Includes Budget Expenditure Plan for LCFF, other funds
also allowed
Aligns to CDE budget approval process
General Funds with possible Supplemental and
Concentration Funds to target services/actions
to unduplicated students
LEAP
Five Year Plan with Annual Update
Includes Budget Expenditure Plan for Federal funds, other
funds also allowed
Supplemental funds to target services to academically
at-risk students
Title III Plan–
• Five Year Plan with Annual Update
• Includes Budget Expenditure Plan for Title III funds
• Supplemental funds for ELs
SPSA –
•
•
1-2 year plan with annual update
Includes Budget Expenditure Plan for Federal
supplemental funds for at-risk students, other funds
allowed
PLAN ALIGNMENT
LCAP
Outcomes based on required metrics, showing
progressive growth over three years
Required Annual Update to review achievement of
outcomes
LEAP
Outcomes included with Goal Statement
Annual revision does not require monitoring
achievement of Outcomes
Data disaggregated to track achievement of sub-groups
Data disaggregated to track achievement of
unduplicated students, ethnic groups and Special
education
Title III Plan–
• Outcomes included in Goal Statement
• Annual revision includes monitoring Outcomes
SPSA –
• Outcomes included in Goal Statement
• SSC should monitor plan effectiveness and achievement of
outcomes
PLAN ALIGNMENT
LCAP
Actions and Services address all areas of school and
LEAP
Actions and Services (or strategies) address specific
supplemental strategies to meet the needs of identified
students
district operations, including base program.
Stakeholder engagement is required, and is more
prescriptive and involved than other plans
Other differences:
Process and timeline for approval
Proportionality demonstration
DAC needs to be involved in the revision process
Title III Plan–
•
•
Actions and Services (or strategies) address specific
supplemental strategies to meet the needs of identified
students
DELAC involved in planning
SPSA –
• SSC and ELAC must be involved in plan revision and
monitoring.
CLEAR VISION
With input from stakeholders involved in a sophisticated and in-depth
look at district and school data which is:
Easily accessible
Purposefully displayed
Publicly discussed
( Tom Many)
Discussion leads to agreement on prioritized needs
Possible solutions are researched and shared widely with all stakeholders
District wide agreement on next steps (solutions) to address prioritized
needs
GOALS
Goals support the vision
With a clear and common vision would the goals for different
plans need to be different?
GOAL ACTIVITY
Brainstorm two goals for the sample district, one academic and one on
school climate.
Refine the goal to be used for the LCAP, for the LEAP and for the SPSA
ACTIVITIES/ACTIONS/SERVICES
These are the "how".
What will the district and school do to support the achievement of the
goal?
Would these be different for the district vs the school?
What are district non-negotiables, and where do schools have flexibility?
How much detail is needed?
ON-GOING ACCOUNTABILITY TO THE PLANS
Timely assessment and feedback on the effectiveness of the actions
At the school and district level
Efficient and effective process for feedback and correction
The role of Formative vs benchmark assessments in the continuous improvement
process
FINAL THOUGHTS
Questions
Next Steps
Contact Information
[email protected]