Transcript Local Control Accountability Plan Development

State of the State in
California Education
CALIFORNIA STATE
BOARD OF
EDUCATION
Nancy S. Brownell, Senior Fellow, State Board of Education Staff
Local Control and Accountability Team
Sonoma County – January 9, 2015
CALIFORNIA STATE BOARD OF EDUCATION
Governor Brown’s
State of the State
CALIFORNIA STATE
BOARD OF
EDUCATION
“We are at a crossroads,” he said. “With
big and important new programs now
launched and the budget carefully
balanced, the challenge is to build for
the future, not steal from it, to live
within our means and to keep California
ever golden and creative, as our
forebears have shown and our
descendants would expect.”
2
Notable Quotes – State of
the State
CALIFORNIA STATE
BOARD OF
EDUCATION
“And we’re not stopping there. Soon we
will make the last payment on the $15
billion of borrowing made to cover
budget deficits dating back to 2002. We
will also repay a billion dollars
borrowed from schools and community
colleges and another $533 million owed
to local governments.”
3
Notable Quotes – State of
the State
CALIFORNIA STATE
BOARD OF
EDUCATION
“To that end, over the next four years –
and beyond – we must dedicate ourselves
to making what we have done work, to
seeing that the massive changes in
education, health care and public safety
are actually carried out and endure. The
financial promises we have already made
must be confronted honestly so that they
are properly funded. The health of our
state depends on it.”
4
Notable Quotes – State of
the State
CALIFORNIA STATE
BOARD OF
EDUCATION
“Now – decades later – we have finally created a much
fairer system of school funding, called the Local Control
Funding Formula. Under the provisions of this law, state
funds are directed to school districts based on the
needs of their students. Districts will get significantly
more funds based on the number of students from
foster care, low-income families and non-Englishspeaking parents. This program also breaks with
decades of increasing centralization by reducing state
control in favor of local flexibility. Clear goals are set,
and their enforcement is entrusted to parents and local
officials. This puts California in the forefront of
educational reform.”
5
Notable Quotes – State of
the State
CALIFORNIA STATE
BOARD OF
EDUCATION
“The tasks ahead are daunting: making sure that
the new system of local control works; recruiting
and training tens of thousands of teachers;
mastering the Common Core Curriculum; and
fostering the creativity needed to inspire
students. Teachers need to be held accountable
but never forget: they have a tough job to do.
They need our encouragement, not endless
regulations and micro-management from afar.”
6
K-12 Per-Pupil Spending
CALIFORNIA STATE
BOARD OF
EDUCATION
• Reflecting the recent significant increases in
Proposition 98 funding, total per-pupil
expenditures from all sources are projected to
be $13,223 in 2014-15 and $13,462 in 201516, including funds provided for prior year
settle-up obligations.
• Ongoing K-12 Proposition 98 per-pupil
expenditures in the Budget are $9,667 in
2015-16, an increase of $306 per-pupil over
the level provided in 2014-15, and up
significantly from the $7,008 per-pupil
provided in 2011-12.
7
Governor’s Educational
Priorities
CALIFORNIA STATE
BOARD OF
EDUCATION
• LCFF – Upward Adjustments for base,
supplemental and concentration
grants (includes some Career Tech $s)
• Economic Recovery Target payments to ensure
that almost every local education agency receives
at least their pre-recession funding level, adjusted
for inflation, at full implementation of the Local
Control Funding Formula.
8
Governor’s Educational
Priorities
CALIFORNIA STATE
BOARD OF
EDUCATION
• K-12 Facilities – Expand Local Funding
Capacity, Restructure developer Fees,
Expand Allowable Uses of Restricted
Maintenance Funding
• Adult Education – Consortia Funding,
Community Colleges and K-12
• Career Technical Education –
Transition Funds for 3 Years
9
Governor’s Educational
Priorities
CALIFORNIA STATE
BOARD OF
EDUCATION
• Other Investments
– Common Core Implementation – $1.1 B,
ELD and NGSS standards too, COEs
– Technology Infrastructure - $100 million
one time funds
– Teacher Preparation – Accreditation,
Assessment, Induction
– Energy Efficiency
– Child Care (Budget Adjustments)
10
Local Control and
Accountability Plans
CALIFORNIA STATE
BOARD OF
EDUCATION
• Major changes to a belief and
structured finance and student
outcome system
• Continuum of Connections: Needs
Assessment
Goals
Resource
Alignment
Services
Student
Outcomes
• Situated in a developing, new
accountability system for California
• State priorities are the foundation
11
Local Control and
Accountability Plans:
Guiding Principles
CALIFORNIA STATE
BOARD OF
EDUCATION
• Performance-focused – relationship among
plans, funding use, outcomes for students
• Simplicity and transparency
• Student-focused – local identification of
needs, provide equitable opportunities
• State priorities – define metrics, but rely on
local determination of measurement
• Stakeholder engagement – parents,
students educators, broader community
12
8 State Priorities and Related Data Elements
Needs Assessment






Goals
Student Achievement
Performance on assessments
Academic Performance Index
College and Career Readiness
English learners becoming
reclassified and proficient
Advanced Placement Exams
passage
Prepared through Early
Assessment Program
Basic Services
 Rate of teacher mis-assignments
 Student Access to standardsaligned instructional resources
and materials
 Facilities
Course Access
 Student access and enrollment in
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courses
of study
Resource
Alignment
School Climate
 Student
suspension rates
 Student
expulsion rates
 Other local
measures
Parental
Involvement
 Efforts to seek
parent input
 Promotion of
parental
participation
and leadership





Services
Outcomes
Student Engagement
School attendance rates
Chronic absenteeism rates
Middle School dropout rates
High School dropout rates
High School graduation rates
Implementation of CCSS
 CCSS implementation results for
all students, including English
learners
Other Student Outcomes
 Other indicators of student
performance in courses of study.
May include performance and
other exams.
LCAP Actions and Services
CALIFORNIA STATE
BOARD OF
EDUCATION
• Technical and relationship challenges
• Measure progress on process and
outcomes
• Trust is as important as the measurement
expectations
• Use the local data you have as formative
measures, not as a complete design this
year
• Process for using the metrics also needs
to engender trust and rapport
14
Strong Formative Metrics
CALIFORNIA STATE
BOARD OF
EDUCATION
• Credible: Are within your sphere of
influence or control, and your schools;
leadership, and community believe
they will contribute to the results.
• Feasible: Require data that you can
realistically obtain.
• Valuable: Answer the “so what”
questions, go beyond activities to
outcomes and goals.
15
LCAP Annual Update
Instructions
CALIFORNIA STATE
BOARD OF
EDUCATION
• For each goal in the prior year LCAP, review
the progress toward the expected annual
outcome(s) based on, at a minimum, the
required metrics pursuant to Education
Code sections 52060 and 52066.
• The review must include an assessment
of the effectiveness of the specific actions.
• Describe any changes to the actions or goals
the LEA will take as a result of the review
and assessment. In addition, review the
applicability of each goal in the LCAP.
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Implementation and
Continuous Improvement
Goals and
Outcomes
CALIFORNIA STATE
BOARD OF
EDUCATION
Reasons for
Budget
Differences
Actions and
Services
Progress
and Needed
Changes
Schools and
English
Learners
Measures
and Metrics
17
Formative Progress –
Continuous Improvement
CALIFORNIA STATE
BOARD OF
EDUCATION
Agree on and
implement/fine
tune changes.
Define
Improve
Analyze,
examine and
communicate
data, adjust.
Actions and
services in year 1,
how you will
achieve them.
Measure
Learn
Collect
information,
verify and make
inferences, add to
data system.
18
LCAP Challenges
How do we get from here …
to here?
CALIFORNIA STATE
BOARD OF
EDUCATION
County Office
and Local
Board
approved
LCAP, 3-year
plan
All students
leave high
school
college and
career ready;
English Learner
students well
served.
…and what actions and services will help?
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Questions
CALIFORNIA STATE
BOARD OF
EDUCATION
• Here to stay! Governor’s priority.
• Accelerating funds to districts.
• New Accountability system will be
build on state priorities and LCFF
• Governor’s Leadership for the next
four years
• Do what’s best for California and deal
with feds.
• New legislators. Senior Assembly 2010
20
Deeper Standards Implementation =
21st Century Competencies
• Cognitive Competencies
CALIFORNIA STATE
BOARD OF
EDUCATION
– Cognitive Processes and Strategies
– Knowledge
– Creativity and Innovation
• Intrapersonal Competencies
– Intellectual openness
– Work Ethic/Conscientiousness
• Interpersonal Competencies
– Self Evaluation
– Teamwork and Collaboration
– Leadership
21
Reasoning in Action: Math
Practice Standards
CALIFORNIA STATE
BOARD OF
EDUCATION
1. Make sense of problems and persevere in solving
them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the
reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated
reasoning.
22
Smarter Balanced Claims for Mathematics
Claim #1 – Concepts
and Procedures
CALIFORNIA STATE
BOARD OF
EDUCATION
Claim #2 – Problem
Solving
Claim #3 –
Communicating
Reasoning
Claim #4 – Modeling
and Data Analysis
“Students can explain and apply math concepts
and interpret and carry out mathematical
procedures with precision and fluency.”
“Students can solve a range of complex wellposed problems in pure and applied
mathematics, making productive use of
knowledge and problem solving strategies.”
“Students can clearly and precisely construct
viable arguments to support their own
reasoning and critique the reasoning of others.”
“Students can analyze complex, real-world
scenarios and can construct and use
mathematical models to interpret and solve
problems.”
Overall Claim for
Grades 3-8
“Students can demonstrate progress toward
college and career readiness in mathematics.”
Overall Claim for
Grade 11
“Students can demonstrate college and career
readiness in mathematics.”
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Smarter Balanced Claims for Literacy
Claim #1 - Reading
“Students can read closely and analytically to
comprehend a range of increasingly complex
literary and informational texts.”
Claim #2 - Writing
“Students can produce effective and wellgrounded writing for a range of purposes and
audiences.”
CALIFORNIA STATE
BOARD OF
EDUCATION
Claim #3 – Speaking
and Listening
“Students can employ effective speaking and
listening skills for a range of purposes and
audiences.”
Claim #4 –
Research/Inquiry
“Students can engage in research and inquiry to
investigate topics, and to analyze, integrate, and
present information.”
Overall Claim for
Grades 3-8
“Students can demonstrate progress toward
college and career readiness in English language
arts and literacy.”
Overall Claim for
Grade 11
“Students can demonstrate college and career
readiness in English language arts and literacy.”
24
Foster Deeper Learning,
Critical and Creative Thinking
CALIFORNIA STATE
BOARD OF
EDUCATION
Depth of Knowledge (DOKs)
Level 1 – Recall & Reproduction
Level 2 – Working with Skills & Concepts
Level 3 – Short-term Extended Thinking
Level 4 – Long-term Extended Thinking
25
Smarter Balanced Reporting
CALIFORNIA STATE
BOARD OF
EDUCATION
• Results 4 weeks after assessments,
reported for Literacy and
Mathematics
• Overall scale score (1000-3000)
• Achievement Level – Threshold ALDs
(4 point scale)
• Claim Score – above, at or near,
below standard
• Interim Assessments – January 15
26
Formative Assessment: Key
to Instructional Decisions
CALIFORNIA STATE
BOARD OF
EDUCATION
• A process used
by teachers and
students during
instruction that
provides
feedback to
adjust ongoing
teaching and
learning to
improve
students’
achievement of
intended
instructional
outcomes.
Learning
progressions,
goals, success
criteria
Evidence
of learning
during
lessons
Collaborative
classroom
culture
Descriptive
feedback
Self- and
PeerAssessment
27
(ELA/ELD Framework, Ch.8, pp. 9, 30; CCSSO, 2008)
ELD Instructional Vision Themes
CALIFORNIA STATE
BOARD OF
EDUCATION
• valuing language and culture as assets
• ensuring equity in intellectual richness
• building content knowledge and language in
tandem
• attending to specific language learning needs
• integrating domains of communication
• providing appropriate scaffolding
• evaluating progress appropriately
• sharing collective responsibility for student
success
(Knowing and Doing as classroom instructional managers)
28
Effective Instructional Practices
CALIFORNIA STATE
BOARD OF
EDUCATION
• High quality, rigorous instructional materials
aligned with your program and delivery
model, engage English Learners and high need
students, and ACCELERATE grade-level
content learning and language development
• Attention to college and career readiness
expectations
• Scaffold and support as appropriate within
the context of the district’s overall
instructional design for high need students
and English Learners (SIOP, QTEL, GLAD, etc.)
29
Effective Instructional Practices
CALIFORNIA STATE
BOARD OF
EDUCATION
• Supportive school structures, i.e.,
instructional coaches, professional learning
communities, extended learning, leadership
development
• Evidence-based and programmatically
coherent supplemental support for
students
• Quality professional development that is
timely, effective, sustained, designed to
build district- and school-level capacity
30
Questions
CALIFORNIA STATE
BOARD OF
EDUCATION
• Math Adoption
31
Components of Meaningful
Cognitive Engagement
Necessary Components
CALIFORNIA STATE
BOARD OF
EDUCATION
• Attendance in school
• Attendance during learning
experiences
• Cognitive engagement
during learning experiences
• Relevant and challenging
learning experiences
• Student selfreflection/assessment/goal
setting
• Student motivation to
attend and cognitively
engage
J.Valentine, University of Missouri
Supportive Processes
• Teacher student relationships
• School protection of classroom
learning time
• Teacher use of classroom
instructional time
• Teacher design of relevant and
challenging tasks and lessons
• Teacher enthusiasm and
support
• Facilitation of student learning
32
Student Engagement
Observations
CALIFORNIA STATE
BOARD OF
EDUCATION
• Positive body language
• Consistent focus
• Verbal participation,
individual and small
groups
• Student confidence
• Fun and excitement
International center for Leadership – Willard Daggett
Supportive Processes
• Individual attention
• Clarity of learning
• Meaningful student work
and tasks
• Rigorous thinking
• Performance Orientation
33
Grit, Tenacity and
Perseverance!
CALIFORNIA STATE
BOARD OF
EDUCATION
• Growth mindset
• Multifaceted concepts encompassing
goals, challenges and ways of
managing them
• Sociocultural context is important
• Learning environments can be
designed to promote them
• Promote: academic mindsets,
effortful control, strategies and
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tactics
LCFF Rubrics - System Components
CALIFORNIA STATE
BOARD OF
EDUCATION
The specific requirements of the evaluation rubrics are set forth in EC
Section 52064.5. On or before October 1, 2015, SBE adopts for all of the
following purposes:
(1) To assist a school district, county office of education or charter school in
evaluating strengths, weaknesses, and areas that require improvement.
(2) To assist a county superintendent of schools in identifying school
districts and charter schools in need of technical assistance pursuant to
Section 52071 or 47607.3 as applicable, and the specific priorities upon
which the technical assistance should be focused.
(3) To assist the Superintendent in identifying school districts for which
intervention pursuant to section 52072 is warranted.
(b) The evaluation rubrics shall reflect a holistic, multidimensional
assessment of school district and individual school-site performance and
shall include all of the state priorities described in subdivision (d) of Section
52060.
(c) As part of the evaluation rubrics, the state board shall adopt standards
for school district and individual school-site performance and expectation
for improvement in regard to each of the state priorities described in
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subdivision (d) of Section 52060.
LCFF Rubric Development
CALIFORNIA STATE
BOARD OF
EDUCATION
http://lcff.wested.org/local-control-funding-formula-rubric-design-overview/
36
Key Principles for Evaluation
Rubrics Design Process
CALIFORNIA STATE
BOARD OF
EDUCATION
• Align to the LCFF design principles: (1) studentfocused, (2) equity, (3) transparency, and (4)
performance.
• Serve as a resource that LEAs find useful to
guide reflections and provide helpful ideas to
support students.
• Support of a continuous improvement process
focused on student-level outcomes.
• Facilitate reflection that supports local
ownership of planning and implementation of
actions that support student-level outcomes. 37
Key Principles for Evaluation
Rubrics Design Process
CALIFORNIA STATE
BOARD OF
EDUCATION
• Not grade nor judge, but provide ways to
identify strengths, areas for improvements,
and strategies to improve.
• Include other resources and tools that in
combination support high-quality planning and
implementation.
• Extend to all strategic planning and
implementation efforts. The evaluation rubrics
are not limited to LCAPs.
38
System Components CA Collaborative for
Educational Excellence
CALIFORNIA STATE
BOARD OF
EDUCATION
• Charged with Helping Districts
– Improve achievement within the context
of the state priorities
– Enhance the quality of teaching
– Improve district/school-site leadership
– Address the needs of priority student
populations
– Help achieve LCAP goals
39
CA Collaborative for
Educational Excellence
CALIFORNIA STATE
BOARD OF
EDUCATION
• Members
– State Superintendent or designee
– SBE Appointee – Sue Burr
– County Superintendent (Senate Rules)
– District Superintendent (Governor)
– Teacher (Speaker)
• Riverside County Office Contract
40
Long Term Development
CALIFORNIA STATE
BOARD OF
EDUCATION
• State Priorities
• Local Control and Accountability Plan
(LCAP)
• Evaluation Rubric Design Process
• California Collaborative on Educational
Excellence
• Public Schools Accountability Act (PSAA)
• Additional Assessments – State and
Local
41
12
Common Goal
CALIFORNIA STATE
BOARD OF
EDUCATION
Ensure that students learn what they
need to know and do to be successful
in life, having been well-taught by
competent professionals in
adequately resourced schools that are
responsive to student needs.
42
9
Accountability Pieces in Play
All the pieces not fully
developed yet.
Connecting
relationships
still emerging.
CALIFORNIA STATE
BOARD OF
EDUCATION
43
Key Purposes of New
Accountability System
CALIFORNIA STATE
BOARD OF
EDUCATION
• Provide transparency of decision
making processes in support of student
achievement and outcomes.
• Focus district and school leaders on
significant areas for improvement and
raise the sense of urgency to do so.
44
10
Key Purposes of New
Accountability System
CALIFORNIA STATE
BOARD OF
EDUCATION
• Report well-timed, accessible and actionable
data for use by educators, parents,
community members and policymakers.
• Drive continuous improvement and allow
the state to differentiate the performance of
districts and schools in need of support and
technical assistance.
• Strengthen confidence in the educational
system and return on investment.
45
11
Collective Accountability
and Shared Responsibility
CALIFORNIA STATE
BOARD OF
EDUCATION
•
•
•
•
Student accountability
Parent responsibility
Teacher and leader accountability
Local school board and superintendent
accountability
• Higher education accountability
• Educator preparation provider accountability
• State accountability
46
New Accountability System
CALIFORNIA STATE
BOARD OF
EDUCATION
• Build on the foundations of LCFF, state
priorities and implementation of new
student academic standards and
assessments
• Increase district and school capacity and
drive continuous improvement
• Focus on a broader set of outcomes than
in the past, reflect more clearly what
students need in order to be prepared for
college, careers, and citizenship
47
New Accountability System
CALIFORNIA STATE
BOARD OF
EDUCATION
• Decisions and actions are aligned and
consistent towards ensuring students
are ready for college and careers
• Differentiate the performance of
schools and districts in reliable and
meaningful ways so they receive
appropriate support and assistance
• Improve performance across the
systems, increase achievement and
efficiency, strengthen local capacity 48
Long Term Development
CALIFORNIA STATE
BOARD OF
EDUCATION
• State Priorities
• Local Control and Accountability Plan
(LCAP)
• Evaluation Rubric Design Process
• California Collaborative on Educational
Excellence (CCEE)
• Public Schools Accountability Act (PSAA)
• Additional Assessments – State and
Local
49
12
Resources
CALIFORNIA STATE
BOARD OF
EDUCATION
• Nancy Brownell – [email protected]
• LCFF – WestEd Channel
http://lcff.wested.org/
• State Board of Education Agendas
http://www.cde.ca.gov/be/ag/ag/ind
ex.asp
• CDE Common Core
http://www.cde.ca.gov/re/cc/
• CAASPP
http://www.cde.ca.gov/ta/tg/ca/
50
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