Transcript Document

LOCAL CONTROL
AND
ACCOUNTABILITY PLANS
Day 3
Agenda
• Best Practices/Resources
o Foster Youth
o EL/LI Pupils
• Plan Alignment
• Teacher Leadership
• Approval Process
o Review Checklists
o Timeline
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Foster Youth
Tom Corson
Executive Director, Kern County Network for Children
Kern County Foster Care
• 814 children placed in care during 2012
• In 2013 there were 1,686 foster youth care
• 60% of youth in foster care will reunite
with family in less than year
• Median length of time in foster care is
9.1 months
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Foster youth have critical needs,
which often go unmet
• High % of children removed from their homes into
foster care experience short/long term challenges in
school
o Traumatic histories of abuse & neglect
o Frequent changes in foster care placements
contribute to issues in the classroom and/or
reduced academic achievement
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Starting Out Behind
• Over 75% of foster youth students’ work is below
grade level
• 50% are retained at least one year in school
• Students typically move more than once a year &
attend multiple schools before they turn 18
• Higher % of foster youth qualify for special
education services; however, their high mobility rate
interferes with timely & appropriate placement
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Do foster youth experience trauma ?
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Through Their Eyes
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To Be Successful In Working With Foster Youth We Must
Understand Adolescent Development And The Impact Of Trauma
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Youth Who’ve Experienced Trauma
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Impact of Trauma on
the Developing Brain
The brain adapts to its environment –
positive or negative
Exposure to trauma causes the brain to
develop in a way that will help the child
survive in a dangerous world:
–On constant alert for danger
–Quick to react to threats (fight, flight,
freeze)
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What’s Our Approach To
Our Foster Youth…
Trauma Informed Practice
Simply Defined:
From:
To:
•“What happened
to you?”
•“What is wrong
with you?”
When we change the question, the answer provides
context for the behavior, fosters compassion, and helps
us to see strengths in face of adversity.
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What does it mean to be Trauma Informed?
It does not mean to treat the trauma
It does mean to:
- Recognize high level of trauma among
those you serve
- Practice self care
- Look at the whole person, not just the
behavior
- Understand the role that victimization
plays in the lives of trauma survivors
- UNDERSTAND THAT SYMPTOMS SERVE
A PURPOSE
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The Dream Center
The Dream Center, a one-stop
resource center, since 2008
provides current & former foster
youth. Designed by youth for youth.
On-Site Partners:
• Dept. of Human Services
• Independent Living Program
• Mental Health
• Probation
• Kern High School District
• Superintendent of Schools
• KCNC
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The Dream Center
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AB 490 & AB12 Technical Assistance
Independent Living Skills
Computer Lab
College Assistance
Job Seeking
Housing Assistance
Linkages to Support Services
Workshops
Emergency Food Pantry
Clothing & Personal Hygiene Items
Mentoring Programs
A Place to Hang Out & Socialize
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www.kcnc.org
(661) 636-4488
Ian Anderson & Sara Espinoza
Best Practices:
Working With EL/LI Pupils
Dr. Jill Hamilton-Bunch
Assistant Dean, Point Loma Nazarene University
Content Complexity and Access:
Best Practices for English Learners
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PRESENTED FOR LCAP
LEADERSHIP
MARCH 12 AND 16, 2015
BY
JILL HAMILTON -BUNCH
[email protected]
@HAMILTON_BUNCH
During Our Time Together Today
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• Briefly review the tenets of good instruction for English
Learners
• Review the resources necessary to promote good practices
for ELs
• Reflect on current classroom practices for ELs
Rigorous Text—Fischer and Frey
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• Density and
Complexity
• Figurative
Language
• Purpose
• Standard
English
• Variations
• Register
Levels of
Meaning
Structure
Language
Convention
and
Clarity
Knowledge
Demands
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Genre
Organization
Narration
Text Features
Graphics
Background
Prior
Cultural
Vocabulary
If use matters…
A Quick Review of the Basics
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 What gives us language?
Structural
knowledge
Meaningful
Purposeful
interaction
use
For
knowledge
For
application
A Quick Review of the Basics
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 What gives us literacy?
Procedural
knowledge
Meaningful
Purposeful
interaction
use
For
knowledge
For
understanding
ELD Instruction Should:
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 Explicitly teach elements of English
 Be Form-Focused with meaningful application
 Include respectful and timely error-correction
 Emphasize oral language to support academic
literacy and interactions
 Infuse meaningful, accountable, and structured
interactions with clear language targets
(Saunders and Goldberg, 2010)
The Writing Connection
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•
Importance of
writing as a
processing tool as
well as a skill
•
Connection between
reading and writing
Level of Academic Texts
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• Word
• Sentence
• Paragraph
• Text
• Must be explicitly
taught rather than
acquired
Learning by Doing—Doing to Learn
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Language in isolation is
not enough
• Academic
language is more
than a register, but
another aspect of
language:
•
Structurally
•
Functionally
•
Practically
Let’s Reflect
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 What practices are in place that could be
additionally supported?
 Which practices need to be re-examined?
 Which practices need to be introduced?
 What additional questions need to be answered?
Plan Alignment
LCAP
Approval Process
Three Criteria for Determining
LCAP Approval
 Adherence to SBE Template
 Sufficient Expenditures in Budget to implement
LCAP
 Adherence to SBE Expenditure Regulations
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Criteria#1- Adherence to SBE Template
Three Sections of the LCAP Template and Annual Update
Section 1: Stakeholder Engagement
- Describes the consultation process the district had with parents, pupils,
school personnel, local bargaining units and the community and how that
engagement contributed to the development of LCAP Section 1, Section 2,
annual update and Section 3.
Section 2: Goals, Actions, Expenditures and Progress Indicators
- Focuses on the goals, actions, expenditures, and progress indicators
identified by the district. Data that led the district to create each goal,
whether the goal is designed for specific subgroups or schools, and how
the district will measure progress toward the goals. The section lists which
of the eight state priorities the goal is linked to and identifies the related
metric or metrics that will measure differences or improvements for the
students in each of the next three years.
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Criteria#1- Adherence to SBE Template
Three Sections of the LCAP Template and Annual Update
Annual Update
- This section captures the progress toward the expected annual outcome
based on the required metrics detailed in Education Code Sections 52060
and 52066 for each goal from the prior year LCAP. Each prior year goal has
its own Annual Update. The recap must include an assessment of the
effectiveness of the specific actions and a description of any changes to the
actions or goal the district will take as a result of the review.
Section 3: Goals, Actions, Expenditures and Progress Indicators
- Shows the total amount of supplemental and concentration grant funds in
the LCAP year calculated per 5 CCR 15496(a)(5) and describes how these
funds are being expended in the LCAP year. The reviewer shall verify that
Section A includes a description of, and justification for, the use of any
funds in a districtwide or schoolwide manner as specified in 5 CCR 15496.
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Criteria#2
Sufficient Expenditures in Budget to implement LCAP
 The budget for the applicable fiscal year adopted
by the governing board of the school district
includes expenditures sufficient to implement the
specific actions and strategies included in the
district’s board-adopted LCAP, based on the
projections of the costs included in the plan. (Not
Solely LCFF Funding)
 Determine if it is reasonable or plausible to
conclude that the expenditures and their sources
are included in the budget.
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Criteria#3 – Adherence to Expenditure Regulations
 Adherence to expenditure requirements for
number and concentration of unduplicated
pupils
 Verification of supplemental and concentration
amounts, and the reasonableness of those
estimates
 Are district services included?
 Are school-wide services included?
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Criteria#3 – Adherence to Expenditure Regulations Cont.
 Verify percentage increase according to Minimum
Proportionate Percentage (MPP) and the
reasonableness of the calculation
 Description of services for unduplicated students
clearly described as above and beyond what is
provided for all students
 Description of meeting the proportionality
standard, qualitatively or quantitatively.
 Does description make sense or seem reasonable?
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Section 1:
Stakeholder Engagement
Approval Process
Things to Consider
• Consultation with a DAC (District Advisory Committee)
and a DELAC (District English Learner Advisory
Committee), if required
• Specific dates of stakeholder meetings
• Date of public meeting prior to adoption
• Date of Board meeting and final approval
• Superintendent responded in writing or the statement
that there were no questions requiring written responses
• How the stakeholder input impacted the final plan
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Approval Manual
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Best Practices:
Teacher Leadership
Dr. Jill Hamilton-Bunch
Assistant Dean, Point Loma Nazarene University
Building Teacher Leaders:
Teaching and Leading
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PRESENTED FOR LCAP
LEADERSHIP
MARCH 12 AND 16, 2015
BY
JILL HAMILTON -BUNCH
[email protected]
@HAMILTON_BUNCH
During Our Time Together Today
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 Reflect on teacher leadership
 Define needs and roles
 Provide a definition of capacity
 Begin the task of planning
Complexities and Challenges
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 What is a current complexity or challenge that you
are facing with regard to teacher leadership in your
district?
 What is a current success?
Teacher Leadership Roles
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Teacher
Technical Assistant
Teacher
Leader
Advocate/
Change Agent
Assessor/Refiner
Nine Characteristics of
Effective Teacher Leadership
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Mutual and Reciprocal
Trusting
Purposeful and Productive
Positive and Respectful
Supportive and Encouraging
Collaborative
Developmental and Evolving over Time
Reflective and Growth-Oriented
Based on Accurate Communication
Five Elements for Growth in
Teacher Leaders
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 The teacher leader’s personal needs must be met.
 The teacher leader must have a personal goal to work toward
relative to a research-based model.
 Support, assistance, excellent modeling, and encouragement
must be available.
 There must be a low-risk environment in which mistakes are
seen as a part of the process of learning and becoming
effective teacher leaders.
 An appropriate level of difficulty is provided in each new task
so that it is challenging but not frustrating
Resiliency
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 The capacity to bounce back, to withstand hardship,
and to repair yourself
 Resiliency theory: If members of one’s family,
community, and/or school care deeply about you,
have high expectations, and purposeful support, and
value your participation, you will maintain faith in
the future and can overcome almost any adversity
Krovetz, M. L. (1999). Fostering resiliency: Expecting all students to use their minds and hearts well. Thousand
Oaks, Ca: Corwin Press, Inc.
External Factors that Foster Resiliency
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 Promotes close bonds
 Values and encourages education
 High-warmth, low criticism style of interaction
 Encourages supportive relationships with caring others
 Promotes sharing of responsibilities and service
 Expresses high, but realistic expectations for success
 Provides leadership and decision-making opportunities
 Appreciates the unique talents of individuals
Henderson, N. & Milstein, M.M. (1996). Resiliency in schools: Making it happen for students and educators.
Thousand Oaks, CA: Corwin Press.
Autonomous People
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 Assume responsibility for themselves, and also see
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themselves as part of the whole
Are self-directed
Take responsibility for their actions and
consequences
Are able to set their own outcomes and find ways to
achieve those outcomes.
Are not dependent upon others’ approval
Seek honest feedback
The Tasks
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 Meaningful
 Time-bound
 Outcomes based
 Well defined tasks and roles
 Clear understanding of mastery
 Opportunities for reflection throughout the
experience
 Clear understanding of big picture
The Third Point
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 Provides a focus for conversation
 Behavior vs. belief
 Facts rather than feelings
 Data rather than ideas
 Use of “the” or “a” rather than “you” or “I”
 Incremental change leading to substantive
change
Let’s Reflect
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 What are the next steps in building teacher
leadership in your district?
 What opportunities exist?
 What opportunities may be available?
Section 2:
Goals, Actions, Expenditures, and
Progress Indicators
Approval Process
Approval Process
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Approval Process
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Section 3:
Use of Supplemental and
Concentration Grant Funds and
Proportionality
Approval Process
MPP Summary
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A component of LCFF funding Calculator
Increase and Improve Services
A minimum not a maximum
Communicate
Each district % is unique
Districtwide/Schoolwide
Update to Actuals
Best Practices
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LCAP Section 3 Components
• Supplemental and Concentration (S & C)grant funds
 Amount of S & C grant funds
 Describe how the LEA is expending these funds
• Proportionality
 Minimum Proportionality Percentage (MPP)
 Demonstrate how the services planned for are
proportionally more than those provided for all
students by at least the MPP
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LCAP 3A – Describe Expenditures
Key Changes
• Funded – Added to §15496 the requirement to identify those
services that are being funded in addition to identifying services
being provided on a districtwide and schoolwide basis
• Principally – Added to §15496 related to describing how districtwide
and schoolwide services are principally directed towards meeting
the district’s goals for its unduplicated pupils
• And are effective in – Added to §15496 related to describing how
districtwide and schoolwide services are effective in meeting the
district’s goals for its unduplicated pupils
• Provide basis for this determination – Added to §15496 the
requirement that the description provided for districtwide and
schoolwide services provide the basis for this determination,
including but not limited to, any alternatives considered and any
supporting research, experience, or educational theory
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Where to enter the results:
Where to enter the results:
• S & C amount (step 5) goes to part 3A
o Enter in single line at the top of the box
Enter the amount from Step 5 of
the MPP Tab in the LCFF Calculator
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LCAP Section 3A – Describe Expenditures
Describe how LEA is
expending S&C funds
If DISTRICTWIDE,
SCHOOLWIDE,
COUNTYWIDE, or
CHARTERWIDE
Identify services funded
& provided
Describe how services
are principally directed
toward
and effective in meeting
goals for unduplicated
pupils
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AND IF
< 55% DISTRICTWIDE OR
< 40% SCHOOLWIDE
Describe how services are
most effective use of funds
Provide basis for this
determination
• alternatives considered
• supporting research
• experience, or
• educational theory
LCAP Section 3A – Describe Expenditures
• Define base to determine services above and beyond
what is provided to all students
o What do you provide to student if no S & C funds
received?
o Starting point for determining services above and
beyond what is provided to all students
o Will look different for most districts
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What’s Next?
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Sample Timeline for 2014-15
July – October 2014
*Identify and consult
stakeholders
*Identify and assign staff
responsible for
components of plan
*Develop timeline for
implementation checks,
data collection and
reporting
*Report demographic
information via CALPADS
*Review alignment of
district plans with LCAP
November 2014 - January 2015
*Consult stakeholders
*Conduct needs
assessments
*Begin updating progress on
Annual Update, continue
gathering data
*Review LCAP goals, actions
and services for needed
adjustments
*Review final, SBE-approved
LCAP & Annual Update
Template
*Review proposed state
budget (2015-16) and local
implications
February - March 2015
April - June 2015
*Consult stakeholders
*Continue updating progress
on Annual Update and
*Consult stakeholders
sharing with stakeholders
*Review May revision of proposed
*Draft goals/actions/services state budget (2015-16) and local
for 2015-2018
implications
*Present draft LCAP to
*Invite public comment on draft LCAP
stakeholders, asking for
*Finalize Annual Update
feedback
*Present final draft LCAP to PAC’s,
stakeholders & respond to comments
*Review draft LCAP
in writing
Evaluation Rubric when
available
*Hold LCAP & budget public hearing
*Receive local board approval
*Submit to KCSOS
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Education Code 52060
(g) The governing board of a school district shall
consult with teachers, principals, administrators,
other school personnel, local bargaining units of the
school district, parents, and pupils in developing a
local control and accountability plan.
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Education Code 52062
Before board approval, Superintendents are required to:
• Present the LCAP to the parent advisory committee and the English
learner parent advisory committee (If EL committee is required)
• Respond in writing to comments received for those committees
• Notify members of the public of the opportunity to submit written
comments regarding specific actions and expenditures proposed to be in
the LCAP using “most efficient method of notification possible”
(mailed/printed notices NOT required); all written notice must be in
compliance with EC 48985 (15% rule)
• Review school plans to ensure that they are consistent with LCAP
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Final Steps…
Before
Submit
After
• Consult with teachers, principals, administrators, other school personnel, local bargaining units of the
school district, parents, and pupils
• Parent/EL committee review & response to written comments (composition must be majority parents)
• Notification to public of opportunity to submit written comments
• Ensure plan alignment
• Public hearing for LCAP & budget
• Board approval (separate meeting)
• Five days after board approval
• At the latest, by June 30
• Send electronic copy to:
[email protected]
• County Superintendent may request clarification/approve/disapprove/conditionally approve
• If clarification is requested, must respond in 15 days; County Supt. has 15 days after response to submit
recommendation for amendments
• Post approved LCAP on website
• Send link to posted LCAP to KCSOS at: [email protected]
• Plan to review LCAP when EOY results are received to ensure goals/actions are appropriate
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Remember…
We are here to help!
Interested in a work day? Let us know!
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Time to work on…
• Planning Stakeholder Engagement (Section 1)
• Logistics/meeting structure
• Other means of gathering input
• Annual Update (Section 2)
• Measuring progress/effectiveness of goals &
actions
• Stakeholder engagement
• Goals for 2015-2018 (Section 2)
• Use of Supplemental/Concentration Grant &
Proportionality (Section 3)
• Collaboration with other districts
• Technical assistance/feedback
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