cascwa conference dashboard: indicators and equity...2 » established to . advise and assist . coes,...
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CASCWA ConferenceDashboard: Indicators and Equity
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March 29, 2018
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» Established to advise and assist COEs, districts, and charters in improving student outcomes
» Five (currently four) member governing board:• Sue Burr, State Board of Education• Michael Watkins, County Superintendent• Tim Sbranti, Teacher• Tom Torlakson, State Superintendent
» Carl Cohn, Executive Director
About the CCEE
» Evolving Guiding Principles• Profound respect for local level
• Community stakeholders are important
• Commitment to improvement process must be owned by those at local level
• Closing achievement gap (i.e., system change and capacity building) takes time
About the CCEE
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» Legislature provided funding to provide statewide professional development • Component I: Topical Modules
• Component II: LCFF Content Library
• Component III: Professional Learning Networks
• Also offers customized trainings in response to substantive inquiries related to use of Dashboard and LCAP Template as tools for continuous improvement
Professional Development
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» Legislature provided funding to work with pilot LEAs1. Los Angeles USD (Los Angeles County)
2. Sausalito-Marin City SD (Marin County)
3. Newark USD (Alameda County)
4. Victor Valley HSD (San Bernardino County)
5. Palo Verde USD (Riverside County)
Pilot Partnerships
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» Legislature provided funding to work with pilot LEAs6. Dos Palos - Oro Loma USD (Merced County)
7. Pomona USD (Los Angeles County)
8. Anaheim Union HSD (Orange County)
9. Kern County Office of Education
Pilot Partnerships
» Dashboard Reminders
» Indicators and Equity
» Decision Making/LCAP Considerations
» Questions and Closing
Agenda for the Day
Dashboard Reminders
DataList of the data used for the Fall 2017 Dashboard can be downloaded from the Dashboard landing page
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» Chronic Absenteeism
» Suspension Rate
» English Learner Progress
» Graduation Rate
» College and Career Readiness
» English Language Arts Assessment (Gr. 3-8)
» Math Assessment (Gr. 3-8)
7 State Performance Indicators
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» Basics (Teachers, Instructional Materials, Facilities)
» Implementation of Academic Standards
» Parent Engagement
» Local Climate Survey
4 Local Performance Indicators
Blue HighestGreenYellowOrangeRed Lowest
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State Performance Levels
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5x5 TableCHANGE
Declined Significantly
Declined Maintained IncreasedIncreased
Significantly
STAT
US
Very High
High
Medium
Low
Very Low
?
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5x5 TableCHANGE
Declined Significantly
Declined Maintained IncreasedIncreased
Significantly
STAT
US
Very High
High Green
Medium
Low
Very Low
Blue HighestGreenYellowOrangeRed Lowest
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The State Performance Level is…
Safety Net Methodology
» New methodology designed to prevent large swings in the Change results, triggered by results of just a few students• Applies a three-by-five color grid to the
Graduation Rate and Suspension Indicators if either indicator at a school or district contains less than 150 students
Safety Net Methodology
» N size is not based on the number of students enrolled, but on the number of students at the indicator level• Graduation Rate Indicator = Number of
students in the cohort • Suspension Indicator = Number of students
cumulatively enrolled
Safety Net Methodology
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» Reduces the Change levels from five to three• “Increased Significantly” and “Declined
Significantly” labels are not included
» This results in small student populations receiving only one of three Change levels for Suspension and Graduation Rate indicators
Safety Net Methodology
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» Adjusted grid for small student populations
Safety Net Methodology
CHANGEDeclined
SignificantlyDeclined Maintained Increased
Increased Significantly
STAT
US
Very High Blue Blue Blue Blue
High Orange Yellow Green Green Blue
Medium Orange Orange Yellow Green Green
Low Red Orange Orange Yellow Yellow
Very Low Red Red Red Red Red
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» LEAs, schools, and student groups with:• Less than 30 students in either the current
or prior years −Do not receive a performance level or color
• 11- 29 students−Only Status and Change are displayed
• Less than 11 students−Data is not displayed for privacy reasons
Sample Size
Indicators and Equity
Chronic Absenteeism Indicator
» Chronic Absenteeism Data• The Dashboard displays the first year of Chronic
Absenteeism data through a link to DataQuest
Chronic Absenteeism
Chronic Absenteeism Report Options
Chronic Absenteeism Report Filters
Chronic Absenteeism Student Group Level
Chronic Absenteeism Student Group Totals
Suspension Indicator
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Travis USD Overview
some schools. We will use this data as a foundation for planning actions and services in our 2018-21 Local Control Accountability Plan.”
“The district continues to perform well, with exemplary graduation rates and high performance in English language arts. We have work to do in mathematics and suspension rates for some subgroups at
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Spotlight: TUSD Dives Deep
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Spotlight: TUSD Dives Deep
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Spotlight: TUSD Dives Deep
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Spotlight: TUSD Dives Deep
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Spotlight: TUSD Dives Deep
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Connecting Data to Decision Making
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Root Cause Analysis (RCA)What do you see/observe?
What might the problem be?
How do we dig into the causes?
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» To uncover the “root cause” of a problem, rather than jumping to solutions
» To correct or eliminate the cause, and prevent a problem from recurring
RCA Purpose
Did a part of the system fail?
What is the cause of the problem?
Why wasn’t the problem detected?
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RCA Real Life ExampleProblem of Practice: The Washington Monument was falling apart.
Why does this problem exist?
Because harsh chemicals were being used to clean it
Because of all the bird droppings
Because birds gathered to eat all the spiders there
Because spiders gathered there to eat all the gnats
Because gnats were attracted to the lights at dusk
Because the Monument was the first to turn its lights on every day
Why is that?
Why is that?
Why is that?
Why is that?
Why is that?
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What role will Data and Evaluation play in your decision-making process so that it…
− Is Evidence-based− Focuses on equity− Engages a wider set of more informed
stakeholders
Decision-Making, The California Way
Next Exit
Fall
Winter
Summer
Spring
Sketching
Reflecting
Finalizing
Preparing
Annual Process Phases
Annual Process
LCAP
Fall
WinterSpring
Reflecting&
Preparing
SketchingFinalizing
» What might LEAs be considering during the second part of the school year?• January
−Review of LCAP Goals, Actions and Services for Changes Based on Data
−Review of State and Local Data for LCAP Modification and Progress towards Annual Update
Annual Process Example
» What might LEAs be considering during the second part of the school year?• February through March
−Review of LCAP for Modifications and Progress/ Annual Update Considerations
−Present Draft LCAP to PAC and ELPAC for Review/Comment
• April through June
−Review May Revision of State Budget
−Hold a Public Hearing and Invite Comment
Annual Process Example
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Feedback
https://www.surveymonkey.com/r/CCEEQRU
Questions
