www.smcoe.org lcff/lcap lcap summit 3 march 27 and april 8, 2015 nancy brownell sbe senior fellow...

www.smcoe.org

LCFF/LCAP LCAP Summit 3

March 27 and April 8, 2015

Nancy Brownell

SBE Senior Fellow for Local Control and Accountability

and

SMCOE LCAP Team

SMCOE Accountability-Innovation-Results

www.smcoe.org

AGENDANancy Brownell – SBE Senior Fellow for Local Control Accountability

English Learner Considerations for LCAP

Foster Youth Considerations for LCAP

Unduplicated and Low-Income pupils Considerations for LCAP

Technology and Instructional Technology considerations for LCAP

2015-16 LCAP Approval Timeline

CALIFORNIA STATE BOARD OF EDUCATION


Progress on LCFF/LCAP Implementation: Continuous

Learning and ImprovementNancy S. Brownell, Senior Fellow, State Board of Education Staff

Local Control and Accountability TeamSan Mateo LCAP Summit 3 – March 27, 2015


Governor Brown’s State of the State

“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.”

4


Notable Quotes – State of the State

“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-English-speaking 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

“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


LCFF Big Ideas• The changes introduced by the Local Control

Funding Formula (LCFF) represent a major shift in how California funds Local Educational Agencies (LEAs).

• Under LCFF, California funds school districts, charter schools, and county offices of education equally per student with adjustments based on grade levels and demographic characteristics.

• LCFF replaces complexity in favor of equity, transparency, and performance.

7


LCFF Big Ideas• In conjunction with the new funding

formula, we adopted a new system of support and technical assistance for districts.

• Founded on annual plans and evaluation rubrics.

• Districts develop, adopt and implement 3-year plans to improve student performance.

• Builds on a continuous improvement model of accountability. 8


Local Control and Accountability Plans

• 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 foundation9


Local Control and Accountability Plans:

Guiding Principles• 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

10


District Implementation and Continuous Improvement

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Goals and Outcomes

Actions and Services

Schools and High Need Students

Measures and Metrics

Progress and Needed

Changes

Reasons for Budget

Differences


Continuous Planning and Evaluation System

12

District LCAP Development &

Updates

District LCAP Adoption &

COE Approval

District LCAP Implementation

COE Assessment of

District Performance

COE Support as Needed

LAO Report January 20, 2015

8 State Priorities and Related Data ElementsNeeds Assessment Goals Resource Alignment Services Outcomes

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

standards-aligned instructional resources and materials

Facilities

Course Access Student access and

enrollment in courses of study

Student Engagement School attendance rates Chronic absenteeism rates Middle School dropout

rates High School dropout rates High School graduation

rates

School Climate Student

suspension rates

Student expulsion rates

Other local measures

Implementation of State Standards Implementation results for

all students, including English learners

Parental Involvement Efforts to

seek parent input

Promotion of parental participation and leadership

Other Student Outcomes Other indicators of student

performance in courses of study. May include performance and other exams.

13


LCAP Actions and Services• 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

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Strong Formative Metrics• 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.

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Formative Assessment: Key to Instructional Decisions

• 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.

(ELA/ELD Framework, Ch.8, pp. 9, 30; CCSSO, 2008)

Evidence of

learning during lessons

Descriptive feedback

Self- and Peer-

Assessment

Collaborative

classroom culture

Learning progressions,

goals, success criteria

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Formative Progress – Continuous Improvement

Define

Measure

Learn

Improve

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Actions and services in year 1, and how you will achieve them.

Collect information, verify and make inferences, add to data system.

Analyze, examine and communicate data, adjust.

Agree on and implement/fine tune changes.


LCAP Annual Update Instructions

• 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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19

LCAP Challenges

County Office and Local

Board approved

LCAP, 3-year plan

All students leave high

school college and career ready;

English Learner, high poverty, foster

students, successfully served.

How do we get from here … to here?

…and what actions and services will help?


Evaluation Rubrics(E.C. 52064.5)

• Purpose:• Create evaluation rubrics to evaluate strengths and

weaknesses and inform support and assistance related to state and local priorities

• Process:• Broad input – Rubric Design Group, regional input

sessions, policy input sessions, additional stakeholder engagement

• Transparency – Conceptual Example (January), Draft (March), Update and Resource Examples (May), Final for Review (July), Final for Adoption (September)

• Outcome:• Adoption of evaluation rubrics by October 1, 2015


Evaluation Rubrics Statutory Requirements

• To assist local education agencies to identify strengths, weaknesses, and areas that require improvement

• To assist County Offices of Education to identify school districts and charter schools in need of technical assistance

• To assist the State Superintendent in identifying school districts for which intervention is warranted

• To reflect a holistic, multidimensional assessment of school district and individual school site performance and include all of the state priorities

• To include standards for school district and individual school site performance and expectation for improvement in regard to each of the state priorities


Standards for Performance and Improvement

• The evaluation rubrics are oriented towards changes in outcomes evidenced by improvement and growth

• Progress towards Standards:– Growth orientation for state priorities– Include statewide reference points, for metrics with common statewide

definitions and data sets, and locally determined reference points for locally determined metrics

• Questions about Standards:– How will statewide reference points be crafted?– How will local reference points be crafted?– How will growth be defined?– Will the availability of state-managed data change?

• Appendix A provides an overview of the data currently available on a statewide basis

• This is an important area to which explicit feedback will be sought regarding the approach to establishing reference points and how they will apply


Key Principles for Evaluation Rubrics Design Process

• Align to the LCFF design principles: (1) student-focused, (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.

23


Key Principles for Evaluation Rubrics Design Process

• 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.

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EVALUATION RUBRICS

Provide Standards –

Improve Outcomes –

Guide Practice

Plan Development(Example: LCAP)

Progress Monitoring(Example: Annual Update)

Plan Revision/Update

Student Outcomes

Growth/ Improveme

nt

No Growth/ Improveme

nt

Strengths, Areas in Need of

Improvement, Needs Assessment

Evaluation Rubrics Address

Progress Assessment

Strengths, Areas in Need of

Improvement, Needs Assessment

Analysis and Attention

Validation

Assistance

Overview of the Draft Evaluation Rubrics Data Analysis

Display and analysis of state and local metrics Emphasis on growth with state and local reference points Includes local educational agency (LEA), student subgroup, and

school levels data Outcome Analysis

Complements the data analysis component Reflection and further analysis of factors contributing to and/or in

need of improvement Practice Analysis

Further reflection regarding efforts to support improvement in outcomes

Assists LEAs to identify practices needed to reach state and local outcome expectations

Practice Guides and Other Resources Drawn from Institute of Education Sciences Practice Guides


System Components - CA Collaborative for

Educational Excellence• 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

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CA Collaborative for Educational Excellence

• Members– State Superintendent - Tom Torlakson– SBE Appointee – Sue Burr– County Superintendent (Senate Rules)

• Michael Watson – Santa Cruz COE– District Superintendent (Governor)

• Sandy Thorstenson – Whittier Union HS– Teacher (Speaker)

• Tim Sbranti - Dublin• Riverside County Office of Education Contract

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Common GoalEnsure 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.

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Key Purposes of New Accountability System

• Provide transparent 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.

30


Key Purposes of New Accountability System

• 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.

31


New Accountability System• 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

32


New Accountability System• 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

33

This figure shows the elements and their connections to form California’s emerging accountability system. From left to right are Classroom and School Practices, Local Accountability Processes, and State Accountability Process. Each element is shown as an equal sized circle with a trailing tail that wrap around parts of the other elements. The tails do not fully connect, but together form a complete system.


Accountability Pieces in Play

35

Edges coming

into focus.

Connecting relationships still emerging.

All the pieces not fully developed yet.

Timing

matters!

Multi

ple m

easu

res,

hold

on A

PI.


Collective Accountability and Shared Responsibility

• Student accountability• Parent responsibility• Teacher and leader accountability• Local school board and superintendent

accountability• Higher education accountability• Educator preparation provider accountability• State accountability

36


Long Term Development• State Priorities• Local Control and Accountability Plan

(LCAP)• Evaluation Rubric Design Process• California Collaborative for Educational

Excellence (CCEE)• Smarter Balanced and English Language

Proficiency Assessments• Additional Assessments – State and Local

37


Resources• Nancy Brownell – [email protected]

• State Board of Education Agendas http://www.cde.ca.gov/be/ag/ag/index.asp

March Agenda, Item 6• LCFF – WestEd Channel

http://lcff.wested.org/ • CDE LCFF http://www.cde.ca.gov/fg/aa/lc/ • CDE Common Core

http://www.cde.ca.gov/re/cc/ • CAASPP http://www.cde.ca.gov/ta/tg/ca/

38

http://www.cde.ca.gov/be/ag/ag/index.asp

http://lcff.wested.org/

http://lcff.wested.org/

http://www.cde.ca.gov/fg/aa/lc/



http://www.cde.ca.gov/re/cc/

http://www.cde.ca.gov/re/cc/

http://www.cde.ca.gov/ta/tg/ca/

http://www.cde.ca.gov/ta/tg/ca/

www.smcoe.org

Special Considerations for Key Subgroups & Issues

•English Learners

•Foster Youth

•Low-income Pupils

•Investing in Instructional Technology

www.smcoe.org

English LearnersMarch 27 and April 8, 2015

Nabila Massoumi, Ed.D., EL Services Coordinator

and

SMCOE LCAP Team


www.smcoe.org

Outcomes

Participants will:

Review the required elements of the district’s program(s) for English Learners (ELs)

Reflect on the status of the district’s program(s) for ELs

Note the changes needed in the district’s 2015-16 LCAP to meet the needs of its ELs

www.smcoe.org

Program for English Learners - Purpose

District’s dual obligation to English Learners:• Program to overcome language

barriers (as quickly as possible)• Provide meaningful access to district’s

core curriculum so no academic deficits are incurred while learning English

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www.smcoe.org

Programs developed for English learners must:• Be based on scientific research or

educational theory• Have adequate resources to fully

implement the program• Produce results that show the

program is effective

43

www.smcoe.org

Ensuring ELs Meaningful and Equal Participation in the District’s Educational Programs include:

•Identification of ELs

•Provision of ELD

•Staffing and Supporting EL program(s)

•ELs meaningful access to the district’s CORE curriculum and extracurricular

program(s)

•Evaluation of theeffectiveness of the

program(s) for ELs

• Serving ELs with special needs

• Avoiding unnecessary segregation

• Option to “Opt-out” from district’s EL program(s)

• Monitoring the entrance and exit criteria from EL program(s)

• Meaningful communication with parents of ELs.

www.smcoe.org

Fact Sheet Jigsaw• Work in Groups of no more than 5• Assign equal sections per person• Read your section and fill in the columns

connected to it on the handout• Share a summary of your sections as well as

your reflection of what’s in place and what still needs to be considered for the 2015-16 LCAP

45

www.smcoe.org

Team Discussion

• What are the current strengths of your LCAP in addressing the 10 programmatic imperatives identified previously?

• What the gaps/areas for further specificity regarding the imperatives?

• How might you address them?

46

www.smcoe.org

Foster Youth

Renee Vorrises, Educational Liaison (North) Rosanna Anderson, Educational Liaison (Central)

Lauren Sneed, Educational Liaison (South)

www.smcoe.org

Every child removed from their home grieves that loss no matter what the reason they were removed.

www.smcoe.org

San Mateo County Foster Youth ServicesA partnership between San Mateo County Office of Education and San Mateo

County Human Services Agency

• Advocate for foster youth and their families on educational issues• Review/Evaluate transcripts• Gather educational records• Assist with educational transitions• Provide resources and referrals• Consult regarding educational issues and FY legislation• Provide training to local education agencies, group homes, social

services, and probation on educational issues affecting foster youth

www.smcoe.org/parents-and-students/foster-youth/

http://www.smcoe.org/parents-and-students/foster-youth/

www.smcoe.org

LCFFLocal Control Funding Formula

For LCFF Purposes, the definition for Foster Child is as follows:

All children or youth who are the subject of a petition filed under Welfare and Institutions Code (WIC) Section 300 (meaning a court has taken jurisdiction over a child and declared the child to be a dependent of the court due to the presence or risk of abuse or neglect), are included regardless of whether they are living at home or are placed outside the home. Children or youth who are the subject of a petition filed under WIC Section 602 however, (meaning a court has taken jurisdiction over a child July 15, 2014 and declared the child to be a ward of the court due to the child’s violation of certain laws) are included only if they have been ordered by a court to be removed from home pursuant to WIC Section 727 and placed in foster care as defined by WIC Section 727.4(d).

http://www.cde.ca.gov/fg/aa/lc/lcfffaq.asp#FOSTER

www.smcoe.org

Identification of Foster Youth• One of the major issues which districts have faced in

the past is how to identify FY

• Now with LCFF, new foster reports will be available to districts in CALPADS– Under LCFF, provisions require California Department of Social

Services to share data on a weekly basis with the California Department of Education for the purpose of identifying for LEAs the students enrolled in their schools who are FY so that services can be better coordinated and provided to these youth (EC Section 49085).

CALPADS Update Flash #95

– CALPADS Foster Reports 5.6 & 5.7

www.smcoe.org

Local Recommendations/Youth Engagement

For consideration when developing LCAP goals and services

for Foster Youth

www.smcoe.org

Voice of Our San Mateo County Foster Youth

• California Youth Connection San Mateo Chapter• Focus Groups Held• Recommendations Made

www.smcoe.org

Other considerations for LCAP

• Increasing attendance of foster youth during standardized testing days, particularly CAHSEE

• Contact Key Stakeholders: Social Worker, Probation Officer, Foster Parent

• Reducing the number of days from initial enrollment to first day of class- streamlining the process

• Trained person at each school site to reach out to youth

• One-on-one tutoring for addressing individual class needs and overall “catch-up”

• Align school board policies with FY legislation

54

www.smcoe.org

Foster Youth Services Supporting School Districts

• Provide Professional Development to school districts/sites on the special needs of foster youth

• Provide Training at district/school site for staff, faculty, counselors and administrators responsible for FY on Educational Laws regarding foster youth

• Consultation/Collaboration

55

www.smcoe.org

Resources and Tools

For consideration when developing LCAP goals and services

for Foster Youth

www.smcoe.org

Foster Youth Education Toolkit

1. Defining and Identifying Foster Youth and their Education Rights Holders (ERH)

2. Enrolling Foster Youth

3. Determining the Needs of Foster Youth

4. Supporting Foster Youth in School

5. Disenrolling Foster Youth

www.smcoe.org

California Foster Care Education Law Factsheets

AB490

Education Decision Making Rights

AB 167/216

Early Care and Education

Education for Transition Age Youth

Special Education

Nonpublic Schools

Functional Behavior Assessments

School Discipline

Special Education Discipline

Educationally Related Mental Health

Services (ERMHS)

www.smcoe.org

Website Links and Resources

Foster Youth Education Toolkithttp://kids-alliance.org/wp-content/uploads/2015/03/EdToolkit.pdf

California Foster Care Education Law Factsheets (new – 2015!)http://www.cfyetf.org/publications_11_3259084835.pdf

Sample District LCAP for Foster Youthhttp://kids-alliance.org/wp-content/uploads/2014/02/Sample-District-LCAP-for-Foster-Youth.pdf

California’s Partial Credit Model Policyhttp://kids-alliance.org/wp-content/uploads/2013/12/PCM_WEB_April2014.pdf

http://kids-alliance.org/wp-content/uploads/2015/03/EdToolkit.pdf

http://www.cfyetf.org/publications_11_3259084835.pdf

http://kids-alliance.org/wp-content/uploads/2014/02/Sample-District-LCAP-for-Foster-Youth.pdf

http://kids-alliance.org/wp-content/uploads/2014/02/Sample-District-LCAP-for-Foster-Youth.pdf

http://kids-alliance.org/wp-content/uploads/2013/12/PCM_WEB_April2014.pdf

www.smcoe.org

THANK YOU

Renee Vorrises, Educational Liaison (North) [email protected] (650) 877-5603

Rosanna Anderson, Educational Liaison (Central)[email protected] (650) 802-6510

Lauren Sneed, Educational Liaison (South)[email protected] (650) 599-5972

mailto:[email protected]

mailto:[email protected]

www.smcoe.org

Team Discussion

• What are the current strengths of your LCAP in addressing the 5 programmatic imperatives identified previously (from the Toolkit)?

• What the gaps/areas for further specificity regarding the imperatives?


61

www.smcoe.org

LCAP Summit 3Low Income


SMCOE LCAP Team


www.smcoe.org

Outcomes

Participants will:

Review the LCAP use of the terms: Unduplicated and Low-Income pupils

Review how to fund actions and services to support LCAP goals

Note the changes needed in the district’s 2015-16 LCAP to meet the needs of its Low-Income

students

www.smcoe.org

Definitions:

Unduplicated:

“UNDUPLICATED pupil” means a pupil enrolled in a school district or a charter school who is either classified as an English learner, eligible for a free or reduced-price meal, or is a foster youth. EC 42238.02(b)

Fiscal Implications for S&C Calculations

CALPADS Counts Report CA 1.17

www.smcoe.org

Definitions (Cont):

Low-Income pupils:

“Eligible for free or reduced-price meals” means determined to meet federal income eligibility criteria or deemed to be categorically eligible for free or reduced-price meals under the National School Lunch Program. EC 42238.01 (a)

How to assess the educational needs of Low-Income pupils?

What LCAP goals are appropriate for Low-Income pupils?

www.smcoe.org

Determine the LEAs LCAP Low-Income Pupils

While observing ALL confidentiality laws:

CALPADS Manual:

https://www.calpads.ca.gov/Help/UserManual.htm#_Toc410129037

Report 1.17: FRPM/English Learner/Foster Youth – Count

Report 1.18: FRPM/English Learner/Foster Youth – Student list

https://www.calpads.ca.gov/Help/UserManual.htm%23_Toc410129037



www.smcoe.org

What needs to be included in the LCAP?

ALL resources the LEA allocates to fund the

actions and services to meet its LCAP Goals

www.smcoe.org68

www.smcoe.org

Team Discussion• What are the current strengths of your LCAP in

explicitly addressing the needs of Low-income pupils?

• What are the gaps/areas for further specificity regarding services/actions for Low-income pupils?


69

www.smcoe.org

LCAP Summit 3Investing in Instructional Technology


www.smcoe.org

QUESTIONS?

www.smcoe.org

The Approval Process

SMCOE LCAP Team

www.smcoe.org

Next Steps

LCAP Approval

www.smcoe.org

•Finalize Consultation with stakeholders•Check May revision of proposed State budget (2015-16) and local implications

•Invite public comment on draft of the 2015-16 LCAP

•Present draft LCAP to PAC and DELPAC Committees

•Respond to PAC and DELPAC comments in writing

•Hold LCAP and Budget public hearing – (Remember 10-day posting requirement)

•Receive LCAP and Budget Board-approval

•Submit Board approved LCAP and Budget to SMCOE (within 5 days of Board approval) – no later than June 30.

•Receive LCAPs from charter schools (if applicable)

www.smcoe.org

QUESTIONS?

www.smcoe.org

LCAP TA Sessions

• Window #3:

– April 1-24, 2015• 9-11AM or 2-4PM

– Please register here (if you haven’t already):• http://www.signupgenius.com/go/20f0f4facac

23a6fb6-lcap

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http://www.signupgenius.com/go/20f0f4facac23a6fb6-lcap



www.smcoe.org lcff/lcap lcap summit 3 march 27 and april 8, 2015 nancy brownell sbe senior fellow...

Documents

state control

state funds

new system of local

lcap technology

local officials

lcap unduplicated

lcap approval timeline

lcfflcap lcap summit