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S3 Sustainability: Understanding the LCAP California Department of Education February 27, 2014.

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Presentation on theme: "S3 Sustainability: Understanding the LCAP California Department of Education February 27, 2014."— Presentation transcript:

1 S3 Sustainability: Understanding the LCAP California Department of Education February 27, 2014

2 Today’s Webinar 1.Brief review of California’s S3 Project – Hilva Chan 2.Introduction to the Local Control Funding Formula (LCFF) and the Local Control Accountability Plan (LCAP) – Jannelle Kubinec 3.Understanding the relationships between LCAP Priorities and School Climate – Greg Austin 4.Taking Action – Meagan O’Malley 5.Voice From the Field: Madison High School – Teresa Zucchet

3 CALIFORNIA’S S3 PROJECT Hilva Chan S3 Project Monitor California Department of Education

4 Tom Torlakson State Superintendent of Public Instruction Launched in 2010 Funded 58 high schools to improve school climate and safety (2011-2014)

5 Tom Torlakson State Superintendent of Public Instruction Key elements: -Supports and Engagement -Campus safety -Stakeholder voice -Data-driven school improvements -Tiered interventions -Youth Development -Staff, Parental, and Community engagement -Positive discipline measures

6 Tom Torlakson State Superintendent of Public Instruction Signs of Success: 2011-13

7 Tom Torlakson State Superintendent of Public Instruction Signs of Success (2): 2011-13

8 Tom Torlakson State Superintendent of Public Instruction Sustainability Questions Sustaining what works May not be programs but functions Integration – existing programs, infrastructure, policies, operations, etc. Some school climate strategies don’t cost much Stakeholder communications: what, why, how  Customized school climate poster  Customized school climate slides Marketing – connections with student academic achievements, common core, and LCAP

9 Tom Torlakson State Superintendent of Public Instruction LCAP Overview Develop and submit by July 1, and update annually, a district LCAP that must address:  Eight state priorities that align with goals and focus of S3, including: School climate Pupil engagement Parent involvement  Addressing the needs of high-need subgroups Low income Foster youth English learner

10 Tom Torlakson State Superintendent of Public Instruction The Value of LCAP to S3 Sustainability  You are the expert  S3 Model for LCAP: stakeholder engagement, data use, action planning  You know what works and have supporting data  District buy-in to goals of S3  School-wide vs. district-wide spending  Supporting successful programs, staffing, and data collection etc.

11 THE LCFF & LCAP Jannelle Kubinec Director, Comprehensive School Assistance Program WestEd

12 Local Control Funding Formula What we know: Moves California to a weighted student funding methodology Estimated eight years to full implementation Begin in 2013-14, but provisions phase in over time There are questions, many questions 2014-15 budget outlook is good and Governor has strongly signaled commitment to LCFF

13 LCFF Important Facts LCFF replaces revenue limits and most state categorical programs LCFF is designed to improve student outcomes Simplicity to aid in transparency Equity through student-focused formula Performance through aligned program and budget plans Local flexibility to meet student needs LCFF implementation will take time, but begins now

14 Revisiting LCFF Greatly simplifies state funding for local educational agencies (LEAs) Per Student Base Amount Grade Level Demographics (Low income, English Learner, and/or Foster Youth) ADJUSTMENTS $

15 Revenue Limit, based on historical amounts per student with many adjustments Categorical Funding for specific purposes with many rules LCFF Base Grant is the same for every local educational agency with adjustments based on grade level LCFF Supplemental provided to address needs of English Learners, low income, and foster youth Pre-LCFFLCFF Changes Made by LCFF

16 LCFF Targets – 2013-14 Beginning of Something More 2012-13 LCFF Target 2013-14 2014-15

17 Revenue Limit Categorical Funding LCFF Base Grant LCFF Supplemental 2012-13 LCFF Target, 2020-21 (est.) LCFF Regulations – “Increase or Improve Services” Funding for Low Income and English Learner Students (e.g., Economic Impact Aid) LCFF Base Grant LCFF Supplemental 2013-14 Continue Level of Effort New LCFF Funding ? How much is “Base”? “Supplemental”? LCFF “Gap”

18 Some Big Questions How does this affect district and school planning? How will the Local Control and Accountability Plan be used? What consequences will exist? What type of intervention assistance will be offered or required?

19 The Biggest Question of All How does LCFF change our ability to meet student needs? For some, translates into more funding Allows for more flexibility in use of Economic Impact Aid » But, needs of low income and English Learners still must be met

20 Local Control and Accountability Plan Williams requirements Implementation of the academic content and performance standards adopted by SBE Parental involvement Pupil achievement Pupil engagement School climate The extent to which pupils have access to, and are enrolled in, a broad course of study And, pupil outcomes, if available, in the subject areas comprising a broad course of study.

21 Local Control and Accountability Plan Encourages telling a story of support, impact, and improvement Emphasis on good planning, communication, and engagement Organization: Stakeholder Engagement Goals and Progress Indicators Actions, Services, and Expenditures

22 Performance Based Thinking LCFF is an opportunity (and possibly an incentive) to implement a performance-based budget Fund that which contributes most to performance How do we currently factor in performance to our budgeting? What would it look like to plan for performance? Procedures Culture Budget

23 Keys to Performance-Based Budgeting Data with analysis Persistence Understanding of planning and performance assumptions Theory of action, logic model, etc.

24 Keys to Performance-Based Budgeting Criteria for evaluation Starting with priorities and values Expectations Information to evaluate Stakeholder engagement Simplicity over complexity

25 WestEd.org For More Information lcff.wested.org www.cde.ca.gov lcff.wested.org www.cde.ca.gov Jannelle Kubinec jkubine@wested.org

26 LCAP AND SCHOOL CLIMATE Greg Austin Director, S3 Technical Assistance Center

27 LCAP-related Sustainability Strategies S3 is a model for LCAP. S3 project requirements and process — and school climate domains being assessed and addressed — align with priorities and goals of LCAP. Eight state priorities in three areas (learning conditions, stakeholder engagement, pupil outcomes) must be addressed and spending aligned with them, along with local priorities. Enhancing learning conditions and stakeholder engagement to improve pupil outcomes is the core of S3!

28 S3: A Model for LCAP Process Like S3, LCAP is a data-driven action planning process rooted in stakeholder involvement. Underlying assumption is that school boards will set ambitious goals and make wise decisions to improve schools and pupil outcomes, based on local needs as identified by data and obtaining the community input, especially parents.  You used a similar action planning process in developing your S3 Matrix.

29 Data Expertise Districts must cite metrics showing progress in meeting district goals and outcome data must be shared at the school site and district levels.  You know and understand how to use data to measure, identify, and monitor priorities, needs, and goals, especially Cal-SCHLS.  Your experience may be particularly important in using data to identify local priorities. What other needs are evident in Cal-SCHLS data?

30 Data Expertise: Cal-SCHLS Priority 8 specifically calls for assessing school climate by student, staff, and parent surveys of safety and connectedness, i.e., Cal-SCHLS  Cal-SCHLS is the main source of data for assessing and monitoring LCAP priorities in general, especially pupil engagement and parent involvement.  Important that district continue Cal-SCHLS data collection so that your program has the data it needs to continue to monitor progress, show success, and sustain.

31 The Eight State Priorities 1. Basic access to core services and instruction 2. State Standards implementation (Common Core) 3. Parental involvement 4. Academic achievement 5. Pupil engagement 6. School climate 7. Course access 8. Other pupil outcomes

32 Priority 6: School Climate Measures specified include surveys of pupil, teacher, and parent perceptions of school safety and connectedness (i.e., through Cal-SCHLS). Lies at the very heart and purpose of the LCAP.  Relates to all other priorities and the overall goal of improving learning conditions, stakeholder engagement, and student achievement.  What makes it possible to meet these priorities and goals.

33 Importance to S3 Sustainability Your sustainability efforts will be enhanced by the degree to which school climate perceived by district as not a single LCAP priority it must measure but as central to the LCAP and the districts goals and missions.  Move district from compliance to commitment.

34 Climate Relevant to Five Other Priorities Academic achievement Pupil engagement Parent involvement Support of Common Core State Standards Basic services (well-maintained facilities)

35 The Eight State Priorities 1. Basic access to core services and instruction 2. State Standards implementation (Common Core) 3. Parental involvement 4. Academic achievement 5. Pupil engagement 6. School climate 7. Course access 8. Other pupil outcomes

36 Priority 4: Academic Achievement As measured by standardized tests, Academic Performance Index, college and career readiness, portion of English learners that become English proficient, Advanced Placement exams passage. Emphasize research showing links between school climate and achievement, including API  A Climate For Success, local presentation template forthcoming  Beating the Odds Study (SCI/API)  S3 Factsheet #1 (SCI/API)

37 Linking Climate to Achievement: Make Your Case! “All research…finds a positive correlation between better school climate and increased student learning and achievement” (Jones et al., 2008). School climate directly influences the cognitive as well as psychosocial development of students, promoting greater school connectedness, and engagement. Indirectly influences achievement through its effect on teacher performance and retention, and by improving parent involvement. Consistently linked to higher API scores in California.

38 Creates the foundational learning conditions for successful school improvement  The binding agent that makes everything work better  Should be a first step in turning around schools Too often ignored in school reform efforts, one reason they often fall short of their goals May be especially important for high-poverty school communities lacking in supports and resources for youth. Linking Climate to Achievement: Make Your Case!

39 The Eight State Priorities 1. Basic access to core services and instruction 2. State Standards implementation (Common Core) 3. Parental involvement 4. Academic achievement 5. Pupil engagement 6. School climate 7. Course access 8. Other pupil outcomes

40 Priority 5: Pupil Engagement As measured by school attendance, chronic absenteeism, school dropout, & high school graduations rates. Engagement one of the most overlooked aspects of school reform. A (the) major goal of S3 and school climate improvement, as reflected in SCI.  Emphasize the importance of creating developmentally supportive schools characterized by caring relationships, high expectations, and meaningful participation in fostering school connectedness and improving attendance and graduation rates.

41 The Eight State Priorities 1. Basic access to core services and instruction 2. State Standards implementation (Common Core) 3. Parental involvement 4. Academic achievement 5. Pupil engagement 6. School climate 7. Course access 8. Other pupil outcomes

42 Priority 3: Parent Involvement LCAP holds districts to a higher standard and greater commitment to parent engagement. Accountable for parent input in decision making and participation in programs. Planning process requires soliciting and documenting parental opinion and responding in writing.

43 Parental Involvement and Climate Authentic parent involvement often requires changing the culture of the schools/district. Emphasize your parent involvement successes. S3 School Climate Team and Listening Circle a model. Cal-SCHLS assesses staff and parent perceptions of how welcoming, responsive, and informative school is to parents and level/type of involvement. Parent survey is itself an involvement activity.  Demonstrates interest in parental voice  Provides data to improve outreach and involvement efforts

44 The Eight State Priorities: State Standards 1. Basic access to core services and instruction 2. State Standards implementation (Common Core) 3. Parental involvement 4. Academic achievement 5. Pupil engagement 6. School climate 7. Course access 8. Other pupil outcomes

45 CCSS Implementation and Climate More positive school climates will help ensure success through supportive learning conditions that:  Encourage youth to attend school, better ready them to learn, and motivate them to achieve.  Help them develop the social, emotional, and other “non- cognitive” skills they need to employ and demonstrate in CCSS higher-order thinking demands. As measured by CHKS: Academic mindset (self-efficacy) Persistence or grit Cooperation and collaboration Problem solving

46 Achievement in Numerical, High-Need Subgroups Requires academic improvement for numerically significant (N=30) pupil subgroups and high need students (Ed Code 52052) — specifically English learners, low-income pupils, foster youth to achieve goals. In S3, you have been identifying and targeting high- need groups through a Multi-tiered System of Supports. Cal-SCHLS an important tool:  Includes questions to identify survey results by race/ethnicity, gender, foster youth, SES (using parental education question as surrogate), military-connected, etc.  Add questions to identify youth in any subgroups of interest/need.

47 TAKING ACTION Meagan O’Malley Coordinator of S3 Technical Assistance WestEd

48 LCAP Implementation You provide expertise in identifying evidence- based programs that can help meeting these priorities. Show how your specific programs and practices have been successful and  Sustain your efforts by district-wide adoption Take a long-term perspective.  LCAPs must be updated annually.  Your most important influence may be on the implementation and revision of plan after initial adoption.

49 Advocating for Your Project Become involved in LCAP development, including advisory committees. Offer to help district in guiding LCAP development based on your unique experience and what you’ve learned.  Help district assess needs from Cal-SCHLS and other data, as you have done in S3.  Use your experience and knowledge of available tools to recommend strategies and programs that will meet identified needs.

50 Be leaders for making the case for embedding climate in district-wide school improvement policies, efforts, and indicators.  Spread the “good news” of the value of a positive school climate S3 is a model for LCAP development and implementation! You provide expertise they need! Advocating for Your Project

51 Cal-SCHLS and LCAP Emphasize the CHKS, the CSCS, and the CSPS for developing an effective LCAP and monitoring progress in fulfilling it. Why?  You’ve already been doing it. Time Trend Data  Fulfills the overarching goals and spirit of the legislation. Improve stakeholder input; Identify needs, including state priorities; Improve district ability to engage in data-driven, wise decision making; Inform overall LCAP development; and Demonstrate getting results.

52 Link your SCI to LCAP Priorities Pupil Engagement School Climate LCAP Priorities

53 Advocate for Comprehensive School Climate Improvement Urge your district to implement a comprehensive, cohesive plan that integrates school climate into school improvement. Most districts have policies related to only some components (e.g., safety, bullying, health) of climate.

54 District Buy-In: Other Strategies Publicize your success Offer to be a demonstration site for the district Mentor other school leaders Reach out to parent groups and community stakeholders Volunteer for district workgroups on safety and climate

55 Mapping S3 Strategies to LCAP Priorities Parent Participation Pupil Engagement School Climate LCAP Priorities Check & Connect Parent Liaison PBIS Link Crew Restorative Justice Common S3 Strategies

56 Resources to Help District Efforts: Websites CaliforniaS3.Wested.org safesupportivelearning.ed.gov

57 Resources to Help District Efforts: Tools To Make Your Case

58 Resources to Help District Efforts: No Cost Activities

59 Resources to Help District Efforts: Stay Connected: Get the Newsletter & Blog

60 schoolclimateconnection.org/blog/blog

61 Need customized support? Technical Assistance for LCAP Development For questions or support in applying your S3 project to your district’s LCAP, contact your TA specialist. Remember, the process you went through to develop your S3 plan is very similar to what you will need to do for your LCAP.  Collect surveys from students, staff, and parents  Data Use Workshops  Student Listening Circles & World Café

62 VOICE FROM THE FIELD Teresa Zucchet S3 Technical Assistance Specialist Madison High School

63 Madison’s Strategies Coordinator prepared a thorough brief for the principal, including: 1.Madison’s S3 project background 2.WestEd data on school climate and academic achievement 3.Results for Madison (data!) -SCI improvement, -API improvement 4.Ideas for how to map S3 programs onto LCAP Coordinator & Principal partnered to make presentation to Executive Director of Student Support Services

64

65 How it Paid Off Identified ongoing support for the S3 coordinator position .5 FTE from principal’s budget .5 FTE from district’s College, Career, and Technical Education budget Family Resource Center to be written into LCAP

66 Do you have additional ideas for integrating your S3 project with LCAP? Please send your ideas to your TA specialist for inclusion in the School Climate Connection Newsletter.

67 Contacts: Who should you call? California Department of Education  Hilva Chan (Bay Area & Northern Region) hchan@cde.ca.gov 916.319.0194  Margarita Garcia (Southern Region) mgarcia@cde.ca.gov 916.323.0208  Donna Bezdecheck (Sacramento & Central Region) dbezdech@cde.ca.gov 916.319.0283

68 Contacts: Who should you call? WestEd  Your Technical Assistance Specialist  Meagan O’Malley, Coordinator of S3 Technical Support momalle@wested.org 562-799-5421


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