Local Control Accountability Plan Update: Working With Stakeholders and County Review

A Gift of More Local Control A gift with layers: All of the factors that affect a child’s learning. Accountability. Stakeholders we serve. It’s a seven layer cake with eight layers of funding.

Outcomes Review LCAP purposes. Review SBE approved template and spending regulations and implications. Sharing data with stakeholders. What are we asking stakeholders? County contacts. Implementation Framework and county review.

Local Control Accountability Plan Annual Goals That Address Eight Specified Priority Areas Districtwide goals. Goals for each subgroup; school. Specific Actions to Achieve Goals Each action must be aligned with budget. Input and Review Process Advisory groups review and comment. LEA responds to groups’ comments in writing.

Janelle’s Key Points LCFF changes focus from compliance to performance. LCAP describes what you will do for kids and what you will spend to do so. Performance driven - what do all kids need and how will you meet their needs. Local Planning - tells the local story to stakeholders based on the local needs and goals –

Advice from Janelle’s WestEd Colleagues “Telling the Story” is like a grant introduction or justification. Stakeholders as audience. It’s like an elevator speech. Who are we -- our values, our priorities, our stakeholders and partners. How we plan to address our needs. How we’ll invest the funds. How the system will support it. How did we get it done?

Priorities May Be Grouped for “Goal” Purposes A. Conditions of Learning Basic Services Implementation of State Standards Course Access B. Pupil Outcomes Pupil Achievement Other Pupil Outcomes Engagement Parent Involvement Pupil Engagement School Climate

Districts Counties Charters Significant subgroup now defined as 30. Significant subgroup Foster youth defined as 15.

Template Categories 3-Year LCAP 1. Stakeholder Engagement Guides the process planning for development of LCAP. See guiding questions. Likely will be completed after LCAP sections 2-3 are complete. Is NOT the narrative for state priority 3, Parent Involvement.

Template Categories 3-Year LCAP 1. Stakeholder Engagement Needs Analysis: Guiding question 3- What information was made available to stakeholders related to the state priorities and used by the LEA to inform the LCAP goal setting process? Qualitative and Quantitative

Needs Analysis

KDS Surveys

On Gathering Input Don’t ask for input that you don’t plan to use. Ask questions relevant to your story or your data. What is your process for reviewing processing and feeding back your input to your stakeholders?

What are Districts Asking? Temecula Valley: How can TVUSD help more… 1. Students to attend school regularly? 2. Students to do well in their classes? 3. Students to graduate from high school? 4. Students to prepare for college and careers? 5. Parents to become involved in our schools?

Essential Questions From Madera County What steps might we continue or implement to: Close achievement gaps? Provide college and career readiness? Achieve master of 21st century learning skills? Ensure all students graduate? Promote positive learning environments? Expand parent involvement?

What are Districts Asking?

KDS Surveys

CAC: Community Advisory Committee (SpEd) CSEA: California State Employees Association CTE: Career Technical Education Partners DELAC: District English Language Advisory Committee GATE: Gifted & Talented Education Advisory Committee LCAP: Local Control Accountability Plan Information Nights PAC: Parent Advisory Committee PTO: Parent Teacher Organizations SSC: School Site Councils VVTA: Val Verde Teachers Association

LCAP Next Steps Create a Timeline of Events Establish Districtwide Committees Analyze Student Achievement Data Know Research Educate Learning Community on LCFF and LCAP Establish LCAP Goals Begin Aligning Budget With LCAP

Focus Group Questions In small, grade span alike groups: What two things do you want most for your child? What do parents need to know most about this? What are the best ways to get parents engaged in this new opportunity?

Small Group Discussion How are you engaging your stakeholders? What are you asking your stakeholders? How are you maximizing attendance? How are you reviewing and processing and feeding back your input to stakeholders?

Template Categories 3-Year LCAP Needs (data) Analysis 2. Goals and Progress Indicators 8 state priorities; all students + subgroups; schools District identifies metric and the progress projected (target). Quantitative or qualitative One goal can fit multiple state priorities

Getting Ready to Write Does your writing team have a common understanding of terms such as: “Annual update” “Metric” “Different/Improved” “State Priorities”/”LEA priorities”, “LEA goals” “Actions and Services” “Performance Indicators”

Template Categories 3-Year LCAP 3. Actions, Services, and Expenditures Budget references include all funding sources to implement action/service. Actions, services, and expenditures for ALL pupils and subgroups not listed in B. Actions and services above and beyond what is provided for All Students that serve low income, EL, foster youth, and RFEP.

Template Categories 3-Year LCAP Actions, Services, and Expenditures Description of calculation of concentration funds, how the funds are being expended that year, justification for schoolwide or districtwide use.

Template Categories 3-Year LCAP Actions, Services, and Expenditures Description of how services for subgroups identified under (B) are increased or improved in proportion to the increased funding and as compared to services provided to all pupils.

SBE Approved Spending Regulations

SBE Proportionality Scenario

Disconnect in Funding? If “districtwide” means a district may spend LCFF funds (concentration and supplemental) on all students -- how does a district reconcile or meet a proportionality figure?

Deadline On or before July 1, 2014 (By June 2014), LEA Board Approval at same meeting and prior to the Budget Approval. Due to RCOE by July 1, 2014, or 5 days after board approval, whichever is sooner.

LCAP actions must be consistent with local bargaining agreements. Solicit written comments from public. Respond in writing to comments from advisory committees. Present proposed plan to parent advisory committees for review and comment. Adopt Plan at subsequent public meeting. Develop proposed plan. 52062.a(4): superintendent shall review school plans and ensure that the specific actions included in the LCAP are consistent with the strategies included in the school plans Governing Board solicits recommendations and comments from public at public hearing. Must be adopted by July 1, 2014 Consult with school employees, parents, students and local bargaining units. LCAP actions must be consistent with local bargaining agreements.

If County Superintendent seeks clarification, budget approval is conditional

COE reviews plan content and alignment of budget. Submits locally approved plan to COE five days after adoption. Seeks clarification about contents of plan from district by August 15. COE reviews plan clarification. Responds to COE request for clarification within 15 days. Submits recommended amendments to plan back to district within 15 days. COE reviews plan amendments. Considers COE recommendations in a public hearing within 15 days. Reviews plan to determine if it meets requirements (adheres to SBE Template and aligns with district budget). If plan meets requirements, approves plan by October 8. If plan does not meet requirements, does not approve plan; provides support.

Our Review Process TEAM WORKING DATES: June 24-26, 2014   TEAM WORKING DATES: June 24-26, 2014 July 7-11, 2014 July 15-31, 2014 (Directors Only) Our Review Process

July 15-31, 2014 (Directors Only) Our Review Process   TEAM WORKING DATES: June 24-26, 2014 July 7-11, 2014 July 15-31, 2014 (Directors Only)

LCAP actions must be consistent with local bargaining agreements. Solicit written comments from public. Respond in writing to comments from advisory committees. Present proposed plan to parent advisory committees for review and comment. Adopt Plan at subsequent public meeting. Develop proposed plan. 52062.a(4): superintendent shall review school plans and ensure that the specific actions included in the LCAP are consistent with the strategies included in the school plans Governing Board solicits recommendations and comments from public at public hearing. Must be adopted by July 1, 2014 Consult with school employees, parents, students and local bargaining units. LCAP actions must be consistent with local bargaining agreements.

LCAP Development Assistance Riverside/ Alvord/ Jurupa Contact: Cynthia Woods cwoods@rcoe.us; 951-826-6101 Murrieta/ Temecula Contact: Diana Asseier dasseier@rcoe.us; 951-826-6648 Coachella/ Palm Springs/ Desert Sands Contact: Mike Barney mbarney@rcoe.us; 951-826-6304 Palo Verde/ Desert Center/ Menifee Contact: Dennis Large dlarge@rcoe.us; 951-826-6220 Banning/ Beaumont/ San Jacinto Contact: Barbara Howard bhoward@rcoe.us; 951-826-6632 Corona/ Lake Elsinore/ Val Verde/ RCOE Contact: Russ Frank rfrank@rcoe.us; 951-826-6601 RCEA/ CBK/ Imagine/ Gateway/ RiverSprings Contact: Diana Asseier dasseier@rcoe.us; 951-826-6648 Perris High/ Perris El/ Romoland Contact: Hilma Griffin-Watson hgriffin-watson@rcoe.us ; 951-826-6120 Hemet/ Nuview/ Moreno Valley Contact: Ron Vito rvito@rcoe.us; 951-826-6797

REVIEW STRUCTURE Level 1- Expert Team Review by the priority areas. Level 2- Whole Plan Review by district. Level 3- Directors’ Final Review and Response to district.

Flexibility…Accountability GOAL: Every Student College and Career Ready How can we assist our districts in increasing achievement for all students? Systems ensuring successful implementation of actions and sustainability of impact. What does the Research say?

Implementation Science Stages of Implementation Drivers of Implementation

Implementation Science Level 1- Expert Team Review by the priority areas. Lens for Plan Review Ensure goals are based on Needs Analysis. Ensure Goals and Actions will result in progress indicated based on identified metric. Ensure Actions are research-based. GOAL: Increased achievement for all students; every student college and career ready.

An in depth view of the research based “Lens” Implementation Science An in depth view of the research based “Lens”

Competency Drivers http://www.touchpointdashboard.com/wp-content/uploads/2013/07/measure.jpg

Performance Assessment Definition: Performance assessments define the practices that teachers and/or students will do differently based on new learning. Performance assessment indicate the” vital behaviors” to implement a new practice. Performance Assessments are commonly called Practice Profiles. http://www.touchpointdashboard.com/wp-content/uploads/2013/07/measure.jpg

Implementation Framework Review the descriptions for each of the “Drivers.” Discuss at your table the following questions: What are the critical components of each of the drivers? Why is it critical to address each of the drivers when planning the actions to achieve your goals? How can this frame your LCAP development?

Our Goal Goal: District will implement six to eight CCSS aligned units of study in 100% of all ELA classes by the end of the 2016-17 school year. District will write three CCSS aligned units of study in the 2013-2014 school year. (Exploration) District will write three CCSS aligned units of study in the 2014-15 school year. (Exploration) District will train all teachers to implement CCSS aligned units of study and refine CCSS units of study in the 2014-15 school year. (Installation) District will continue to support teachers to implement CCSS aligned units of study and refine CCSS units of study in the 2015-16 school year. (Initial Implementation) District will fully implement CCSS aligned units of study per year in 100% of all ELA classes in the 2016-17 school year. (Full Implementation)

Reviewing Your Action Steps via the “Lens” Performance Assessment (Practice Profile) Competency Drivers Organizational Drivers Leadership Drivers

Implementation Framework Review the list of action steps identified for implementation of the common core goal. Which of the drivers are addressed by each action step? Are there any drivers that are missing or underrepresented?

Competency Drivers http://www.touchpointdashboard.com/wp-content/uploads/2013/07/measure.jpg

Performance Assessment Reflective Questions Related to your goal: Have we defined what full implementation of the goal will look like (created a practice profile)? Who contributed to this definition? Are all practitioners aware of the continuum of progress to full implemention? How will we monitor progress toward full implementation? Who will be responsible for monitoring? How will we refine this definition as implementation progresses?

Competency Drivers http://www.touchpointdashboard.com/wp-content/uploads/2013/07/measure.jpg

Competency Drivers Reflective Questions Related to your goal: How is coaching, training and selection used to ensure students are supported by implementing your goal? How is coaching, training and selection used to support instructional systems? How is coaching, training and selection used to support teachers with collaboration on your goal? How is the effectiveness of coaching, training and selection being monitored to ensure effective implementation? What coaching, training and selection will ensure that all students and stakeholders will have access to your goal to catapult their learning?

Competency Drivers http://www.touchpointdashboard.com/wp-content/uploads/2013/07/measure.jpg

Organizational Drivers Reflective Questions Related to your goal: Systems Intervention: What external forces might impact the district and/or site ability to implement your goal? (legislation, budget, community resources, etc.) Facilitative administration: What internal organizational systems are in place in order for the district/site to implement your goal? What barriers must be removed in order for the district/site to implement your goal? Decision Support Data Systems: What data points are needed to support the successful implementation of your goal? What collaboration systems are needed to support the successful implementation of your goal? How are the data and collaboration systems being monitored to ensure effective implementation of your goal?

http://globalimplementation.org/_static/gii/uploads/files//plenary_411_fixen_slides_frameworks_to_integrate.pdf

Leadership Drivers Reflective Questions Related to your goal: Technical leadership Do site/district leaders have the knowledge & skills to answer technical questions related to the implementing the goal? Do site/district leaders have the ability to recognize the different levels of knowledge, understanding, and needs of the staff? Adaptive leadership Do leaders have the ability to address the fears, anxiety and resistance related to implementation of the goal? Do leaders have the ability to respond to the different levels of knowledge, understanding, and needs of the staff? Do leaders have the ability to integrate instructional and district systems interdependently to ensure successful implementation of the goal? Do leaders effectively communicate goals, objectives and action steps to all stakeholders in order to ensure the successful implementation of goal? Do leaders monitor and reflect on the effectiveness of the goal and support systems related to the goal and adjust as necessary?

Implementation Framework Considering the Reflective questions for each of the drivers. What additional steps should be added to ensure the full implementation and sustainability of the goal?

Level 2- Whole Plan Review by district Plan reviewed for coherence, template alignment, budget alignment.

Level 3- Directors’ Final Review and Response to district Plan reviews from first two processes analyzed and response to district developed.

TEAM WORKING DATES: June 24-26, 2014 July 7-11, 2014 July 15-31, 2014 Teams review plans by priority areas. July 7-11, 2014 Teams review “whole” plans by district. District “contacts” facilitate district LCAP review. July 15-31, 2014 ES and FS Directors conduct final LCFF/LCAP review. Generate summary and recommendations.

TEAM WORKING DATES: July 31 – August 10, 2014 Cabinet generates letters Approved. Conditional approval based on clarification needed on budget or plan. Not approved (provides technical assistance).

COE reviews plan content and alignment of budget. Submits locally approved plan to COE five days after adoption. Seeks clarification about contents of plan from district by August 15. COE reviews plan clarification. Responds to COE request for clarification within 15 days. Submits recommended amendments to plan back to district within 15 days. COE reviews plan amendments. Considers COE recommendations in a public hearing within 15 days. Reviews plan to determine if it meets requirements (adheres to SBE Template and aligns with district budget). If plan meets requirements, approves plan by October 8. If plan does not meet requirements, does not approve plan; provides support.

Through each replication, we become more clear in our implementation efforts. http://zerobearblog.blogspot.com/2012/01/this-duck-business-is-for-birds.html

A Gift of More Local Control A gift with layers: All of the factors that affect a child’s learning. Accountability. Stakeholders we serve. It’s a seven layer cake with eight layers of funding.

After All – Who’s this Cake for?

Questions?