21 st Century Education A conversation regarding the changes in academic standards, assessment, funding, and accountability.

Common Core State Standards (CCSS) The Common Core State Standards (CCSS) were developed through a state-led initiative to establish consistent and clear education standards for English-language arts and mathematics that would better prepare students for success in the competitive global economy. The standards promote equity by ensuring all students, no matter where they live, are well prepared with the skills and knowledge necessary to collaborate and compete with their peers in the United States and abroad.. The CCSS provide a practical way to prepare children for the challenges of a constantly changing world—by learning step-by-step the real-world skills they need for college and career. The CCSS embrace research based, effective, instructional strategies which in turn will include project based, authentic assessments of student achievement. Teachers are implementing the content and instructional practices of the CCSS.

CCSS Governor’s budget included a dedicated $200 per student funding for implementation Forestville to $70,000 to be spent on implementation of CCSS over a two year period Board acknowledged expenditures in Technology, Staff Development, and Instructional Materials Current expenditures include $11,000 in technology and $20,000 in instructional materials Beginning discussion with staff on prioritizing the remaining funds

Smarter Balance An online assessment that will engage students in Mathematics and ELA which is aligned with the Common Core State Standards. Each student will be administered either a mathematics or an ELA assessment in the field test (FT), March - June The administration of the FT is expected to take approximately 3.5 hours per grade, per content area. The FT is intended to be administered over multiple sessions of about 45 minutes each, but may be administered in shorter or longer sessions as appropriate for the students and the school Item types will include those that will be found on the assessments beginning in the school year: multiple-choice, matching, fill- in tables, drag and drop, graphing, short text, long essay. Each FT will include a performance task The test is designed to adjust reading level and complexity of text to the individual’s academic need Each section is scored on a 4 point rubric

Smarter Balance

By participating in the Smarter Balanced FT, students, teachers, and administrators will receive valuable exposure to and experience with the California’s future assessment system. Students will gain hands-on experience with the functionality of innovative technology-enhanced items and newly designed performance tasks with related classroom activities. Teachers and administrators will gain valuable experience with administration logistics, which will help them better prepare for a smooth and successful participation in the operational assessments, which will begin in the 2014–15 school year. LEAs will benefit from learning where their technology gaps may be, enabling them to fully prepare for the operational assessments. California will benefit by having the diversity of its student population included in the analysis of test and item quality and development of achievement level scores and descriptors.

Local Control Funding Formula (LCFF) Restructuring of the funding allocated to most schools in California Designed to improve student outcomes  Local flexibility to meet student needs  Simplicity to aid in transparency  Equity through student-focused formula  Performance through aligned program and budget plans Creates an opportunity to implement a performance based budget vs. a program based budget Requires an increase in stakeholder engagement

LCFF Begins with a base amount for each student Additional funding for an unduplicated count of students in poverty, English language learners or foster youth Provides assistance and a new system of support and intervention to districts that do not improve the educational outcomes of students Does not increase funds for basic aid districts Requires a local control accountability plan (LCAP)

Local Control Accountability Plan (LCAP) The local control accountability plan is the vehicle used to directly link student achievement with funding Each LCAP must include a school district’s annual goals in eight areas of priorities The plans must include both district–wide goals and goals for each numerically significant student subgroup in the district. Districts are required to include data associated with the priorities In developing the LCAP, districts must receive input from various stakeholders  One of the main procedural requirements is that a district consults with its school employees, parents, and students. In order to provide consistency we are required to use the State Board of Education template.

Next Steps Oct/Nov: Inform and Communicate  Nov. 5 th staff discussion CCSS plan  Nov. 7 th board discussion on developing the LCAP  Nov. 7 th SBE drafted LCAP template released Dec: Goal Setting  Stakeholder Surveys  Informational Meeting Jan/Feb: Program Planning Mar-May: Action Planning June: Adopt LCAP and Budget

Resources Sonoma County Office of Education  California Dept of Education  West Ed  What Works Clearing House 

Staff Discussion Priority of spending CCSS money remaining  Needs to focus on Tech, Staff development, Instructional materials  Survey of staff regarding spending priorities of CCSS Technology agreement will be included in LCAP Illuminate  Assessments: Formative and Summative (Benchmarks using SB questioning strategies)  Parent Portal  Gradebook/Report Cards