meeting #1 superintendent torlakson’s advisory task force on accountability and continuous...

Meeting #1

Superintendent Torlakson’s

Advisory Task Force on Accountability and

Continuous Improvement

19/21/15

Welcome & Introductions

29/21/15

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What has you most excited about the development of California’s new Accountability and Continuous Improvement System?

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Introductions

Intention Setting and Agenda

Review

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Task Force Purpose and Objectives

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Make recommendations and build the highest possible levels of agreement for California’s new public education accountability and continuous improvement system.

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Task Force Purpose

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Make recommendations for the overall state system of public education accountability and continuous improvement;

Make recommendations for a corresponding system of indicators, assessments, and metrics;

Identify previous system “underbrush” and make recommendations for removal/transformation

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Task Force Objectives

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In making his recommendations, the SPI seeks to build on highly collaborative relationships already in place and ongoing eff orts by/in:

The State Board of Education and the California Department of Education;

Public School Accountability Act (PSAA) Advisory Committee; Existing statewide assessment work (Smarter Balanced); Existing and planned statewide support systems (CCSESA,

CCEE, QRIS); And others…see google doc: http://bit.ly/1Ml3Vz4

The result: A comprehensive and integrated set of recommendations for accountability and continuous improvement

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Seeking Alignment, Coherence, and Readiness

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Articulate the state’s expectation for districts, charter schools and county offi ces of education.

Foster equity. Provide useful information that helps parents,

districts, charter schools, county offi ces of education and policymakers make important decisions.

Build capacity and increase support for districts, charter schools and county offi ces.

Encourage continuous improvement focused on student-level outcomes, using multiple measures for state and local priorities.

Promote system-wide integration and innovation .

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SBE Guiding Principles

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Review the purpose and objectives of this task force; Establish agreed upon principles and considerations

for accountability and continuous improvement systems development;

Understand where this work fi ts in the current context, including its relationship to: LCAPs, the work being undertaken by the SBE, Blueprint 2.0, and other ongoing eff orts; and

Identify key recommendation areas for inclusion in final report.

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Objectives for Today

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10:50 - Context Setting #1: Current State of Accountability Systems in CA

11:25 – Visioning Session 12:30 – Lunch 1:15 – Context Setting #2: Towards a New

System of Assessment and Accountability in CA

1:40 – Priority Focus Areas 2:40 – Closing Session 3:00 – Adjourn

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Agenda

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Engage in creative and candid discussion.

Use discretion when communicating about the process

Use agreed-upon talking points Respect different perspectives Use spectrum of agreement decision

making tool Others?

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Ways We Prefer to Work Together

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Decision Making Tool

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Thank you! CDE Foundation California Education Policy Fund

Task Force Website: http://cdefoundation.org/acitf/

Next Meetings:

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Acknowledgements and Housekeeping

Meeting # Date Location

1 9/21/15 Sacramento

2 11/10/15 Los Angeles

3 1/7/16 Bay Area

4 2/22/16 Sacramento

http://cdefoundation.org/acitf/

http://cdefoundation.org/acitf/

Context Setting #1: Current State of

Accountability Systems in

California

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CALIFORNIA STATE BOARD OF EDUCATION


State Board of Education UpdateTransitioning to a New Accountability System

Nancy S. Brownell, Senior Fellow, State Board of Education StaffLocal Control and Accountability Team

Superintendent’s Task Force – September 21, 2015


Defining Accountability• Defining accountability has become more complex as

our understanding of it has grown beyond goals, indicators, decision rules, and consequences.

• The above components are still central to an accountability model, but the focus has expanded to include capacity building and providing appropriate technical assistance and support.

• The purpose of accountability is not simply to identify and punish ineffective schools and districts, but to provide appropriate supports to increase effectiveness.

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Accountability Goals• Strengthen teaching and learning• Increase the individual capacity of teachers and

school leaders • Increase the institutional capacity of schools,

districts, and state agencies to continuously improve

• Carefully phase in policy changes as state and local capacity grows

• Consider federal accountability requirements relative to the new state system once established.

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Policy Changes in Process• The changes introduced by the Local Control

Funding Formula (LCFF) represent a major shift in how California funds Pre-K-12 education

• 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.

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Keep the Following in MindBoard President Michael Kirst

• A change of state policy is relatively simple compared to the enormous transformation required to implement a new funding and accountability system in each district and charter school.

• The goal moving forward is to determine how all of the recent changes best lead to improved programs and services for students at the local level.

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Keep the Following in MindBoard President Michael Kirst

• LCFF oversight is multidimensional, with many new components.

• Local plans should provide easy to understand information that articulates strategic thinking, planning and implementation.

• We want to learn more about how local plans and other components help promote continuous improvement and allow for coordinated, high quality assistance to improve student outcomes as we develop a new accountability system.

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State Priorities• Student Achievement• School Climate• Student Engagement• Parent Involvement• Course Access• Standards Implementation• Basic Services• Other Student Outcomes• Coordinated instruction and services for

expelled and foster youth (COEs)22


SBE Guiding Principles• Articulate the state’s expectations for districts,

charter schools and county offices of education. • Foster equity.• Provide useful information that helps parents,

districts, charter schools, county offices of education and policymakers make important decisions.

• Build capacity and increase support for districts, charter schools and county offices.

• Encourage continuous improvement focused on student-level outcomes, using multiple measures for state and local priorities.

• Promote system-wide integration and innovation.23


Local and State Accountability• With LEAs now responsible for more local

accountability components (LCAP, annual update, rubrics), purposes and roles within the new accountability system must be redefined.

• For state accountability purposes, many system components are already in place. A review of these components shows how they support the current overall goal of continuous system improvement.

• Some components will need to be modified and/or eliminated.

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Developing and Transitioning to a New, Coherent

Accountability SystemClassroom and School Practices

Local Accountability

Processes

State Accountability

Processes

Classroom and school practices

grounded in state standards and curricular frameworks.

Local accountability processes and

elements, based on the state priorities,

LCAPs, and evaluation

rubrics.

Statewide accountability processes and elements that

support fairness, comparability, and

trend analysis across multiple

measures of progress.

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Existing Foundation for Accountability System

California’s new accountability system will build on the foundation of the Local Control Funding Formula (LCFF), including:

• The Local Control and Accountability Plan (LCAP) and Annual Update

• Evaluation rubrics

• The roles of the State Superintendent, County Superintendents, and the California Collaborative for Educational Excellence

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New Accountability System• Purposes: students college and career ready,

increase district and school capacity and drive continuous improvement

• Foundation : state priorities, student content standards, CAASPP, LCFF, LCAPs, Evaluation Rubrics

• Focus: broader set of outcomes than in the past, multiple measures that reflect more clearly what students need in order to be prepared for college, careers, citizenship, and life!

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Accountability Phase 1 – LCFF Evaluation Rubrics Statutory Requirements

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

• To assist County Superintendents 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

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Revised LCFF Major Tasks and Milestones

June2015

February 2016

October June October

2nd LCAP with Annual

Update Completed

Original Evaluation

RubricsAdoption

Revised Evaluation

RubricsAdoption

Research & Prototype TestingAlignment with Accountability

DevelopmentStakeholder Engagement

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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

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Resources

• Nancy Brownell – [email protected]• State Board of Education Agendas http

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

://www.cde.ca.gov/be/pn/im/infomemoaug2015.asp • 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/

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

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

http://www.cde.ca.gov/be/pn/im/infomemoaug2015.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/

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Outlines what the next four years should bring to California education

Transformation of our education accountability system “from ‘test and judge’ methods of the past to the ‘support and improve’ approaches of the future”

Lays out clear intentions for this new system

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Where are we going?

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Collaborative approach to changing our education system

Rests on the belief that educators want to excel, trusts them to improve when given the proper supports, and provides local schools and districts with the leeway and flexibility to deploy resources so they can improve

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The California Way

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Significant evidence of this new way of doing business:

California Labor Management InitiativeCalifornia Standards ImplementationAligned communication strategies

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The California Way

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Selected Stakeholder Reactions to September 9 Score Release

Education Trust-West: “These results are not a repudiation of the state standards, in fact they are quite the opposite: a reaffi rmation of the critical and urgent need to better prepare California’s students…. We’re excited by the strong and collective commitment to help every California student achieve college and career readiness.”

California Teachers Association: “With the state’s school funding formula and more community control over targeting resources, students, parents, educators and administrators are working together in exciting ways. It’s a work in progress, but it’s also a work about real progress that’s being made by educators, parents and communities coming together …

California State University System: “The standards are directly impacting the fabric of our state…. The test results signal the need for teachers, parents and local communities to work together to support students on their path to college and workforce success.”

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Selected Stakeholder Reactions to September 9 Score Release

California State PTA: “This is a unique opportunity for parents and families to communicate, plan and partner with teachers…Parents can talk with their child’s teacher and ask school principals and school-district leaders for information on how they’re implementing the new standards and assessments.”

Association of California School Administrators : “Over the next weeks and months, district administrators, teachers, parents and community members will jointly analyze the data from these examinations to better serve our students…we see these assessments as diagnostic tools.”

Los Angeles Area Chamber of Commerce: “Employers are demanding more of their employees today…We need to have those same higher expectations of the state’s students…These are the highest standards we’ve ever established for K-12.”

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Q&A

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Visioning

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Blueprint 2.0 , “California must build individual and institutional capacity while creating a state accountability system that:1. Is based on promoting continuous improvement of a

broad array of student outcomes as well as continuous organizational learning;

2. Places importance on improving the performance of students who are not meeting their full potential;

3. Better identifi es the needs and capacity of underperforming schools and districts and provides the appropriate resources and supports to facilitate improvement ; and

4. Properly balances accountability both vertically within the state and districts and horizontally within the community.

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Visioning

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In small groups, please answer the following question:

“What would success look like in these four areas?”

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Visioning

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Lunch!

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Context Setting #2: Towards a New

System of Assessment and

Accountability in California

TOM TORLAKSONState Superintendent of Public Instruction

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Achievement Levels, Growth, and Targets with Assessment Data

• Measuring by Status or Achievement Levels

• Measuring by Growth

• Measuring by Both

• Setting Targets45


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2500

2516

Growth vs Achievement Levels

8 points growth, but same achievement level

8 points growth and new achievement level


Growth Models• Many different designs of growth

models

• Simplicity

• Transparency

• Equity

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Q&A

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Priority Focus Areas

What do you see as important considerations and emerging priorities on which this group

should focus?

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Priority Focus Areas

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Closing

Next meeting: Tuesday, November 10 th – Los Angeles

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Next Steps

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What is one conclusion you came to today?

What is one thing that is important for us to remember and carry forward for our work together?

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Closing

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Thank you!

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meeting #1 superintendent torlakson’s advisory task force on accountability and continuous...

Documents

county offices of education

new system of assessment

state board of education

task force objectivesin

previous system underbrush

charter schools

systemwide integration

context setting