www.smcoe.org lcap and accountability 2014- 15 september 26, 2014 j jesus contreras...

www.smcoe.org

LCAP and Accountability 2014-15

September 26, 2014

J Jesus [email protected]

(650) 802 5398

mailto:[email protected]

www.smcoe.org

AGENDA1.Introductions

2.LCAP NEW Template

3.2014-15 LCAP Journey

4.CALPADS Update

5.Supplement v. Supplant

6.Title III Accountability

7.Assessment

8.Other Topics

www.smcoe.org

What’s NEW with LCFF/LCAP?

July 2014: SBE adopted proposed changes to permanent regulations

September 2014: SBE approved the proposed changes to the proposed regulations

> Changes are being circulated for a second 15-day public comment

WE HAVE A MODIFIED LCAP TEMPLATE

www.smcoe.org

Section 2 Tables

4

GOAL:

Related State and/or Local Priorities:1__ 2__ 3__ 4__ 5__ 6__ 7__ 8__

COE only: 9__ 10__Local : Specify _____________________

Identified Need :

Goal Applies to:

Schools:

Applicable Pupil Subgroups:

LCAP Year 1: xxxx-xxExpected Annual

Measurable Outcomes:

Actions/ServicesScope of Service

Pupils to be served within identified scope of service BudgetedExpenditures

__ALL

OR:__Low Income pupils __English Learners__Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)________________________

4

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Annual Update Tables

5

Original GOAL from prior year

LCAP:

Related State and/or Local Priorities:1__ 2__ 3__ 4__ 5__ 6__ 7__ 8__

COE only: 9__ 10__

Local : Specify _____________________

Goal Applies to:Schools: Applicable Pupil Subgroups:

Expected Annual Measurable Outcomes:

Actual AnnualMeasurable Outcomes:

LCAP Year: xxxx-xxPlanned Actions/Services Actual Actions/Services

Budgeted

Expenditures

Estimated Actual Annual Expenditures

Scope of service:

Scope of service:

__ALL __ALL

OR:__Low Income pupils __English Learners__Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)___________

OR:__Low Income pupils __English Learners__Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)_____________

What changes in actions, services, and expenditures will be made as a result

of reviewing past progress and/or changes to goals?

5

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Section 3A and 3B – Use of Supplemental and Concentration Grant Funds and Proportionality

Total amount of Supplemental and Concentration grant funds calculated: $_____________________________

Instructions for 3A: In the box below, identify the amount of funds in the LCAP year calculated on the basis of the number and concentration of low income, foster youth, and English learner pupils as determined pursuant to 5 CCR 15496(a)(5). Describe how the LEA is expending these funds in the LCAP year. Include a description of, and justification for, the use of any funds in a districtwide, schoolwide, countywide, or charterwide manner as specified in 5 CCR 15496. For school districts with below 55 percent of enrollment of unduplicated pupils in the district or below 40 percent of enrollment of unduplicated pupils at a school site in the LCAP year, when using supplemental and concentration funds in a districtwide or schoolwide manner, the school district must additionally describe how the services provided are the most effective use of funds to meet the district’s goals for unduplicated pupils in the state and any local priority areas. (See 5 CCR 15496(b) for guidance.)

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© 2014 School Services of California, Inc.

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Section 3A and 3B – Use of Supplemental and Concentration Grant Funds and Proportionality

Instructions for 3B: In the box below, identify the percentage by which services for unduplicated pupils must be increased or improved as compared to the services provided to all pupils in the LCAP year as calculated pursuant to 5 CCR 15496(a).

Consistent with the requirements of 5 CCR 15496, demonstrate how the services provided in the LCAP year for low income pupils, foster youth, and English learners provide for increased or improved services for these pupils in proportion to the increase in funding provided for such pupils in that year as calculated pursuant to 5 CCR 15496(a)(7). An LEA shall describe how the proportionality percentage is met using a quantitative and/or qualitative description of the increased and/or improved services for unduplicated pupils as compared to the services provided to all pupils.

%

7


County and State Superintendent Oversight• Technical assistance• Approval and

disapproval of local plans

• Review data on eligible student counts

• Stay and rescind actions of a local governing board

LCAP• Local goals focused on

improved student outcomes

• Goals aligned with annual spending plan

State Requirements• Performance expectations• Expenditure requirements• Proportionality rule• Annual audit

LCFF

The LCFF Accountability System

8


9


LCAP Guiding Principles

The LCAP is built upon the following guiding principles:

Subsidiarity:

• Decision making is most effectively accomplished at the local level

• The LCFF provides LEAs flexibility in the use of LCFF funding to improve student outcomes

• The LCAP will be highly contextual and support the sharing of the LEA’s local story

9

10


LCAP Guiding Principles

Transparency

• The LCAP will include information necessary to demonstrate that the LEA is using LCFF funding to increase and improve services to the neediest students

• The LCAP and the LEA’s spending plan will be accessible to stakeholders

Student-Focused

• The LCAP will be based upon an assessment of local needs

• The goals and actions of the plan will focus on improved outcomes for students and the closing of the achievement gap

10

Priority 1. Basic Services (Facilities in Good Repair)Priority 2. Implementation of State StandardsPriority 7. Course AccessFor COEs Only – Expelled Pupils and Foster Youth

Conditions of Learning

Priority 4. Pupil AchievementPriority 8. Pupil Outcomes

Pupil Outcomes

Priority 3. Parental InvolvementPriority 5. Pupil EngagementPriority 6. School Climate

Engagement


Three LCAP Planning Categories

11


State Priorities

12

Conditions of Learning(State Priorities 1, 2, and 7)

• Degree to which: (1) teachers are appropriately assigned and fully credentialed in the subjects and areas for the pupils they are teaching, (2) pupils have access to standards-aligned instructional materials, and (3) school facilities are maintained in good repair

• Evidence of the implementation of academic content and performance standards adopted by the state board for all pupils, including English learners

• Evidence of students being enrolled in a broad course of study that includes all of the subject areas described in Education Code Section (E.C) 51210 and subdivisions (a) to (i), inclusive, of E.C. 51220, as applicable

Pupil Outcomes(State Priorities 4 and 8)

• Student achievement as measured by (1) performance on standardized tests, (2) API scores, (3) the percentage of students that are college and career ready, (4) the percentage of English learners that made progress towards English proficiency as measured by the California English Language Development Test, (5) the English learner reclassification rate, (6) the percentage of students who have Advanced Placement exams with a score of 3 or higher, and (7) the percentage of students determined to be prepared for college by the Early Assessment Program

• Student outcomes in the subject areas described in E.C. 51210 and subdivisions (a) to (i), inclusive, of E.C. 51220, as applicable

Engagement(State Priorities 3, 5, and 6)

• Parent involvement including the efforts to seek parent input in decision making, promotion of parent participation in programs for unduplicated pupils and special need subgroups

• Pupil engagement as measured by school attendance rates, chronic absenteeism rates, middle school dropout rates, high school dropout rates, high school graduation rates

• School climate as measured by student suspension rates, student expulsion rates, other local measures including surveys of students, parents, and teachers on the sense of safety and school connectedness

12


Life Cycle of the LCAP

ReflectGrow

Adapt Adapt

July – October• Evaluate progress• Conduct needs assessment• Consult stakeholders

April – June• Consult stakeholder and adjust to

reflect progress measured• Finalize following May Revision• Hold public hearing• Adopt and implement

November – January• Identify goals, actions, and

services• With Governor’s January

Budget, align resources• Consult stakeholders

February – March• Inform stakeholders• Respond to comments• Adjust to reflect input

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14


Levels of Engagement as Required by Statute

12

34

Consultation with:TeachersPrincipalsSchool personnelPupilsLocal bargaining units

Present for review and comment to:

Parent advisory committeeEnglish learner parent advisory committeeThe superintendent must respond in writing to comments received

Opportunity for public input:

Notice of the opportunity to submit written commentPublic hearing

Adoption of the plan:Adopted concurrent with the LEA’s budgetSubmitted to COE for approvalPosted on district websiteCOE posts LCAP for each district/charter school or a link to the LCAP

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Why Engage?

Engaging stakeholders in the development of the LCAP is also a requirement of law

Specifically, the Education Code requires that school districts and COEs consult with teachers, principals, administrators, other school personnel, local bargaining units, parents, and students

Charter schools must also consult with teachers, principals, administrators, other school personnel, parents, and students

There is no requirement that they consult with local bargaining units

Appendix B – E.C. 52060-52077

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Stakeholder Engagement Guide

We have developed a guide to assist you in planning for successful engagement of stakeholders in the development of your first annual update

In addition to answering “Why engage?” the guide answers the following:

Who are our stakeholders?

Who should we engage?

What does it mean to consult?

The guide provides a process for consulting with an LCAP stakeholder committee and includes sample forms and instructions for facilitators

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Consultation Best Practices

Meaningful engagement will have an impact on the successful implementation of the plan and the ability of the LEA to improve outcomes for students

We strongly encourage LEAs form an LCAP Stakeholder Committee and engage them on a very deep level

It is a best practice to ensure that:

Parents of significant subgroups are represented

Local bargaining units appoint representatives to the committee

LEA conducts pertinent meetings though the fall to reflect on the LEAs progress towards LCAP goals based on prior-year data and AFFIRM, MODIFY, or DEVELOP new goals and actions as needed 17

18


Consultation Best Practices

The committee meets following the Governor’s January Budget Proposal to prioritize actions based on the projected revenues that will be available to support implementation in the subsequent year

Members of the committee make a multiyear commitment to the group in the interest of continuity and shared ownership of outcomes

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Steps Outlined in the Engagement Guide

Step 1: What does the data say?

Step 2: What needs to be done?

Step 3: What actions and services are recommended in Year 1, Year 2, and Year 3?

Step 4: Is progress being made?

Step 5: What revisions should be made to the LCAP?

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See Appendix C: Stakeholder Engagement Guide


20


The Review and Comment Stage of Engagement

Remember that the statute provides for two distinctly different stages of engagement

Following the Consultation Stage, the superintendent shall:

Present the plan or plan update to the parent advisory committee for review and comment

Present the plan or plan update to the English learner parent advisory committee for review and comment

The superintendent is required to respond to comments received –

From the committees, not to individual comments from individual members

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Similar to the Consultation Stage of engagement, it is a best practice to:

Ensure that the advisory groups understand the new funding model, LCAP requirements, and their role as committee members

Share the results of the local needs assessment and connect the dots between the data and the proposed goals, actions, and anticipated costs

Facilitators may find that there is not consensus among committee members on their concerns – charting can help facilitators get to consensus so the committee knows which comments the superintendent will be required to respond to

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Ensure that committee members understand that they will have an opportunity to comment as an individual during the public comment period

Following the Review and Comment Stage of engagement, the LEA should make any final changes to the proposed plan and present it for public comment

There is no requirement that the superintendent respond to comments received during the public comment period or the public hearing

But responding can make for a smoother adoption process

Many LEAs found it helpful to categorize comments into topical areas and to post responses to the district website 22

23


Responding to Complaints

LEAs are required to respond to complaints related to the development and adoption of the LCAP, as well as the content of the planE.C. 52075 provides that a school district, county superintendent of schools, or charter school shall respond to LCAP complaints according to the Uniform Complaint ProceduresThe statute also required LEAs to establish local policies and procedures to implement these requirements on or before June 30, 2014If the complaint was filed anonymously, it cannot be ignored You must investigate anonymous complaints if the complainant

provided evidence or information that upon investigation would lead to evidence supporting an allegation of noncompliance

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Avoiding Complaints and Building Positive Relationships

With Stakeholders

When using surveys and large public forums to engage a broad audience, ensure that they are narrowly focused on data and that time is spent educating participants on existing programs and their resultsContinue to use these engagement methods to educate a broad audience around LCFF and LCAP requirements, to share your proposed plan, and to communicate progressConsider engaging your worst critics They will grow in their knowledge and understanding of the

challenges and opportunities you face They might become your ally and advocate

What strategies have you found to be successful in engaging reluctant or passive stakeholders?

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25


Federal Funds – “Supplement” Not “Supplant”


The LCFF does not recognize supplemental and concentration grants as restricted dollars

As LEAs create expenditure plans, it will be important to follow the Federal guidelines and ensure LEAs can clearly demonstrate that Title I and Title III funds are used to provide services and support that meet the following criteria:

Are above and beyond the “core” program

Were not previously funded with a state or local resource

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Federal Funds – “Supplement” Not “Supplant”


There’s uncertainty on the approach the federal government will take as it relates to the uses of supplemental and concentration funds as well as ways to demonstrate supplemental services to their satisfaction

LEAs with varying student demographics amongst school sites should consider the way staff and other expenditures are funded across the LEA so they do not risk penalties

Our advice: Establish and document the “core” program and add supplements to the “core” program

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Supplemental and Concentration Grant Expenditures

E.C. 15496 details the requirements for LEAs to demonstrate increased or improved services for unduplicated pupils in proportion to the increase in the funds apportioned for supplemental and concentration grants

To increase services means to grow services in quantity

To improve services means to grow services in quality

The Education Code now gives the local governing board broad authority as to what services to offer

But the student population to be served with targeted funds is still well defined 27

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Best Practices for Sections 3C and 3D

Sections 3C and 3D requires expenditure and proportionality information

Narrative descriptions are important to ensure transparency with all stakeholders

Best practices

Keep the narrative descriptions succinct and clear

Use the narrative as a way to summarize your goals and actions from Section 2

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Dotting the “I’s” and Crossing the “T’s”

In order to receive COE approval of the LCAP, the following areas will be reviewed for compliance: Advisory Committees Public Hearing/Board Approval State Priorities Metrics Actions, Services, and Expenditures Districtwide/Schoolwide Use of Funds Proportionality Sufficient funds allocated to implement goals and actions

See Appendix E – Complete LCAP Checklist

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How Are Other Plans Affected by the LCAP?

The LCAP must be consistent with the strategies included in the Single Plan for Student Achievement (SPSA)

In accordance with E.C. 52052, specific actions included in the LCAP, or the annual update of the LCAP, must be consistent with the strategies included in the SPSAs developed pursuant to E.C. 64001

The updated template for SPSA includes sections for the use of LCFF base, supplemental, and concentration funds

Districts should align the SPSA planning timeline with the LCAP to ensure actions and strategies are consistent

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The LCAP and the Annual Audit

For school districts and COEs, auditors will verify that the LEA:

Presented the LCAP or annual update to a parent advisory committee and an English learner parent advisory committee, if applicable

Notified the public of the opportunity to submit comments regarding actions and expenditures proposed in the LCAP or annual update

Held at least one public hearing

Adopted the LCAP or annual update in a public meeting31

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The LCAP and the Annual Audit

The LCAP and its process is subject to an audit to examine whether or not the funds provided through apportionment have been spent in accordance with the requirements

For the 2014-15 annual audit for all LEAs – school districts, COEs, and charter schools:

Auditors will select samples of the actions or services in the LCAP’s existing Sections 3A and 3B that the LEA has noted as implemented and have generated actual expenditures

• And examine that expenditures were made for the sample actions or services noted by the LEA

• LEAs should work with their respective auditors to identify the actions or services for review

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TOM TORLAKSONState Superintendent of Public Instruction

CALIFORNIA DEPARTMENT OF EDUCATIONTom Torlakson, State Superintendent of Public Instruction

State and Federal Program Directors’

Cindy Kazanis, DirectorEducational Data Management Division

September 17, 2014

CALPADS Update


Census Day

PrimaryData

Collection Window

Certification Deadline

AmendmentWindow

Fall 1 October1

• Enrollment• Graduates/

Dropouts• Immigrants• English Learners• Free or Reduced

Price Meal (FRPM) Eligible

October 1to

December 12

December 12 December 13 to

February 13

Fall 2 October1

• Course Enrollment• Teachers• English Learner

Services

October 1to

March 6

March 6 March 7 to

April 2

End of Year 1-4

n/a• Courses• Grades• Career Technical

Education • Program

Participation• Discipline• CAHSEE Waivers

and Exemptions

June 1 to

July 31

July 31 August 1to

September 4

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2014–15 Collection Windows

CALPADS Overview


35

• CALPADS is the sole source for student demographic, enrollment, and program data for the student test registration system known as the Test Operations Management System (TOMS)

• All updates must be made in CALPADS. LEAs cannot update student demographic, enrollment, or program data in TOMS.

• Student accommodations and designated supports are not collected in CALPADS.

• Student accommodations and supports cannot be uploaded by the LEA until CALPADS data is available in TOMS. (e.g., new enrollments must be uploaded to TOMS prior to accommodations for the newly enrolled student.)

Student Test Registration


Student Test Registration

36

Local Educational

Agency

Test Operation Management System

(TOMS)

CALPADS

Student-levelaccommodations*

Student-leveltest registration

Student-levelCALPADS submission

* Reference Smarter Balanced Usability, Accessibility, and Accommodations Guidelines(http://www.cde.ca.gov/292859)


CALPADS to TOMS

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CDE’s Nightly Extract of student level data from CALPADS Operational Data Store (ODS) and

uploads to TOMS.

TOMS automated process determines

any updates, deletes, and adds

LEAs review TOMS, verify data uploaded,

and submit designated supports and accommodations

to TOMS directly

Continues through

testing window

Updating CALPADS ODS with

Demographic, Enrollment & Program

data

1

2

3

4

START

Data Loading Process


2014–15 Timeline

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July 1, 2014 June 30, 2015January

July 1, 2014

Begin CALPADS enrollment

Dec 12, 2014

CALPADS Fall 1 certification deadline

Feb 13, 2015

Fall 1 Amendment

Window Deadline

June 1, 2015

CALPADS End-of-Year opens

Operational Data Store (ODS)-CALPADS LEA administrators maintain current enrollment

July - June

March 6, 2015

CALPADS Fall 2 Certification Deadline

April 2, 2015

Fall 2 Amendment Window Deadline

Oct 1, 2014CALPADS

Fall 1And

Fall 2 Open

Sep 17, 2014CALPADS Training

for CAASPP


Foster Youth Data Match

• Weekly match with Department of Social Services and CDE to begin in late Fall 2014

• Match will identify students are currently in the foster system in CALPADS and will include:

– Whether the student is living at home receiving family maintenance services, or living in a placement outside the home

– Contact information for the foster student's social worker and educational representative

• County offices of education will have the ability to see all the foster students in their county, which will help counties work with their LEAs to coordinate services for these students

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Contact Information

California Department of Education CALPADS Operations [email protected]://www.cde.ca.gov/ds/sp/cl/ Service Desk (Operated by CSIS)[email protected]://csis.fcmat.org/

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Supplement, Not Supplant, Schoolwide Basics and

Consolidating Funds in the Schoolwide Program

State and Federal Directors’ MeetingSeptember 19, 2014

Presented by: Paula FloresAudits and Investigations Division


42

Agenda

Tests for Supplement, Not Supplant

Common 2013-14 Cycle B and D Supplement, Not Supplant Findings

Title I, Part A Schoolwide Program Basics

Consolidating Funds in a Schoolwide Program


43

Fiscal Monitoring Instrument:Federal Programs Reviewed

Title I, Part A, Basic Grants Low Income and Neglected Program—Resource Code 3010

Title I, Part C, Migrant Ed & Migrant Ed Summer Program—Resource Codes 3060 & 3061

Title II, Part A, Teacher Quality Program—Resource Code 4035

Title III, Limited English Proficiency (LEP) Student Program—Resource Code 4203

Title IV, Part B, 21st Century Program—Resource Code 4124


44

Fiscal Monitoring Instrument Components Reviewed

III-FM 1. Timekeeping Requirements

III-FM 2. Allowable Costs

III-FM 3. Supplement, Not Supplant

III-FM 4. Cash Management

III-FM 5. Funding

III-FM 6. Reporting


45

SUPPLEMENT, NOT SUPPLANT


46

III-FM 3.SUPPLEMENT, NOT SUPPLANT

Federal funds should be used to supplement, not

supplant existing state and local fiscal efforts. Schools

which receive the funds shall have base expenditures

comparable to nonparticipating schools.


47

III-FM 3.SUPPLEMENT, NOT SUPPLANT

Ensure the local educational agency (LEA) uses categorical funds only to supplement, and not supplant state and local funds for the following programs:

Title I, Part A (20 U.S.C. 6321[b]) –Resource Code 3010

Title I, Part C (20 U.S.C. 6321[b] and 6394[c][2]) –Resource Codes 3060 and 3061

Title II, Part A (20 U.S.C. 6321) –Resource Code 4035

Title III (20 U.S.C. 6825[g]; 5 CCR 4320[a]; EC 52168[b] & [c]; EC 54025[c]) –Resource Code 4203

Title IV, Part B (EC 8483.5[e]; 20 U.S.C. 7174[b][2][G]) –Resource Code 4124


Supplement, Not SupplantRequirements

Targeted Assistance Schools

An LEA may use Title I funds only to supplement and, to the extent practical, increase the level of funds that would, in the absence of Title I funds, be made available from non-Federal sources for the education of students participating in Title I programs. In no case may Title I funds be used to supplant—i.e.., take the place of—funds from non-Federal sources.

Schoolwide Program Schools

A schoolwide program school, must use Title I funds only to supplement the amount of funds that would, in the absence of the Title I funds, be made available from non-Federal sources for that school, including funds needed to provide services that are required by law for children with disabilities and children with limited English proficiency.

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Tests for Supplanting

There are three tests generally used to determine if supplanting exists:

1. Are Federal funds being used to provide services that the LEA was required to make available under other federal, state, or local laws?

2. Are Federal funds being used to provide services that the LEA provided with non-Federal funds in prior year(s)?

3. Are Title I funds being used to provide services to Title I students when the same service is being provided with state or local funds for non-Title I students?


What Documentation is Needed:

Fiscal or programmatic documentation to confirm that in the absence of Federal funds, the LEA would have eliminated staff or other services

Budget histories and documentation to show the actual reduction in state or local funds

Decision to eliminate services or position(s) was made without regard to availability of Federal funds (including the reason the decision was made)

50

TOM TORLAKSONState Superintendent of Public Instruction SCHOOLWIDE PROGRAMS

51


Schoolwide Program (SWP) Flexibility

A school site that consolidates Federal funds is not required to meet most of the statutory and regulatory requirements of the specific federal programs

Must meet intent and purpose of programs

Not required to identify particular children or provide supplemental services

School must receive all state and local funds necessary to operate

52


Schoolwide Program Basics:

Ensure all children meet standards, particularly those most at risk

Can consolidate Federal, state, and local funds to upgrade the entire educational program

A school in which 40 percent or more of its students are from low-income families

Required:– Comprehensive needs assessment– Comprehensive schoolwide plan– Annual evaluation

53


Components of the Schoolwide Plan (continued):

Develop plans to assist preschool students through the transition from early childhood programs to local elementary school programs;

Identify measures to include teachers in decisions regarding the use of academic assessments;

Conduct activities to ensure that students who experience difficulty attaining proficiency receive effective, timely additional assistances;

Coordinate and integrate federal, state, and local services and programs;

Identify the specific federal, state and local programs and the amounts being consolidated.

54

TOM TORLAKSONState Superintendent of Public Instruction CONSOLIDATING FUNDS IN

SCHOOLWIDE PROGRAMS

55


Three scenarios

1. Consolidate Federal, state, and local funds

2. Consolidate only Federal funds

3. Do not consolidate Title I with other Federal, state, and local funds (nothing consolidated)

56


SWP Plans must …

Identify the specific federal, state, and local programs and the amounts being consolidated*

1. Consolidate Federal, state, and local funds No time and effort records necessary

2. Consolidate only Federal funds Semiannual certifications and monthly PARs are

necessary

3. Do not consolidate Title I with other Federal, state and local funds (No consolidation of funds) Semiannual certifications and monthly PARs are

necessary

*Note: In accordance with Education Code & the California School Accounting Manual (CSAM), funds are required to be separately accounted for in the Standardized Account Code Structure (SACS) 57

Title I Schoolwide Programs


Full consolidation

(Federal, state, and local funds)

58


What does it mean to consolidate funds?

SCHOOL has one flexible pool of funds or combine funds in a single account

FUNDS lose individual program identity

“Used to support any activity of the schoolwide program without regard to which program contributed the specific funds used for a particular activity”

School must meet schoolwide supplement, not supplant requirements, i.e. must receive all the state and local funds it would otherwise receive to operate its educational program

59


What does it mean to consolidate funds? (continued)

LEA does not literally need to combine funds in a single account or pool with its own accounting code

IMPORTANT

Must identify the “consolidated” programs and the amounts consolidated from each in the schoolwide plan!

60


“Intents and Purposes”

A school that consolidates Federal, state, and local funds is not required to meet most of the statutory and regulatory requirements of the specific federal programs.

BUT–Must meet “intents and purposes” of all programs

61


What about State limitations on consolidation?

NCLB Statute: Section 1111(c)(10):

“Each State plan shall contain assurance that - the State educational agency (SEA) will modify or eliminate State fiscal and accounting barriers so that schools can easily consolidate funds from other Federal, State, and local sources for schoolwide programs”

62


What Federal programs can be consolidated?

All formula (non-competitive) – Except Reading First– Includes IDEA, up to cap (but not exempt from

programmatic requirements)– Migrant and Indian Education restrictions

All discretionary (competitive)– Still must carry out all activities described in application– Need not account separately for specific expenditures

Education funds only (no School Lunch, Head Start, Child Development)

63


Federal Funds Only

64


No Consolidation (Do Not Consolidate Title I

with other Federal, state and local funds)

65


REMINDER: The Plan!

The SPSA tells the auditor:

What programs have been consolidated

How much from each program

66


What about state accounting requirements?

States require LEAs to identify expenditures by functional categories like salaries, travel, supplies, etc.

“However, a school would not be required to track how much it spends on salaries back to a specific program included in the consolidated SWP.”

67


How Does the LEA Report Expenditures?

Must be a reasonable basis, for example:

Proportional

Revenue

Sequence

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Schoolwide Time Records

If school consolidates… Then must keep…

All Federal, state, and local funds

No time and effort records

Federal funds only (“Consolidated federal pot”)

Semiannual – if works ONLY on SWP (single cost objective)Monthly PAR – if works on SWP and other program not in plan (multiple cost objectives)

Nothing(only Title I funds in SWP)

Semiannual – if works ONLY on SWP (single cost objective)Monthly PAR – if works on SWP and other program not in plan (multiple cost objectives)

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Transitioning California to a Balanced Assessment System

September 19, 2014

State and Federal Program Directors’ Meeting

Peter Callas, AdministratorChris Smith, Consultant

Assessment Programs Support and Outreach


71

2014–15CAASPP System

Smarter Balanced – English–language Arts (ELA)– Mathematics

• Summative assessments • Interim assessments• Formative assessment

processes (Digital Library)

California Standardized Test (CST) California Modified Assessment (CMA) California Alternate Performance Assessment (CAPA)

• Science• Alternate assessments

– ELA and mathematics (Field Test)

Standards-based Test in Spanish (STS)• Reading/language artsGrade two diagnostics• ELA and mathematics


Smarter Balanced Field Test Feedback

• Mid-testing Surveys for LEA Coordinators– Testing Window One

• 102 respondents

– Testing Windows Two and Three • 344 respondents

• Post-testing Survey– Released June 27, 2014 – Designed for LEA coordinators, technology

coordinators, and teachers and administrators

72


Achievement Level Settingfor Smarter Balanced

Assessments • This fall, educators, parents, and

business/community members will participate in online and in-person panels to provide recommendations for setting achievement levels for the Smarter Balanced summative and interim assessments.– In-person panel; October 13–19– Online panel; registration deadline—September 26

http://smarterbalanced.measinc.com/EventCode/100614o Comments taken October 6–17

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http://smarterbalanced.measinc.com/EventCode/100614


A Balanced Assessment System

Common Core State Standards

specify K-12

expectations for college and career readiness

All students leave

high school college

and career ready

Teachers and schools have

information and tools they need

to improve teaching and

learning

Interim assessments

Flexible, open, used for actionable

feedback

Summative assessments

Benchmarked to college and career

readiness

Educator resources for

formative assessment

practicesto improve instruction


Smarter Balanced Summative Assessment

2014L 15• Grades 3-8 and 11• Grade 11 used for Early Assessment

Program (EAP) purposes• Test windows:

– Grades 3-8; students will have received 66% of instructional days

– Grade 11; students will have received 80% of instructional days

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Additional CAASPP Assessments2014-15

CST, CMA, & CAPA –Science*–Grades: 5, 8 &10• Alternate Assessment to replace CAPA–ELA and mathematics–Grades: 3–8 & 11–Testing window: TBD

• STS–Reading Language Arts*–Grades 2–11

•Testing window: 85 percent of instructional days

*Paper-pencil only

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Interim Assessments

• The Smarter Balanced Interim Assessments comprise interim comprehensive assessments (ICAs) and interim assessment blocks (IABs)

• ICAs and IABs are alike in the following ways:

– The quality criteria used for the ICA and IAB items are the same as those used for the summative assessment.

– ICAs and IABs use the same universal tools, designated supports, and accommodations.

– They will be available to all California teachers• Fixed form of ICAs and IABs will be available in Winter 2015

– ICA and IAB use is optional.


Interim Comprehensive Assessments

ICAs mirror the summative assessment:• Use the same blueprints as the summative.• Assess the same range of standards.• Have the same item types and formats.• Include performance tasks.• Require the same amount of administration time.• Provide information regarding student readiness for

the end-of-year summative assessment


Interim Assessment Blocks

IABs assess fewer sets of skills and:• Use the same targets, by grade level, as

the summative blueprints.• Consist of short, focused sets of items.• Provide information about a student’s

strengths and needs in relation to the standards.

• Offer varied blocks by grade level and subject area.


Definition of the Formative Assessment Process

Formative assessment is a deliberate process used by teachers and students during instruction that provides actionable feedback that is used to adjust ongoing teaching and learning strategies

to improve students’ attainment of curricular learning targets/goals.

It is also called “assessment for learning.”


Four Attributes of the Formative Assessment Process

Clarify intendedlearning

Elicit evidence

Act onevidence

Interpret evidence


What the Digital Library Is Not …

A bank of assessment items

A learning management system in

which educators can register for training or

receive credit by completing specific

online courses

A site to freely post resources


Criteria for Resources

• Aligns with Common Core State Standards

• Incorporates formative assessment practices

• Demonstrates high-quality instruction

• Addresses learner differences• Is engaging/user-friendly


For Further Information

CDE CAASPP Officehttp://www.cde.ca.gov/ta/tg/ca/

[email protected]

CDE Smarter Balanced Web Pagehttp://www.cde.ca.gov/smarter/

CDE Testing and Accountability Web Pagehttp://www.cde.ca.gov/ta/

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

http://www.cde.ca.gov/smarter/

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

www.smcoe.org

Questions?

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