State of the State in California Education CALIFORNIA

State of the State in California Education CALIFORNIA STATE BOARD OF EDUCATION Nancy S. Brownell, Senior Fellow, State Board of Education Staff Local Control and Accountability Team Sonoma County – January 9, 2015 CALIFORNIA STATE BOARD OF EDUCATION

Governor Brown’s State of the State CALIFORNIA STATE BOARD OF EDUCATION “We are at a crossroads, ” he said. “With big and important new programs now launched and the budget carefully balanced, the challenge is to build for the future, not steal from it, to live within our means and to keep California ever golden and creative, as our forebears have shown and our descendants would expect. ” 2

Notable Quotes – State of the State CALIFORNIA STATE BOARD OF EDUCATION “And we’re not stopping there. Soon we will make the last payment on the $15 billion of borrowing made to cover budget deficits dating back to 2002. We will also repay a billion dollars borrowed from schools and community colleges and another $533 million owed to local governments. ” 3

Notable Quotes – State of the State CALIFORNIA STATE BOARD OF EDUCATION “To that end, over the next four years – and beyond – we must dedicate ourselves to making what we have done work, to seeing that the massive changes in education, health care and public safety are actually carried out and endure. The financial promises we have already made must be confronted honestly so that they are properly funded. The health of our state depends on it. ” 4

Notable Quotes – State of the State CALIFORNIA STATE BOARD OF EDUCATION “Now – decades later – we have finally created a much fairer system of school funding, called the Local Control Funding Formula. Under the provisions of this law, state funds are directed to school districts based on the needs of their students. Districts will get significantly more funds based on the number of students from foster care, low-income families and non-English-speaking parents. This program also breaks with decades of increasing centralization by reducing state control in favor of local flexibility. Clear goals are set, and their enforcement is entrusted to parents and local officials. This puts California in the forefront of educational reform. ” 5

Notable Quotes – State of the State CALIFORNIA STATE BOARD OF EDUCATION “The tasks ahead are daunting: making sure that the new system of local control works; recruiting and training tens of thousands of teachers; mastering the Common Core Curriculum; and fostering the creativity needed to inspire students. Teachers need to be held accountable but never forget: they have a tough job to do. They need our encouragement, not endless regulations and micro-management from afar. ” 6

K-12 Per-Pupil Spending CALIFORNIA STATE BOARD OF EDUCATION • Reflecting the recent significant increases in Proposition 98 funding, total per-pupil expenditures from all sources are projected to be $13, 223 in 2014 -15 and $13, 462 in 201516, including funds provided for prior year settle-up obligations. • Ongoing K-12 Proposition 98 per-pupil expenditures in the Budget are $9, 667 in 2015 -16, an increase of $306 per-pupil over the level provided in 2014 -15, and up significantly from the $7, 008 per-pupil provided in 2011 -12. 7

Governor’s Educational Priorities CALIFORNIA STATE BOARD OF EDUCATION • LCFF – Upward Adjustments for base, supplemental and concentration grants (includes some Career Tech $s) • Economic Recovery Target payments to ensure that almost every local education agency receives at least their pre-recession funding level, adjusted for inflation, at full implementation of the Local Control Funding Formula. 8

Governor’s Educational Priorities CALIFORNIA STATE BOARD OF EDUCATION • K-12 Facilities – Expand Local Funding Capacity, Restructure developer Fees, Expand Allowable Uses of Restricted Maintenance Funding • Adult Education – Consortia Funding, Community Colleges and K-12 • Career Technical Education – Transition Funds for 3 Years 9

Governor’s Educational Priorities CALIFORNIA STATE BOARD OF EDUCATION • Other Investments – Common Core Implementation – $1. 1 B, ELD and NGSS standards too, COEs – Technology Infrastructure - $100 million one time funds – Teacher Preparation – Accreditation, Assessment, Induction – Energy Efficiency – Child Care (Budget Adjustments) 10

Local Control and Accountability Plans CALIFORNIA STATE BOARD OF EDUCATION • Major changes to a belief and structured finance and student outcome system • Continuum of Connections: Needs Assessment Goals Resource Alignment Services Student Outcomes • Situated in a developing, new accountability system for California • State priorities are the foundation 11

Local Control and Accountability Plans: Guiding Principles CALIFORNIA STATE BOARD OF EDUCATION • Performance-focused – relationship among plans, funding use, outcomes for students • Simplicity and transparency • Student-focused – local identification of needs, provide equitable opportunities • State priorities – define metrics, but rely on local determination of measurement • Stakeholder engagement – parents, students educators, broader community 12

8 State Priorities and Related Data Elements Needs Assessment Ø Ø Ø Goals Student Achievement Performance on assessments Academic Performance Index College and Career Readiness English learners becoming reclassified and proficient Advanced Placement Exams passage Prepared through Early Assessment Program Basic Services Ø Rate of teacher misassignments Ø Student Access to standardsaligned instructional resources and materials Ø Facilities Course Access Ø Student access and 13 enrollment in courses of study Resource Alignment School Climate Ø Student suspension rates Ø Student expulsion rates Ø Other local measures Parental Involvement Ø Efforts to seek parent input Ø Promotion of parental participation and leadership Ø Ø Ø Services Outcomes Student Engagement School attendance rates Chronic absenteeism rates Middle School dropout rates High School graduation rates Implementation of CCSS Ø CCSS implementation results for all students, including English learners Other Student Outcomes Ø Other indicators of student performance in courses of study. May include performance and other exams.

LCAP Actions and Services CALIFORNIA STATE BOARD OF EDUCATION • Technical and relationship challenges • Measure progress on process and outcomes • Trust is as important as the measurement expectations • Use the local data you have as formative measures, not as a complete design this year • Process for using the metrics also needs to engender trust and rapport 14

Strong Formative Metrics CALIFORNIA STATE BOARD OF EDUCATION • Credible: Are within your sphere of influence or control, and your schools; leadership, and community believe they will contribute to the results. • Feasible: Require data that you can realistically obtain. • Valuable: Answer the “so what” questions, go beyond activities to outcomes and goals. 15

LCAP Annual Update Instructions CALIFORNIA STATE BOARD OF EDUCATION • For each goal in the prior year LCAP, review the progress toward the expected annual outcome(s) based on, at a minimum, the required metrics pursuant to Education Code sections 52060 and 52066. • The review must include an assessment of the effectiveness of the specific actions. • Describe any changes to the actions or goals the LEA will take as a result of the review and assessment. In addition, review the applicability of each goal in the LCAP. 16

Implementation and Continuous Improvement Goals and Outcomes CALIFORNIA STATE BOARD OF EDUCATION Reasons for Budget Differences Actions and Services Progress and Needed Changes Schools and English Learners Measures and Metrics 17

Formative Progress – Continuous Improvement CALIFORNIA STATE BOARD OF EDUCATION Agree on and implement/fine tune changes. Define Improve Analyze, examine and communicate data, adjust. Actions and services in year 1, how you will achieve them. Measure Learn Collect information, verify and make inferences, add to data system. 18

LCAP Challenges How do we get from here … to here? CALIFORNIA STATE BOARD OF EDUCATION County Office and Local Board approved LCAP, 3 -year plan All students leave high school college and career ready; English Learner students well served. …and what actions and services will help? 19

Questions CALIFORNIA STATE BOARD OF EDUCATION • Here to stay! Governor’s priority. • Accelerating funds to districts. • New Accountability system will be build on state priorities and LCFF • Governor’s Leadership for the next four years • Do what’s best for California and deal with feds. • New legislators. Senior Assembly 2010 20

Deeper Standards Implementation = 21 st Century Competencies • Cognitive Competencies CALIFORNIA STATE BOARD OF EDUCATION – Cognitive Processes and Strategies – Knowledge – Creativity and Innovation • Intrapersonal Competencies – Intellectual openness – Work Ethic/Conscientiousness • Interpersonal Competencies – Self Evaluation – Teamwork and Collaboration – Leadership 21

Reasoning in Action: Math Practice Standards CALIFORNIA STATE BOARD OF EDUCATION 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning 22

Smarter Balanced Claims for Mathematics Claim #1 – Concepts and Procedures CALIFORNIA STATE BOARD OF EDUCATION Claim #2 – Problem Solving Claim #3 – Communicating Reasoning Claim #4 – Modeling and Data Analysis “Students can explain and apply math concepts and interpret and carry out mathematical procedures with precision and fluency. ” “Students can solve a range of complex wellposed problems in pure and applied mathematics, making productive use of knowledge and problem solving strategies. ” “Students can clearly and precisely construct viable arguments to support their own reasoning and critique the reasoning of others. ” “Students can analyze complex, real-world scenarios and can construct and use mathematical models to interpret and solve problems. ” Overall Claim for Grades 3 -8 “Students can demonstrate progress toward college and career readiness in mathematics. ” Overall Claim for Grade 11 “Students can demonstrate college and career readiness in mathematics. ” 23

Smarter Balanced Claims for Literacy Claim #1 - Reading “Students can read closely and analytically to comprehend a range of increasingly complex literary and informational texts. ” Claim #2 - Writing “Students can produce effective and wellgrounded writing for a range of purposes and audiences. ” CALIFORNIA STATE BOARD OF EDUCATION Claim #3 – Speaking and Listening “Students can employ effective speaking and listening skills for a range of purposes and audiences. ” Claim #4 – Research/Inquiry “Students can engage in research and inquiry to investigate topics, and to analyze, integrate, and present information. ” Overall Claim for Grades 3 -8 “Students can demonstrate progress toward college and career readiness in English language arts and literacy. ” Overall Claim for Grade 11 “Students can demonstrate college and career readiness in English language arts and literacy. ” 24

Foster Deeper Learning, Critical and Creative Thinking CALIFORNIA STATE BOARD OF EDUCATION Depth of Knowledge (DOKs) Level 1 – Recall & Reproduction Level 2 – Working with Skills & Concepts Level 3 – Short-term Extended Thinking Level 4 – Long-term Extended Thinking 25

Smarter Balanced Reporting CALIFORNIA STATE BOARD OF EDUCATION • Results 4 weeks after assessments, reported for Literacy and Mathematics • Overall scale score (1000 -3000) • Achievement Level – Threshold ALDs (4 point scale) • Claim Score – above, at or near, below standard • Interim Assessments – January 15 26

Formative Assessment: Key to Instructional Decisions CALIFORNIA STATE BOARD OF EDUCATION • A process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to improve students’ achievement of intended instructional outcomes. Learning progressions, goals, success criteria Evidence of learning during lessons Collaborative classroom culture Descriptive feedback Self- and Peer. Assessment 27 (ELA/ELD Framework, Ch. 8, pp. 9, 30; CCSSO, 2008)

ELD Instructional Vision Themes CALIFORNIA STATE BOARD OF EDUCATION • valuing language and culture as assets • ensuring equity in intellectual richness • building content knowledge and language in tandem • attending to specific language learning needs • integrating domains of communication • providing appropriate scaffolding • evaluating progress appropriately • sharing collective responsibility for student success (Knowing and Doing as classroom instructional managers) 28

Effective Instructional Practices CALIFORNIA STATE BOARD OF EDUCATION • High quality, rigorous instructional materials aligned with your program and delivery model, engage English Learners and high need students, and ACCELERATE grade-level content learning and language development • Attention to college and career readiness expectations • Scaffold and support as appropriate within the context of the district’s overall instructional design for high need students and English Learners (SIOP, QTEL, GLAD, etc. ) 29

Effective Instructional Practices CALIFORNIA STATE BOARD OF EDUCATION • Supportive school structures, i. e. , instructional coaches, professional learning communities, extended learning, leadership development • Evidence-based and programmatically coherent supplemental support for students • Quality professional development that is timely, effective, sustained, designed to build district- and school-level capacity 30

Questions CALIFORNIA STATE BOARD OF EDUCATION • Math Adoption 31

Components of Meaningful Cognitive Engagement Necessary Components CALIFORNIA STATE BOARD OF EDUCATION • Attendance in school • Attendance during learning experiences • Cognitive engagement during learning experiences • Relevant and challenging learning experiences • Student selfreflection/assessment/goal setting • Student motivation to attend and cognitively engage J. Valentine, University of Missouri Supportive Processes • Teacher student relationships • School protection of classroom learning time • Teacher use of classroom instructional time • Teacher design of relevant and challenging tasks and lessons • Teacher enthusiasm and support • Facilitation of student learning 32

Student Engagement Observations CALIFORNIA STATE BOARD OF EDUCATION • Positive body language • Consistent focus • Verbal participation, individual and small groups • Student confidence • Fun and excitement International center for Leadership – Willard Daggett Supportive Processes • Individual attention • Clarity of learning • Meaningful student work and tasks • Rigorous thinking • Performance Orientation 33

Grit, Tenacity and Perseverance! CALIFORNIA STATE BOARD OF EDUCATION • Growth mindset • Multifaceted concepts encompassing goals, challenges and ways of managing them • Sociocultural context is important • Learning environments can be designed to promote them • Promote: academic mindsets, effortful control, strategies and tactics 34

LCFF Rubrics - System Components CALIFORNIA STATE BOARD OF EDUCATION The specific requirements of the evaluation rubrics are set forth in EC Section 52064. 5. On or before October 1, 2015, SBE adopts for all of the following purposes: (1) To assist a school district, county office of education or charter school in evaluating strengths, weaknesses, and areas that require improvement. (2) To assist a county superintendent of schools in identifying school districts and charter schools in need of technical assistance pursuant to Section 52071 or 47607. 3 as applicable, and the specific priorities upon which the technical assistance should be focused. (3) To assist the Superintendent in identifying school districts for which intervention pursuant to section 52072 is warranted. (b) The evaluation rubrics shall reflect a holistic, multidimensional assessment of school district and individual school-site performance and shall include all of the state priorities described in subdivision (d) of Section 52060. (c) As part of the evaluation rubrics, the state board shall adopt standards for school district and individual school-site performance and expectation for improvement in regard to each of the state priorities described in 35 subdivision (d) of Section 52060.

LCFF Rubric Development CALIFORNIA STATE BOARD OF EDUCATION http: //lcff. wested. org/local-control-funding-formula-rubric-design-overview/ 36

Key Principles for Evaluation Rubrics Design Process CALIFORNIA STATE BOARD OF EDUCATION • Align to the LCFF design principles: (1) studentfocused, (2) equity, (3) transparency, and (4) performance. • Serve as a resource that LEAs find useful to guide reflections and provide helpful ideas to support students. • Support of a continuous improvement process focused on student-level outcomes. • Facilitate reflection that supports local ownership of planning and implementation of actions that support student-level outcomes. 37

Key Principles for Evaluation Rubrics Design Process CALIFORNIA STATE BOARD OF EDUCATION • Not grade nor judge, but provide ways to identify strengths, areas for improvements, and strategies to improve. • Include other resources and tools that in combination support high-quality planning and implementation. • Extend to all strategic planning and implementation efforts. The evaluation rubrics are not limited to LCAPs. 38

System Components CA Collaborative for Educational Excellence CALIFORNIA STATE BOARD OF EDUCATION • Charged with Helping Districts – Improve achievement within the context of the state priorities – Enhance the quality of teaching – Improve district/school-site leadership – Address the needs of priority student populations – Help achieve LCAP goals 39

CA Collaborative for Educational Excellence CALIFORNIA STATE BOARD OF EDUCATION • Members – State Superintendent or designee – SBE Appointee – Sue Burr – County Superintendent (Senate Rules) – District Superintendent (Governor) – Teacher (Speaker) • Riverside County Office Contract 40

Long Term Development CALIFORNIA STATE BOARD OF EDUCATION • State Priorities • Local Control and Accountability Plan (LCAP) • Evaluation Rubric Design Process • California Collaborative on Educational Excellence • Public Schools Accountability Act (PSAA) • Additional Assessments – State and Local 12 41

Common Goal CALIFORNIA STATE BOARD OF EDUCATION Ensure that students learn what they need to know and do to be successful in life, having been well-taught by competent professionals in adequately resourced schools that are responsive to student needs. 42 9

Accountability Pieces in Play All the pieces not fully developed yet. Connecting relationships still emerging. CALIFORNIA STATE BOARD OF EDUCATION ing m o es c us. g d E oc f o t in ing ! m i T rs e t t ma 43

Key Purposes of New Accountability System CALIFORNIA STATE BOARD OF EDUCATION • Provide transparency of decision making processes in support of student achievement and outcomes. • Focus district and school leaders on significant areas for improvement and raise the sense of urgency to do so. 44 10

Key Purposes of New Accountability System CALIFORNIA STATE BOARD OF EDUCATION • Report well-timed, accessible and actionable data for use by educators, parents, community members and policymakers. • Drive continuous improvement and allow the state to differentiate the performance of districts and schools in need of support and technical assistance. • Strengthen confidence in the educational system and return on investment. 45 11

Collective Accountability and Shared Responsibility CALIFORNIA STATE BOARD OF EDUCATION • • Student accountability Parent responsibility Teacher and leader accountability Local school board and superintendent accountability • Higher education accountability • Educator preparation provider accountability • State accountability 46

New Accountability System CALIFORNIA STATE BOARD OF EDUCATION • Build on the foundations of LCFF, state priorities and implementation of new student academic standards and assessments • Increase district and school capacity and drive continuous improvement • Focus on a broader set of outcomes than in the past, reflect more clearly what students need in order to be prepared for college, careers, and citizenship 47

New Accountability System CALIFORNIA STATE BOARD OF EDUCATION • Decisions and actions are aligned and consistent towards ensuring students are ready for college and careers • Differentiate the performance of schools and districts in reliable and meaningful ways so they receive appropriate support and assistance • Improve performance across the systems, increase achievement and efficiency, strengthen local capacity 48

Long Term Development CALIFORNIA STATE BOARD OF EDUCATION • State Priorities • Local Control and Accountability Plan (LCAP) • Evaluation Rubric Design Process • California Collaborative on Educational Excellence (CCEE) • Public Schools Accountability Act (PSAA) • Additional Assessments – State and Local 12 49

Resources CALIFORNIA STATE BOARD OF EDUCATION • Nancy Brownell – nbrownell@cde. ca. gov • LCFF – West. Ed Channel http: //lcff. wested. org/ • State Board of Education Agendas http: //www. cde. ca. gov/be/ag/ag/ind ex. asp • CDE Common Core http: //www. cde. ca. gov/re/cc/ • CAASPP http: //www. cde. ca. gov/ta/tg/ca/ 50 13