california state board of education developing a new accountability system nancy s. brownell &...

CALIFORNIA STATE BOARD OF EDUCATION


Developing a New Accountability System

Nancy S. Brownell & Michelle Magyar, State Board of Education StaffLocal Control and Accountability Team

CISC – May 15, 2015


New Accountability System• New academic standards and Local Control

Funding Formula (LCFF), state priorities as the foundation.

• Increase district and school capacity and drive continuous improvement.

• System needs to 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.

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LCFF Big Ideas• In conjunction with the new funding

formula, we adopted a new system of support and technical assistance for districts and counties.

• Founded on annual plans and evaluation rubrics.

• Districts develop, adopt and implement 3-year plans to improve student performance.

• Builds on a continuous improvement model of accountability. 3


Transitioning to a New Accountability System SBE Framing Questions

• What are the primary goals and purposes of the new accountability system?

• What local and state multiple measures and data are available, valid, reliable, and useful as we phase in a new accountability system?

• What technical issues and additional analyses will need to be addressed in developing a valid set of indicators?

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Transitioning to a New Accountability System SBE Framing Questions

• How will data from multiple measures and indicators reflecting the state priorities be combined to differentiate the needs of schools and districts needing technical assistance?

• How will the accountability system provide both status and growth information? How will information on how well schools and districts are performing and making satisfactory progress be determined?

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Developing a New Accountability System

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New Context for Accountability

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Continuous Learning,

Equity, and Transparency

CCEE

Legisla-ture

LCFF evalua-

tion rubrics

SPIPSAA and TDG

Governor

SBE


Accountability Mechanisms• Political accountability - operationalized

through Local Control Accountability Plans (LCAPs)

• Professional accountability - through effective licensure, accreditation and professional development

• Performance accountability - monitoring the performance of schools/ districts across the state’s eight priority areas, plus other local priorities.

8Linda Darling-Hammond


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.9

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What Are the Elements of a Systems Approach to Improvement?

Systems Accountability

Input MeasuresConditions affecting

education

State/Local Process

MeasuresEducational processes

that take placeState/Local Outcome MeasuresResults of the

teaching/learning process

David Conley 10

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Which LCAP Processes are Associated with Which LCAP Outcomes?

Process Measures

• Attendance reports• Student engagement surveys• Suspensions, expulsions• Student/parent/teacher

climate surveys• Parental input/involvement

efforts• Parent participation surveys• Common Core

implementation• Course access in core

academic areas

Outcome Measures

• Test score gains• English proficiency• College/career readiness• Dropout rates• Graduation rates• Completion of

college/career pathway• Completion of workplace or

service experience

David Conley11

Role of Evaluation RubricsLocal Control Funding Formula Objective

Role of the Evaluation Rubrics

Student Outcomes

Provide (1) local educational agencies (LEA)with information to assess areas of strengths, weaknesses, and improvement needs related to state priority areas and (2) provide information that technical assistance providers can use to address needs

Equity Bring attention to performance of all students including low-income, English learners, foster youth, and other significant subgroups of students

Engagement Provide transparent and accessible access to data and information that supports local engagement in planning, implementation, and monitoring of activities to improve student outcomes

Resource Alignment

Provide systematic way to review outcomes to assess impact of investments to inform resource use12

Findings Related to the Development of Standards Some metrics are defined by the state and

reported to the state Graduation rate, standardized test scores, drop-out

rates, suspension, and expulsions Some metrics may be defined by the state but not

reported to the state Williams requirements, attendance rate, chronic

absenteeism, some measures of school climate Some metrics are locally defined and locally

maintained Parental involvement, implementation of state

standards Not all data is currently available for all subgroups

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Findings Related to the Development of Standards Range of types of metrics

Input Teacher assignment Teacher credential

status

Sufficiency of instructional materials

School facilities

Process Attendance rates Chronic absenteeism Parent involvement

Course access Implementation of state

standards

Outcomes

Statewide assessments Academic Performance

Index College and career

readiness (A-G and CTE)

English Learner language proficiency

Advanced placement Early Assessment Program Suspension Expulsion Graduation rate Dropout – middle school and

high school

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Considerations• California schools are still strongly embedded in their

local community contexts.

• A set of common statewide indicators is necessary for equity purposes.

• Additional indicators will capture performance in the local context.

• Adding indicators and measures requires a thoughtful, phased approach that entails copious technical assistance.

• California has an unprecedented opportunity to rethink accountability within a systems improvement framework.

15David Conley


Establishing the Connections Between Processes and Outcomes• While all processes may relate to all

outcomes generally, the precise relationships are less clear.

• It will be important to establish more direct causal relationships between processes and outcomes.

• This will create a model where schools that implement a process will be more likely to achieve an outcome.

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Next Steps for Rubrics• Consider a “less is more model”• Think about phasing in the most

important outcome measures• Consult and advice from Technical

Experts, Rubric Design Group, Stakeholders

• Research methods for calculating reference points based on available data

• Present an online prototype at July SBE meeting 17


Next Steps for Accountability Planning

July 8-9, 2015 Examples

September 2-3, 2015

Feedback and Input

November 4-5, 2015

Framework and Implementation

January 2016Considerations for Establishing a Definition of College and Career

March 2016Aligning Systems of Assessment and Accountability

May 2016 Calculating Student Growth

July 2016Prioritizing sets of indicators for annual determinations of school and district performance

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Resources

• Nancy Brownell – [email protected]• State Board of Education Agendas (May SBE

Meeting, 2015, Item 10) http://www.cde.ca.gov/be/ag/ag/index.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://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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