california state board of education transitioning to a new accountability system nancy s. brownell,...
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CALIFORNIA STATE BOARD OF
EDUCATION
CALIFORNIA STATE BOARD OF EDUCATION
Transitioning to a New Accountability System
Nancy S. Brownell, Senior Fellow, State Board of Education StaffLocal Control and Accountability Team
Contra Costa Curriculum Council – October 16, 2015
CALIFORNIA STATE BOARD OF
EDUCATION
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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CALIFORNIA STATE BOARD OF
EDUCATION
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, updates, and evaluation rubrics
• Districts develop, adopt and implement 3-year plans to improve student performance
• Assumes a continuous improvement model of accountability
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CALIFORNIA STATE BOARD OF
EDUCATION
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)
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CALIFORNIA STATE BOARD OF
EDUCATION
Local Control and Accountability Plans
• Major changes to a belief and structured finance and student outcome system, state priorities are the foundation
• Continuum of Connections: Needs Assessment Goals Resources Alignment Actions/Services
Student Outcomes
• Central component for developing a new accountability system for California
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CALIFORNIA STATE BOARD OF
EDUCATION
Formative Progress – Continuous Improvement
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Goals, actions and services each year, and how to achieve them
Collect information, verify and make inferences about progress, add to data systems
Analyze, examine and communicate progress, adjust
Agree on and implement/fine tune changes.
8 State Priorities and Related Data ElementsNeeds Assessment Goals Resource Alignment Services Outcomes
Student AchievementPerformance on assessmentsAcademic Performance IndexCollege and Career ReadinessEnglish learners becoming reclassified and proficientAdvanced Placement Exams passagePrepared through Early Assessment Program Basic ServicesRate of teacher mis-assignments Student Access to standards-aligned instructional resources and materialsFacilities
Course AccessStudent access and enrollment in courses of study
Student EngagementSchool attendance ratesChronic absenteeism ratesMiddle School dropout ratesHigh School dropout ratesHigh School graduation rates
School ClimateStudent suspension ratesStudent expulsion ratesOther local measures
Implementation of CCSSCCSS implementation results for all students, including English learners
Parental InvolvementEfforts to seek parent inputPromotion of parental participation and leadership
Other Student OutcomesOther indicators of student performance in courses of study. May include performance and other exams.
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CALIFORNIA STATE BOARD OF
EDUCATION
Strong Formative Metrics• 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.
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CALIFORNIA STATE BOARD OF
EDUCATION
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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CALIFORNIA STATE BOARD OF
EDUCATION
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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CALIFORNIA STATE BOARD OF
EDUCATION
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.
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CALIFORNIA STATE BOARD OF
EDUCATION
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 existing components will need to be modified and/or eliminated.
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CALIFORNIA STATE BOARD OF
EDUCATION
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. 13
CALIFORNIA STATE BOARD OF
EDUCATION
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, technical assistance
• 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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CALIFORNIA STATE BOARD OF
EDUCATION
Crosswalk: Existing Accountability Components and LCFF Priorities
• Majority of the existing state academic and fiscal accountability components should be retained, reflect LCFF state priorities.
• The School Accountability Report Card (SARC) is the primary academic and fiscal accountability component that needs to be modified.
• The Academic Performance Index (API) should be formally eliminated.
• All the metrics used to calculate the currently-suspended API (e.g., statewide assessments, graduation rates, dropout rates, and college and career readiness indicators) are now included under the state priorities.
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CALIFORNIA STATE BOARD OF
EDUCATION
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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CALIFORNIA STATE BOARD OF
EDUCATION
Revised LCFF Major Tasks and Milestones
June2015
February 2016
October June October
2nd LCAP with Annual
Update Completed
2nd LCAP with Annual
Update Completed
Original Evaluation
RubricsAdoption
Original Evaluation
RubricsAdoption
Revised Evaluation
RubricsAdoption
Revised Evaluation
RubricsAdoption
Research & Prototype TestingResearch & Prototype TestingAlignment with Accountability Alignment with Accountability
DevelopmentDevelopmentStakeholder EngagementStakeholder Engagement
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CALIFORNIA STATE BOARD OF
EDUCATION
Evaluation Rubric Features
• Include all state priorities
• Offer clear statements and descriptors of standards that indicate practice and expectations for local districts, schools, and student groups as appropriate and to the extent practical
• Provide a tool to complement planning and process monitoring and technical assistance processes
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CALIFORNIA STATE BOARD OF
EDUCATION
Evaluation Rubric Features(continued)
• Support analysis and feedback by facilitating deeper reflections of data based on consideration of data trends and relationships
• Further develop the emerging accountability system by serving as a resource for data analysis, reflection, and resource alignment inquiry
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CALIFORNIA STATE BOARD OF
EDUCATION
Evaluation Rubrics GlossaryLCFF State Priorities
Provide Focus
Metrics Provide
Measurement
IndicatorsCapture
Expectations
Areas of focus for LCFF that include conditions for learning, pupil achievement, and engagement as specified in Education Code
Metrics are the detailed measures used to evaluate performance for the LCFF State Priorities
Indicators provide evidence that a certain condition exists or certain results have or have not been achieved based on consideration of one or more metric(s) related to the LCFF State Priorities
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CALIFORNIA STATE BOARD OF
EDUCATION
Rubric Focus – Statements and Indicators
• Access and Opportunity– Access to Basic Supports and Courses
• Graduation– Cohort Graduation Rate and Attendance Rate
by Grade Span• College and Career Readiness
– Early reading– 8th Grade Math– College and Career Readiness
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CALIFORNIA STATE BOARD OF
EDUCATION
Example: Graduation, Defining and Approaching Standards
Practice Standards Describe research-supported practices related to
areas within the policy frame inclusive of all state priorities
Convey characteristics and example of high functioning practices
Quality Standards Complement practice standards by providing a
measurement-based system against which to assess local progress for all state priorities
Establish specific expectations for performance based on consideration of improvement and outcomes at the LEA, school, and subgroup levels in regards to each of the state priorities
Overview of Proposed Evaluation Rubric Content Policy statements provide statements for the
rubric Description of expectations and practices Data displays with narratives to support reflection
and analysis
Policy Statement
Key IndicatorAssociated/
Related Indicator
Research+ &
Key Indicator: All Students GraduateMetrics: Graduation Rate and Attendance Rate
EXAMPLE Associated Indicators: Proactive attention to risk factors Metrics: Drop-out rates, suspension, expulsion, chronic absenteeism, parent engagement, and other local measures
The figure shows the relationship between the SBE’s Policy Statements and Research to identify Key and Associated/Related Indicators, which is followed by an example based on graduation.
Example: Graduation, Description of Expectations and Practice
• Purpose: Provide clear and accessible description for the policy statement related practice areas
• Key Features: • Research- and
evidence-based• Rubric like
statements• Indicates
strategies that reinforce the state priorities and related expectations
Students that graduate are supported as learners from their point of entry into education. Graduation from high school requires sufficient accrual of credits, demonstration of competencies in academic and other content areas, positive participation and engagement in school, and persistence.
Schools and districts that successfully support students in their path towards high school graduation:Provide instruction, and when appropriate interventions, that align to and address state standards. Use formative and standardized assessment data to inform placement, intervention, and supports for students to ensure they are able to meet or exceed grade level standards.Promote student attendance, with particular attention to policies and practices that address at risk students such as those that are chronically absent, suspended, and/or expelled from school.Have programs in place that work to limit transitions between schools for students, and when they do occur, programs that support smooth transitions. Engage and value parent and community members as partners in learning...
Example: Graduation, Data Displays and NarrativesFollowing is an example of how data may be described and organized for the graduation policy statement area:
Students that graduate:
Complete high school High school graduation rate at the cohort level
Regularly attend school Attendance rate by grade span (elementary, middle, and high school)
Early and related indicators of students that graduate:
Attention to High Risk Factors Middle school and high school dropout rates, chronic absenteeism
Productive and Supportive Behavior and Discipline Suspensions and expulsion rates
Locally identified measures related to graduation* * The evaluation rubrics will include a local indicator selection tool to help with local metric identification and use.
Example: Graduation, Quality Standards Definitions
Practice Standards
Quality Standards
State Priorities and Policy Statements
Example of Quality Practice
Measurement of Quality
OutcomeImproveme
nt
The figure shows the relationship between the State Priorities and Policy Statements as overarching organizers for Practice Standards, which provide examples of quality practice, and Quality Standards, which provide measurement of quality based on outcome and improvement.
Example: Graduation, Quality Standards Definitions
ResultsImprovem
entOutcome
Level of performance at the LEA, school, and student subgroup levels for indicators as measures by specific metrics
Based on change in three-year average, classifying improvement results in one of five ways – Improved, Significantly Improvement, Maintained, Declined, and Significantly Declined
Based on three-year averages, classifying outcome results in one of five ways – Very High, High, Intermediate, Low, and Very Low
Overall
Composite analysis of Improvement and Outcome classification for all metrics related to the a specific indicator using the following classifications – Excellent, Good, Acceptable, Issue, and Concern
Example: Graduation, Quality Standards Classification
ImprovementOutcome
Very High High Intermediate Low Very Low
Improved Significantly Excellent Good Good Good AcceptableImproved Excellent Good Good Acceptable IssueMaintained Excellent Good Acceptable Issue ConcernDeclined Good Acceptable Issue Issue ConcernDeclined Significantly Acceptable Issue Issue Concern Concern
CALIFORNIA STATE BOARD OF
EDUCATION
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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CALIFORNIA STATE BOARD OF
EDUCATION
Resources• Nancy Brownell – [email protected]
• State Board of Education Agendas 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/
• CAASPP http://www.cde.ca.gov/ta/tg/ca/ • CDE Common Core
http://www.cde.ca.gov/re/cc/
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