Educational Services Division Leadership Team Meeting December 13, 2013

Local Control Accountability Plan Annual Goals in Eight Specified Areas – District wide goals – Goals for each subgroup Specific Actions to Achieve Goals – Each action must be aligned with budget Input and Review Process – Advisory groups review and comment – LEA responds to comments in writing

Significant subgroup now defined as 30 Significant subgroup Foster youth defined as 15 Districts Counties Charters

SBE required to adopt template for LCAP by March 31, June 2014, LEA Board Approval Due July 1, 2014

Must be adopted by July 1, 2014 LCAP actions must be consistent with local bargaining agreements a(4): superintendent shall review school plans and ensure that the specific actions included in the LCAP are consistent with the strategies included in the school plans Adopt Plan at subsequent public meeting. Develop proposed plan. Solicit written comments from public. Present proposed plan to parent advisory committees for review and comment. Governing Board solicits recommendations and comments from public at public hearing. Respond in writing to comments from public and advisory committees. Consult with school employees, parents, students and local bargaining units.

COE reviews plan content and alignment of budget. COE reviews plan clarification. COE reviews plan amendments. Submits locally approved plan to COE five days after adoption. Responds to COE request for clarification within 15 days. Considers COE recommendations in a public hearing within 15 days. Seeks clarification about contents of plan from district by August 15. Submits recommended amendments to plan back to district within 15 days. Reviews plan to determine if it meets requirements (adheres to SBE Template and aligns with district budget). If plan meets requirements, approves plan by October 8. If plan does not meet requirements, does not approve plan; provides support.

Clean up legislation clarifies the budget cannot be approved before LCAP is adopted.

3-Year Plan- Revised Annually Rubrics Adopted by October 1, 2015 Annual Review/Revision of Plan – July 1, 2015

Support for Districts Three Reasons Districts Could be Flagged for Additional Support – LCAP Not Approved by COE (template or budget) – District Requests Assistance – District Not Improving Student Outcomes In more than one state priority area for at least one sub group.

Also must identify evidence-based programs that could be used to meet goals. If LEA is identified as persistently underperforming.

Janelle’s Key Points LCFF changes focus from compliance to performance. LCAP describes what you will do for kids and what you will spend to do so. Performance driven - what do all kids need and how will you meet their needs. Local Planning - tells the local story based on the local needs and goals.

Initial Categories LCAP Stakeholder Engagement Needs (data analysis) Goals (8 state priorities; all students + subgroups) Performance Indicators Services Budget

What’s Next? SBE Response in November Letter From Key Legislators to SBE Actual Text of the Law

Questions?

Table Groups

Outcome 1. Familiarize ES team members with LCAP priorities and apply knowledge about Implementation Science drivers to sample LCAP action plans. 2. Create a short, succinct set of action steps focused on promoting an LCAP priority, learn about implementation drivers, and write several added action steps that reflect each implementation driver.

Our Goal Goal: District will implement six to eight CCSS aligned units of study in 100% of all ELA classes by the end of the school year. District will write three CCSS aligned units of study in the school year. (Exploration) District will write three CCSS aligned units of study in the school year. (Exploration) District will train all teachers to implement CCSS aligned units of study and refine CCSS units of study in the school year. (Installation) District will continue to support teachers to implement CCSS aligned units of study and refine CCSS units of study in the school year. (Initial Implementation) District will fully implement CCSS aligned units of study per year in 100% of all ELA classes in the school year. (Full Implementation)

Brainstorm What might be the necessary action steps to achieve this goal? Goal: District will implement six to eight CCSS aligned units of study in 100% of all ELA classes by the school year.

Potential Actions Professional development for unit authors. Build district common unit template. Establish instructional sequence of standards. Authors write units of study. Training on units of study for non authors. Schedule collaboration time to discuss unit implementation. Schedule coaching support during implementation. Schedule teacher collaboration to discuss implementation of units of study.

Your Turn In your table groups: Develop a list of possible action steps for your assigned goals on large post it notes posted on chart paper. Use markers, be brief, be large. Group 1 and 2: A-G Completion Group 3 and 4: Truancy Rate Group 5 and 6: Parent Engagement Group 7 and 8: Suspension Rate

Reviewing Our Action Steps Performance Assessment (Practice Profile) Competency Drivers Organizational Drivers Leadership Drivers

Potential Actions Professional development for unit authors. (Training) Build district common unit template. Establish instructional sequence of standards. Authors write units of study. Training on units of study for non authors. (Training) Schedule collaboration time to discuss unit implementation. (Coaching) Schedule coaching support during implementation. (Coaching) Schedule teacher collaboration to discuss implementation of units of study. (Coaching)

Reviewing Your Action Steps Performance Assessment (Practice Profile) Competency Drivers Organizational Drivers Leadership Drivers

Competency Drivers

Performance Assessment Definition: Performance assessments define the practices that teachers and/or students will do differently based on new learning. Performance assessment indicate the” vital behaviors” to implement a new practice. Performance Assessments are commonly called Practice Profiles.

Developing a Practice Profile List expectations in left column: Identify the “WHAT.” Discuss list as a whole. oIs anything missing? oAre there any commonalities that can be combined? Assign a letter to each item (A, B, C,…) on left side of chart paper. oDiscuss each item individually. ▪Define/describe the vital behaviors if the “what” is ideally implemented. (Column 4) ▪Define/describe the vital behaviors if the “what” is acceptably implemented. (Column 3) ▪Define/describe the vital behaviors if the “what” is partially implemented. (Column 2)

Sample Practice Profile

Performance Assessment Reflective Questions Related to CCSS Units of Study Goal: Have we defined what full implementation of CCSS ELA Units of Study will look like (created a practice profile)? Who contributed to this definition? Are all practitioners aware of the continuum of progress to full implemention? How will we gather and monitor progress toward full implementation? Who will be responsible for monitoring? How will we refine this definition as implementation progresses?

Potential Actions-Revised Professional development for unit authors. (Training) Build district common unit template and develop a rubric (Practice profile) to evaluate written units of study. (Performance Assessment) Training on unit of study content. (Training) Establish instructional sequence of standards. Authors write units of study. Training on units of study for non authors. (Training) Schedule collaboration time to discuss unit implementation. (Coaching) Schedule coaching support during implementation. (Coaching) Schedule teacher collaboration to discuss implementation of units of study. (Coaching) Implement units of study based on established practice profile. (Performance Assessment)

Performance Assessment Reflective Questions Related to your goal: Have we defined what full implementation of the goal will look like (created a practice profile)? Who contributed to this definition? Are all practitioners aware of the continuum of progress to full implemention? How will we monitor progress toward full implementation? Who will be responsible for monitoring? How will we refine this definition as implementation progresses?

Competency Drivers

Selection Selecting o Organization staff (teachers, coaches, administrators). o Implementation teams. o Practitioners. o Purveyors. The right fit? o Match organizational needs/priorities. o Knowledge and experience. o Values and ethics. o What can be taught? What can’t be taught?

Staff Selection Practices Defin e needs and characteristics for you r team : o Organizational needs/priorities. oKnowledge and experience. oValues and ethics. o What can be taught? What can’t be taught? o Recruit opinion leaders Revise interview process as needed (long term). Match candidates to e xpectations.

Training Effective uses of innovations requires behavior change at all levels. Skills can be introduced in training. o Research and theory. o Information and application. o Build the training to demonstrate/experience the expected behavior. o Behavior rehearsals. Learning really takes place on the job with the help of a consultant/coach. o Implementation & feedback.

21st Century Professional Learning Job Embedded Collaborative Technology/Media Based Inquiry-based Differentiated 21st Century Workforce Skills Application-based Models Desired Expectations Coaching

Competency Drivers Reflective Questions Related to CCSS Units of Study Goal: How is coaching, training and selection used to ensure students are supported in CCSS Units of Study? How is coaching, training and selection used to support instructional systems? How is coaching, training and selection used to support teachers with collaboration on designing CCSS ELA Units of Study lessons utilizing 21st century skills? How is the effectiveness of coaching, training and selection being monitored to ensure effective implementation? What coaching, training and selection will ensure that all students and stakeholders will have access to CCSS ELA Units of Study to catapult their learning?

Potential Actions-Revised Select implementation team members based on established criteria.(Selection) Professional development for unit authors (Training) Identify authors based on an established selection criteria (Selection) Build district common unit template and develop a rubric (Practice profile) to evaluate written units of study (Performance Assessment) Training on unit of study content (Training) Establish instructional sequence of standards Authors write units of study Training on units of study for non authors (Training) Schedule collaboration time to discuss unit implementation (Coaching) Schedule coaching support during implementation (Coaching) Schedule teacher collaboration to discuss implementation of units of study (Coaching) Implement units of study based on established practice profile (Performance Assessment) Leadership coaching for administrators (Coaching)

Competency Drivers Reflective Questions Related to your goal: How is coaching, training and selection used to ensure students are supported by implementing your goal? How is coaching, training and selection used to support instructional systems? How is coaching, training and selection used to support teachers with collaboration on your goal? How is the effectiveness of coaching, training and selection being monitored to ensure effective implementation? What coaching, training and selection will ensure that all students and stakeholders will have access to your goal to catapult their learning?

Competency Drivers

Decision Support Data Systems System to assess performance of the organization and system to help ensure continuing implementation of practitioner competencies over time. What data do you collect to ensure effective implementation and to continue to meet individual needs over time.

What Kind of Data? Collect data about effectiveness of: o Training o Coaching o Performance assessment (Practice Profile) o Selection

Training/Coaching Data Sources Training attendance New teacher hires Assessment on training Practice profile reports Written coaching service delivery plan w/ data on fidelity Feedback from: * teachers coached * coach’s observations

Other Data Sources * Imple mentation team f ormal updates ( ). * R eplies to formal updates. * S taff meeting feedback. * G rade level meeting feedback. * D ept. meeting feedbac k. * F amily involvement meeting feedback. * C ommunity group meeting feedbac k. * B usiness group feedback.

Competency Drivers

Decision Support Data Systems AND Facilitative Administration Facilitative Administration: The proactive, vigorous, and enthusiastic attention by the district to reduce or eliminate implementation barriers and create an administratively more hospitable environment for practitioners. Respond to the Data oPolicies oProcedures oFunding oRegular feedback on drivers oCreating resources and supports m

Table Talk Where have you removed barriers to implementation and created more hospitable environment for your practitioners? 1. Feedback from workshop 2. Performance assessment data 3. Lesson Planning Organizer 4. Coaching feedback

Competency Drivers

Systems Intervention 1. Attending to multi-level alignment & barrier removal. 2. Maintaining focus. 3. Creating and staying connected to champions. 4. Intervening to change policies and funding contingencies. 5. Remaining vigilant at local, state and federal levels for both windows of oppor- tunity and threats to fidelity and sustainability.

Systems Intervention 1.How are you keeping parents informed and engaged? 2.How is the community informed and engaged? 3.How are you engaging the press 4. Aligning external mandates that impact the intitiative 5. Spotlight success/movement. 6. How are you intervening to make sure initiatives are integrated or complementary?

Organizational Drivers Reflection Questions Related to CCSS ELA Units of Study goal: Systems Intervention: o What external forces might impact the district and/or site ability to implement CCSS ELA Units of Study? (legislation, budget, community resources, etc.) Facilitative administration: o What internal organizational systems are in place in order for the district/site to implement CCSS ELA Units of Study? o What barriers must be removed in order for the district/site to implement CCSS ELA Units of Study? Decision Support Data Systems: o What data points are needed to support the successful implementation of CCSS ELA Units of Study? o What collaboration systems are needed to support the successful implementation of CCSS ELA Units of Study? o How are the data and collaboration systems being monitored to ensure effective implementation of CCSS ELA Units of Study?

Potential Actions-Revised Select implementation team members based on established criteria.(Selection) Inform and gather feedback from parents about Units of Study initiative. (Systems Intervention). Survey students. Professional development for unit authors (Training) Identify authors based on an established selection criteria (Selection) Build district common unit template and develop a rubric (Practice profile) to evaluate written units of study (Performance Assessment) Training on unit of study content (Training) Establish instructional sequence of standards Authors write units of study Training on units of study for non authors (Training) Schedule collaboration time to discuss unit implementation (Coaching) Schedule coaching support during implementation (Coaching) Schedule teacher collaboration to discuss implementation of units of study (Coaching) Implement units of study based on established practice profile (Performance Assessment) Collect data on training, coaching,and practice profile (Decision Support Data System) and adjust support accordingly (Facilitative Administration) Leadership coaching for administrators (Coaching)

Organizational Drivers Reflection Questions Related to your goal: Systems Intervention: o What external forces might impact the district and/or site ability to implement your goal? (legislation, budget, community resources, etc.) Facilitative administration: o What internal organizational systems are in place in order for the district/site to implement your goal? o What barriers must be removed in order for the district/site to implement your goal? Decision Support Data Systems: o What data points are needed to support the successful implementation of your goal? o What collaboration systems are needed to support the successful implementation of your goal? o How are the data and collaboration systems being monitored to ensure effective implementation of your goal?

Through each replication, we become more clear in our implementation efforts.

Leadership Technical Adaptive

Technical and Adaptive Change ved=0CAkQ_AUoAQ&biw=1517&bih=735&sei=QpkCUt7XL8LTiwLS44GgDA#facrc=_&imgdii=_&imgrc=- znORRMwLXQKOM%3A%3BB5NgNNMdUqTnHM%3Bhttp%253A%252F%252Fwww.management.com.ua%252Fcm%252Fcm gif%3Bhttp%253A%252F%252Fwww.management.com.ua%252Fcm%252Fcm043.html%3B400%3B187

TECHNICAL LEADERSHIP ● Might be thought of as good management. ●The leader guides the overall process and is more “in charge”. ●Used for challenges that : ○We understand and have the skills to fix. ○The path to the solution is largely known. ○There is a clear agreement on what needs to be done and how to do it. implementation/implementation- drivers/leadership

Technical Leadership Technical ChallengesTechnical Responses ● Views and values are aligned ●Definition of problem is clear ●Solution and implementation of solution is relatively clear Setting goals & use your norms Managing time and effort Solving problems of known dimensions Clarify roles and responsibilities implementation/implementation- drivers/leadership

ADAPTIVE LEADERSHIP ●Required in the zone of complexity where there is little agreement and less certainty. ●The leader is not the primary locus of responsibility. ●Needed to manage the change process when systems are being changed on purpose. ●Used for challenges that: ○Cannot be solved with existing know-how. ○Require confronting conflict and changing hearts/ minds is needed. ○Involve differing perspectives among stakeholders. ○Requires learning by all to define the solution. implementation/implementation- drivers/leadership

Adaptive Leadership Adaptive ChallengesAdaptive Responses Legitimate competing perspectives emerge ●Definition of problem unclear ●Solution and implementation not clear and requires learning ●Identify the adaptive challenge ●Regulate distress ●Maintain disciplined attention ●Protect all voices ●Give the work back to the people implementation/implementation- drivers/leadership

RESISTANCE TO CHANGE People usually do not resist change. They resist: Loss Incompetence Disloyalty

RESISTANCE EMOTIONS LOSS INCOMPETENCE DISLOYALTY IdentityTimeComfort ResourcesJobLife PeopleConcepts/ Ideas Practices “Who am I, what do I believe?” “What makes my life/ work meaningful?” “I don’t know how to do this.” “Will I be good at this?”

Leadership Drivers Reflection Questions Related to the CCSS ELA Units of Study goal: Technical leadership Do site/district leaders have the knowledge & skills to answer technical questions related to the implementing CCSS ELA Units of Study? Do site/district leaders have the ability to recognize the different levels of knowledge, understanding, and needs of the staff? Adaptive leadership ●Do leaders have the ability to address the fears, anxiety and resistance related to implementation of the CCSS ELA Units of Study? Do leaders have the ability to respond to the different levels of knowledge, understanding, and needs of the staff? Do leaders have the ability to integrate instructional and district systems interdependently to ensure successful implementation of Units of Study? Do leaders effectively communicate goals, objectives and action steps to all stakeholders in order to ensure the successful implementation of Units of Study? Do leaders monitor and reflect on the effectiveness of Units of Study and Unit of Study support systems and adjust as necessary?

Potential Actions-Revised Select implementation team members based on established criteria.(Selection) Inform and gather feedback from parents about Units of Study initiative. (Systems Intervention) Professional development for unit authors (Training) Identify authors based on an established selection criteria (Selection) Training on units of study for administrators. Include administrators in development process (Technical leadership). Support administrators with adaptive leadership implementation. strategies (Adaptive leadership) Build district common unit template and develop a rubric (Practice profile) to evaluate written units of study (Performance Assessment) Training on unit of study content (Training) Establish instructional sequence of standards Authors write units of study Training on units of study for non authors (Training) Schedule collaboration time to discuss unit implementation (Coaching) Schedule coaching support during implementation (Coaching) Schedule teacher collaboration to discuss implementation of units of study (Coaching) Implement units of study based on established practice profile (Performance Assessment) Collect data on training, coaching,and implementation processes (Decision Support Data System) and adjust support accordingly (Facilitative Administration) Provide leadership coaching for administrators (Coaching) on adaptive leadership strategies and supporting teachers with implementation (Adaptive Leadership). Establish collaboration opportunities for administrators to reflect and discuss implementation successes and challenges. (Adaptive leadership) Support principals with revision of school plans to support implementation of units of study and make connections to other initiatives.

Leadership Drivers Reflection Questions Related to your goal: Technical leadership Do site/district leaders have the knowledge & skills to answer technical questions related to the implementing the goal? Do site/district leaders have the ability to recognize the different levels of knowledge, understanding, and needs of the staff? Adaptive leadership Do leaders have the ability to address the fears, anxiety and resistance related to implementation of the goal? Do leaders have the ability to respond to the different levels of knowledge, understanding, and needs of the staff? Do leaders have the ability to integrate instructional and district systems interdependently to ensure successful implementation of the goal? Do leaders effectively communicate goals, objectives and action steps to all stakeholders in order to ensure the successful implementation of goal? Do leaders monitor and reflect on the effectiveness of the goal and support systems related to the goal and adjust as necessary?

Through each replication, we become more clear in our implementation efforts.