CALIFORNIA STATE BOARD OF EDUCATION Transitioning to a New Accountability System Nancy S. Brownell, Senior Fellow, State Board of Education Staff Local 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. 2

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 3

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) 4

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 5

CALIFORNIA STATE BOARD OF EDUCATION Formative Progress – Continuous Improvement Define Measure Learn Improve 6 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 Elements Needs Assessment Goals Resource Alignment Services Outcomes 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  Rate of teacher mis-assignments  Student Access to standards- aligned instructional resources and materials  Facilities Course Access  Student access and enrollment in courses of study Student Engagement  School attendance rates  Chronic absenteeism rates  Middle School dropout rates  High School dropout rates  High School graduation rates School Climate  Student suspension rates  Student expulsion rates  Other local measures Implementation of CCSS  CCSS implementation results for all students, including English learners Parental Involvement  Efforts to seek parent input  Promotion of parental participation and leadership Other Student Outcomes  Other indicators of student performance in courses of study. May include performance and other exams. 7

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. 8

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. 9

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. 10

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. 11

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. 12

CALIFORNIA STATE BOARD OF EDUCATION Developing and Transitioning to a New, Coherent Accountability System Classroom 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! 14

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. 15

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 16

CALIFORNIA STATE BOARD OF EDUCATION Revised LCFF Major Tasks and Milestones June 2015 February 2016 OctoberJuneOctober 2 nd LCAP with Annual Update Completed Original Evaluation Rubrics Adoption Original Evaluation Rubrics Adoption Revised Evaluation Rubrics Adoption Revised Evaluation Rubrics Adoption Research & Prototype Testing Alignment with Accountability Development Stakeholder Engagement 17

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 18

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 19

CALIFORNIA STATE BOARD OF EDUCATION Evaluation Rubrics Glossary LCFF State Priorities Provide Focus Metrics Provide Measurement Indicators Capture 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 20

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 –8 th Grade Math –College and Career Readiness 21

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 Indicator Associated/Related Indicator Research + &  Key Indicator: All Students Graduate Metrics: 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 Narratives Following 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 OutcomeImprovement 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 ResultsImprovement Outcome 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 Improvement Outcome Very HighHighIntermediateLowVery Low Improved Significantly ExcellentGood Acceptable Improved ExcellentGood AcceptableIssue Maintained ExcellentGoodAcceptableIssueConcern Declined GoodAcceptableIssue Concern Declined Significantly AcceptableIssue 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 29

CALIFORNIA STATE BOARD OF EDUCATION Resources Nancy Brownell – State Board of Education Agendas LCFF – WestEd Channel CDE LCFF CAASPP CDE Common Core