1. Preparing All Students for College, Career, Life, and Leadership in The 21st Century Superintendent's Advisory Task Force on Accountability and Continuous Improvement Performance. Equity. Improvement. May 2016

2. Task Force Eric Heins, President, California Teachers Association Wes Smith, Executive Director, Association of California School Administrators Started September 2015 Five in-person meetings plus additional virtual meetings and small group work sessions 2

3. Executive Summary Guided by the CDE’s strategic plan, A Blueprint for Great Schools Version 2.0 – Lays out the mission, guiding principles, and right drivers that shaped the direction of this proposed accountability and continuous improvement system Concurrently, SBE had been developing LCFF evaluation rubrics 3

4. Executive Summary CA can develop a system of accountability and continuous improvement that aligns with ESSA Building on this great potential for alignment and positive change, the task force’s recommendations are summarized in three words: performance, equity, and improvement. 4

5. Performance Utilize multiple measures to highlight our performance in relation to the full spectrum of outcomes we care about for our students and schools. Strongly recommend that these be presented in an easy-to-use dashboard format. Should range from a positive school climate in which students report feeling engaged and respected to mastery of our robust academic content standards. 5

6. Improvement Committed to supporting and cultivating a system-wide culture of continuous improvement in order to advance and achieve these outcomes This culture of continuous improvement must infuse all parts of the system, including continuous improvement for the system itself, through evaluative mechanisms so we can revisit the indicators, tools, and systems of support 6

7. Equity Both performance and improvement must have a deliberate focus on supporting equity of access, opportunity, and outcomes for all of California’s diverse students. It must be a system that recognizes our past shortcomings, shines light on areas where more work is needed to rectify the achievement/equity gap, and provides support and recognition for improvement. 7

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10. Visions of Success Demonstrate a commitment to equity Emphasize the importance of educating the whole child Focus on building collaboration, engagement, and professional capital Recognize that improvement and learning are continuous Value the knowledge and expertise of educators and communities 10

11. Visions of Success Rely on subsidiarity and reciprocal accountability Embrace students, parents, and families as critical stakeholders Identify and recognize districts, schools, and classrooms that can serve as models for those that need support 11

12. The California Way “The California Way rests on the belief that educators want to excel, trusts them to improve when given the proper supports, and provides local schools and districts with the leeway and flexibility to deploy resources so they can improve. The California Way engages students, parents, and communities as part of a collaborative decision- making process about how to fund and implement these improvement efforts, and provides supplemental resources to ensure that California’s English learners, foster youth, and students in poverty have the learning supports they need.” 12

13. The Right Drivers Investing in and building educator professional capital; Emphasizing collaborative efforts based on shared aspirations and expectations; Supporting effective pedagogy; Developing systemic solutions to create a coherent and positive education system. 13

14. The Right Drivers Moving away from a compliance- driven system towards a system that emphasizes the right drivers will require a significant cultural shift in how many education stakeholders define accountability. 14

15. Accountability Framework Multiple measures to examine performance, equity, and improvement presented through user-friendly dashboards. 15

16. Accountability Framework Examining these multiple measures will: Demonstrate the extent to which schools and districts provide the supports and resources that will allow students to take advantage of educational opportunities and succeed in school (Equitable Learning Conditions). 16

17. Accountability Framework Examining these multiple measures will: Highlight whole child development by examining indicators that show the extent to which all children are healthy, safe, engaged, supported, challenged, and valued (School and District Whole Child Outcomes). 17

18. Accountability Framework Examining these multiple measures will: Illustrate the extent to which students achieve meaningful learning outcomes, including the acquisition of the knowledge, language, and lifelong learning skills needed to succeed (School and District Academic Outcomes). 18

19. Accountability Framework Examining these multiple measures will: Reveal disparities by disaggregating student outcomes by student groups and examining learning conditions through the lens of equity. 19

20. Accountability Definition Accountability is a shared responsibility to: 1) Provide students with the learning experiences and supports they need to achieve meaningful outcomes, and 2) Effectively collaborate and share information to ensure that every part of the system has the capacity, tools, and resources necessary to provide these learning experiences and support. 20

21. A Holistic System The Task Force recommends a balanced set of academic and non- academic indicators that illustrate student performance and equitable learning conditions, and improvement in both. 21

22. A Holistic System 22

23. Indicators Ensure that the state and system as a whole are continuously improving; Set clear expectations for performance, equity, and improvement across the state with regard to student learning and achievement; Collect additional diagnostic information to support continuous improvement efforts; Provide LEAs with the flexibility to identify indicators of interest. 23

24. Indicators 24

25. State Required Indicators ESSA RequirementRecommended CA Indicators Academic Outcomes Academic achievement, as measured by proficiency on annual assessments CASSP English language arts and mathematics scores in grades 3- 8, inclusive, plus grade 11 High school graduation rates4-year Graduation rates plus an extended rate (5 -and/or 6-year rate) Progress in achieving English language proficiency as defined by the State, within a State-determined timeline for all English Learners English Learner (EL ) progress on state English Proficiency Assessment For non-high schools: A measure of student growth, if determined appropriate by the State; or another valid and reliable statewide academic indicator that allows for meaningful differentiation in school performance. Growth measure 25

26. State Required Indicators 26 ESSA RequirementRecommended CA Indicators Whole Child Outcomes Not less than one indicator of school quality or student success that allows for meaningful differentiation in school performance; is valid, reliable, comparable, and statewide; and may include measures of student engagement, educator engagement, student access to and completion of advanced coursework, postsecondary readiness, school climate and safety, and any other indicator other State chooses that meets the requirements of this clause. Suspensions / expulsion rates Statewide school climate survey Chronic absenteeism College & career readiness indicator

27. State Reported Indicators 27 Outcome AreaRecommended CA Indicators Academic Outcomes College, career, and life readiness indicators Students completing A-G; approved CTE sequence; or both Students meeting college standard on AP/IB/ dual credit coursework Physical fitness Science assessment results, once each in grades 3-5; 6- 8; 10-12 for a total of three times Whole Child Outcomes Student, Teacher, and Parent/Caregiver Engagement Attendance Student, teacher, and parent/caregiver surveys for measuring school climate

28. State Reported Indicators 28 Outcome AreaRecommended CA Indicators Equitable Learning Conditions Opportunities to learn Teacher and administrator qualifications School facilities quality Access to curriculum materials Access to full curriculum State provides tools for schools or districts to choose and use at their option, potentially in collaboration with other partners and networks Locally selected, developmentally, culturally, and linguistically appropriate observational kindergarten readiness assessments Classroom embedded, authentic performance assessments Socio-emotional learning indicators Parent engagement

29. Locally Designed and Reported Indicators 29 Outcome AreaRecommended CA Indicators Locally determined indicators Other LCAP indicators for state and local priorities Other locally designed indicators

30. Continuous Improvement Support System 30 By looking at measures of performance, equity, and improvement, illustrated through easy-to- use public dashboards, LEAs will be able to self- identify their strengths and weaknesses, where support is needed, and who is able to provide it. This will allow for the development of a system of differentiated improvement supports that recognizes success and shares best and promising practices among all LEAs in the state.

31. Three Levels of Support 31

32. Implementation Task Force offers recommendations for Roles within the new Accountability and Continuous Improvement System; Tools for transparency and communication; Processes for recognizing success and improvement; and Aligned and simplified plans for accountability and continuous improvement. 32

33. Dashboard 33

34. Scatterplot 34

35. Conclusion 35 Shifting to this new system will require time, meaningful learning, and course corrections to ensure effective implementation. We are not ready to implement all aspects of this proposed new system from the outset. Now is the time, however, to take meaningful steps in the direction of what we know will work and away from what has failed us, and our children, in the past.