1. Preparing All Students for College, Career, Life, and Leadership in The 21 st Century PERFORMANCE. EQUITY. IMPROVEMENT.

2. California’s Accountability and Continuous Improvement System Who: The Task Force shaped the direction of a new Accountability and Continuous Improvement system for California under the guidance of California Department of Education’s Strategic Plan. Why: To develop a system that  aligns with and extends the provisions outlined in the federal Every Student Succeeds Act (ESSA)  supports a world-class education for every student in California State

3. Holistic Picture of the New System  The new system should build upon students’ and educators’ own intrinsic motivation and proven techniques of organizational development that clearly define success, support it’s realization, and provide high-profile recognition of success.

4. Whole Child Approach

5. Performance: illustrates the state of student outcomes at a point in time across a range of academic and nonacademic areas at a point in time at both at an aggregated and disaggregated (by student group) level. Performance Improvement: denotes the level of improvement based on changes over time to the indicators included in the performance measure, and should be provided in aggregated and disaggregated (by student group) form.

6. Equity: Highlight disparities in opportunities and outcomes across groups using indicators of equitable learning conditions and by disaggregating performance measures by student groups. Equity Improvement: Measures the rate of improvement over time based on equity indicators. In a school or district and the rate at which the performance gaps across student groups are closing, staying the same, or growing.

7. Key Features of the New System

8. Components of the New System 1.Foundations 2.Accountability Framework 3.Continuous Improvement 4.Implementation and Communication

9. Components of the New System 1.Foundations 2.Accountability Framework 3.Continuous Improvement 4.Implementation and Communication

10. Foundation  The Foundation of the proposed system refers to a common vision, its guiding principles, and a shared commitment to the “California Way”, which:  is aligned with the work undertaken by the California State Board of Education (SBE) and  also supports the planning work to be undertaken for the ESSA state plan.

11. Components of the New System 1.Foundations 2.Accountability Framework 3.Continuous Improvement 4.Implementation and Communication

12. Accountability Framework  In order to evaluate performance, equity, and improvement, the proposed system will  examine school/district learning conditions to understand if equitable resources and opportunities are provided for all students  examine academic and non-academic outcome indicators to understand student performance  disaggregate these indicators by students groups as a measure of equity  examine the rate of improvement across these in and locating the needs of improvement support.

13. Accountability Framework: Indicators

14. ESSA: State- required indicators Accountability Framework: Indicators (Cont.)

15. State-reported indicators

16. State- supported, Locally- reported indicators Locally Designed and Reported indicators Accountability Framework: Indicators (Cont.)

17. State system indicators: Accountability Framework: Indicators (Cont.)

18. Components of the New System 1.Foundations 2.Accountability Framework 3.Continuous Improvement 4.Implementation and Communication

19. Continuous improvement Dashboard indicators help in identifying strengths of schools and districts to allow SPI/CDE, CCEE, and county office of education to provide general supports for schools and LEAs and to share their successful practices Dashboard indicators help in identifying schools and LEAs that need focused and intensive supports for improvement

20. Key Elements of CA continuous improvement system of support TiersHow elevate equity?To do what? All: Statewide systems of support all across schools and districts Connect state’s ACIS and address achievement gaps across states, within schools, across schools and districts Identification of resources and capacity issues, supporting the development of school quality review processes, development of supportive and integrative planning tools, district and school recognition systems etc. Focused: Identify schools with student groups that need focused intervention and improvement Focused supports for schools with underperforming student groups Identification of focused support providers, providing assistance, sharing finding, and referrals Intensive: Ensure significant sustained, evidence-based interventions. Close gaps in opportunity and achievement among highest-need schools and students Identification of districts and schools in need and intensive support providers, mandatory support that built school capacity to sustain improvement over time, and sharing findings.

21. Components of the New System 1.Foundations 2.Accountability Framework 3.Continuous Improvement 4.Implementation and Communication

22. Implementation and Communication 1.Roles within the new system 2.Tools for transparency and communication 3.Processes for recognizing success and improvement 4.Aligned and simplified plan for accountability and continuous improvement

23. 1. Roles ◦ Clearly defined roles for local, regional, state, and federal stakeholders ◦ Reciprocity and subsidiarity relationships ◦ Strong collaborative labor management relationships ◦ Increase capacity at all levels Implementation and Communication (Cont.)

24. 2. Tools for transparency and communication ◦ Dashboard approach provides easy-to-understand reports in relation to both outcomes and improvement ◦ Tracking progress of performance and improvement ◦ Example of dashboard approach Alberta, Canada.

26. Implementation and Communication (Cont.) 3. Processes for recognizing success and improvement ◦Scatterplot reflects performance and improvement.

27. Implementation and Communication (Cont.) CA School Recognition Program Recognizes, rewards, and highlights districts, schools, and classrooms that can serve as models. Is included in the new accountability system, leading to an aligned and coherent system that both identifies needs and recognizes excellence. Holistically integrates the recognition program into the “California Way” focusing on performance and continuous improvement. Provides different levels of recognition including highest award and unique performance contributions to student success. Expands indicators to include locally developed indicators through a continuous improvement process

28. Implementation and Communication (Cont.) 4. Aligned and simplified plan for accountability and continuous improvement. ◦ Promote system-wide integration and innovation by unifying, integrating, and simplifying previous systems to achieve greater efficiency.

29. Thank you Questions or Comments?