1. Developing a New Accountability System
Nancy S. Brownell & Michelle Magyar, State Board of Education Staff
Local Control and Accountability Team
CISC – May 15, 2015

2. New Accountability System
New academic standards and Local Control Funding Formula (LCFF), state priorities as the foundation.
Increase district and school capacity and drive continuous improvement.
System needs to focus on a broader set of outcomes than in the past, reflect more clearly what students need in order to be prepared for college, careers, and citizenship. 2
We want to accomplish two things today.
First, we want to familiarize you with the structure, organization, and content of the new standards.
We plan to spend some time talking about the three main priorities that the writers of the CCSS had in mind when they constructed the standards.
From there, we’d like to identify the instructional practices that support these three priorities in your science classrooms.
We want you to leave today’s session feeling confident about your ability to begin implementing the standards with your students.

3. 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 and evaluation rubrics.
Districts develop, adopt and implement 3-year plans to improve student performance.
Builds on a continuous improvement model of accountability.

4. Transitioning to a New Accountability System SBE Framing Questions
What are the primary goals and purposes of the new accountability system?
What local and state multiple measures and data are available, valid, reliable, and useful as we phase in a new accountability system? 
What technical issues and additional analyses will need to be addressed in developing a valid set of indicators? 

5. Transitioning to a New Accountability System SBE Framing Questions
How will data from multiple measures and indicators reflecting the state priorities be combined to differentiate the needs of schools and districts needing technical assistance?
How will the accountability system provide both status and growth information? How will information on how well schools and districts are performing and making satisfactory progress be determined?

6. Developing a New Accountability System

7. New Context for Accountability
Continuous Learning, Equity, and Transparency
CCEE
Legisla-ture
LCFF evalua-tion rubrics
SPI
PSAA and TDG
Governor
SBE

8. Accountability Mechanisms
Political accountability - operationalized through Local Control Accountability Plans (LCAPs)
Professional accountability - through effective licensure, accreditation and professional development
Performance accountability - monitoring the performance of schools/ districts across the state’s eight priority areas, plus other local priorities.
Linda Darling-Hammond

9. 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.

10. What Are the Elements of a Systems Approach to Improvement?
Systems Accountability
Input Measures
Conditions affecting education
State/Local Process Measures
Educational processes that take place
State/Local Outcome Measures
Results of the teaching/learning process
David Conley 10

11. Which LCAP Processes are Associated with Which LCAP Outcomes?
Process Measures
Outcome Measures
Attendance reports
Student engagement surveys
Suspensions, expulsions
Student/parent/teacher climate surveys
Parental input/involvement efforts
Parent participation surveys
Common Core implementation
Course access in core academic areas
Test score gains
English proficiency
College/career readiness
Dropout rates
Graduation rates
Completion of college/career pathway
Completion of workplace or service experience
David Conley 11

12. Role of Evaluation Rubrics
Local Control Funding Formula Objective
Role of the Evaluation Rubrics
Student Outcomes
Provide (1) local educational agencies (LEA)with information to assess areas of strengths, weaknesses, and improvement needs related to state priority areas and (2) provide information that technical assistance providers can use to address needs
Equity
Bring attention to performance of all students including low-income, English learners, foster youth, and other significant subgroups of students
Engagement
Provide transparent and accessible access to data and information that supports local engagement in planning, implementation, and monitoring of activities to improve student outcomes
Resource Alignment
Provide systematic way to review outcomes to assess impact of investments to inform resource use

13. Findings Related to the Development of Standards
Some metrics are defined by the state and reported to the state
Graduation rate, standardized test scores, drop-out rates, suspension, and expulsions
Some metrics may be defined by the state but not reported to the state
Williams requirements, attendance rate, chronic absenteeism, some measures of school climate
Some metrics are locally defined and locally maintained
Parental involvement, implementation of state standards
Not all data is currently available for all subgroups

14. Findings Related to the Development of Standards
Range of types of metrics
Input
Teacher assignment
Teacher credential status
Sufficiency of instructional materials
School facilities
Process
Attendance rates
Chronic absenteeism
Parent involvement
Course access
Implementation of state standards
Outcomes
Statewide assessments
Academic Performance Index
College and career readiness (A-G and CTE)
English Learner language proficiency
Advanced placement
Early Assessment Program
Suspension
Expulsion
Graduation rate
Dropout – middle school and high school

15. Considerations
California schools are still strongly embedded in their local community contexts.
A set of common statewide indicators is necessary for equity purposes.
Additional indicators will capture performance in the local context.
Adding indicators and measures requires a thoughtful, phased approach that entails copious technical assistance.
California has an unprecedented opportunity to rethink accountability within a systems improvement framework.
David Conley

16. Establishing the Connections Between Processes and Outcomes
While all processes may relate to all outcomes generally, the precise relationships are less clear.
It will be important to establish more direct causal relationships between processes and outcomes.
This will create a model where schools that implement a process will be more likely to achieve an outcome.

17. Next Steps for Rubrics Consider a “less is more model”
Think about phasing in the most important outcome measures
Consult and advice from Technical Experts, Rubric Design Group, Stakeholders
Research methods for calculating reference points based on available data
Present an online prototype at July SBE meeting

18. Next Steps for Accountability Planning
July 8-9, 2015
Examples
September 2-3, 2015
Feedback and Input
November 4-5, 2015
Framework and Implementation
January 2016
Considerations for Establishing a Definition of College and Career
March 2016
Aligning Systems of Assessment and Accountability
May 2016
Calculating Student Growth
July 2016
Prioritizing sets of indicators for annual determinations of school and district performance

19. Resources Nancy Brownell – nbrownell@cde.ca.gov
State Board of Education Agendas (May SBE Meeting, 2015, Item 10)
LCFF – WestEd Channel
CDE LCFF
CDE Common Core
CAASPP