1. DELAC Meeting
March 14, 2017

2. Agenda EL Master Plan Update CA Dashboard Update LCAP Update
Seal of Biliteracy
A-G Requirements
ADHD Strategies
Questions/Comments

3. Accountability Model- 8 State Priorities
Priority 1 (Appropriately Assigned Teachers, Access to Curriculum-Aligned Instructional Materials, and Safe, Clean, and Functional School Facilities)
Priority 2 (Implementation of State Academic Standards)
Priority 3 (Parent Engagement)
Priority 4 (Achievement)
Priority 5 (Pupil Engagement)
Priority 6 (School Climate)
Priority 7 (Access to a Broad Course of Study)
Priority 8 (Outcomes in a Broad Course of Study)

4. LCAP Goals
Goal 1 = Provide and support a relevant and rigorous curriculum based on the California Common Core State Standards to maximize student achievement
Goal 2 = Implement a broad course of study that meets all students’ needs and interests and prepares them for college and career. The percentage English Language Learners, foster youth, and low-income students enrolled in AP and honors courses is equal to that of the general population. Students with disabilities access AP and honors courses as their IEPs allow
Goal 3 = Create and maintain optimum learning environments for students and staff
Goal 4 = Build and maintain highly effective and relevant family and community partnerships to increase student achievement and engagement in school

5. California School Dashboard
On September 8, 2016, the State Board of Education took a giant step forward in adopting a new accountability system for California.

6. Performance Standards set for all LCFF Priorities
LCFF Priority
State Indicator
Local Indicator
Priority 1
Basics Conditions at School
Priority 2
Implementation of State Academic Standards
Priority 3
Parent Engagement
Priority 4
Academic Indicator
English Learner Indicator
Priority 5
Chronic Absence Indicator
Graduation Rate Indicator*
Priority 6
Suspension Rate Indicator
Local Climate Survey
Priority 7
College/Career Indicator*
Priority 8
Priority 9
Coordination of Services for Expelled Students**
Priority 10
Coordination of Services for Foster Youth**
The first part of what was required within the statute regarding the LCFF Rubrics was that there be a standard set for each State Priority. Performance Standards have been set for all State Priorities, some by way of a State Indicator and some will be included in a locally evaluated measure. Although we have had metrics since the beginning of the LCAP process, the concept of indicators is new. Later this morning, you will learn more about each of the State Indicators.
*High School Only **COE Only

7. Evaluation Rubrics Indicators

8. Performance Levels State Indicators Local Indicators High Low
Slide Time: 30 seconds Running Time: 21 ½ minutes
Slide(s) Intent: Familiarize participants with the color schema used to display Performance Standards for State Indicators and the 3 levels for Local Indicators
Presenter says:
For each of the State Indicators, data results are reflected as a color on a circle graphic shaded to reflect the degree to which the LEA or School is progressing
The range of color is from Blue at the highest range on the continuum to Red representing the lowest range - Red and Orange and Yellow - indicate a need for further investigation, attention and action to Green and Blue indicating the school/district is on a track that supports continuous improvement.
For the Local Indicators, results can be determined to have “Met” the standard, or “Not Met” it. After next year the option of “Not Met For Two or More Years” will also exist.
The area shaded for each circle provides a additional representation of the Performance Level and allows for understanding even if the color is not discernable.
COEs should expect to see LCAP Actions/Services addressing the LEAs Performance Levels

9. Continuous Improvement is the message and even schools doing well, must continue to improve.
We get to shape our own plan. We are in control through the LCAP. Its here because we have the funds, the trust from legislature. However amazing…...having capacity to carry this out is daunting.

10. Overview of the California Model
The model uses percentiles to create a 5x5 grid that combine Status and Change that are equally valued in making an overall determination for a Performance Category (represented by a color) for each indicator.
The model will be applied to all LEAs, schools (except Alternative Schools), and significant student groups.
Change is the difference between performance from the prior year and current year, or between the current year and a multi-year average - if available.
These ideas of Status and Change come together in a 5x5 grid. Each of the rows will identify a different level of performance within the current year of results. Each of the columns identifies a different level of increase or decrease over the prior year or prior 3-year average. Each district, school, and student subgroup will be identified with a cell on the grid. The one exception is for our alternative schools - and we will see later on the timeline for an accountability system for ASAM schools.
“The status and change performance categories are used to support continuous improvement work and establish the standard to determine eligibility for technical assistance and intervention.” {SBE Memo Updated on Developing CA’s New Accountability and Continuous Improvement System Draft Timeline Attachment 1, page 1}
Currently, the graduation indicator is the only one using a 3-year average for “change”. It is important to remember in calculating change, you are comparing the current year to either the previous year or a 3-year average. - is it the intent that all state indicators will move to a 3-year average when we have more years of data?
Yes, once there is three years of data that will be the expectation, EXCEPT for the Smarter scores if we go to a “growth model” of sorts that will look at scaled score growth from year to year. This concept is still in development and nobody is sure where it will land. Growth obviously includes years of growth but it could be looked at differently. Decision will probably be made by next fall, some conversations about potential models in the spring at SBE meetings. Nancy
Nancy S. Brownell
Status is based on the current year performance.

12. California School Dashboard
We have seen how the LCFF rubrics will provide a way for LEAs to consider strengths, weaknesses, and areas in need of improvement the the lens of status and change in each of the state indicators.

13. LCAP Feedback What is going well at your student’s site?
What is going well in the district?
What are the areas of growth at your student’s site?
What are the areas of growth at the district?
How can we increase parent involvement at our sites and in our district?

14. LCAP Survey/Next Steps
The LCAP survey for parents went live on March The survey will close on March 31.
Our next meeting, May 17, will be our big meeting. We will need to approve our LCAP and our EL Master Plan.