1. Meeting #1 Superintendent Torlakson’s Advisory Task Force on Accountability and Continuous Improvement 1 9/21/15

2. Welcome & Introductions 2 9/21/15

3.  What has you most excited about the development of California’s new Accountability and Continuous Improvement System? 9/21/15 3 Introductions

4. Intention Setting and Agenda Review 4 9/21/15

5. 5 Task Force Purpose and Objectives

6.  Make recommendations and build the highest possible levels of agreement for California’s new public education accountability and continuous improvement system. 9/21/15 6 Task Force Purpose

7.  Make recommendations for the overall state system of public education accountability and continuous improvement;  Make recommendations for a corresponding system of indicators, assessments, and metrics;  Identify previous system “underbrush” and make recommendations for removal/transformation 9/21/15 7 Task Force Objectives

8.  In making his recommendations, the SPI seeks to build on highly collaborative relationships already in place and ongoing efforts by/in:  The State Board of Education and the California Department of Education;  Public School Accountability Act (PSAA) Advisory Committee;  Existing statewide assessment work (Smarter Balanced);  Existing and planned statewide support systems (CCSESA, CCEE, QRIS);  And others…see google doc: http://bit.ly/1Ml3Vz4  The result: A comprehensive and integrated set of recommendations for accountability and continuous improvement 9/21/15 8 Seeking Alignment, Coherence, and Readiness

9.  Articulate the state’s expectation 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. 9/21/15 9 SBE Guiding Principles

10.  Review the purpose and objectives of this task force;  Establish agreed upon principles and considerations for accountability and continuous improvement systems development;  Understand where this work fits in the current context, including its relationship to: LCAPs, the work being undertaken by the SBE, Blueprint 2.0, and other ongoing efforts; and  Identify key recommendation areas for inclusion in final report. 9/21/15 10 Objectives for Today

11.  10:50 - Context Setting #1: Current State of Accountability Systems in CA  11:25 – Visioning Session  12:30 – Lunch  1:15 – Context Setting #2: Towards a New System of Assessment and Accountability in CA  1:40 – Priority Focus Areas  2:40 – Closing Session  3:00 – Adjourn 9/21/15 11 Agenda

12.  Engage in creative and candid discussion.  Use discretion when communicating about the process  Use agreed-upon talking points  Respect different perspectives  Use spectrum of agreement decision making tool  Others? 9/21/15 12 Ways We Prefer to Work Together

13. 9/21/15 13 Decision Making Tool

14.  Thank you!  CDE Foundation  California Education Policy Fund  Task Force Website:  http://cdefoundation.org/acitf/ http://cdefoundation.org/acitf/  Next Meetings: 9/21/15 14 Acknowledgements and Housekeeping Meeting #DateLocation 19/21/15Sacramento 211/10/15Los Angeles 31/7/16Bay Area 42/22/16Sacramento

15. Context Setting #1: Current State of Accountability Systems in California 15 9/21/15

16. CALIFORNIA STATE BOARD OF EDUCATION State Board of Education Update Transitioning to a New Accountability System Nancy S. Brownell, Senior Fellow, State Board of Education Staff Local Control and Accountability Team Superintendent’s Task Force – September 21, 2015

17. 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. 17

18. 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. 18

19. 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. 19

20. CALIFORNIA STATE BOARD OF EDUCATION Keep the Following in Mind Board President Michael Kirst A change of state policy is relatively simple compared to the enormous transformation required to implement a new funding and accountability system in each district and charter school. The goal moving forward is to determine how all of the recent changes best lead to improved programs and services for students at the local level. 20

21. CALIFORNIA STATE BOARD OF EDUCATION Keep the Following in Mind Board President Michael Kirst LCFF oversight is multidimensional, with many new components. Local plans should provide easy to understand information that articulates strategic thinking, planning and implementation. We want to learn more about how local plans and other components help promote continuous improvement and allow for coordinated, high quality assistance to improve student outcomes as we develop a new accountability system. 21

22. 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) 22

23. 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. 23

24. 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 components will need to be modified and/or eliminated. 24

25. 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. 25

26. CALIFORNIA STATE BOARD OF EDUCATION Existing Foundation for Accountability System California’s new accountability system will build on the foundation of the Local Control Funding Formula (LCFF), including: The Local Control and Accountability Plan (LCAP) and Annual Update Evaluation rubrics The roles of the State Superintendent, County Superintendents, and the California Collaborative for Educational Excellence 26

27. 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 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! 27

28. 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 28

29. 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 29

30. 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 30

31. CALIFORNIA STATE BOARD OF EDUCATION Resources Nancy Brownell – nbrownell@cde.ca.gov State Board of Education Agendas http://www.cde.ca.gov/be/ag/ag/index.asp http://www.cde.ca.gov/be/ag/ag/index.asp State Board of Education Information Memos http://www.cde.ca.gov/be/pn/im/infomemoaug2015.asp http://www.cde.ca.gov/be/pn/im/infomemoaug2015.asp LCFF – WestEd Channel http://lcff.wested.org/http://lcff.wested.org/ CDE LCFF http://www.cde.ca.gov/fg/aa/lc/http://www.cde.ca.gov/fg/aa/lc/ CDE Common Core http://www.cde.ca.gov/re/cc/http://www.cde.ca.gov/re/cc/ CAASPP http://www.cde.ca.gov/ta/tg/ca/http://www.cde.ca.gov/ta/tg/ca/ 31

32.  Outlines what the next four years should bring to California education  Transformation of our education accountability system “from ‘test and judge’ methods of the past to the ‘support and improve’ approaches of the future”  Lays out clear intentions for this new system 9/21/15 32 Where are we going?

33.  Collaborative approach to changing our education system  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 9/21/15 33 The California Way

34.  Significant evidence of this new way of doing business:  California Labor Management Initiative  California Standards Implementation  Aligned communication strategies 9/21/15 34 The California Way

35. Selected Stakeholder Reactions to September 9 Score Release  Education Trust-West: “These results are not a repudiation of the state standards, in fact they are quite the opposite: a reaffirmation of the critical and urgent need to better prepare California’s students…. We’re excited by the strong and collective commitment to help every California student achieve college and career readiness.”  California Teachers Association: “With the state’s school funding formula and more community control over targeting resources, students, parents, educators and administrators are working together in exciting ways. It’s a work in progress, but it’s also a work about real progress that’s being made by educators, parents and communities coming together …  California State University System: “The standards are directly impacting the fabric of our state…. The test results signal the need for teachers, parents and local communities to work together to support students on their path to college and workforce success.” 35

36. Selected Stakeholder Reactions to September 9 Score Release  California State PTA: “This is a unique opportunity for parents and families to communicate, plan and partner with teachers… Parents can talk with their child’s teacher and ask school principals and school-district leaders for information on how they’re implementing the new standards and assessments.”  Association of California School Administrators : “Over the next weeks and months, district administrators, teachers, parents and community members will jointly analyze the data from these examinations to better serve our students…we see these assessments as diagnostic tools.”  Los Angeles Area Chamber of Commerce: “Employers are demanding more of their employees today…We need to have those same higher expectations of the state’s students… These are the highest standards we’ve ever established for K-12.” 36

37. 37 Q&A

38. 9/21/15 38 Visioning

39. Blueprint 2.0, “California must build individual and institutional capacity while creating a state accountability system that: 1.Is based on promoting continuous improvement of a broad array of student outcomes as well as continuous organizational learning; 2.Places importance on improving the performance of students who are not meeting their full potential; 3.Better identifies the needs and capacity of underperforming schools and districts and provides the appropriate resources and supports to facilitate improvement ; and 4. Properly balances accountability both vertically within the state and districts and horizontally within the community. 9/21/15 39 Visioning

40.  In small groups, please answer the following question: “What would success look like in these four areas?” 9/21/15 40 Visioning

41. 9/21/15 41 Lunch!

42. 9/21/15 42 Context Setting #2: Towards a New System of Assessment and Accountability in California

43. TOM TORLAKSON State Superintendent of Public Instruction 9/21/15 43

44. TOM TORLAKSON State Superintendent of Public Instruction 9/21/15 44

45. TOM TORLAKSON State Superintendent of Public Instruction Achievement Levels, Growth, and Targets with Assessment Data Measuring by Status or Achievement Levels Measuring by Growth Measuring by Both Setting Targets 45

46. TOM TORLAKSON State Superintendent of Public Instruction 46 2500 2516 Growth vs Achievement Levels 8 points growth, but same achievement level 8 points growth and new achievement level

47. TOM TORLAKSON State Superintendent of Public Instruction Growth Models Many different designs of growth models Simplicity Transparency Equity 47

48. 48 Q&A

49. 9/21/15 49 Priority Focus Areas

50. What do you see as important considerations and emerging priorities on which this group should focus? 9/21/15 50 Priority Focus Areas

51. 9/21/15 51 Closing

52.  Next meeting: Tuesday, November 10 th – Los Angeles 9/21/15 52 Next Steps

53.  What is one conclusion you came to today?  What is one thing that is important for us to remember and carry forward for our work together? 9/21/15 53 Closing

54. 54 Thank you! 9/21/15