LOCAL CONTROL Pr Presented esented By: By: ACCOUNTABILITY PLANS - - PowerPoint PPT Presentation

I N I T I A L O V E R I N I T I A L O V E RV I E W V I E W : S E S S I O N 2 : S E S S I O N 2

LOCAL CONTROL ACCOUNTABILITY PLANS

February 13, 2014

Pr Presented esented By: By:

Mickey Porter

Asst. Supt.

Presentation prepared with templates and resources from Shasta County Office of Education, in conjunction with the CISC Accountability Subcommittee

AGENDA FOR TODAY

Take-Aways:

• 1. Technical Information: What We Know Now
• 2. Differentiated Plan for Stakeholders
• 3. Three New Ideas for Engaging Stakeholders
• 4. Connections: SPSA/Strategic Plan/Etc.
• 5. Direction in Planning for Foster Youth

OUTCOME FOR TODAY

Leave with Ownership of the Process

SUGGESTED NORMS FOR TODAY

• 1. Interrogate Reality
• 2. Provoke Learning
• 3. Tackle Tough Challenges
• 4. Enrich Relationships

Sour Source: ce: Fierce Conversations by Susan Scott

TECHNICAL INFORMATION

REGULATIONS AND TEMPLATES

• LCAP Approved Template (doc)
• LCAP Approved Template with

Education Code links (doc)

• LCAP Spending Regulations (pdf)

Above documents available at www.scoe.org/lcap

! !

LCAP How to Tell Your Story…

“Once Upon a Time”

Think:

Setting = Metrics Characters = Subgroups, Teachers, Students, Stakeholders, Administration, Board Pilot = Actions Conflict = Differing perspectives Theme = Goals for All Students

LCAP Template

Section 1: Stakeholder Engagement Description of how you incorporate voice of the characters in your story; mention conflict. Section 2: Goals and Progress Indicators Created within setting. Theme: Central idea or belief; progress indicators are the evidence in story. Section 3: Actions, Services, and Expenditures Plot: What is going to happen; includes characters; takes into account the conflict; communicates the theme(s).

!

MINIMUM PROPORTIONALITY PERCENTAGE

STAKEHOLDER ENGAGEMENT

STAKEHOLDER ENGAGEMENT: EDCODE

• Edcode 52060
• Edcode 52062
• Edcode 52063

How can we get enough Stakeholder Engagement to successfully write our LCAP?

How do we design a user- based plan for

• ur district?

Focus on Human Values

Empathy for the people you are designing for and feedback from these users is fundamental to good design.

Radical Collaboration

Bring together innovators with varied backgrounds and viewpoints. Enable breakthrough insights and solutions to emerge from the diversity.

Embrace Experimentation

Prototyping is not simply a way to validate your idea; it is an integral part of your innovation

• process. We build to think and learn.

Show Don’t Tell

Communicate your vision in an impactful and meaningful way by creating experiences, using illustrative visuals, and telling good stories.

Be Mindful Of Process

Know where you are in the design process, what methods to use in that stage, and what your goals are.

Craft Clarity

Produce a coherent vision out of messy

• problems. Frame it in a way to inspire
• thers and to fuel ideation.

Bias Toward Action

Design thinking is a misnomer; it is more about doing that thinking. Bias toward doing and making over thinking and meeting.

d.mindsets

Excerpt from d.school bootcamp bootleg document, available at: http:// dschool.stanford.ed u/wp-content/ uploads/2011/03/ BootcampBootleg20 10v2SLIM.pdf

• Empathy is the foundation of a human-centered design process. To empathize, we:
• Observe. View users and their behavior in the context of their lives.
• Engage. Interact with and interview users through both scheduled and short ‘intercept’ encounters.
• Immerse. Experience what your user experiences.

As a human-centered designer you need to understand the people for whom you are designing. The problems you are trying to solve are rarely your own—they are those of particular users; in order to design for your users, you must build empathy for who they are and what is important to them. Watching what people do and how they interact with their environment gives you clues about what they think and feel. It also helps you to learn about what they need. By watching people you can capture physical manifestations of their experiences, what they do and say. This will allow you to interpret intangible meaning of those experiences in order to uncover insights. These insights will lead you to the innovative solutions. The best solutions come out of the best insights into human behavior. But learning to recognize those insights is harder than you might think. Why? Because our minds automatically filter out a lot of information in ways we aren’t even aware of. We need to learn to see things “with a fresh set of eyes” – tools for empathy, along with a human-centered mindset, is what gives us those new eyes. Engaging with people directly reveals a tremendous amount about the way they think and the values they

• hold. Sometimes these thoughts and values are not obvious to the people who hold them. A deep

engagement can surprise both the designer and the designee by the unanticipated insights that are

• revealed. The stories that people tell and the things that people say they do—even if they are different from

what they actually do—are strong indicators of their deeply held beliefs about the way the world is. Good designs are built on a solid understanding of these kinds of beliefs and values. Engage to:

• ! Uncover needs that people have which they may or may not be aware of
• ! Guide innovation efforts
• ! Identify the right users to design for
• ! Discover the emotions that guide behaviors

In addition to speaking with and observing your users, you need to have personal experience in the design space yourself. Find (or create if necessary) experiences to immerse yourself to better understand the situation that your users are in, and for which you are designing.

Empathize

MODE

:: 1 ::

Excerpt from d.school bootcamp bootleg document, available at: http:// dschool.stanford.ed u/wp-content/ uploads/2011/03/ BootcampBootleg20 10v2SLIM.pdf

Excerpt from frog collection action toolkit document, available at: www.frogdesion.com/CAT

Assume a Beginner’s Mindset

METHOD

’ ’

We all carry our experiences, understanding, and expertise with us. These aspects of yourself are incredibly valuable assets to bring to the design challenge – but at the right time, and with intentionality. Your assumptions may be misconceptions and stereotypes, and can restrict the amount of real empathy you can build. Assume a beginner’s mindset in order to put aside these biases, so that you can approach a design challenge afresh. Don’t judge. Just observe and engage users without the influence of value judgments upon their actions, circumstances, decisions, or “issues.” Question everything. Question even (and especially) the things you think you already understand. Ask questions to learn about how the user perceives the world. Think about how a 4-year-old asks “Why?” about everything. Follow up an answer to one “why” with a second “why.” Be truly curious. Strive to assume a posture of wonder and curiosity, especially in circumstances that seem either familiar or uncomfortable. Find patterns. Look for interesting threads and themes that emerge across interactions with users.

• Listen. Really. Lose your agenda and let the scene soak into your psyche. Absorb what users say to you,

and how they say it, without thinking about the next thing you’re going to say.

:: 6 ::

Excerpt from d.school bootcamp bootleg document, available at: http:// dschool.stanford.ed u/wp-content/ uploads/2011/03/ BootcampBootleg20 10v2SLIM.pdf

HOW TO TALK ABOUT NEEDS….

NEEDS NEEDS

• NEEDS ARE VERBS

VERBS

• Students need to be

engaged in their learning.

• Students need to learn at

their own rate.

• Parents need to feel

included in the school community.

SOLUTIONS SOLUTIONS

• SOLUTIONS ARE NOUNS

NOUNS

• Relationships can

increase engagement.

• Online learning is one

way to build individual instruction into a program.

• Personalized phone calls

can increase a parent’s sense of belonging.

Examples)of)“Empathy)–)Driven”)Stakeholder)Questions)

)

Priority)1:)Basic)Services)

Think&of&a&time&you/your&child/your&students&had&a&great&learning/teaching&experience:&Describe&the&kinds&of& facilities,&instructional&materials&that&are&in&place?&

Priority)2:)Implementation)of)CCSS)

How&do&you&best&learn/teach&new&skills&and&information?&What&helps&you&the&most&in&learning/teaching&new& information?&

Priority)3:)Parent)Involvement)&)Input)

Think&of&a&time&when&you’ve/your&parent&population&has&&really&been&connected&and&involved&in&the&education&

• f&your&child/your&students.&What&conditions&were&in&place?&

Priority)4:)Student)Achievement)

When&you/your&child/your&student&has&really&been&able&to&show&they&understand&something,&what&was&in& place&that&got&them&there?&How&do&you&know&best&that&your&child/you/your&student&really&understands& something?&

Priority)5:)Student)Engagement)

What&do&you&hear&from&your&friends/yourself/your&child/your&student&that&tells&you&that&they&really&are& connected&to/engaged&in&learning&at&school?&Why&do&you&think&you/your&friends/your&child&was&connected&at& that&particular&time?&

Priority)6:)School)Climate)

Describe&a&school&in&which&you/your&child/your&student&feel&totally&safe,&wanted,&connected&and&that&you/your& child/your&student&would&feel&like&you’d&really&miss&out&if&you&didn’t&attend&every&day?&

Priority)7:)Course)Access)

How&do&you/your&child/your&students&make&decisions&on&what&level/types&of&classes&to&take?&Do&you/your&

child/your&students&take&the&classes&that&you&think&prepare&you/your&child/your&students&for&your/their& future?&

Priority)8:)Other)Student)Outcomes)

What&do&you/your&child/your&student&need&to&be&able&to&do&to&be&successful&in&a&job&and/or&college&upon& leaving&school/moving&to&the&next&level&of&school&(for&KF8)?&&

Document available at www.scoe.org/lcap

Empathy Driven Questions (pdf)

What door are you choosing? What are the implications on planning, developing and implementing the LCAP in your district? Talk about the difference in asking Need/Verb vs. Solution/ Noun Questions

ENGAGEMENT RESOURCES

• Engagement Planning Tool (xlsx)

LCAP Stakeholder/Engagement:/Priority/1//8/Basic/Services District

Group

Bargaining/Units Principals Students Teachers District/Admin Foster/Youth Low/Income EL

Parents

Group

Parent/Advisory//Group EL/Advisory/Group Other/Groups Foster/Youth Low/Income EL

Community

Group

School/Board Foster/Youth Low/Income EL

Overarching/Question:

Completion/Date Communication/ Structure Level/of/Engagement/ (I,/C,/Inv,/Coll) Need/to/Know

Responsible/Person Who/to/Ask Responsible/Person Responsible/Person Need/to/Know Level/of/Engagement/ (I,/C,/Inv,/Coll) Communication/ Structure Completion/Date Who/to/Ask Who/to/Ask Need/to/Know Level/of/Engagement/ (I,/C,/Inv,/Coll) Communication/ Structure Completion/Date

Document available at www.scoe.org/lcap

CONNECTIONS IN PLANNING

The$8$ State$ Priori-es$

1.$Basic$Services$! 2.$ Implementa-on$

• f$Content$&$

Performance$ Standards! 7.$Course$ Access! 3.$Parental$ Involvement$&$ Input! 5.$Student$ Engagement! 6.$School$ Climate! 4.$Student$ Achievement! 8.$Other$ Student$ Outcomes!

Condi-ons$

• f$

Learning! Pupil$ Outcomes! Engagement! LCAP:$Eight$State$Priori-es$and$Three$Categories$

As#of:#2/11/14#

www.scoe.org/lcap!

SPSA

• Q2.

Q2. What is the timeline for aligning the SPSA with the LCAP? What is the timeline for aligning the SPSA with the LCAP?

• A2. The district will need to align the SPSA and the LCAP as the LCAP is being created.

The LCFF accountability provisions of the Budget Trailer Bill (Assembly Bill [AB] 97) adds E.C. 52062 (a)(4), which states that:

• The superintendent of the school district shall review school plans submitted

pursuant to Section 64001 for schools within the school district and ensure that the specific actions included in the local control and accountability plan or annual update to the local control and accountability plan are consistent with strategies included in the school plans submitted pursuant to Section 64001.

• Additionally, the LCAP template states: "To facilitate alignment between the

LCAP and school plans, the LCAP shall identify and incorporate school-specific goals related to the state and local priorities from the school plans submitted pursuant to E.C. 64001.”

• Q3.

Q3. W Will the for ill the format or content of the SPSA change in light of the new LCAP mat or content of the SPSA change in light of the new LCAP requir equirement? ement?

• A3. According to the California Department of Education, there are currently no plans

to change the SPSA. School Services: February 21, 2014

SPSA DOCUMENT

Combined SPSA and LCAP Template (doc)

The Combined SPSA & LCAP Template

School: Enter School Name District: Enter District Name County-District School (CDS) Code: Enter CDS Code Principal: Enter Principal's Name Date of this revision: Enter Date The Single Plan for Student Achievement (SPSA) is a plan of actions to raise the academic performance of all students. California Education Code sections 41507, 41572, and 64001 and the federal Elementary and Secondary Education Act (ESEA) require each school to consolidate all school plans for programs funded through the ConApp and ESEA Program Improvement into the SPSA. In addition, the Konocti Unified School District has addressed the LCAP 8 State Priority Goals. For additional information on school programs and how you may become involved locally, please contact the following person: Contact Person: Enter Contact Person's Name Position: Enter Position Telephone Number: Enter Telephone Number Address: Enter Address E-mail Address: Enter E-mail Address The District Governing Board approved this revision of the SPSA on Enter Date.

Document available at www.scoe.org/lcap

FOSTER YOUTH AS A SUB-GROUP

WHY NOW?

Document available at www.scoe.org/lcap

• r

http://cftl.org/documents/2013/IAG/ Invisible_Achievement_Gap_Full_Report.pdf

The Invisible Achievement Gap Report (pdf)

• at-risk student subgroups, and all students in California public schools for English

language arts on the California Standards Test, grades 2–11, 2009/10

All Foster care Low SES English learners Students with disabilities 20 40 60 80 100

Percentage of students proficient or above in English language arts

53 29 40 22 24

• Source. Authors’ analysis of linked California Department of Education and California Department of Social Services

administrative data, 2009/10.

• Note. Percentages are computed for 4,378,521 students ages 5–17 in grades 2–11 in fall 2009 with English language
• in foster care; 2,218,485 low-socioeconomic-status students; 949,501 English learners; and 214,921 students with
• disabilities. SES = socioeconomic status.

• student subgroups, and all students in California public schools for mathematics
• n the California Standards Test, grades 2–7, 2009/10

All Foster care Low SES English learners Students with disabilities 20 40 60 80 100

Percentage of students proficient or above in mathematics

60 37 37 50 43 40

• Source. Authors’ analysis of linked California Department of Education and California Department of Social Services

administrative data, 2009/10.

• Note. Percentages are computed for 2,560,081 students ages 5–17 in grades 2–7 in fall 2009 with mathematics
• care; 1,370,424 low-socioeconomic-status students; 690,548 English learners; and 125,295 students with disabilities.

SES = socioeconomic status.

Figure 19. Single-year dropout rate for students in foster care, other at-risk student subgroups, and all students in California public schools, grades 9–12, 2009/10

Foster care Low SES English learners Students with disabilities 10 20 5 15

Percentage of dropout

8 3 5 3

All

3

• Source. Authors’ analysis of linked California Department of Education and California Department of Social Services

administrative data, 2009/10.

• Note. Percentages are computed for 1,902,259 students age 17 or younger enrolled in grades 9–12 in fall 2009;

15,584 students in foster care; 869,449 low-socioeconomic-status students; 271,772 English learners; and 135,428 students with disabilities. SES = socioeconomic status.

FOSTER YOUTH: DISTRICT RESPONSIBILITIES

Foster Youth Provisions: Next Steps for School Districts (pdf)

• rganizations have developed programs where students in foster care have “beat the odds” and succeeded in school.
• thers suffer from residential and school instability, many lack an educational champion. Ensuring that foster youth

• Districts are receiving supplemental and concentration funds in proportion to the number of low-income,

• portion of their supplemental and concentration funds to providing foster youth increased or improved educational

• 4

The State has a unique legal responsibility to ensure the well-being of foster youth, yet their educational outcomes have historically been tragically poor. With the passage of

• to improving the educational outcomes of students in foster care.

• Determine the district staff responsible for developing and implementing the portion
• Developing meaningful goals and actions for foster youth will require a multi-disciplinary team. Team members may

• A multitude of agencies are involved with foster youth and provide services and supports related to their

• foster children are also served by the county mental health agency. Developing goals, programs and services in close

• Focus on

California’s New Local Control Funding Formula

Foster Youth Provisions: next stePs For school districts

Document available at www.scoe.org/lcap

FOSTER YOUTH: FOSTER FOCUS AGREEMENT

Document available at www.scoe.org/lcap

Foster Focus System Interagency Agreement (pdf)

FOSTER YOUTH: LIST OF RESOURCES

!

Sonoma&County&Foster&Youth&Resources&

Individuals!who!are!available!to!provide!input!and!support!regarding!strengths!and! needs!in!the!area!of!foster!youth!education.! !

• Sonoma&County&Office&of&Education&

Debra!Sanders! Foster!Youth!Education!Liaison! 707@524@2661! dsanders@scoe.org!! !

• VOICE&Teen&Center& &

& & & & & & Amber!Twitchell! 707@570@7769! atwitchell.voices@gmail.com!! &

• Valley&of&the&Moon&Children’s&Home&(Human&Services)&

! ! Leslie!Winters,!Section!Manager! 707@565@8394! !

• Family&Youth&&&Children’s&Services&(Human&Services)&&

& Paul!Dunaway,!Section!Manager! 707@565@4345! !

• SRJC&Foster&Youth& &

& & & & & & Nick!Lawrence! 707@535@3752! nlawrence@santarosa.edu!! &

• Sonoma&Kinship&&Center&

! ! ! ! ! ! Patricia!Morrow! 411!King!Street,!Santa!Rosa,!CA!95404! (707)!569@0877!

Document available at www.scoe.org/lcap

Sonoma County Foster Resources (pdf)

RESOURCES

SCOE/COMMUNITY SUPPORT

• One More Session:
• Thursday, March 27, 2014

9:00am-12:00pm

• Session for Charters and Authorizing

Agency – TBA

• BrightBytes Partnership
• Kristen Swanson/Mickey Porter
• SCOE LCAP Webpage
• www.scoe.org/lcap

SCOE Personnel SCOE Personnel

• CalPads Assistance
• Robin Horwinski (IT) | rhorwinski@scoe.org
• College/Career Readiness
• Stephen Jackson (Career Dev) | sjackson@scoe.org
• Co-op
• Gail Eagan (ESS) | geagan@scoe.org
• Cradle to Career
• Dan Blake(ESS) | dblake@scoe.org
• Customized Support
• Mickey Porter (ESS) | mporter@scoe.org
• Toni Beal (ESS) | tbeal@scoe.org
• Denise Calvert (Business) | dcalvert@scoe.org
• Judy Thomson (Business) | jthomson@scoe.org
• Data Assistance
• Rick Phelan (ESS) | rphelan@scoe.org
• Foster Youth
• Debra Sanders (Alt Ed) | dsanders@scoe.org

NEXT STEPS/INPUT

• Feedback:

www.surveymonkey.com/s/LCAP2SCOE

QUESTIONS?