San Diego County Charter Schools Network Meeting Shannon Baker, - - PowerPoint PPT Presentation

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San Diego County Charter Schools Network Meeting Shannon Baker, - - PowerPoint PPT Presentation

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December 5, 2019 San Diego County Charter Schools Network Meeting Shannon Baker, Ed.D Kristin Armatis Senior Director Senior Director Curriculum & Instruction Charter Schools Learning and Leadership Services Business Services

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San Diego County Charter Schools Network Meeting

Shannon Baker, Ed.D Kristin Armatis Senior Director Senior Director Curriculum & Instruction Charter Schools Learning and Leadership Services Business Services December 5, 2019

bit.ly/charternetwork2

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  • Opening remarks
  • Who is in the room today?
  • Sharing successes and next steps
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This year we want to...

Provide charter schools with timely information Build collective leadership capacity Network to share best practices across LEAs

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Our Agenda

Curriculum and Instruction:

  • NGSS Tools and Support

Equity:

  • California Computer Science Standards

Data Culture:

  • Assessment and Accountability Update

Learning and Leadership Services Support Reflection and Evaluation

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Curriculum & Instruction Update

Chelsea Cochrane Science Coordinator Learning and Leadership Services

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Scientific Literacy

https://youtu.be/gFLYe_YAQYQ

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SDCOE Science Theory of Action

IF we are clear about defining the high leverage practices,

resources, and understandings teachers need to effectively implement NGSS...

THEN educators can set specific goals to shift instruction in their classrooms… SO THAT students are empowered to take ownership for their learning... WHICH WILL RESULT IN more powerful learning experiences for ALL students.

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Evidence-Based Practices in Science

SDCOE Science Resource Center: ngss.sdcoe.net

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Evidence-Based Practices in Science

Evidence-based practices in science reflect some of the best tools and strategies that bring about desired outcomes in student learning. Teachers utilize a variety of practices and collect evidence from formative and summative assessments as well as other data to refine their pedagogical skills and help support the learning of all students in their classroom.

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Evidence-Based Practices in Science

Research and Background Instructional Planning Instructional Strategies and Pedagogy Key Findings from How People Learn Components and Features of Student Learning Writing in Science 5E Model of Instruction Planning for Engagement with Big Ideas in Science Eliciting Student Ideas in Science Supporting Changes in Student Thinking Pressing for Evidence-based Explanations Essential Learning Events in Science (Secondary) Essential Learning Events in Science (Elementary)

Using the Crosscutting Concepts to Build Student Sense-making and Reasoning

Science Talk

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Components and Features of Student Learning

Components of Student Learning Describe four main areas that are shared across all content areas. Observable Features Describe sample evidence that might be seen in a classroom where learning is aligned to the vision of NGSS

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California Computer Science Standards

Mark Lantsberger Computer Science Coordinator Learning and Leadership Services

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Why Do We Care About Computer Science??

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Projected Employer Needs in San Diego County Alone!

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NATIONWIDE UNIVERSITY DATA IN 2011

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WE ARE SEEING IMPROVEMENTS IN HIGH SCHOOL FEMALE PARTICIPATION

2017 2018

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WE ARE ALSO SEEING IMPROVEMENTS WITH UNDERREPRESENTED STUDENTS

2017 2018

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AS OF SEPTEMBER 2019 - ACCORDING TO CODE.ORG

YAY! CALIFORNIA IS MAKING MOST OF THESE POLICY BENCHMARKS . . WE’RE CLEAR. . . .

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Not

  • APCS A Test (2018)
  • 11,458 test takers in CA
  • 167 African American test

takers (1.5%)

  • Latinx students were 15.2% of

test takers

  • Female students were 26.7%
  • f test takers
  • APCS Principles Test (2018)
  • 13,154 test takers in CA
  • 312 African American test

takers (2.4%)

  • Latinx students were 32.3% of

test takers

  • Female students were 33.2%
  • f test takers

Fast So

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Seriously??

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WE NEED TO CHANGE OUR PERCEPTION OF WHO CAN BENEFIT FROM AND DO PROGRAMMING!!

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THIS IS THE ACTUAL REALITY

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ARE FOR EVERYONE!!!

THE NEW CALIFORNIA COMPUTER SCIENCE STANDARDS

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Pear Share!

  • Think about the data you’ve just seen.
  • Was there anything that surprised you?
  • What does that mean for the work you do?
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What Exactly IS Computer Science??

Computer Science IS

  • a theory and practice that allows you to program a

computer to do what you want it to

  • a tool that helps you tell a story or make something

happen with technology

  • a discipline that emphasizes persistence in problem

solving — a skill that is applicable across disciplines, driving job growth and innovation across all sectors of the workforce

  • a skill that teaches students how to use computers to

create, not just consume

Computer Science IS NOT

  • learning how to type or use a mouse
  • learning to use word processing,

spreadsheet, or presentation software (e.g., Word, PowerPoint, Google Docs & Drive)

  • learning how to build or repair computers
  • playing video games
  • learning Smarter Balanced (SBAC) skills
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How We Can Support Your Entire District

  • 1 remaining date for Administrator Learning - Discover what is in the

Standards and the Computer Science vision for the State!

  • 03/31 (on main campus)
  • Individual assistance with program evaluation, strategic design,

& strategic implementation.

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How We Can Support Individual Teachers and Sites

  • 2 dates for K-6 Teacher Learning - Discover what is in the

Standards, how much integration with other Content Standards is possible, how to judge a quality curriculum, get plugged into local and national resources!

  • 02/05 (at SCREC)
  • 04/01 (at NCREC)
  • We plan to develop a teacher leaders network over the course
  • f this first year.
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How We Can Support Individual Teachers and Sites

  • 1 date for 6 - 12 Teacher Learning - Discover what is in

the Standards, how much integration with other Content Standards is possible, how to judge a quality curriculum, and get plugged into local and national resources!

  • 02/04 (on main campus)
  • We plan to develop a teacher leaders network over

the course of this first year.

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MOST OF ALL. . . WE’RE HERE TO ASSIST!!

CONTACT ANY TIME AT mark.lantsberger@sdcoe.net

Follow on Twitter @MarkLantsberger

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FIND LOTS OF RESOURCES ONLINE!

Use the QR code to the right or visit https://padlet.com/mark_lantsberger/xk4r8u 460l4v

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Assessment and Accountability Update

Steve Green Tony Mora Patricia Karlin Senior Director District Advisor Coordinator Assessment, Accountability, & Evaluation Department

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CA School Dashboard

  • Public Release Schedule for week of December 9, 2019
  • Rolling Data Preview for LEAs and Charters during November
  • Data for all State Indicators have been posted
  • Local Indicator data posted
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Differentiated Assistance for 2019-20

  • Charter Schools eligible for DA support beginning with the

2019 Dashboard.

  • All Charters, Locally Funded and Direct Funded, are

considered LEAs for the purposes of Differentiated Assistance.

  • CDE Webinar - Charter School Eligibility Criteria for DA:

https://www.cde.ca.gov/ta/ac/cm/documents/charterlcffeligibility.pdf

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Levels of Assistance

  • Level 1 - Support for All: All districts, charter schools,

and County Offices of Education are eligible for general assistance.

  • Level 2 - Differentiated Assistance: All districts, charter

schools, and COEs are eligible for Differentiated Assistance based on performance in each LCFF state priority area.

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Charter Schools May be Eligible for Differentiated Assistance Based on…

State Indicators Only:

  • Charter schools must have three years of Dashboard state

indicator data to be eligible for Differentiated Assistance.

  • Two sets of rules for charter schools

○ Charter schools with three or more student groups ○ Charter schools that had fewer than three student groups

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Charter Schools with Three or More Student Groups

Each of at least three student groups must have at least one Red (or ELPI Status of ‘Very Low’) state indicator for all three years (it does not need to be the same indicator, but must be the same student group for all three years).

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Charter Schools That Had Fewer Than Three Student Groups

If a charter LEA has two or fewer student groups that receive a color in one or more of the three Dashboards, the charter LEA cannot be excluded from eligibility if one of the student groups does not receive a performance color in one or more

  • Dashboards. However, a student group that did not receive a

color in one or more of the three Dashboards must have at least

  • ne Red performance color in the year it received a color.
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CDE DataQuest Update

  • CDE has developed the DataQuest Update to keep DataQuest users informed about

upcoming data releases, new reports and downloadable data files, enhancements and changes to DataQuest, and to provide tips on how to use DataQuest

  • DataQuest Update #1 provides information about the following topics:

○ Introduction to the DataQuest Update ○ DataQuest Changes and Enhancements ○ Upcoming DataQuest Release ○ Differences Between DataQuest and the Dashboard ○ DataQuest Tips

  • To subscribe send a blank email to: subscribe-dataquest@mlist.cde.ca.gov
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English Language Proficiency Assessment Requirement

LINK TO LETTER

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English Language Proficiency Assessment Requirement

  • Both state and federal laws require that English learners be assessed each

year using the state’s test until exited from EL services, which occurs at reclassification (RFEP).

  • ESSA requires all ELs enrolled in schools served by the state to be

assessed annually using the state’s English language proficiency assessment (ELPAC).

  • If the LEA fails to assess all EL students, Title I, Part A, and Title III

allocations will have an additional condition added until such time all students are assessed.

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ELPAC

  • Must get trained every year
  • 2019-20 Summative Assessment

will be Computer-based

  • January 15th training at SDCOE
  • Flyer
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EL 01: English Learner Advisory Committee

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  • No required number of meetings
  • Officers and bylaws are not required
  • Schools need agendas, rosters, and minutes for meetings
  • Parents need to be trained on the ELAC legal responsibilities
  • ELAC may share their input with their school site council
  • Provide input to the School Plan for Student Achievement (if the school

has one)

  • CDE ELAC web page: https://www.cde.ca.gov/ta/cr/elac.asp
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EL 02: District English Learner Advisory Committee

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  • No required number of meetings
  • DELAC advises the local governing board on a variety of tasks
  • Officers or bylaws are not required
  • LEA with at least 51 English learners must establish a DELAC
  • DELAC may serve as the English Learner Parent Advisory

Committee to provide input regarding the Local Control and Accountability Plan (LCAP)

  • CDE DELAC web page: https://www.cde.ca.gov/ta/cr/delac.asp
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School Plan Requirements

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Background

  • The ESSA requires schools receiving Title I funds and operating a schoolwide

program (SWP), or schools identified for CSI, TSI, or ATSI, to develop a school plan

  • Assembly Bill 716 revised California Education Code (EC) sections

64001–65001 to streamline and align state and federal planning processes and codified Federal school planning requirements in ESSA in EC Section 64001

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Resources: bit.ly/CSI_Folder Slides: bit.ly/ESSACSI3

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School Plan Requirements (1)

The development of the School Plan is required to include the following:

  • A comprehensive needs assessment (pursuant to ESSA)
  • Analysis of verifiable state data, consistent with state priorities, including

state-determined long term goals

  • May include local data
  • An identification of the process for evaluating and monitoring the

implementation of the School Plan and progress towards accomplishing the goals

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Resources: bit.ly/CSI_Folder Slides: bit.ly/ESSACSI3

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School Plan Requirements (2)

The School Plan is also required to include the following:

  • Stakeholder involvement
  • Goals to improve student outcomes, including addressing the needs of

student groups

  • Evidence-based strategies, actions, and services
  • Proposed expenditures

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Resources: bit.ly/CSI_Folder Slides: bit.ly/ESSACSI3

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Which Schools Complete a School Plan?

A school is required to develop a school plan if… 1. The School operates any program funded through the consolidated application that requires a plan (e.g. Title I SWP); or 2. The LEA has determined that its schools must complete a School Plan; or 3. The school has been identified for CSI, TSI, or ATSI

Resources: bit.ly/CSI_Folder Slides: bit.ly/ESSACSI3

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Streamlined School Plan Requirements

A school may use the same plan to address both SWP plan requirements and CSI, TSI, or ATSI plan requirements.

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Resources: bit.ly/CSI_Folder Slides: bit.ly/ESSACSI3

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School Plan for Student Achievement Template Developed by the California Department of Education (CDE) The School Plan Template is available for download at: www.cde.ca.gov/re/lc/documents/spsatemplate2019.docx

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Is the CDE Template Required?

Schools eligible for CSI, TSI, or ATSI must use the CDE’s School Plan Template to complete the School Plan. ESSA requires that school improvement plans for schools identified for CSI be approved by the State Educational Agency (SEA)

  • In California the State Board of Education (SBE) is the SEA

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Resources: bit.ly/CSI_Folder Slides: bit.ly/ESSACSI3

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CSI Plan Approval Process

  • The School Site Council (SSC) develops the School Plan for Student

Achievement (SPSA)

  • The SPSA includes CSI Planning requirements
  • The LEA governing board approves the SPSA
  • The LEA summarizes its support of identified schools through the CSI

Planning prompts in the LCAP Plan Summary

  • The COE approves the LCAP (including CSI Plan Summary)
  • The CDE recommends list of approved LCAPs with CSI plans to the SBE for

approval

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Resources: bit.ly/CSI_Folder Slides: bit.ly/ESSACSI3

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Single-School LEAs

Single school districts or charter schools may use the LCAP to meet school planning requirements, as long as it meets the applicable federal school plan requirements, and LCFF stakeholder requirements, to develop its LCAP.

  • School plan requirements for schools operating a SWP include addressing
  • Title I, Part A Professional Development activities
  • Plans for pre-school transition (for LEAs providing preschool with Title I,

Part A funds)

  • Elements required for CSI, TSI, or ATSI plans, as applicable

Resources: bit.ly/CSI_Folder Slides: bit.ly/ESSACSI3

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Comprehensive Support and Improvement Prompts in the LCAP Plan Summary

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Learning & Leadership Services Professional Learning Highlights

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Feedback and Reflection

Please provide us with feedback! Thank you! Next meeting - February 13, 2019