February 13, 2020 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 bit.ly/CharterNetwork3
● Opening remarks ● Who is in the room today? ● Sharing successes and next steps
This year we want to... Provide charter schools with timely information Build collective leadership capacity Network to share best practices across LEAs
Our Agenda Curriculum and Instruction: ● Introduction: Universal Design for Learning Data Culture: ● Assessment and Accountability Update ○ LCAP Template ○ DA Eligibility Learning and Leadership Services Support
Curriculum & Instruction Update Mark Alcorn Math Coordinator Learning and Leadership Services mark.alcorn@sdcoe.net @mark4math
Universal Design for Learning (UDL): Essential for Some, Good for All http://bit.ly/UDL-Equity2020
Outcomes: PROVIDE RATIONALE TO SUPPORT ADOPTION OF UNIVERSAL DESIGN FOR LEARNING (UDL) IN OUR CLASSROOMS • Be prepared to articulate how UDL is a response to the myth of average, and a resource to plan for expected variability across learners OPTIMIZE STUDENT DRIVEN OPPORTUNITIES TO REDUCE BARRIERS • Be prepared to lead a first step of implementation of the UDL guidelines to support all students in engaging and demonstrating learning
What reasons have you heard why students with disabilities are unable to engage in grade/course level work?
The Myth of Average: Todd Rose
Myth of Average in Education What implications does the myth of average have for teaching and learning?
Myth of Average in Education
Expose the Myth of Average, now what?
CAST A nonprofit educational research and development organization that works to expand learning opportunities for all individuals through Universal Design for Learning
Universal Design in Architecture
UDL supports development of Expert Learners who are: Purposeful and Motivated Resourceful & Knowledgeable Strategic & Goal-Directed
Outcomes: PROVIDE RATIONALE TO SUPPORT ADOPTION OF UNIVERSAL DESIGN FOR LEARNING (UDL) IN OUR CLASSROOMS • Be prepared to articulate how UDL is a response to the myth of average, and a resource to plan for expected variability across learners OPTIMIZE STUDENT DRIVEN OPPORTUNITIES TO REDUCE BARRIERS • Be prepared to lead a first step of implementation of the UDL guidelines to support all students in engaging and demonstrating learning
Expert Learners 1) Make choices 2) Reflect on their learning
Learning Design Implications 1) Determine potential 2) Include reflection time barriers & develop possible options
Options or Opportunities?
Determine barriers, develop options What is the purpose of the activity? Potential Barriers: Options/Opportunities:
Determine barriers, develop options What is the purpose of the activity? Building community Potential Barriers: text, cutting skills, drawing body parts, coloring, rigid prompts Options/Opportunities: digital, pre-cut, other medium, oral
Determine barriers, develop options 1) Select a learning context: • Syllabus Intro/First day of school • Introducing a new project/assignment • Teaching new vocabulary • Developing a Chapter/Unit Test • Other 2) Identify potential barriers to that context 3) Develop options/opportunities for students to choose during that learning context
Self-awareness 1) Make choices 2) Reflect on their learning
What do mathematicians do? •Take risks •Make mistakes •Are precise •Rise to a challenge •Ask questions •Connect ideas •Use Intuition •Reason •Prove •Work together and alone
What is Universal Design for Learning? “Universal Design for Learning (UDL) is a research-based framework for guiding educational practice. Based on the premise that one-sized all curricula create unintentional barriers to learning for many students, including the mythical average student, UDL focuses on planning instruction to meet the varied needs of students. UDL is not a special education initiative. Rather, UDL acknowledges the needs of all learners at the point of planning and first teaching, thereby reducing the amount of follow-up and alternative instruction necessary.” - ELA/ELD Framework, Chapter 9, page 910
Next Steps Identify a next step to take in your context regarding presuming competence with students with disabilities. • How will you deepen your learning about this topic? What resource is next? • Who will you share this information with? When will you do it? • What is the first part of the existing system you will
Let’s continue the conversation! Email: UDL PL: March 5, 2020 mark.alcorn@sdcoe.net Registration: Twitter: http://bit.ly/UDLMarch2020 @mark4math #detrackelementarymath Resources: http://bit.ly/UDL-Equity2020
Assessment and Accountability Update Deborah Hernandez, Ed.D Director Continuous Improvement LCAP Learning and Leadership Services Assessment, Accountability, and Evaluation deborah.hernandez@sdcoe.net Twitter: @academia_debs
Outcomes Today we will review the intentions and potential of LCFF and the LCAP. • Content vs. Context • Grounding: The “California Way” and “The Why” • Significant shifts to CA Accountability • Opportunities and responsibility • Operationalizing Equity
Content Context What we are How we are vs. talking talking about about it
What is Our Work? Deepening student learning and the teaching and leadership practices that nurture it. Michael Fullan--Learning Is The Work, p. ii https://michaelfullan.ca/articles/learning-is-the-work-2/
“A coherent system is one where the overall direction and strategy of the system are clear in the minds and hearts of most people working in it. You have coherence when practically any practitioner can explain, without having to prepare an answer in advance, how their everyday work links to and contributes to the larger strategy and direction of the system.” Michael Fullan--Learning Is The Work, p. 27
The Shift: Content to Context How does your everyday work link to and contribute to the larger strategy and direction of your Charter? What’s the through line between your work and deeper student learning and the teaching and leadership practices that nurture it? • Have a discussion with someone not at your table. • Take a few minutes to capture what you think about the prompt now that you’ve had a conversation with a colleague.
Over the past five year California has redefined: 1) what its students should learn, 2) how to measure progress, and 3) how to fund its school system. Impressive as all this is, most of the activity seems to be in the category of getting ready or posed to do something impact. When looked at from the perspective of impact on teacher practice and student learning the picture is less encouraging. --Learning Is The Work, p. i
Intent and Potential of the LCAP
Origin Story In January 2012, Gov. Jerry Brown’s budget proposed replacing most of California’s complex formulas with a weighted student formula. As finally approved as part of the 2013-14 budget and Assembly Bill 97, LCFF was established
The Local Control Funding Formula (LCFF) reformed California’s K–12 school finance system. It replaced a patchwork of formulas and specific (or “categorical”) programs with a focus on local control, funding equity , and additional support for the large share of students (63%) who are “high needs”—that is, low-income, English Learner, and/or foster care youth. LCFF gives LEAs control over how to spend state funding while requiring them to “increase or improve services” for high-need students in proportion to the increased funding these students generate.In their LCAPs, LEAs are required to develop explicit plans for distributing funding to their highest-need students.
A story of an LCAP...
Grounding
2015: A Blueprint for Great Schools Version 2.0 Page 2: The California Way The California Way rests on the belief that educators want to excel, trust them to improve when given proper supports, and provides local schools and districts with the leeway and flexibility to deploy resources so they can improve. https://www.cde.ca.gov/eo/in/bp/documents/yr15bp0720.pdf
From Compliance to Continuous Improvement
LCFF of 2013 Signaled a Significant Shift in CA’s approach to Accountability X
...in 2013-2014... Most LCAPs were written quickly and without comprehensive understanding of the intent of LCFF Many assumptions and messages impacted LCAPs Mental Models hadn’t really shifted Despite 3 template redesigns, remnants remain
Opportunity
Reflect In your table group, what are some of the mindsets you have heard about the LCAP and the LCAP development process? 49
Opportunity ● New template ● New 3-year plan ● Ideally, new experience and approach ● Six years of learning, growth, and development… revision or redesign?
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