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

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 February 13, 2020

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

• rganization that works to

expand learning

• pportunities 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 barriers & develop possible

• ptions

2) Include reflection time

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: mark.alcorn@sdcoe.net Twitter: @mark4math #detrackelementarymath Resources: http://bit.ly/UDL-Equity2020 UDL PL: March 5, 2020 Registration: http://bit.ly/UDLMarch2020

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

vs.

Content What we are talking about Context How we are talking 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

• f 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

https://www.cde.ca.gov/eo/in/bp/documents/yr15bp0720.pdf

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.

From Compliance to Continuous Improvement

LCFF of 2013

X

Signaled a Significant Shift in CA’s approach to Accountability

...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

In your table group, what are some of the mindsets you have heard about the LCAP and the LCAP development process?

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Reflect

Opportunity

• New template
• New 3-year plan
• Ideally, new experience and approach
• Six years of learning, growth, and

development… revision or redesign?

Opportunity to remind LEAs and

• urselves how much we’ve grown

and what has changed. Provide ourselves and each other permission to let go of old thinking and approaches So perhaps in our work with districts we suggest “Marie Kondo-ing” the old LCAPs

Changes

• Public Hearing prior to adoption of the LCAP
• LCAP must include all State Priority areas (1-8)
• New Template

SBE Approved 2020-23 Template recorded webinar: https://youtu.be/kszu8TscRrg Template: http://bit.ly/SBE-NewLCAPtemplate

Opportunity

In reflecting on your charter program be sure to make connections to:

• 8 State Priority Areas
• Think of specific examples (actions) of what the 8 priority areas look like

at your school, or what you want them to look like at your school

• Measurable Data
• How will you measure progress consistently, year over year?
• Required State Metrics
• Are all required state metrics being incorporated within your LCAP?
• Increased and/or Improved Services
• How is your school meeting the needs of unduplicated pupils?

Responsibility

• Our language and attitude matter: “Realistic Optimism”
• Heavy Lift: Autonomy is worth the Responsibility

(versus compliance and categoricals)

• Know the intent and choose congruent mindsets,

approaches, and practice, responsive to the needs of

• ur students, educators, and communities

Responsibility to the Intent of the LCAP

Operationalizing Equity LCAP is a document that communicates to internal and external stakeholders how the LEA plans to operationalize EQUITY

Responsibility to the Intent of the LCAP

Operationalizing Equity Lineup

Think about this statement: The LCAP is the document that communicates to internal and external stakeholders how the LEA plans to operationalize equity, where are you situated to support this in your LEA? 1- Not situated to support. 2- Somewhat situated to support. 3- Strongly situated to support. 4- At the table to make operationalizing equity a priority.

Guidance

• The National Equity Project
• SDCOE Equity Department

EQUITY means every child receives what they need to develop to their full academic and social potential.

60

Removing the predictability of success and failure that currently correlates with any social or cultural factor

61

Interrupting inequitable practices, examining biases, and creating inclusive & just conditions for all

62

Discovering & cultivating the unique gifts, talents & interests that every human possesses

63

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Educational equity means students have access,

• pportunities, and supports to thrive in school.

This requires a systemic approach that flexibly responds to the needs of students, when they need it and how they need it. Social or cultural factors should not predict whether or not students are prepared for college and career.

Educational Equity SDCOE

• How can we ensure

that our highest needs students are evidenced in the LCAP?

• What would be

evidence of equity,

• perationalized?

65

Operationalizing Equity

LCAP is a document that communicates to internal and external stakeholders how the LEA plans to

• perationalize EQUITY

Our quest...

With our districts

Original Intent The California Way From Compliance to Continuous Improvement Opportunity Responsibility Operationalizing Equity

Think about the LCAP that you support.

• What steps has your Charter made or do they need to

make to support these mindsets?

• How can you support your Charter in operationalizing

equity through their LCAP?

SBE Approved 2020-23 Template recorded webinar: https://youtu.be/kszu8TscRrg Template: http://bit.ly/SBE-NewLCAPtemplate

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Differentiated Assistance Update

Specific to Charter Schools

Differentiated Assistance Update

AB 1505 - Goes into effect July 1, 2020

• Revises the process and criteria for differentiated assistance under

LCFF to charter schools beginning 2020-21.

• Changes are intended to provide greater alignment with district

criteria for identification for assistance.

• Criteria are met if school meets underperformance criteria for one
• r more subgroups, for two or more LCFF priority areas for two or

more years.

• Assistance will be provided by the COE, not the charter authorizer

Impact on Renewal Process (1)

High performing charters shall be approved with streamlined renewal that only requires the charter be updated for changes in law, for 5 to 7 years, if for two years preceding the renewal the school:

• Has received the two highest levels (colors) schoolwide for all

state indicators it has, or

• Has met or exceeded the statewide average for all measurements
• f academic performance schoolwide and has exceeded the

average for a majority of underperforming subgroups , and

• Is not in differentiated assistance under LCFF.

Impact on Renewal Process (2)

Low performing charters shall not be renewed if for two years preceding the renewal the school:

• Has received the two lowest levels (colors) schoolwide for all state

indicators it has, or

• Is at or below the statewide average for all measurements of

academic performance schoolwide and is below the average for a majority of underperforming subgroups

Impact on Renewal Process (3)

Low performing charters shall not be renewed if for two years preceding the renewal the school:

• In order to approve a school not meeting the standards above, a

“second look” is allowed for two renewal terms only through June 30, 2025, and a school may only be renewed if:

• The authorizer finds the charter is addressing the factors of low

performance, and

• The school provides verifiable data from an externally validated

nationally recognized source that the school has made sufficient gains or has strong postsecondary outcomes.

• If the charter is approved, it may only be for a two-year term.

Learning & Leadership Services Professional Learning Highlights

Feedback and Reflection

Thank you! Next meeting - May 7, 2020