LOCAL CONTROL Presented By: ACCOUNTABILITY PLANS · Uncover needs that people have which they may or may not be aware of •! Guide innovation e ﬀorts •! Identify the right users

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

LOCAL CONTROL ACCOUNTABILITY PLANS

February 13, 2014

Presented 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

Source: 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 our 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

others 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.edu/wp-content/uploads/2011/03/BootcampBootleg2010v2SLIM.pdf

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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 di!erent 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 e!orts •! 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 frog collection action toolkit document, available at: www.frogdesion.com/CAT

Assume a Beginner’s Mindset METHOD

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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 ::


HOW TO TALK ABOUT NEEDS….

NEEDS •  NEEDS ARE 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 ARE 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&of&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

of Public ParticipationIAP2 Spectrum

of Public ParticipationIAP2 Spectrum

ENGAGEMENT RESOURCES

• Engagement Planning Tool (xlsx) LCAP

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

DistrictGroup Names+of+

Bargaining/UnitsPrincipalsStudentsTeachers

District/AdminFoster/YouthLow/Income

EL

ParentsGroup NamesParent/Advisory//Group

EL/Advisory/GroupOther/GroupsFoster/YouthLow/Income

EL

CommunityGroup Names

School/BoardFoster/YouthLow/Income

EL

Overarching/Question:

Completion/DateCommunication/

StructureLevel/of/Engagement/

(I,/C,/Inv,/Coll)Need/to/Know

!

Responsible/PersonWho/to/Ask

Responsible/Person

Responsible/PersonNeed/to/KnowLevel/of/Engagement/

(I,/C,/Inv,/Coll)Communication/

Structure Completion/Date

Who/to/Ask

Who/to/Ask

Need/to/KnowLevel/of/Engagement/

(I,/C,/Inv,/Coll)Communication/

Structure Completion/Date


CONNECTIONS IN PLANNING

The$8$State$

Priori-es$

1.$Basic$Services$!

2.$Implementa-on$of$Content$&$Performance$Standards!

7.$Course$Access!

3.$Parental$Involvement$&$

Input!

5.$Student$Engagement!

6.$School$Climate!

4.$Student$Achievement!

8.$Other$Student$Outcomes!

Condi-ons$of$

Learning!Pupil$Outcomes!

Engagement!

LCAP:$Eight$State$Priori-es$and$Three$Categories$

As#of:#2/11/14#www.scoe.org/lcap!

SPSA

•  Q2. 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. Will the format or content of the SPSA change in light of the new LCAP

requirement? •  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.


FOSTER YOUTH AS A SUB-GROUP

WHY NOW?

Document available at www.scoe.org/lcap or http://cftl.org/documents/2013/IAG/Invisible_Achievement_Gap_Full_Report.pdf

The Invisible Achievement Gap Report (pdf)

28

)LJXUH��3HUFHQWDJH�SURÀFLHQW�RU�DERYH�IRU�VWXGHQWV�LQ�IRVWHU�FDUH��RWKHU�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

AllFoster care Low SES English learners

Students withdisabilities

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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

DUWV�&DOLIRUQLD�6WDQGDUGV�7HVW��&67��UHVXOWV��QRW�LQFOXGLQJ�&67V�WKDW�ZHUH�WDNHQ�ZLWK�PRGLÀFDWLRQV��VWXGHQWV�

in foster care; 2,218,485 low-socioeconomic-status students; 949,501 English learners; and 214,921 students with

disabilities. SES = socioeconomic status.

Figure 13 presents a more detailed look at the English language arts CST results for ��Ȃ��ǯ��Ƥ��Ǥ��Ƥ��ǡ��ǡ��ƪ��skills measured by the CST by performing at the levels of below basic or far below basic. Statewide, 20 percent of all students and 27 percent of low-SES students tested at the lowest two performance levels for English language arts. In comparison, 39 percent of students in foster care, 43 percent of English learners, and 50 percent of students with disabilities tested at these lowest two performance levels.

30

Students in foster care had the lowest ��Ƥ��ǡ��one third fell below the basic performance level.

The CST results for mathematics in grades 2–7 are ��Ƥ��Ǥ��ǡ��Ƥ��rate for the general population was 60 percent ��Ǧ��Ƥ��Ǥ��Ƥ��ǡ��Ƥ��ǡ��Ƥ��Ǧ��subgroups. The other at-risk subgroups had ��Ƥ��Ǥ�

)LJXUH��3HUFHQWDJH�SURÀFLHQW�RU�DERYH�IRU�VWXGHQWV�LQ�IRVWHU�FDUH��RWKHU�DW�ULVN�student subgroups, and all students in California public schools for mathematics on the California Standards Test, grades 2–7, 2009/10

AllFoster care Low SES English learners


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Note. Percentages are computed for 2,560,081 students ages 5–17 in grades 2–7 in fall 2009 with mathematics

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care; 1,370,424 low-socioeconomic-status students; 690,548 English learners; and 125,295 students with disabilities.

SES = socioeconomic status.

“I knew I didn’t have the grades

or money to go to college.

I accidentally enrolled in ROP

and got skills to have a career

and become independent.

It was a way to learn life skills

that you don’t get without a

family and support.”

— Student in foster care

39

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


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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.

Single-year dropout rates reported for each high school grade level show the grades in which students are most likely to leave school without a diploma in a given year. Across the student groups, dropout rates increased at each higher grade level, from grade 9 through 12 ȋƤ�Ǥ�ȌǤ��ǡ��ǡ��ǡ�ǡ��consistently higher than for each of the other student groups. For the statewide student population, the dropout rate peaked at 6 percent in grade 12, slightly below the rates for low-SES students and students with disabilities. In contrast, the dropout rate for grade-12 students in foster care was 14 percent, nearing the 15 percent dropout rate for English learners, the highest rate among the student groups.

FOSTER YOUTH: DISTRICT RESPONSIBILITIES

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

-HIRXMJ]�TVSKVEQW�XLEX�QIIX�XLI�YRMUYI�IHYGEXMSREP�RIIHW�SJ�JSWXIV�]SYXL��FSXL�

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7GLSSP�HMWXVMGXW�EVI�PMOIP]�XS�LEZI�I\MWXMRK�TVSKVEQW�JVSQ�[LMGL�JSWXIV�]SYXL�[SYPH�FIRI½X�MJ�TVSZMHIH�MRGVIEWIH�EGGIWW��1SVISZIV��SZIV�XLI�TEWX�HIGEHI��E�RYQFIV�SJ�WGLSSP�HMWXVMGXW��MRHMZMHYEP�WGLSSPW�ERH�GSQQYRMX]�FEWIH�organizations have developed programs where students in foster care have “beat the odds” and succeeded in school. 6IGSQQIRHEXMSR��7GLSSP�HMWXVMGXW�WLSYPH�VIWIEVGL�ERH�QEOI�EZEMPEFPI�XS�JSWXIV�]SYXL�ER�EVVE]�SJ�TVSKVEQQEXMG�WYTTSVXW�XLEX�LEZI�TVSZIR�WYGGIWWJYP�

4VSZMHI�MRHMZMHYEP�JSWXIV�]SYXL�XLI�YRMUYI�WIX�SJ�IHYGEXMSREP�WYTTSVXW�ERH�WIVZMGIW�

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Districts are receiving supplemental and concentration funds in proportion to the number of low-income, English-learner and foster youth enrolled. EC §§ 42238.02, 42238.03. These funds must be used to provide new or IRLERGIH�IHYGEXMSREP�WIVZMGIW�XS�XLIWI�WYF�KVSYTW�SJ�WXYHIRXW��)'��7GLSSP�HMWXVMGXW�WLSYPH�EPPSGEXI�E�portion of their supplemental and concentration funds to providing foster youth increased or improved educational services designed to improve their educational outcomes.6IGSQQIRHEXMSR��7GLSSP�HMWXVMGXW�WLSYPH�YWI�WYTTPIQIRXEP�ERH�GSRGIRXVEXMSR�JYRHW�XS�TVSZMHI�JSWXIV�]SYXL�XLI�YRMUYI�IHYGEXMSREP�WIVZMGIW�ERH�WYTTSVXW�XLI]�RIIH�XS�WYGGIIH�MR�WGLSSP�

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This document along with other resources to help implement the foster youth provisions of the local control funding formula (LCFF) can be found at www.CFYETF.org and www.FosterEdConnect.org. General information about the LCFF can be found at lcff.wested.org. Questions and requests for more information can be sent to [email protected].

This document along with other resources to help implement the foster youth provisions of the local control funding formula (LCFF) can be found at www.CFYETF.org and www.FosterEdConnect.org. General information about the LCFF can be found at lcff.wested.org. Questions and requests for more information can be sent to [email protected].

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

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to improving the educational outcomes of students in foster care.

The potential of the landmark foster youth provisions of the Local Control Funding Formula depends upon school districts developing and implementing Local Control Accountability Plan (LCAP) that contain goals and actions YRMUYI�XS�JSWXIV�]SYXL�ERH�WTIGM½G�XS�XLIMV�IHYGEXMSREP�RIIHW��7TIGM½GEPP]�

Determine the district staff responsible for developing and implementing the portion

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Developing meaningful goals and actions for foster youth will require a multi-disciplinary team. Team members may include the district’s foster youth liaison, staff with expertise in data-sharing, budgeting, curriculum and instruction, and specialized supports, and at least one member of the school district’s leadership team.6IGSQQIRHEXMSR��7GLSSP�HMWXVMGXW�WLSYPH�JSVQ�QYPXM�HMWGMTPMREV]�XIEQW�VIWTSRWMFPI�JSV�HIZIPSTMRK�KSEPW�WTIGM½G�XS�JSWXIV�]SYXL��XLI�EGXMSRW�XLI�HMWXVMGX�[MPP�XEOI�XS�EGGSQTPMWL�XLIMV�KSEPW��ERH�XLI�EWWSGMEXIH�FYHKIX��

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A multitude of agencies are involved with foster youth and provide services and supports related to their educational success. For example, the county child welfare agency is responsible for their well-being while the county SJ½GI�SJ�IHYGEXMSR´W�JSWXIV�]SYXL�WIVZMGIW�TVSKVEQ�TVSZMHIW�IHYGEXMSREP�GEWI�QEREKIQIRX�ERH�WYTTSVX��1ER]�foster children are also served by the county mental health agency. Developing goals, programs and services in close collaboration with these agencies is critical to prevent duplication of services.6IGSQQIRHEXMSR��7GLSSP�HMWXVMGXW�WLSYPH�[SVO�GPSWIP]�[MXL�XLI�GSYRX]�GLMPH�[IPJEVI�EKIRG]��GSYRX]�SJ½GI�SJ�IHYGEXMSR��ERH�SXLIVW�XS�TVSZMHI�[IPP�GSSVHMREXIH�WIVZMGIW�XS�WXYHIRXW�MR�JSWXIV�GEVI�

Focus on students in Foster

care

1

2

California’s New Local Control Funding Formula

Foster Youth Provisions: next stePs For school districts

CALIFORNIA FOSTER YOUTH EDUCATION TASK FORCE

PRE K -12 AND BEYOND


FOSTER YOUTH: FOSTER FOCUS AGREEMENT


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@[email protected]!!

!• VOICE&Teen&Center& & & & & & & &

Amber!Twitchell!707@570@[email protected]!!

&• 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@[email protected]!!

&• Sonoma&Kinship&&Center& ! ! ! ! ! !

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


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 •  CalPads Assistance

•  Robin Horwinski (IT) | [email protected]

•  College/Career Readiness •  Stephen Jackson (Career Dev) | [email protected]

•  Co-op •  Gail Eagan (ESS) | [email protected]

•  Cradle to Career

•  Dan Blake(ESS) | [email protected]

•  Customized Support •  Mickey Porter (ESS) | [email protected]

•  Toni Beal (ESS) | [email protected] •  Denise Calvert (Business) | [email protected] •  Judy Thomson (Business) | [email protected]

•  Data Assistance •  Rick Phelan (ESS) | [email protected]

•  Foster Youth •  Debra Sanders (Alt Ed) | [email protected]

NEXT STEPS/INPUT

•  Feedback:

www.surveymonkey.com/s/LCAP2SCOE

QUESTIONS?

Documents

LOCAL CONTROL Presented By: ACCOUNTABILITY PLANS · Uncover needs that people have which they may or may not be aware of •! Guide innovation e ﬀorts •! Identify the right users