Upload
paul-murphy
View
216
Download
0
Tags:
Embed Size (px)
Citation preview
Implementing LCAP as a District Leadership Team
December 3, 20158:30 am - 2:45 pm
Plan for Today
MORNING: Focus on LCAP Development for 2015-16
AFTERNOON: Focus on Implementing LCAP in 2014-15
Metric Monitoring (Data)
Implementation Monitoring
Questions & Answers
Coming back to the “WHY”
Cottonwood School District
David Alexander, Superintendent
LINK: https://www.youtube.com/watch?v=Kedog04h8LM
Telling the “WHY”“The challenge of establishing meaningful long-term goals to drive systemic reform is not creating documents, but bringing the goals to life in the minds and actions of people throughout the system.”
Cultures Built to Last (Dufour & Fullan, 2013)
Clay RossSuperintendent
Columbia School District
What has been done within
your district to begin to focus on the “why” within your 3-
year plan?
TED TALK: Atul Gawande “How do we heal medicine?”
Atul Gawande: Positive Deviants & Systems
“When we look at the positive deviants - the ones who are getting the best results at the lowest costs - we find the ones that look the most like systems are the most successful. That is to say, they found ways to get all of the different pieces, all of the different components, to come together into a whole.”
SKILLS:1. The ability to
recognize success and the ability to recognize failure
2. Devise solutions (tools)
3. The ability to implement systemwide
https://www.ted.com/talks/atul_gawande_how_do_we_heal_medicine?language=en
Focus“You need to be preoccupied with focus… You need ‘one main thing’ or central improvement strategy that consists of the leaders’ nonnegotiable view of what, over time, will have the greatest impact on improving the system performance for children.”
Coherence (Fullan & Quinn, 2016)
1.Reflect
★ Why do we get the student achievement outcomes that we currently do?
★ Can we recognize success and failure in our current system?
From your perspective, what is the largest issue getting in the way of student achievement?
2. Write
3. Share
Read & Highlight
1. Highlight key ideas2. Star top two
Learning to Improvepages 61-62
YELLOW
What are the causes underlying this key student achievement issue/problem? Why do we get these student results?
Key Issue/Problem related to Student
Achievement
cause
cause
cause cause
cause
cause
Individually, list each cause that comes to mind on a separate post-it note
before sharing and grouping.
Group probable causes into categories
1. Randomly spread notes on a large work surface so all notes are visible.
2. Group probable causes that seem to be related in some way. Place them side by side. Repeat until all notes are grouped. It’s okay to have “loners” that don’t seem to fit a group.
3. When ideas are grouped, select a heading for each group. Look for a note in each grouping that captures the meaning of the group. Place it at the top of the group. If there is no such note, write one. Often it is useful to write or highlight this note in a different color.
4. Combine groups into “supergroups” if appropriate.
District System of Improvement
PINK = Executive Summary
What are the causes underlying this key issue/problem? Why do we get these student results?
cause
cause cause
cause
“Why?”5x - Each time you ask "why," look for an answer that is grounded in fact: it must be an
account of things that have actually
happened – not events that might have happened.
Why does that occur?
Why does that occur?
Why does that occur?
Outside of our control
District Team Discussion:
★ How can we use this information on causes to improve our system for student achievement?○ {Time will be available after the break to
consider action steps for next year’s LCAP}
break
Deep Implementation
Fall 2015
Leadership Practices with Greatest Impact on Achievement
Focus
EfficacyMonitoring
Focus
Monitoring Efficacy
Effective Leadership Practices
• Efficacy: Personal conviction of teachers and administrators that their actions are the primary influences on the academic success of students.
• Focus: Leaders identify and monitor no more than 6 priority instructional initiatives that are linked clearly to specific student needs.
• Monitoring: Regular systematic observation of adult actions – what teachers and leaders do in order to improve student learning.
Reeves, Finding Your Leadership Focus. (2011)
• “True sustainability requires a double-edged focus on people and practices.”
(Reeves, 2010, p. 88)
• “Focus is a prerequisite for improvement... When focus is combined with other variables – such as effective monitoring, professional learning, assessment, and feedback – then student achievement gains are more than five times greater than when a failure of focus prevents successful teaching and leadership.”
(Reeves, 2011, p. 3)
Focus
• Certainty that teaching & leadership have disproportionate impact on student results
• Based on the attitudes and beliefs of adults in the school concerning the causes of student achievement.
Efficacy
Outside our Control
Within our Control
Monitoring of Adult Actions & Practices
• Frequent observation & recording of specific teaching practices being implemented
• Feedback to teachers
• Specific about the practices to be monitored, along with frequent intervals for reporting progress.
Monitoring
Need to monitor
our focus areas
for deep
implementation
Monitoring of Student Results
• Need to be specific about the data to be monitored, along with frequent intervals for examining and reporting progress.
• Frequent (minimum of 5-10 times annually)
• Reteaching & Reassessing Plans on Benchmark Exams
Monitoring
Need to monitor our focus areas
for deepimplementation
Reeves ~ Deep Implementation
LUCKY
High Results, Low Levels of ImplementationReplication of Success Unlikely
LEADERS
High Results, High Levels of ImplementationReplication of Success Likely
LOSERS
Low Results, Low Levels of ImplementationReplication of Failure Likely
LEARNING
Low Results, High Levels of ImplementationMovement toward Success Likely
Level of ImplementationLow High
Stud
ent
Achi
evem
ent
Low
Hig
h
Implementation: Full/Deep
• Implementation should focus on practices, not programs.
• To provide clarity, expectations for full implementation should be in writing.
• What does DEEP/FULL Implementation look like? • According to Reeves, it is “the extent to which 90% or
more teachers are using the practices.”
Focus
Faculty Participation
• 90% faculty participation = 3x-5x higher achievement gains than 10% faculty participation (or even 50-60%)
Reeves, Transforming Professional Development into Student Results. (2010)
Focus
Closing the Implementation Gap• Leading to Change/Closing the
Implementation Gap
– Douglas Reeves
WHITE
Deep ImplementationBLUE
GRAY = BLANK
Variation in Performance
“Achieving improvements at scale is not about what works on average. It is about getting quality results under a variety of conditions. Understanding the sources of variation in outcomes, and responding effectively to them lies at the heart of quality improvement.”
[Learning to Improve, p. 35]
District Team Discussion:★ What does deep implementation look like? Where
are we now? Potential next steps? Short-term wins? What is our case for compelling change?○ How can we use this information on causes to
improve our system for student achievement?○ What are potential action steps that could be
added to our LCAP to implement changes in needed areas?
★ After reviewing the graphic “Characteristics of Improving Districts,” are there additional actions (beyond what was identified in our post-it sorting) that should be drafted in the new LCAP to further focus improvement on student achievement?
Addressing Other State Priorities/Metrics
★All State Priorities and Metrics must be included - but do not need equal emphasis.
★Can include action steps to “maintain…” in areas where systems and current supports are bringing about high levels of results (ex. State Priority 1 - Basic; State Priority 5 - Student Attendance, etc.)
Tying the morning together - potential focus areas for the next couple of months:
★ Tie the “why” of your 2016-17 LCAP to student achievement.
★ Determine which of the causes you have identified should be addressed in your plan.
★ As you consider the categories of causes, consider building in an action to monitor toward deep implementation.
★ Identify which current LCAP actions that you are committed to and will continue for 2016-17 need deeper implementation.
lunch45 minutes
Starting at 12:45
Monitoring Metrics
Fall 2015
Examples of metric development efforts
Metric Some highlights in our development process Final Metric Approach
Chronic Absenteeism
• Considered school-wide attendance rates, but results are generally similar across schools, and can mask challenges with chronic absenteeism (which is linked to success in school and in life).
• Landed on chronic absenteeism, using the nationally accepted threshold of students with 90% or lower attendance.
Number of students w/ 90% or lower attendance
÷
Number of students enrolled
High School Readiness of 8th Graders
• Initial concept was to look at the percentage of 8th graders who persisted into their 2nd year of high school, but most students meet that bar and stakeholders raised concerns about connecting this to middle schools.
• Through a series of analyses, we identified a set of criteria predicting that a student is highly likely to graduate in four years (~90% likely to graduate on time).
Percentage of 8th graders meeting the following criteria:• 8th grade GPA of 2.5 or better, AND• Attendance 96% or better in 8th grade, AND• No D’s or F’s in ELA or Math in 8th grade, AND• Never suspended in 8th grade.
English Learner Re-Designation
• Current CA metric looks at all of the students who reclassify in a given year divided by the number of ELs from the prior year (regardless of how long those students have been ELs).
• We sought an indicator that took into account the research on the appropriate amount of time it takes for a student to reclassify (+/- 5 years).
• Started with one version of the indicator, iterated with stakeholders, and landed on our final version.
(Count of all ELs who re-designate in the current year)
÷
(Count of all ELs who re-designate at that school site in the current year) + (All 5-year-plus non-re-
designated ELs)
Find full metric descriptions at http://coredistricts.org/core-index
1. Are we on track to meet our Expected Annual Measurable Outcomes for LCAP? If not, what mid-course corrections should be made?
2. Are we seeing the same level of impact/result for each subgroup or economic group with our results? Is more services/funds necessary at some sites to create equitable outcomes?
Reviewing Fall Data
Monitoring Implementation
Fall 2015
Why do plans fail?
Use the plan.
Mike Freeman, Superintendent
Grant School District
Help people understand the plan.
Evaluate the plan regularly.
Cascade down
Jim Harrell, Superintendent
Gateway Unified School District
Team DiscussionGREEN
What’s Next?
Questions & Answers
Fall 2015
Question 1
What funds should be included within the LCAP?
Any funds you are using to accomplish the goals and actions outlined in the LCAP.
Question 2
How has the LCAP review process changed for this year?
★ Homeless Students (15+)
★ Program Review Form: 3C & 7C
★ Metrics that “do not apply” do not have to be included (ex. high school metrics for K-8 district)
TAN
Question 2
How has the LCAP review process changed for this year?
★ Shasta COE Fiscal Review Form
Question 3
What timeline is suggested for the LCAP?
Shasta COE has created a “Best Practice” timeline of cooperative review ahead of May.
FCMATGraphic
Question 4
Is CDE moving to an online LCAP? Yes, it will be
optional - available February 1, 2016. A separate support session will be offered for those who are interested.
Question 5
What should we be aiming for with Parent Engagement?
http://www2.ed.gov/documents/family-community/partners-education.pdf
Question 5
What should we be aiming for with Parent Engagement?
http://www2.ed.gov/documents/family-community/partners-education.pdf
Day 3 - March 21, 2016
★Discuss 3A/3B
★Budget - alignment of LCAP and Budget with multi-year planning
★Annual Update and tie in to audit & audit testing
★TEAM: Review Winter Local Metrics/Data
★TEAM: Discuss Implementation Teams’ Progress
★TEAM: Draft Effectiveness of Action Steps for Annual Update
★TEAM: Determine Process for Finalizing 3-Year LCAP
★TEAM: Discuss Potential Next Steps for 3-Year LCAP