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MESSAGEFROMTASKFORCECO-CHAIRS

DearSuperintendentTorlakson:

Withgreatpleasureandsatisfaction,wesubmittoyoutheattachedreportfromyouradvisoryAccountabilityandContinuousImprovementTaskForce.

Thisdocumentrepresentstheconsensusthinkingofthe30exceptionalmenandwomenwhoparticipatedinthiseffort.Theirworkincludedfivein-personmeetingsaswellasnumerouswebinars,conferencecalls,anddocumentreviews.

Whilenosmalltask,theTaskForce’shardworkhasresultedinastrongsetofrecommendationstowardanAccountabilityandContinuousImprovementSystemthatbetterservesourstudentsandourstate.

Asyoureadtheserecommendations,wehopethatyouwillseeareconfirmationofthe“CaliforniaWay”thatyou,theGovernor,andtheStateBoardofEducation,aswellasstakeholdersthroughoutthestate,havebeensosuccessfullyimplementinginrecentyears.Wealsothinkyouwillseenewbreakthroughthinkinginrelationtoaccountability,continuousimprovement,andthesupportsystemsthatwillbenecessaryforCalifornianstomakeprogresstogetherintheseareas.

Thegreatdiversityofthetaskforcewasitsstrength–itsmembersrepresentedthefullspectrumofourstate,includingbusinesses,administrators,teachers,parents,schoolboardmembers,students,researchers,philanthropy,institutionsofhighereducation,andothers.

Thisisaconsensusdocument,andweknowthateachmemberofthetaskforcewouldhavewrittenatleastsomepartofthisdifferentlyhadtheydoneitontheirown.Nevertheless,throughmuchdiscussionanddebate,wesubmittoyouareportthatisnotwatereddownandreflectsthecriticalandcreativethinkingoftheTaskForce.Thankyouforbringingtogetherthisoutstandingteamandforprovidingthegreatsupportsystemsthatmadethisworkpossible.

Weknowthatthesubmissionofthisreportisnotanendpoint,butanewbeginning.Wearekeenlyawareofthedifficultworkaheadtoputtogetherandimplementasystemofaccountabilityandcontinuousimprovementthattrulysupportsourstudentsandthosewhoservethem.Thefact,however,thatasaTaskForcewewereready,willing,andabletorollupoursleevesandconfrontdifficultquestionstogethergivesusgreatconfidenceforthefuture.

Thankyoufortheopportunitytoco-chairthisoutstandingeffort.WestandreadytohelpasyouworktogetherwiththeGovernor,theStateBoardofEducation,theLegislature,and,mostimportantly,California’sstudentsandfamilies,torealizethepromiseofanaccountabilityandcontinuousimprovementsystemthatisrootedinperformance,equity,andimprovement.

WeknowthatwespeakfortheentireTaskForceinexpressingourthanksfortheopportunitytobeinvolvedinthisworkatthishistoricmoment.Pleaseletusknowhowwecancontinuetobeofassistance.

Sincerely,

EricHeinsPresidentCaliforniaTeachersAssociation

WesSmithExecutiveDirectorAssociationofCaliforniaSchoolAdministrators

SUPERINTENDENT'S ADVISORY TASK FORCE ON ACCOUNTABILITY AND CONTINUOUS IMPROVEMENT

Page 1 of 41

TableofContents

MESSAGEFROMTASKFORCECO-CHAIRS.................................................................................................................1

1. EXECUTIVESUMMARY.............................................................................................................................................3THEPROPOSEDNEWACCOUNTABILITYANDCONTINUOUSIMPROVEMENTSYSTEM:AGRAPHICREPRESENTATION.....5SUMMARYDESCRIPTIONS:COMPONENTSOFTHENEWACCOUNTABILITYANDCONTINUOUSIMPROVEMENTSYSTEM..6

2. FOUNDATION.............................................................................................................................................................7VISION.....................................................................................................................................................................................................7GUIDINGPRINCIPLES...........................................................................................................................................................................8THECALIFORNIAWAY:USINGTHERIGHTDRIVERSTOGUIDEIMPROVEMENT.....................................................................8

3. ACCOUNTABILITYFRAMEWORK.........................................................................................................................9DEFINITIONOFACCOUNTABILITY..................................................................................................................................................10DEFINITIONS:PERFORMANCE,EQUITY,WHOLECHILD............................................................................................................10EQUITY,PERFORMANCE,IMPROVEMENT......................................................................................................................................11INDICATORSFORACCOUNTABILITYANDCONTINUOUSIMPROVEMENT................................................................................12

4. CONTINUOUSIMPROVEMENT............................................................................................................................20DEFINITIONOFCONTINUOUSIMPROVEMENT.............................................................................................................................20BUILDINGTHECONTINUOUSIMPROVEMENTSUPPORTSYSTEM.............................................................................................20CONTINUOUSIMPROVEMENTOFTHEACCOUNTABILITYANDCONTINUOUSIMPROVEMENTSYSTEM.............................24

5. IMPLEMENTINGTHENEWSYSTEMTODRIVEIMPROVEMENTANDCOMMUNICATEABOUTEQUITYANDPERFORMANCE..............................................................................................................................25

ROLES..................................................................................................................................................................................................25USINGADASHBOARDFORTRANSPARENTACCOUNTABILITYANDTOINFORMIMPROVEMENTEFFORTS.......................28RECOGNITION.....................................................................................................................................................................................30PLANNINGFORACCOUNTABILITYANDCONTINUOUSIMPROVEMENT–UNIFICATION,INTEGRATION,ANDSIMPLIFICATION.................................................................................................................................................................................32

6. CONCLUSION.............................................................................................................................................................34

7. APPENDICES.............................................................................................................................................................35A.EARLYLEARNING:THEFIRSTSTEPINACONTINUOUSLYIMPROVINGSYSTEM..............................................................35B.STATEBOARDOFEDUCATION,GUIDINGPRINCIPLESFORACCOUNTABILITYSYSTEMPLANNING...............................40C.SUPERINTENDENT’SADVISORYTASKFORCEONACCOUNTABILITYANDCONTINUOUSIMPROVEMENT.....................41


Page 2 of 41

1. EXECUTIVESUMMARY

ThisreportpresentstheworkandrecommendationsofCaliforniaSuperintendentofPublicInstructionTomTorlakson’sAdvisoryTaskForceonAccountabilityandContinuousImprovement.1

TheTaskForcewasconvenedatacriticalmomentforpubliceducationinourstate.Californiahasstartedonapathwaytowardsthecreationofabettersystemforourstudents,onethatrestsonafoundationofstudentsuccess,reliesonhighstandards,moreequitablydistributesresources(throughtheLocalControlFundingFormula),andtrustslocaleducatorsandcommunitiestodesigntheeducationalstructuresandsupportsthatourstudentsneedtoreachtheirfullpotential(throughtheLocalControlandAccountabilityPlans).Thisemerging“CaliforniaWay”buildsonacollaborativeapproachtopositiveeducationchange.

TheTaskForce’sworkwasguidedbytheCaliforniaDepartmentofEducation’sstrategicplan,ABlueprintforGreatSchoolsVersion2.0,whichlaysoutthemission,guidingprinciples,andrightdriversthatshapedthedirectionoftheaccountabilityandcontinuousimprovementsystemproposedhere.23SimultaneoustotheworkoftheTaskForce,California’sStateBoardofEducationhasbeenengagedindevelopmentofLocalControlFundingFormulaevaluationrubrics.4CalifornianowhastheopportunitytodevelopasystemofaccountabilityandcontinuousimprovementthatalignswithandextendstheprovisionsoutlinedinthefederalEveryStudentSucceedsAct(ESSA)tosupportaworld-classeducationforeverystudentintheGoldenState.

Buildingonthisgreatpotentialforalignmentandpositivechange,thetaskforce’srecommendationscanbesummarizedinthreewords:performance,equity,andimprovement.

Ournewsystemshouldbuilduponstudents’andeducators’ownintrinsicmotivationandproventechniquesofmanagementandorganizationaldevelopmentthatclearlydefinesuccess,supportitsrealization,andprovidehigh-profilerecognitionwhensuccessoccurs.Californiaiscommittedtoutilizingmultiplemeasurestohighlightourperformanceinrelationtothefullspectrumofoutcomeswecareaboutforourstudentsandschools.TheTaskForcestronglyrecommendsthatthesebepresentedinaneasy-to-usedashboardformat.Theyshouldrangefromapositiveschoolclimateinwhichstudentsreportfeelingengagedandrespectedtomasteryofthestate’srobustacademiccontentstandards.

Weareequallycommittedtosupportingandcultivatingasystem-widecultureofcontinuousimprovementinordertoadvanceandachievetheseoutcomesthatreliesonmultiplemeasurestoprovidetheinformationnecessarytoengageinimprovementefforts.Thiscultureofcontinuousimprovementmustinfuseallpartsofthesystem,includingcontinuousimprovementforthesystemitself,throughevaluativemechanismsthatallowustolearnfromlocalexperienceandrevisittheindicators,tools,andsystemsofsupportweusetoensuretheyareworkingasintended.Tothispoint,theTaskForceproposesongoingevaluationoftheAccountabilityandContinuousImprovementSystemandmakingcoursecorrectionsandupdatesasneededtobetterserveCalifornia’sstudentsandstakeholders.Therecommendationspresentedinthisreportshouldnotbeconsideredanendpointbutratherabeginningpointforcontinuousimprovement. Finally,bothimprovementandperformancemusthaveadeliberatefocusonsupportingequityofaccess,opportunity,andoutcomesforallofCalifornia’sdiversestudents.Historically,inCaliforniaandthenation,

1TheAccountabilityandContinuousImprovementTaskForcewasco-chairedbyEricHeins,CaliforniaTeachersAssociation,andWesSmith,AssociationofCaliforniaSchoolAdministrators.SeeAppendixCforafullmembershiproster.2CaliforniaDepartmentofEducation,Blueprint2.0PlanningTeam(2015).ABlueprintforGreatSchools,Version2.0.RetrievedonDecember20,2015,fromhttp://www.cde.ca.gov/eo/in/bp/documents/yr15bp0720.pdf.3Fullan,M.(2011).ChoosingtheWrongDriversforWholeSystemReform.CentreforStrategicEducation.RetrievedonDecember18,2015,fromhttp://www.michaelfullan.ca/media/13501655630.pdf.4SeetheStateBoardofEducationwebsiteforextensivedocumentationonthisprocess:http://www.cde.ca.gov/be/ag/ag/index.asp.Seealsopage24ofthisreport.


Page 3 of 41

thepubliceducationsystemhasnotequitablysupportedallstudentgroups;itisourdutytomakethehistoricshiftstobuildasystemthatrecognizesourpastshortcomings,shineslightonareaswheremoreworkisneededtorectifytheachievement/equitygap,andprovidessupportandrecognitionforimprovement.

TheTaskForce’sproposedAccountabilityandContinuousImprovementSystemshouldrelyonaholisticpictureofhowschoolsandLocalEducationalAgencies(LEAs)aredoinginregardtobothperformanceandequity.Thestate’ssystemshouldsimultaneouslylookatthewaysinwhichperformanceandequityareimprovinginordertofullyrealizetheoutcomesthatweseek.

Performance.Equity.Improvement.

ThefollowingpagesoftheExecutiveSummaryprovideagraphicoverviewofthekeyfeaturesoftheproposedsystem’simplementationandintegrationoftheperformance,equity,andimprovementthemes.

California’s Accountability and Continuous Improvement System

PerformanceEquity

Improvement


Page 4 of 41

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Page 6 of 41

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State and Federal Policy Context

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Page 7 of 41

• Embracestudents,parents,andfamiliesascriticalstakeholdersintheaccountabilitysystem.• Identifyandrecognizedistricts,schools,andclassroomsthatcanserveasmodelsforthose

thatneedsupport,tocreateanenvironmentwherewecanlearnfromeachother,collaborate,andimprovetogether.

GUIDINGPRINCIPLES

ThesharedvisionoutlinedaboveprovidesafoundationfordevelopingtheproposedAccountabilityand

ContinuousImprovementSystemwhilethefollowingguidingprinciplesfromtheSBEofferaframework

formakingdecisionsaboutthesystem:8

1. Articulatethestate’sexpectationsfordistricts,schools,andcountyofficesofeducation.Promotea

broadunderstandingofthespecificgoalsthatneedtobemetateachleveloftheeducational

system.9

2. Fosterequity.Createsupportstructures,includingtechnicalassistancefordistrictsandschools,to

promotesuccessforallstudentsregardlessofbackground,primarylanguage,orsocioeconomic

status.

3. Provideusefulinformationthathelpsparentsandcaregivers,districts,schools,countyofficesof

education,andpolicymakersmakeimportantdecisions.Assistandengageparents,educatorsand

policymakersthroughregularcommunicationandtransparent,timelyreportingofdatasotheycan

takeactionappropriatetotheirroles.

4. Buildcapacityandincreasesupportfordistricts,schools,andcountyoffices.Seektobuildcapacity

atalllevelsbyreinforcingtheimportanceofsoundteachingandlearningpracticesandproviding

necessarysupporttohelpschoolsreachtheirgoals.

5. Encouragecontinuousimprovementfocusedonstudent-leveloutcomes,usingmultiplemeasures

forstateandlocalpriorities.Focusonongoingimprovementofstudentoutcomes,including

college-andcareer-readiness,usingmultiplemeasuresthatreflectbothstatusandgrowth.

6. Promotesystem-wideintegrationandinnovation.Purposelyandeffectivelyintegrateeach

accountabilitysystemcomponent,includinggroupsandtechnologies,creatingacoherent,effective

andefficientsupportstructurefordistricts,charterschools,andcountyofficesofeducation.10

TheTaskForcedevelopedthefollowingadditionalguidingprinciples:

7. Aligntotheextentpossiblelocal,state,andfederalaccountabilityandcontinuousimprovement

systemstocreateonesingleintegratedsystemforusebyschools,districts,countyofficesofeducation,andtheStateofCalifornia.LeadwithCalifornia’scommitmenttosubsidiarityandthe

strengtheningoflocalassetsandcapacities;11and

8. Encouragelabor-managementcollaborationindistricts,schools,andcountyofficesofeducationas

anunderlyingfoundationforeffectiveimplementationoftheAccountabilityandContinuous

ImprovementSystem.12

THECALIFORNIAWAY:USINGTHERIGHTDRIVERSTOGUIDEIMPROVEMENT

“TheCaliforniaWayrestsonthebeliefthateducatorswanttoexcel,truststhemtoimprovewhengiventhepropersupports,andprovideslocalschoolsanddistrictswiththeleewayandflexibilitytodeployresourcessotheycanimprove.TheCaliforniaWayengagesstudents,parents,andcommunitiesaspartofacollaborativedecision-makingprocessabouthowtofundandimplementthese

8SeeAppendixBforthecompleteStateBoardofEducation’sGuidingPrinciplesforAccountabilitySystemPlanning.9Throughoutthisdocumenttheterm“schools”isusedtorefertoallpublicschoolsinCalifornia,includingcharterschools.10See:http://www.cde.ca.gov/be/pn/nr/yr15sberel01.asp.11SeeSection5forrecommendationsforalignmentofaccountabilityandcontinuousimprovementplans.12InformationontheCaliforniaLabor-ManagementInitiativecanbefoundatwww.cdefoundation.org/lmi.


Page 8 of 41

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D

Stak

ehol

ders

and

Com

mun

ities

Scho

ols

and

Dist

ricts

CDE,

CO

Es,

CDE,

CO

Es,

CCEE

CCEE

ROLESROLESROLES

SBE,

Leg

islat

ure,

U.

S. E

D

Stak

ehol

ders

and

Com

mun

ities


Page 9 of 41

• Illustratetheextenttowhichstudentsachievemeaningfullearningoutcomes,includingthe

acquisitionoftheknowledge,language,andlifelonglearningskillsneededtosucceed(Schooland

DistrictAcademicOutcomes).

• Revealdisparitiesbydisaggregatingstudentoutcomesbystudentgroupsandexamininglearning

conditionsthroughthelensofequity.

DEFINITIONOFACCOUNTABILITY

TheSuperintendent’sAdvisoryTaskForceonAccountabilityandContinuousImprovementoffersthe

definitionofaccountabilitybelow.ThisshareddefinitionallowedtheTaskForcetoidentifytheprimary

purposesofanaccountabilitysystemandconsiderhowthesepurposescouldbeachievedthroughasystem

thatemphasizesbothperformance,equity,andimprovement.Thisdefinitionfocusesonintrinsic

motivation,therightdrivers,andreciprocalaccountabilityacrossalllevelsofthesystem.

Accountabilityisasharedresponsibilityto:1)Providestudentswiththelearningexperiencesandsupportstheyneedtoachievemeaningfuloutcomes,and2)Effectivelycollaborateandshareinformation

amongteachersandclassifiedstaff,schools,students,parentsandcaregivers,administrators,districts,

communities,countyofficesofeducation,andthestatetoensurethateverypartofthesystemhasthe

capacity,tools,andresourcesnecessarytoprovidetheselearningexperiencesandsupport.Implementing

thistwo-prongeddefinitionofaccountabilityleadstoincreasinglevelsofsupportforimprovementsatall

levelsofthesystem.OurCaliforniaAccountabilityandContinuousImprovementSystemisbasedon:

• Sharedresponsibilitytosupportlearningforeverychild;

• Comprehensivelymeasuringperformance,equity,improvement,andhowwellthesystemis

meetingitsgoals,includinglinkingresultstothetieredsystemofsupportandintervention;19

• Consideringallthefactorsthataffectperformanceandoutcomesinordertoidentify,share,and

promotebestandpromisingpractices,andchangecoursesofactionthatarenotachievingour

desiredoutcomes;

• Clearlycommunicatingexpectationsandprocessesatalllevels;

• Reportingtheresultsofselectedmeasurestoallpartnersineducationandinthecommunity;and

• Takingwhatweknowandhavelearnedfromcarefulassessmentsandusingthatinformationby

workingtogethertochannelsupportandresourcestomakeimprovementswheretheyareneeded.

DEFINITIONS:PERFORMANCE,EQUITY,WHOLECHILD

Similarly,tobuildcommonunderstandingandsupportfortheTaskForce’sproposedAccountabilityand

ContinuousImprovementSystem,thetaskforcerecommendsthefollowingdefinitions:

Performance:theextenttowhichschools,districts,andthestatesupportstudentstoachievemeaningfuloutcomes.ABlueprintforGreatSchoolsVersion2.0recommendsthatmeaningfullearningshouldsupporttheacquisitionoftheknowledge,language,lifelonglearningskills,anddispositionsthatstudentsneedto

succeed:theabilitytoapplycomplexknowledgetosolveproblems,collaborate,communicate,inquire,

learnindependently,andbuildrelationships,andthecapacitytoberesilientandresourceful.20

Equity:Educationalequityexistswherestudents,particularlyfromvulnerablestudentgroups,areguaranteedtheculturallyappropriateandlinguisticallyaccessiblesupportsandresourcesneededtotake

advantageofeducationalopportunitiesandsucceedinschoolatthesamelevelasotherstudents.

19Formoreinformationseepages15-19forproposedindicatorsandpages22-23forthetieredsystemofsupportand

intervention.20Blueprint2.0PlanningTeam(2015).


Page 10 of 41

WholeChild:Anapproachtolearningthatensuresthateverychildishealthy,safe,engaged,supported,challenged,andvalued.21

EQUITY,PERFORMANCE,IMPROVEMENT

California’snewAccountabilityandContinuousImprovementSystemshouldcreateaholisticpictureof

howwelltheschools,LEAs,andthestatearerealizingCalifornia’svisionofsuccessforallstudents.Todo

this,theTaskForcerecommendsabalancedsetofacademicandnon-academicindicatorsthatillustrate

studentperformanceandequitablelearningconditions,andimprovementinboth(seeFigure1).TheTask

Forcerecognizesthatitisimportanttoutilizeawholechildapproachandnotincentivizethewrong

drivers.Inconsideringratesandtargets,theTaskForceadvisesanemphasisoncontinuous,sustainable

improvementsrootedintheongoingdevelopmentofprofessionalcapital.Thisbalancedsetofacademic

andnon-academicindicatorsshouldbedepictedineasy-to-readdashboardformats(seep.30).

Figure1

PERFORMANCE:

Theperformancemeasureillustratesthestateofstudentoutcomesatapointintimeacrossarangeof

academicandnon-academicareas.22Itusesmultipleindicatorstodepictthecurrentlevelofperformance.

Theperformancemeasureshowstheextenttowhichadistrictorschoolismeetingoutcomesforstudents

atbothanaggregatedanddisaggregated(bystudentgroup)level.23

PERFORMANCEIMPROVEMENT:

Theperformanceimprovementorchangemeasuredenotesthelevelofimprovementbasedonchanges

overtimetotheindicatorsincludedintheperformancemeasure.Itshouldbeprovidedinaggregatedand

disaggregated(bystudentgroup)forms.TheTaskForce’sproposednewAccountabilityandContinuous

ImprovementSystemplacessignificantvalueonimprovement.Thevalueofimprovementliesinboththeimportanceofstrivingtoincreasestudentandsystemoutcomes,andtheopportunitythat

improvementprovidesforsharedlearningacrossthesystem.Theperformanceimprovementmeasure

servesmultiplepurposes,providingopportunitiesto:

21AdaptedfromASCD.Seehttp://www.ascd.org/whole-child.aspx.22Thereareanumberofpossibleapproachestoachievethis.SomepossibleexamplesincludeamodelusedinAlbertaCanada,

whileanothermightbeaquadrant-basedscatterplot,suchasthemodeldevelopedbyChildrenNow.23Itiscriticaltoconsiderindicatorsthatreliablypredictthelonger-termstudentoutcomesweseek;forexample,indicatorsinthe

earlygradesshouldpredictgraduationrates,whileindicatorsinthesecondarygradesshouldpredictcollegeandcareer

preparedness,etc.

PerformanceAcademicandnon-academicachievement

PerformanceImprovementRateofimprovementofperformance

EquityImprovementRateofimprovementofequity

EquityGapsinopportunities(learningconditions)andperformanceacrossstudentgroups


Page 11 of 41

1. Highlightandrecognizethosedistrictsandschoolsmakingconcertedandsuccessfuleffortsto

improve;

2. Identifydistrictsandschoolsthatneedsupporttoaddresschallengesandneeds;and

3. Identifypromisingpractices,inaggregateorbystudentgroup,thatcouldbeappliedbyother

LEAsandschoolsacrossthesystem.

EQUITY:

Theequitymeasureshedslightondisparitiesinopportunitiesandoutcomesacrossstudentgroups.Equity

shouldbeexaminedthroughindicatorsofequitablelearningconditionsandbydisaggregatingperformance

measuresbystudentgroups.California’spubliceducationsystemisentrustedtoprovidehigh-quality

educationalopportunitiesforallofitsstudents.Arobustaccountabilitysystemidentifiesbarriersthatlimit

accesstoarigorousandnurturingeducationalexperienceforallstudents,especiallythoserequiring

specialeducation,fosteryouth,homelessyouth,thosefromlow-incomefamilies,Englishlearners,and

vulnerableracialandethnicgroups.TheAccountabilityandContinuousImprovementSystemshouldhelp

identifysupportsneededtoeradicatethosebarriers,maintainandmeasureprogresstowardscleargoals,

andholdschools,districts,andeducatorsaccountableforclosingachievementgapsandadvancingarange

ofculturallyresponsiveandlinguisticallysupportiveopportunitiestoensuresuccessinschooland

acquisitionoftheskillsnecessarytobecollege,career,andlifeready.

EQUITYIMPROVEMENT:

Similartotheperformanceimprovementorchangemeasure,equityimprovementillustratesthelevelof

improvementonequityindicators.Thismeasurelooksattherateofimprovementofequitablelearning

conditionsthatcapturethelevelofequityinaschoolordistrictandtherateatwhichperformancegaps

acrossstudentgroupsareclosing,stayingthesame,orgrowing.Improvingequityofaccessand

opportunityandclosingachievementgapsarecriticaltoimprovingoutcomesforallstudents.Additionally,

lookingattherateofimprovementonequityindicatorsprovidesawaytoidentifyandactonpromising

practicesforimprovingstudentequity.

INDICATORSFORACCOUNTABILITYANDCONTINUOUSIMPROVEMENT

TheTaskForcerecommendsaseriesofindicatorsetsfordifferentusesandatdifferentlevelsofthe

system.Thesevarioussetsofindicatorsshouldbedepictedinvisuallyattractiveandeasy-to-use

dashboardsthatwillallowthesystemto:

• Ensurethatthestateandsystemasawholearecontinuouslyimproving;

• Setclearexpectationsforperformance,equity,andimprovementacrossthestatewithregardto

studentlearningandachievement;

• Collectadditionaldiagnosticinformationtosupportcontinuousimprovementefforts;and

• ProvideLEAswiththeflexibilitytoidentifyindicatorsofinterest.

LEVELSOFINDICATORS

Tobuildasystemthatfullysupportsandvaluesperformance,equity,andimprovement,Californiashouldutilizeappropriateindicatorsetsforeachlevelofaccountabilityandcontinuousimprovement.24

ThisworkshouldbuilduponthestateprioritiesarticulatedbytheLocalControlFundingFormula(LCFF)

24“Anindicatorprovidesevidencethatcertainconditionsexistorcertainresultshaveorhavenotbeenachieved.Indicatorsenable

decision-makerstoassessprogresstowardstheachievementofintendedoutputs,outcomes,goals,andobjectives.”(Harvard

FamilyResearchProject)Horsch,K.(1997).Indicators:definitionanduseinaresults-basedaccountabilitysystem.Retrievedon

April14,2016,from:http://www.hfrp.org/publications-resources/browse-our-publications/indicators-definition-and-use-in-a-

results-based-accountability-system.


Page 12 of 41

andongoingworktodeveloptheLCFFevaluationrubrics.Theproposedindicatorsincludelocally

determinedindicatorsincludedinLocalControlandAccountabilityPlansandalsoincludestate-

determinedindicatorsthatalignwithESSArequirements.AssummarizedbyTable1andFigure2below,

targetedindicatorsetsshouldbedevelopedandprovidedforspecificsystemlevelsandaccountabilityand

continuousimprovementpurposes.

Table 1: Levels of Indicators IndicatorSet DefinitionandUseState-Required Theseindicatorsshouldbeusedforbothstateandfederal(ESSA)

purposes,shouldbeapplicableandrelevantstatewide,andshouldbe

utilizedbyCaliforniatogaugethesuccessoffederalandstate-level

accountabilityandcontinuousimprovementsupportsforLEAsand

schools.

State-Reported Theseindicatorsshouldbevettedandreportedbythestateand

availableforuseinthestate’sAccountabilityandContinuous

ImprovementSystemforLEAsandschools.Theseindicatorsshould

complementthestate-requiredindicatorsetbyprovidingamore

holisticpictureofperformance,equity,andimprovement.

State-Supported,Locally-Reported Theseindicatorsshouldprovideadditionaldiagnosticandevaluation

informationandshouldbeavailableforvoluntarylocalusethatissupportedwithtoolsprovidedbythestate,allowingschoolsand

LEAstoevaluatelearningopportunitiesmoredeeply.Theyshouldbe

locally-reportedandusedfordiagnosticandimprovementpurposes

inthecontextofstateandlocalaccountabilityandcontinuous

improvementsystems.

LocallyGeneratedandReported Theseindicatorsshouldbeidentifiedandvettedlocallyandusedfor

additionalinformationforLCAPdesign,implementation,and

evaluation.

StateSystem Theseindicatorsshouldbeidentifiedbythestatetouseinevaluating

itsworksupportingthestatewidesystem;theseindicatorsshouldbe

usedtodrivethecontinuousimprovementofthestate’ssystemsof

support.

AsillustratedbyFigure2,theseindicatorsetsformacomprehensivepackagethatfocusesonsupporting

anddrivinglocalaccountabilityandcontinuousimprovement.Theyshouldbedepictedandreportedin

easy-to-usedashboardformats.


Page 13 of 41

Figure2:IntegratedIndicatorSets

Tables2-6providepossiblespecificindicators,withassociatedcomments,foreachindicatorsetdescribed

above.Takentogether,thesetablesillustrateanintegrationpathutilizingLocalControlAccountabilityPlan

(LCAP)andLocalControlFundingFormula(LCFF)evaluationrubricsascentraldriversofonecoherent

andcomprehensivesystemthatincorporatesthefederalaccountabilityrequirements.

STATEANDLOCALINDICATORSFORLEASANDSCHOOLS

ThetablesbelowcontaintheproposedindicatorsforeachleveloftheAccountabilityandContinuous

ImprovementSystem.Eachsetofindicators,includingthosethatarestate-requiredandstate-reported,

includesbothacademicandwholechildindicatorsthatshouldbeusedtomeasureperformance,equity,andimprovement.Thisbalanceofacademicandnon-academicindicatorswillprovideamoreholistic

depictionoftheextenttowhichallstudentsarepreparedforcollege,career,life,andleadershipinthe21st

century.IndicatorsinTable2areexplicitlylinkedtoESSARequirementswhiletheindicatorsinTables3-5

arelinkedtodesiredoutcomes.

State System Indicators

Local Accountability

and Continuous

Improvement

State Required Indicators

State Reported Indicators

Locally Generated

Indicators (LCAP)

State Supported Indicators

State System Indicators


Page 14 of 41

Tabl

e 2:

Sta

te-R

equi

red

Indi

cato

rs

ESSARequirement25

Recom

mended

CaliforniaIndicators

26ExplanatoryNotes

Academ

icOutco

mes

Academ

icachie

veme

nt,asm

easuredb

yproficiencyonannualasse

ssments

CAASPPEn

glishlanguage

artsandm

athem

atics

scoresingrades3-8,

inclusive,plusgrade11

Tobemeasuredb

yscalesco

resreflectingboth

statu

sandstudentgrowth

overtim

e.ScaleSB

ACscoreswouldbebrokendo

wnintodifferentsubjects

(i.e.math

andE

nglish)andreported

bygradespan(i.e.grades3-5,6-8,11)

Highschoolgraduationrate

s4-y

earGraduationrates

plusanexte

ndedrate(5-

and/or6-yearrate)

Athighschool,includin

ga5-or6-yeargraduationrate

aswellas4-year

rates(w

ithatleastequalweigh

t)cre

atesincentivesforschoolstokeep/

workwithstudentswithchallenges.

Progressinachie

vingEnglishlanguage

proficiencyasdefinedb

ytheState

,withinaState

-determinedtimelinefor

allEn

glishLearners

EnglishLearner(EL)

progressonstate

English

ProficiencyA

ssessm

ent

TheStateLCFFidentifie

sprogresstow

ardE

nglishp

roficien

cyand

reclassificationrates.ELp

rogressusingscalesco

resonanE

Lproficien

cy

measureisbetterfortracking

theprogressofallstud

ents,ensuring

attentiontothefullrangeofEL

studentsandtheirneeds–from

thosew

ho

arenewcome

rstotho

sewhoarebecom

ingandh

avebecom

e‘proficient.’

ProgressofELscouldbemeasuredb

yacomp

ositeorbymultiple

indicatorsforEn

glishLearnerprogress,i.e.includin

glong-timeEnglish

learnersand/orreclassificationrate

s.TheT

askForcerecomm

endscreatinganewdatama

rkerof“English

Learnerre-d

esign

ated”forreclassified

ELs,a

sameansofcaptu

ringafuller

pictur

eofstud

entperforma

nce.

Forpublicelem

entaryschoolsand

secondaryschoolstha

tareno

thigh

sch

oolsinthe

State

—(I)ame

asureof

studentgrow

th,ifdetermined

appropriatebytheState;or(II)anoth

er

validandreliablestatew

ideacadem

icind

icatorthatallow

sformeanin

gful

differentiationinschoolperforma

nce.

Grow

thme

asure27

TheT

askForceencouragestheSBEandC

DEtoresearchpo

tentialgrowth

modelsforinclusioninthesystem.Th

isshouldinclud

eboth

SBACscores

andgrowthacro

ssoth

erindicato

rs.

25Ev

eryStud

entSucceedsAct,20

15.

26From

LCFFState

Prioritie

s,augme

ntedtom

eetfe

deralrequirem

ents.

27Th

etaskforceisno

tputting

forth

aspecific

waytomeasuregrow

th,bu

trecom

mendsthatth

atSta

teBoardo

fEducationcontinuetoresearchgrow

thme

asurem

ethodolo

gies.


Page 15 of 41

Tabl

e 2:

Sta

te-R

equi

red

Indi

cato

rs

ESSARequirement25

Recom

mended

CaliforniaIndicators

26ExplanatoryNotes

WholeChildOu

tcome

s

Notle

sstha

noneindicato

rofschool

qualityorstudentsuccesstha

tallows

formeanin

gfuldiffe

rentiation

inschool

performance;isvalid,re

liable

,comp

arable,andstatewide

;andmay

includ

emeasuresofstud

ent

engageme

nt,educatorengageme

nt,

studentaccesstoandcom

pletiono

fadvancedcoursewo

rk,postsecondary

readine

ss,schoolclima

teandsafety,

andanyotherindicatorotherState

choosesthatm

eetsthe

requireme

ntsof

thisclau

se.

• Suspensions/

expulsionrates

• Sta

tewide

school

clima

tesurvey

• Chronic

absenteeism

•

College&career

readine

ssind

icator

Suspensionandexpulsiondataarecurrentlyavailableandchronic

absenteeism

soonwillbe.Both

arelocalme

asuresofstudentacce

ssand

engageme

ntthathelppredictschoolachie

veme

ntandh

ighschool

graduation.TheT

askForcerecomm

endsthatsuspension/expulsionrates

beutilizedinconju

nctionw

ithandtied

toauthe

nticprogramm

aticw

ork

thatbuildspo

sitiveschoolclima

tesuchasalternativediscipline

or

resto

rativejusticeapproaches.

Astatewide

schoolclima

tesurveyofstudents,parents,a

ndteacherscould

includ

equestionsoncourse

breadth

andacce

ss;parentalinv

olvem

ent;

basicservices;safetyandsocial-emo

tionalsupports,teachin

gand

administrativesupports,andaccesstoappropriatecounselingservices,

nurse

s,andschoolpsycholog

ists.

Anon-test-basedindicatorofcollegeandcareerreadin

essshould

measure

theexten

ttow

hichstud

entscomp

letecourse

sandprograms(com

pletiono

fA-G,hig

h-quality

CTEsequencesandinternship

s)tha

tsupportcollegeand

careerreadine

ssandthedevelop

mentof21

stCenturyskillssuchas

collaboration,comm

unication,problem

-solving,andcreativity.28Th

iscould

bereviewedinconjun

ctionwithotheracademicindicatorsasameansfor

holisticallym

easuringtheskillsandabilitie

sstud

entsneedtobecollegeand

careerready.

28Th

eTaskForcerecognizesthatth

ereisnotcurre

ntlyastate

-adopted

tooltha

tmeasures21stCentu

ryskillslikecollaboration,co

mmunication,problem

solving,andcreativity.

Thesearequ

alitiesthatcanbeevalu

atedthroughperformanceassessm

ents.TheTa

skForce

recomm

endsthatthe

State

Boardo

fEducationp

ilotandstudyperforma

nce

assessm

entstha

tcanmeasurethesecom

peten

ciesastheyrelatetocollegeandcareerreadin

ess.


Page 16 of 41

Tabl

e 3:

Sta

te-R

epor

ted

Indi

cato

rs

OutcomeArea

Recom

mendedCaliforniaIndicators

ExplanatoryNotes

Academ

icOutco

mes

College,ca

reer,and

lifereadine

ssind

icators

• Stu

dentscom

pletingA

-G;approved

CTEsequence;orbo

th

• Stu

dentsm

eetingcollegestan

dard

onAP

/IB/dualcre

ditcoursewo

rk

• Physicalfitness

• Scien

ceassessm

entresults,o

nce

eachingrades3-5;6-8

;10-1

2fora

totalofthr

eetim

es

Ifcom

pletiono

fA-G,approvedC

TEsequences,o

rAB/

IB/dualcre

dit

coursewo

rkarenotinclud

edinthestaterequiredcollegeandcareer

readine

ssind

icator,th

eycould

beincludedh

ere.

Physicalfitnessdata

arealreadycollected

bythestate.

Asscien

ceassessm

entsdevelop

,theycould

beconside

redb

ytheSB

Einthe

futureasapo

tentialadditio

ntotherequiredindicators.

WholeChildOu

tcome

s

Student,Teacher,and

Parent/Caregiver

Engageme

nt

• Atten

dance

• Stu

dent,teacher,a

nd

parent/caregiversurveysfor

measuring

schoolclima

te

Ifattendanceandschoolclim

atesurveysareno

tinincludedn

thestate-

requiredsetofind

icators,theycouldbeincludedh

ere.

Schoolclima

tesurveyscouldinclud

eacoresetofquestionsusedacro

ssthe

statewithaddition

allocallydete

rmine

dquestionsforlocaluse.The

Califo

rniaHealthyKidsSurveyisanavailabletoo

lform

easuringschool

clima

te,andm

easureselem

entssuchasaccesstoresourcesandprograms,

feelingsofsafety,andinteractionw

ithcaringadults.

EquitableLearnin

gCondition

s

Opportu

nitiestolearn

• Teacherandadministrator

qualifications

• Schoolfacilitiesqu

ality

• Accesstocurriculum

mate

rials

• Accesstofullcurriculu

m

Thesearerequiredu

ndertheW

illiam

sCaseand/orLCAP.


Page 17 of 41

Tabl

e 4:

Sta

te-S

uppo

rted,

Loc

ally

-Rep

orte

d In

dica

tors

Recom

mendedCaliforniaIndicatorsExplanatoryNotes

Stateprovide

stools

forschoolsor

districtstochoose

andu

seattheir

option,poten

tially

incollaboration

withoth

erpartn

ers

andn

etworks.

• Locallyselected

,developm

entally,

culturally,andlin

guistically

appropriateobservational

kindergarten

readine

ssassessm

ents2

9 •

Classroomem

bedded,auth

entic

performanceassessm

ents

• Social-emo

tionallearnin

gind

icators

• ParentEn

gageme

nt

Aspartofitsefforttosupportlocalcontinu

ousimp

roveme

ntefforts,thestate

could

develop

andcalibrate

alibraryoftoolsandm

easuresforvo

luntaryuseby

LEAsandschools.Severalofth

esem

aybeavailableatthe

timeofsystem

launch

(launchlib

rary)30whileothe

rswillrequirefurthe

rtimeandresourceinvestm

ent

(developm

entallib

rary).3

1 CAhasacce

sstothe

InnovationL

abNetw

orkP

erforma

nceA

ssessm

entResource

Bankthatprovide

sperforma

nceasse

ssmenttasks,ru

brics,sc

oring

proto

cols,and

studentworklink

edtoCC

SSandN

GSSstan

dards.Thesecanbemadeavailable

to

schools,po

ssibly

aspartofthe

SBACDigitalLib

rary.

Assessm

entsofsocial-emo

tionallearnin

gmigh

talsobeusedtomeasure21

st Centuryskillssuchascollaboration,comm

unication,problem

-solving,and

creativity,andshould

befurth

erstudied

bytheSBE.

Tabl

e 5:

Loc

ally

Des

igne

d an

d Re

porte

d In

dica

tors

Recom

mendedCaliforniaIndicators

ExplanatoryNotes

Locallydetermined

indicators

• OtherLCAPindicatorsforstate

and

localprioritie

s32

• Otherlocallydesign

edindicato

rs

Districtsareno

texpected

toallocate

resourcesequallytoeacho

ftheLCAP

indicatorsbuttoselectstrateg

icgoalsandm

akeresource

allocations

associated

withthose.

29Th

eseareindiv

iduallyadm

inisteredandop

en-en

ded.Theyshouldbeusedasinforma

tionforteachersandschoolstoensuretheiryoungeststu

dents

arereceiving

theculturally,

linguistically,anddevelop

menta

llyappropriatesupportsthe

yneed.Mu

ltiplevalidate

dkind

ergartenreadin

esssupporttoo

lsexistandm

ay,intheshort-term,besuitable

for

inclusion

inthetoollibrary.AppendixAp

rovid

esaseriesofrecom

mendationsandconside

rationsregarding

earlylearnin

gintheAccountab

ilityandCo

ntinuousImp

roveme

ntSystem,includin

gasetofquestionspertainin

gtotheuseofKind

ergartenR

eadin

essAsse

ssments.

30Th

e“lau

nchlibrary”could

include:schoolclim

atesurveysforstudents,parents

andcaregivers,andteachers(e.g.,California

HealthyK

idsSurvey);toolsformeasuring

imple

menta

tiono

ftheCalifornia

Standards(CCSS,NGSS,etc.)includ

inginstructionalm

aterials,practices,train

ing,etc.;andtoolsform

easuringindicatorsofarich,fullcurriculu

mtha

tmigh

tincludeart,m

usic,PE

,scien

ce,so

cialstud

ies.

31Th

e“develop

mentlibrary”couldinclud

e:KindergartenR

eadin

esssupporttoo

ls(Earlyeducation/K-12

align

ment);Earlylite

racyassessm

entto

ols;High

schoolgraduation

systems(Digitalpo

rtfolio,capston

eproject,com

munityservice,assessm

ent);andSocial-Emo

tionalLearning

tools.

32Califo

rnia’seme

rging

accountab

ilityframe

workisgroundedwithinabroadersystemofcontinuousimp

roveme

ntandsupportforLE

Asandschools.Byanalyzing

performance

andp

erforma

nceimp

roveme

ntonmultipleindicatorsandpresentingthatin

forma

tioninu

ser-friendlyforma

ts,theLCFFevalua

tionrubricsw

illassistLEAsandschoolsinself-

identifyingtheirstrengths

andw

eaknesses,w

heresupportisneeded,andwhoisabletoprovide

it.


Page 18 of 41

STAT

ESYSTEM

INDICA

TORS

Tabl

e 6:

Pro

pose

d St

ate

Syst

em In

dica

tors

StatePriority

KeyIndicator

Performance

Equity

Improvem

ent

PupilAchie

veme

nt

andE

ngagem

ent

Aggregate

dSchooland

DistrictIndicato

rs

Succe

ssforstate

asa

wholeon

thestate-

requiredandstate

-reportedindicators

Succe

ssforstudentswith

higherneedsinthestate

asawh

oleon

eachofthe

state-requiredandstate

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Performanceand

opportu

nitygapclosure

Annualstategains,ra

teofgapclosure

Rateofgainsforstud

entswithhig

her

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PupilAchie

veme

nt

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ngagem

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ards

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erofschools

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high

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mbersof

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mentand

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mentation

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sInd

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COEs)

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ulgationof

exem

plarsand

prom

ising/best

practicesandb

rokering

ofthe

seando

ther

resources,includ

ing

technicalassistanceto

districts

Effectivenessofsupports

tosch

oolsandd

istricts,

especiallythoseservin

ghig

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bersof

studentsw

ithhigher

needs

Effectivenessofsupports

tosch

oolsandd

istricts,

especiallythoseservin

ghig

hnum

bersofstu

dents

withhig

herneeds

Equityandadequacyof

resourcedistribu

tion

Grow

thinserviceandcapacity(360º

reviews)


Page 19 of 41

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Page 20 of 41

describedbelow.37TheTaskForcerecognizesthatsignificantcapacitybuildingmusttakeplaceatalllevelsofthesystem,andespeciallyforcountyofficesofeducation,inordertotakeontheprovisionoftieredsupportsummarizedbelow.Tobeeffective,workatthecountyofficelevelshouldincludeteacherrepresentatives.

THREELEVELSOFSUPPORT:ALL,FOCUSED,INTENSIVE

Justasmodernhealthsystemsemphasizewell-beingandpreventionofillness,inCalifornia’sAccountabilityandContinuousImprovementSystem,theoverarchingpriorityshouldbegiventosupportingimprovementforall,acrossmultipledimensionsandthroughanecosystemofsupport.Inthoseinstanceswhengeneralsupporteffortsdonotyieldresults,focusedandintensivesupportsshouldbeutilized.Table7belowdescribestheproposedlevelsofsupportforschoolsanddistricts.38

Table 7: Tiered Support System

Tier TypeofSupport

ImprovementandSharedLearningforAll

LEAs

Theindicatorsshouldhelprecognizesuccess/identifythestrengthsofLEAsandschoolsandthereforeshouldserveasameanstoidentify(andself-identify)whichLEAsandschoolsarewell-positionedtosharetheirsuccessfulpracticeswithothersthroughformalandinformalimprovementeffortsacrossschoolsandLEAs.39TheSSPI/CDE,CCEE,andcountyofficesofeducationshouldalsodeveloptoolsandsupportsthatwillbeavailabletoallLEAsandschools(LCAPplanningsupports,vettedbestpractices,etc.).

FocusedImprovementSupport

TheSSPI/CDE,CCEE,andcountyofficesofeducationshouldusethedashboardofindicatorstoidentifyschoolsandLEAsinneedoffocusedintervention,andtheareasinwhichimprovementsupportsareneeded.

IntensiveImprovementSupport

TheSSPI/CDE,CCEE,andcountyofficesofeducationshouldusethedashboardofindicatorstoidentifyLEAsandschoolsthatneedmorecomprehensiveandintensivesupportstomakemajorimprovementsinperformanceand/orgrowth.Resultsonselectedmeasuresshouldnotonlyhelptoidentifywhereintensivesupportsareneeded,butwhatothersimilarLEAsmightbebestpositionedtoprovidethem.

37DifferentiatedlevelsofsupportcouldbeusedacrossLEAsandschoolsbasedonneed,similartothe“ResponseToIntervention”model,whichprovidesvaryinglevelsandintensitiesofsupportandinterventionbasedonstudentneeds.38Table7describesthetiersandtypesofsupport/interventionavailablefromstate-levelentities.TheTaskForcerecognizesthecriticalrolesthatwillbeplayedbymultiplekindsofstakeholdersinthefullecosystemofsupportincludingresearchers,nonprofitorganizations,institutionsofhighereducation,philanthropy,coalitions,etc.39ExamplesofformalandinformalimprovementeffortsincludestatewideandregionalLCFF/LCAPConferences,LCAPSupportTeams,CaliforniaLaborManagementInitiativeevents,etc.


Page 21 of 41

USINGEACH

SET

OFINDICATO

RSFO

RCONTINUOUSIMPR

OVE

MEN

T

Table8show

show

eachindicatorsetshouldbeutilizedtoinformandpromptcontinuousim

provem

entsupportsappropriateforeachleveland

dimensionofthesystem

,andTable9providesanoutlineofinitialcontinuousim

provem

entactivities.

Tabl

e 8:

Pro

pose

d In

dica

tors

by

Set a

nd C

ontin

uous

Impr

ovem

ent U

se

IndicatorSet

PrimaryContinuousIm

provem

entSupporter

(Workingincollaborationwithschoolboardmem

bers,teachers,classifiedstaff,principals,adm

inistrators,

otherschoolstaff,localbargainingunits,parentsandcaregivers,andstudents)

State-Required

CaliforniaDepartmentofEducation(CDE);CaliforniaCollaborativeforEducationalExcellence(CCEE)

State-Reported

CDE;CCEE;CountyOfficesofEducation(COEs)

State-Supported,Locally-

Reported

CDE;CCEE;COEs

LocallyDesignedandReportedCOEs,Districts

StateSystem

StateBoardofEducation(SBE),Legislature

Tabl

e 9:

Key

Ele

men

ts o

f Cal

iforn

ia’s

Con

tinuo

us Im

prov

emen

t Sys

tem

of S

uppo

rt

Tier

s H

ow e

leva

te e

quity

? W

hat?

All:

Buildstatewidesystemsof

supportsandcapacityto

prom

otecontinuous

improvementacrossall

schoolsanddistricts

Providingafullsystem

ofsupports

canhelpconnectthestate’s

AccountabilityandContinuous

Improvem

entSystemmorefullyto

resourcesforevidence-based

improvem

entandcanhelpaddress

achievem

entgapsacrossthestate

includingwithinschools,across

schools,andacrossdistricts.

Schoolanddistrictsystemsforannualplanningforcontinuous

improvem

ent:

• Integratedataanalysesandschooldiagnosticqualityreviewstohelp

determinerootcausesandidentifyresourceandcapacityissues

• Supportthedevelopment/inclusionofevidence-basedschoolquality

reviewprocessesaspartoftheLCAPprocessand/orthroughreform

oftheaccreditationsystem

s•

Developm

entofsupportiveandintegrativeplanningtools(LCAP,LEA

Plan,SPSA,SSIP–seeSection5)


Page 22 of 41

Tabl

e 9:

Key

Ele

men

ts o

f Cal

iforn

ia’s

Con

tinuo

us Im

prov

emen

t Sys

tem

of S

uppo

rt

Tier

s H

ow e

leva

te e

quity

? W

hat?

Districtandschoolrecognitionsystem

sCountyofficesupportfordistrictplanningandimplem

entation(and

capacitybuildingforCOEstoeffectivelyprovidethissupport)

Bestpracticeidentificationandimplem

entationsupport

Statewideonlineresourceexchangesystem

sProfessionallearningcommunityandpeernetworkingsupportsystems

(includingLabor-Managem

entCollaboration)

Capacitybuildingfordatamanagem

ent,utilization,andintegration

Sharedfindingsfrom

research/development/vettingofprofessional

learningandsupportsystems

Voluntarydistricttechnicalassistance(TA)andsupports

Focused:

Identifyschoolsinwhich

studentgroupsconsistently

demonstrateneedfor

focusedsupportand

improvement

Focusedsupportsforschoolswith

consistentlyunderperforming

studentgroupsshouldprovide

theseschoolsw

iththenecessary

supportstoelevateperformance

andclosegapsinopportunityand

achievem

ent.

Identificationoffocusedsupportproviders

Countyofficetechnicalassistance

Sharedfindingsfrom



ReferralstoLEA/SchoolTAandsupports

Intensive:

Ensuresignificant,

sustained,evidence-based

interventionsinpriority

LEAsandschools

Focusingonboththehighest-need

schoolsandhighest-needstudent

groupscandirectlyaffectequityby

closinggapsinopportunityand

achievem

ent.

Identifyagroupofhighest-needdistrictsandschoolsforintensive

supportandim

provem

ent

Identificationofintensivesupportproviders

MandatoryLEA/schoolTAandsupportsthatbuildLEA/schoolcapacityto

sustainimprovem

entovertime

Sharedfindingsfrom




Page 23 of 41

CONTINUOUSIMPROVEMENTOFTHEACCOUNTABILITYANDCONTINUOUS

IMPROVEMENTSYSTEM

Itwillbecriticaltobuildincheckpointsforrevisitingtheindicatorsandsupportsystemsoutlinedinthis

reporttoensurenotonlythatthestateisusingtheappropriatemeasuresandmethodstosupportsuccess

inperformanceandequity,butalsotodeterminetheextenttowhichthestateissupportingthoseinneed

ofassistanceand/orcapacitybuilding.TheindicatorsinTable6areastartingpointformeasuringhowthe

systemisperformingandimproving.TheLCFFevaluationrubrics,currentlyunderdevelopmentbythe

SBE,shouldbeafoundationaltoolforthissystem.TheprototypeLCFFevaluationrubricsfocusonoutcome

andimprovementasdualdimensionsofperformance,withanemphasisonequitythroughstudentgroup

performance.40TheLCFFevaluationrubricsprototypedesignincludesthefollowingthreecomponents:

1. AdataanalysistoolthatdisplaysLEA-andschool-levelperformance(outcomeand

improvement)onstate-levelindicators,disaggregatedtothestudentgrouplevelandthat

supportsthedisplayoflocaldata;

2. Statementsofmodelpracticesthatdescriberesearch-supportedpracticesrelevanttovarious

indicators;and

3. Referencesorlinkstoexternalpracticeguides,digitalresourcelibraries,andotherresources

alignedtothestatementsofmodelpracticeand/orspecificindicators.

TheLCFFevaluationrubricscouldbeutilizedtosupportandbuilddistrictandschoolcapacitybyanalyzing

anddisplaying,attheLEA,studentgroup,andschoolsitelevels,state-availabledatawithintheLCFF

prioritiesandalsoallowingLEAstopopulatesomelocallyhelddataintoamultiplemeasuresdashboard.

Additionally,therubricswillsupportLEAsandschoolsinusingtheperformancedatatoidentifystrengths

andareasforimprovementintheircurrentpracticesandservicesrelativetothestatementsofmodel

practicesandinconnectingLEAstoadditionalsupportresources.41TheCCEE,workingwithits

collaborativepartners,shouldtaketheleadincreatingaframeworkfordeterminingwhetherthesystemis

drivingperformance,equity,andimprovement.

40http://www.cde.ca.gov/be/pn/im/documents/memo-sbe-feb16item02.doc(Terminology);

http://www.cde.ca.gov/be/pn/im/documents/memo-sbe-feb16item03.doc(Architecture);

http://www.cde.ca.gov/be/pn/im/documents/memo-sbe-feb16item04.doc(GraduationRateAnalysis).41Thiscouldincludemoredetailedpracticeguidesorresourceslibraries,informationonhowtoself-refertoCCEE,alistofTA

providers,and/oralistoflocaldistrictsorschoolsthathaveachievedsignificantimprovementinthatarea.


Page 24 of 41

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ROLES


Page 25 of 41

• Helpschoolsfindtheresourcesandsupporttheyneedtoimprove(includingsupplementary

servicesprovidedbyhealthandsocialservicesagencies);

• Allocateresourcesfromlocal,state,andfederalsources;

• Improvetheindividualandcollectivecapacitiesofteachers,classifiedstaff,andschoolleaders;

• Engagerelevantstakeholderstohelpmakeinformeddecisionsonbehalfofeachcommunity’s

linguistic,cultural,andacademiccontext;

• Workwithlocalandcountyearlylearningsystemstoincreaseaccesstoandqualityof

developmentally,culturally,andlinguisticallyappropriateearlylearningopportunitiestobuilda

strongfoundationforlatersuccessfromtheearliestpossiblemoment;

• Worktoeliminateaccess,opportunity,andachievementgaps;

• Enhancecollaborativerelationshipsbetweenlaborandmanagementinordertoimprovedecision-

makingprocessesandultimatelyimprovestudentlearning;

• Adoptpoliciesthatcaninfluenceequityefforts,studentachievement,andresourceallocation;and

• Encourageschoolboardmemberstoseekprofessionaldevelopmentthatstrengthenstheir

knowledgeandskillsaroundthevariousaspectsoftheirgovernanceresponsibilities,includingfor

example,collectivebargaining,studentachievement,LCAPs,etc.

Countyofficesofeducationshould:

• Becomeexpertsintheprocessofcontinuousimprovementandsupporttheirschooldistrictsin

implementingprovenstrategiestoimprovestudentsuccess–buildandstrengthenlocaland

regionalprofessionallearningcommunitiesandnetworks;

• Supportthedevelopmentandimplementationofeffectivelocalaccountabilityandcontinuous

improvementplans;

• Provideconsistenttechnicalassistancetodistrictsinneedofmorefocusedandintensive

improvementsupport;

• Providefeedbacktothestateonwhatisandisnotworkingasameanstocontinuouslyimprove

thesystemitself;

• Supportdistrictstocollaborateinlocalandcountyearlylearningsystemstosupportsystem

alignment,articulation,sharedlearning,andqualityimprovementefforts,andincreaseaccessto

highqualityanddevelopmentally,culturally,andlinguisticallyappropriateearlylearning

opportunities;and

• Supportlabor-managementcollaborationaspartofthecontinuousimprovementprocess.

STATE

ThesuccessofCalifornia’sAccountabilityandContinuousImprovementSystemwill,ofnecessity,hinge

upontheabilityofdiversestakeholdersatalllevelsofthesystemtocollaborateeffectively.Itisandwillbe

achallengingandongoingtasktomaketheshifttonewwaysofholdingeachotheraccountableand

supportingsystem-wideimprovement.

Toaddresssystem-wideneeds,therearemanysupporteffortsandactivitiestakingplaceinCalifornia,

supportedbyavarietyofentitiesincludingstateassociations,nonprofits,institutionsofhighereducation,

andphilanthropy.However,thestatehasaprimaryresponsibilitytocoordinatetheseefforts,understand

howtheyarecollectivelyaddressingimplementationneedsacrossthestate,identifygapsinthesystemsof

support,andensurethedevelopmentofresourcesandsupportsmostneededinthefield.

Thestatealsoworkstoensurethatalldistricts,schools,andstudentsarebeingservedandsupported,

especiallythoseinourmoststrugglingcommunities.Thestatemustberesponsibleforclearandconsistent

communicationaboutallelementsoftheAccountabilityandContinuousImprovementSystemincluding

keymilestones,toolsandresources,opportunitiesforcollaborationandsharedlearning,bestand

promisingpractices,andinnovativeideas.


Page 26 of 41

Theprimaryentitiesthatrepresent“thestate”–theStateSuperintendentofPublicInstruction(SPI)/CDE,

theStateBoardofEducation(SBE),theCountySuperintendents,andtheCaliforniaCollaborativefor

EducationalExcellence(CCEE)–mustbeinalignmentintheirmessagestothefieldandworkinadeeply

collaborativewaytoavoidduplicationofeffort,avoidconfusingorconflictingmessages,andenablea

strongandhighlyleveraged,coordinatedapproachtosupportingimplementationoftheAccountabilityand

ContinuousImprovementSystem.

TheSBEwillprovidepolicydirectionforthiswork.TheCDE,CountyOfficesofEducation,andtheCCEEwillbeprimarilyresponsibleforstate-levelimplementation.Strongandeffectivecollaborativetiesbetweenthesethreefundamentalstatewideplayerswillbeessentialforsuccess,aswilltheirabilityto

effectivelydrawinotherlocal,regional,andstatewideentities.

ThestatemustensurethattheAccountabilityandContinuousImprovementSystemistruetoitsnameby

intentionallyreviewinghowthesystemitselfisworkingandfindingwaystocontinuouslyimprovethe

systemtobetterserveallofitsstakeholders.Thiswillrequirecommunicationandoutreachacrossall

levelsofthesystem,andcreatingagrowthmindsetamongthestate’sprimaryentities.

Additionally,thestateshould:

• Provideadequateandequitablefundingandresources;

• Establishmeaningfulpoliciesandstandards;

• Setclearexpectationsforperformance,equity,andimprovement;

• Interveneifaschoolordistrictfailstoshowimprovementacrossmultiplestudentgroupsinthree

outoffourconsecutiveyears;42

• UtilizetheCaliforniaSchoolRecognitionProgramtohighlightandpromoteachievementand

improvementinacademicperformanceandprogramsandpoliciesthatsupportthephysical,social,

andemotionalhealthneedsofstudents;

• Establishanddevelopanecosystemofpeerlearningandsupportbyrecognizingandidentifying

areasinwhichschoolsandLEAsareexcellingandcanprovidesupporttoothers,andidentifying

areasinwhichtheyrequireassistance;

• Supporttheeliminationofgapsinaccess,achievement,andopportunitybetweenstudentgroups

throughestablishingkeyaccountabilityindicators,providingresourcesandprofessionallearning,

andeliminatingpracticesandpoliciesthatallowdisparitiestopersist;

• SupportLEAsincollaboratingacrosstheK-12andEarlyLearningSystemstosupportincreased

accesstoandqualityimprovementeffortsforhighqualityanddevelopmentally,culturally,and

linguisticallyappropriateearlylearningopportunities;

• Facilitatesharedlearningacrossmultipledomainsandplatformsbyprovidingprofessional

development,investingindatasystems,andmakingessentialdataavailable;

• Buildthecapacityofschools,districts,countyofficesofeducation,andstateagenciestoengagein

continuousimprovementinpartnershipwithtechnicalassistanceproviders,institutionsofhigher

education,andphilanthropicfoundations;

• Establishtheconditionsforandsupporteffectivelabor-managementcollaboration;

• Supportanaccessibleonlineresourceexchangeoftoolsandresourcestobesharedacrosssystems

thatincludesstandardizedsurveys,reportingtools,data,andvettedpromisingpractices;

• Worktogethertofosterandsupportcontinuousimprovementintheperformanceofdistricts;and

• Cultivateandpracticecontinuousimprovementatthestatelevelthroughongoingassessmentto

ensurethesystemmakesprogresstowardsthedesiredresultsandcommitstomakingcourse

correctionsasneeded.

42CaliforniaDepartmentofEducation(2016).LocalControlFundingFormulaOverview.RetrievedonMarch14,2016,fromhttp://www.cde.ca.gov/fg/aa/lc/lcffoverview.asp.


Page 27 of 41

FEDERAL

Thefederalgovernment,andespeciallytheUnitedStatesDepartmentofEducation,should:

• Ensuretransparencyofresultsacrossstatesandtheirdistrictsandschools,includinginparticular

theoutcomesofstudentswhoarepoor,fromminoritypopulations,orhavespecialneeds; • Supportthedevelopmentofinterstateprofessionallearningcommunitiesandnetworks; • Supportinvestmentinhigh-qualitystatelongitudinaldatasystems; • Provideadequatefundingandresources; • Supporttheeliminationofopportunityandachievementgaps;and • Fosterinnovation.43

CALIFORNIA’SSTAKEHOLDERSANDCOMMUNITIES

OneofCalifornia’sgreatestassetsisitslargebaseofsupportiveandcommittedstakeholders.Thisbase

includesanarrayofgroupsandindividualswhocareaboutthesuccessofourpublicschools.Rangingfrom

advocates,professionalorganizations,unions,institutionsofhighereducation,philanthropicorganizations,

parentgroups,students,communityvoices,businessorganizations,andbeyond.Theseindividualsand

theirorganizationsbelieveeveryCaliforniastudentshouldhaveaccesstoanexcellenteducation.This

coalitionofsupportivestakeholderscontributestothesuccessofCalifornia’seducationsystemwritlarge,

butwillalsobeinstrumentalinthesuccessfulcommunicationabout,transitionto,andimplementationof

California’snewAccountabilityandContinuousImprovementSystem.Theseactorswillalsoplayakeyrole

inthedevelopmentoflocalsolutionsforimprovingstudentlearning.Itwillbeimportantthatthe

AccountabilityandContinuousImprovementSystemistransparentandapproachable,allowingall

stakeholdergroupstoengageinthesystem.

USINGADASHBOARDFORTRANSPARENTACCOUNTABILITYANDTOINFORM

IMPROVEMENTEFFORTS

Asindicatedbyourguidingprinciples,thesystemhasanobligationtoprovideusefulinformationthat

helpsparentsandcaregivers,districts,schools,countyofficesofeducation,andpolicymakersmake

importantdecisions.Thisinformationalsoservesasatooltosupportdeeperinquiryintorootcausesand

areasforcapacitybuildingasameansofcontinuousimprovement.Toachievethis,theTaskForce

recommendsadashboardapproach,providingeasy-to-understandreportsinrelationtobothoutcomes

andimprovement.

Toprovideinformationandtrackprogresswhereapplicable,thedataforeachschoolordistrictshouldbe

reportedbyeachindividualindicator.Theseresultscanbetranslatedintodescriptionsofperformance

status(e.g.,veryhigh,high,intermediate,low,orverylow)aswellasimprovement(e.g.,improved

significantly,improved,maintained,declined,ordeclinedsignificantly).Thiswillallowthepublic,aswell

aslocal,county,state,andfederalagencies,toseehowschoolsanddistrictsareprogressing.

Thereareanumberofwaysthatthemultiplemeasuresofthesystemcanbedisplayed.TheSBEandCDE

shouldconsiderthemodelsincludedbelow.

LikethereportingsysteminAlberta,Canada(seeFigure3below),thisdashboardapproachcanbeusedto

guideplanningandimprovementdecisions.Furtherdiagnosisandassistancecanbefocusedontheareasof

needrepresentedbytheseindicators.

43Darling-Hammond,L.andHill,P.T.(2015).AccountabilityandtheFederalRole:AThirdWayonESEA,StanfordCenterforOpportunityPolicyinEducationandCenteronReinventingPublicEducation,UniversityofWashingtonBothell.Retrievedon

December20,2015,from:http://files.eric.ed.gov/fulltext/ED556473.pdf.


Page 28 of 41

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Page 29 of 41

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Page 30 of 41

RibbonSchools,ithasreliedonthestate’saccountabilitysystemtodetermineschoolsthatareeligiblefor

recognition.

Previously,CaliforniaDistinguishedSchoolsusedaminimumAPItoqualifyandeachyearschools

submittedapplicationsaftermeetingthethreshold.SincethesuspensionoftheAPI,CDEhascreatedGold

RibbonSchoolstorecognizeexcellenceinacademicachievement,aswellasexemplaryprogramsinthe

arts,nutrition,andphysicalfitness.Schoolssubmitapplicationsthatarescoredbasedonarubric.Those

thataresuccessfulonthescoringrubricreceiveasitevisitbycountyrepresentativesforverificationand

aresubsequentlyrecognizedinMayofeachyear.

Theproposednewsystemoffersachancetoholisticallyintegratetherecognitionprogramintothe

“CaliforniaWay”–withitsfocusonperformanceandcontinuousimprovement.Inordertobeeffective,a

fullredesignoftherecognitionprogrammustbebasedon,alignedwith,andpartofthenewAccountability

andContinuousImprovementSystem.

TheSchoolRecognitionProgrammustreflectournewsystem’scommitmenttoequityandthewholechild.

Knowingthatschoolsworkingtowardsgoalswillnotalwaysreachthehighestoutcomelevelsimmediately,

schoolsshouldberecognizedforbothoutcomesandimprovement.Especiallyintheearlyyearsof

improvement,schoolsanddistrictsshouldberecognizedforimprovementsintargetedprioritiesandused

asmodelsforothers,eventhoughtheymaynothavefullyarrivedatallofthehighestoutcomelevels.In

thisrecognitionsystem,emphasisshouldbeplacedonlocalsolutionsthataddresstargetedprioritiesin

localcontexts.

Differentlevelsofrecognitionshouldresultfromavarietyoffactorsincludingsharingofbestpractices.For

example,schoolsthathavethehighestlevelsofperformance,inallindicatorsandacrossallgroupsof

students,wouldreceivethehighestawardandwouldberecognized,notjustforperformancebutfor

equityamongstudentgrouppopulations.Schoolsthatmakesignificantgains,whereneeded,wouldalsobe

eligibleforrecognitioneveniftheyhaveyettomeetaspecificperformancethreshold.Schoolswouldalso

beeligibleforrecognitioninspecificareasofaccountabilityorareasofuniqueimportancetostudent

successthatarenotincludedintheaccountabilitysystembutareknowntocontributetoimproved

academicoutcomes.

ThenewSchoolRecognitionProgramshouldalsoexpandonthemeasuresincludedinthenew

AccountabilityandContinuousImprovementSystemandmayserveasproofofconceptforlocally-

developedmeasuresorotherindicatorsbeingexploredasthesystemitselfundergoesacontinuous

improvementprocess(e.g.additionalindicatorsofschoolclimateandculture,healthandphysicalfitness,

familyengagement,andothermeasuresofcommitmenttothewholechild).

Table 10: California Performance, Equity, and Improvement Recognition

Recognition(SampleAwardNamesforillustrativepurposes)

Criteria

SummiteerAwardforElevationGain Outstandingperformanceimprovement

TheMt.WhitneyAward Outstandingperformance

TheMt.MuirAward Outstandingequity

TheMt.ShastaAwardExceptionalserviceandsupporttootherLEAs/

schools

TheMt.BaldyAwardOutstandingimprovementineliminatingachievement

gapsacrossstudentgroups


Page 31 of 41

ByexplicitlyincludingtheCaliforniaSchoolRecognitionPrograminthe

developmentofthenewAccountabilityandContinuousImprovementSystem,

wewillmakeprogresstowardsanalignedandcoherentsystemthatboth

identifiesareasofneedandrecognizesareasofexcellence.Theproposed

recognitionsoutlinedbyTable10neednotbemutuallyexclusive—aschool

ordistrictmightreceivemultipleawardsatthesametime.Recognizedschools

couldbeawardeda"benchmark"award,modeledontheUSGSbenchmarks,so

thatothersmightusetheirachievementasabearingfortheirowngrowth.

PLANNINGFORACCOUNTABILITYANDCONTINUOUSIMPROVEMENT–UNIFICATION,

INTEGRATION,ANDSIMPLIFICATION

Californiahasmadegreatstridesinprovidinglocalstakeholderswiththeautonomytheyneedtomake

decisionsonhowbesttosupporttheirstudents,andtrustingthemtodoit.Today,schools,LEAs,andthe

CaliforniaDepartmentofEducationareconfrontedbymultiple,overlapping,andsometimesconflicting

planningrequirements,whichareoftendirectedatthesamestudents,educators,andschools.Thecreation

ofCalifornia’snewAccountabilityandContinuousImprovementSystemandtherecentadoptionatthe

federalleveloftheEveryStudentSucceedsAct(ESSA),provideCaliforniawiththeopportunitytorealize

oneofitsguidingprinciples:promotesystem-wideintegrationandinnovation.Thiswillbedoneby

unifying,integrating,andsimplifyingthesesystemstoachievegreaterefficiencyandfocusand

authenticallyengagingmultipleconstituencies.Inaddition,whileprogresshasbeenmadeimplementing

theLocalControlFundingFormulaandtheassociatedLocalControlandAccountabilityPlan,significant

workremainstobedonetocreatebetterplanningtoolsandgreatercapacitytodevelopandimplement

strongplans.

TODAY

Currently,bothatthestateandlocallevels,thereareavarietyofplanningprocessesaddressingbothstate

andfederalprioritiesthatareonlyoccasionallyintegratedoraligned.Figure5illustratesthemost

prominentofthesecurrentplanningelements,althoughthereareadditionalrequiredstateandfederal

plans.Whilealloftheseplansserveimportantpurposes,theyareoftendevelopedinisolationfromeach

other.WiththeimplementationofLCFF,theSinglePlanforStudentAchievement(SPSA),aschool-level

plan,isoftenviewedasacomplianceexerciseandnotasavibrantschool-levelplanningactivity.The

developmentoftheLocalEducationAgencyPlan(LEAP)isrequiredunderfederallaw(ESSA)fordistricts

butcoversmanyofthesamedomains/prioritiesasthestateofCalifornia’srequiredLCAP.ESSAalso

requiresstatestodevelopESSAStatePlans.Californiaiscurrentlyintheinitialstagesofbeginningworkon

thisplan,whichwillalsobeframedbythestate’songoingworkimplementingtheLocalControlFunding

Formula.TheSPIandCDEhavebeenimplementingaschoolrecognitionprogram,CaliforniaGoldRibbon

Schools,asaninterimmethodforrecognizingschoolsuccessuntilCalifornia’snewAccountabilityand

ContinuousImprovementSystemisfullyadopted.TheGoldRibbonSchoolsprogramrequiresaseparate

application/proposalfromschools.


Page 32 of 41

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Page 33 of 41

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Page 34 of 41

7. APPENDICES

A.EARLYLEARNING:THEFIRSTSTEPINACONTINUOUSLYIMPROVINGSYSTEM

Brainscienceindicatesthat90%ofbraindevelopmenttakesplacebetweenbirthandage5,makingearlylearningacriticalcomponentofCalifornia’seducationsystem.

Achild’searlyyearsarecriticalforhisorherdevelopmentasthemajorityofachild’sbraindevelopment

occursbeforeagefive.45Inequalitiesinfamilies’financialandnon-financialresourcescontributeto

achievementgapsthatmanifestearlyinachild’slife,impactingthechildthroughelementaryschooland

beyond.46High-quality,culturallyandlinguisticallyappropriateearlylearningopportunitiesengage

childrenduringacriticalperiodofdevelopmentandmakeasignificantdifferenceinlateracademic

achievement.47

Inseekingtodevelopacontinuouslyimprovingeducationsystemthatholdsitselfaccountableforthe

successofallitsstudents,Californiamustconsiderthecriticalimportanceofearlylearning.Learning

beginsthemomentachildisborn.LocallyarticulatedpathwayslinkingdistrictandcountyearlylearningsystemswiththeirTK-12counterpartscanensurestudentsgetthebestpossiblestart,buildingthefoundationforlifelonglearningandcollegeandcareersuccess.

PERFORMANCE:INVESTINGINASTRONGFOUNDATION

Beyondbuildingastrongfoundationforlearning,investingintheearlylearningsystemyieldsthehighest

rateofreturnofanyeducationalinvestment.48High-quality,culturallyandlinguisticallyappropriateearly

learningopportunitiessupportchildrenindevelopingthephysicalandmotorskills,socialandemotional

aptitudes,language,numbersense,andcognitiveabilitiestobeactiveandengagedlearnerswhenthey

enterkindergartenortransitionalkindergarten.Infact,studentsthatare“readyforschool”are10times

morelikelytomeettheexpectationsofCaliforniastatestandardsby3rdgradethanthosewhoareless

readywhentheystartschool.49Childrenreadingatgrade-levelat3rdgradearemorelikelytocompletehigh

schoolpreparedforcollege,career,andciviclife.50Additionally,earlymathskillshavethegreatest

predictivepoweronlateracademicsuccess.51Finally,evidencesuggeststhatmorethanhalfofthe

achievementgapfoundinlaterschoolyearsisalreadypresentatkindergartenentry.52Thishashuge

implicationsforchildren’schancestosucceedandforCalifornia’seducationsystem.

EQUITY:ENSURINGACCESSTOHIGH-QUALITY,CULTURALLYANDLINGUISTICALLY

APPROPRIATEEARLYLEARNINGOPPORTUNITIES

45ExecutiveOfficeofthePresidentoftheUnitedStates(2014).TheEconomicsofEarlyChildhoodInvestments.RetrievedonApril14,2016,from:https://www.whitehouse.gov/sites/default/files/docs/early_childhood_rep.46Ibid.47InstituteofMedicineandNationalResearchCouncil(2015).TransformingtheWorkforceBirthThroughAge8:AUnifyingFoundation.48RightStartCommissionReport:RebuildingtheCaliforniaDream(2016).RetrievedonApril14,2016,from:https://www.commonsensemedia.org/sites/default/files/uploads/kids_action/csm_rightstartcommission_final_single-

pages_o.pdf.49Mobilio,L.(2009).“Understanding&ImprovingSchoolReadinessinSiliconValley,”presentation,AppliedSurveyResearch,

RetrievedonSeptember2013,from:http://www.appliedsurveyresearch.org/storage/database/research-

presentations/readykidstoreadyschools/UnderstandingSRinSiliconValley-ASRpresentation2009.pdf.50AnnieE.CaseyFoundation(2010).EarlyWarning!WhyReadingbytheEndofThirdGradeMatters.RetrievedonApril14,2016,from:http://www.aecf.org/m/resourcedoc/AECF-Early_Warning_Full_Report-2010.pdf.51Duncan,G.J.,Dowsett,C.J.,Claessens,A.,Magnuson,K.,Huston,A.C.,Klebanov,P.,...&Sexton,H.(2007).Schoolreadinessand

laterachievement.Developmentalpsychology,43(6),1428.52Stedron,J.M.,&Berger,A.(2010).NCSLtechnicalreport:Stateapproachestoschoolreadinessassessment.InNationalConferenceofStateLegislatures.RetrievedonApril14,2016,from:http://www.ncsl.org/documents/Educ/KindergartenAssessment.pdf.

Page 35 of 41

APPENDIX A. EARLY LEARNING: THE FIRST STEP IN A CONTINUOUSLY IMPROVING SYSTEM

Thisreportdefinesequityasfollows:

Equity:Educationalequityexistswherestudents,particularlyfromvulnerablestudentgroups,areguaranteedthesupportsandresourcesneededtotakeadvantageofeducationalopportunitiesand

succeedinschoolatthesamelevelasotherstudents.

Thoughearlylearningisvitalforachild’sdevelopment,Californiafacessignificantunmetneeds.53The

state’shighproportionofimmigrantsmeansthatmanychildreninCaliforniafacebarrierstoaccessbased

onlimitedEnglishproficiency.Morethan75percentofchildrenunderagefivearechildrenofcolor,and

themajorityofthestate’schildpopulationisLatino.54High-qualityearlylearningdisproportionately

benefitschildrenwithsignificantbarriers,bothintheshort-andlong-term,yetthesearealsothechildren

leastlikelytohaveaccesstotheseprograms.Participatinginearlylearningprogramscreatespositive

impactsforlow-incomeminoritychildrenthroughadulthood,including:decreasedchancesofparticipating

inSpecialEducationorrepeatingagrade,higherlikelihoodofcompletinghighschool,improvedhealth

outcomes,andlowerchanceofbeingchargedwithacrime.55

IMPROVEMENT:SUPPORTINGINTEGRATIONANDALIGNMENTTHROUGHTHE

ACCOUNTABILITYANDCONTINUOUSIMPROVEMENTSYSTEM

Californiawillbebetterequippedtoachieveitsdesiredoutcomesforstudents,schools,andcommunitiesif

childrenenterschoolwiththeskillsandabilitiesnecessaryforsuccess.Aspartofawhole-child,cradleto

careercontinuum,thestate’snewAccountabilityandContinuousImprovementSystemshouldprovidethe

mechanismsandsupportsforlocaldistrictstocollaborateandpartnerwithearlylearningsystemsto

achievethefollowing:

• Developasharedvisionofhigh-qualityandculturally,linguistically,anddevelopmentally

appropriateearlylearningopportunitiesandsupports;56

• Buildthecommunicationandinformation-sharingmechanismsforsystemarticulationtosupport

smoothtransitionsforchildrenandtheirfamilies;

• Collaborativelydefinetheassessments,measures,and/orindicatorsofeffective,developmentally

appropriatestudentlearningenvironmentsfrompreschoolthroughprimarygrades;and

• Implementanalignedapproachtosupportstudentlearninganddevelopment.

USINGTHERIGHTDRIVERS:PERFORMANCE,EQUITY,ANDIMPROVEMENTFOR

CALIFORNIA’SYOUNGESTSTUDENTS

TheCDE’smissionincludessupportingthestate’syoungestlearners;itstates:

Californiawillprovideaworld-classeducationforallstudents,fromearlychildhoodtoadulthood.

TheDepartmentofEducationservesourstatebyinnovatingandcollaboratingwitheducators,

schools,parents,andcommunitypartners.Together,asateam,wepreparestudentstolive,work,

andthriveinamulticultural,multilingual,andhighlyconnectedworld.

Toachievethismission,thestateiscommittedtousingthe“rightdrivers”tosupportcontinuous

improvementinthestate’seducationsystem.Thefollowingrecommendationssuggestapathwayforusing

thesedriverstosupportalignmentacrosslocaldistrictsandearlylearningsystems:

53AmericanInstitutesforResearch(2016).UnmetNeedforPreschoolServicesinCalifornia:StatewideandLocalAnalysis.RetrievedonApril14,2016,from:http://www.air.org/sites/default/files/downloads/report/Unmet-Need-for-Preschool-Services-

California-Analysis-March-2016.pdf.54RightStartCommissionReport:RebuildingtheCaliforniaDream(2016).55RANDCorporation(2005).TheEconomicsofInvestinginUniversalPreschoolEducationinCalifornia.RetrievedonApril14,2016,from:http://www.rand.org/content/dam/rand/pubs/monographs/2005/RAND_MG349.pdf.56TheTaskForcewantstobeveryclearthatearlylearningprogramsmustmeetthedevelopmentalneedsofyoungchildren,and

shouldfocusonplay-basedopportunitiestolearnandbuildintrinsiccuriosity.

Page 36 of 41


TheRightDrivers

Importance

Opportunitiesforcross-system

application

Investinginand

buildingeducator

professional

capital

ArecentInstituteofM

edicineandNationalResearch

CouncilReportnoted,“Thescienceofchild

developm

entandearlylearningclearlyindicatesthat

theworkofleadeducatorsforyoungchildrenofall

agesrequiresthesamehighlevelofsophisticated

know

ledgeandcompetenciesrelatedtochild

developm

ent,contentknowledge,andeducational

practices.”5

7 Thisistruefrom

preschoolthrough

primarygradesandtranscendsearlylearningandTK-

12system

boundaries.

AsrecommendedinBlueprint2.0,Californiamust“Elevatepublic

opinionabouttheeducationprofession(includingtheearly

childhoodeducationandbilingualworkforce)asarespectedand

desirablecareerpathw

ay.”Atthestatelevel,thiscouldbe

supportedbyensuringthatteachersresponsibleforearlylearning

havethenecessarytrainingandcom

petenciestooffer

developm

entally,culturally,andlinguisticallyappropriatelearning

experiences.

Emphasizing

collaborative

effortsbasedon

sharedaspirations

andexpectations

Throughcollaboration,localdistrictsandearly

learningsystem

sshoulddevelopasharedvisionof

high-quality,culturallyandlinguisticallyappropriate

earlylearningopportunitiesandsupportsasameans

toidentifygapsandopportunities,andensurethatall

studentshaveaccesstotheearlylearning

opportunitiesthatbuildastrongfoundationforfuture

success.

Throughthiscollaborativeeffort,localitiesmayfindopportunities

tobraidandblendfundingsources,identifyin-kindresourcesthat

couldsupportexpandedopportunitiesforyoungstudents,and

worktogethertodevelopalocallydrivenplanforensuringall

eligiblestudentsinadistricthaveaccesstohigh-quality,culturally

andlinguisticallyappropriateearlylearningopportunitiesand

supports.Collaboratively,thestateandlocalitiesshouldalso

supportadvocatingforincreasedfundingtosupporttheseearly

learningopportunities.Thiscanpotentiallybeachievedthrough

theLCAPdevelopmentprocess,throughF5IMPACTsystem

mappingprocessesandQualityRatingandImprovem

entSystem

(QRIS)efforts,orthrougheffortssupportedbyLocalPlanning

Councils.

57InstituteofM

edicineandNationalResearchCouncil(2015).

Page 37 of 41


TheRightDrivers

Importance

Opportunitiesforcross-system

application

Supporting

effectivepedagogyEa

rlylearning,frompreschoolthroughthirdgrade,

mustbedevelopm

entally,culturally,andlinguistically

appropriatetosupportCalifornia’syoungchildrenas

theydevelopfoundationalsocial-emotional,literacy,

andnumeracyskills.Evidencesuggeststhatthequality

oftheadult-childinteractioninearlylearningsettings

hasamajorim

pactonstudentoutcomes.58

AsrecommendedinBlueprint2.0,Californiamust“improvepre-

serviceprofessionallearninganddevelopin-serviceprofessional

learningopportunitiesforearlychildhoodeducators.”The

AccountabilityandContinuousIm

provem

entSystemshould

supportdistrictstoofferprofessionallearningopportunitiesto

educatorsteachingyoungchildren.Districtsshouldalsoensure

thattheprofessionaldevelopmentopportunitiestheyoffersupport

teachersandclassifiedstafftogainthedevelopm

ental,cultural,

andlinguisticcom

petenciesnecessarytosupportthegreat

diversityofCalifornia’syounglearners.

Developing

system

icsolutions

tocreateacoherent

andpositive

educationsystem

LocalarticulationofearlylearningandTK-12system

swillprovidestudentswiththeearlylearning

foundationstheyneedtobesuccessfulandthrive.

Toaccom

plishthis,Californiashouldim

plem

entthefollowing

recommendationsfrom

theCaliforniaComprehensiveEarly

LearningPlan:59

• Implem

entationofCalifornia’searlylearningstandardsshould

bebuiltintothestate’scontinuousqualityimprovem

ent

mechanisms.

• Learningstandardsshouldbealignedacrossyearsandsystem

s.• Schoolsshouldbeequippedtoaddressthefullrangeofchild

needs,includingskillsdevelopmentandexecutivefunction.

• Prekindergarten,transitionalkindergarten,andkindergarten

professionalsshouldparticipateincollaborativeprofessional

developm

enttolearnbestpracticesandengageeachotherto

supportlearning.

• Elem

entaryschoolprincipalsshouldparticipateintrainingon

theroleofearlylearning.

58U.S.DepartmentofHealthandHum

anServices(2011).QualityofCaregiver-ChildInteractionsforInfantsandToddlers(Q-CCIIT):AReviewoftheLiterature.RetrievedonApril

14,2016,from

:http://www.acf.hhs.gov/sites/default/files/opre/quality_caregiver.pdf.

59Governor’sStateAdvisoryCouncilonEarlyLearningandCare(2013).CaliforniaCom

prehensiveEarlyLearningPlan.RetrievedonSeptem

ber2013,from

:http://www.cde.ca.gov/sp/cd/ce/documents/com

pearlylearningplan2013.pdf.

Page 38 of 41


CONSIDERINGINDICATORSOFPERFORMANCE,EQUITY,ANDIMPROVEMENT

California’sAccountabilityandContinuousImprovementSystemisbasedonthreeequallyimportantpillars:performance,equity,andimprovement.Thesepillarsarecriticaltoexaminingtheextenttowhichweareprovidingouryoungeststudentswiththeearlylearningexperiencestheydeserve.TheStateBoardofEducation,theCDE,andlocaldistrictsandtheirpartnersshouldreflectuponthefollowingconsiderationswhenidentifyingindicatorsandcontinuousimprovementactivitiesineachoftheseareas:

PERFORMANCE

• Whattoolsarecurrentlybeingusedtoassesskindergartenreadiness,languageacquisition,healthydevelopment,andotherareasofinterestsuchasfamilyinvolvementand/orsmoothtransitionstokindergartenandtransitionalkindergarten?

• Arethesetoolsvalid,reliable,anddevelopmentallyappropriate?• Areassessmentsofferedinastudent’snativelanguagetodemonstrateoutcomesforDualLanguage

Learners?• Whatisthepotentialdesireduseofakindergartenreadinessassessment(population-level

informationgatheringorstudent-leveldatatoinforminstruction)?

EQUITY

• Doallchildrenwhoareeligibleforearlylearningopportunities,asidentifiedbylocal,state,and/orfederaleligibilityrequirements,haveaccesstotheseopportunities?

• Doesaccesstohighquality,developmentally,culturally,andlinguisticallyappropriateearlylearningopportunitiesdifferbysubgroupswithinthelocalpopulation?

• AreDualLanguageLearnersappropriatelysupportedinearlylearningopportunities?• Arefamiliesofallracesandsocio-economiclevelsempoweredwiththeinformationtheyneedto

makeearlylearningdecisionsonbehalfoftheirchildren?

IMPROVEMENT

• Whatisthelevelofqualityoftheearlylearningopportunitieswithinacommunity/district?• IsadistrictparticipatinginlocalQRISefforts?• Whatpedagogicalandprofessionallearningsupportsareofferedtolocalearlylearning

professionals?• Towhatextentistherecollaborationamongthesystemsthatofferearlylearningopportunitiesto

studentswithinacommunity?• Howmuchfundingisallocatedtoprovidehighqualityanddevelopmentally,culturally,and

linguisticallyappropriateearlylearningopportunities?

CONCLUSION

AlignmentoftheearlylearningandTK-12systemsisessentialtoaddressingthewholechild(cognitive,linguistic,social-emotional,andphysicaldevelopment)andtoclosingachievementgaps.Thestate’sAccountabilityandContinuousImprovementSystemmustsupportdistrictsintheirlocaldecisionstoalignsystemstoprovideamoreseamless,developmentallyappropriatecontinuumofearlylearningexperiences.Thisshouldbecoupledwithmeaningfulprogressatthestateleveltomoresystematicallybridgethesystemsresponsibleforeducatingouryoungestlearners.

Page 39 of 41


APPENDIXB.STATEBOARDOFEDUCATION,GUIDINGPRINCIPLESFORACCOUNTABILITYSYSTEMPLANNING

B.STATEBOARDOFEDUCATION,GUIDINGPRINCIPLESFORACCOUNTABILITYSYSTEMPLANNING

Articulatethestate’sexpectationsfordistricts,charterschoolsandcountyofficesofeducation.

• Promoteabroadunderstandingofthespecificgoalsthatneedtobemetateachleveloftheeducationalsystem.

Fosterequity.

• Createsupportstructures,includingtechnicalassistancefordistrictsandschools,topromotesuccessforallstudentsregardlessofbackground,primarylanguage,orsocioeconomicstatus.

• Continuetodisaggregatedatabystudentsubgroupforbothreportingandaccountabilitypurposes.

Provideusefulinformationthathelpsparents,districts,charterschools,countyofficesofeducationandpolicymakersmakeimportantdecisions.

• Assistandengageparents,educatorsandpolicymakersthroughregularcommunicationandtransparent,timelyreportingofdatasotheycantakeactionappropriatetotheirroles.

Buildcapacityandincreasesupportfordistricts,charterschools,andcountyoffices.

• Seektobuildcapacityatalllevelsbyreinforcingtheimportanceofsoundteachingandlearningpracticesandprovidingnecessarysupporttohelpschoolsreachtheirgoals.

• Createmultiplewaystocelebratedistrictandschoolsuccessbasedonstateidentifiedandlocallydesignatedmetrics.Interveneinpersistentlyunderperformingdistrictstobuildcapacityalongacontinuumofincreasingsupportandattentionthroughstateandregionalmechanismsofsupport.Ensurethatthereareservicesandskillsnecessarytomeettheneedsofthestudentsandfamiliestheyserve.

Encouragecontinuousimprovementfocusedonstudent-leveloutcomes,usingmultiplemeasuresforstateandlocalpriorities.

• Focusonongoingimprovementofstudentoutcomes,includingcollege-andcareer-readiness,usingmultiplemeasuresthatreflectbothstatusandgrowth.Thismeans,inpart,makingdeterminationsbasedonsomeversionofthefollowingtwofoundationalquestions:

o Howwellisthisschool/districtperforming?o Istheschool/districtimproving?

• Tieaccountabilitydeterminationstomultiplemeasuresofstudentprogress,basedonthestatepriorities,integratingdatafromvariousformsofassessment,someofwhichwillbelocallydetermined.Balancevalidityandreliabilitydemandswiththeabilitytoclearlyandsimplyexplainresultstostakeholders,includingtheuseofamultiplemeasuresdashboard.

Promotesystem-wideintegrationandinnovation.

• Purposelyandeffectivelyintegrateeachaccountabilitysystemcomponent,includinggroupsandtechnologies,creatingacoherent,effectiveandefficientsupportstructurefordistricts,charterschoolsandcountyofficesofeducation.

• Recognizingthatthereisanewcontextforaccountabilityinthestate,thecomingyearswillprovidenewinsightsatalllevelsoftheeducationalsystem.Tothatend,itisimportanttoencouragecontinuedlearning,innovation,andimprovementsrelatedtotheaccountabilitysystemasawhole,coreelementsofthesystem,andtheimpactofthesystemonindividualschoolsanddistricts.

Page 40 of 41

APPENDIXC.SUPERINTENDENT’SADVISORYTASKFORCEONACCOUNTABILITYANDCONTINUOUSIMPROVEMENT

C.SUPERINTENDENT’SADVISORYTASKFORCEONACCOUNTABILITYANDCONTINUOUSIMPROVEMENT

TASKFORCECO-CHAIRS

EricHeins,CaliforniaTeachersAssociation.WesSmith,AssociationofCaliforniaSchoolAdministrators.

TASKFORCEMEMBERS

JorgeAguilar,UniversityofCalifornia,Merced.ShawnAhdout,CaliforniaAssociationofStudentCouncils.EricAndrew,CampbellUnionSchoolDistrict/CaliforniaAssociationofAfricanAmericanSuperintendentsandAdministrators.VernonBilly,CaliforniaSchoolBoardsAssociation.PeterBirdsall,CaliforniaCountySuperintendentsEducationalServicesAssociation.ShannanBrown,SanJuanTeachersAssociation.CarolinaCardenas,CaliforniaStateUniversityOfficeoftheChancellor.CarlCohn,CaliforniaCollaborativeforEducationalExcellence.LindaDarling-Hammond,StanfordUniversity/LearningPolicyInstitute.CristinadeJesus,GreenDotPublicSchoolsCalifornia.AdamEbrahim,FresnoCountyOfficeofEducation.MikeHanson,FresnoUnifiedSchoolDistrict.JudiLarsen,TheCaliforniaEndowment.BrianLee,CaliforniaFightCrime:InvestinKids,CouncilforaStrongAmerica.CamilleMaben,First5California.ShellyMasur,CaliforniansDedicatedtoEducationFoundation.LaurieOlsen,SobratoEarlyAcademicLanguageInitiative.MarthaPenry,CaliforniaSchoolEmployeesAssociation.DavidPlank,PolicyAnalysisforCaliforniaEducation.GinaPlate,CaliforniaAdvisoryCommissiononSpecialEducation/CaliforniaCharterSchoolsAssociation.MorganPolikoff,UniversityofSouthernCalifornia,RossierSchoolofEducation.DavidRattray,LosAngelesAreaChamberofCommerce/UNITE-LA.RyanRuelas,AnaheimHighSchool/AnaheimCitySchoolBoard.SherrySkellyGriffith,CaliforniaStateParentTeacherAssociation.SuzanSolomon,NewhallSchoolDistrict.SamanthaTran,ChildrenNow.DavidVerdugo,CaliforniaAssociationofLatinoSuperintendentsandAdministrators.KennYoung,RiversideCountyOfficeofEducation.AcknowledgmentsSpecialthankstoallotherswhoparticipatedonthetaskforceandcontributedtothedevelopmentofthisreportincludingstafffromtheCaliforniaDepartmentofEducation,StateBoardofEducation,aswellasdesignatedrepresentativesthatparticipatedonbehalfoftaskforcemembers.GenerousfinancialsupportwasprovidedbytheCaliforniaEducationPolicyFund.Coordination,facilitation,andwritingsupportwasfundedbytheCaliforniansDedicatedtoEducationFoundationandprovidedbyGPG.

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Preparing All Students for College, Career, Life, and ......opportunity, and outcomes for all of California’s diverse students. Historically, in California and the nation, 1 The