Using Stakeholder Surveys to Develop an Effective LCAP

Using Stakeholder Surveys to Develop an Effective LCAPFebruary 2015

2 Research Without LimitsUsing Stakeholder Surveys to Develop an Effective LCAP

ABOUT THE PRESENTERS

Sarah Van DuynManaging Content Director

K-12 Education Practices

M.B.A, with high distinction

M.A., Educational Studies

University of Michigan

B.S., Policy Analysis and Management

Cornell University

Amber MoorerSenior Content Analyst

Ed.M., Risk and Prevention

Harvard Graduate School of Education

B.A., English, Psychology

Columbia University

Research Without LimitsUsing Stakeholder Surveys to Develop an Effective LCAP

AGENDA

1. Creation of the Local Control Funding Formula

and Local Control and Accountability Plans

2. The LCAP as a Two-Way Communication Tool

3. Ensuring Community Input in the LCAP through

Survey Research

4. Putting Survey Research into Action with the

LCAP Priority Areas

5. Priority Area Focuses:

Student Engagement

School Climate

Parental Involvement

6. LCAP Planning and Evaluation: The Long-Term

View

7. Q&A


CREATION OF THE LOCAL CONTROL FUNDING FORMULA AND LOCAL CONTROL AND ACCOUNTABILITY PLANS

1) Local Control Funding Formula (LCFF): Changes district funding formulas so that

districts receive funding based on the demographics of their student population and

have more flexibility in the use of funding.

2) Local Control and Accountability Plan (LCAP): Establishes new accountability rules

by requiring districts adopt LCAPs, and set and specify actions related to eight required

goals: Basic services

Implementation of the Common

Core State Standards

Course access

Student achievement

Student engagement

Other student outcomes

School climate

Parental involvement

2013-2014 legislation changed district

funding formulas and established rules for

transparency and accountability:


THE LCAP AS A TWO-WAY COMMUNICATION TOOL

Provides districts with opportunity to

explain to students, parents, teachers, and

community stakeholders how and why

programs and services were selected

Provides students, parents, teachers, and

the community with a voice in district

planning to ensure that programs and services

meet the unique needs of the community

1

2


ENSURING COMMUNITY INPUT IN THE LCAP THROUGH SURVEY RESEARCH: LONG-TERM PLANNING

Survey research is a powerful tool for incorporating the community’s voice into

the LCAP and ensuring student success.

Surveys can be used as a long-

term planning process that:

Solicits and incorporates

community input when setting

annual LCAP goals

Uses survey results to establish

baseline performance aligned to

LCAP goals

Measures progress against

baseline performance with

survey results and data analysis

Uses progress measurements to

evaluate current offerings and

inform decision-making

Collect baseline survey data

Set goals and select programs

based on data

Re-administer survey to

measure progress

Evaluate survey results for

improvement


Relevant demographic questions and sub-group analysis:

PARENTS• Relationship to the child

• Annual household income

• English learner status

• Special education

enrollment

• Student school and grade

level

• Race

• Age

• Level of education

ENSURING COMMUNITY INPUT IN THE LCAP THROUGH SURVEY RESEARCH: SUB-GROUP ANALYSIS

STUDENTS• Grade level

• School

• Race

• Age

• English learner status

• Special education

enrollment

• Free/Reduced Lunch

status

STAFF• Staff type:

Administrator

Teacher

Support staff

• Years of experience in

the district

• Level of education

• School

• Subjects taught, if

relevant


PUTTING SURVEY RESEARCH INTO ACTION WITH THE LCAP PRIORITY AREAS

Student achievement

Student engagement


School climate


Basic services

CCSS implementation

Course access

Use surveys to collect and analyze

community input

Build community involvement

Set meaningful goals

Evaluate progress towards goals



Student achievement

Student engagement


School climate


Basic services

CCSS implementation

Course access


community input





STATE PRIORITY AREA 1: STUDENT

ENGAGEMENT

• School attendance rates

• Chronic absenteeism rates

• Middle school dropout rates

• High school dropout rates

• High school graduation ratesSURVEY TOPICS

To what degree do students

report being engaged?

Why do students miss school

days?

Do schools recognize student

accomplishments?

Are there supports for all

learners, including ELs, under-

performing students, students

enrolled in special education,

and students facing challenges

at home?

VALUE OF SURVEY WORK:

• Identify causes of absenteeism and

dropout

• Determine how engagement varies

across student populations

• Discover intervention opportunities


15%

22%

54%

56%

69%

78%

2013

2014

Strongly Agree Agree

+9%

Goal: Gather perception data to evaluate

progress toward strategic goals

Respondents: Over 2,000 students

Question: Please rate your level of agreement with the following statement: “I

feel connected and engaged in school.”

Potential uses of survey data:

Measure progress in student engagement

from the prior year

Further analyze data by student sub-

group to identify trends by sub-group

Evaluate student engagement practices

STATE PRIORITY AREA: STUDENT ENGAGEMENT

SURVEY EXAMPLE

I feel connected and engaged in school


0% 20% 40% 60%

Goal: Inform LCAP goal and strategy

development

Respondents: Over 100 community

stakeholders

Open-ended question: How can the district support students to attend school daily and be engaged?

Potential uses of survey data:

Inform LCAP goals

Select programs and services to increase

student engagement

Develop baseline measure of

engagement

STATE PRIORITY AREA: STUDENT ENGAGEMENT

SURVEY EXAMPLE

Offer more after school activities and encourage student involvement

Better attendance policies and consequences for truancy, rewards for

attendance

Communication w/ parents

Engaging and relevant instruction for students at all levels and abilities

Athletic activities

Other



Student achievement

Student engagement


School climate


Basic services

CCSS implementation

Course access


community input





STATE PRIORITY AREA 2: SCHOOL CLIMATE

• Student suspension rates

• Student expulsion rates

• Other local measures

SURVEY TOPICS

Do educators have high

expectations for all students?

Do teachers and

administrators care about all

students?

Do schools feel safe for all

students?

Are schools clean?


• Understand how stakeholders

perceive the learning environment

• Identify and set meaningful “other

local measures” of school climate

• Determine whether district values are

held at all levels


Question: Please rate your level of agreement with the following statement:

“Under-performing students are well-supported to improve academically.”

Parents Students Teachers Administrators Classified Staff

Change 2014 Change 2014 Change 2014 Change 2014 Change 2014

+7% 64% +10% 66% +17% 75% -3% 66% +8% 73%

Under-performing students are well-supported

to improve academically

Respondents Who Answered “Strongly Agree” or “Agree”

15%

19%

42%

49%

57%

68%

2013

2014

Strongly Agree Agree

+11%

Goal: Gather school climate perception data and measure change from prior year

Respondents: Parents, students, teachers, administrators, and staff

STATE PRIORITY AREA: SCHOOL CLIMATE

SURVEY EXAMPLE


Question: Please rate your level of agreement with the following statement:

“Under-performing students are well-supported to improve academically.”

Respondents Who Answered “Strongly Agree” or “Agree”

STATE PRIORITY AREA: SCHOOL CLIMATE

SURVEY EXAMPLE

With this information, the district can:

Use the survey data in conjunction with student performance data to evaluate the

success of academic support programs for under-performing students

Conduct further research to learn about why parents, students, and administrators may

be less likely to agree that under-performing students are supported

Share results with the community and engage in a dialogue about school climate and the

effectiveness of academic supports

Parents Students Teachers Administrators Classified Staff

Change 2014 Change 2014 Change 2014 Change 2014 Change 2014

+7% 64% +10% 66% +17% 75% -3% 66% +8% 73%



Student achievement

Student engagement


School climate


Basic services

CCSS implementation

Course access


community input





STATE PRIORITY AREA 3: PARENTAL

INVOLVEMENT

• Efforts to seek parent input

• Promotion of parental participation

SURVEY TOPICS

Does the district value and

encourage parent

participation?

Are there enough

opportunities for parents to

volunteer or attend special

events?

What factors inhibit parent

involvement?

What services can the district

provide to parents?


• Hear from parents about barriers to

involvement

• Learn about parent attendance

patterns

• Demonstrate the value the district

places on parents’ voice


STATE PRIORITY AREA: PARENTAL

INVOLVEMENT

SURVEY EXAMPLE

Goal: Collect baseline parent involvement data that provides richer information than could be

obtained by traditional engagement metrics, like attendance at school events. Use survey to

collect baseline parent engagement data that will inform:

(1) Strategies to increase parent engagement and

(2) Measure progress toward goals with annual survey administration and analysis

STRONGLY

DISAGREEDISAGREE

NEITHER

DISAGREE

NOR

AGREE

AGREESTRONGLY

AGREE

NOT

APPLICABL

E

There are many ways for me to be involved

at my child’s school.( ) ( ) ( ) ( ) ( ) ( )

I speak with my child’s teachers as often as I

would like.( ) ( ) ( ) ( ) ( ) ( )

There are opportunities to volunteer at my

child’s school.( ) ( ) ( ) ( ) ( ) ( )

I volunteer at my child’s school when I have

the opportunity.( ) ( ) ( ) ( ) ( ) ( )

I feel confident in my ability to connect with

my child’s teachers.( ) ( ) ( ) ( ) ( ) ( )

Question: Please rate your level of agreement with the following statements.


Questions to consider when administering a parent survey:

How to best survey our parents? Online surveys, paper surveys, surveys

handed out during school events?

How often to survey our parents? At the start and end of every school year?

Once a year?

STATE PRIORITY AREA: PARENTAL

INVOLVEMENT


LCAP Planning and Evaluation: The Long-Term View

The use and evaluation of stakeholder

surveys, in combination with other data

like student performance data, school

operations data, and other instructional

metrics, are critical to enabling districts to

use LCAPs as a major tool for continuous

improvement.

LCFF and LCAPs provide California districts with tremendous

potential to improve student outcomes with locally-meaningful

strategic planning.

To realize this potential, districts need to take proactive steps to

build community involvement in LCAP planning and evaluation.

Research Without LimitsUsing Stakeholder Surveys to Develop an Effective LCAP

Sarah Van Duyn

[email protected]

Amber Moorer

[email protected]

www.hanoverresearch.com

Q&A

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Using Stakeholder Surveys to Develop an Effective LCAP