CALIFORNIA STATE BOARD OF EDUCATION
CALIFORNIA STATE BOARD OF EDUCATION
Developing a New Accountability System
Nancy S. Brownell & Michelle Magyar, State Board of Education StaffLocal Control and Accountability Team
CISC – May 15, 2015
CALIFORNIA STATE BOARD OF EDUCATION
New Accountability System• New academic standards and Local Control
Funding Formula (LCFF), state priorities as the foundation.
• Increase district and school capacity and drive continuous improvement.
• System needs to focus on a broader set of outcomes than in the past, reflect more clearly what students need in order to be prepared for college, careers, and citizenship.
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CALIFORNIA STATE BOARD OF EDUCATION
LCFF Big Ideas• In conjunction with the new funding
formula, we adopted a new system of support and technical assistance for districts and counties.
• Founded on annual plans and evaluation rubrics.
• Districts develop, adopt and implement 3-year plans to improve student performance.
• Builds on a continuous improvement model of accountability. 3
CALIFORNIA STATE BOARD OF EDUCATION
Transitioning to a New Accountability System SBE Framing Questions
• What are the primary goals and purposes of the new accountability system?
• What local and state multiple measures and data are available, valid, reliable, and useful as we phase in a new accountability system?
• What technical issues and additional analyses will need to be addressed in developing a valid set of indicators?
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CALIFORNIA STATE BOARD OF EDUCATION
Transitioning to a New Accountability System SBE Framing Questions
• How will data from multiple measures and indicators reflecting the state priorities be combined to differentiate the needs of schools and districts needing technical assistance?
• How will the accountability system provide both status and growth information? How will information on how well schools and districts are performing and making satisfactory progress be determined?
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CALIFORNIA STATE BOARD OF EDUCATION
New Context for Accountability
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Continuous Learning,
Equity, and Transparency
CCEE
Legisla-ture
LCFF evalua-
tion rubrics
SPIPSAA and TDG
Governor
SBE
CALIFORNIA STATE BOARD OF EDUCATION
Accountability Mechanisms• Political accountability - operationalized
through Local Control Accountability Plans (LCAPs)
• Professional accountability - through effective licensure, accreditation and professional development
• Performance accountability - monitoring the performance of schools/ districts across the state’s eight priority areas, plus other local priorities.
8Linda Darling-Hammond
CALIFORNIA STATE BOARD OF EDUCATION
SBE Guiding Principles• Articulate the state’s expectations for districts,
charter schools and county offices of education. • Foster equity.• Provide useful information that helps parents,
districts, charter schools, county offices of education and policymakers make important decisions.
• Build capacity and increase support for districts, charter schools and county offices.
• Encourage continuous improvement focused on student-level outcomes, using multiple measures for state and local priorities.
• Promote system-wide integration and innovation.9
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What Are the Elements of a Systems Approach to Improvement?
Systems Accountability
Input MeasuresConditions affecting
education
State/Local Process
MeasuresEducational processes
that take placeState/Local Outcome MeasuresResults of the
teaching/learning process
David Conley 10
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Which LCAP Processes are Associated with Which LCAP Outcomes?
Process Measures
• Attendance reports• Student engagement surveys• Suspensions, expulsions• Student/parent/teacher
climate surveys• Parental input/involvement
efforts• Parent participation surveys• Common Core
implementation• Course access in core
academic areas
Outcome Measures
• Test score gains• English proficiency• College/career readiness• Dropout rates• Graduation rates• Completion of
college/career pathway• Completion of workplace or
service experience
David Conley11
Role of Evaluation RubricsLocal Control Funding Formula Objective
Role of the Evaluation Rubrics
Student Outcomes
Provide (1) local educational agencies (LEA)with information to assess areas of strengths, weaknesses, and improvement needs related to state priority areas and (2) provide information that technical assistance providers can use to address needs
Equity Bring attention to performance of all students including low-income, English learners, foster youth, and other significant subgroups of students
Engagement Provide transparent and accessible access to data and information that supports local engagement in planning, implementation, and monitoring of activities to improve student outcomes
Resource Alignment
Provide systematic way to review outcomes to assess impact of investments to inform resource use12
Findings Related to the Development of Standards Some metrics are defined by the state and
reported to the state Graduation rate, standardized test scores, drop-out
rates, suspension, and expulsions Some metrics may be defined by the state but not
reported to the state Williams requirements, attendance rate, chronic
absenteeism, some measures of school climate Some metrics are locally defined and locally
maintained Parental involvement, implementation of state
standards Not all data is currently available for all subgroups
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Findings Related to the Development of Standards Range of types of metrics
Input Teacher assignment Teacher credential
status
Sufficiency of instructional materials
School facilities
Process Attendance rates Chronic absenteeism Parent involvement
Course access Implementation of state
standards
Outcomes
Statewide assessments Academic Performance
Index College and career
readiness (A-G and CTE)
English Learner language proficiency
Advanced placement Early Assessment Program Suspension Expulsion Graduation rate Dropout – middle school and
high school
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CALIFORNIA STATE BOARD OF EDUCATION
Considerations• California schools are still strongly embedded in their
local community contexts.
• A set of common statewide indicators is necessary for equity purposes.
• Additional indicators will capture performance in the local context.
• Adding indicators and measures requires a thoughtful, phased approach that entails copious technical assistance.
• California has an unprecedented opportunity to rethink accountability within a systems improvement framework.
15David Conley
CALIFORNIA STATE BOARD OF EDUCATION
Establishing the Connections Between Processes and Outcomes• While all processes may relate to all
outcomes generally, the precise relationships are less clear.
• It will be important to establish more direct causal relationships between processes and outcomes.
• This will create a model where schools that implement a process will be more likely to achieve an outcome.
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CALIFORNIA STATE BOARD OF EDUCATION
Next Steps for Rubrics• Consider a “less is more model”• Think about phasing in the most
important outcome measures• Consult and advice from Technical
Experts, Rubric Design Group, Stakeholders
• Research methods for calculating reference points based on available data
• Present an online prototype at July SBE meeting 17
CALIFORNIA STATE BOARD OF EDUCATION
Next Steps for Accountability Planning
July 8-9, 2015 Examples
September 2-3, 2015
Feedback and Input
November 4-5, 2015
Framework and Implementation
January 2016Considerations for Establishing a Definition of College and Career
March 2016Aligning Systems of Assessment and Accountability
May 2016 Calculating Student Growth
July 2016Prioritizing sets of indicators for annual determinations of school and district performance
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CALIFORNIA STATE BOARD OF EDUCATION
Resources
• Nancy Brownell – [email protected]• State Board of Education Agendas (May SBE
Meeting, 2015, Item 10) http://www.cde.ca.gov/be/ag/ag/index.asp
• LCFF – WestEd Channel http://lcff.wested.org/
• CDE LCFF http://www.cde.ca.gov/fg/aa/lc/ • CDE Common Core
http://www.cde.ca.gov/re/cc/ • CAASPP http://www.cde.ca.gov/ta/tg/ca/
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