Educational Services Division Leadership Team Meeting December 13, 2013

1. Educational Services DivisionLeadership Team MeetingDecember 13, 2013

2. Local Control Accountability Plan • Annual Goals in Eight Specified Areas • District wide goals • Goals for each subgroup • Specific Actions to Achieve Goals • Each action must be aligned with budget • Input and Review Process • Advisory groups review and comment • LEA responds to comments in writing

4. Districts Counties Charters Significant subgroup now defined as 30 Significant subgroup Foster youth defined as 15

5. SBE required to adopt template for LCAP by March 31, 2014. • June 2014, LEA Board Approval • Due July 1, 2014

6. Solicit written comments from public. Respond in writing to comments from public and advisory committees. Present proposed plan to parent advisory committees for review and comment. Adopt Plan at subsequent public meeting. Develop proposed plan. 52062.a(4): superintendent shall review school plans and ensure that the specific actions included in the LCAP are consistent with the strategies included in the school plans Must be adopted by July 1, 2014 Governing Board solicits recommendations and comments from public at public hearing. Consult with school employees, parents, students and local bargaining units. LCAP actions must be consistent with local bargaining agreements.

7. COE reviews plan content and alignment of budget. Seeks clarification about contents of plan from district by August 15. Submits locally approved plan to COE five days after adoption. COE reviews plan clarification. Responds to COE request for clarification within 15 days. Submits recommended amendments to plan back to district within 15 days. COE reviews plan amendments. Considers COE recommendations in a public hearing within 15 days. Reviews plan to determine if it meets requirements (adheres to SBE Template and aligns with district budget). If plan meets requirements, approves plan by October 8. If plan does not meet requirements, does not approve plan; provides support.

8. Clean up legislation clarifies the budget cannot be approved before LCAP is adopted.

9. 3-Year Plan- Revised Annually • Rubrics Adopted by October 1, 2015 • Annual Review/Revision of Plan – July 1, 2015

10. Support for Districts • Three Reasons Districts Could be Flagged for Additional Support • LCAP Not Approved by COE (template or budget) • District Requests Assistance • District Not Improving Student Outcomes • In more than one state priority area for at least one sub group.

11. Also must identify evidence-based programs that could be used to meet goals. If LEA is identified as persistently underperforming.

12. Janelle’s Key Points • LCFF changes focus from compliance to performance. • LCAP describes what you will do for kids and what you will spend to do so. • Performance driven - what do all kids need and how will you meet their needs. • Local Planning - tells the local story based on the local needs and goals.

13. Initial CategoriesLCAP • Stakeholder Engagement • Needs (data analysis) • Goals (8 state priorities; all students + subgroups) • Performance Indicators • Services • Budget

14. What’s Next? • SBE Response in November • Letter From Key Legislators to SBE • Actual Text of the Law

15. Questions?

16. Table Groups Allison Haynes Barbara Brown Russ Frank Gwen Hancock Princess Solomon Jenny Thomas Leanne Leonard Daniel Todd Stephan McPeace Tess Lake Cherise Wickham Barbara Howard Jeanne Gahagan JoAnne Lauer Lynn Figurate Violet Gutierrez Jewel Cole Steve Ayon Mike Barney Christine Matthew Susan Dickson Vicky Kukuruda Ron Vito Angel Van Horn Grace Aviles Deirdre Edwards Mark LeNoir Melissa Bazanos Yami Shimojyo Suzanne Potter Dennis Large Latasha Porter Melissa Meetze-Hall Diana Ceja Molly McCabe Susan Smith Patti Crawford Mirna Pierce Chun-Wu Li Bev Bricker Kevin Tibbetts Lanelle Gordin Paula Torres Claire Spence Yolanda Norwood Audry Wiens Lisa Cassel Paul Johnson Annette Kitagawa Antonio Garcia Hilma Griffin-Watson Kate Cahill Lori Fry Cathy Payne Sharon LaValley Tonya Almeida Brad Shearer Cynthia Woods Shirley Roath

18. Outcome 1. Familiarize ES team members with LCAP priorities and apply knowledge about Implementation Science drivers to sample LCAP action plans. 2. Create a short, succinct set of action steps focused on promoting an LCAP priority, learn about implementation drivers, and write several added action steps that reflect each implementation driver.

19. Our Goal Goal: District will implement six to eight CCSS aligned units of study in 100% of all ELA classes by the end of the 2016-17 school year. • District will write three CCSS aligned units of study in the 2013-2014 school year. (Exploration) • District will write three CCSS aligned units of study in the 2014-15 school year. (Exploration) • District will train all teachers to implement CCSS aligned units of study and refine CCSS units of study in the 2014-15 school year. (Installation) • District will continue to support teachers to implement CCSS aligned units of study and refine CCSS units of study in the 2015-16 school year. (Initial Implementation) • District will fully implement CCSS aligned units of study per year in 100% of all ELA classes in the 2016-17 school year. (Full Implementation)

20. Brainstorm What might be the necessary action steps to achieve this goal? Goal: District will implement six to eight CCSS aligned units of study in 100% of all ELA classes by the 2016-17 school year.

21. Potential Actions • Professional development for unit authors. • Build district common unit template. • Establish instructional sequence of standards. • Authors write units of study. • Training on units of study for non authors. • Schedule collaboration time to discuss unit implementation. • Schedule coaching support during implementation. • Schedule teacher collaboration to discuss implementation of units of study.

22. Your Turn In your table groups: Develop a list of possible action steps for your assigned goals on large post it notes posted on chart paper. Use markers, be brief, be large. Group 1 and 2: A-G Completion Group 3 and 4: Truancy Rate Group 5 and 6: Parent Engagement Group 7 and 8: Suspension Rate

23. http://globalimplementation.org/_static/gii/uploads/files//plenary_411_fixen_slides_frameworks_to_integrate.pdfhttp://globalimplementation.org/_static/gii/uploads/files//plenary_411_fixen_slides_frameworks_to_integrate.pdf

24. Reviewing Our Action Steps Performance Assessment (Practice Profile) Competency Drivers Organizational Drivers Leadership Drivers

25. Potential Actions • Professional developmentfor unit authors. (Training) • Build district common unit template. • Establish instructional sequence of standards. • Authors write units of study. • Training on units of study for non authors. (Training) • Schedule collaboration time to discuss unit implementation. (Coaching) • Schedule coaching support during implementation. (Coaching) • Schedule teacher collaboration to discuss implementation of units of study. (Coaching)

26. Reviewing Your Action Steps Performance Assessment (Practice Profile) Competency Drivers Organizational Drivers Leadership Drivers

27. Competency Drivers http://www.touchpointdashboard.com/wp-content/uploads/2013/07/measure.jpg

28. Performance Assessment Definition: Performance assessments define the practices that teachers and/or students will do differently based on new learning. Performance assessment indicate the” vital behaviors” to implement a new practice. Performance Assessments are commonly called Practice Profiles. http://www.touchpointdashboard.com/wp-content/uploads/2013/07/measure.jpg

29. Developing a Practice Profile List expectations in left column: Identify the “WHAT.” • Discuss list as a whole. • Is anything missing? • Are there any commonalities that can be combined? • Assign a letter to each item (A, B, C,…) on left side of chart paper. • Discuss each item individually. • Define/describe the vital behaviors if the “what” is ideally implemented. (Column 4) • Define/describe the vital behaviors if the “what” is acceptably implemented. (Column 3) • Define/describe the vital behaviors if the “what” is partially implemented. (Column 2)

30. Sample Practice Profile

34. Performance Assessment Reflective Questions Related to CCSS Units of Study Goal: • Have we defined what full implementation of CCSS ELA Units of Study will look like (created a practice profile)? • Who contributed to this definition? • Are all practitioners aware of the continuum of progress to full implemention? • How will we gather and monitor progress toward full implementation? • Who will be responsible for monitoring? • How will we refine this definition as implementation progresses?

35. Potential Actions-Revised • Professional developmentfor unit authors. (Training) • Build district common unit template and develop a rubric (Practice profile) to evaluate written units of study. (Performance Assessment) • Training on unit of study content. (Training) • Establish instructional sequence of standards. • Authors write units of study. • Training on units of study for non authors. (Training) • Schedule collaboration time to discuss unit implementation. (Coaching) • Schedule coaching support during implementation. (Coaching) • Schedule teacher collaboration to discuss implementation of units of study. (Coaching) • Implement units of study based on established practice profile. (Performance Assessment)

36. Performance Assessment Reflective Questions Related to your goal: • Have we defined what full implementation of the goal will look like (created a practice profile)? • Who contributed to this definition? • Are all practitioners aware of the continuum of progress to full implemention? • How will we monitor progress toward full implementation? • Who will be responsible for monitoring? • How will we refine this definition as implementation progresses?

37. Competency Drivers http://www.touchpointdashboard.com/wp-content/uploads/2013/07/measure.jpg

38. Selection • Selecting • Organization staff (teachers, coaches, administrators). • Implementation teams. • Practitioners. • Purveyors. • The right fit? • Match organizational needs/priorities. • Knowledge and experience. • Values and ethics. • What can be taught? What can’t be taught?

39. Staff Selection Practices Define needs and characteristics for your team: • Organizational needs/priorities. • Knowledge and experience. • Values and ethics. • What can be taught? What can’t be taught? • Recruit opinion leaders Revise interview process as needed (long term). Match candidates to expectations. http://fritzboyle.com/wp-content/uploads/2011/01/Ikea-Job-Interview1.jpg

40. Training • Effective uses of innovations requires behavior change at all levels. • Skills can be introduced in training. • Research and theory. • Information and application. • Build the training to demonstrate/experience the expected behavior. • Behavior rehearsals. • Learning really takes place on the job with the help of a consultant/coach. • Implementation & feedback. http://chefshelpingchefs.com/training/

41. 21st Century Professional Learning Job Embedded Collaborative Technology/Media Based Inquiry-based Differentiated 21st Century Workforce Skills Application-based Models Desired Expectations Coaching http://www.learningforward.org/docs/pdf/facilitatorguide.pdf?sfvrsn=2

42. http://mentoring-association.org/resources/best-pr-frwks/concept-fndn-frwks/mentoring-the-bridge-for-growth/http://mentoring-association.org/resources/best-pr-frwks/concept-fndn-frwks/mentoring-the-bridge-for-growth/

43. Competency Drivers Reflective Questions Related to CCSS Units of Study Goal: • How is coaching, training and selection used to ensure students are supported in CCSS Units of Study? • How is coaching, training and selection used to support instructional systems? • How is coaching, training and selection used to support teachers with collaboration on designing CCSS ELA Units of Study lessons utilizing 21st century skills? • How is the effectiveness of coaching, training and selection being monitored to ensure effective implementation? • What coaching, training and selection will ensure that all students and stakeholders will have access to CCSS ELA Units of Study to catapult their learning?

44. Potential Actions-Revised • Select implementation team members based on established criteria.(Selection) • Professional developmentfor unit authors (Training) Identify authors based on an established selection criteria (Selection) • Build district common unit template and develop a rubric (Practice profile) to evaluate written units of study (Performance Assessment) • Training on unit of study content (Training) • Establish instructional sequence of standards • Authors write units of study • Training on units of study for non authors (Training) • Schedule collaboration time to discuss unit implementation (Coaching) • Schedule coaching support during implementation (Coaching) • Schedule teacher collaboration to discuss implementation of units of study (Coaching) • Implement units of study based on established practice profile (Performance Assessment) • Leadership coaching for administrators (Coaching)

45. Competency Drivers Reflective Questions Related to your goal: • How is coaching, training and selection used to ensure students are supported by implementing your goal? • How is coaching, training and selection used to support instructional systems? • How is coaching, training and selection used to support teachers with collaboration on your goal? • How is the effectiveness of coaching, training and selection being monitored to ensure effective implementation? • What coaching, training and selection will ensure that all students and stakeholders will have access to your goal to catapult their learning?

46. Competency Drivers http://www.touchpointdashboard.com/wp-content/uploads/2013/07/measure.jpg

47. Decision Support Data Systems System to assess performance of the organization and system to help ensure continuing implementation of practitioner competencies over time. What data do you collect to ensure effective implementation and to continue to meet individual needs over time.

48. What Kind of Data? Collect data about effectiveness of: • Training • Coaching • Performance assessment (Practice Profile) • Selection

49. Training/Coaching Data Sources Training attendance New teacher hires Assessment on training Practice profile reports Written coaching service delivery plan w/ data on fidelity Feedback from: * teachers coached * coach’s observations

50. Other Data Sources * Implementation team formalupdates (email). * Replies to formal updates. * Staff meeting feedback. * Grade level meeting feedback. * Dept. meeting feedback. * Family involvement meeting feedback. * Community group meeting feedback. * Business group feedback.