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A Year of Transition: Preparing Classified Leaders

for Common Core, Local Control Funding Formula and

Smarter Balance Assessments

Sherry Skelly GriffithDirector, Governmental Relations

February 28, 2014

What We Will Cover Today

• At the Core: Common Core Implementation & Classified Leaders

• Smarter Balanced Assessments: Technology and Change Impacting Classified Leaders

• Local Control Funding Formula and Local Control Accountability Plans

• One Voice for Students

“At the Core” of Common Core

Where are we today?•Districts and schools in varying stages of implementation•Use of the $1.25 billion for CCSS Implementation•ACSA Survey•Recently approved Mathematics Programs K-8•CDE release of new additions to the collection of CCSS professional learning modules – Brokers of Expertise – http://ccssplm.myboe.org/•Development of the new ELA/ELD Curriculum Framework 3

Next Steps for Common Core Implementation

• One Voice for Students – Multi-year Investment in Common Core Implementation

• Technology Equity for all Students – ACSA requests One-time Set aside

• Common Core Messaging – What is Common Core?• Quality Professional Development

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THE ROLE OF CLASSIFIED LEADERS & COMMON CORE IMPLEMENTATION

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Business & Fiscal Services

• Wisely spending CCSS Set Aside Funds• Assessing Instructional Materials Costs without

categorical funding• Advising district leadership in phasing-in professional

development costs• Assessing technology costs• Hiring/Training staff

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Human Resources/Personnel

• Assessing professional development needs of teachers, principals, administrators and classified personnel

• Advising changes to personnel evaluations of teachers based on adjusted teaching practices and outcomes to implement common core.

• Assessing which Institutions of Higher Education have implemented common core instructional strategies into their education department program offerings to credential candidates.

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Maintenance & Operations/Technology

• Classroom and Technology changes based on new instructional strategies (e.g. space for performance based instruction, etc.)

• Assist with facility and space needs for technology

Technology:• Assessing technology needs that are instructionally

driven as well as assessment driven. • Assess space needs for computer labs, etc.

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Student Services/Instructional

• Ensuring the district has defined the roles of instructional aides

• Assisting in the selection of instructional materials and resources

• Working with families to understand Common Core

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Smarter Balanced Assessments

Where are We Today?

•Field testing begins March 18th for Smarter Balanced Assessments aligned with the Common Core State Standards in English-language arts and mathematics. Computer-based testing will run thru June 6.

•More than 3 million students in school districts, county offices of education, and charter schools will have had a chance to try the new system

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Smarter Balanced Assessments

• Smarter Balanced assessments are aligned with the Common Core State Standards, which California adopted in 2010. The new assessments will be computer-based, allowing for a much broader range of test questions and will emphasize critical thinking, reasoning, and problem solving – modeling the kind of teaching and learning needed to prepare all students for the demands of college and the modern workplace.

• No student, school or district scores will be produced from this year’s field test because its purpose is to “test the test” – to determine how well the test questions and technology work

• Spring 2015 – First statewide administration of SBAC grades 3-8 and 11 11

Smarter Balanced Assessments

• The California Online Field Test Administration Manual for the Smarter Balanced Field Test is posted at http://sbac.portal.airast.org/ca/field-test-ca/resources. The manual contains instructions on test administration procedures, specifically for local educational agency testing coordinators, test site coordinators and test administrators.

• The Smarter Balanced Assess ment System Web page at www.cde.ca.gov/ta/tg/sa/smarterfieldtest.asp contains information on the field test, including practice tests, technological readiness tools, accessibility for all students, and more.

• California TAC – http://californiatac.org – was launched in December to serve as a clearinghouse of testing information, providing forms, instructions, and videos as well as a schedule of workshops about how to administer the field tests. 12

Smarter Balanced Assessments

• The CDE also sends out a “Field Test Flash” via email listserv designed to deliver up-to-the-minute information about the upcoming test. To join the Field Test Flash listserv directly, send a blank email to subscribe-caaspp@mlist.cde.ca.gov.

• The CDE and K-12 High Speed Network, www.cde.ca.gov/ls/et/st/highspeednetwork.asp, are jointly working to assist LEAs in understanding the role of the K12HSN in preparing for the field test.

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THE ROLE OF CLASSIFIED LEADERS AND SBAC

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Business & Fiscal Services

• Budgeting for Technology Costs both short term and long term

• Use of LCFF Funds

• Use of one-time funds (e.g. set-asides, grants, etc)

• On going capital budget needs and costs

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Human Resources/Personnel

• Selection of testing proctors

• Training for testing proctors

• Professional Development for Teachers – Testing Administration/Technology and Performance based Assessments

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Technology

• Needs assessment (e.g. bandwidth, hardware, devices, facilities)

• Capital Budget needs both short term and long term

• Set up, oversight, trouble shoot

• Training staff and students

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Maintenance & Operations

• Needs Assessment – Facilities and set up.

• Energy needs

• Security

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Student Services/Instructional

• Identify and support key SBAC leads and proctors

• Working with families and students to understand SBAC

• Professional Development for staff and students

• Data collection and outcomes (e.g. Field Test)

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GLANCE AT THE 2014-2015 BUDGET PROPOSAL FROM THE GOVERNOR

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2014-15 State Budget: K-12 Proposal - Overview

• K-12 overall Prop 98 funding of $61.6 billion• $5 billion in ongoing funding for categorical programs

outside LCFF• K‐12 Deferrals - $5.6 billion to eliminate remaining inter-

year funding deferrals• LCFF - $4.5 billion for school district and charter

implementation and $25.9 million for COE implementation (fully funds COEs)

• COLA Increases - provides .86% increase to LCFF base grants and some remaining categorical programs

2014-15 State Budget: K-12 Proposal - Overview

• Prop 39 energy efficiency - $316 million for the second of a 5-year program

• $46.5 million increase for state testing programs• Independent study reform• School facility finance - funds shifts and reform• Special Education - adjustments for growth and

COLA• Emergency Repair Program - increase of $188.1

million (one‐time)

LOCAL CONTROL FUNDING FORMULA & THE LOCAL CONTROL ACCOUNTABILITY PLAN

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The New Local Control Accountability Program (LCAP)

• State Priorities• SBE Template• Local Plan – Goals, Actions, Expenditures• Community Engagement and Public Hearings• Align Plan and Budget• Oversight, Technical Assistance, Intervention

Accountability – State Priorities

1) Compliance with Williams criteria – instructional materials, teacher assignments and credentials, facilities

2) Implementation of SBE adopted academic content standards, including programs and services for ELs to access the Common Core and ELD standards

3) Parental involvement

4) Pupil Achievement – statewide assessments, API, completion of A-G requirements, CTE sequences and AP courses, EL progress toward proficiency, college preparation (Early Assessment Program)

Accountability – State Priorities (cont..)

5) Pupil engagement – attendance, dropout and graduation rates

6) School climate – suspension and expulsion rates, etc.7) Access, including for subgroups and special needs, to a

broad course of study in specified subject areas8) Pupil outcomes in those specified subject areas

California’s Low K-12 Spending

• Roughly $2500 per pupil less than the national average in 2012-13

• Would have required $15.3 billion more to reach the national average in 2012-13

• LCFF is about distribution – it does not increase funding• Not clear if state revenues will increase sufficiently to

allow full implementation of LCFF by 2020-21• Funding gap with rest of nation is likely to remain without

a significant change in state revenue/expenditure policies

LCFF Entitlement Target

• Entitlement Target = Base Grant + Augmentations + Supplemental Grant + Concentration Grant + Add-ons

• Base Grant per ADA (will receive annual COLA)K-3 = $6,845 7-8 = $7,154

4-6 = $6,947 9-12 = $8,289

• Augmentations – 10.4% ($711.88) for K-3 CSR and 2.6% ($215.51) for 9-12

LCFF Entitlement Target

• Supplemental Grant – additional 20% of Base Grant + Augmentations for each EL, low income and foster pupil (by enrollment)

• Concentration Grant – additional 50% of Base Grant + Augmentations for each student eligible for supplemental grant above 55% concentration threshold

• Add-ons – Home-to-School Transportation and Targeted Instructional Improvement Grant (TIIG)

LCFF

Base Grant

Supplemental Grant

Concentration Grant

K – 3 CSR Augmentation

9 - 12Augmentation

Trans. Add-on

Entitlement TargetTIIG Add-on

Hold HarmlessFunding

2012-13Revenue Limit

2012-13“Included”

Categoricals

2012-13 Trans.2012-13 TIIG

Economic Recovery Target

• Goal is to restore all districts to at least 2007-08 funding levels by leveling up LCFF “losers”

• ERT = undeficited revenue limit in 2012-13 + COLA (1.94%) for 2013-14 thru 2020-21 + categorical funding in 2012-13 w/o 20% flex reductions or “fair share” reductions

• A district will transition toward the greater of its LCFF Entitlement Target or ERT

• Most districts will have LCFF ET > ERT

Flexibility vs. Targeting

• It’s the Local Control Funding Formula!• But, it also targets funding to specific student

characteristics and needs• Both flexibility and resource “equity” are core tenets

of the LCFF and both are supported by research and practice

• State Board tasked with maintaining the right balance

Expenditure of Supplemental and Concentration Grant Funds

SBE to adopt regulations by Jan 31, 2014 that:•Require a school district, COE, or charter school to “increase or improve services” for grant generating students “in proportion to the increase in funds apportioned on the basis of the number and concentration” of those students•Authorize use of these grant funds for school-wide or district-wide purposes in a manner that is no more restrictive than the restrictions in Title I of the federal No Child Left Behind Act of 2001

Key Questions On Supplemental and Concentration Spending Restrictions

• How to demonstrate increased or improved services?– Do we identify a 2012-13 baseline of services?

– Is the core educational program counted as part of “services” for these students?

• How is the proportionality requirement met?• When is school wide or district wide use of these funds

appropriate?

THE ROLE OF CLASSIFIED LEADERS AND LCFF/LCAP

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Business and Fiscal Services

• Role in developing the LCAP• Participate in community and parent engagement

opportunities• Work closely with curriculum, instruction, assessment

and accountability staff and advisory committees• Advise leadership regarding appropriate funding

streams to be used for program, salaries, etc.• Educate parents and the community regarding the

funding formulas

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Human Resources & Personnel

• Participation in the community and parent engagement opportunities

• Role in developing the district’s LCAP• Analyzing LCAP to determine additional staffing needs per the 8

priorities.• Assessing shifts in staffing patterns based on the LCAP• Recruitment and hiring of staff to serve unduplicated count

students (e.g. English learners, Foster Youth, socioeconomically disadvantaged)

• Identifying and providing quality professional development tied to the LCAP

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Maintenance and Operations

• Assessing school climate and campus safety

 • Technology

• Align technology support to all aspects of the LCAP

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Student Services/Instructional

• Special attention to unduplicated count students

• Providing quality parent engagement opportunities

• Implementing LCAP regarding school climate and culture

• Data & Needs Assessment

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Next Steps for LCFF/LCAP

• Development of Evaluation Rubric

• Development of Collaborative

• Final Regulations

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Classified Leaders are integral to Common Core, SBAC and LCFF

implementation

What other roles should classified leaders play?

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QUESTIONS & ANSWERS

CONTACT:

Sherry Skelly Griffith, Director

ACSA Governmental Relations

sgriffith@acsa.org or (916) 955-1699

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