Implementing LCAP as a District Leadership Team

December 3, 20158:30 am - 2:45 pm

Plan for Today

MORNING: Focus on LCAP Development for 2015-16

AFTERNOON: Focus on Implementing LCAP in 2014-15

Metric Monitoring (Data)

Implementation Monitoring

Questions & Answers

Coming back to the “WHY”

Cottonwood School District

David Alexander, Superintendent

LINK: https://www.youtube.com/watch?v=Kedog04h8LM

Telling the “WHY”“The challenge of establishing meaningful long-term goals to drive systemic reform is not creating documents, but bringing the goals to life in the minds and actions of people throughout the system.”

Cultures Built to Last (Dufour & Fullan, 2013)

Clay RossSuperintendent

Columbia School District

What has been done within

your district to begin to focus on the “why” within your 3-

year plan?

TED TALK: Atul Gawande “How do we heal medicine?”

Atul Gawande: Positive Deviants & Systems

“When we look at the positive deviants - the ones who are getting the best results at the lowest costs - we find the ones that look the most like systems are the most successful. That is to say, they found ways to get all of the different pieces, all of the different components, to come together into a whole.”

SKILLS:1. The ability to

recognize success and the ability to recognize failure

2. Devise solutions (tools)

3. The ability to implement systemwide

https://www.ted.com/talks/atul_gawande_how_do_we_heal_medicine?language=en

Focus“You need to be preoccupied with focus… You need ‘one main thing’ or central improvement strategy that consists of the leaders’ nonnegotiable view of what, over time, will have the greatest impact on improving the system performance for children.”

Coherence (Fullan & Quinn, 2016)

1.Reflect

★ Why do we get the student achievement outcomes that we currently do?

★ Can we recognize success and failure in our current system?

From your perspective, what is the largest issue getting in the way of student achievement?

2. Write

3. Share

Read & Highlight

1. Highlight key ideas2. Star top two

Learning to Improvepages 61-62

YELLOW

What are the causes underlying this key student achievement issue/problem? Why do we get these student results?

Key Issue/Problem related to Student

Achievement

cause

cause

cause cause

cause

cause

Individually, list each cause that comes to mind on a separate post-it note

before sharing and grouping.

Group probable causes into categories

1. Randomly spread notes on a large work surface so all notes are visible.

2. Group probable causes that seem to be related in some way. Place them side by side. Repeat until all notes are grouped. It’s okay to have “loners” that don’t seem to fit a group.

3. When ideas are grouped, select a heading for each group. Look for a note in each grouping that captures the meaning of the group. Place it at the top of the group. If there is no such note, write one. Often it is useful to write or highlight this note in a different color.

4. Combine groups into “supergroups” if appropriate.

District System of Improvement

PINK = Executive Summary

What are the causes underlying this key issue/problem? Why do we get these student results?

cause

cause cause

cause

“Why?”5x - Each time you ask "why," look for an answer that is grounded in fact: it must be an

account of things that have actually

happened – not events that might have happened.

Why does that occur?

Why does that occur?

Why does that occur?

Outside of our control

District Team Discussion:

★ How can we use this information on causes to improve our system for student achievement?○ {Time will be available after the break to

consider action steps for next year’s LCAP}

break

Deep Implementation

Fall 2015

Leadership Practices with Greatest Impact on Achievement

Focus

EfficacyMonitoring

Focus

Monitoring Efficacy

Effective Leadership Practices

• Efficacy: Personal conviction of teachers and administrators that their actions are the primary influences on the academic success of students.

• Focus: Leaders identify and monitor no more than 6 priority instructional initiatives that are linked clearly to specific student needs.

• Monitoring: Regular systematic observation of adult actions – what teachers and leaders do in order to improve student learning.

Reeves, Finding Your Leadership Focus. (2011)

• “True sustainability requires a double-edged focus on people and practices.”

(Reeves, 2010, p. 88)

• “Focus is a prerequisite for improvement... When focus is combined with other variables – such as effective monitoring, professional learning, assessment, and feedback – then student achievement gains are more than five times greater than when a failure of focus prevents successful teaching and leadership.”

(Reeves, 2011, p. 3)

Focus

• Certainty that teaching & leadership have disproportionate impact on student results

• Based on the attitudes and beliefs of adults in the school concerning the causes of student achievement.

Efficacy

Outside our Control

Within our Control

Monitoring of Adult Actions & Practices

• Frequent observation & recording of specific teaching practices being implemented

• Feedback to teachers

• Specific about the practices to be monitored, along with frequent intervals for reporting progress.

Monitoring

Need to monitor

our focus areas

for deep

implementation

Monitoring of Student Results

• Need to be specific about the data to be monitored, along with frequent intervals for examining and reporting progress.

• Frequent (minimum of 5-10 times annually)

• Reteaching & Reassessing Plans on Benchmark Exams

Monitoring

Need to monitor our focus areas

for deepimplementation

Reeves ~ Deep Implementation

LUCKY

High Results, Low Levels of ImplementationReplication of Success Unlikely

LEADERS

High Results, High Levels of ImplementationReplication of Success Likely

LOSERS

Low Results, Low Levels of ImplementationReplication of Failure Likely

LEARNING

Low Results, High Levels of ImplementationMovement toward Success Likely

Level of ImplementationLow High

Stud

ent

Achi

evem

ent

Low

Hig

h

Implementation: Full/Deep

• Implementation should focus on practices, not programs.

• To provide clarity, expectations for full implementation should be in writing.

• What does DEEP/FULL Implementation look like? • According to Reeves, it is “the extent to which 90% or

more teachers are using the practices.”

Focus

Faculty Participation

• 90% faculty participation = 3x-5x higher achievement gains than 10% faculty participation (or even 50-60%)

Reeves, Transforming Professional Development into Student Results. (2010)

Focus

Closing the Implementation Gap• Leading to Change/Closing the

Implementation Gap

– Douglas Reeves

WHITE

Deep ImplementationBLUE

GRAY = BLANK

Variation in Performance

“Achieving improvements at scale is not about what works on average. It is about getting quality results under a variety of conditions. Understanding the sources of variation in outcomes, and responding effectively to them lies at the heart of quality improvement.”

[Learning to Improve, p. 35]

District Team Discussion:★ What does deep implementation look like? Where

are we now? Potential next steps? Short-term wins? What is our case for compelling change?○ How can we use this information on causes to

improve our system for student achievement?○ What are potential action steps that could be

added to our LCAP to implement changes in needed areas?

★ After reviewing the graphic “Characteristics of Improving Districts,” are there additional actions (beyond what was identified in our post-it sorting) that should be drafted in the new LCAP to further focus improvement on student achievement?

Addressing Other State Priorities/Metrics

★All State Priorities and Metrics must be included - but do not need equal emphasis.

★Can include action steps to “maintain…” in areas where systems and current supports are bringing about high levels of results (ex. State Priority 1 - Basic; State Priority 5 - Student Attendance, etc.)

Tying the morning together - potential focus areas for the next couple of months:

★ Tie the “why” of your 2016-17 LCAP to student achievement.

★ Determine which of the causes you have identified should be addressed in your plan.

★ As you consider the categories of causes, consider building in an action to monitor toward deep implementation.

★ Identify which current LCAP actions that you are committed to and will continue for 2016-17 need deeper implementation.

lunch45 minutes

Starting at 12:45

Monitoring Metrics

Fall 2015

Examples of metric development efforts

Metric Some highlights in our development process Final Metric Approach

Chronic Absenteeism

• Considered school-wide attendance rates, but results are generally similar across schools, and can mask challenges with chronic absenteeism (which is linked to success in school and in life).

• Landed on chronic absenteeism, using the nationally accepted threshold of students with 90% or lower attendance.

Number of students w/ 90% or lower attendance

÷

Number of students enrolled

High School Readiness of 8th Graders

• Initial concept was to look at the percentage of 8th graders who persisted into their 2nd year of high school, but most students meet that bar and stakeholders raised concerns about connecting this to middle schools.

• Through a series of analyses, we identified a set of criteria predicting that a student is highly likely to graduate in four years (~90% likely to graduate on time).

Percentage of 8th graders meeting the following criteria:• 8th grade GPA of 2.5 or better, AND• Attendance 96% or better in 8th grade, AND• No D’s or F’s in ELA or Math in 8th grade, AND• Never suspended in 8th grade.

English Learner Re-Designation

• Current CA metric looks at all of the students who reclassify in a given year divided by the number of ELs from the prior year (regardless of how long those students have been ELs).

• We sought an indicator that took into account the research on the appropriate amount of time it takes for a student to reclassify (+/- 5 years).

• Started with one version of the indicator, iterated with stakeholders, and landed on our final version.

(Count of all ELs who re-designate in the current year)

÷

(Count of all ELs who re-designate at that school site in the current year) + (All 5-year-plus non-re-

designated ELs)

Find full metric descriptions at http://coredistricts.org/core-index

1. Are we on track to meet our Expected Annual Measurable Outcomes for LCAP? If not, what mid-course corrections should be made?

2. Are we seeing the same level of impact/result for each subgroup or economic group with our results? Is more services/funds necessary at some sites to create equitable outcomes?

Reviewing Fall Data

Monitoring Implementation

Fall 2015

Why do plans fail?

Use the plan.

Mike Freeman, Superintendent

Grant School District

Help people understand the plan.

Evaluate the plan regularly.

Cascade down

Jim Harrell, Superintendent

Gateway Unified School District

Team DiscussionGREEN

What’s Next?

Questions & Answers

Fall 2015

Question 1

What funds should be included within the LCAP?

Any funds you are using to accomplish the goals and actions outlined in the LCAP.

Question 2

How has the LCAP review process changed for this year?

★ Homeless Students (15+)

★ Program Review Form: 3C & 7C

★ Metrics that “do not apply” do not have to be included (ex. high school metrics for K-8 district)

TAN

Question 2

How has the LCAP review process changed for this year?

★ Shasta COE Fiscal Review Form

Question 3

What timeline is suggested for the LCAP?

Shasta COE has created a “Best Practice” timeline of cooperative review ahead of May.

FCMATGraphic

Question 4

Is CDE moving to an online LCAP? Yes, it will be

optional - available February 1, 2016. A separate support session will be offered for those who are interested.

Question 5

What should we be aiming for with Parent Engagement?

http://www2.ed.gov/documents/family-community/partners-education.pdf

Question 5

What should we be aiming for with Parent Engagement?

http://www2.ed.gov/documents/family-community/partners-education.pdf

Day 3 - March 21, 2016

★Discuss 3A/3B

★Budget - alignment of LCAP and Budget with multi-year planning

★Annual Update and tie in to audit & audit testing

★TEAM: Review Winter Local Metrics/Data

★TEAM: Discuss Implementation Teams’ Progress

★TEAM: Draft Effectiveness of Action Steps for Annual Update

★TEAM: Determine Process for Finalizing 3-Year LCAP

★TEAM: Discuss Potential Next Steps for 3-Year LCAP