Putting It All Together II Promoting Student Success 2017-18 Session 4 2 Purpose Promote strong alignment between a districts LCAP and the needs identified through the California School Dashboard. Gain expertise in using the improvement process to
promote equity and improved outcomes for unduplicated student groups 2 AGENDA
Welcome and Opening Activity LCAP Budget Process Focus on English Learners, part 2 LCAP Updates Measuring the Effectiveness of Actions and Services LCAP Speed Dating Team Time
3 Opening Activity Find Someone Whooo... Program gets purple Business gets
green 5 6 Aligning and Managing Budgets to Support District Priorities Expectations in a Three-year Inclusive Plan
7 Plan Summary Budget Summary Starting Point What to do before completing section
Complete Budget Summary after Goals, Actions, and Services section Use FCMAT LCFF Calculator to estimate LCFF revenues (based on latest information available) Build district budget Draft LCAP - Estimate budget based on most recent information Final LCAP - Adopted budget Tie total expenditures & revenues to SACS Form 01 General Fund Unrestricted and Restricted- Expenditures by Object Other things to consider: Estimated costs related to school operation (administrative costs,
personnel, systems, overhead, etc.) Contributions to other programs/requirements not included in LCAP 9 A* B A*- Will also accept inclusion of 7000s, but Total Expenditures is easier to find for non-SACS familiar individuals.
10 B A 11 12 Annual Update
13 14 15 Goals, Actions, & Services 16
Dollar amount by Resource Resource (i.e. LCFF Base or Supplemental not General Fund) Can indicate range for Budget Reference (numbers and/or words) 17 DIISUP Demonstration of Increased or Improved Services for Unduplicated Pupils DIISUP Starting Point
What to do before completing section: Complete FCMAT LCFF Calculator estimates for 2018-19 Use LCAP tab for S/C dollars and MPP 2018-19 100% funding no need to estimate prior year expenditures Review Goals, Actions, and Services section (after completed)
Identify goals identified as contributing toward increased or improved services and note in box Identify any use of Supplemental and Concentration Grant funds and whether the use was: District-wide School-wide Targeted services This section must be completed for each LCAP year. When developing the LCAP in year 2 or year 3, copy the Demonstration of Increased or Improved Services for Unduplicated Students table and enter the appropriate LCAP year. Using the copy of the section, complete the section as required for the current year LCAP. Retain all prior year sections for each of the three years within
19 the LCAP. DIISUP Starting Point This section must be completed for each LCAP year. When developing the LCAP in year 2 or year 3, copy the Demonstration of Increased or Improved Services for Unduplicated Students table and enter the appropriate LCAP year. Using the copy of the section, complete the section as required for the current year LCAP. Retain all prior year sections for each of the three years within the LCAP.
20 A = line 5 from the LCFF Calculator LCAP tab B = line 7&8 from the LCFF Calculator LCAP tab 21 LCAP tab in LCFF Calculator A
B 22 CDE LCAP FAQ Is there a requirement to include any specific amount of the funds apportioned to an LEA on the basis of its number and concentration of unduplicated pupils as Budget Expenditures in the Actions/Services section of the LEAs LCAP? (Posted January 8, 2018)
No. Regulation states that funds apportioned on the basis of the number and concentration of unduplicated pupils shall be used to increase services (grow services in quantity) or improve services (grow services in quality) for unduplicated pupils compared to services provided to all students in the in proportion to the increase in funds apportioned on that basis. (5 CCR sections 15495(k) and (l); 15496(a).) As such, there is not a spending requirement. Although an LEA may choose to track LCFF funds as Base, Supplemental or Concentration grant funds at the local level, they are not required to do so. An LEA may choose to simply identify a fund source for Budgeted Expenditures to implement an action/service as LCFF funded. However, the LEAs LCAP
must demonstrate how it will meet the requirements to proportionally increase or improve service for its unduplicated pupils. This demonstration must include the required justifications for actions/services provided on a districtwide, schoolwide, countywide or charter wide (wide) basis. (5 CCR 15496(b).) 23 Base Program Discussion Base Program What is the absolute minimum required to open school?
What is required by law? Are there things you would consider supplemental to your base program that you have been paying for out of the Unrestricted General Fund? How do you demonstrate increased or improved services if you dont know what the basics are? 25 Team Time - Base Program 27
BREAK and TEAM TIME Focus on English Learners (part 2) Focus on ELs - Part II Review Focus on ELs - Part I
Glossary of Terms English Learner Progress Indicator (ELPI) Review your Data California EL Roadmap Designated ELD & Integrated ELD Resources
What questions do you have about Focus on ELs - Part I? Focus on ELs - Part II Laying the Foundation California EL Roadmap Aligning Federal Requirements Within the LCAP Questions
Laying the Foundation Framing Questions What can the Dashboard tell us about your LEAs performance with ELs that we could not easily see? How might the Dashboard and Dataquest data help us identify problems of practice? False - Positive (ELPI & Academic Indicator - ELA) As an LEA have we implement ELD Standards? As an LEA have we provided PD to our staff on ELA/ELD Framework, ELA/ELD Standards?
As an LEA do we implement Integrated ELD AND Designated ELD? Important to ... Examine subgroups of ELs (recently arrived, long-term, former, SWDs) Distinguish ELs by time in U.S. and ELD level Examine longer-term performance of former ELs Examine patterns of indicator outcomes across schools, feeder patterns (Linquanti, 2001; Saunders & Marcelletti, 2013; Hopkins et al., 2013; Umansky & Reardon, 2014;
Linquanti & Hakuta, 2012; ELL Policy Working Group 2010, 2011) ELPAC Practice Tests Summarize an Academic Presentation In this task type, the student listens to a recording of an academic presentation while looking at a related picture or pictures. The student is then asked to summarize the main points of the presentation. A symbol of a pointing finger is included to indicate where, during an actual administration, the Test Examiner points to specific parts of the picture or
pictures. During an actual administration of this task type, students may take notes in their Test Book. Grade Span 6-8 ELPAC Practice Tests
Speaking tasks Task type: Summarize an Academic Presentation Examine the task type Study the aligned standards Discuss the implications for instruction/support in the classroom (Actions & Services) Does our LCAP (Actions & Services) put our students in line to be successful? Why or Why not? California EL Roadmap
Why a Roadmap? Over 1.3 million English Learners in Californias schools Systems of support Helps schools meet new state and federal standards Helps equip students with 21st century skills Source: CDE EL Roadmap PPT Presentation at the Accountability Leadership Institute (ALI), December, 2017
EL Roadmap Purpose EL Roadmap needed to move the needle in EL programs and services Definite need for a guidance document, tools, crosswalks to other documents and legal citations, and to the LCAP Desire for more aspirational, inspirational vision Input to the Roadmap Source: CDE EL Roadmap PPT Presentation at the Accountability Leadership Institute (ALI), December, 2017
Input to the Roadmap Source: CDE EL Roadmap PPT Presentation at the Accountability Leadership Institute (ALI), December, 2017 EL Roadmap Defined The EL Roadmap DOES: Provide a common belief system Provide actual experiences from LEAs Provide resources that address the principles and elements
The EL Roadmap DOES NOT: Define one road (program, practice, or policy) for all LEAs or all English Learners Source: EL Roadmap Policy, Adopted by the CA State Board of Education (SBE) on July 12, 2017 The Policy Reflects the current national research consensus on second language learning, bilingualism, program effectiveness, and policy research. Includes:
Vision Mission Four Principles Source: EL Roadmap Policy, Adopted by the CA State Board of Education (SBE) on July 12, 2017 The new English Learner policy explicitly focuses on English learners in the context of the states efforts to improve the educational system, the quality of teaching and learning, and educational outcomes. It centers on standards, curriculum frameworks, assessment,
accountability/school improvement, educator quality, early childhood/preschool, social and family support services, and parent/community involvement. Its purpose is to promote local capacitybuilding and continuous improvement in each of these areas and their interrelationship, based on evidence of effectiveness from local experience as well as the most current rigorous research evidence that speaks to the strengths and needs of the diverse population of English learners. Source: EL Roadmap Policy, Adopted by the CA State Board of Education (SBE) on July 12, 2017 Vision
English learners fully and meaningfully access and participate in a 21st century education from early childhood through grade twelve that results in their attaining high levels of English proficiency, mastery of grade level standards, and opportunities to develop proficiency in multiple languages. Source: EL Roadmap Policy, Adopted by the CA State Board of Education (SBE) on July 12, 2017
Mission California schools affirm, welcome and respond to a diverse range of EL strengths, needs and identities. California schools prepare graduates with the linguistic, academic and social skills and competencies they require for college, career and civic participation in a global, diverse and multilingual world, thus ensuring a thriving future for California.
Source: EL Roadmap Policy, Adopted by the CA State Board of Education (SBE) on July 12, 2017 The Four Principles Principle #1 Assets-Oriented and Needs-Responsive Schools Principle #2 Intellectual Quality of Instruction and Meaningful Access Principle #3 System Conditions to Support Effectiveness Principle #4 Alignment and Articulation within and across
Systems Source: EL Roadmap Policy, Adopted by the CA State Board of Education (SBE) on July 12, 2017 Principle One Assets-Oriented and Needs-Responsive Schools Pre-schools and schools are responsive to different EL strengths, needs and identities, and support the socio-emotional health and development of English learners. Programs value and build upon the cultural and linguistic assets students bring to their
education in safe and affirming school climates. Educators value and build strong family, community and school partnerships. Source: EL Roadmap Policy, Adopted by the CA State Board of Education (SBE) on July 12, 2017 Principle Two Intellectual Quality of Instruction and Meaningful Access English learners engage in intellectually rich, developmentally appropriate learning experiences
that foster high levels of English proficiency. These experiences integrate language development, literacy, and content learning as well as provide access for comprehension and participation through native language instruction and scaffolding. English learners have meaningful access to a full standardsbased and relevant curriculum and the opportunity to develop proficiency in English and other languages. Source: EL Roadmap Policy, Adopted by the CA State Board of Education (SBE) on July 12, 2017 Principle Three
System Conditions to Support Effectiveness Each level of the school system (state, county, district, school, pre-school) has leaders and educators who are knowledgeable of and responsive to the strengths and needs of English learners and their communities, and utilize valid assessment and other data systems that inform instruction and continuous improvement; resources and tiered support is provided to ensure strong programs and build the capacity of teachers and staff to build on the strengths and meet the needs of English
Source: EL Roadmap Policy, Adopted by the CA learners. State Board of Education (SBE) on July 12, 2017 Principle Four Alignment and Articulation Within and Across Systems English learners experience a coherent, articulated and aligned set of practices and pathways across grade levels and educational segments beginning with a strong foundation in
early childhood and continuing through to reclassification, graduation and higher education. These pathways foster the skills, language(s), literacy and knowledge students need for collegeand career- readiness and participation in a global, diverse multilingual 21st century world. Source: EL Roadmap Policy, Adopted by the CA State Board of Education (SBE) on July 12, 2017 The California English Learner Roadmap Includes
State Board of Education (SBE) Policy Policy and Research in Historical Context The Principles and Elements Illustrative Case Examples 9
Web-Based Resources Available now on the CDE CA EL Roadmap Web page at https://www.cde.ca.gov/sp/el/rm/ Includes: Additional illustrative case examples Links to relevant research Characteristics of Examples The examples are chosen to be generative and inspiring. The practices, in agreement with the Castaeda standards, will exhibit the following characteristics, which:
1. Have a research basis that holds promise to have local impact. 2. Are monitored using local metrics of system implementation and adult learning outcomes. 3. Attend to evidence of student learning outcomes and make adjustments as needed. Review EL Roadmap 1. Read/Review each principle (1-4) of the EL Roadmap 2. Note this document was shared in Putting It Together December 2017.
Table talk: What is one impact the Roadmap will have on you and your work (LCAP)? What is the most exciting to you about the new California English Learner Roadmap? What concerns do you have? What are your next steps with this information? Aligning Federal Requirements Within the
LCAP P LCA eral Fed s d Fun Learning Goals Educators will identify Title III Requirements and understand how they
are integrated into the LCAP (PENDING APPROVAL) understand considerations and implications related to Charters / Consortiums Federal LCAP Addendum Plan Submission / Review Process (Title III) Federal Program Monitoring eTemplate Federal Plan Requirements State Goal: LCAP will be the single planning document for the LEA ESSA requires an LEA Plan addressing federal program requirements
for Titles I, II, III and IV With the ESSA authorization, a new LEA Plan is required for 2018-19 California is proposing use of an LCAP Addendum to align LEA Plan requirements with LCAP In the LCAP In another document (Consolidated Application) In the Addendum Source: LACOE LCAP/SFP Unit 67
Purposes of Funding eral) d e F !( New includes Now Title IV ESSA . s
fund Instructional support, PD & parent involvement that supplements other services Title Title III (Federal) (Federal) Supplemental funds/services funds/services for
for English Learners Title Title I (Federal) Supplemental funds funds for students students at-risk at-risk of not not meeting standards standards in high
high poverty schools. schools. Title I district & school level services that address needs to close achievement gaps LCFF Proportionality Obligation to Unduplicated Pupils Additional supports Increased or improved services to support low-income, foster youth, English for Unduplicated learners & redesignated pupils to
to meet meet LEA goals in state and local priorities Pupils in LCAP LCFF Base Basic Services for all students and ethnic and SWD subgroups to meet LEA goals in state and local priorities Basic services & civil rights requirements
Source: LACOE LCAP/SFP Unit Title III Funding Within the LCAP - Themes All means all Build your comprehensive program and braid your funding Continuous improvement Source: Riverside COE Title III Presentation
A What is the difference between equity and civil rights? Source: Riverside COE Title III Presentation English Learner Programs Established by Federal, State, and Case laws: Both, U.S. and California Constitutions Title VI of the Civil Rights Act of 1974 Equal Educational Opportunities Act (20 USC 1703(f)) Lau v Nichols, 1974
Castaneda v Pickard, 1981 Elementary and Secondary Education Act, Part A, Title III Source: Riverside COE Title III Presentation Castaeda v. Pickard How do you ensu re when yo u are ma
king decision s that yo u are consider ate of th ese criteria? Dual obligations to English Learners:
Program to overcome language barriers as quickly as possible Provide access to same core curriculum so there are no deficits incurred while learning English Programs developed for English learners must: Be based on effective educational theory Have adequate resources to fully implement the program Produce results that show the program is effective Source: Riverside COE Title III Presentation
B uild your comprehensive program Base Program/ Title I Title III: What innovation is
needed? Source: Riverside COE Title III Presentation Base Program and Title III To help ensure that English learners, including immigrant children and youth, attain English language proficiency and meet the same standards that all children are expected to meet (Section 3102 of ESSA). Most restricted federal monies that only serve English learners geared toward accelerating their learning of English. Title III is an opportunity to go above and beyond
from the regular programs, designed to improve programs. A gap were trying to fill, must be conscientious about moving toward improvement and innovation. Source: Riverside COE Title III Presentation Title III Three required activities Increase English language proficiency Provide effective professional development Provide parent, family, and community engagement activities
https://www2.ed.gov/policy/elsec/leg/essa/legislation/title-iii.pdf Source: Riverside COE Title III Presentation Base/Title I: Title III: Designated/Integrated ELD training Coaching support to overcome language
barriers Data analysis Effectiveness of implementation of Title III funded PD to show the Title III work is effective Integrated/Designated ELD instructional materials
Supplemental instructional resources to help students access core curriculum. Parent communication-home school communication/Translators Specific to a Title III activity or event What you should be doing for everyone. What you would do even if you dont have Title III.
An opportunity to go above and beyond from the regular programs Source: Riverside COE Title III Presentation B Base Program/ Title I Title III: What innovation is needed?
Table Discussion: How are you determining the usage of your different funding streams? What is your base program for English learners? What innovation is needed? Source: Riverside COE Title III Presentation C ontinuous Improvement
Qualitative and quantitative Data analysis tify Iden al t io n addi s need ne
refi d n fy a and l i r a Cl base enta le m m p p
su rogra p De effect termine iven and s es s of b as upple menta e pr ogr l
am System Iden ea Res rch
tify prac innova resp tices o tive r prov onse that ides bas v e pr alue to ogra
m. What is your process for determining effectiveness of EL programs (Base and Supplemental)? Source: Riverside COE Title III Presentation LCAP Sample Review LCAP Sample (look at highlighted items in yellow) Review 3 year plan Budgeted Expenditures Actions/Services
Language Source: Riverside COE Title III Presentation Sample LCAP with Title III Provisions Cultivate effective teachers & leaders to increase proficiency and strategic thinking and promote multilingualism and
multiculturalism Sample LCAP with Title III Provisions Provide the following Professional Development opportunities for certificated staff and teacher coaches to continuously improve services for English
learners: Sample LCAP with Title III Provisions Supplemental professional development on strategies for EL instruction across the curriculum (i.e. Thinking Maps; Path to Proficiency for English learners) Additional supplemental voluntary hourly for professional development Continue implementation of EL TOA
Coaching Program. District and school-based professional development plans will identify professional development and coaching support needed to support EL instruction priority areas. Source: RCOE Title III Presentation Sample LCAP with Title III Provisions 30 Teacher on Assignment positions to participate
EL/Pathways to Biliteracy Teachers on Assignment in after school training program until authorization is completed. Hire the following supplemental positions: 18 Bilingual Aides currently in our Building Bridges program, preparing them to become bilingual teachers in our twoway program implementation program within two to four
years. Sample LCAP with Title III Provisions Provide ongoing professional development for certificated staff on primary language support and instructional approaches that supplements the general professional development program. Sample LCAP with Title III Provisions
Provide additional hourly compensation for extra interpretation assignments specific to Title III programs. Convene a workgroup to create EL Parent/Teacher Conference Protocol to guide teachers in how to review EL achievement data with parents.
Sample LCAP with Title III Provisions Provide supplemental parent workshops so EL parents can understand and ask questions on the notices provided above. Above and beyond the required program correspondence, provide series of parent workshops to inform, engage and empower EL parents in the academic career of their
students. ...inform, engage and empower parents of EL immigrant students. Sample LCAP with Title III Provisions Provide childcare to encourage EL Parent participation and attendance at workshops that supplement the parent participation program.
Stoplight Discussion STOP & THINK! SLOW DOWN & CONSIDER! GO & SHOW!
Do all funding sources support the LEAs outcomes for all students? Who needs to be at the table for the discussion on integrating Title III into the LCAP? How will Budget/Expenditures, Actions/ Services and Language in the LCAP demonstrate how federal funds supplement, not supplant, the base program? MOVING FORWARD
90 LCAP Update LCAP Updates Template Changes Two compliant versions from CDE to meet state and federal accessibility requirements* Word
eTemplate Vendor formats may also meet requirements The requirement is for the posted LCAP (does this include posting for the public hearing, and for sharing with PAC, ELPAC?) There is not a spanish version yet * There are no changes to statutory or regulatory requirements of the LCAP 91 2018 Word Template
Word Template and formatting instructions are available at: https://www.cde.ca.gov/re/lc/ 92 Updates from CDE Stakeholder engagement CDE is looking at barriers that exist within school districts and creating a communication plan. If you have an effective approach to community engagement please share with CDE Local indicator priority 7 Broad Course of Study will be presented to SBE in March, for use in the Fall 2018 dashboard
LCAP Addendum for Federal Funds Going before the SBE in March, if required provision is not in the LCAP or ConApp, will be included in a narrative response in the addendum. ESSA provisions addressed within LCAP - Do not have to use Title dollars to meet ESSA provisions LCAP is not a piece of evidence for monitoring (FPM) Fiscal reporting will still be the ConApp. 93 English Learner Progress
Outcomes Sample 95 96 Lunch And Team Time 97
Measuring Effectiveness of Actions and Services The LCAP Improvement Cycle 98 How Do I Know if an Action/Service is Effective? 1. What was the purpose for implementing the action/service?
2. If the action/service is working well, what change did you hope to see? 3. Are you seeing that change? For all, or targeted, student groups? (results) 4. How do you know? Key Points Vision
Through line Interim data Student groups
99 Map it Out! 100 101 LCAP Speed Dating
Rules for Speed Dating -LCAP style 1. Think about 2-3 questions you have, and 23 things your district is doing well. 2. You will have 4 minutes with each partner to get and share ideas with each other. Please do not partner with someone at your table now. Introduce yourself before beginning the discussion. 3. Bring something to take notes on. Purpose - to share and receive ideas
regarding programs, unduplicated students, planning and continuous improvement, and LCAP writing. 4. Be prepared to share one thing you learned with your table group. 102
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