Slideshow 062309

CALIFORNIA DEPARTMENT OF EDUCATIONJack O’Connell, State Superintendent of Public Instruction

COLLABORATIVE GOVERNANCE: IMPROVING STUDENT ACHIEVEMENT IN PROGRAM IMPROVEMENT DISTRICTS

Conducted by theCalifornia Department of Education

California School Boards AssociationCalifornia County Superintendents Educational

Services AssociationKeppel Union School District

The Webinar will begin promptly at 1 p.m.

Please Standby

JACK O’CONNELLState Superintendent of Public Instruction

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Housekeeping

• Phones are in presentation mode• Questions are welcome, submit them online in the

text-chat area (lower-left) • For technical support during the event, text chat

klarsen • The event is being recorded and will be available

afterwards on the California Department of Education (CDE) Program Improvement (PI) Web page at

http://www.cde.ca.gov/ta/ac/ti/programimprov.asp and the California Comprehensive Center (CA CC) Web site at http://www.cacompcenter.org/dait (Outside Source)


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Who is in the audience?[Interactive Poll Administered Online]

• Local Educational Agency Superintendent

• Member of LEA Governing Board• District Assistance and

Intervention Team (DAIT) Provider/Team Member

• Parent/Community member• Other


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Welcome & Introductions

• Nancy Brownell, Director, District/County Intervention Collaborative, CCSESA

• Dan Walden, Director, Governance Consulting Services, CSBA

• Laura Wagner, Administrator, District Improvement Office, CDE

• Linda Wagner, Superintendent, Keppel Union School District

• Jeff Sauer, President, Board of Trustees, Keppel Union School District

• Diane Parkins, District Assistance and Intervention Team (DAIT) Lead, Los Angeles County Office of Education

• Carol Bingham, Director, Fiscal Policy Division, CDE


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Webinar Purpose

Clarify local governing board roles and responsibilities to help districts strengthen student achievement and exit PI.


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Collaborative Governance: Webinar Agenda

1. Local Educational Agencies (LEAs) in Program Improvement

2. Program Improvement and School Board Governance

3. One District’s Experience

4. The Budget Crisis and Budget Flexibility

5. Questions


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Local Educational Agencies in Program

Improvement


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Title I Program Improvement

Any school or LEA receiving Title I, Part A funds that fails to meet annual student performance goals, known as Adequate Yearly Progress (AYP), for two consecutive years is identified for PI.


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LEAs in PI Year I

• Required to notice parents of PI status

• Must revise LEA Plan Addendum

• Cease to provide Supplemental Educational Services (SES).

• Reserve funds for professional developmentTitle 1, Part A, 20 U.S.C. § 1116(b)


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LEAs in PI Year 3

• An LEA that advances to PI Year 3 is subject to corrective action which is one or more of seven federal sanctions.

Title 1, Part A, 20 U.S.C. § 1116(c)(10)(C)

• Receives technical assistance based on objective criteria.


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Seven Potential Corrective Actions

• Replace LEA personnel relevant to failure to make AYP

• Establish alternative governance• Appoint a trustee to oversee the LEA• Abolish or restructure the LEA• Authorize pupil transfer to another higher

performing LEA, in addition to another sanction.• Fully implement a new curriculum• Defer programmatic funds; reduce

administrative funds California Education Code (EC) Section

52055.57(c)


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• Notify parents of the corrective action assigned by the State Board of Education (SBE).

• Revise LEA Plan to document steps to fully implement the corrective action.

• Continue to reserve at least 10 percent of the LEA Title I allocation for professional development.

LEA PI Year 3 Requirements


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Corrective Action 6For both the 2007 and 2008 cohorts, the SBE assigned Corrective Action 6 to all LEAs in PI Year 3:Institute and fully implement a new curriculum based on state academic content and achievement standards, including professional development based on scientifically-based research for all relevant staff, that offers substantial promise of improving educational achievement for high-priority students.


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Corrective Action 6 (Cont.) • Corrective Action 6 is specifically defined at:

March, 2008 SBE Itemhttp://www.cde.ca.gov/be/ag/ag/yr08/documents/mar08item21.doc

November, 2008 SBE Itemhttp://www.cde.ca.gov/be/ag/ag/documents/nov08item06.doc

• Guidance on implementing Corrective Action 6 is available on the CA CC Web site at:

http://www.cacompcenter.org/pi-lea3/PI-LEA3_TA_GUIDE_060508.pdf (Outside Source)


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Technical Assistance• Technical assistance is

differentiated based on LEA need as measured by objective criteria.

• The State Superintendent of Public Instruction (SSPI) uses the objective criteria to recommend that the SBE assign technical assistance to an LEA.


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Technical Assistance Categories

• Intensive: LEA assigned a specific DAIT by the SBE

• Moderate: LEA required to contract with an approved DAIT

• Light: LEA required to access technical assistance to fully implement Corrective Action 6 and remove barriers to student achievement


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Funding Based on Technical Assistance

Category• $150,000 per PI school for LEAs with

extensive and severe performance problems

• $100,000 per PI school for LEAs with moderate performance problems

• $50,000 per PI school for LEAs with minor or isolated performance problems


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DAIT Responsibilities

The DAIT shall provide technical assistance and support, as needed, including a needs assessment on each of the seven areas of district focus.

California EC Section 52059(e)


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Seven Areas of District Work

• Governance• Alignment of Curriculum, Instruction,

and Assessment to State Standards• Fiscal Operations• Parent and Community Involvement• Human Resources• Data Systems and Achievement

Monitoring• Professional Development


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DAIT Responsibilities

• Complete a report of findings, including recommendations to redirect resources.

• Work with the LEA to revise the LEA Plan.

• Support LEA during plan implementation.

• May recommend additional corrective actions at any time.


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District Responsibilities

• Revise the LEA plan to reflect Corrective Action 6.

• Adopt DAIT recommendations unless waived by the SBE.

• Submit LEA Plan to CDE for review.

• Finalize completed LEA Plan, post on local Web site and send link to CDE for posting on CDE PI LEA Requirements Web page at

http://www.cde.ca.gov/ta/ac/ti/leaplanpiyr3.asp


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District Responsibilities (Cont.)

An LEA in PI Year 3 must exit PI within 3 years and may be subject to appear before the SBE to discuss progress.


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Program Improvement and School Board Governance

The Governing Board's Role in Focusing

Educational Reform


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It Is About Change

• An opportunity—not “punishment”

• Higher expectations

• Aligned mission, priorities, and goals

• “Robust” engagement of the community

• Reprioritized resources

• Supportive vision-driven policies

• Measurement and results-focused


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The Governance Challenge

• Make the Board/Governance Team Work Visible

• Make the Board’s Work More Value-Added in Exiting PI

• Work within the Board’s Role• Work within the Board’s Responsibilities

and Jobs


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Framing Board Governance

• Leadership—That reflects the interests of the community

• Teamwork—Practicing mindfulness and collaborative manners when working together

• Partnership—Empowering the Governance Team

• Making a Difference—Becoming results “Obsessed”


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PI Governance Focus

• Establish values, a clear vision, and a focused mission that are linked to student achievement

• Set measurable and achievable goals• Make the commitment to systemic

reform, innovative leadership, and set high expectations—provide fiscal support, conduct an annual assessment


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PI Governance Focus (Cont.)

• Set budget allocations that are aligned with the Essential Program Components (EPCs) with a priority on PI schools

• Formulate “vision-driven” policies to fully implement EPCs

• Create human resource (HR) systems that hold district personnel accountable

• Engage parents and the community to foster “participation, knowledge, trust”


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Board’s Role in a PI Climate

Board responsibilities do not change in a PI climate, but there is a heightened and more critical:

• Sense of Urgency• Sense of Shared Responsibility• Sense of Efficacy


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Sense of Urgency

• Encourage parents/community to expect more

• Be proactive and engaged in leading change

• Set high expectations, measurable goals

• Set benchmark measures • Take the conversation to the community• Build trust and practice candor and

diplomacy


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Sense of Shared Responsibility

• Establish clear, measurable, achievement targets with others

• Expect logical, coherent plans for improving teaching and learning in the classroom

• Monitor the implementation together• Reduce distractions that impede

implementation• Balance flexibility and accountability


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Sense of Efficacy

• Know that you can succeed and tell others

• Shift work to “support” and “assistance” and away from “compliance”

• Build capacity– to go with the “mandates”

• Learn from each other– internal/external

• Celebrate small successes


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How to Set Direction

• Establish values, a clear vision, and a focused mission that reflect a “PI exit strategy”

• Engage the community through public forums and other forms of communication

• Energize the community around a commitment to student achievement

• Create a “sustaining alliance”


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How to Establish Structure

• Develop and adopt “supportive” policies that build capacity

• Align organizational “structure” around student achievement: financial planning and budget; policies; hiring, goals, evaluation; curriculum, instruction and assessment; facilities planning and utilization; collective bargaining parameters; HR system and culture


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How to Provide Support

• Define “district culture sensitive” steps to lead people through change

• Assign change and transition management responsibilities and expectations– with the Superintendent

• Identify “progress and success” milestones• Play a “value-added” role in moving

forward in the face of mistakes and setbacks

• Become a change and transition leader


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How to Ensure Accountability

• Define data needs for all indices that are appropriate to Board-level assessment (Ask the question: Is this Board level work? Avoid micromanaging.)

• Define success indicators to go with goals– measurable and within control

• Understand each stakeholder’s accountability role– expect measurement at all levels

• Blend all results into a continuous improvement strategy


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How to Demonstrate Leadership

• Put in place a “public education/PI exiting” advocacy and communications plan

• Create partnerships with the obvious public education constituencies and with the “not so obvious” constituencies—non-parents, business community, non-profits, public sector organizations, community leaders—broadening the “ownership” of public education and the effort to improve student achievement


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“Elevating Local Board Belief Systems”

• Constantly seek ways to improve

• Find ways to reach every student

• Express the belief that every student can learn

• Expect to see improvements quickly

• Express the belief that change can happen with current staff, students, and community


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CSBA and CCSESA:A SHARED COMMITMENT

CSBA and CCSESA stand together with the SBE and CDE to support LEAs in PI.


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One District’s Experience


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Keppel Union School District


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Keppel Demographic Data

• Enrollment

• Location

• English Learners

• Students with Disabilities

• Socio-Economically Disadvantaged

• 2,393 K-8 studentsFour K-6, One K-8, One 7-8

• Los Angeles County– Rural Antelope Valley

High Desert

• 40%

• 12%

• 72%


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Keppel Student Achievement Data


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The Keppel Board’s Experience

• The Board’s role in the DAIT process needed clarification.

• DAIT priorities and Board goals were not initially in alignment. This led to dialogue, education and subsequent goal alignment.

• A consensus building process was implemented focused on the Board and DAIT supporting each other in their roles.


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DAIT Work in Keppel

The DAIT:• Met with the Superintendent and the Board• Conducted an extensive needs assessment• Helped the district write an LEA/Action Plan• Worked with stakeholders to determine

“negotiables” and “non-negotiables” • Held all groups accountable for agreements


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Keppel LEA/Action Plan

• Mathematics adoption, professional development, administrative walk-throughs, hiring processes and fiscal decisions all focused on “best practices” to build strong instruction for students.

• Professional learning communities were created at all sites and at the district office, using data to examine and drive instruction.

• Protocols were established for clear communication and feedback in all processes across the district


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Keppel Board / DAIT Communication

Takes Many Forms

• Presentations• Study Sessions• Informal one-on-one meetings• Goal setting sessions• Regular written communication• DAIT/Board parent meetings• Sharing of “key messages” with the community


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Implementing Keppel’s LEA/Action Plan

• Effective school and district improvement requires that leaders practice system-wide transformational change.

• Leaders must recognize that it is up to them to improve the system, but they cannot do the work alone. “Outside eyes” are often necessary to see things that have become accepted, but may not be best for students.

• Students and best instructional practices must be at the heart of every decision made throughout the district.


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Lessons Learned

• Successful improvement requires leadership that is driven by shared core values and system-wide alignment.

• Shared values are created through discussion, first among the Board and then with all constituents.

• Mutual understanding of the roles and responsibilities among all participants is key to productive working relationships.

• Board members help by carrying “key messages” and core values that have been agreed upon out into the community.


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The Budget Crisis and Budget Flexibility


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Funding Reductions

• Education Trailer Bill SBX3 4 enacts significant changes to law, including funding reductions to certain education programs.

• To mitigate effects of reductions, new and unprecedented flexibility is available to LEAs.


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Budgeting Flexibilities

• LEAs may use 100 percent of General Fund or Cafeteria Fund restricted balances as of June 30, 2008, for any educational purpose (federal funds limit use of Cafeteria Funds as intended).

• For 2008-09 through 2012-13, LEAs may use funding formerly restricted for 39 specified categorical programs for any educational purpose.


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Budgeting Flexibilities (Cont.)

For 2008-09 through 2012-13:– Required contribution to routine

restricted maintenance account has been reduced from three to one percent of an LEA’s total general fund expenditures and other financing uses

– Local match requirement for Deferred Maintenance Program is eliminated


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Budgeting Flexibilities (Cont.)

• Expanded guidance on these new flexibility provisions is provided on the CDE Budget Web page at http://www.cde.ca.gov/fg/fr/eb/yr09budgetacts.asp.

• CDE will continue working with other agency staff to clarify implementation of SBX3 4 and will communicate these issues as they are identified.


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Programmatic Flexibilities

Completion of local adoption and phase-in of 2007 SBE adoption in mathematics has been extended to fall 2010.


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Programmatic Flexibilities (Cont.)

Materials-based professional development for teachers and site administrators may be provided by a range of providers, including SB 472/AB 430, county offices of education, and textbook publishers.


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Technical Assistance

LEAs in PI Years 1 and 2Keith Coppage, Education Programs Consultant, District Improvement Office, at 916-319-0251 or by e-mail at [email protected]

LEAs in PI Years 3 and 3+Syma Solovitch, Education Programs Consultant, District Improvement Office, at 916-319-0476 or by e-mail at [email protected]

Board GovernanceKirk Berger, Governance Consulting Services Consultant, The California School Boards Association, at 800-266-3382 or by e-mail at [email protected]


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Questions?


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Accessing Web Sites

To access the Web sites mentioned in this Webinar, please right click on the link and select “Open hyperlink” from the drop down menu.


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Thank you


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