LOCAL CONTROL AND

ACCOUNTABILITY PLANS

Day 3 Agenda

• Best Practices/Resources o Foster Youtho EL/LI Pupils

• Plan Alignment• Teacher Leadership• Approval Process

o Review Checklistso Timeline

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Foster Youth

Tom CorsonExecutive Director, Kern County Network for Children

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• 814 children placed in care during 2012

• In 2013 there were 1,686 foster youth care

• 60% of youth in foster care will reunite with family in less than year

• Median length of time in foster care is 9.1 months

Kern County Foster Care

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Foster youth have critical needs,

which often go unmet

• High % of children removed from their homes into foster care experience short/long term challenges in school o Traumatic histories of abuse & neglecto Frequent changes in foster care placements

contribute to issues in the classroom and/or reduced academic achievement

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Starting Out Behind

• Over 75% of foster youth students’ work is below grade level

• 50% are retained at least one year in school

• Students typically move more than once a year & attend multiple schools before they turn 18

• Higher % of foster youth qualify for special education services; however, their high mobility rate interferes with timely & appropriate placement

Do foster youth experience trauma ?

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Through Their Eyes

To Be Successful In Working With Foster Youth We Must Understand Adolescent Development And The

Impact Of Trauma

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Youth Who’ve Experienced Trauma

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Impact of Trauma on the Developing BrainThe brain adapts to its environment – positive or negative

Exposure to trauma causes the brain to develop in a way that will help the child survive in a dangerous world:

–On constant alert for danger

–Quick to react to threats (fight, flight, freeze)

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What’s Our Approach To Our Foster Youth…

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From:

• “What is wrong with you?”

To:

• “What happened to you?”When we change the question, the

answer provides context for the behavior, fosters compassion, and helps us to see strengths in face of adversity.

Trauma Informed Practice Simply Defined:

What does it mean to be Trauma Informed?

It does not mean to treat the trauma

It does mean to:-Recognize high level of trauma among those you serve

-Practice self care-Look at the whole person, not just the behavior

-Understand the role that victimization plays in the lives of trauma survivors

-UNDERSTAND THAT SYMPTOMS SERVE A PURPOSE

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The Dream Center

The Dream Center, a one-stop resource center, since 2008 provides current & former foster youth. Designed by youth for youth.

On-Site Partners:• Dept. of Human

Services• Independent Living

Program• Mental Health• Probation• Kern High School

District• Superintendent of

Schools• KCNC

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The Dream Center• AB 490 & AB12 Technical

Assistance• Independent Living Skills• Computer Lab• College Assistance• Job Seeking • Housing Assistance• Linkages to Support Services• Workshops• Emergency Food Pantry• Clothing & Personal Hygiene

Items• Mentoring Programs• A Place to Hang Out & Socialize

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www.kcnc.org

(661) 636-4488Ian Anderson & Sara Espinoza

Best Practices:

Working With EL/LI PupilsDr. Jill Hamilton-Bunch

Assistant Dean, Point Loma Nazarene University

PRESENTED FOR LCAP LEADERSHIP

MARCH 12 AND 16, 2015BY

JILL HAMILTON-BUNCHJHAMILTO@POINTLOMA.EDU

@HAMILTON_BUNCH

Content Complexity and Access: Best Practices for English Learners

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During Our Time Together Today

• Briefly review the tenets of good instruction for English Learners

• Review the resources necessary to promote good practices for ELs

• Reflect on current classroom practices for ELs

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Rigorous Text—Fischer and Frey

• Density and Complexity

• Figurative Language

• Purpose

• Genre• Organization• Narration• Text Features• Graphics

• Background• Prior• Cultural• Vocabulary

• Standard English

• Variations• Register

Levels of Meaning

Structure

Knowledge

Demands

Language Convention

and Clarity

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If use matters…

Heavier

language/skill

Lighter

content/skill

A Quick Review of the Basics

What gives us language?

Structural knowledge

Meaningful interaction

Purposeful use

For knowledge

For application

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A Quick Review of the Basics

What gives us literacy?

Procedural knowledge

Meaningful interaction

Purposeful use

For knowledge

For understanding

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ELD Instruction Should:

Explicitly teach elements of EnglishBe Form-Focused with meaningful applicationInclude respectful and timely error-correctionEmphasize oral language to support

academic literacy and interactionsInfuse meaningful, accountable, and

structured interactions with clear language targets

(Saunders and Goldberg, 2010)

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The Writing Connection

• Importance of writing as a processing tool as well as a skill

• Connection between reading and writing

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Level of Academic Texts

• Word

• Sentence

• Paragraph

• Text

• Must be explicitly taught rather than acquired

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Learning by Doing—Doing to Learn

Language in isolation is not

enough

• Academic language is more than a register, but another aspect of language:

• Structurally

• Functionally

• Practically

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Let’s Reflect

What practices are in place that could be additionally supported?

Which practices need to be re-examined?

Which practices need to be introduced?

What additional questions need to be answered?

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Plan Alignment

LCAPApproval Process

Three Criteria for Determining LCAP Approval

Adherence to SBE Template

Sufficient Expenditures in Budget to implement LCAP

Adherence to SBE Expenditure Regulations

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Criteria#1- Adherence to SBE TemplateThree Sections of the LCAP Template and Annual

UpdateSection 1: Stakeholder Engagement- Describes the consultation process the district had with parents, pupils,

school personnel, local bargaining units and the community and how that engagement contributed to the development of LCAP Section 1, Section 2, annual update and Section 3.

Section 2: Goals, Actions, Expenditures and Progress Indicators- Focuses on the goals, actions, expenditures, and progress indicators

identified by the district. Data that led the district to create each goal, whether the goal is designed for specific subgroups or schools, and how the district will measure progress toward the goals. The section lists which of the eight state priorities the goal is linked to and identifies the related metric or metrics that will measure differences or improvements for the students in each of the next three years.

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Criteria#1- Adherence to SBE TemplateThree Sections of the LCAP Template and Annual

Update

Annual Update- This section captures the progress toward the expected annual outcome

based on the required metrics detailed in Education Code Sections 52060 and 52066 for each goal from the prior year LCAP. Each prior year goal has its own Annual Update. The recap must include an assessment of the effectiveness of the specific actions and a description of any changes to the actions or goal the district will take as a result of the review.

Section 3: Goals, Actions, Expenditures and Progress Indicators- Shows the total amount of supplemental and concentration grant funds in

the LCAP year calculated per 5 CCR 15496(a)(5) and describes how these funds are being expended in the LCAP year. The reviewer shall verify that Section A includes a description of, and justification for, the use of any funds in a districtwide or schoolwide manner as specified in 5 CCR 15496.

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The budget for the applicable fiscal year adopted by the governing board of the school district includes expenditures sufficient to implement the specific actions and strategies included in the district’s board-adopted LCAP, based on the projections of the costs included in the plan. (Not Solely LCFF Funding)

Determine if it is reasonable or plausible to conclude that the expenditures and their sources are included in the budget.

Criteria#2

Sufficient Expenditures in Budget to implement LCAP

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Criteria#3 – Adherence to Expenditure Regulations

Adherence to expenditure requirements for number and concentration of unduplicated pupils

Verification of supplemental and concentration amounts, and the reasonableness of those estimates

Are district services included? Are school-wide services included?

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Criteria#3 – Adherence to Expenditure Regulations Cont.

Verify percentage increase according to Minimum Proportionate Percentage (MPP) and the reasonableness of the calculation

Description of services for unduplicated students clearly described as above and beyond what is provided for all students

Description of meeting the proportionality standard, qualitatively or quantitatively.

Does description make sense or seem reasonable?

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Section 1:

Stakeholder Engagement

Approval Process

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Things to Consider• Consultation with a DAC (District Advisory Committee)

and a DELAC (District English Learner Advisory Committee), if required

• Specific dates of stakeholder meetings• Date of public meeting prior to adoption• Date of Board meeting and final approval• Superintendent responded in writing or the statement

that there were no questions requiring written responses• How the stakeholder input impacted the final plan

Approval Manual

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Best Practices:

Teacher LeadershipDr. Jill Hamilton-Bunch

Assistant Dean, Point Loma Nazarene University

PRESENTED FOR LCAP LEADERSHIP

MARCH 12 AND 16, 2015BY

JILL HAMILTON-BUNCHJHAMILTO@POINTLOMA.EDU

@HAMILTON_BUNCH

Building Teacher Leaders: Teaching and Leading

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During Our Time Together Today

Reflect on teacher leadership

Define needs and roles

Provide a definition of capacity

Begin the task of planning

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Complexities and Challenges

What is a current complexity or challenge that you are facing with regard to teacher leadership in your district?

What is a current success?

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Teacher Leadership Roles

Teacher

Advocate/Change Agent

Assessor/Refiner

Teacher Leader

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Nine Characteristics of Effective Teacher Leadership

Mutual and Reciprocal Trusting Purposeful and Productive Positive and Respectful Supportive and Encouraging Collaborative Developmental and Evolving over Time Reflective and Growth-Oriented Based on Accurate Communication

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Five Elements for Growth in Teacher Leaders

The teacher leader’s personal needs must be met.The teacher leader must have a personal goal to

work toward relative to a research-based model.Support, assistance, excellent modeling, and

encouragement must be available.There must be a low-risk environment in which

mistakes are seen as a part of the process of learning and becoming effective teacher leaders.

An appropriate level of difficulty is provided in each new task so that it is challenging but not frustrating

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Resiliency

The capacity to bounce back, to withstand hardship, and to repair yourself

Resiliency theory: If members of one’s family, community, and/or school care deeply about you, have high expectations, and purposeful support, and value your participation, you will maintain faith in the future and can overcome almost any adversity

Krovetz, M. L. (1999). Fostering resiliency: Expecting all students to use their minds and hearts well. Thousand Oaks, Ca: Corwin Press, Inc.

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External Factors that Foster Resiliency

Promotes close bondsValues and encourages educationHigh-warmth, low criticism style of interactionEncourages supportive relationships with

caring othersPromotes sharing of responsibilities and

serviceExpresses high, but realistic expectations for

successProvides leadership and decision-making

opportunitiesAppreciates the unique talents of individualsHenderson, N. & Milstein, M.M. (1996). Resiliency in schools: Making it happen for students

and educators. Thousand Oaks, CA: Corwin Press.

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Autonomous People

Assume responsibility for themselves, and also see themselves as part of the whole

Are self-directedTake responsibility for their actions and

consequencesAre able to set their own outcomes and find

ways to achieve those outcomes.Are not dependent upon others’ approvalSeek honest feedback

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The Tasks

MeaningfulTime-boundOutcomes basedWell defined tasks and roles Clear understanding of masteryOpportunities for reflection throughout the

experienceClear understanding of big picture

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The Third Point

Provides a focus for conversationBehavior vs. beliefFacts rather than feelingsData rather than ideas Use of “the” or “a” rather than “you”

or “I”Incremental change leading to

substantive change

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Let’s Reflect

What are the next steps in building teacher leadership in your district?

What opportunities exist?

What opportunities may be available?

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Section 2: Goals, Actions,

Expenditures, and Progress Indicators

Approval Process

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Approval Process

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Approval Process

Use of Supplemental and Concentration Grant Funds

and Proportionality

Approval Process

Section 3:

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• A component of LCFF funding Calculator • Increase and Improve Services• A minimum not a maximum• Communicate• Each district % is unique• Districtwide/Schoolwide• Update to Actuals• Best Practices

MPP Summary

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LCAP Section 3 Components

• Supplemental and Concentration (S & C)grant funds Amount of S & C grant funds Describe how the LEA is expending these funds

• Proportionality Minimum Proportionality Percentage (MPP) Demonstrate how the services planned for are

proportionally more than those provided for all students by at least the MPP

LCAP 3A – Describe Expenditures

Key Changes

• Funded – Added to §15496 the requirement to identify those services that are being funded in addition to identifying services being provided on a districtwide and schoolwide basis

• Principally – Added to §15496 related to describing how districtwide and schoolwide services are principally directed towards meeting the district’s goals for its unduplicated pupils

• And are effective in – Added to §15496 related to describing how districtwide and schoolwide services are effective in meeting the district’s goals for its unduplicated pupils

• Provide basis for this determination – Added to §15496 the requirement that the description provided for districtwide and schoolwide services provide the basis for this determination, including but not limited to, any alternatives considered and any supporting research, experience, or educational theory

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Where to enter the results:

Where to enter the results:

• S & C amount (step 5) goes to part 3Ao Enter in single line at the top of the box

Enter the amount from Step 5 of the MPP Tab in the LCFF Calculator

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LCAP Section 3A – Describe Expenditures

Describe how LEA is expending S&C funds

If DISTRICTWIDE, SCHOOLWIDE,

COUNTYWIDE, or CHARTERWIDE

Identify services funded & provided

Describe how services are principally directed

toward

and effective in meeting goals for unduplicated

pupils

AND IF< 55% DISTRICTWIDE OR

< 40% SCHOOLWIDE

Describe how services are most effective use of funds

Provide basis for this determination

• alternatives considered

• supporting research

• experience, or

• educational theory

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LCAP Section 3A – Describe Expenditures

• Define base to determine services above and beyond what is provided to all students

o What do you provide to student if no S & C funds received?

o Starting point for determining services above and beyond what is provided to all students

o Will look different for most districts

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What’s Next?

Sample Timeline for 2014-15

July – October 2014

*Identify and consult stakeholders*Identify and assign staff responsible for components of plan*Develop timeline for implementation checks, data collection and reporting*Report demographic information via CALPADS*Review alignment of district plans with LCAP

November 2014 - January 2015

*Consult stakeholders*Conduct needs assessments*Begin updating progress on Annual Update, continue gathering data*Review LCAP goals, actions and services for needed adjustments*Review final, SBE-approved LCAP & Annual Update Template*Review proposed state budget (2015-16) and local implications

February - March 2015

*Consult stakeholders*Continue updating progress on Annual Update and sharing with stakeholders*Draft goals/actions/services for 2015-2018*Present draft LCAP to stakeholders, asking for feedback*Review draft LCAP Evaluation Rubric when available

April - June 2015

*Consult stakeholders*Review May revision of proposed state budget (2015-16) and local implications*Invite public comment on draft LCAP*Finalize Annual Update*Present final draft LCAP to PAC’s, stakeholders & respond to comments in writing*Hold LCAP & budget public hearing*Receive local board approval*Submit to KCSOS

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Education Code 52060

(g) The governing board of a school district shall consult with teachers, principals, administrators, other school personnel, local bargaining units of the school district, parents, and pupils in developing a local control and accountability plan.

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Education Code 52062Before board approval, Superintendents are required to:

• Present the LCAP to the parent advisory committee and the English learner parent advisory committee (If EL committee is required)

• Respond in writing to comments received for those committees

• Notify members of the public of the opportunity to submit written comments regarding specific actions and expenditures proposed to be in the LCAP using “most efficient method of notification possible” (mailed/printed notices NOT required); all written notice must be in compliance with EC 48985 (15% rule)

• Review school plans to ensure that they are consistent with LCAP

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Final Steps…

Before

• Consult with teachers, principals, administrators, other school personnel, local bargaining units of the school district, parents, and pupils

• Parent/EL committee review & response to written comments (composition must be majority parents)

• Notification to public of opportunity to submit written comments• Ensure plan alignment• Public hearing for LCAP & budget• Board approval (separate meeting)

Submit• Five days after board approval• At the latest, by June 30• Send electronic copy to: lcap@kern.org

After

• County Superintendent may request clarification/approve/disapprove/conditionally approve

• If clarification is requested, must respond in 15 days; County Supt. has 15 days after response to submit recommendation for amendments

• Post approved LCAP on website• Send link to posted LCAP to KCSOS at:

stsanders@kern.org • Plan to review LCAP when EOY results are received to ensure

goals/actions are appropriate

Remember…We are here to help!

Interested in a work day? Let us know!

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Time to work on…• Planning Stakeholder Engagement (Section 1)• Logistics/meeting structure• Other means of gathering input

• Annual Update (Section 2)• Measuring progress/effectiveness of goals &

actions• Stakeholder engagement

• Goals for 2015-2018 (Section 2)• Use of Supplemental/Concentration Grant &

Proportionality (Section 3)• Collaboration with other districts• Technical assistance/feedback

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