COLLABORATIVE GOVERNANCE: IMPROVING STUDENT ACHIEVEMENT IN PROGRAM IMPROVEMENT DISTRICTS Conducted b

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COLLABORATIVE GOVERNANCE IMPROVING STUDENT
ACHIEVEMENT IN PROGRAM IMPROVEMENT
DISTRICTSConducted by theCalifornia Department
of EducationCalifornia School Boards
AssociationCalifornia County Superintendents
Educational Services AssociationKeppel Union
School District
The Webinar will begin promptly at 1 p.m. Please
Standby
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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.as
  p 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

• Local Educational Agencies (LEAs) in Program
  Improvement
• Program Improvement and School Board Governance
• One Districts Experience
• 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 development
• Title 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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LEA PI Year 3 Requirements

• 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.

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Corrective Action 6

• For 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 Item
• http//www.cde.ca.gov/be/ag/ag/yr08/documents/mar0
  8item21.doc
• November, 2008 SBE Item
• http//www.cde.ca.gov/be/ag/ag/documents/nov08item
  06.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_GUI
  DE_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 opportunitynot 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 Boards Work More Value-Added in Exiting
  PI
• Work within the Boards Role
• Work within the Boards Responsibilities and Jobs

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Framing Board Governance

• LeadershipThat reflects the interests of the
  community
• TeamworkPracticing mindfulness and collaborative
  manners when working together
• PartnershipEmpowering the Governance Team
• Making a DifferenceBecoming 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
  expectationsprovide 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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Boards 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 stakeholders 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 constituenciesnon-parents, business
  community, non-profits, public sector
  organizations, community leadersbroadening 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 CCSESAA SHARED COMMITMENT

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

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• One Districts 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 students
• Four 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 Boards Experience

• The Boards 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 Keppels 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 LEAs 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 2
• Keith Coppage, Education Programs Consultant,
  District Improvement Office, at 916-319-0251 or
  by e-mail at kcoppage_at_cde.ca.gov
• LEAs in PI Years 3 and 3
• Syma Solovitch, Education Programs Consultant,
  District Improvement Office, at 916-319-0476 or
  by e-mail at ssolovitch_at_cde.ca.gov
• Board Governance
• Kirk Berger, Governance Consulting Services
  Consultant, The California School Boards
  Association, at 800-266-3382 or by e-mail at
  kberger_at_csba.org

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• Questions?

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Accessing Web Sites

• To access the Web sites mentioned in this
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• Thank you

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• Webinar Participant Survey

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