Happy New Year! ¡Feliz año nuevo! Manigong Bagong Taon! As I look toward 2023, I am hopeful that, in the words of poet and writer Munia Khan, our “New year is the glittering light to brighten the dream-lined pathway of future.”
January is the time to gather insight from educational partners and collect data, including administering local indicators for the 2023-24 Local Control and Accountability Plan (LCAP), such as the Priority 3 Self-Reflection Tool. Our team at the San Diego County Office of Education (SDCOE) continues to focus on and prepare for upcoming professional learning sessions and informational workshops to best support your efforts.
SDCOE is committed to supporting local educational agencies (LEAs) in developing and maximizing the impact of their plans. We hope the resources in this this newsletter and on the SDCOE LCAP website keep you up-to-date with recent legislation and deadlines, as well as provide technical support.
Director
858-295-8827
|
|
LCAP Implementation and Development
The LCAP is the document that communicates to internal and external educational partners how the LEA plans to operationalize equity.
- Educational equity means that each child receives what they need to develop to their full academic and social potential. — The National Equity Project
-
Equity holds the promise of making our educational systems work for every student. — Dr. Paul Gothold, SDCOE Equity Blueprint for Action
Meaningful Engagement
The LCAP development process includes decisions made through meaningful educational partner engagement. Local partners provide valuable perspectives and insights about an LEA's programs and services. Effective strategic planning incorporates these perspectives and insights in order to identify potential goals and actions to be included in the LCAP. Students benefit the most from this engagement with partners.
Consultation Requirement
California Education Code Section 52064(e)(1) includes the provision that comprehensive strategic planning, accountability, and improvement across the state priorities and locally identified priorities should be reflective of meaningful engagement with educational partners.
Significant and purposeful engagement of parents, students, educators, and other educational partners, including those representing the student groups identified by LCFF, is critical to the development of the LCAP and the budget process.
-
Ideally, consultation occurs prior to making decisions about developing or revising the plan so that the input received will inform the development of, or revisions to, the plan. Also, consider how this consultation process can be used to inform the assessment of progress for each of the LEA’s local indicators.
- Statute requires charter schools to consult with teachers, principals, administrators, other school personnel, parents, and students in developing the LCAP.
- The LCAP should also be shared with — and LEAs should request input from — school site-level advisory groups, as applicable (e.g., school site councils, English learner advisory committees, student advisory groups, etc.) to facilitate alignment between school site and district-level goals and actions.
Information and resources that support effective engagement, define student consultation, and provide the requirements for advisory group composition, can be found under "Resources" on the LCAP webpage of the California Department of Education (CDE) website.
SDCOE's Equity Blueprint for Action Broadens the Definition of Engaging Educational Partners
The Equity Blueprint for Action focuses on improving educational outcomes for three student groups: African American, American Indian, and Latinx. This document highlights community- and research-informed practices common among the three communities, as well as actions and recommendations specific to each community. Information was gathered and the following themes emerged: Socially Conscious Leadership, Culturally and Linguistically Responsive Instruction, Student Agency and Voice, and Family and Community Voice. (SDCOE's Equity Blueprint for Action also includes an LCAP tool that identifies ways to support equity when developing actions and metrics for the LCFF Priorities.)
Family and Community Voice Equity Theme
Many African American, American Indian, and Latinx families find schools to be indifferent to their concerns, ideas, and presence. They report experiencing racism, bias, and judgmental attitudes in their interactions with school personnel. Likewise, in many educational communities, Black, Indigenous, and people of color (BIPOC) experience educational disparities in access and opportunities, which directly diminishes their trust in schools and willingness to interact with school personnel.
To address this issue, families and communities need to be invited to participate in the educational process (Milner, 2007; Howard and Reynolds, 2008; Reynolds, 2010). Students thrive when families and community members participate in and contribute to student learning. When students have positive role models who promote their success, students feel more confident, take more challenging courses, and improve academically.
Equity Structures that Enhance Engagement
Moving beyond the required advisory groups, LEAs that focus on equity will explore ways to engage diverse perspectives, such as conducting:
- World cafés
- Focus groups
-
Student panels (See SDCOE's student experience panels)
- Parent panels
- Wellness councils, including social workers and counselors
- Family and Community Empowerment (FACE) Team meetings
California Dashboard Updates
Due to the COVID-19 pandemic, state law allows the 2022 Dashboard to display only the most current year of data (also known as Status). For this year only, performance levels will be reported using one of five Status levels (ranging from Very High, High, Medium, Low, and Very Low) for state measures. Please note that the Status levels associated with the Chronic Absenteeism and Suspension Rate Indicators are reversed (ranging from Very Low, Low, Medium, High, and Very High). Information regarding this year's Dashboard data is available within the Dashboard Communications Toolkit.
The 2019 Dashboard Technical Guide is your key to unlocking how the state indicators are calculated. This guide covers an extensive review of each state indicator by covering calculation formulas, business rules, student examples, and general information about California’s accountability system. The guide also provides self-reflection tools adopted by the State Board of Education that are used by LEAs to report their progress through the dashboard. Detailed information on the rules used to determine schools and LEAs eligible for support are also covered.
California Dashboard Toolkit
The CDE released informational materials on the Dashboard Communications Toolkit webpage to support LEAs. There you’ll find flyers for parents and educators and additional technical guides.
|
|
English Learner Students on the CA School Dashboard
The 2022 Dashboard reports on progress for students who are English learners on all state measures. However, students included in the English learner student group vary by state measure. See below for how English learner data is reported on state indicators.
-
Academic Performance: Students who were reported as an English learner any time during the academic year, including students who were reclassified as fluent English proficient within the past four years (i.e., after June 15, 2018)
-
College/Career Readiness: Students who were reported as an English learner at any time during the last four or five years in high school
-
Engligh Learner Progress: Annual English Language Proficiency Assessments for California test takers who have current (2022) and prior year (2021) results
-
Chronic Absenteeism: Students who were reported as an English learner at any time, at the school or district level, during the 2021-22 academic year
-
Graduation Rate: Students who were reported as English learner at any time during the last four or five years in high school
-
Suspension Rate: Students who were reported as English learner at any time, at the school or district level, during the 2021-22 academic year
|
|
LCAP Professional Learning Series
The CDE released the dates for their upcoming LCAP Trainings. Our team will attend and share information at our Putting It All Together ( PIAT) meetings and workshops. Follow the link to join these trainings (registration is required).
|
|
Putting It All Together Professional Learning
Save the date! Our PIAT sessions are designed to provide a space and time for participants to interact with others from around the county, learn about LCAP requirements, and explore promising practices. Based on your feedback, these sessions will be held from 9 to 11:30 a.m. and remain virtual until further notice.
Once registration is confirmed, a corresponding link will be sent prior to each session.
|
|
Local Control and Accountability Plan 101
This workshop was developed for anyone new to the LCAP process. The LCAP template and important dates were shared.
|
|
Assessment, Accountability, and Evaluation Update Meetings
The Assessment, Accountability, and Evaluation updates provide LEAs with timely information around assessment, funding, LCAP, state and federal programs, and more. They occur once per month from 2:30 to 4 p.m. virtually; most meetings will be held on Wednesdays with the exception of February, March, and May. Please use this OMS link to sign up for the updates.
-
Aug. 24 - Resources
-
Sept. 21 - Resources
-
Dec. 7 - Resources
- Jan. 18
-
Tuesday, Feb. 14
-
Tuesday, March 21
- April 26
-
Tuesday, May 23
- June 28
|
|
Community Engagement Liaison Meeting
The next SDCOE community engagement liaison meeting is scheduled for Jan. 26 at 10 a.m. For more information, or if you haven’t registered, please send your email address expressing interest to LaShae Sharp-Collins.
|
|
2022-23 California Assessment System Testing Windows
The tests of the California Assessment System, consistent of the CAASPP and the ELPAC, are administered annually. The opening and closing dates for the 2022-23 testing windows are provided below:
- Initial ELPAC and Initial Alternate ELPAC - July 5, 2022, through June 30, 2023
- California Alternate Assessment (CAA) for Science - Sept. 6, 2022, through July 17, 2023*
- Smarter Balanced Summative Assessments for English language arts/literacy (ELA) and mathematics - Jan. 10 through July 17, 2023*
- California Science Test - Jan. 10 through July 17, 2023*
- CAAs for ELA and mathematics - Jan. 10 through July 17, 2023*
- California Spanish Assessment - Jan. 10 through July 17, 2023*
- Summative ELPAC and Summative Alternate ELPAC - Feb. 1 through May 31, 2023
*Or the end of the local educational agency's instructional calendar, whichever comes first.
|
|
Field Test: Observation Protocol for Teachers of English Learners!
The CDE is seeking teachers of kindergarten through grade twelve EL students of all English proficiency levels to field test California’s new and exciting Observation Protocol for Teachers of English Learners (OPTEL)! Focusing on language use in the classroom, the OPTEL has been developed to:
- Provide evidence that contributes to determining readiness for reclassification.
- Determine English learners’ progress.
- Inform immediate instructional decisions that advance student learning (formative assessment).
- Communicate with parents and inform institutions of higher education with teacher preparation programs.
Details about the OPTEL are available on the CDE OPTEL webpage.
|
|
Registration Open for Spring 2023 CHSPE
Changes Coming for CHSPE Test Series
The CHSPE test series is changing! Beginning next July, the CHSPE will transition to the GED® and HiSET® testing formats, both of which include an online testing option. The final testing date for the current paper-based format will be on June 18.
Currently, the CHSPE has three sections of testing: mathematics, reading comprehension, and language arts. A student will need to pass any remaining sections of the test prior to the July 1 transition. If a student has not earned a Certificate of Proficiency before July 1, any sections and subtests they previously passed in the current test series will no longer be valid, and the student will be required to restart the testing process by taking the new test series.
|
|
New School Climate Webinar
|
|
Expanded Learning Opportunities Program
The Expanded Learning Opportunities Program (ELO-P) provides funding for afterschool and summer school enrichment programs for transitional kindergarten through 6th grade as described in California Education Code (EC) Section 46120. ELO-P funding was established by Assembly Bill (AB) 130 in 2021 and has been amended by AB 181 (Chapter 52, Statutes of 2022) and AB 185 (Chapter 571, Statutes of 2022).
Commencing with the 2023-2024 school year, local educational agencies (LEAs) shall be subject to an audit to determine compliance with specific program requirements (EC Section 46120(c)(1)). As of Dec. 2022, the CDE has provided guidance that the 2023-24 ELO-P audit procedures will be used to review the 2023-24 records and data. This audit template is forthcoming.
The System of Support for Expanded Learning at SDCOE will be hosting a virtual ELO-P Plan Guide Session in collaboration with the CDE on Jan. 25 from 9 to 10 a.m. This session has been designed for district or charter expanded learning leadership to review ELO-P Plan Guide requirements. Registration for this session is here.
The System for Support for Expanded Learning at SDCOE is available to support LEAs with ELO-P plans. For any ELO-P-related questions or to schedule a meeting, please contact Brittany Mabe, director, or Liza Flowers, coordinator.
|
|
Get up-to-the-minute information about what's happening at SDCOE and in our districts across the county.
|
|
|
|
|
|
|
