Oversight Panel for CORE Districts with USED Waivers Meeting #3 June 15, 2015 West Ed, Sacramento...

Oversight Panel for CORE Districts

with USED WaiversMeeting #3June 15, 2015

West Ed, Sacramento OfficeCapitol Meeting Room

1000 G Street, Suite 500Sacramento, CA 95814

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Meeting AgendaTopic Activities Approximate Times

Opening Welcome/LogisticsIntroductionsPublic Comments

10:00 – 10:15 am

LEA Reports and Evidence Presentation of individual LEA self- and peer-review results and recommendations:1. Fresno Unified2. Long Beach Unified 3. Los Angeles Unified4. Oakland Unified

10:15 – 12:15 pm

Lunch 12:15 – 1:00 pm

LEA Reports and Evidence, cont.

Presentation of individual LEA self- and peer-review results and recommendations, cont.:5. San Francisco Unified 6. Santa Ana Unified

1:00 –2:00 pm

CORE Waiver Renewal & Updates

CORE Waiver expansion requestWaiver Updates

2:00 – 2:45 pm

Closure Oversight Panel Questions/ Comments/ RequestsNext Oversight Meeting – January 28, 2016 (Sacramento)

2:45 –3:00 pm

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Introductions1. Name2. Organization3. Role4. What are you looking forward

to on today’s agenda?

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Public Comments

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District Self- and Peer-Review PresentationsThe Oversight Panel is allocated 30 minutes with each of the 6 districts:

A. 5 minutes for presentation of brief highlights from district self- and peer-reviews, provided by CORE Staff

B. 25 minutes with district staff members for:Question and AnswersDiscussion

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Fresno Unified School DistrictSelf-Review Highlights

Principle 1• Fresno Unified has designed and is implementing a multiyear, cyclical

approach to professional learning to support teachers of all grade levels and subjects as they implement CCSS. • FUSD has realigned their District assessment system to CCSS. Assessments

which include all types of questions found in SBAC are used for formative assessment and benchmarking across schools. . There are a variety of tests to be used by teachers to gather formative, interim and summative data• With a targeted focus on English learners, students with disabilities and low

achieving students, FUSD has incorporated student supports and professional learning opportunities for teachers into the district instructional plans and training cycles.

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Principle 2• Fresno Unified has played a pioneering role in thinking about how to

integrate the CORE Index concept into a broader schema of indicators that are monitored and updated regularly.• Through the Community of Practice work, in particular, FUSD is seeing

District leaders take a “a step back” and school leadership teams leading the continuous improvement work.

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Principle 3• Fresno Unified reached agreement with Teachers’ Union (after 212

hours of negotiations) on a new teacher Educator Evaluation System • System has four effectiveness levels and is based on multiple

measures, including student outcome data

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Fresno Unified School District

•Questions and Answers•Discussion

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Long Beach Unified School DistrictSelf-Review Highlights

Principle 1• Long Beach Unified has a comprehensive plan outlining a system with

clear supports for the instructional shifts of CCSS, with a tight alignment of walk through tools to ensure impact of Professional Learning.• LBUSD’s CCSS plan provides support for special populations of students

including anticipating specific issues and interventions, strategies and activities to address these issues. • LBUSD is implementing comprehensive CCSS aligned assessments,

linked to the core instructional program, including SBAC- like items that include formative, interim and summative assessments.

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Principle 2• Long Beach Unified has made a conscientious effort in its stakeholder

engagement to align related initiatives into a cohesive message so that stakeholders understand the big picture. LBUSD puts a premium on anchoring reforms in previous work, “connecting dots,” and “making sense” of complex issues.• In its work with schools involved in communities of practice, involved

schools are working on a problem of practice that follows from LBUSD priorities – many students have difficulty demonstrating their understanding of complex text either orally or in writing as evidenced by responses to text dependent questions‐ – to support systemic coherence.

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Principle 3• Long Beach reached agreement with their Teachers’ Union in

December of 2014 on a new Educator Evaluation System• System has four effectiveness levels and in based on multiple

observations and data driven conversations.

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Long Beach Unified School District

•Questions and Answers•Discussion•Motion/Action

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Los Angeles Unified School DistrictSelf-Review Highlights

Principle 1• Los Angeles Unified has a multi year system of professional learning

based on CCSS and aligned assessments. • LAUSD has created a comprehensive set of assessments and materials

to support instruction across grades and content areas. These assessment tools are designed in the spirit of SBAC and CCSS in both content and format. • To ensure that the needs of student subgroups are met, LAUSD

supports cross departmental collaboration. The needs of subgroups ‐are addressed as a part of the core work, not an after thought.

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Principle 2• LAUSD developed the capacity of a broad set of central and regional staff to engage

stakeholders regarding the School Quality Improvement Index, which in turn informed final decisions about the Index measures (e.g., the English Learner Re-Designation measure). Similarly, the LAUSD team has engaged in internal analyses to inform the development of Index metrics. One example is the evolution of the high school readiness metric, where LAUSD examined which indicators in 8th grade best predicted graduation, and, importantly, which thresholds of performance on those indicators were most sensible for use in the CORE-wide measure of high school readiness.

• LAUSD has 185 schools involved in the CORE Waiver school support and intervention efforts, spread across the five Education Service Centers (ESCs) in the district. This year, facilitators from ESCs were trained and supported throughout the year to implement the support and intervention efforts.

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Principle 3• The teacher and school leader evaluation processes include observation

of practice, a contribution to student outcomes measure (called the Data-Based Objective), and progress towards individual growth objectives.• LAUSD and UTLA are currently examining all aspects of the teacher

evaluation process. An agreement was signed on April 17, 2015 that approves an overall final three-level evaluation rating for the 2015-2016 school year. The agreement also calls for a joint committee to work towards recommendations for the teacher evaluation system for 2016-2017 and beyond.

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Oakland Unified School DistrictSelf-Review Highlights

Principle 1• Oakland Unified OUSD is using an Instructional Rounds approach (Based on

Elmore’s research) to promote instructional improvement through a lens of CCSS. The model engages all personnel levels of the district to collect evidence aligned to each school’s problem of practice. All schools engage in Instructional Rounds. Training is provided for all persons involved with instructional rounds to ensure consistency of data collection and analysis for informing professional learning for teachers.• OUSD has created a balanced assessment plan for 2015-16 implementation which

includes SBAC-aligned interim and summative assessments and a battery of SBAC-like formative assessments to inform CCSS ELA and Math implementation throughout the district. School site-based cycles of inquiry is designed to ensure emphasis on professional learning linked to student results.

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Principle 2• Oakland Unified embedded the CORE-wide social emotional learning

and culture-climate field test items into their broader annual survey. In addition to incorporating CORE field test questions, OUSD also includes questions related to their U.S. Office of Civil Rights agreement to resolve disproportionate school discipline for African American students, and questions related to their Collaborative for Academic, Social, and Emotional Learning (CASEL) grant. They have paid attention to participation rates: 79% for students, 97% for staff (certificated and classified), and 42% for parents across all grades K-12.


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Principle 3• The Teacher Growth and Development System Evaluation Pilot has

been developed in collaboration with Oakland teachers, principals, parents, students and community members under an MOU process.• They will be developing connections to personnel pathways and

decisions in 2015-2016.


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Let’s please reconvene at 12:55 p.m.

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Santa Ana Unified School DistrictSelf-Review Highlights

Principle 1• Santa Ana Unified has identified and deployed high leverage professional

modules for all teachers. Each module is differentiated by grade span and content area (including VAPA and PE).• SAUSD teachers are implementing CCSS aligned assessments as well as

the interim Measures of Academic Performance and that the results are used formatively by teachers to adjust instruction. • With specific attention to the district’s significant EL population, SAUSD

created units of common core instruction as well as aligned professional development, to address the needs of those learners, as well as students with disabilities, struggling learners, and gifted students.

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Principle 2• Due to the fact that SAUSD has only three schools engaged in the

School Support Interventions and the Index will have involvement of all schools, SAUSD has strategically coupled the intensive work with LCAP and the Index. The three SAUSD LCAP goals of 1) Teaching and Learning, 2) Enrichment and 3) Climate and Engagement directly align with the Index. • Santa Ana is involved in CORE’s first ever inter-district Community of

Practice. Spurgeon Intermediate is engaging with Fresno Unified middle schools with respect to supporting English Learners in writing.


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Principle 3• Santa Ana will be piloting a new evaluation design modeled after the

work occurring in Simi Valley school district in one high school in the district.• They will focus their development efforts on the rapid refinement and

expansion of the model in alignment with waiver requirements.


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San Francisco Unified School DistrictSelf-Review Highlights

Principle 1• San Francisco Unified focuses professional development on capacity building

among teachers to build understanding around the opportunities and demands, structures and components of CCSS based SBAC- like assessment. • SFUSD’s assessment system is CCSS aligned, and includes grades beyond

SBAC assessed grades. Additionally, the district has made revisions to their Common Learning Assessments for increased SBAC alignment.• SFUSD’s CCSS aligned instructional plan which carefully and specifically

includes strategies and resources to address specific learning needs of all students.

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Principle 2• SFUSD’s strength is in the coherence behind the messaging of the SQIS/SQII,

making clear connections for stakeholders as to the intention of the work, the various terminologies used, and the implications of the work for the district and individual schools.• Nearly all of SFUSD’s Priority Schools are SIG identified schools. The work

that they have done as part of the pairing process has enhanced the existing strong practices that have taken root over the past six years. This year SFUSD established a performance matrix which showcased a refreshed cluster analysis across their sites, with all quantitative elements aligning to the School Quality Index. The lowest performing schools are “Tier 3.” 78% of the SIG schools have moved from “Tier 3” to “Tier 2” status.


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Principle 3• San Francisco will be further developing its efforts to engage with their

Teachers’ Union and other stakeholders on revisions to the current evaluation system.• The current teacher evaluation system has 5 levels of effectiveness. The

levels are defined through multiple sources that include rubrics aligned with all CSTP and elements; explicit expectations shared with participating teachers by site/department leadership on an annual basis; alignment and expected outcomes aligned with site Balanced Scorecard goals and priorities; as well as self-selected standards or areas of desired growth with explicit outcomes/benchmarks and support from direct supervisors.


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Waiver Expansion Proposal

• Questions• How would the role of the oversight panel change with the addition

more districts?• 5, 10, 20…

• Additional Thoughts/Ideas

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Waiver Renewal Updates

June 15, 2015

• Submitted final version of the School Quality Improvement Index (Principle 2) to USED in March 2015• Submitted final version of our Educator Effectiveness system (Principle

3) to USED in May 2015• Submitted our request and proposed approach for adding districts to

the CORE Waiver to USED in May 2015• Anticipating a renewal/extension decision by USED before the start of

SY 2015-16

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General Comments/Questions

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Oversight Panel for CORE Districts with USED Waivers

Next Meeting: January 28, 2016Location: Sacramento

Oversight Panel for CORE Districts with USED Waivers Meeting #3 June 15, 2015 West Ed, Sacramento...

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