The State Board of Education today approved a plan for using federal assistance that upholds California’s commitment to the ground-breaking educational reforms of the Local Control Funding Formula.
Every state that receives federal funding to support low-income students and English language learners is required to submit an Every Student Succeeds Act (ESSA) plan to the U.S. Department of Education. Several states submitted their plans earlier this year, while California and more than 30 other states will be submitting their plans on September 18.
The plan—essentially a grant application—allows each state to make a case for how it will utilize and manage federal dollars.California’s ESSA plan meets federal requirements while ensuring the state retains maximum flexibility to continue its shift away from top-down decision-making and toward local control that allows local school districts to better meet local needs. The plan was developed over 18 months with input from thousands of Californians.
“With the ESSA plan, we believe we have achieved the right balance between meeting federal requirements and focusing on our state priorities that will help prepare all students for college and careers,” said State Board President Michael W. Kirst, a Stanford University professor emeritus. “We look forward to working with the U.S. Department of Education as our application moves through their process.”
Source: State Board of Education Approves ESSA Plan – Year 2017 (CA Dept of Education)
By Theresa Harrington
To help California’s more than 1.4 million English learners navigate through the public school system, the State Board of Education has approved an “English Learner Roadmap.”
The Roadmap is the first new language policy adopted in nearly two decades to serve the one in four public school students throughout the state who are classified as English learners. It is expected to help schools in the more than 1,000 districts statewide to meet updated state and federal education requirements and laws.
Approved last week, the Roadmap aims to help English learner students and their parents know what courses, programs and services are available to them. It was created partially in response to the passage of Proposition 58 last year, which eliminated some legal barriers to bilingual education. Prop. 58 paves the way for all students to “receive the highest quality education, master the English language, and access high-quality and innovative language programs,” according to a news release.
Source: State Board of Education approves English Learner Roadmap | EdSource
By John Fensterwald
After much talk and testimony at a nine-hour meeting, the State Board of Education made modest changes last week to its draft of the state plan for complying with the Every Student Succeeds Act. Board members are confident the plan will soon be ready to pass along to the federal government for approval. Members of a coalition of two dozen civil rights and student advocacy organizations said the changes will do little to improve a plan that’s still vague and weak.
“After months of feedback and engagement, the current plan still doesn’t address the core issues that we know are absolutely essential to support high-need students,” Samantha Tran, senior director of education programming for the nonprofit Children Now, wrote in an email. “The state seems to be abdicating an essential civil rights role, and it’s disheartening.”
Source: State board, advocacy groups fundamentally disagree over plan for complying with federal education law | EdSource
By Colin Miner
President Trump is ordering Education Secretary Betsy DeVos to review what the administration says is “overreach” by previous administrations that have issued “mandates that take away autonomy and limit the options available to educators, administrators, and parents.”
Trump has repeatedly attacked the education department since his days on the campaign trail, saying its role in education needs to be diminished and the department downsized.
“This executive order makes certain that local leaders will be making the decisions about what happens in the classroom,” said Rob Goad, a senior official at the department.
Source: Federal Role In K-12 Education Being Reviewed Under Trump Order – White House, US Patch
State Superintendent of Public Instruction Tom Torlakson Tuesday announced that 275 middle schools and high schools are being honored under the Gold Ribbon Schools Awards Program.
Among the award winners is Buckingham Charter Magnet High School of the Vacaville Unified School District. The list also includes Armijo High School, Green Valley Middle School and the Public Safety Academy of the Fairfield-Suisun Unified School District. Benicia High School and Benicia Middle School are also honored.
“These terrific schools are leading the way in embracing our new rigorous academic standards and showing others how to help students succeed on their way to 21st century careers and college,” Torlakson said in a press release. “I look forward to travelling the state to honor these schools and to help share the programs, methods, and techniques that are working.”
Source: Buckingham honored among Gold Ribbon Schools
By Richard Bammer
The newly released state public school and district accountability system, which uses multiple measures of school progress and performance, gets a mixed reaction from Vacaville Unified’s chief academic officer.
“Overall, I like the concept and the idea of looking at multiple sources of data; I think that’s really good,” Mark Frazier said of the California School Dashboard, launched last month by the state Department of Education.
“But one of the things that is disappointing is, that some of the data they’re using (suspension rate, English learner progress and graduation rate) is not as up-to-date as it could be,” he added. “That data is so old it’s hard to interpret.”
Source: Vacaville Unified official: New school accountability system gets mixed marks
By Carolyn Jones
Thorough, comprehensive teacher training and textbooks that appeal to a diverse array of students will be key to successfully implementing California’s new science standards, according to guidelines released by the standards’ creators.
“Implementation is complex. There’s a lot of moving parts,” said Vanessa Wolbrink, program associate at Achieve, the education nonprofit that helped craft the new Next Generation Science Standards. “We hope this will help.”
The new standards, adopted by California in 2013, focus on hands-on science projects, critical thinking over rote memorization, and crossover between scientific disciplines. They also include curriculum for all grade levels, which will be a major shift for some elementary schools that have not in the past emphasized science instruction.
Source: Guidelines designed to help districts implement new science standards | EdSource
The State Board of Education (SBE) and the California Department of Education (CDE) today unveiled the California School Dashboard, a new Web site that provides parents, educators, and the public with important information they can use to evaluate schools and school districts in an easy-to-understand report card format.
The California School Dashboard is a critical piece of California’s new school accountability and continuous improvement system. The state’s former accountability system—the Academic Performance Index (API)—relied exclusively on standardized tests and gave schools a single score. That system was suspended three years ago.
“The California School Dashboard provides local communities with meaningful and relevant information on how well schools and districts are doing,” said State Board of Education President Michael W. Kirst. “It will help in local decision-making by highlighting both the progress of schools and student groups, shining a light on disparities and helping stakeholders pinpoint where resources should be directed.
Source: CA School Dashboard Debuts – Year 2017 (CA Dept of Education)
By Richard Bammer
Prominent educators and equally prominent members of business communities, it seems, are finally beginning to talk about preparing students for the 21st-century workplace, as local school district trustee have for many years.
On Wednesday, a Jelly Belly vice president spoke to some 40 AVID students at Armijo High in Fairfield, telling them what employers are looking for in a prospective employee.
On Friday, a revived K-12-community college committee met for the first time in Sacramento about how the two educational sectors can work together to help more Californians find success in the job market and strengthen the state’s workforce.
John Jamison, vice president of retail operations at Jelly Belly, the giant candymaker in Fairfield, generally spoke in broad terms about what employers seek in young people entering the labor force.
By Pat Maio
With two days remaining before President-elect Donald Trump’s inauguration, the U.S. Department of Education has rejected California’s request to begin administering online tests this spring based on new science standards, in lieu of a test based on standards established in 1998.
The state’s final administrative appeal following a six-months-long battle over science testing in California was denied Wednesday in a Jan. 18 letter sent by Ann Whalen, a senior adviser to U.S. Secretary of Education John King Jr., to State Superintendent of Public Instruction Tom Torlakson and State Board of Education President Michael Kirst.
Whalen wrote that she made her ruling based on concerns about the lack of transparency of science testing data during California’s transition from online pilot testing to fully operational tests set for the 2018-19 school year.
Source: U.S. Education Department rejects California’s science testing plans | EdSource
The State Board of Education (SBE) today took the final steps in approving a landmark Accountability and Improvement System that will provide a wealth of new information to help parents, educators, and the public evaluate schools and districts, identify strengths and weaknesses, and provide targeted assistance.
Today’s actions pave the way for the system, called the California School Dashboard, to be unveiled to the public in late February or March. Next year several changes will be made to strengthen and improve the Dashboard for the 2017-18 school year when it will be fully operational.
“This completes the final pieces of a groundbreaking system to help the public better understand what is going on in our schools,” said California State Board of Education President Mike Kirst. “I look forward to the launch of the California School Dashboard later this year, but this is just the beginning. We plan to make significant improvements in future years.”
Kirst and State Superintendent of Public Instruction Tom Torlakson thanked the California Department of Education (CDE) staff and educators throughout the state for their creativity and hard work in producing the California School Dashboard, which was years in the making.
Source: State Board Approves California School Dashboard – Year 2017 (CA Dept of Education)
By Richard Bammer
The state’s new “report card” on schools will give parents another way to evaluate their child’s learning environment.
The State Board of Education formally approved what it is calling “a landmark accountability and improvement system” that will provide lots of new information to help parents, educators, and the public evaluate schools and districts, identify strengths and weaknesses, and provide targeted assistance.
Approved Wednesday in Sacramento, the action by the board paves the way for the California School Dashboard, years in the making, to be made public in late February or March. Next year, several changes will be made to strengthen and improve the Dashboard for the 2017-18 school year, when it will go into full effect, Peter Tira, a spokesman for the state Department of Education, noted in a press release.
Source: State ed board OKs new school accountability system
By John Fensterwald
After hours of discussion, the State Board of Education on Wednesday settled two much debated issues that will enable state officials to move ahead this year with the state’s new school accountability system.
One decision creates a different way to measure schools’ and student groups’ progress on standardized tests in math and English. The other, more contentious issue will determine which schools and districts will require intervention or technical help because their English learners did poorly on the math and English language arts tests.
In September, the board approved a framework for the new improvement and accountability system that will give a broader view of schools’ and districts’ performance through measures that will include students’ readiness for college and careers, school climate, parent engagement and academic performance. The board set a timeline for refining the metrics over the next year.
Source: State board chooses new way of measuring school progress on tests | EdSource
By Pat Maio
The State Board of Education on Thursday approved a new science framework that makes California the first state in the nation to produce a framework based on the Next Generation Science Standards for K-12 grades.
“This has been a long time in coming. It is really an exemplar for the nation,” said Ilene Straus, vice president of the board.
The framework, which represents a major overhaul of how science is taught to the state’s 6.2 million K-12 students, is essentially a blueprint for creating a curriculum based on the new standards that can be implemented in the classroom. The standards, more commonly known as NGSS, emerged after educational leaders nationwide met in 2010 and pushed for rewriting a science curriculum that had not been changed since the late 1990s.
Source: State board approves science framework, first in nation | EdSource
By John Fensterwald
For three years, school districts have been writing an annual budget and accountability plan using a state-dictated form that has irritated just about everyone writing and reading it. Next week, the State Board of Education is expected to approve a new version that promises to be simpler, better organized and easier to follow.
The revised Local Control and Accountability Plan, or LCAP (see draft template starting page 7), has gotten generally positive reviews, with some reservations, from school officials and advocates for high-needs students who disagree over how much information should be in the document but credit state board staff for trying to strike a balance.
“We are not completely satisfied, but we will support the revised LCAP,” said Martha Alvarez, legislative advocate for the Association of California School Administrators, which had recommended changes through months of hearings and drafts. Districts’ LCAPs had mushroomed to dozens, and in some cases hundreds, of pages over the past three years. It’s unclear, she said, despite improved readability, whether LCAPs will become shorter or longer under the new template. “At this point, districts need time – a number of years without further changes – to work with it,” she said.
Source: Finally, districts’ accountability plans may be easier to read and use | EdSource
By John Fensterwald
After months of drafting, revising and debating how best to measure and improve schools, the State Board of Education this week will adopt key elements of a new and distinct school accountability system.
The series of votes on Thursday will meet the Legislature’s Oct. 1 deadline and will mark 2½ years since the state board suspended its simpler predecessor, the Academic Performance Index. The board expects to change components of the system in coming years.
The new system shifts from a one-dimensional school rating under the API and the federal No Child Left Behind Act, based on test scores, toward a broader picture of what constitutes a quality education. It combines measures of underlying conditions, such as teacher qualifications and student suspension rates, and academic outcomes, including gauges of college and career readiness and standardized test scores.
Source: State board poised to take new direction in school accountability | EdSource
By John Fensterwald
California’s top two education officials on Monday spelled out their complaints with proposed federal regulations that they said would conflict with and undermine the state’s new plan to help schools improve and hold them accountable for student achievement.
In a 10-page letter, State Board of Education President Michael Kirst and State Superintendent of Public Instruction Tom Torlakson stated that the draft rules for the new federal education act, unless changed, “will derail the significant progress being made in our state towards creating a single, aligned system” that would meet both federal and state requirements. Without more flexibility than the rules allow, the state won’t be able to effectively shift from a school improvement system defined by standardized tests results to one that evaluates a broad range of factors, like school climate, that affect student achievement, they said.
The letter was one of a flurry of comments on the final day of a 60-day comment period for the federal regulations proposed under the new Every Student Succeeds Act. Although Kirst and Torklanson said they were writing on behalf of the state’s 6.2 million students, 14 California education advocacy groups also submitted a letter Monday that supported some of the provisions that Kirst and Torlakson criticized. They also blamed the state, not the new federal law or regulations, for not yet developing a unified accountability system.
Source: Top state education officials detail objections to federal regulations | EdSource
By Louis Freedberg
California is on the verge of finalizing what leading educators believe is the most ambitious attempt in the nation to use multiple dimensions to measure how well – or poorly – a school or district is doing, rather than focusing primarily on test scores.
“All across the country people are paying attention to what California is doing,” Linda Darling-Hammond, the president of the Learning Policy Institute, said at a recent California School Boards Association conference.
The deadline for approving the plan is barely two months away, as required by a state law championed by Gov. Jerry Brown that implemented the Local Control Funding Formula, which reformed both the way schools are funded and how progress will be measured.
The state’s goal has been to come up with a system that will require schools and districts to measure how they are doing on eight “priority areas“ ranging from test scores to less definable measures such as school climate.
Source: As deadline looms, California struggles to finalize new school accountability system | EdSource
By Fermin Leal
Despite concerns, the State Board of Education on Wednesday approved a preliminary version of California’s first College and Career Readiness Indicator, a tool aimed at measuring how schools prepare students for postsecondary opportunities.
The metric would evaluate high schools and districts by their students’ Advanced Placement test scores, the number of students concurrently enrolled in community colleges, how many successfully completed a career technical education pathway, how many completed courses required for UC and CSU admission, and other measures.
The College and Career Indicator is part of the state’s overall effort to create a new school accountability system to meet new federal and state guidelines.
Source: State board backs plans for California’s first college and career readiness indicator | EdSource
By John Fensterwald
Some states assign a single number or letter grade to rate a school. Some parents prefer that too. But California education leaders are proposing a very different system with a brightly colored report card as a way of explaining the achievement of every school and district. At its meeting Wednesday morning, the State Board of Education will look at the latest draft and discuss how to proceed with it. (You can watch the webcast, starting at 8:30 am, here.)
The board is facing a September deadline to adopt a new school and district improvement and accountability system, which will take effect in 2017-18. In place of the now suspended Academic Performance Index, which assigned a three-digit number to a school based on standardized test scores, the state will take a more comprehensive look at school life and academic progress. The change will parallel the shift in Washington from the No Child Left Behind Act to broader measures required under the Every Student Succeeds Act.
Source: How to decipher the state’s proposed school and district report cards | EdSource