Superintendents' Council Meeting - Dave Garcia, Region 7 Representative

posted Jan 15, 2017, 4:58 PM by ACSA Region 7   [ updated Oct 29, 2017, 7:59 PM ]

ACSA Superintendent's Council - December 2, 2016 

Michael Fullan - Systems Leadership Collaborative

·     Fullan and his team visit 10 districts throughout state via regional cohorts.  Fullan works with districts to analyze systems within its programs and organization to help move them forward through the change process.  Districts interested in joining a new cohort can contact Barry to participate.  There is a cost of $10,000.  ACSA would like to create another cohort to begin in the 2017-2018 school year. There are districts within existing cohorts and Barry will send out a list of those districts.

·       Equity Leadership.   WestED and ACSA have partnered to facilitate an equity leadership program.  

·        ACSA will be creating trainings for site administrators to help them better understand the LCFF/LCAP evaluation rubrics.

 Superintendents Symposium

·       Indian Wells, California.  The symposium will be in February.  Superintendents are encouraged to register and attend.  

 ACSA Staff - Legislative Priorities

·       Budget season is upon us.  ACSA believes that districts should 'lower' their financial expectations from the state.  The one message ACSA wants to promote is to 'due to ESSA, a majority of responsibility has already been given to states.  Current changes in the elections / federal government would take a major effort to unravel the work of ESSA designers.'  LOA put out a five (5) year forecast in November.  LOA projects a $2.5 billion growth for 2017-18.  However, LOA projects a three (3) year recession beginning in 2018-19.  LOA projects an LCFF funding target of 99% next year.  If the recession hits in 2018-19, LCFF would not be fully funded until 2020-21.  Governor Brown will give budget proposal on January 10, 2017.

·       State Facility Bonds / Prop 51.  Rumor is that state treasurer may not sell bonds.  State department of finance does not want to issue bonds. They may gradually release bonds to off-set level three (3) developer fees.  ACSA will keep districts updated as more information becomes available.

·      One Voice:  After conferring with the ACSA Board, Superintendent's Council and other ACSA members, the One Voice initiative has narrowed its focus on the following five (5) areas:  Special Education; School Finance; Accountability; Educator Effectiveness (Teacher / Educator shortage); Student Wellness (School Climate / Social Emotional Issues).

Question to ACSA staff: What educational issues may Governor Brown address before leaving office?  Response: Revisit LCFF.

Patrick Murphy - Special Education Finance in California

·       PPIC (Public Policy Institute in California) researched and completed report. (PPIC.org / report / related event) to get report.  A summary of the report’s findings are as follows:

·       Twenty years since AB 602; Largest remaining categorical grant; Evaluate current system relative to LCFF principles (transparency, local control, flexibility and equity); SPED task force (unified system)  

o   SPED includes more than 700,000 K-12 students (12%)

o   spending $12.5 billion annually (60% district; 31% state; 9% feds)

o   funds are distributed to SELPA

o   District's must have 20,000 students to be their own SELPA

o   SELPA funding rates are not equal

o   state funding has not kept up with increases in the number and type of disabilities

o   top fifth of SELPA's receive 40 percent more funding

o   Share of students with disabilities (Tuolumne 13.2% - 16.8%; San Joaquin 11.8% - 12.5%; Stanislaus 12.6% - 13.1%)

o   Funding and share of students with special needs have weak connection

o   As the percentage of students with special needs increases, per pupil spending stays flat at multi district SELPAS

o   SELPA structure in inconsistent with LCFF

o   SELPA major role is determining how funds are used.  Significant 'off the top' spending for regional services.  Per-pupil distribute to district.  Districts remain accountable for costs and outcomes.  Districts in multi-district SELPAS have influence.

·       SELPA fiscal practices raise significant issues

o   Directly funding regional programs force larger districts to subsidize smaller districts.  

o   Distributing funds based upon sped counts creates incentives to identify more students for sped.  Funding regional classes can encourage districts to serve students in separate programs.

o   No other state uses an intermediary to distribute funds to districts

·   PPIC recommends:

o   District can purchase services, pool risks as necessary

o   Allow time for a transition

o   Protect small district

o   Allocate sped services for low-income, EL, foster youth through LCFF planning and accountability plan

o   SPED $ would be a category within LCFF

o   Equalize district funding level as ($653/student)

o   Consolidate funds for mental health into AB602

o   Increase support for infants and preschoolers

o   Give money directly to Districts instead of SELPAs

Question:   ACSA:  Who/what group makes this type of decision?  

PPIC response:   Whether or not these types of changes appear within the Governor’s budget and the California State Legislature.

The U.S. Department of Education released two Notices of Final Regulations (NFRs) with regard to assessments administered under the Every Student Succeeds Act (ESSA).  These NFRs promote flexibility and innovation in the use of assessments consistent with the Testing Action Plan announced by President Obama in October 2015.

·     Final regulation for state assessment systems under Title I, Part A

o   Title I, Part A of ESSA was a focus of two negotiated rulemaking sessions required under the law and conducted by the Department early in 2016. Negotiators reached consensus on proposed regulations focused on ESSA’s requirements for states in the design and implementation of high-quality state assessment systems. These systems are required to use tests that measure higher-order thinking skills to assess all students against state-developed standards aligned with college- and career-ready expectations.

o   The proposed regulations were published on September 9, 2016, for comment. The final regulations include a small number of significant changes from the proposal, including with regard to the plan of action a state must put in place to meet the 1 percent cap on the administration of alternative assessments aligned with alternate academic achievement standards, and clarifications on the use of Native American language assessments.

 

·       Final regulations for the innovative assessment demonstration authority under Title I, Part B

 

o   Title I, Part B, specifically the new innovative assessment demonstration authority created under the law, was not subject to negotiated rulemaking. The Department published proposed regulations for this authority on September 9, 2016. The NFR establishes the parameters under which the Secretary may grant demonstration authority to states that seek to develop, pilot, and scale up alternative approaches to the large-scale summative assessments generally used now to meet the statewide assessment system requirements of ESSA. The NFR clarifies that an innovative assessment may be designed to include items above or below grade level so long as it measures student proficiency based on the challenging academic content standards for the grade in which the assessed student is enrolled.  It also provides additional information for states on how comparability of results may be demonstrated and clarified that districts and schools participating in any demonstration pilot will be required to provide comparable results to one another.

 

In conjunction with this release, the Department also issued non-regulatory guidance for states and school districts, in the form of a dear colleague letter to chief state school officers which draws attention to a number of areas of ESSA flexibility for using federal funds to support the President’s Testing Action Plan, such as for efforts to reduce testing time, eliminate redundant assessments, and provide more actionable information on assessments to students, families and educators.  Attached you will find a distillation of the recently released final rule on ESSA accountability, report cards, and state plans, in both Word and PDF formats, for your reference and use. This document has been prepared by our federal advocates, Foresight Law + Policy.  Given the expansive scope of the rule, this document is a little longer than what we usually strive to produce. However, it is organized by rule section to facilitate navigation.


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