Why its important and the value of CalSCHLS data to guide your efforts 1 Presentation Overview to the Local Control and Accountability Plan LCAP process Why commitment to school climate improvement needs to be frontandcenter in LCAP efforts ID: 600266
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Slide1
The LCAP School Climate Priority: From Compliance to Commitment
Why it’s important and the value of Cal-SCHLS data to guide your efforts.
1Slide2
Presentation
Overview to the Local Control and Accountability Plan (LCAP) processWhy commitment to school climate improvement needs to be front-and-center in LCAP efforts.The value of the Cal-SCHLS data system for meeting LCAP school climate and other required state priorities.
2Slide3
What is the LCAP?
Local Control Funding Formula legislation requires districts, in exchange for more direct funding and greater local control over decision-making, to develop and annually update a Local Control and Accountability Plan (since July 2014). Slide4
Overarching Goals
Data Driven Decision MakingSchool boards will set ambitious goals and make wise decisions to improve schools and pupil outcomes based on local needs as identified by data and stakeholder input, especially parents.
Performance-based Budgeting
Spending aligned with needs and goals, focusing on factors that contribute most to
performance.Slide5
Requirements: 8 State Priorities
8 state priorities must be assessed and addressed (“correct any deficiencies”) in 3 areas:
learning
conditions,
stakeholder
engagement,
pupil outcomes.
For all pupils and numerical at-risk subgroups (foster youth, low-income, English learners).
Metrics designated for showing
progress in meeting
priorities.Slide6
The Eight State Priorities
1. Basic access to core services and instruction2. State Standards implementation (Common Core)3. Parental involvement
4. Academic achievement
5. Pupil engagement
6. School climate
7. Course access
8. Subject-area pupil outcomes Slide7
LCAP School Climate Metrics
Pupil suspension ratesPupil expulsion ratesOther local measures, including student, staff, and parent surveys of perceived safety and connectedness.Slide8
What is Meant by School Climate?
Not specified by LCAP.An umbrella concept for the characteristics and quality of a school: its culture, relationships, and environmental conditions. A school’s personality. Affects attitudes, behaviors, and performance of students, staff, and parents.
As indicated by designated LCAP metrics, includes conditions that foster attendance, safety, and connectedness.Slide9
What is School Connectedness?
The feeling of liking school, belonging, and sharing its values and goals (sense of community).
Rooted in a sense of security (safety), caring, fairness, and support of students as learners and individuals.
Increases achievement by promoting intrinsic interest (
engagement
) in learning — and reducing risk behaviors that are barriers.
School connectedness links the LCAP school climate priority to the pupil engagement priority.Slide10
Why Do We Care About School Climate?
Engagement
Achievement
Attendance & graduation
Social-emotional competency
Behavior & discipline
(less bullying)
Mental
health and overall well-being
Outcomes for Students
Job retention
job satisfaction
Performance quality & program implementation
Outcomes for Staff
Positive School ClimateSlide11
The Limitations of Most School Improvement
School turnaround efforts only 10%-20% successfulAfter early rapid gains, test scores stagnated nationally and in states (Texas and Florida) .
Most reforms focus on
curriculum, instruction, and
governance. . .
Necessary
,
but often
not
sufficient.
Too focused on the
What
of education and not about
How and Why
children learn — what motivates and empowers them.
Citations #14 & 17 Slide12
Why School Climate Essential
Creates
learning
conditions for successful school
improvement.
The soil that nourishes and glue that binds other improvements and makes them work better.
A first step, not an after-thought.
Citations #14 & 17 Slide13
Climate Relevant to Four Other Priorities
4. Academic achievement
5. Pupil engagement
3. Parent involvement
2. Support of Common Core State Standards (CCSS)
By helping to improve school
attendance, learning engagement and readiness, and motivation to achieve. Slide14
Summary
School climate at the very heart and purpose of the LCAP.What makes it possible to meet
other priorities
and
goals, including the overall goals of improving stakeholder engagement and student achievement.
A successful LCAP process must be rooted in a
schoolwide
commitment to improving the climate and culture, not just compliance by checking off the metrics box.Slide15
California School Climate, Health, and Learning Surveys
The single most valuable data resource for guiding LCAP efforts.Slide16
Overview: What is Cal-SCHLS?
Three linked assessment tools developed
for CDE
by WestEd, starting 1997:
CA Healthy Kids Survey
(CHKS)
CA School Climate Survey of Staff
(CSCS)
CA School Parent Survey
(CSPS)
The oldest, largest, most comprehensive state effort in the nation to provide local school-communities with their own data on school climate and engagement, student substance use and other risk behaviors, social-emotional health, and overall well-being to guide data-drive program decision
making.Slide17
Meeting LCAP State Priorities
Provides data to meet 6 of 8 state priorities in all three focus areas.
School climate (#6)
LCAP metrics — perceived safety and school connectedness as measured by student, staff, and parent surveys — is Cal-SCHLS.
Covers all the other major domains and variables associated with positive school climate and culture
Pupil and parent engagement (#3, #5).
Academic outcomes (#4)
Conditions to support Common Core (#2)
Facilities maintenance (#1)Slide18
School Climate and Engagement Variables Assessed
School connectedness, learning engagement, and academic mindset and performance.
Academic rigor and norms — High expectations.
Positive relationships between and among students/staff.
Meaningful participation by stakeholders.
Perceived safety, violence & victimization (bullying).
Substance use and availability at school.
Discipline
, & order
.Slide19
School Climate and Engagement Variables Assessed (2)
Social-emotional and behavioral supports.
Respect for diversity.
Physical environment.
Parent
involvement.
Supports
, services, and policies to address needs of students, staff, and
parents.Slide20
A Validated CHKS School Connectedness Scale (
AdHealth)
• I feel close to people in this school
• I am happy to be at this school
• I feel like I am part of this school
• The teachers at this school treat students fairly
• I feel safe in my schoolSlide21
Priority 3: Parental Involvement
Cal-SCHLS assesses staff and parent perceptions of how welcoming, responsive, and informative school is to parents and level/type of involvement.
Welcomes
parent (staff, parent)
Keeps parents
well-informed
about school activities and child’s progress (parent)
School promptly
responds
to parents (parent)
Encourages
active participation in child’s education
(staff, parent)
Seeks
input
before making important decisions (parent)Slide22
Priority 2: Common Core Implementation
Provides data on how supportive school climate is at fostering the learning engagement needed for CCSS success.
With supplemental module, measures social emotional and other competencies CCSS requires of students, including:
Persistence (grit)
Collaboration and cooperation
Problem solving
Academic mindsetSlide23
Priority 8: Basic Conditions/Services
Cal-SCHLS asks students, staff, & parents how clean and well-maintained are school property and facilities. Slide24
Subgroup Priority
Identify and analyze CHKS results for high-need subgroups, including:LCAP-specified: Race/ethnicity, Gender, Foster youth, ELL, SES (parental education as surrogate),
Military-connected, substance users, victims of violence/bullying, and youth with social emotional problems.
Add questions to identify youth in other subgroups of interest/need.Slide25
Customization
Customize for data on local priorities and needs.
Add questions of own choosing (other topics, program participation, evaluation etc.).
Select from a series of supplementary modules on different topics.Slide26
Practical Value
Low
cost (state subsidized) and easy.
Existing
administrative and reporting infrastructure (online & print).
High quality – one of the most
studied
and praised surveys of its
kind.
Identified as model by the US
Dept
of Education
Comparability
– districts
/schools, county, state.
Full-service Technical Assistance:
Pre-
survey,
data use & next steps
.
Online access through Query CHKS/CSCSSlide27
Conceptual Value: Developmentally Supportive School Climate Model
Student Developmental Supports
Caring Adult
Relationships
High
Expectations
Meaningful Participation
Youth
Needs
Safety
Love
Belonging
Respect
Mastery
Challenge
Power
Meaning
Personal Strengths, Social Emotional Competencies
Lower Vulnerability Risk Factors/Behavior
Connectedness & Engagement
Positive Outcomes
Academic
Social
Emotional
Behavioral
Health
Resilience
EngagementSlide28
Model’s Value to High Poverty Schools
Even best schools can’t overcome by themselves, but school climate can make a difference.
Provide “
protective” developmental supports
many poor youth lack in their lives.
Build social-emotional skills for success.
Help them deal with stress/trauma and be resilient.
Up
to 70% of youth in high-risk environments who were high in the three developmental supports grew up to be successful adults (
resilient). Slide29
School Climate Index and Report Card Aligned with LCAP (Secondary Schools Only)Slide30
The Evidence
Research supports that schools with positive climates as measured by the CHKS have improved academic outcomes. Slide31
School Climate Index and School Performance
From: CalS3 Factsheet #3 (http://californias3.wested.org/tools)
Citation 8Slide32
Beating the Odds (BTO) Study
California
high schools
that do better (
beat the odds
) than predicted on standardized test scores, based on their student demographics,
have extraordinarily more positive climates.
Consistently poorest performing schools have poorest climates.
Citation 20
Data from over 1,700 public middle and high schools in California that administered the CHKS between 2009 and 2011.Slide33
School Climate by School Type
Chronically underperforming
Performing as expected
Beating the odds
SCI = 262
SCI = 300
SCI = 338Slide34
Beating-the-Odds Schools by IncomeSlide35
Other Cal-SCHLS ResourcesSlide36
californiaS3
.wested.org/
Archived webinars
Workshops and trainings
What Works Briefs (best practices)
Toolkits (easy to implement strategies)
Factsheets (research)
School program implementation and success stories
Links
to
resources Slide37
S3 What Works Briefs
(californiaS3.wested.org/tools)
Caring relationships & high expectations
Opportunities for meaningful participation
Perceptions of Safety
School Connectedness
Physical & emotional violence perpetration
Physical & emotional victimization
Harassment and bullying
Substance use at school
Family engagement
Staff climate
Proactive & Inclusive Discipline
Social Emotional Learning (forthcoming)
Lessons Learned
37
Quick Wins, Universal Supports, Targeted SupportsSlide38
School Climate Connection Newsletter
http://schoolclimateconnection.org
Signup:
CaliforniaS3.wested.orgSlide39
School Climate by Design LCAP Coaching
A facilitated process for analyzing and organizing data, identifying needs, involving stakeholders, and developing goals and action plans.
A model for the LCAP Process
Built around two workshops: Data Use and Student Listening for youth involvement (essential).
Implemented in S3 schools throughout California, Louisiana, South Carolina, and in afterschool programs nationally funded by the US Army.Slide40
School Climate by Design Process
Stakeholders discuss survey results and identify needs of students, staff, and schools.
Identify evidence-based interventions and systems changes to meet needs
Discuss other data sources & data needs (e.g., next survey)
Develop Action Plan
Review resources, tools, TA needs to help implement action plan,
Monitor progressSlide41
For Further Information on CalS3, LCAP Coaching and Action Planning
Call the Cal-SCHLS Helpline: 888.841.7536
Email
schoolclimate@wested.org