Presenter: Sherry Skelly-Griffith

1. A Year of Transition:
Preparing Classified Leaders for
Common Core, Local Control
Funding Formula and Smarter
Balance Assessments
Sherry Skelly Griffith
Director, Governmental Relations
February 28, 2014
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2. What We Will Cover Today
• At the Core: Common Core Implementation &
Classified Leaders
• Smarter Balanced Assessments: Technology and
Change Impacting Classified Leaders
• Local Control Funding Formula and Local Control
Accountability Plans
• One Voice for Students

3. “At the Core” of Common Core
Where are we today?
•Districts and schools in varying stages of
implementation
•Use of the $1.25 billion for CCSS Implementation
•ACSA Survey
•Recently approved Mathematics Programs K-8
•CDE release of new additions to the collection of
CCSS professional learning modules – Brokers of
Expertise – http://ccssplm.myboe.org/
•Development of the new ELA/ELD Curriculum
Framework
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4. Next Steps for Common Core
Implementation
• One Voice for Students – Multi-year Investment in
Common Core Implementation
• Technology Equity for all Students – ACSA requests
One-time Set aside
• Common Core Messaging – What is Common Core?
• Quality Professional Development
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5. THE ROLE OF CLASSIFIED
LEADERS & COMMON CORE
IMPLEMENTATION
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6. Business & Fiscal Services
• Wisely spending CCSS Set Aside Funds
• Assessing Instructional Materials Costs without
categorical funding
• Advising district leadership in phasing-in professional
development costs
• Assessing technology costs
• Hiring/Training staff
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7. Human Resources/Personnel
• Assessing professional development needs of
teachers, principals, administrators and classified
personnel
• Advising changes to personnel evaluations of
teachers based on adjusted teaching practices and
outcomes to implement common core.
• Assessing which Institutions of Higher Education
have implemented common core instructional
strategies into their education department program
offerings to credential candidates.
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8. Maintenance &
Operations/Technology
• Classroom and Technology changes based on new
instructional strategies (e.g. space for performance
based instruction, etc.)
• Assist with facility and space needs for technology
Technology:
• Assessing technology needs that are instructionally
driven as well as assessment driven.
• Assess space needs for computer labs, etc.
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9. Student Services/Instructional
• Ensuring the district has defined the roles of
instructional aides
• Assisting in the selection of instructional materials
and resources
• Working with families to understand Common Core
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10. Smarter Balanced Assessments
Where are We Today?
•Field testing begins March 18th for Smarter Balanced
Assessments aligned with the Common Core State
Standards in English-language arts and mathematics.
Computer-based testing will run thru June 6.
•More than 3 million students in school districts, county
offices of education, and charter schools will have had a
chance to try the new system
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11. Smarter Balanced Assessments
•
Smarter Balanced assessments are aligned with the Common
Core State Standards, which California adopted in 2010. The new
assessments will be computer-based, allowing for a much
broader range of test questions and will emphasize critical
thinking, reasoning, and problem solving – modeling the kind of
teaching and learning needed to prepare all students for the
demands of college and the modern workplace.
•
No student, school or district scores will be produced from this
year’s field test because its purpose is to “test the test” – to
determine how well the test questions and technology work
•
Spring 2015 – First statewide administration of SBAC grades 3-8
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and 11

12. Smarter Balanced Assessments
•
The California Online Field Test Administration Manual for the Smarter
Balanced Field Test is posted at
http://sbac.portal.airast.org/ca/field-test-ca/resources. The manual
contains instructions on test administration procedures, specifically for
local educational agency testing coordinators, test site coordinators and
test administrators.
•
The Smarter Balanced Assess-ment System Web page at
www.cde.ca.gov/ta/tg/sa/smarterfieldtest.asp contains information on the
field test, including practice tests, technological readiness tools,
accessibility for all students, and more.
•
California TAC – http://californiatac.org – was launched in December to
serve as a clearinghouse of testing information, providing forms,
instructions, and videos as well as a schedule of workshops about how
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to administer the field tests.

13. Smarter Balanced Assessments
• The CDE also sends out a “Field Test Flash” via email
listserv designed to deliver up-to-the-minute
information about the upcoming test. To join the Field
Test Flash listserv directly, send a blank email to
subscribe-caaspp@mlist.cde.ca.gov.
• The CDE and K-12 High Speed Network,
www.cde.ca.gov/ls/et/st/highspeednetwork.asp, are
jointly working to assist LEAs in understanding the
role of the K12HSN in preparing for the field test.
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14. THE ROLE OF CLASSIFIED
LEADERS AND SBAC
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15. Business & Fiscal Services
• Budgeting for Technology Costs both short term and
long term
• Use of LCFF Funds
• Use of one-time funds (e.g. set-asides, grants, etc)
• On going capital budget needs and costs
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16. Human Resources/Personnel
• Selection of testing proctors
• Training for testing proctors
• Professional Development for Teachers – Testing
Administration/Technology and Performance based
Assessments
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17. Technology
• Needs assessment (e.g. bandwidth, hardware,
devices, facilities)
• Capital Budget needs both short term and long term
• Set up, oversight, trouble shoot
• Training staff and students
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18. Maintenance & Operations
• Needs Assessment – Facilities and set up.
• Energy needs
• Security
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19. Student Services/Instructional
• Identify and support key SBAC leads and proctors
• Working with families and students to understand
SBAC
• Professional Development for staff and students
• Data collection and outcomes (e.g. Field Test)
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20. GLANCE AT THE 2014-2015
BUDGET PROPOSAL FROM
THE GOVERNOR
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21. 2014-15 State Budget:
K-12 Proposal - Overview
• K-12 overall Prop 98 funding of $61.6 billion
• $5 billion in ongoing funding for categorical programs
outside LCFF
• K‐12 Deferrals - $5.6 billion to eliminate remaining interyear funding deferrals
• LCFF - $4.5 billion for school district and charter
implementation and $25.9 million for COE implementation
(fully funds COEs)
• COLA Increases - provides .86% increase to LCFF base
grants and some remaining categorical programs

22. 2014-15 State Budget:
K-12 Proposal - Overview
• Prop 39 energy efficiency - $316 million for the
second of a 5-year program
• $46.5 million increase for state testing programs
• Independent study reform
• School facility finance - funds shifts and reform
• Special Education - adjustments for growth and
COLA
• Emergency Repair Program - increase of $188.1
million (one‐time)

23. LOCAL CONTROL FUNDING
FORMULA & THE LOCAL
CONTROL ACCOUNTABILITY
PLAN
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24. The New Local Control
Accountability Program (LCAP)
•
•
•
•
•
•
State Priorities
SBE Template
Local Plan – Goals, Actions, Expenditures
Community Engagement and Public Hearings
Align Plan and Budget
Oversight, Technical Assistance, Intervention

25. Accountability – State Priorities
1) Compliance with Williams criteria – instructional
materials, teacher assignments and credentials,
facilities
2) Implementation of SBE adopted academic content
standards, including programs and services for ELs to
access the Common Core and ELD standards
3) Parental involvement
4) Pupil Achievement – statewide assessments, API,
completion of A-G requirements, CTE sequences and
AP courses, EL progress toward proficiency, college
preparation (Early Assessment Program)

26. Accountability – State Priorities
(cont..)
5) Pupil engagement – attendance, dropout and
graduation rates
6) School climate – suspension and expulsion rates, etc.
7) Access, including for subgroups and special needs, to a
broad course of study in specified subject areas
8) Pupil outcomes in those specified subject areas

27. California’s Low K-12 Spending
• Roughly $2500 per pupil less than the national average
in 2012-13
• Would have required $15.3 billion more to reach the
national average in 2012-13
• LCFF is about distribution – it does not increase funding
• Not clear if state revenues will increase sufficiently to
allow full implementation of LCFF by 2020-21
• Funding gap with rest of nation is likely to remain without
a significant change in state revenue/expenditure
policies

28. LCFF Entitlement Target
• Entitlement Target = Base Grant + Augmentations +
Supplemental Grant + Concentration Grant + Addons
• Base Grant per ADA (will receive annual COLA)
K-3 = $6,845
4-6 = $6,947
7-8 = $7,154
9-12 = $8,289
• Augmentations – 10.4% ($711.88) for K-3 CSR and
2.6% ($215.51) for 9-12

29. LCFF Entitlement Target
• Supplemental Grant – additional 20% of Base
Grant + Augmentations for each EL, low income
and foster pupil (by enrollment)
• Concentration Grant – additional 50% of Base
Grant + Augmentations for each student eligible for
supplemental grant above 55% concentration
threshold
• Add-ons – Home-to-School Transportation and
Targeted Instructional Improvement Grant (TIIG)

30. LCFF
Entitlement Target
TIIG Add-on
Trans. Add-on
Concentration Grant
Supplemental Grant
K – 3 CSR Augmentation
Base Grant
9 - 12
Augmentation
Hold Harmless
Funding
2012-13 TIIG
2012-13 Trans.
2012-13
“Included”
Categoricals
2012-13
Revenue Limit

31. Economic Recovery Target
• Goal is to restore all districts to at least 2007-08 funding
levels by leveling up LCFF “losers”
• ERT = undeficited revenue limit in 2012-13 + COLA
(1.94%) for 2013-14 thru 2020-21 + categorical funding in
2012-13 w/o 20% flex reductions or “fair share” reductions
• A district will transition toward the greater of its LCFF
Entitlement Target or ERT
• Most districts will have LCFF ET > ERT

32. Flexibility vs. Targeting
• It’s the Local Control Funding Formula!
• But, it also targets funding to specific student
characteristics and needs
• Both flexibility and resource “equity” are core tenets
of the LCFF and both are supported by research and
practice
• State Board tasked with maintaining the right balance

33. Expenditure of Supplemental and
Concentration Grant Funds
SBE to adopt regulations by Jan 31, 2014 that:
•Require a school district, COE, or charter school to “increase
or improve services” for grant generating students “in
proportion to the increase in funds apportioned on the basis
of the number and concentration” of those students
•Authorize use of these grant funds for school-wide or districtwide purposes in a manner that is no more restrictive than the
restrictions in Title I of the federal No Child Left Behind Act of
2001

34. Key Questions On Supplemental and
Concentration Spending Restrictions
• How to demonstrate increased or improved services?
– Do we identify a 2012-13 baseline of services?
– Is the core educational program counted as part of “services”
for these students?
• How is the proportionality requirement met?
• When is school wide or district wide use of these funds
appropriate?

35. THE ROLE OF CLASSIFIED
LEADERS AND LCFF/LCAP
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36. Business and Fiscal Services
• Role in developing the LCAP
• Participate in community and parent engagement
opportunities
• Work closely with curriculum, instruction, assessment
and accountability staff and advisory committees
• Advise leadership regarding appropriate funding
streams to be used for program, salaries, etc.
• Educate parents and the community regarding the
funding formulas
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37. Human Resources & Personnel
•
•
•
•
•
•
Participation in the community and parent engagement
opportunities
Role in developing the district’s LCAP
Analyzing LCAP to determine additional staffing needs per the 8
priorities.
Assessing shifts in staffing patterns based on the LCAP
Recruitment and hiring of staff to serve unduplicated count
students (e.g. English learners, Foster Youth, socioeconomically
disadvantaged)
Identifying and providing quality professional development tied to
the LCAP
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38. Maintenance and Operations
• Assessing school climate and campus safety
• Technology
• Align technology support to all aspects of the LCAP
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39. Student Services/Instructional
• Special attention to unduplicated count students
• Providing quality parent engagement opportunities
• Implementing LCAP regarding school climate and
culture
• Data & Needs Assessment
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40. Next Steps for LCFF/LCAP
• Development of Evaluation Rubric
• Development of Collaborative
• Final Regulations
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41. Classified Leaders are integral to
Common Core, SBAC and LCFF
implementation
What other roles should classified
leaders play?
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42. QUESTIONS & ANSWERS
CONTACT:
Sherry Skelly Griffith, Director
ACSA Governmental Relations
sgriffith@acsa.org or (916) 955-1699
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