California School News January 2018 : Page 7

7 governance New brief discusses promising practices for developing and implementing LCAPs A new governance brief from CSBA describes a model known as the Coherence Framework, which aims to drive district Local Control and Accountability Plan development and implementation. California School News discussed the brief, “The Coherence Framework in Action: Promising Practices for Developing and Implementing LCAPs,” with co-author David DeLuz, director of strategic initiatives and development for CSBA. The Coherence Framework in Action: Promising Practices for Developing and Implementing LCAPs What is the Coherence Framework? The Coherence Framework is about developing a shared understanding of the purpose and the nature of the work of transforming learning and student success. By focusing on a small number of ambitious goals, creating connections between stakeholders, understanding how teachers teach and students learn and reinforcing accountability through shared understanding, the Coherence Framework fosters a continuous learning process that leads to improvement in students and schools. Promising Practi ces by Michael Fullan The Coher Promi en sing Practic ce Fram The Coheren by Mi es fo chael ce Framewo r Deve ework Fullan rk in Action in Acti loping and Susan for Developing and on Lovenb and Implem Imple and Susan Lovenbu rg with David and n Armstrong Kathy The Loc Arms trong law in al Control Introduction county California Funding For in Jul mula LEA s) 1 offices of y (LCFF) The Local Control educa 2013 to greater was Funding Formula giv more tio signe law in Californ (LCFF) was signed effect discretion n (local e school d int ia in July 2013 into o ne ed dis ive 1. in rab uca to give school tricts Policies ho county offices 1. Po le stud ly direct tiona are w becomi districts and of education they ng and ent l ag aligned better LEA s resou (local educati allocat encies and people licies are levels LEAs) 1 greater popu are he of rce onal the agencie Californ discretion in how at s e lev all becom lat or to s or ld acc this ion ia funds on els of they allocate now requir more effectiv s. Th ch the sta educati system appreci approa ing bet and to funds and to (or recogni ely direct resourc e LC this ap ate the Ca ed to ountable Pla s mo ze ter alig its potenti FF als te’ n (LC liforni es to the state’s for nerable student proach create st vul al). AP), most populations. 2. The provem o chang a LCFF im in con (or rec a educa ned and 2. Th The LCFF also details ho vul-and LCAP ed ho -LEAs are held peop tion sultatio Local Co ogniz e LC changed how w t. All based accountable w de ntrol en were le sys that e its FF and nts and they wil n most for improvement. LEA on the assump with districts and now required that tion poten tem appre at all l use would Ac have s are All LEAs LC their ind to create a Local most tial). fund implem are with capacity to icates ciate commu counta the distric AP were Control and Th wit Plan (LCAP), in proceed entatio bility progre s to impr n when h Accoun e go tability ts wo based im consultation with nit given resourc ple ies, wh local autono ove ou ss ma verna es. Howeve res my their commu details how they on nifican and mentatio uld have r, tco ource de tow nce the nities, will use funds me model ich much t, which im the cap the assum n wh s. Ho ard to improve outcom for stu underestimate much dents and indicate d need es reflecting plication additional how existin y s en capacit we pti acity given ver, would -addit for stu-an the reform s progress made to wo s be needed g go to pro on the the loc ional success to unders of the toward rec als. rk dif make ref existing ceed ognit goals. se cha ful at the local capacit model und al auton orm feren fact tand level, The governa ion that evident fac om ng suc many districts tly to ing complia y nce implications that in the es are struggli t tha erestim y and that excelle tion de t ma cessful at would be of these change nificant, reflectin liver to public are sig-ng with of tio the ny dis presen s nce -or the loc n of ques-effectiv better need ated how are g an underst iented nce has how sig-ag ely implem ho tric enc ts anding ed al lev need to work res not be w to ts are a ren that ies ent LCFF and LCAPs. struct public agencie stud el, evid to make differently to effect en ach ults, and ew strug s ures deliver better ent ou ively recognition that the Back ieved and Backg tcome ed op bet results, portu round imple gling wit ent in the excellence has ween and sys the thr of CSBA h the nity ment tem not been compliance-ori Work ground schoo s, to inc LCFF h Collab s. Th ’s oug achieve me to LCFF qu rease ing ented nt ga d through foc ls and Work orativ Grou e LC ing Gr and LC es-e of CSBA presents a renewe structures and and on FF systems. ps. commu the level us p To LCFF APs. oup ’s LCF d opportunity achiev Unders educa The Unders of com improvin nit student outcom ies, and this to sio tanding tors e thi focus g F Colla munic on improvi ns and need es, to increase mu s po launch tanding ng to ati build to clo st tra launche the level bora on local between schools thi 3 learn d the capacit col of tial, LCFF Collabo ed the s nsform ten y, CSBA lab commu and communities, tive from gover se ach 2014 orative nication rative ieve-LCFF need to Workin 2014, in the ment gaps. To , in (CWG) g Group and to close partner ly bu Co nce way ship na with -each other, pa ild achieve this achieve with llab in the teams ia Forward Californ they loc ora the the collabo potential, governa col , 4 to rtnership and educato and make rative provide with tive Worki al capacit rs must transfo The St nce teams sta te. orative must space gover lab technic governance teams rm the way y, CS ci-al support Ca intera and de ng sions and learn na spa at lifo nce they Gr needed BA 3 e of deci-transfo make to success ct mo rnia from each other, transf teams by ce and fully For wa oup (CW Refo re navigat Amon ormati collaboratively and rmation. During techn must to suc G) in LCFF/LC interact more with the state. bers e the rm g the ical sup rd, 4 to on. Du AP the three-year cessfu bers and superin and board team pro project, finding ring tendents from mem-county sup in a rec the thr lly navig port need vide erinte s de 20 school county LCFF/ ate the nden ee-yea ed by offices and The State of LCAP ent ‘takin scribed by offices of education conven tated districts four ts Reform reform g sto tated session sessio ly of educa from 20 r project, LCFF/ LC ed quarter AP ck’ ass Micha s inform ns for facili-tion sch bo , 2 tw el focused focuse Fullan on improving o sta informi essme conven ool distric ard mem-LCFF ing Among the finding implem LCAP d on LCAP entatio nd ou ng and ent, nt of developm ed qu ts s described by his and devel n, impro t: sharing the Th team in a recent Michael Fullan arterl and four ving e CW peer practice opm and his ‘taking stock’ The CWG identifie state of y for s. LC en G FF t, ide assessm LCFF/LCAP reform, 2 and sha fac imple d some early plexity ntifie ent of the state challenges menta ili-plexity of the d som two stand out: of ring the LC as the LCAP templat need of such tio peer e ear com-e provide AP tem for the ly cha practic n, need for tools d by too state llen to better commu studen pla ls to and the es. nicate t an better te provid ges such student success suc LEA’s ab cess vision ed by to stakeholders. as the com 5 out ho to sta for about how to CWG membe com-w to rs kehold municate the state reorient the work though reorie of teaching and nt the t ers. 5 CW an LEA’s and the learning G vis , work of tea members ion for ching thoug ht and learni ng, Governance Gover Brief nance Brief October 2017 October 2017 enting LCAPs Introd uc Kathy DeLuz and tio urg wit h Da vid De Luz mentin g LC AP s How can school board members support this process? School board members can support this process in a number of ways: Understand their role as leaders. School governing board members play a vital leadership role in focusing direction based upon the shared values and beliefs of the LEA and community. Specifically, governing boards have the ability to build and support a collaborative approach to continuous improvement and maximize conditions for effective internal accountability. By maximizing their role and fully engaging their responsibilities as education leaders, school board members can “lead by example” and illuminate the way for others who want to transform student outcomes. Master the Framework. Board members who want to use the framework effectively need to understand how it works. To begin, they need to review our policy brief. Then, they need to read Michael Fullan’s book Coherence and utilize the resources contained in it to begin the pro-cess of learning how the Coherence Framework serves to guide learning and focus attention. Commit to developing leadership at all levels. Board members should make the commitment to invest in leadership development —for themselves and for other key stakeholders — by supporting robust stakeholder engagement and collaboration. Additionally, prioritizing leadership training and professional development (both formal and informal) throughout the district empowers every stakeholder and makes engagement more meaningful and powerful. How does the framework apply to the LCAP? The LCAP is the standardized planning tool for the district. The Coherence Framework is not meant to replace it, but is one tool that can be used to help integrate input and secure stakeholder buy-in for the LCAP through increasing under-standing of its goals. How can a district or county office of education use the Coherence Framework? The Coherence Framework consists of four “lenses”: focus-ing direction, cultivating collaborative cultures, deepening learning and securing accountability. Each lens allows a local educational agency to continually evaluate the teaching and learning that is needed to meet each of the goals, deter-mine the resources needed to support the effort and identify the metrics used to determine success. By addressing each of the lenses, the LEA can effectively communicate its plans and activities, and also reassess its direction and evaluate whether they have been successful. To learn more about the Coherence Framework visit: https://goo.gl/zPrUAr . To read the brief visit: https://goo.gl/zL3e2A.

Governance

New brief discusses promising practices for developing and implementing LCAPs<br /> <br /> A new governance brief from CSBA describes a model known as the Coherence Framework, which aims to drive district Local Control and Accountability Plan development and implementation. California School News discussed the brief, “The Coherence Framework in Action: Promising Practices for Developing and Implementing LCAPs,” with co-author David DeLuz, director of strategic initiatives and development for CSBA.<br /> <br /> The Coherence Framework in Action:<br /> <br /> Promising Practices for Developing and Implementing LCAPs<br /> <br /> What is the Coherence Framework?<br /> <br /> The Coherence Framework is about developing a shared understanding of the purpose and the nature of the work of transforming learning and student success. By focusing on a small number of ambitious goals, creating connections between stakeholders, understanding how teachers teach and students learn and reinforcing accountability through shared understanding, the Coherence Framework fosters a continuous learning process that leads to improvement in students and schools.<br /> <br /> How does the framework apply to the LCAP?<br /> <br /> The LCAP is the standardized planning tool for the district. The Coherence Framework is not meant to replace it, but is one tool that can be used to help integrate input and secure stakeholder buy-in for the LCAP through increasing understanding of its goals.<br /> <br /> How can a district or county office of education use the Coherence Framework?<br /> <br /> The Coherence Framework consists of four “lenses”: focusing direction, cultivating collaborative cultures, deepening learning and securing accountability. Each lens allows a local educational agency to continually evaluate the teaching and learning that is needed to meet each of the goals, determine the resources needed to support the effort and identify the metrics used to determine success. By addressing each of the lenses, the LEA can effectively communicate its plans and activities, and also reassess its direction and evaluate whether they have been successful.<br /> <br /> How can school board members suppor t this process?<br /> <br /> School boa rd member s can support th is process in a number of ways:<br /> <br /> Understa nd their role as lea ders. School gove rning boa rd me mbers play a vital lead ership role i n focu sing d irection based up on t he sha red values and beliefs of the LEA and community. Sp eci fically, govern in g boa rds have the ability to build and support a collab orative approach to cont inuous improvement and max imi ze conditions for effective i nternal accou ntability. By ma ximi zing their role and fully e ngagi ng their resp onsibil ities as education lead ers, school board members can “lead by example” a nd illu minate the way for others who want to tran sform student outcomes.<br /> <br /> Master the Framework. Board members who want to use the f ramework ef fect ively ne ed to under stand how it work s. To begi n, they need to rev iew our pol icy brief. The n, t hey need t o r ead Michael F ul lan’s book Coherence and ut ilize the resources contained in it t o begi n the pr oc ess of learn in g how the C oherence Framework serves to guide lea rning and focus attention.<br /> <br /> Commit to developing leader ship at all levels. Boa rd members should make t he commitment to invest in leadership development —for them selves and for other key stakeholders — by supporting robust stakeholder engagement and col lab oration. Additionally, prioritizing leadership training and professional development (both formal and informal) throughout the district empowers every stakeholder and makes engagement more meaningful and powerful.<br />

Read the full article at http://news.csba.org/article/Governance/2993546/470658/article.html.

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