California Educator

November / December 2016

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Performance on state indicators such as suspension rates, graduation rates and English/ math assessments will be measured using a color- coded scale from Blue (highest) to Red (lowest). Performance on local indicators (at bottom of panel) will be determined locally as met, not met, or not met for two years or more. state using a color-coded scale with five levels: Blue (highest), Green, Yellow, Orange and Red (lowest). Performance on local indicators will be determined locally as met, not met, or not met for two years or more. Among those attending the workshops have been CTA leaders and staff, and local chapter lead- ers, some of whom came with local union teams. Lorraine Richards, president of the Montebello Teachers Association (MTA), came with mem- bers of her district's LCAP advisory committee. Richards, who also serves as a CTA liaison to the State Board of Education, has witnessed the devel- opment of the new system and has heard much of the public comment. "It's clearly better to have multiple measures as opposed to a single number, and a rubric that matches the areas of focus for the LCAP," she says. "ere will be an adjustment period. Some parents expressed frustration and actually want that num- ber, but in the long run I think they'll learn that this will actually tell them a whole lot more." Next Steps R i c h a rd s f o u n d t h e C C E E w o rk s h o p a g o o d opportunity for members representing various grade levels and subject areas to hear var ying perspectives on how the new system would apply. MTA has planned follow-up training from CTA, as well as a blitz of school site visits to further educate members about local control funding and the new rubrics. In December, CCEE will begin work on an LCFF Content Library offering resources to different con- stituencies. In the spring, it will offer a new series of workshops focusing on an LCAP template. Ongoing efforts will focus on strengthening many of the key tenets of LCFF, such as continuous improvement, collaboration and equity. For its part, CTA will continue to provide guid- ance and support to members, local chapters, parents, districts and others as they implement LCFF and LCAP. Some of this support will be provided through the CTA Instruction and Profes- sional Development Department. Additionally, all CTA field staff will have extensive LCAP training after Jan. 1. For additional information on LCFF and LCAP, and on CCEE workshops and resources, visit and What Did LCFF Change? Before Now State-directed categorical programs Local authority able to direct spending to greatest local needs Lack of additional funding for at-risk students Additional funding for low-income students, English learners and foster youth Performance represented by a single performance indicator Performance represented by multiple performance indicators Performance measured by achievement OR growth Performance measured by achievement AND growth Performance measured by student test scores Multiple measures that go beyond student test scores Support was prescriptive, with certain models required to be adopted Support providers work side by side with Local Education Agencies Source: California Collaborative for Educational Excellence Status and Change Data Layout: All Students State Performance Categories 43 November / December 2016

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