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Calculus Roundtable > Services > Equable Outcomes

Equatable Schools Through LCAP Monitoring :
Making Local Control Funding Work for California's Highest-need Students.
The 2013–14 Budget Act provides $2.1 billion for school districts and charter schools and $32 million for County offices of Education to support the first-year implementation of the LCFF. Until full implementation. While Local educational agencies (LEAs) will receive roughly the same amount of funding they received in 2012–13 they also receive an additional amount each year to bridge the gap between current funding levels and the new LCFF target levels. How a district allocates these fund will need to be strategic and impactful.

Helping California Districts Achieve their Goals

Calculus Roundtable establishes a system of support and interventions for school districts that meet the performance expectations for the eight state priority areas identified in the LCAP. We helping Districts Improve Performance. We serve as a statewide expert to help districts:

(1) improve their achievement in the eight state priority areas,
(2) enhance the quality of teaching,
(3) improve district/school-site leadership, and
(4) address the needs of special student populations (such as English learner, low-income, foster youth, and special education students).
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Our rubrics are a holistic, customized approach that considers multiple measures of district and school performance. We help districts and COEs set expectations for improvement for each numerically significant subgroup in each of the eight state priority areas.
       


        We Offer
  • Self-Assessment Rubrics and training - To show where you are
  • Local Supports and Interventions Rubrics for Districts. - To show what you need
  • School and District Performance Based Rubrics - To show how well you did

Support for Struggling School Districts
We provide a written review of a districts Strengths and Weaknesses. We can also deliver assistance by providing a written review of the district’s strengths and weaknesses in the eight state priority areas. We review and  identify evidence-based programs that could be used by the school district to meet its annual goals.

The Three Common Reasons a District Teams with Calculus Roundtable for Additional Support. School districts are required to provide additional support in the following three instances.

  • to provide assistance to school districts that have an LCAP rejected, request assistance, or are determined in need of assistance based on the COE’s assessment using the support rubric.
  • To provide assistance to any school district that the SPI determines needs help to accomplish the goals set forth in its LCAP.
  • To intervene in a persistently failing school districts, where creative interventions are needed to improve the district’s performance.
Equity Analysis - Our equity analysis of high school course taking patterns/completion rates give districts a review of curriculum and assessments process to make recommendations on new 21st Century content, mentorships, wrap-around services and community asset mapping.
We conduct interviews with key stake holders, review data and technology systems and employ a set of  criterion-based evaluation tools designed to evaluate the quality of lessons and units intended to address the achievement, gender and opportunity gaps for mathematics and English language arts/literacy. We are committed to strengthening the capacity of districts to play the central role in providing support, differentiation and monitoring the performance of schools by: 
  • Identification of corrective action plan is needed
  • Identification of supports and interventions
  • Community Asset Mapping
  • Providing professional development (webinars and in-service)
The Parent College-Readiness Network
Calculus Roundtable works to educate parents on how to prepare and support their children's pathway to college. Our model is what we call 'The Self-Advocating Student'. Broadly defined, a Self-Advocating Student is an individual who is comfortable identifying and verbalizing needs, challenges, weaknesses, or struggles, and taking action to access assistance. It's also a student who has the support of a caring adult who can direct them and support their aspirations.

  • A Self-Advocating Student is a student who is comfortable approaching an instructor, in person or by email, with questions regarding an assignment, a grade, or a request for a recommendation letter.
  • A Self-Advocating Student is a student who knows when and where to find appropriate resources when struggling academically, financially, or personally.
  • A Self-Advocating Student is a student who understands the value of making things happen, rather than letting things happen.