Administering the LEA Self-Assessment

The following guidelines are suggested when facilitating the LEA Self-Assessment.

LEASA guidelines

Frequency—It is recommended to administer the LEA Self-Assessment 1 time per year, usually at the beginning of the school year (September/October). This data and information will be used to support the identification of LEA priorities and part of the Data TA Practice.

Facilitator—The LEA Self-Assessment may be facilitated by a pre-assigned team member.  However, it is helpful to have an outside facilitator support the process which allows all team members to fully engage in in-depth conversations regarding the components and become familiar with the rubric.  The outside facilitator will also support the team to review the results, highlight strengths, and identify areas for opportunity.

Participants—The LEA Self-Assessment should be conducted with various stakeholders. This ensures components are assessed by all stakeholders and provide valuable feedback as you analyze the findings. Ensure each participant has a physical copy of the LEA Self-Assessment to allow time to read and process each component silently and take notes as they determine scores. Participants should include:

  • District administrators
  • School site administrators
  • General education teachers
  • Specialized educators (e.g., psychologist(s), counselor(s), Education Specialist, EL, GATE, etc.)
  • Office staff, maintenance staff, and other stakeholders. Including stakeholders in this work provides valuable feedback as you analyze the findings. 

Roles of Participants—Assign specific tasks to members of the team. 

  • Note-taker—The Note-taker captures the conversations the team has around each component. These notes will provide evidence as consensus is reached and guide selection and planning of Priorities (LCAP Goals) and Practices (LCAP Actions/Services) your team identifies.
  • Reader—The Reader reads each component out loud while the team reads them silently.
    • The reader asks if the team has questions or needs any part of the rubric clarified.  
    • Poll the team for consensus. ( Download Access Polling Cards here). 
      • If the team is not in agreement, refer the team to the “How do we know?” section to provide evidence around each indicator and discuss differences.
      • Utilize established group norms to facilitate these conversations.
      • Repoll until consensus or majority is reached.
  • Scorer—The scorer will record results for each indicator as the team votes.

 

Length of Administration— The first administration takes longer (approximately 90 minutes) because all components are discussed. Subsequent administrations may take less time if School Leadership Teams decide to focus on a specific area(s).

 

Record—View the LEA Self-Assessment report soon after the self-assessment is completed. Analyze the results for strengths and opportunities. Leverage strengths your LEA/District determines is doing well to promote continuous improvement in areas where growth is needed. 

  • LEA/District Leadership Teams utilize the LEA Self-Assessment to examine their own capacity for building and sustaining a multi-tiered system of support. 

LEA Self-Assessment Report Links to an external site.

 

To assist with the facilitation of your LEA Self-Assessment, it is suggested you follow the guidelines listed on the Self-Assessment Checklist. 

Self-Assessment Checklist

( Links to an external site. Download Fillable PDF

    Google Links to an external site. Doc)

 

Additional Tips:

  • Establish and Review Team norms. Ensure the norms include consensus process.
  • Direct attention to the stages of implementation – not just the numerical score
  • Honor all voices: If/when there might be disagreement, team members will be asked to share their rationale for a rating (with evidence when needed).
  • Remind the team to use the “How do we know?” section and provide examples of evidence. This is particularly helpful when asking “What evidence would be needed to move your vote from a 1 to a 2?”.
  • When consensus is not obtained:
  • Encourage tabling items until you determine what evidence or discussion is needed to reach a shared understanding and a score.
  • Encourage the lowest level of agreement with notes captured reflecting group discussion.