LOCAL CONTROL ACCOUNTABILITY PLANS

11.04.13

LOCAL CONTROL ACCOUNTABILITY PLANS

PLAN FOR TODAY

• Brief Overview of LCFF• Classification of Students• LCAP Adoption Process• Review the 8 State Priorities• Core Services• Ties to Other Plans• Charter School Information

BIG IDEAS• LCFF requires the LCAP in

shifting control of LEA budgets from state categoricals to the local level.

• The adopted budget specifies the required components of the accountability plans as they apply to districts and charter schools.

• LCAP outlines a new set of rules relating to school district transparency and accountability in relation to how funds will be spent to provide high-quality educational programs.

Plans

FundsOutcomes

for Students

LOCAL CONTROL FUNDING FORMULA

OVERVIEW

LOCAL CONTROL FUNDING FORMULA

• Historic reform to education funding• Redistribution of funds. Doesn’t address the

low statewide funding compared to the nation.• Funding based on grade level grants and

demographic data for each district• Home to School Transportation maintained at

12/13 expenditure level• Funding targets will be phased in over an

estimated 8 year period• Adds New Local Control Accountability Plan

HOW IS LCFF DIFFERENT FROM WHAT WAS IN PLACE UNDER REVENUE LIMITS?• Simplify funding• Revenue limits and most state categoricals are

eliminated• Districts will receive funding based on the

students they serve, with greater flexibility to use these funds to improve outcomes of students• 8 years to achieve full funding based on growth

projections. Assumes continued state economic growth.

LINK TO LAO Overview: http://www.lao.ca.gov/reports/2013/edu/lcff/lcff-072913.pdf LINK to CDE’s FAQ: http://www.cde.ca.gov/fg/aa/lc/lcfffaq.asp

http://www.lao.ca.gov/reports/2013/edu/lcff/lcff-072913.pdf

http://www.cde.ca.gov/fg/aa/lc/lcfffaq.asp

OVERVIEW OF LCFFFOR DISTRICTS & CHARTER SCHOOLS

Formula Component Rates/RulesTarget base rates (per ADA) K-3 = $6,845

4-6 = $6,9477-8 = $7,1549-12 = $8,289

Base rate adjustments K-3 = 10.4% of base rate9-12 = 2.6% of base rate

Supplemental funding for EL/LI/FY 20% of adjusted base rateConcentration funding Each EL/LI student above 55% of

enrollment generates an additional 50% of adjusted base rate

Add-ons Targeted Instructional Improvement Block Grant, Home-to-School Transportation, Economic Recovery Target

SUPPLEMENTAL / CONCENTRATION GRANT FUNDS

• SBE must adopt regulations by January 31, 2014:

• Will require district or charter to “increase or improve services for EL/LI pupils in proportion to the increase in funds apportioned on the basis of the number and concentration of unduplicated pupils.”

• Authorize the use of these funds for school-wide or district-wide purposes in a manner that is no more restrictive than Title I

LCFF

LAO Report: http://www.lao.ca.gov/reports/2013/edu/lcff/lcff-072913.aspx

http://www.lao.ca.gov/reports/2013/edu/lcff/lcff-072913.aspx

http://www.lao.ca.gov/reports/2013/edu/lcff/lcff-072913.aspx

LCFF AT FULL IMPLEMENTATION

LINK: http://www.cde.ca.gov/fg/aa/lc/lcffoverview.asp

Funding amounts will increase annually by COLA

http://www.cde.ca.gov/fg/aa/lc/lcffoverview.asp

http://www.cde.ca.gov/fg/aa/lc/lcffoverview.asp

PHASE IN OF FUNDING

Old Model LCFF Target02468

101214

Supplemental / Concentration Grants

State categor-icals

Transporta-tion & TIIG

Transporta-tion & TIIG

Base GrantRevenue Limit

CSR / CTE add ons

LCFF Gap

2013/14 GAP funding = 11.78%. Expected full phase in over 8 years depending on state economic growth.

PHASE IN OF FUNDING

• 2012-13 revenues are the base for transitioning to LCFF• Revenue limit funding is rebenched each year based on

changes in ADA• Categorical funds remain flat

• 2012-13 hold harmless for state funding – no district should receive a reduction.

TEAM DISCUSSION

How does LCFF affect your local district funding?

What are talking points you are using with stakeholders to describe this new funding model?

5 minutes

LCFF: STUDENT CLASSIFICATION

CLASSIFICATION OF STUDENTS

English Learners (EL)

• Based on Home language survey and California English Language Development Test (CELDT)• No time limit for funding• Reclassified students

(Fluent English Proficient) will no longer generate additional funding

Low Income (LI)

• Qualify based on free and reduced price meals• Foster Youth are

automatically eligible

SUBGROUPSRacial/Ethnic Subgroups*

• Black or African American• American Indian or

Alaska Native• Asian• Filipino• Hispanic or Latino• Native Hawaiian or Pacific

Islander• White• Two or more races

Other Subgroups

• English Learners*• Low Income*• Foster Youth = 15

students• Students with

Disabilities*

*Numerically significant student subgroups in the

district = 30 students

CALPADS DATA COLLECTION

• Will continue, but no additional data will be added to the system

• EL, LI, & FY Students enrolled on the fall Census Day will be used as the basis for supplemental and concentration grants

• Eligibility determination process need not be complete at this time – prior to CALPADS is certified.

FREE/REDUCED LUNCH PROGRAM FOR PROVISION 2 & 3 SCHOOLS

To be counted as eligible for LI in LCFF, students must: • Meet income eligibility criteria for the National

School Lunch Program, or• Be directly certified to receive free meals, or• Be categorically eligible

This process does not affect students’ ability to receive a free lunch under Provision 2 & 3.

CERTIFICATION OF STUDENT DATA

• SB 97 requires COEs to “review and validate reported English learner, foster youth, and free or reduced-price meal eligible pupil data for school districts and charter schools under its jurisdiction to ensure the data is reported accurately.”

• To assist COEs, CALPADS will include school-level reports that display the aggregate unduplicated counts of disadvantaged students for each district and charter school within the county.

• Fall 1 certification deadlines will be mid-December 2013.

LCAP ADOPTION PROCESS

ADOPTING AND UPDATING THE LCAP

12

34

Consultation with:• Teachers• Principals• Other

School personnel

• Bargaining Units

• Pupils• Parents

Present for review and comment to:• Parent advisory

committee• English learner

parent advisory committee

• The superintendent must respond in writing to comments received

Opportunity for public input:• Notice of the

opportunity to submit written comment

• Public hearing • The

superintendent must respond in writing to comments received

Adoption of Plan:• Adopted

concurrent with the LEA’s budget

• Submitted to COE for approval

• Posted on district website

• COE posts LCAP for each district/school or a link to the LCAP

NOV. DISCUSSION

Stakeholder Engagement Guiding Questions• How have parents, community members, students,

and other stakeholders been engaged and involved in developing, reviewing, and supporting implementation of the LCAP?

• How has the involvement of stakeholders supported improved performance and outcomes for students?

SBE Discussion Item – Not Finalized

NOV. DISCUSSIONStakeholder Engagement Other Considerations• Are engaged parents and students representative of the school

community?• How have the English learner and parent advisory committees been

engaged?• What type of documentation and/or training has been provided to

parent and community stakeholders about the budget, state priorities, and other information useful to engaging in the development of the LCAP?

• What form of outreach to parents has been taken and has it yielded results?

• How are parents engaged by sites in support of the state priorities and goals identified in the LCAP?

• How were teachers, principals, administrators other school personnel, and local bargaining units involved in the development of the LCAP?

• How are governmental agencies engaged by LEAs to support effective partnerships to provide students with services?


PARENT ADVISORY

Parent Advisory

Low Income

rep

Foster Youth rep

English Learner

rep

EL Parent

Advisory15% ELs

At least 50 EL pupils

Pre-existing committees can be used if requirements are met: Parent Advisory Committee

ELAC/DELAC

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LCAP TIMELINE

01.31.14 SBE

Regulations

03.31.14 SBE

Template(maybe Jan.)

06.30.14 LEAs adopt

LCAP

10.01.15 SBE Rubrics (intro to SBE

in Jan)

3 year plan, updated annually, effective 2014-15

Draft to SBE in November 2013

COHERENCE

SB 97

• Makes explicit that a budget shall not be adopted or approved before an LCAP is approved.

• Clarifies that in order to approve an LCAP, a county must determine if the LCAP adheres to the State Board of Education regulations regarding the use of supplemental and concentration funds: “to increase and improve services” to EL and LI students in proportion to the funding apportioned on the basis of these students.

• Clarifies Maintenance of Effort Requirements for ROCPs.

• Amends the California Collaborative for Education Excellence (CCEE).

Time Frames AB 1200 LCAPJanuary15-16, 2014 SBE Approves EL/LI/FY

GuidelinesFebruary 3, 2014 SCOE Meeting

Focus on Concentration & Supplemental Grants & Regulative Language

March 2014 3/15: 2nd Interim Report 3/12-3/13: SBE Approves LCAP Template

March 26, 2014 Meeting

LCAP Process

March – April 2014 SCOE Business & Instructional Staff available for individual district appointments

April – May 2014 • Update projected enrollments & ADA• Project revenues and expenses of subsequent fiscal year

May – June 2014 Public Hearing for Budget

District Public Hearing for LCAP prior to adoption

May – June 2014 District Approves Budget District Adopts LCAP

LCFF does not change timelines under the

AB 1200 fiscal oversight process.

COUNTY OFFICE APPROVAL

Submits LCAP to COE within 5 days of adoption

•Seeks clarification about contents of August 15

Responds to COE request for clarification within 15 days

•Submits recommended amendments to plan back to district within 15 days

Considers COE recommendations in a public hearing within 15 days

•Reviews plan to determine if it meets requirements (adheres to SBE template and plan aligns with district budget)

District County Office

August 15: COE approves,

conditionally approves or disapproves

district budgetsCounty Superintendent

approval of LCAP by Oct. 8

ANNUAL LCAP UPDATE

Goals

• Review any changes in applicability of goals from prior year.

• Review the progress toward goals.

Expenditures

A list and description of expenditures for the fiscal year: • Implementing the

specific actions included in the LCAP as a result of the review and assessment.• Serving identified

students: EL, LI, and FY.

8 STATE PRIORITIES

8 STATE PRIORITIES

1. Basic Services 2. Implementation of

Content & Performance Standards

3. Parental Involvement & Input

4. Student Achievement

5. Student Engagement

6. School Climate7. Course Access8. Other Student

Outcomes

NOV. DISCUSSION

Template• “organized into sections with guiding questions

intended to generate thoughtful analyses of each LEA’s data & findings”• “It is envisioned that once the State Board of

Education (SBE) adopts the template, an online tool can then be created that pre-populates data, aids in the efficient completion of the LCAP, and facilitates transparency.” • May be approved at January SBE meeting.


PERFORMANCE SERVICES

GOALSNEEDS ANALYSIS

FOR A MAJORITY* OF THE 8 PRIORITIES, ADDRESSING ALL WITHIN 3 YEARS

For ALL students and

for each subgroup

LCAP ELEMENTS

• Read slides 36-47

• Be ready to share with your team the big idea of each LCAP Element

PERFORMANCE

SERVICES

GOALS

NEEDS ANALYSIS

10 minutes

NOV. DISCUSSION

• Ensure as appropriate that data for the state priorities are addressed that apply to the grade levels served and, for charter schools, the nature of the program; encourage inclusion of local priorities; ensure that subgroup analysis is completed for all significant subgroups and/or special populations; if data analysis has been completed for other plans and aligns to the state and local priorities, simply refer to these data and provide a summary within the LCAP; encourage plain language, avoid jargon.

• What data were reviewed/considered to assess student needs? • What results identified the primary needs of students attending

schools within the LEA? SBE Discussion Item – Not Finalized

NEEDS ANALYSIS: INSTRUCTIONS & GUIDING QUESTIONS

NOV. DISCUSSION

• What are the growth needs of the LEA based on an analysis of data that considers all state and local priorities?

• Are there significant differences in performance between subgroups of students? If so, what might be developed (e.g., goals, actions, and services) to close the observed gap?

• Which data sources did the LEA use for analysis and to generate goals (e.g., Dataquest, School Accountability Report Cards, Healthy Kids Survey, and local data)


NEEDS ANALYSIS: OTHER CONSIDERATIONS

NOV. DISCUSSION

Describe the expectation for student success through goals that reflect an understanding of the changes/ improvements needed and that provide sufficient direction to guide action.


GOALS: PURPOSE

NOV. DISCUSSION

• Describe LEA goals for all students and describe any differentiation or focus within or among goals related to significant subgroups and/or special populations; encourage plain language, avoid jargon.

• What are the LEA’s goals to improve student outcomes that address the needs identified?

• How do these goals relate to the state priorities and locally identified priorities?

• Are there any specific goals for individual sites that add to or differentiate from the LEA goals listed above? If so, please describe. SBE Discussion Item – Not

Finalized

GOALS: INSTRUCTIONS & GUIDING QUESTIONS

NOV. DISCUSSION

• Are there specific goals needed to address to the unique needs of low income, English learners, foster youth, or other special populations? If so, what are these goals?

• What are the local goals and are they reflected in the goals included in the LCAP?

• How did the LEA consider site goals when developing LEA goals and vice versa?

• Do the goals create urgency to act? • Do the goals support coherence in the initiatives of the LEA? In

other words, will the LCAP goals be evidenced in the overall strategic focus and values of the LEA or are they viewed as another layer or area of work? If the latter is the case, it may be necessary to revisit the goals and/or manner in which the LCAP is being shared with stakeholders.


GOALS: OTHER CONSIDERATIONS

NOV. DISCUSSION

“A clear and concise description of what improvements have and will occur for students. As a plan for three years, the description of performance is expected to show a progression across this period.”


PERFORMANCE: PURPOSE

NOV. DISCUSSION

• Provide clear explanation of what is meant by “change and/or improvement” and how to address the question (level of detail).

• What will be the noticeable changes and/or improvements for students and their learning outcomes when the goals are met?

• What will be the noticeable changes and/or improvements for students in your special populations (e.g., low income, English learners, foster youth, and other significant subgroups) and their learning outcomes when the goals are met?

• What will be different/improved for students (all and by subgroups) in Year 1? Year 2? Year 3? SBE Discussion Item – Not

Finalized

PERFORMANCE: INSTRUCTIONS & GUIDING QUESTIONS

NOV. DISCUSSION

• Is the performance of low income, English Learners, and Foster Youth specified?

• How did the LEA consider site-level performance expectations when developing LEA goals and vice versa?


PERFORMANCE: OTHER CONSIDERATIONS

NOV. DISCUSSION

“The actions taken by a local educational agency (LEA) are captured as services to students. This emphasizes the student-focus of activities and requests details regarding expenditures, which will be summarized in the budget section.”


SERVICES: PURPOSE

NOV. DISCUSSION

• Organize into sub-sections for “all” and then separate sections for subgroups (describe by year 1, year 2, and year 3).

• Describe the services the LEA will provide as they relate to all pupils and special populations and reflecting the nature of the program you provide (e.g., type and/or focus of your LEA)

• What is the LEA’s program of support for ALL students and a description of related expenses?

• What increased or improved services or programs will be provided with LCFF funding and a description of related expenses: for low income students, for English Learners, and for foster youth?

• How will outcomes be improved for low income students, for English Learners, and for foster youth because of such services?


SERVICES: INSTRUCTIONS & GUIDING QUESTIONS

NOV. DISCUSSION

BUDGET• Provide budget display options (tables and graphics) to share

summary of pertinent details (e.g., organize by goals, subgroups, and/or location of services).

• How has the LEA ensured that LCFF funds provide for increased or improved services for low income, English Learners, and Foster Youth in proportion to funding provided for such pupils?

• How will LCFF funds be spent to provide for students?• How are the expenses described under “services” displayed in the

LEA’s budget or budget display included in this section?


SERVICES: INSTRUCTIONS & GUIDING QUESTIONS

NOV. DISCUSSION

• Specific questions may be helpful to elicit broad thinking about priorities and/or expectations for program strategies. For instance, addressing specific questions regarding safety, facilities, Common Core State Standards implementation, climate, significant subgroups, etc. could be provided to aid in discussion regarding the LCAP and completion of the LCAP.

• What existing programs have a track record of success? How will they be supported and/or expanded?

• How are services prioritized and addressed into the three-year plan? SBE Discussion Item – Not

Finalized

SERVICES: OTHER CONSIDERATIONS

LCAP ELEMENTS

• Overview: State Priority• Potential Data• Team: Initial Thoughts

& Next Steps

PERFORMANCE

SERVICES

GOALS

NEEDS ANALYSIS

SAMPLE DATA SHOWN: NEEDS ANALYSIS & LCAP WORKING PLAN

Probable Sources:• SARC • Williams Report• School Quality

Snapshots• FPM Results • SPSA Data• Consolidated

Application• Healthy Kids Survey• WASC Report

• The SBE-approved template will further define data to be used.

• To this point, we know broad categories of data, but not how many years of data or sources of data.

• The LCAP Working Plan includes SARC data templates since districts already have this data, but no details on data have been finalized.

1. BASIC SERVICES

Proper teaching assignments &

proper credentials for instructional staff

School facilities maintained and in

good repair

Sufficiency of standards-aligned

instructional materials

WILLIAMS’ ACT REQUIREMENTS

GOALSNEEDS ANALYSIS

1. BASIC SERVICES

• Teacher Credentials• Teacher Misassignments &

Vacant Teacher Positions• Core Academic Classes Taught

by HQT• Quality, Currency, & Availability

of Textbooks• School Facility Good Repair

Status• Other local data?• New teachers/admin enrolled in an

induction program

Where do we want to be in 3 years with all students and with special populations?


1. BASIC SERVICES

What will be the changes/improvements for students and their learning outcomes when the goals are met?

Year 1 – Year 2 – Year 3

• What actions are needed for all students and for each special population?

• How will LCFF funds be used to support these actions?

1. BASIC SERVICES: TEAM DISCUSSION


GOALSNEEDS ANALYSIS

5 minutes

2. IMPLEMENTATION OF ACADEMIC & PERFORMANCE STANDARDS

How will the programs and

services enable English learners

access the Common Core?

English Language Development

Standards

Common Core State Standards

GOALSNEEDS ANALYSIS


• What data are we collecting?

• Do we already have an implementation plan that we can use to chart progress?

• What data do we want to begin to use and track to show improvement over time?

• Where do we want to be in 3 years?


for each subgroup

POSSIBLE DATA


• Teacher Training & Professional Learning• Instructional Strategies• Instructional Changes• Alignment of Courses with CCSS & new texts• Administrator training & support• Student Learning• Communication

LCAP Working Plan Possible Indicators



What will be the changes/ improvements for students and their learning outcomes when the goals are met?




COMMON CORE IMPLEMENTATIONSUPPORTS

LINK: http://www.ccsesa.org/index/attachments/LeadPlanGuide_WEB.pdf

Shared through County Curriculum Leads & County Cooperative

http://www.ccsesa.org/index/attachments/LeadPlanGuide_WEB.pdf

http://www.ccsesa.org/index/attachments/LeadPlanGuide_WEB.pdf

2. IMPLEMENTATION OF ACADEMIC & PERFORMANCE STANDARDS:

TEAM DISCUSSION


GOALSNEEDS ANALYSIS


for each subgroup

5 minutes

3. PARENTAL INVOLVEMENT & INPUT

Seek Parent Input for promoting

parental participation in programs for:• low income

• English learners• Foster Youth

• Students with exceptional needs

Seek Parent Input for School Site

Decisions

Seek Parent Input for District Decisions

FEDERAL PROGRAM MONITORING (FPM) PARENTAL INVOLVEMENT: COMP ED

Requirements• District: Jointly develop Parental

Involvement Policy• Schools:

• Annual meeting to inform parents of Title 1 requirements & right to be involved

• Offer flexible number of meetings• Involve parents in an organized, ongoing,

and timely way in the planning, review, and improvement of its Title 1 programs and parental involvement policy

• Provide timely info to parents• Provide parents with explanation of

curriculum, academic assessments, and proficiency levels of students

• Provide parents with opportunities for regular meetings to participate in decisions relating to the education of their children

• Jointly develop school-parent Title 1 compact

Evidence• Parent committee meeting

agendas, minutes, and sign in sheets

• Parent evaluation of parent involvement policy

• Parent involvement in administrative regulations & board policy

• Parental activities for building capacity

• Parent committee meeting agendas

• School compacts• School Parent Involvement

Policy

FPM - PARENTAL INVOLVEMENT: ENGLISH LEARNERS

Requirements• District: shall implement

outreach to parents of EL students that includes the following:• Send notice of and hold regular

meetings for the purpose of formulating and responding to the parents’ recommendations.

• Inform how they can be involved in the education of their children and be active participants in assisting their children to attain English proficiency, achieve at high levels in core academic subjects, and meet challenging state and achievement standards expected of all students

Evidence• EL LEA Policies and Procedures• Sample school-to-home

communications in home languages

GOALSNEEDS ANALYSIS




Where do we want to be in 3

years?

POSSIBLE DATA


•Number/percentage of unduplicated parents participating in parent informational nights

•Number/percentage of parents involved in school/district opportunities

•Number/percentage of schools with proper use and formation of School Site Councils

LCAP Working Plan Possible Indicators

3. PARENTAL INVOLVEMENT & INPUT:TEAM DISCUSSION


GOALSNEEDS ANALYSIS

For each subgroup

5 minutes

4. STUDENT ACHIEVEMENTAll Districts

Statewide assessments The Academic

Performance Index English learners who

make progress toward English proficiency as measured by the CELDT*

English learner reclassification rate

Districts with High School

A-G completers or CTE sequences/clusters of courses and align with state board-approved CTE standards

Students who have passed an AP exam with a score of 3 or higher

Students who demonstrate college preparedness on the Early Assessment Program*

*or any subsequent assessment

GOALSNEEDS ANALYSIS

4. STUDENT ACHIEVEMENT



Where do we want to be in 3 years with all

students and with special populations?

POSSIBLE DATA


• Number/percentage of students who are “on grade level” in K-3 Reading according to county-wide targets.

• Number/percentage of students by grade level who have mastered the technology skills identified within the CCSS

• Number/percentage of students by grade level who have given an oral presentation as identified in the CCSS ELA standards

• Number/percentage of students who are able to complete Depth of Knowledge 4 performance tasks at proficient levels

LCAP Working Plan Data Indicators

4. STUDENT ACHIEVEMENT:TEAM DISCUSSION


GOALSNEEDS ANALYSIS


for each subgroup

5 minutes

5. STUDENT ENGAGEMENT

All Districts• School Attendance• Chronic Absenteeism Rates

Districts with Middle School

• Middle School Dropout Rates

Districts with High Schools• High School Dropout Rates• High School Graduation Rates

GOALSNEEDS ANALYSIS





POSSIBLE DATA


• Number/percentage of students by subgroup that are receiving support• Number/percentage of students by grade level and

subgroup that are involved in leadership opportunities • Number/percentage of students by grade

level/course and subgroup that consistently respond in complete sentences.


5. STUDENT ENGAGEMENT:TEAM DISCUSSION


GOALSNEEDS ANALYSIS


for each subgroup

5 minutes

6. SCHOOL CLIMATE

• Suspension Rates

• Expulsion Rates

• Other local measures, including surveys of students, parents and teachers on the sense of safety and school connectedness

GOALSNEEDS ANALYSIS

6. SCHOOL CLIMATE




POSSIBLE DATA

6. SCHOOL CLIMATE

• Survey results from parents, students, teachers, and staff on sense of safety and school connectedness

• Number/percentage of students by subgroup involved in clubs or sports

• Number/percentage of students by subgroup who are receiving counseling services



6. SCHOOL CLIMATE





6. SCHOOL CLIMATE:TEAM DISCUSSION


GOALSNEEDS ANALYSIS


for each subgroup

5 minutes

7. COURSE ACCESS: K-6

Definition

The extent to which ALL students have access to, and are enrolled in, a broad course of study, including the programs and services developed and provided to unduplicated pupils and individuals with exceptional needs, and the program and services that are provided to benefit these pupils.

Scope for K-6

• English Language Arts• Mathematics• History/Social Sciences• Science• Visual and Performing

Arts• Heath• Physical Education

7. COURSE ACCESS: 7-12

Definition

The extent to which ALL students have access to, and are enrolled in, a broad course of study, including the programs and services developed and provided to unduplicated pupils and individuals with exceptional needs, and the program and services that are provided to benefit these pupils.

Scope for Grades 7-12

• English • Mathematics• History/Social Sciences• Science• Foreign Language• Physical Education• Visual and Performing Arts• Applied Arts• Career Technical Education

GOALSNEEDS ANALYSIS

7. COURSE ACCESS



Where do we want to be in 3 years for all students and for special populations?


7. COURSE ACCESS





7. COURSE ACCESS:TEAM DISCUSSION


GOALSNEEDS ANALYSIS


for each subgroup

5 minutes

8. OTHER STUDENT OUTCOMES: K-6

Student Outcomes, if available in:

• English Language Arts• Mathematics• History/Social Sciences• Science• Visual and Performing Arts• Heath• Physical Education

• English • Mathematics• History/Social Sciences• Science• Foreign Language• Physical Education• Visual and Performing Arts• Applied Arts• Career Technical Education

8. OTHER STUDENT OUTCOMES: 7-12

Student Outcomes, if available in:

GOALSNEEDS ANALYSIS

8. OTHER STUDENT OUTCOMES



Where do we want to be in 3 years with

all students and special populations?

POSSIBLE DATA


Number/percentage of students by subgroup meeting the district goal (end-of-year target) for:• English• Mathematics• History/Social science• Science• Visual and performing arts• Physical education• Health (K-6 only)• Foreign Language (7-12 only)• Applied Arts (7-12 only)• Career Technical Education (7-12 only)


8. OTHER STUDENT OUTCOMES:TEAM DISCUSSION


GOALSNEEDS ANALYSIS


for each subgroup

5 minutes

CORE SERVICES

• Define the core services for all students.

• For supplemental/concentration funding, districts will need to describe plans to “increase or improve services for EL/LI pupils in proportion to the increase in funds apportioned on the basis of the number and concentration of unduplicated pupils.”

Focus for February 3

TIES TO OTHER DOCUMENTS

LEA PLANS

• LCAP does not replace LEA Plans which are still required under ESEA.• The LCAP template will be developed in a manner

that meets both the LCAP requirements and the federal requirements.• The SBE will take steps to minimize duplication of

effort at the local level to the greatest extent possible. (EC Section 52064)• LEAs in Program Improvement must continue to

meet current LEA Plan requirements. [EC Section 1116(c)(7)]

SCHOOL SITE PLANS

• Specific actions included in the LCAP, or the annual update of the LCAP, must be consistent with the strategies included in school plans. (EC Section 64001)

• Districts are responsible for reviewing school site plans to ensure this consistency.

UPCOMING MEETINGS

February 3 • English Learner & Low

Income Focus• Supplemental &

Concentration Grants• Core vs. Supplemental

Services

March 26• Template*• Timeline for end-of-

year• Stakeholder Input• Board involvement

Ongoing technical assistance in creating the district LCAP

BETWEEN TODAY & FEBRUARY 3A. Develop LCAP timeline.B. Talk to school board about their responsibilities in regard to LCFF and LCAP.C. Review SARC data and other district data that further clarifies the current state of

the district related to each of the 8 State Priorities.D. Complete a Needs Analysis for each of the State PrioritiesE. Collect input from Stakeholders: teachers, principals, other school personnel,

bargaining units, parents, and pupils.F. Establish or re-establish a Parent Advisory Committee. Be prepared to record how

parents, community members, students, and other stakeholders were engaged and involved in developing the LCAP (collect evidence)

G. Establish or re-establish an English Learner Parent Advisory Committee (if 15% or at least 50 EL students)

H. Prepare to articulate the core services and program of support for ALL studentsI. Begin discussing data, needs identified through the data, 3-year goals, and local

actions within each State Priority area for all students and each student subgroup with teachers, principals, other school personnel, parents, and students - need evidence of these consultations.

J. Certify CALPADS data for English Learners, Foster Youth, and Low Income.

WEST ED AUDIO SEGMENTS

• Episode 1 – What is the Local Control Funding Formula?• Episode 2 – What Makes LCFF Different and

Better?• Episode 3 – What Should LEAs Do Now? – Au

gust 2013• Episode 4 – Performance Based Budgeting a

nd Planning• Episode 5 – Accounting and LCFF• Episode 6 – Local Control Accountability Pla

n and LCFF State PrioritiesLINK: http://lcff.wested.org/lcff-channel/

http://lcff.wested.org/lcff-channel/episode-1-what-is-the-local-control-funding-formula/



http://lcff.wested.org/lcff-channel/episode-2-what-makes-lcff-different-and-better/

http://lcff.wested.org/lcff-channel/episode-2-what-makes-lcff-different-and-better/

http://lcff.wested.org/lcff-channel/episode-3-what-should-leas-do-now-august-2013/

http://lcff.wested.org/lcff-channel/episode-3-what-should-leas-do-now-august-2013/

http://lcff.wested.org/lcff-channel/episode-4-performance-based-budgeting-and-planning/

http://lcff.wested.org/lcff-channel/episode-4-performance-based-budgeting-and-planning/

http://lcff.wested.org/lcff-channel/episode-5-accounting-and-lcff/

http://lcff.wested.org/lcff-channel/episode-6-local-control-accountability-plan-and-lcff-state-priorities/

http://lcff.wested.org/lcff-channel/episode-6-local-control-accountability-plan-and-lcff-state-priorities/

http://lcff.wested.org/lcff-channel/

ON-GOING MONEY2013-14 AND BEYOND

QUESTIONS?

CHARTER SCHOOLS & LCAP

SIMILARITIES FOR CHARTER SCHOOLS

• The petition for a charter school will include an LCAP that:• establishes goals for each of the eight state priorities

(and any identified local priorities) and• specifies the actions the charter school will take to meet

these goals. • The LCAP must be updated annually (by the

charter school’s governing board). • Charter schools are required to consult with

school employees, parents, and students when developing their plans and annual updates.

DIFFERENCES FOR CHARTER SCHOOLS

• Charter Schools are exempt from the specific requirements to solicit public comment and hold public hearings.

• Charter Schools do not have their plans approved by the County Office, but by their authorizer.

PERSISTENTLY FAILING CHARTER SCHOOLS

Similar to Districts• Charter schools must

have their performance assessed based on the new SBE rubrics (when they are completed).

Different from Districts• This assessment using

rubrics is to be conducted by the charter authorizer.

• A charter school is required to receive support from its authorizer if, based on the intervention rubric, it does not improve outcomes in 3 of 4 consecutive years for 3 or more subgroups in more than one state or local priority area.

PERSISTENTLY FAILING CHARTER SCHOOLS

AuthorizerCan revoke a charter if the CCEE provides the school with support and determines:1. Has not or will not be

able to implement the CCEE recommendations; and

2. Student academic performance is persistently or severely poor

State Board• Can revoke a charter if

the school fails to improve student outcomes across multiple state and local priorities

ADVISORY COMMISSION ON CHARTER SCHOOLS

• October 8, 2013 Meeting – Item 3 Attachment 1• AB 97 Changes to Ed Code related to Charter School

Programs• LINK: http://www.cde.ca.gov/be/cc/cs/accsnotice100813.

asp

http://www.cde.ca.gov/be/cc/cs/accsnotice100813.asp

http://www.cde.ca.gov/be/cc/cs/accsnotice100813.asp

QUESTIONS?

LOCAL CONTROL ACCOUNTABILITY PLANS

Documents

Transcript of LOCAL CONTROL ACCOUNTABILITY PLANS