Local Control Funding Formula

LCFF/LCAPLocal Control & Accountability Plan

2014-15

A comprehensive and cohesive learning blueprint that includes stakeholder input, systematic implementation, monitoring of effectiveness, and modification based on student outcomes.

Every StudentLearning in Every

ClassroomEvery Day

High-Quality

Classroom Instruction

and Curriculum

Professional Learning

Assessment, Data

Analysis, and

MonitoringSafe and Orderly School

Environment

Academic and

Behavior Intervention

s

Parent, Student,

and Community Engagemen

t

Developing a Quality LCAP

• Understanding Key Requirements

• Must consider student needs in state priority areas

• Must describe annual goals for each state priority

• Reflect annual incremental actions, services, and expenditures

• Annual benchmarks to monitor plans progress

• Develop a Process with LCFF Design Principles in Mind

• Document reflects simplicity and transparency, yet completes a story

• Contains an analysis of data, goals, services, and expenditures that reflect the needs of all students, especially those with additional needs

• Performance based on local decision making

• Flexible resource allocation choices that align to local needs, but also pursue what is needed based on locally determined priorities

• Create a Productive Engagement Process

• Advisory groups and groups that when consulted inform the LCAP

• Make the LCAP Parent Ready

• Document will be read and understood in a simple, brief, coherent story

as defined by WestEd

LCFF Background• More equitable and flexible funding source

• Every district receives a per pupil base grant allocation

• Almost every district receives a per pupil supplemental grant allocation for each unduplicated Low Income (LI), English Learner (EL), and Foster Youth (FY) student

• If district has greater than 55% of unduplicated LI, EL, and FY students, they receive additional concentration grant allocation

• Jurupa receives Base, Supplemental, and Concentration revenue

80.78% Unduplicated Districtwide

$145M(28% May Revision)

$15,650,249 Revenue

Base Grant

Gap Funding Per ADA(Estimated)

Base Grant

Supplemental/Concentration

$192M Target 2020/21

2014-15Funding

Target

Total Gap

Supplemental and Concentration Grants

Base Grant

Dol

lars

per

AD

A

Supplemental/Concentration

$6.5M to support increased or

improved services to meet

minimum proportionality based on

unduplicated LI, EL, and FY

$127M

Base Grant

Supplemental/Concentration

2013-14Funding $3.6M site entitled

to address site needs

LCFF/LCAP Background

• LCFF is designed to close the achievement gap by providing additional funds to support improved student outcomes and accountability

• LCFF system of accountability based upon local needs, measured by progress toward annual goals, and explicitly linked to the district’s budget

• LCAP is a three-year local plan, annually updated to support improved student results in eight state priority areas

• LCAP requires stakeholder engagement in planning process around eight state priority areas

• Local Educational Agency Plan (LEAP) and Title III Improvement Plan Addendum (IPA) alignment

Eight Priority Areas in LCAPPriority 1--Basic Services

• Percentage of properly credentialed teachers

• Student access to standards-aligned instructional materials

• Facilities in good repairPriority 2—Implementation of CCSS

• Implementation of CCSS for all students including EL

Priority 3—Parent Involvement

• Efforts to seek parent input

• Promotion of parent participationPriority 4—Student Achievement

• Performance on standardized and district tests

• Score on Academic Performance Index

• Share of students that are college and career ready

• Share of English learners that become English proficient

• English learner reclassification rate

• Share of students that pass Advanced Placement exams with 3 or higher

• Share of students determined prepared for college by the Early Assessment Program

Priority 5—Student Engagement

• School attendance rates

• Chronic absenteeism rates

• Middle and High school drop out rates

• High school graduation ratesPriority 6—School Climate

• Student suspension rates

• Student expulsion rates

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

Priority 7—Course Access

• Student access and enrollment in all required areas of studyPriority 8—Other Student Outcomes

• Other indicators of performance in required areas of study

Engagement Process

• Survey Data in areas of student attendance and achievement, college and career readiness, and ways to involve parents in their student’s learning.

COMMUNITY, TEACHER, PRINCIPALS, DEPARTMENTAL, ASSOCIATION, DAC, DELAC,

ELAC, SSC OUTREACH

Engagement Results

COMMON THEMES • Support for teachers with Common Core State Standards

(CCSS), i.e., professional development, assessment, instructional resources, data analysis, early intervention, and coaching

• More access to technology, software, and technology support

• Smaller class sizes, more instructional time through summer and extended day, and individual student support

• Parent and student engagement, i.e., caring adults, behavior support, engaging classes, linking parents to community, feeling connected to school, incentives, and more communication

• Student support for college and career readiness, college application support, and course variety

LCAP Overarching Goals

• All students will be college and career ready.

• All students will have a safe, orderly, and inviting learning environment.

• All students will benefit from the district engaging and sustaining the trust and involvement of parents and community in the educational process.

Three Categories for Planning Purposes

LCAP template groups the eight state priorities into three categories for planning purposes

1 2 3

Conditions of Learning—

College and Career Readiness

Pupil Outcomes—

Data Driven Decision Making

Engagement—Parent, Student, and Community

EngagementPriority 1 – Basic ConditionsPriority 2 – Implementation of CCSSPriority 7 - Course Access

Priority 4 – Pupil AchievementPriority 8 – Other Pupil Outcomes

Priority 3 – Parent InvolvementPriority 5 – Pupil EngagementPriority 6 - School Climate

LCAP ActionsConditions of Learning—College and Career

Readiness

• Units of Study (UOS) Implementation• Two days Professional Development (PD) in August

• PD contracts for UOS support and coaching

• Additional Teacher Preparation time (15 minutes a day)

• Site Level Collaborative Planning Time--ongoing

• Intervention and English learner Teachers will provide English Language Development (ELD), early literacy, strategic and intensive intervention support

• Instructional Coaches• Coordinator to support Professional Development program and Coaching Staff

• Nine Instructional Classroom Coaches added includes Education Technology Coach

• CCSS Instructional Support and Materials• New Mathematics materials in TK-8 and Algebra 1

• Library Staff and Access, Resource Specialist, and Bilingual Language Tutors increased time

• Supplemental UOS gap materials for ELA/ELD and Mathematics, intervention software, music support, and digital resources

• Career Technical Offerings increased and development of new CTE opportunities

• A-G Audit completed

• Grade Span Adjustment (GSA) TK-3 Staffing to 27:1 average

• Foster Youth Liaison available

• Deferred Maintenance and Capital Outlay increased

LCAP ActionsPupil Outcomes—Data Driven Decision Making

• Assessments• Units of Study (UOS) Assessments—Pre-, Post-, and Performance Test

• Assessment management system and analysis services—EADMS, Key Data, assessment materials, i.e., printing, scanners, software, support time

• Measured Progress SBAC assessment bank to use for UOS assessment development

• Pilot Online UOS assessments

• Post Assessment for foundational skills in every unit for grades TK-1

• Running Records each trimester grades 2-5

• Baseline SBAC assessment data to inform UOS assessments

• Assessment Review Committee (ARC) and UOS committee to review UOS assessments for CCSS alignment

• Teacher collaborative time for data review and instructional modification

• CELDT Monitoring for English Learner growth and proficiency in English

• Technology• Technology and software aligned to technology plan

• Professional Development support for technology use

LCAP ActionsPupil Outcomes—Data Driven Decision Making

(continued)

• Extended Learning Opportunities (ELO)• Extended day, summer, Saturday, and extended year

• Increase High School Summer offerings

• Review and develop increased ELO at site level

• CAHSEE Intervention includes 3.0 FTEs each high school

• Credit Recovery support

• Monitoring of Instruction• Professional development on Instructional Walkthrough

Observational Model

• Counseling Support to ensure appropriate classroom placement

• Career Center Clerks provide college and career information

• Language Proficiency Evaluators support assessment and placement of English learners

LCAP ActionsEngagement—Parent, Student, and Community

Engagement

• Engaging Environment• Professional Development on customer service and parent

engagement strategies

• Director to support parent, student and community outreach and expand engagement opportunities

• Parent Outreach• Parent trainings based on site-based needs assessment (i.e., ESL,

academic expectations, College requirements, Reclassification process, literacy, technology, CCSS, importance of attendance)

• Parent Centers/Areas

• Leadership Opportunities through DAC, DELAC, SSC, ELAC, GAC, and PTA

• Parent notification through Parent Connect and Blackboard notification system

• Additional hours for Library staff to keep library open longer

• Translator Clerk Typists in offices

LCAP ActionsEngagement—Parent, Student, and Community

Engagement(continued)

• Student Engagement• Student engagement opportunities increased based on site-based

needs assessment (i.e., 100 mile club, AVID, STEM, IB, Honors, AP courses, CTE offerings, clubs, sports)

• AVID Program at all secondary sites

• Positive Behavior Intervention Support (PBIS)• Continued Professional Development, coaching stipends, parent

meetings, resource materials, and incentives

• Saturday School Implementation

• Safe School Plans, CPR training, and emergency supplies

• Mental Health Support through coordinated efforts

• Health Care Aides and Psychologist support for parent and student referral for health and mental health services

• Autism support and Crisis Prevention training

Next Steps• LCAP/School Improvement Addendum: This addendum

will identify site-based LCAP actions and guide progress on site-level implementation strategies.

• Development of Continuous Feedback System: System will support district staff in collection and ability to synthesize stakeholder feedback, and use this data to make improvements to LCAP and inform implementation.

• LCAP/LEAP Advisory Process: Informs the design and implementation of the LCAP/LEAP, i.e., Education Services, Principals, Board, Instructional Council, SBCP, DAC, DELAC, SSCs, and ELACs.

• District Education Services, Fiscal Services, and Administrative Council: Oversees and manages the implementation of the LCAP, and is made up of district department leads and staff.

Timeline

July 1—Due to RCOE

June 16—Hearing Session

June 19—Final Board Approval