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LCAP and Accountability 2014-15
September 26, 2014
J Jesus [email protected]
(650) 802 5398
www.smcoe.org
AGENDA1.Introductions
2.LCAP NEW Template
3.2014-15 LCAP Journey
4.CALPADS Update
5.Supplement v. Supplant
6.Title III Accountability
7.Assessment
8.Other Topics
www.smcoe.org
What’s NEW with LCFF/LCAP?
July 2014: SBE adopted proposed changes to permanent regulations
September 2014: SBE approved the proposed changes to the proposed regulations
> Changes are being circulated for a second 15-day public comment
WE HAVE A MODIFIED LCAP TEMPLATE
www.smcoe.org
Section 2 Tables
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GOAL:
Related State and/or Local Priorities:1__ 2__ 3__ 4__ 5__ 6__ 7__ 8__
COE only: 9__ 10__Local : Specify _____________________
Identified Need :
Goal Applies to:
Schools:
Applicable Pupil Subgroups:
LCAP Year 1: xxxx-xxExpected Annual
Measurable Outcomes:
Actions/ServicesScope of Service
Pupils to be served within identified scope of service BudgetedExpenditures
__ALL
OR:__Low Income pupils __English Learners__Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)________________________
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www.smcoe.org
Annual Update Tables
5
Original GOAL from prior year
LCAP:
Related State and/or Local Priorities:1__ 2__ 3__ 4__ 5__ 6__ 7__ 8__
COE only: 9__ 10__
Local : Specify _____________________
Goal Applies to:Schools: Applicable Pupil Subgroups:
Expected Annual Measurable Outcomes:
Actual AnnualMeasurable Outcomes:
LCAP Year: xxxx-xxPlanned Actions/Services Actual Actions/Services
Budgeted
Expenditures
Estimated Actual Annual Expenditures
Scope of service:
Scope of service:
__ALL __ALL
OR:__Low Income pupils __English Learners__Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)___________
OR:__Low Income pupils __English Learners__Foster Youth __Redesignated fluent English proficient __Other Subgroups:(Specify)_____________
What changes in actions, services, and expenditures will be made as a result
of reviewing past progress and/or changes to goals?
5
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Section 3A and 3B – Use of Supplemental and Concentration Grant Funds and Proportionality
Total amount of Supplemental and Concentration grant funds calculated: $_____________________________
Instructions for 3A: In the box below, identify the amount of funds in the LCAP year calculated on the basis of the number and concentration of low income, foster youth, and English learner pupils as determined pursuant to 5 CCR 15496(a)(5). Describe how the LEA is expending these funds in the LCAP year. Include a description of, and justification for, the use of any funds in a districtwide, schoolwide, countywide, or charterwide manner as specified in 5 CCR 15496. For school districts with below 55 percent of enrollment of unduplicated pupils in the district or below 40 percent of enrollment of unduplicated pupils at a school site in the LCAP year, when using supplemental and concentration funds in a districtwide or schoolwide manner, the school district must additionally describe how the services provided are the most effective use of funds to meet the district’s goals for unduplicated pupils in the state and any local priority areas. (See 5 CCR 15496(b) for guidance.)
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© 2014 School Services of California, Inc.
www.smcoe.org
Section 3A and 3B – Use of Supplemental and Concentration Grant Funds and Proportionality
Instructions for 3B: In the box below, identify the percentage by which services for unduplicated pupils must be increased or improved as compared to the services provided to all pupils in the LCAP year as calculated pursuant to 5 CCR 15496(a).
Consistent with the requirements of 5 CCR 15496, demonstrate how the services provided in the LCAP year for low income pupils, foster youth, and English learners provide for increased or improved services for these pupils in proportion to the increase in funding provided for such pupils in that year as calculated pursuant to 5 CCR 15496(a)(7). An LEA shall describe how the proportionality percentage is met using a quantitative and/or qualitative description of the increased and/or improved services for unduplicated pupils as compared to the services provided to all pupils.
%
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© 2014 School Services of California, Inc.
County and State Superintendent Oversight• Technical assistance• Approval and
disapproval of local plans
• Review data on eligible student counts
• Stay and rescind actions of a local governing board
LCAP• Local goals focused on
improved student outcomes
• Goals aligned with annual spending plan
State Requirements• Performance expectations• Expenditure requirements• Proportionality rule• Annual audit
LCFF
The LCFF Accountability System
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© 2014 School Services of California, Inc.
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© 2014 School Services of California, Inc.
LCAP Guiding Principles
The LCAP is built upon the following guiding principles:
Subsidiarity:
• Decision making is most effectively accomplished at the local level
• The LCFF provides LEAs flexibility in the use of LCFF funding to improve student outcomes
• The LCAP will be highly contextual and support the sharing of the LEA’s local story
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© 2014 School Services of California, Inc.
LCAP Guiding Principles
Transparency
• The LCAP will include information necessary to demonstrate that the LEA is using LCFF funding to increase and improve services to the neediest students
• The LCAP and the LEA’s spending plan will be accessible to stakeholders
Student-Focused
• The LCAP will be based upon an assessment of local needs
• The goals and actions of the plan will focus on improved outcomes for students and the closing of the achievement gap
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Priority 1. Basic Services (Facilities in Good Repair)Priority 2. Implementation of State StandardsPriority 7. Course AccessFor COEs Only – Expelled Pupils and Foster Youth
Conditions of Learning
Priority 4. Pupil AchievementPriority 8. Pupil Outcomes
Pupil Outcomes
Priority 3. Parental InvolvementPriority 5. Pupil EngagementPriority 6. School Climate
Engagement
© 2014 School Services of California, Inc.
Three LCAP Planning Categories
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© 2014 School Services of California, Inc.
State Priorities
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Conditions of Learning(State Priorities 1, 2, and 7)
• Degree to which: (1) teachers are appropriately assigned and fully credentialed in the subjects and areas for the pupils they are teaching, (2) pupils have access to standards-aligned instructional materials, and (3) school facilities are maintained in good repair
• Evidence of the implementation of academic content and performance standards adopted by the state board for all pupils, including English learners
• Evidence of students being enrolled in a broad course of study that includes all of the subject areas described in Education Code Section (E.C) 51210 and subdivisions (a) to (i), inclusive, of E.C. 51220, as applicable
Pupil Outcomes(State Priorities 4 and 8)
• Student achievement as measured by (1) performance on standardized tests, (2) API scores, (3) the percentage of students that are college and career ready, (4) the percentage of English learners that made progress towards English proficiency as measured by the California English Language Development Test, (5) the English learner reclassification rate, (6) the percentage of students who have Advanced Placement exams with a score of 3 or higher, and (7) the percentage of students determined to be prepared for college by the Early Assessment Program
• Student outcomes in the subject areas described in E.C. 51210 and subdivisions (a) to (i), inclusive, of E.C. 51220, as applicable
Engagement(State Priorities 3, 5, and 6)
• Parent involvement including the efforts to seek parent input in decision making, promotion of parent participation in programs for unduplicated pupils and special need subgroups
• Pupil engagement as measured by school attendance rates, chronic absenteeism rates, middle school dropout rates, high school dropout rates, high school graduation rates
• School climate as measured by student suspension rates, student expulsion rates, other local measures including surveys of students, parents, and teachers on the sense of safety and school connectedness
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© 2014 School Services of California, Inc.
Life Cycle of the LCAP
ReflectGrow
Adapt Adapt
July – October• Evaluate progress• Conduct needs assessment• Consult stakeholders
April – June• Consult stakeholder and adjust to
reflect progress measured• Finalize following May Revision• Hold public hearing• Adopt and implement
November – January• Identify goals, actions, and
services• With Governor’s January
Budget, align resources• Consult stakeholders
February – March• Inform stakeholders• Respond to comments• Adjust to reflect input
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© 2014 School Services of California, Inc.
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© 2014 School Services of California, Inc.
Levels of Engagement as Required by Statute
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Consultation with:TeachersPrincipalsSchool personnelPupilsLocal bargaining units
Present for review and comment to:
Parent advisory committeeEnglish learner parent advisory committeeThe superintendent must respond in writing to comments received
Opportunity for public input:
Notice of the opportunity to submit written commentPublic hearing
Adoption of the plan:Adopted concurrent with the LEA’s budgetSubmitted to COE for approvalPosted on district websiteCOE posts LCAP for each district/charter school or a link to the LCAP
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© 2014 School Services of California, Inc.
Why Engage?
Engaging stakeholders in the development of the LCAP is also a requirement of law
Specifically, the Education Code requires that school districts and COEs consult with teachers, principals, administrators, other school personnel, local bargaining units, parents, and students
Charter schools must also consult with teachers, principals, administrators, other school personnel, parents, and students
There is no requirement that they consult with local bargaining units
Appendix B – E.C. 52060-52077
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© 2014 School Services of California, Inc.
Stakeholder Engagement Guide
We have developed a guide to assist you in planning for successful engagement of stakeholders in the development of your first annual update
In addition to answering “Why engage?” the guide answers the following:
Who are our stakeholders?
Who should we engage?
What does it mean to consult?
The guide provides a process for consulting with an LCAP stakeholder committee and includes sample forms and instructions for facilitators
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© 2014 School Services of California, Inc.
Consultation Best Practices
Meaningful engagement will have an impact on the successful implementation of the plan and the ability of the LEA to improve outcomes for students
We strongly encourage LEAs form an LCAP Stakeholder Committee and engage them on a very deep level
It is a best practice to ensure that:
Parents of significant subgroups are represented
Local bargaining units appoint representatives to the committee
LEA conducts pertinent meetings though the fall to reflect on the LEAs progress towards LCAP goals based on prior-year data and AFFIRM, MODIFY, or DEVELOP new goals and actions as needed 17
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© 2014 School Services of California, Inc.
Consultation Best Practices
The committee meets following the Governor’s January Budget Proposal to prioritize actions based on the projected revenues that will be available to support implementation in the subsequent year
Members of the committee make a multiyear commitment to the group in the interest of continuity and shared ownership of outcomes
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Steps Outlined in the Engagement Guide
Step 1: What does the data say?
Step 2: What needs to be done?
Step 3: What actions and services are recommended in Year 1, Year 2, and Year 3?
Step 4: Is progress being made?
Step 5: What revisions should be made to the LCAP?
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See Appendix C: Stakeholder Engagement Guide
© 2014 School Services of California, Inc.
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© 2014 School Services of California, Inc.
The Review and Comment Stage of Engagement
Remember that the statute provides for two distinctly different stages of engagement
Following the Consultation Stage, the superintendent shall:
Present the plan or plan update to the parent advisory committee for review and comment
Present the plan or plan update to the English learner parent advisory committee for review and comment
The superintendent is required to respond to comments received –
From the committees, not to individual comments from individual members
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© 2014 School Services of California, Inc.
The Review and Comment Stage of Engagement
Similar to the Consultation Stage of engagement, it is a best practice to:
Ensure that the advisory groups understand the new funding model, LCAP requirements, and their role as committee members
Share the results of the local needs assessment and connect the dots between the data and the proposed goals, actions, and anticipated costs
Facilitators may find that there is not consensus among committee members on their concerns – charting can help facilitators get to consensus so the committee knows which comments the superintendent will be required to respond to
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© 2014 School Services of California, Inc.
The Review and Comment Stage of Engagement
Ensure that committee members understand that they will have an opportunity to comment as an individual during the public comment period
Following the Review and Comment Stage of engagement, the LEA should make any final changes to the proposed plan and present it for public comment
There is no requirement that the superintendent respond to comments received during the public comment period or the public hearing
But responding can make for a smoother adoption process
Many LEAs found it helpful to categorize comments into topical areas and to post responses to the district website 22
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© 2014 School Services of California, Inc.
Responding to Complaints
LEAs are required to respond to complaints related to the development and adoption of the LCAP, as well as the content of the planE.C. 52075 provides that a school district, county superintendent of schools, or charter school shall respond to LCAP complaints according to the Uniform Complaint ProceduresThe statute also required LEAs to establish local policies and procedures to implement these requirements on or before June 30, 2014If the complaint was filed anonymously, it cannot be ignored You must investigate anonymous complaints if the complainant
provided evidence or information that upon investigation would lead to evidence supporting an allegation of noncompliance
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© 2014 School Services of California, Inc.
Avoiding Complaints and Building Positive Relationships
With Stakeholders
When using surveys and large public forums to engage a broad audience, ensure that they are narrowly focused on data and that time is spent educating participants on existing programs and their resultsContinue to use these engagement methods to educate a broad audience around LCFF and LCAP requirements, to share your proposed plan, and to communicate progressConsider engaging your worst critics They will grow in their knowledge and understanding of the
challenges and opportunities you face They might become your ally and advocate
What strategies have you found to be successful in engaging reluctant or passive stakeholders?
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© 2014 School Services of California, Inc.
Federal Funds – “Supplement” Not “Supplant”
© 2014 School Services of California, Inc.
The LCFF does not recognize supplemental and concentration grants as restricted dollars
As LEAs create expenditure plans, it will be important to follow the Federal guidelines and ensure LEAs can clearly demonstrate that Title I and Title III funds are used to provide services and support that meet the following criteria:
Are above and beyond the “core” program
Were not previously funded with a state or local resource
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© 2014 School Services of California, Inc.
Federal Funds – “Supplement” Not “Supplant”
© 2014 School Services of California, Inc.
There’s uncertainty on the approach the federal government will take as it relates to the uses of supplemental and concentration funds as well as ways to demonstrate supplemental services to their satisfaction
LEAs with varying student demographics amongst school sites should consider the way staff and other expenditures are funded across the LEA so they do not risk penalties
Our advice: Establish and document the “core” program and add supplements to the “core” program
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© 2014 School Services of California, Inc.
Supplemental and Concentration Grant Expenditures
E.C. 15496 details the requirements for LEAs to demonstrate increased or improved services for unduplicated pupils in proportion to the increase in the funds apportioned for supplemental and concentration grants
To increase services means to grow services in quantity
To improve services means to grow services in quality
The Education Code now gives the local governing board broad authority as to what services to offer
But the student population to be served with targeted funds is still well defined 27
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© 2014 School Services of California, Inc.
Best Practices for Sections 3C and 3D
Sections 3C and 3D requires expenditure and proportionality information
Narrative descriptions are important to ensure transparency with all stakeholders
Best practices
Keep the narrative descriptions succinct and clear
Use the narrative as a way to summarize your goals and actions from Section 2
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© 2014 School Services of California, Inc.
Dotting the “I’s” and Crossing the “T’s”
In order to receive COE approval of the LCAP, the following areas will be reviewed for compliance: Advisory Committees Public Hearing/Board Approval State Priorities Metrics Actions, Services, and Expenditures Districtwide/Schoolwide Use of Funds Proportionality Sufficient funds allocated to implement goals and actions
See Appendix E – Complete LCAP Checklist
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© 2014 School Services of California, Inc.
How Are Other Plans Affected by the LCAP?
The LCAP must be consistent with the strategies included in the Single Plan for Student Achievement (SPSA)
In accordance with E.C. 52052, specific actions included in the LCAP, or the annual update of the LCAP, must be consistent with the strategies included in the SPSAs developed pursuant to E.C. 64001
The updated template for SPSA includes sections for the use of LCFF base, supplemental, and concentration funds
Districts should align the SPSA planning timeline with the LCAP to ensure actions and strategies are consistent
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© 2014 School Services of California, Inc.
The LCAP and the Annual Audit
For school districts and COEs, auditors will verify that the LEA:
Presented the LCAP or annual update to a parent advisory committee and an English learner parent advisory committee, if applicable
Notified the public of the opportunity to submit comments regarding actions and expenditures proposed in the LCAP or annual update
Held at least one public hearing
Adopted the LCAP or annual update in a public meeting31
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© 2014 School Services of California, Inc.
The LCAP and the Annual Audit
The LCAP and its process is subject to an audit to examine whether or not the funds provided through apportionment have been spent in accordance with the requirements
For the 2014-15 annual audit for all LEAs – school districts, COEs, and charter schools:
Auditors will select samples of the actions or services in the LCAP’s existing Sections 3A and 3B that the LEA has noted as implemented and have generated actual expenditures
• And examine that expenditures were made for the sample actions or services noted by the LEA
• LEAs should work with their respective auditors to identify the actions or services for review
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TOM TORLAKSONState Superintendent of Public Instruction
CALIFORNIA DEPARTMENT OF EDUCATIONTom Torlakson, State Superintendent of Public Instruction
State and Federal Program Directors’
Cindy Kazanis, DirectorEducational Data Management Division
September 17, 2014
CALPADS Update
TOM TORLAKSONState Superintendent of Public Instruction
Census Day
PrimaryData
Collection Window
Certification Deadline
AmendmentWindow
Fall 1 October1
• Enrollment• Graduates/
Dropouts• Immigrants• English Learners• Free or Reduced
Price Meal (FRPM) Eligible
October 1to
December 12
December 12 December 13 to
February 13
Fall 2 October1
• Course Enrollment• Teachers• English Learner
Services
October 1to
March 6
March 6 March 7 to
April 2
End of Year 1-4
n/a• Courses• Grades• Career Technical
Education • Program
Participation• Discipline• CAHSEE Waivers
and Exemptions
June 1 to
July 31
July 31 August 1to
September 4
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2014–15 Collection Windows
CALPADS Overview
TOM TORLAKSONState Superintendent of Public Instruction
35
• CALPADS is the sole source for student demographic, enrollment, and program data for the student test registration system known as the Test Operations Management System (TOMS)
• All updates must be made in CALPADS. LEAs cannot update student demographic, enrollment, or program data in TOMS.
• Student accommodations and designated supports are not collected in CALPADS.
• Student accommodations and supports cannot be uploaded by the LEA until CALPADS data is available in TOMS. (e.g., new enrollments must be uploaded to TOMS prior to accommodations for the newly enrolled student.)
Student Test Registration
TOM TORLAKSONState Superintendent of Public Instruction
Student Test Registration
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Local Educational
Agency
Test Operation Management System
(TOMS)
CALPADS
Student-levelaccommodations*
Student-leveltest registration
Student-levelCALPADS submission
* Reference Smarter Balanced Usability, Accessibility, and Accommodations Guidelines(http://www.cde.ca.gov/292859)
TOM TORLAKSONState Superintendent of Public Instruction
CALPADS to TOMS
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CDE’s Nightly Extract of student level data from CALPADS Operational Data Store (ODS) and
uploads to TOMS.
TOMS automated process determines
any updates, deletes, and adds
LEAs review TOMS, verify data uploaded,
and submit designated supports and accommodations
to TOMS directly
Continues through
testing window
Updating CALPADS ODS with
Demographic, Enrollment & Program
data
1
2
3
4
START
Data Loading Process
TOM TORLAKSONState Superintendent of Public Instruction
2014–15 Timeline
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July 1, 2014 June 30, 2015January
July 1, 2014
Begin CALPADS enrollment
Dec 12, 2014
CALPADS Fall 1 certification deadline
Feb 13, 2015
Fall 1 Amendment
Window Deadline
June 1, 2015
CALPADS End-of-Year opens
Operational Data Store (ODS)-CALPADS LEA administrators maintain current enrollment
July - June
March 6, 2015
CALPADS Fall 2 Certification Deadline
April 2, 2015
Fall 2 Amendment Window Deadline
Oct 1, 2014CALPADS
Fall 1And
Fall 2 Open
Sep 17, 2014CALPADS Training
for CAASPP
TOM TORLAKSONState Superintendent of Public Instruction
Foster Youth Data Match
• Weekly match with Department of Social Services and CDE to begin in late Fall 2014
• Match will identify students are currently in the foster system in CALPADS and will include:
– Whether the student is living at home receiving family maintenance services, or living in a placement outside the home
– Contact information for the foster student's social worker and educational representative
• County offices of education will have the ability to see all the foster students in their county, which will help counties work with their LEAs to coordinate services for these students
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TOM TORLAKSONState Superintendent of Public Instruction
Contact Information
California Department of Education CALPADS Operations [email protected]://www.cde.ca.gov/ds/sp/cl/ Service Desk (Operated by CSIS)[email protected]://csis.fcmat.org/
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CALIFORNIA DEPARTMENT OF EDUCATIONTom Torlakson, State Superintendent of Public Instruction
Supplement, Not Supplant, Schoolwide Basics and
Consolidating Funds in the Schoolwide Program
State and Federal Directors’ MeetingSeptember 19, 2014
Presented by: Paula FloresAudits and Investigations Division
TOM TORLAKSONState Superintendent of Public Instruction
42
Agenda
Tests for Supplement, Not Supplant
Common 2013-14 Cycle B and D Supplement, Not Supplant Findings
Title I, Part A Schoolwide Program Basics
Consolidating Funds in a Schoolwide Program
TOM TORLAKSONState Superintendent of Public Instruction
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Fiscal Monitoring Instrument:Federal Programs Reviewed
Title I, Part A, Basic Grants Low Income and Neglected Program—Resource Code 3010
Title I, Part C, Migrant Ed & Migrant Ed Summer Program—Resource Codes 3060 & 3061
Title II, Part A, Teacher Quality Program—Resource Code 4035
Title III, Limited English Proficiency (LEP) Student Program—Resource Code 4203
Title IV, Part B, 21st Century Program—Resource Code 4124
TOM TORLAKSONState Superintendent of Public Instruction
44
Fiscal Monitoring Instrument Components Reviewed
III-FM 1. Timekeeping Requirements
III-FM 2. Allowable Costs
III-FM 3. Supplement, Not Supplant
III-FM 4. Cash Management
III-FM 5. Funding
III-FM 6. Reporting
TOM TORLAKSONState Superintendent of Public Instruction
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III-FM 3.SUPPLEMENT, NOT SUPPLANT
Federal funds should be used to supplement, not
supplant existing state and local fiscal efforts. Schools
which receive the funds shall have base expenditures
comparable to nonparticipating schools.
TOM TORLAKSONState Superintendent of Public Instruction
47
III-FM 3.SUPPLEMENT, NOT SUPPLANT
Ensure the local educational agency (LEA) uses categorical funds only to supplement, and not supplant state and local funds for the following programs:
Title I, Part A (20 U.S.C. 6321[b]) –Resource Code 3010
Title I, Part C (20 U.S.C. 6321[b] and 6394[c][2]) –Resource Codes 3060 and 3061
Title II, Part A (20 U.S.C. 6321) –Resource Code 4035
Title III (20 U.S.C. 6825[g]; 5 CCR 4320[a]; EC 52168[b] & [c]; EC 54025[c]) –Resource Code 4203
Title IV, Part B (EC 8483.5[e]; 20 U.S.C. 7174[b][2][G]) –Resource Code 4124
TOM TORLAKSONState Superintendent of Public Instruction
Supplement, Not SupplantRequirements
Targeted Assistance Schools
An LEA may use Title I funds only to supplement and, to the extent practical, increase the level of funds that would, in the absence of Title I funds, be made available from non-Federal sources for the education of students participating in Title I programs. In no case may Title I funds be used to supplant—i.e.., take the place of—funds from non-Federal sources.
Schoolwide Program Schools
A schoolwide program school, must use Title I funds only to supplement the amount of funds that would, in the absence of the Title I funds, be made available from non-Federal sources for that school, including funds needed to provide services that are required by law for children with disabilities and children with limited English proficiency.
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TOM TORLAKSONState Superintendent of Public Instruction
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Tests for Supplanting
There are three tests generally used to determine if supplanting exists:
1. Are Federal funds being used to provide services that the LEA was required to make available under other federal, state, or local laws?
2. Are Federal funds being used to provide services that the LEA provided with non-Federal funds in prior year(s)?
3. Are Title I funds being used to provide services to Title I students when the same service is being provided with state or local funds for non-Title I students?
TOM TORLAKSONState Superintendent of Public Instruction
What Documentation is Needed:
Fiscal or programmatic documentation to confirm that in the absence of Federal funds, the LEA would have eliminated staff or other services
Budget histories and documentation to show the actual reduction in state or local funds
Decision to eliminate services or position(s) was made without regard to availability of Federal funds (including the reason the decision was made)
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TOM TORLAKSONState Superintendent of Public Instruction
Schoolwide Program (SWP) Flexibility
A school site that consolidates Federal funds is not required to meet most of the statutory and regulatory requirements of the specific federal programs
Must meet intent and purpose of programs
Not required to identify particular children or provide supplemental services
School must receive all state and local funds necessary to operate
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TOM TORLAKSONState Superintendent of Public Instruction
Schoolwide Program Basics:
Ensure all children meet standards, particularly those most at risk
Can consolidate Federal, state, and local funds to upgrade the entire educational program
A school in which 40 percent or more of its students are from low-income families
Required:– Comprehensive needs assessment– Comprehensive schoolwide plan– Annual evaluation
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TOM TORLAKSONState Superintendent of Public Instruction
Components of the Schoolwide Plan (continued):
Develop plans to assist preschool students through the transition from early childhood programs to local elementary school programs;
Identify measures to include teachers in decisions regarding the use of academic assessments;
Conduct activities to ensure that students who experience difficulty attaining proficiency receive effective, timely additional assistances;
Coordinate and integrate federal, state, and local services and programs;
Identify the specific federal, state and local programs and the amounts being consolidated.
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TOM TORLAKSONState Superintendent of Public Instruction CONSOLIDATING FUNDS IN
SCHOOLWIDE PROGRAMS
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TOM TORLAKSONState Superintendent of Public Instruction
Three scenarios
1. Consolidate Federal, state, and local funds
2. Consolidate only Federal funds
3. Do not consolidate Title I with other Federal, state, and local funds (nothing consolidated)
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TOM TORLAKSONState Superintendent of Public Instruction
SWP Plans must …
Identify the specific federal, state, and local programs and the amounts being consolidated*
1. Consolidate Federal, state, and local funds No time and effort records necessary
2. Consolidate only Federal funds Semiannual certifications and monthly PARs are
necessary
3. Do not consolidate Title I with other Federal, state and local funds (No consolidation of funds) Semiannual certifications and monthly PARs are
necessary
*Note: In accordance with Education Code & the California School Accounting Manual (CSAM), funds are required to be separately accounted for in the Standardized Account Code Structure (SACS) 57
Title I Schoolwide Programs
TOM TORLAKSONState Superintendent of Public Instruction
Full consolidation
(Federal, state, and local funds)
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TOM TORLAKSONState Superintendent of Public Instruction
What does it mean to consolidate funds?
SCHOOL has one flexible pool of funds or combine funds in a single account
FUNDS lose individual program identity
“Used to support any activity of the schoolwide program without regard to which program contributed the specific funds used for a particular activity”
School must meet schoolwide supplement, not supplant requirements, i.e. must receive all the state and local funds it would otherwise receive to operate its educational program
59
TOM TORLAKSONState Superintendent of Public Instruction
What does it mean to consolidate funds? (continued)
LEA does not literally need to combine funds in a single account or pool with its own accounting code
IMPORTANT
Must identify the “consolidated” programs and the amounts consolidated from each in the schoolwide plan!
60
TOM TORLAKSONState Superintendent of Public Instruction
“Intents and Purposes”
A school that consolidates Federal, state, and local funds is not required to meet most of the statutory and regulatory requirements of the specific federal programs.
BUT–Must meet “intents and purposes” of all programs
61
TOM TORLAKSONState Superintendent of Public Instruction
What about State limitations on consolidation?
NCLB Statute: Section 1111(c)(10):
“Each State plan shall contain assurance that - the State educational agency (SEA) will modify or eliminate State fiscal and accounting barriers so that schools can easily consolidate funds from other Federal, State, and local sources for schoolwide programs”
62
TOM TORLAKSONState Superintendent of Public Instruction
What Federal programs can be consolidated?
All formula (non-competitive) – Except Reading First– Includes IDEA, up to cap (but not exempt from
programmatic requirements)– Migrant and Indian Education restrictions
All discretionary (competitive)– Still must carry out all activities described in application– Need not account separately for specific expenditures
Education funds only (no School Lunch, Head Start, Child Development)
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TOM TORLAKSONState Superintendent of Public Instruction
No Consolidation (Do Not Consolidate Title I
with other Federal, state and local funds)
65
TOM TORLAKSONState Superintendent of Public Instruction
REMINDER: The Plan!
The SPSA tells the auditor:
What programs have been consolidated
How much from each program
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TOM TORLAKSONState Superintendent of Public Instruction
What about state accounting requirements?
States require LEAs to identify expenditures by functional categories like salaries, travel, supplies, etc.
“However, a school would not be required to track how much it spends on salaries back to a specific program included in the consolidated SWP.”
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TOM TORLAKSONState Superintendent of Public Instruction
How Does the LEA Report Expenditures?
Must be a reasonable basis, for example:
Proportional
Revenue
Sequence
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TOM TORLAKSONState Superintendent of Public Instruction
Schoolwide Time Records
If school consolidates… Then must keep…
All Federal, state, and local funds
No time and effort records
Federal funds only (“Consolidated federal pot”)
Semiannual – if works ONLY on SWP (single cost objective)Monthly PAR – if works on SWP and other program not in plan (multiple cost objectives)
Nothing(only Title I funds in SWP)
Semiannual – if works ONLY on SWP (single cost objective)Monthly PAR – if works on SWP and other program not in plan (multiple cost objectives)
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TOM TORLAKSONState Superintendent of Public Instruction
CALIFORNIA DEPARTMENT OF EDUCATIONTom Torlakson, State Superintendent of Public Instruction
Transitioning California to a Balanced Assessment System
September 19, 2014
State and Federal Program Directors’ Meeting
Peter Callas, AdministratorChris Smith, Consultant
Assessment Programs Support and Outreach
TOM TORLAKSONState Superintendent of Public Instruction
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2014–15CAASPP System
Smarter Balanced – English–language Arts (ELA)– Mathematics
• Summative assessments • Interim assessments• Formative assessment
processes (Digital Library)
California Standardized Test (CST) California Modified Assessment (CMA) California Alternate Performance Assessment (CAPA)
• Science• Alternate assessments
– ELA and mathematics (Field Test)
Standards-based Test in Spanish (STS)• Reading/language artsGrade two diagnostics• ELA and mathematics
TOM TORLAKSONState Superintendent of Public Instruction
Smarter Balanced Field Test Feedback
• Mid-testing Surveys for LEA Coordinators– Testing Window One
• 102 respondents
– Testing Windows Two and Three • 344 respondents
• Post-testing Survey– Released June 27, 2014 – Designed for LEA coordinators, technology
coordinators, and teachers and administrators
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TOM TORLAKSONState Superintendent of Public Instruction
Achievement Level Settingfor Smarter Balanced
Assessments • This fall, educators, parents, and
business/community members will participate in online and in-person panels to provide recommendations for setting achievement levels for the Smarter Balanced summative and interim assessments.– In-person panel; October 13–19– Online panel; registration deadline—September 26
http://smarterbalanced.measinc.com/EventCode/100614o Comments taken October 6–17
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TOM TORLAKSONState Superintendent of Public Instruction
A Balanced Assessment System
Common Core State Standards
specify K-12
expectations for college and career readiness
All students leave
high school college
and career ready
Teachers and schools have
information and tools they need
to improve teaching and
learning
Interim assessments
Flexible, open, used for actionable
feedback
Summative assessments
Benchmarked to college and career
readiness
Educator resources for
formative assessment
practicesto improve instruction
TOM TORLAKSONState Superintendent of Public Instruction
Smarter Balanced Summative Assessment
2014L 15• Grades 3-8 and 11• Grade 11 used for Early Assessment
Program (EAP) purposes• Test windows:
– Grades 3-8; students will have received 66% of instructional days
– Grade 11; students will have received 80% of instructional days
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TOM TORLAKSONState Superintendent of Public Instruction
Additional CAASPP Assessments2014-15
CST, CMA, & CAPA –Science*–Grades: 5, 8 &10• Alternate Assessment to replace CAPA–ELA and mathematics–Grades: 3–8 & 11–Testing window: TBD
• STS–Reading Language Arts*–Grades 2–11
•Testing window: 85 percent of instructional days
*Paper-pencil only
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TOM TORLAKSONState Superintendent of Public Instruction
Interim Assessments
• The Smarter Balanced Interim Assessments comprise interim comprehensive assessments (ICAs) and interim assessment blocks (IABs)
• ICAs and IABs are alike in the following ways:
– The quality criteria used for the ICA and IAB items are the same as those used for the summative assessment.
– ICAs and IABs use the same universal tools, designated supports, and accommodations.
– They will be available to all California teachers• Fixed form of ICAs and IABs will be available in Winter 2015
– ICA and IAB use is optional.
TOM TORLAKSONState Superintendent of Public Instruction
Interim Comprehensive Assessments
ICAs mirror the summative assessment:• Use the same blueprints as the summative.• Assess the same range of standards.• Have the same item types and formats.• Include performance tasks.• Require the same amount of administration time.• Provide information regarding student readiness for
the end-of-year summative assessment
TOM TORLAKSONState Superintendent of Public Instruction
Interim Assessment Blocks
IABs assess fewer sets of skills and:• Use the same targets, by grade level, as
the summative blueprints.• Consist of short, focused sets of items.• Provide information about a student’s
strengths and needs in relation to the standards.
• Offer varied blocks by grade level and subject area.
TOM TORLAKSONState Superintendent of Public Instruction
Definition of the Formative Assessment Process
Formative assessment is a deliberate process used by teachers and students during instruction that provides actionable feedback that is used to adjust ongoing teaching and learning strategies
to improve students’ attainment of curricular learning targets/goals.
It is also called “assessment for learning.”
TOM TORLAKSONState Superintendent of Public Instruction
Four Attributes of the Formative Assessment Process
Clarify intendedlearning
Elicit evidence
Act onevidence
Interpret evidence
TOM TORLAKSONState Superintendent of Public Instruction
What the Digital Library Is Not …
A bank of assessment items
A learning management system in
which educators can register for training or
receive credit by completing specific
online courses
A site to freely post resources
TOM TORLAKSONState Superintendent of Public Instruction
Criteria for Resources
• Aligns with Common Core State Standards
• Incorporates formative assessment practices
• Demonstrates high-quality instruction
• Addresses learner differences• Is engaging/user-friendly
TOM TORLAKSONState Superintendent of Public Instruction
For Further Information
CDE CAASPP Officehttp://www.cde.ca.gov/ta/tg/ca/
CDE Smarter Balanced Web Pagehttp://www.cde.ca.gov/smarter/
CDE Testing and Accountability Web Pagehttp://www.cde.ca.gov/ta/
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