Ad Council - Riverside County Office of Education

Report
Local Control Accountability
Plan Update: Working With
Stakeholders and County
Review
A Gift of More Local Control
Outcomes






Review LCAP purposes.
Review SBE approved template and
spending regulations and implications.
Sharing data with stakeholders.
What are we asking stakeholders?
County contacts.
Implementation Framework and county
review.
Local Control Accountability
Plan

Annual Goals That Address Eight Specified
Priority Areas



Specific Actions to Achieve Goals


Districtwide goals.
Goals for each subgroup; school.
Each action must be aligned with budget.
Input and Review Process


Advisory groups review and comment.
LEA responds to groups’ comments in writing.
Janelle’s Key Points
 LCFF
changes focus from compliance to
performance.
 LCAP describes what you will do for kids
and what you will spend to do so.
 Performance driven - what do all kids
need and how will you meet their needs.
 Local Planning - tells the local story to
stakeholders based on the local needs
and goals –
Advice from Janelle’s WestEd
Colleagues
 “Telling
the Story” is like a grant
introduction or justification. Stakeholders
as audience. It’s like an elevator speech.
Who are we -- our values, our priorities, our
stakeholders and partners. How we plan
to address our needs. How we’ll invest
the funds. How the system will support it.
How did we get it done?
Priorities May Be Grouped for
“Goal” Purposes
A. Conditions of Learning



Basic Services
Implementation of
State Standards
Course Access
B. Pupil Outcomes


Pupil Achievement
Other Pupil Outcomes
C.
Engagement
 Parent
Involvement
 Pupil Engagement
 School Climate
Districts
Counties
Charters
Significant subgroup now
defined as 30.
Significant subgroup
Foster youth defined
as 15.
Template Categories
3-Year LCAP
1. Stakeholder Engagement
 Guides the process planning for development
of LCAP.
 See
 Likely

guiding questions.
will be completed after LCAP sections
2-3 are complete.
Is NOT the narrative for state priority 3, Parent
Involvement.
Template Categories
3-Year LCAP
1. Stakeholder Engagement
 Needs Analysis:
Guiding question 3What information was made available to
stakeholders related to the state priorities
and used by the LEA to inform the LCAP goal
setting process?

Qualitative and Quantitative
Dist rict
Percent Enrollment
4. Pupil Achievement
Areas below S t at e Mean
S TAR/CALMAPP ELA
Proficient or Adv anced
S TAR/CALMAPP Mat h
Proficient or Adv anced
S TAR/CALMAPP S cience
Proficient or Adv anced
S TAR/CALMAPP Hist ory/
S ocial S cience
Proficient or Adv anced
API S core
API Growt h
Percent Complet ing
UC/CS U Required Courses
Percent complet ing a CTE
Course S equence
Percent Making Progress
Towards English Proficiency
(AMAO 1)
English Learner
Reclassificat ion Rat e
Percent AP Exam
S core of 3 or Higher
EAP ELA
College Ready Rat e
EAP Mat h
College Ready Rat e
8. Other Pupil Outcomes
(S uggest ed Measures)
CAHS EE ELA Proficient
Rat e
CAHS EE ELA 4 Year Pass
Rat e
Fluent English
Reclassified as
Foster Youth
Disabilities
Students with
English Learners
Disadvantaged
economically
Socio-
Two or more race
White
or Pacific Islander
Native Hawaiian
Hispanic or Latino
Filipino
Asian
or Alaska Native
American Indian
American
Black or African
District
Statewide
S t at e
Percent Enrollment
Dist rict Ident ified Priorit y
5. Pupil Engagement
Areas below st at e mean
At t endance Rat e
Chronic Absent eeism Rat e
Middle S chool
Dropout Rat e
Needs Analysis
High S chool
Dropout Rat e
High S chool
Graduat ion Rat e
6. School Climate
Areas below st at e mean
S uspension Rat e
Expulsion Rat e
Truancy Rat e
California Healt hy Kids
S urv ey Result s
Dist rict Ident ified Priorit y
3. Parental Involvement
Dist rict Ident ified Priorit y
Dist rict Ident ified Priorit y
1. Basic Services
Areas below st at e mean
Credent ialed Teacher Rat e
Credent ialed Teacher
Teaching Out side of
S ubject Area Rat e
Teacher Missassignment
Rat e
Teacher of English Learners
Missassignment Rat e
Highly Qualified Teacher
KDS Surveys
On Gathering Input
 Don’t
use.
ask for input that you don’t plan to
 Ask
questions relevant to your story or your
data.
 What
is your process for reviewing
processing and feeding back your input
to your stakeholders?
What are Districts Asking?
 Temecula
1.
2.
3.
4.
5.
Valley: How can TVUSD help more…
Students to attend school regularly?
Students to do well in their classes?
Students to graduate from high school?
Students to prepare for college and careers?
Parents to become involved in our schools?
Essential Questions From
Madera County
 What
steps might we continue or
implement to:
 Close achievement gaps?
 Provide college and career readiness?
 Achieve master of 21st century learning
skills?
 Ensure all students graduate?
 Promote positive learning environments?
 Expand parent involvement?
What are Districts Asking?
KDS Surveys
Board of Education
Community
December
January
District
Leadership
Board of
Education
CAC
Board of
Education
Principals
Business
Partners
DELAC
DELAC
PAC
LCAP (3)
GATE
ELAC
PTO
SSC
VVTA
ELAC
February
March
April
Budget Development Process
CSEA
PTO
Principals
SSC
School Sites
VVTA
CSEA
School Sites
Input
District Personnel
May
June
July-August
CAC
DELAC
Submit for
Board Approval
County Review
CTE
GATE
PAC
DELAC
PAC
PTO
SSC
PTO
SSC
CSEA
VVTA
School Sites
District
Leadership
Principals
School Sites
CAC: Community Advisory Committee (SpEd)
CSEA: California State Employees Association
CTE: Career Technical Education Partners
DELAC: District English Language Advisory Committee
GATE: Gifted & Talented Education Advisory Committee
LCAP: Local Control Accountability Plan Information Nights
PAC: Parent Advisory Committee
PTO: Parent Teacher Organizations
SSC: School Site Councils
VVTA: Val Verde Teachers Association
Review
LCAP Next Steps
1.
2.
3.
4.
5.
6.
7.
Create a Timeline of Events
Establish Districtwide Committees
Analyze Student Achievement Data
Know Research
Educate Learning Community on LCFF and
LCAP
Establish LCAP Goals
Begin Aligning Budget With LCAP
Focus Group Questions
 In
small, grade span alike groups:
 What two things do you want most for
your child?
 What do parents need to know most
about this?
 What are the best ways to get parents
engaged in this new opportunity?
Small Group Discussion
 How
are you engaging your stakeholders?
 What are you asking your stakeholders?
 How are you maximizing attendance?
 How are you reviewing and processing
and feeding back your input to
stakeholders?
Template Categories
3-Year LCAP
Needs (data) Analysis
2. Goals and Progress Indicators
8 state priorities; all students +
subgroups; schools
 District identifies metric and the progress
projected (target).
 Quantitative or qualitative
 One goal can fit multiple state priorities
Getting Ready to Write
 Does
your writing team have a common
understanding of terms such as:
 “Annual update”
 “Metric”
 “Different/Improved”
 “State Priorities”/”LEA priorities”, “LEA
goals”
 “Actions and Services”
 “Performance Indicators”
Template Categories
3-Year LCAP
3. Actions, Services, and Expenditures

A.
B.
Budget references include all funding
sources to implement action/service.
Actions, services, and expenditures for
ALL pupils and subgroups not listed in B.
Actions and services above and beyond
what is provided for All Students that
serve low income, EL, foster youth, and
RFEP.
Template Categories
3-Year LCAP
3.
Actions, Services, and Expenditures
C.
Description of calculation of
concentration funds, how the funds are
being expended that year, justification
for schoolwide or districtwide use.
Template Categories
3-Year LCAP
3.
Actions, Services, and Expenditures
D.
Description of how services for subgroups
identified under (B) are increased or
improved in proportion to the increased
funding and as compared to services
provided to all pupils.
SBE Approved Spending
Regulations
SBE Proportionality Scenario
Disconnect in Funding?
 If
“districtwide” means a district may
spend LCFF funds (concentration and
supplemental) on all students -- how does
a district reconcile or meet a
proportionality figure?
Deadline
 On
or before July 1, 2014 (By June 2014),
LEA Board Approval at same meeting
and prior to the Budget Approval.
 Due
to RCOE by July 1, 2014, or 5 days
after board approval, whichever is
sooner.
Solicit written comments
from public.
Develop proposed
plan.
52062.a(4): superintendent
shall review school plans
and ensure that the specific
actions included in the LCAP
are consistent with the
strategies included in the
school plans
Present proposed plan
to parent advisory
committees for review
and comment.
Governing Board solicits
recommendations and
comments from public at
public hearing.
Consult with
school employees,
parents, students
and local
bargaining units.
Respond in
writing to
comments from
advisory
committees.
Adopt Plan at
subsequent public
meeting.
Must be adopted by
July 1, 2014
LCAP actions must be consistent
with local bargaining agreements.
If County Superintendent
seeks clarification, budget
approval is conditional
COE reviews plan content and
alignment of budget.
Seeks clarification about contents
of plan from district by
August 15.
Submits locally approved plan
to COE five days after adoption.
COE reviews plan clarification.
Responds to COE request for
clarification within 15 days.
Submits recommended amendments
to plan back to district within 15
days.
COE reviews plan amendments.
Considers COE recommendations
in a public hearing within 15 days.
Reviews plan to determine if it meets
requirements (adheres to SBE
Template and aligns with district
budget).
If plan meets requirements,
approves plan by October 8.
If plan does not meet
requirements, does not
approve plan; provides
support.
TEAM WORKING DATES:
June 24-26, 2014
July 7-11, 2014
July 15-31, 2014 (Directors Only)
OUR REVIEW PROCESS
Our Review Process
TEAM WORKING DATES:
June 24-26, 2014
July 7-11, 2014
July 15-31, 2014 (Directors Only)
Solicit written comments
from public.
Develop proposed
plan.
52062.a(4): superintendent
shall review school plans
and ensure that the specific
actions included in the LCAP
are consistent with the
strategies included in the
school plans
Present proposed plan
to parent advisory
committees for review
and comment.
Governing Board solicits
recommendations and
comments from public at
public hearing.
Consult with
school employees,
parents, students
and local
bargaining units.
Respond in
writing to
comments from
advisory
committees.
Adopt Plan at
subsequent public
meeting.
Must be adopted by
July 1, 2014
LCAP actions must be consistent
with local bargaining agreements.
LCAP Development Assistance
Riverside/ Alvord/ Jurupa
Contact: Cynthia Woods
[email protected]; 951-826-6101
Corona/ Lake Elsinore/ Val Verde/ RCOE
Contact: Russ Frank
[email protected]; 951-826-6601
Murrieta/ Temecula
Contact: Diana Asseier
[email protected]; 951-826-6648
RCEA/ CBK/ Imagine/ Gateway/ RiverSprings
Contact: Diana Asseier
[email protected]; 951-826-6648
Coachella/ Palm Springs/ Desert Sands
Contact: Mike Barney
[email protected]; 951-826-6304
Perris High/ Perris El/ Romoland
Contact: Hilma Griffin-Watson
[email protected] ; 951-826-6120
Palo Verde/ Desert Center/ Menifee
Contact: Dennis Large
[email protected]; 951-826-6220
Hemet/ Nuview/ Moreno Valley
Contact: Ron Vito
[email protected]; 951-826-6797
Banning/ Beaumont/ San Jacinto
Contact: Barbara Howard
[email protected]; 951-826-6632
REVIEW STRUCTURE
 Level
1- Expert Team Review by the priority areas.
 Level
2- Whole Plan Review by district.
 Level
3- Directors’ Final Review and Response to
district.
Flexibility…Accountability
GOAL: Every Student College and Career Ready
• How can we assist our districts in increasing
achievement for all students?
Systems ensuring successful implementation of
actions and sustainability of impact.
•
What does the Research say?
Implementation Science
Stages of Implementation
Drivers of Implementation
Implementation Science
 Level
1- Expert Team Review by the priority areas.
 Lens for Plan Review



Ensure goals are based on Needs Analysis.
Ensure Goals and Actions will result in progress
indicated based on identified metric.
Ensure Actions are research-based.
GOAL: Increased achievement for all students; every
student college and career ready.
Implementation Science
AN IN DEPTH VIEW OF THE
RESEARCH BASED “LENS”
Competency Drivers
http://www.touchpointdashboard.com/wp-content/uploads/2013/07/measure.jpg
TEAM WORKING DATES:
• June 24-26, 2014
– Teams review plans by priority areas.
• July 7-11, 2014
– Teams review “whole” plans by district.
– District “contacts” facilitate district LCAP
review.
• July 15-31, 2014
– ES and FS Directors conduct final
LCFF/LCAP review.
– Generate summary and recommendations.
TEAM WORKING DATES:
• July 31 – August 10, 2014
Cabinet generates letters
– Approved.
– Conditional approval based on clarification
needed on budget or plan.
– Not approved (provides technical
assistance).
Through each replication, we become more clear in our
implementation efforts.
http://zerobearblog.blogspot.com/2012/01/this-duck-business-is-for-birds.html
A Gift of More Local Control
After All – Who’s this Cake for?
Questions?

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