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?