Powerpoint from Charter School Presentation on 12.03.13

Report
LOCAL CONTROL
ACCOUNTABILITY PLANS
CHARTER SCHOOL INFORMATION
Developed by the Shasta County Office of Education, in conjunction with the CISC Accountability Subcommittee
PLAN FOR TODAY
• Brief Overview of LCFF
• Classification of Students
• LCAP Adoption Process
• Review the 8 State Priorities
• Core Services
BIG IDEAS
• LCFF requires the LCAP in
shifting control of LEA budgets
from state categoricals to the
local level.
Plans
• AB 97 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 and charter
transparency and
accountability in relation
to how funds will be spent
to provide high-quality
educational programs.
Outcomes
for Students
Funds
LOCAL CONTROL FUNDING
FORMULA
OVERVIEW
LOCAL CONTROL FUNDING FORMULA
• Historic reform to education funding
• Redistribution of funds.
• 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
1
REVISITING THE LOCAL CONTROL
FUNDING FORMULA (LCFF)
ADJUSTMENTS
Grade Level
$
Per Student
Base Amount
Demographics
(Low income, English
Learner, and/or Foster
This slide shows images that illustrate how the Local Control
Youth)
Funding Formula works. LCFF provides the same amount of
funding per student with two adjustments (1) grade level and
(2) demographics.
• Greatly
simplifies state
funding
HOW IS LCFF DIFFERENT FROM WHAT
WAS IN PLACE UNDER REVENUE LIMITS?
• Simplify funding
• Revenue limits and most state categoricals are
eliminated
• Charter schools 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
OVERVIEW OF LCFF
FOR DISTRICTS & CHARTER SCHOOLS
Formula Component
Rates/Rules
Target base rates (per ADA)
K-3 = $6,845
4-6 = $6,947
7-8 = $7,154
9-12 = $8,289
Base rate adjustments
K-3 = 10.4% of base rate
9-12 = 2.6% of base rate
Supplemental funding for EL/LI/FY
20% of adjusted base rate
Concentration funding
Each EL/LI student above 55% of
enrollment generates an additional
50% of adjusted base rate
Add-ons
Targeted Instructional
Improvement Block Grant, Hometo-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 districtwide purposes in a manner that is no more restrictive than
Title I
SUPPLEMENTAL / CONCENTRATION
GRANT FUNDS
• For a charter school physically located in only one
school district, the charter school’s percentage of
unduplicated pupils in excess of 55% used to calculate
the concentration grant cannot exceed the
percentage of unduplicated pupils in excess of 55% of
the school district in which the charter is located.
• For a charter school physically located in more than one
school district, the charter school’s percentage of
unduplicated pupil count in excess of 55% cannot
exceed that of the school district with the highest
percentage of unduplicated pupil count in excess of
55% of the school districts in which the charter school has
a school facility.
LCFF
LAO Report: http://www.lao.ca.gov/reports/2013/edu/lcff/lcff-072913.aspx
LCFF AT FULL IMPLEMENTATION
Funding amounts will increase annually by COLA
LINK: http://www.cde.ca.gov/fg/aa/lc/lcffoverview.asp
PHASE IN OF FUNDING
14
12
LCFF Gap
10
8
6
4
Transportation
& TIIG
Transportation
& TIIG
Supplemental /
Concentration
CSR / CTE add ons
State
categoricals
Revenue Limit
Base Grant
2
0
Old Model
LCFF Target
2013/14 GAP funding = 11.78%. Expected full phase in over 8
years depending on state economic growth.
PHASE IN OF FUNDING
• The amount of revenue limit received per ADA in
2012-13 is the base for LCFF.
• Total revenues received will fluctuate proportionate
to changes in ADA.
TEAM DISCUSSION
How does LCFF affect your charter school
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
SUBGROUPS
Racial/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*
Students with Disabilities*
Foster Youth = 15
students (new)
*Numerically significant
student subgroups in the
charter school = 30
students
CALPADS DATA COLLECTION
• Will continue, but no additional data will be added
to the system
• If Free and Reduced Lunch forms are received from
families up until February 7, 2014, you may updated
CALPADS for that eligible student.
• 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.
LCAP ADOPTION PROCESS
ADOPTING AND UPDATING THE LCAP
2
3
1
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 administrator
must respond in
writing to
comments
received
Opportunity for
public input:
• Notice of the
opportunity to
submit written
comment
• The administrator
must respond in
writing to
comments
received
4
Adoption of Plan:
• Adopted
concurrent with
the LEA’s
budget
• Submitted to
Authorizer for
approval
• Posted on
district website
• COE posts
LCAP for each
district/school
or a link to the
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.
ED CODE ON
STAKEHOLDER INVOLVEMENT
“A governing board of a school district shall consult with teachers, principals, administrators,
other school personnel, local bargaining units of the school district, parents, and pupils in
developing a local control and accountability plan.” [EC 52060(g)]
EC 52063:
(a) (1) The governing board of a school district shall establish a parent advisory committee to
provide advice to the governing board of the school district and the superintendent of the
school district regarding the requirements of this article.
(2) A parent advisory committee shall include parents or legal guardians of pupils to whom one
or more of the definitions in Section 42238.01 apply.
(3) This subdivision shall not require the governing board of the school district to establish a new
parent advisory committee if the governing board of the school district already has established
a parent advisory committee that meets the requirements of this subdivision, including any
committee established to meet the requirements of the federal No Child Left Behind Act of
2001 (Public Law 107-110) pursuant to Section 1112 of Subpart 1 of Part A of Title I of that act.
(b) (1) The governing board of a school district shall establish an English learner parent advisory
committee if the enrollment of the school district includes at least 15 percent English learners
and the school district enrolls at least 50 pupils who are English learners.
(2) This subdivision shall not require the governing board of the school district to establish a new
English learner parent advisory committee if the governing board of the school district already
has established a committee that meets the requirements of this subdivision.
STATE BOARD CONSIDERATIONS ON
STAKEHOLDER ENGAGEMENT
• 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?
• 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
Must include
parents/guardians that meet
one or more of these criteria
Parent
Advisory
Low
Income rep
EL Parent
Advisory
15% ELs
AND
Foster
Youth rep
English
Learner rep
At least 50
EL pupils
Pre-existing committees can be
used if requirements are met:
Parent Advisory Committee
ELAC/DELAC
LCAP TIMELINE
Draft to SBE in November 2013
01.31.14 SBE
Regulations
03.31.14 SBE
Template
06.30.14 LEAs
& Charters
adopt LCAP
10.01.15 SBE
Rubrics (intro
to SBE in Jan)
COHERENCE
3 year plan, updated annually,
effective 2014-15
LCAP & AUTHORIZERS
• “The authorizer does not "approve" the LCAP - it is used
to provide an annual update of attainment of
goals/expenditure of funds and is provided to the
charter school's governing board and the authorizer
pursuant to ECS 47604.33. From the authorizer
standpoint, it simply provides additional information
and authorizers still must exercise due diligence and
have the ability to take action/revoke as needed.”
[Elisa Wynne, CDE]
EXISTING CHARTERS
• “Existing charter schools will be required to address
the new provisions in EC 47605 during their renewal
process.
• “The charter LCAP should utilize the SBE adopted
template and provide additional detail beyond
what is provided in the petition.”
[Elisa Wynne, CDE]
NEW CHARTERS
“New charter schools who have submitted
petitions after new petition requirements in EC
47605 became law on July 1, 2013 must
include the new petition requirements that
include addressing the eight state priorities as
related to the grade level served and the
nature of their program.”
[Elisa Wynne, CDE]
ANNUAL LCAP UPDATE
Goals
Expenditures
• Review any changes in
applicability of goals
from prior year.
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.
• Review the progress
toward goals.
GOALS
• First consideration in planning process: Where do
you, as a charter school, want to be in 3+ years in
relation to:
• Student achievement?
• Programs for students?
• Revisit current vision to see if it truly describes where
you want to focus your time and resources.
LCAP ELEMENTS
NEEDS ANALYSIS
GOALS
PROGRESS
TOWARD GOALS
ACTIONS
• Overview: State Priority
• Potential Data
• Team: Initial Thoughts
& Next Steps
TELLING YOUR STORY
The LCAP planning process should allow each LEA
and Charter School to tell their story of:
• Where you currently are (Needs Assessments),
• Your vision for the future (Goals),
• How you plan to take steps each year to achieve
these goals (Progress toward Goals),
• The actions and associated budget needed for the
first year’s steps (Actions).
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 Climate
7. Course Access
8. Other Student
Outcomes
Will not need a goal for
each priority – several
priorities may fit under
overarching goals.
SAMPLE DATA SHOWN: NEEDS
ANALYSIS & LCAP WORKING PLAN
Potential 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
WILLIAMS’ ACT
REQUIREMENTS
FOR ALL SCHOOLS
Sufficiency of
standards-aligned
instructional materials
Proper teaching
assignments & proper
credentials for
instructional staff
School facilities
maintained and in
good repair
1. BASIC SERVICES
NEEDS ANALYSIS
GOALS
• 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
PROGRESS TOWARD
GOALS
What will be the
changes/improvement
s for students and their
learning outcomes
when the goals are
met?
Year 1 – Year 2 – Year 3
ACTIONS
• What actions are
needed for all
students and for
each special
population?
• How will LCFF funds
be used to support
these actions?
5 minutes
1. BASIC SERVICES: TEAM DISCUSSION
NEEDS ANALYSIS
GOALS
PROGRESS
TOWARD GOALS
ACTIONS
2. IMPLEMENTATION OF ACADEMIC,
CONTENT, & PERFORMANCE
STANDARDS
Common Core
State Standards
English Language
Development
Standards
2. IMPLEMENTATION OF ACADEMIC,
CONTENT, & PERFORMANCE
STANDARDS
NEEDS 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?
GOALS
Where do we
want to be in 3
years?
2. IMPLEMENTATION OF ACADEMIC,
CONTENT, & PERFORMANCE
STANDARDS
POTENTIAL DATA
• Teacher Training & Professional Learning
• Instructional Strategies
• Instructional Changes
• Alignment of Courses with CCSS & new texts
• Administrator training & support
• Student Learning
• Communication
2. IMPLEMENTATION OF ACADEMIC,
CONTENT, & PERFORMANCE
STANDARDS
PROGRESS TOWARD
GOALS
What will be the
changes/
improvements for
students and their
learning outcomes
when the goals are
met?
Year 1 – Year 2 – Year 3
ACTIONS
• What actions are
needed for all
students and for
each special
population?
• How will LCFF funds
be used to support
these actions?
COMMON CORE IMPLEMENTATION
SUPPORTS
Common Core Implementation Strategies
Areas of Focus in a Common Core Implementation Plan
Our Next Steps
Common Core Implementation Components
Supporting Teachers
Common Core
Professional Learning
SBAC
Preparing for Using Technology in Instruction
Use of Instructional Time and Strategies
Classroom Instruction
Formative and Summative Assessment
Communication &
Stakeholder
Outreach
Supporting
Students
Supporting Administrators
Curricular Resources and Instructional Materials
09.10.13
Common Core
Professional Learning
SBAC
Observation of High Quality
Teaching and Learning
What to Expect to See and Hear
Providing Effective Feedback
Monitoring Student Learning
Leading the Work
Technology Skills
Targeted Interventions
Gaps to Address During Transition from former Standards to CCSS
Student
Teacher
Parent & Community
School Board
9
LINK:
http://www.ccsesa.org/index/attachments/L
eadPlanGuide_WEB.pdf
2. IMPLEMENTATION OF ACADEMIC,
CONTENT, & PERFORMANCE STANDARDS:
TEAM DISCUSSION
5 minutes
NEEDS ANALYSIS
GOALS
PROGRESS
TOWARD GOALS
ACTIONS
3. PARENTAL INVOLVEMENT & INPUT
Seek Parent Input
for Charter School
Decisions
Seek Parent Input
for promoting
parental
participation in
programs for:
• low income
• English learners
• Foster Youth
• Students with
exceptional needs
3. PARENTAL INVOLVEMENT & INPUT
NEEDS ANALYSIS
• What data are we
collecting?
• What data do we
want to begin to use
and track to show
improvement over
time?
GOALS
Where do we
want to be in 3
years?
3. PARENTAL INVOLVEMENT & INPUT
POTENTIAL DATA
• Number/percentage of unduplicated parents
participating in parent informational nights
• Number/percentage of parents involved in
school/district opportunities
3. PARENTAL INVOLVEMENT & INPUT
PROGRESS TOWARD
GOALS
What will be the
changes/improvement
s for students and their
learning outcomes
when the goals are
met?
Year 1 – Year 2 – Year 3
ACTIONS
• What actions are
needed for all
students and for
each special
population?
• How will LCFF funds
be used to support
these actions?
5 minutes
3. PARENTAL INVOLVEMENT & INPUT:
TEAM DISCUSSION
NEEDS ANALYSIS
GOALS
For each subgroup
PROGRESS
TOWARD GOALS
ACTIONS
4. STUDENT ACHIEVEMENT
All Districts
Districts with High School
 Statewide assessments
 The Academic
Performance Index
 English learners who
make progress toward
English proficiency as
measured by the
CELDT*
 English learner
reclassification rate
 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
4. STUDENT ACHIEVEMENT
NEEDS ANALYSIS
• What data are we
collecting?
• What data do we
want to begin to use
and track to show
improvement over
time?
GOALS
Where do we want to
be in 3 years with all
students and with
special populations?
4. STUDENT ACHIEVEMENT
POTENTIAL 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
4. STUDENT ACHIEVEMENT
PROGRESS TOWARD
GOALS
What will be the
changes/improvement
s for students and their
learning outcomes
when the goals are
met?
Year 1 – Year 2 – Year 3
ACTIONS
• What actions are
needed for all
students and for
each special
population?
• How will LCFF funds
be used to support
these actions?
5 minutes
4. STUDENT ACHIEVEMENT:
TEAM DISCUSSION
NEEDS ANALYSIS
GOALS
For ALL students and
for each subgroup
PROGRESS
TOWARD GOALS
ACTIONS
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
5. STUDENT ENGAGEMENT
NEEDS ANALYSIS
• What data are we
collecting?
• What data do we want
to begin to use and
track to show
improvement over time?
GOALS
Where do we want
to be in 3 years with
all students and with
special populations?
5. STUDENT ENGAGEMENT
POTENTIAL 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
PROGRESS TOWARD
GOALS
What will be the
changes/improvement
s for students and their
learning outcomes
when the goals are
met?
Year 1 – Year 2 – Year 3
ACTIONS
• What actions are
needed for all
students and for
each special
population?
• How will LCFF funds
be used to support
these actions?
5 minutes
5. STUDENT ENGAGEMENT:
TEAM DISCUSSION
NEEDS ANALYSIS
GOALS
For ALL students and
for each subgroup
PROGRESS
TOWARD GOALS
ACTIONS
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
6. SCHOOL CLIMATE
NEEDS ANALYSIS
• What data are we
collecting?
• What data do we want
to begin to use and
track to show
improvement over time?
GOALS
Where do we want
to be in 3 years with
all students and with
special populations?
6. SCHOOL CLIMATE
POTENTIAL DATA
• 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
PROGRESS TOWARD
GOALS
What will be the
changes/improvement
s for students and their
learning outcomes
when the goals are
met?
Year 1 – Year 2 – Year 3
ACTIONS
• What actions are
needed for all
students and for
each special
population?
• How will LCFF funds
be used to support
these actions?
6. SCHOOL CLIMATE:
TEAM DISCUSSION
NEEDS ANALYSIS
5 minutes
GOALS
For ALL students and
for each subgroup
PROGRESS
TOWARD GOALS
ACTIONS
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
7. COURSE ACCESS
NEEDS ANALYSIS
• What data are we
collecting?
• What data do we
want to begin to use
and track to show
improvement over
time?
GOALS
Where do we want
to be in 3 years for
all students and for
special populations?
7. COURSE ACCESS
PROGRESS TOWARD
GOALS
What will be the
changes/improvement
s for students and their
learning outcomes
when the goals are
met?
Year 1 – Year 2 – Year 3
ACTIONS
• What actions are
needed for all
students and for
each special
population?
• How will LCFF funds
be used to support
these actions?
7. COURSE ACCESS:
TEAM DISCUSSION
NEEDS ANALYSIS
5 minutes
GOALS
For ALL students and
for each subgroup
PROGRESS
TOWARD GOALS
ACTIONS
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
8. OTHER STUDENT OUTCOMES: 7-12
Student Outcomes, if available in:
•
•
•
•
•
•
•
•
•
English
Mathematics
History/Social Sciences
Science
Foreign Language
Physical Education
Visual and Performing Arts
Applied Arts
Career Technical Education
8. OTHER STUDENT OUTCOMES
NEEDS ANALYSIS
• What data are we
collecting?
• What data do we
want to begin to use
and track to show
improvement over
time?
GOALS
Where do we want
to be in 3 years with
all students and
special populations?
8. OTHER STUDENT OUTCOMES
POTENTIAL 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
PROGRESS TOWARD
GOALS
What will be the
changes/improvement
s for students and their
learning outcomes
when the goals are
met?
Year 1 – Year 2 – Year 3
ACTIONS
• What actions are
needed for all
students and for
each special
population?
• How will LCFF funds
be used to support
these actions?
5 minutes
8. OTHER STUDENT OUTCOMES:
TEAM DISCUSSION
NEEDS ANALYSIS
GOALS
For ALL students and
for each subgroup
PROGRESS
TOWARD GOALS
ACTIONS
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/FY pupils in proportion to the
increase in funds apportioned on the basis of the
number and concentration of unduplicated pupils.”
ED CODE REFERENCES
FOR CHARTER SCHOOLS
47605.
(a) (1) Except as set forth in paragraph (2), a petition for the establishment of a
charter school within a school district may be circulated by one or more
persons seeking to establish the charter school. A petition for the establishment
of a charter school shall identify a single charter school that will operate within
the geographic boundaries of that school district. A charter school may
propose to operate at multiple sites within the school district, as long as each
location is identified in the charter school petition. The petition may be
submitted to the governing board of the school district for review after either of
the following conditions is met:
(ii) A description, for the charter school, of
, for
of pupils identified pursuant to Section 52052,
, as described in subdivision (d) of Section 52060, that
apply for the grade levels served, or the nature of the program operated, by
the charter school,
.A
charter petition may identify additional school priorities, the goals for the
school priorities, and the specific annual actions to achieve those goals.
47605. …
((iii) If the proposed school will serve high school pupils, a description of the
manner in which the charter school will inform parents about the
transferability of courses to other public high schools and the eligibility of
courses to meet college entrance requirements. Courses offered by the
charter school that are accredited by the Western Association of Schools and
Colleges may be considered transferable and courses approved by the
University of California or the California State University as creditable under the
“A” to “G” admissions criteria may be considered to meet college entrance
requirements.
(B) The measurable pupil outcomes identified for use by the charter school.
“Pupil outcomes,” for purposes of this part, means the extent to which all
pupils of the school demonstrate that they have attained the skills,
knowledge, and attitudes specified as goals in the school’s educational
program.
school, as that term is defined in subparagraph (B) of
paragraph (3) of subdivision (a) of Section 47607. The
, as described in subdivision (d) of Section 52060,
that apply for the grade levels served, or the nature of the program operated,
by the charter school.
47606.5.
(a) On or before July 1, 2015, and
thereafter,
identified in the
charter pursuant to subparagraph (A) of paragraph (5) of subdivision (b) of
Section 47605 or subparagraph (A) of paragraph (5) of subdivision (b) of Section
47605.6. The annual update shall be developed
adopted
pursuant to Section 52064 and shall include all of the following:
(1
.
(2)
for the fiscal year
included in the charter as a result of the reviews and
assessment required by paragraph (1).
(b) The expenditures identified in subdivision (a) shall be classified using the
California School Accounting Manual pursuant to Section 41010.
47606.5.
(c) For purposes of the review required by subdivision (a), a governing body
of a charter school may consider qualitative information, including, but not
limited to, findings that result from school quality reviews conducted
pursuant to subparagraph (J) or paragraph (4) of subdivision (a) of Section
52052 or any other reviews.
(d) To the extent practicable,
.
(e)
.
(Added by Stats. 2013, Ch. 47, Sec. 78. Effective July 1, 2013.)
47607
(a) (1) A charter may be granted pursuant to Sections 47605, 47605.5, and 47606
for a period not to exceed five years. A charter granted by a school district
governing board, a county board of education, or the state board may be
granted one or more subsequent renewals by that entity. Each renewal shall be
for a period of five years. A material revision of the provisions of a charter petition
may be made only with the approval of the authority that granted the charter.
The authority that granted the charter may inspect or observe any part of the
charter school at any time.
(2)
are governed by the standards
and criteria in Section 47605, and
, but not be limited to, a
reasonably comprehensive description of
after the charter was originally granted or last
renewed.
(3) (A) The authority that granted the charter shall consider increases in pupil
academic achievement for all groups of pupils served by the charter school as
the most important factor in determining whether to grant a charter renewal.
(B) For purposes of this section, “
47607.3
(a)
identified pursuant to Section 52052,
identified in the charter pursuant
to subparagraph (A) of paragraph (5) of subdivision (b) of Section 47605 or
subparagraph (A) of paragraph (5) of subdivision (b) of Section 47605.6,
(1)
52064.5, the
charter school.
pursuant to Section
to the
(2) The Superintendent may assign, at the request of the chartering authority
and with the approval of the state board, the California Collaborative for
Educational Excellence to provide advice and assistance to the charter
school pursuant to Section 52074.
(b)
pursuant to subdivision (a)
:
47607.3
(1) That the
(2) That the
evaluation rubric adopted pursuant to Section 52064.5,
, based upon an
(c) The chartering authority shall consider increases in pupil academic
achievement for all pupil subgroups served by the charter school as the
most important factor in determining whether to revoke the charter.
(d) A chartering authority shall comply with the hearing process described in
subdivision (e) of Section 47607 in revoking a charter. A charter school may
not appeal a revocation of a charter made pursuant to this section.
(Added by Stats. 2013, Ch. 47, Sec. 79. Effective July 1, 2013.)
BETWEEN TODAY & NEXT MEETING
(PART 1)
A.
Develop LCAP timeline.
B.
Talk to school board about their responsibilities in regard to LCFF
and LCAP.
C. Identify what student groups your district will need to report data
on as indicators in state priority areas.
D.
Review SARC data and other district data that further clarifies the
current state of the district related to each of the 8 State Priorities,
evaluating the effectiveness of current efforts.
E.
Complete a Needs Analysis for each of the State Priorities,
knowing the research for areas of identified need.
F.
Identify long-term goals (vision).
G. Collect input from Stakeholders: teachers, principals, other school
personnel, bargaining units, parents, and pupils.
BETWEEN TODAY & NEXT MEETING
(PART 2)
H.
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)
I.
Establish or re-establish an English Learner Parent Advisory Committee
(if 15% or at least 50 EL students)
J.
Prepare to articulate the core services and program of support for
ALL students
K.
Begin discussing data, needs identified through the data, gaps for
student groups, 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.
L.
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? –
August 2013
• Episode 4 – Performance Based Budgeting
and Planning
• Episode 5 – Accounting and LCFF
• Episode 6 – Local Control Accountability Plan and
LCFF State Priorities
LINK: http://lcff.wested.org/lcff-channel/
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
Authorizer
State Board
Can 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
• 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
SUMMARY OF 6 KEY NEW
ACCOUNTABILITY ELEMENTS
1. Supplemental and Concentration grant funds
received under LCFF must be spent in
accordance with regulations adopted by the SBE.
1. Charter documents must now include additional
descriptions of the educational program and pupil
outcome sections that define annual goals for
subgroup performance in applicable state priority
areas, as specified, and align pupil outcomes to
these priorities. Information should be consistent
with how it is presented in the School
Accountability Report Card.
SUMMARY OF 6 KEY NEW
ACCOUNTABILITY ELEMENTS
3. A Local Control Accountability Plan shall be developed in
accordance with a template adopted by the state
board. Beginning July 1, 2015, the plan shall be reviewed
and updated annually, including a budget to implement
the actions described in the plan and submitted to, but
not approved by, its authorizer. Charter schools shall
engage the school community in the plan development
and review process.
4. A charter school that fails to improve outcomes for three
or more subgroups in three out of four consecutive years
may receive technical assistance and intervention from its
authorizer or a newly established California Collaborative
for Educational Excellence (CCEE). If intervention is
unsuccessful, as specified, the charter may be revoked
without appeal.
SUMMARY OF 6 KEY NEW
ACCOUNTABILITY ELEMENTS
5. The CCEE will advise and assist districts and charter
schools in achieving the goals in their plans, and will
include individuals, organizations and local
education agencies with expertise and a record of
success in improving education.
5. Many details of the plan development, review and
monitoring requirements will be worked out in
regulations to be adopted by the SBE.
FROM: CA Charter Schools Association, June 2013
“Charter School Accountability Plans Under the Local Control Funding Formula”
QUESTIONS?

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