RUSS FRANK PD - Riverside County Office of Education

Report
Russell Frank, Ph.D.
Director II
Assessment and
Accountability
Services
Mike Barney
Director II
Instructional Services
LCFF and LCAP
Reshapes School
Funding and
Accountability
Part I: LCFF
Russ Frank
RCOE
Resources
• School Services of California
• Legislative Analyst’s Report
• WestEd
• Special Thanks to:
•
•
•
•
Nancy Sheets: Director II, RCOE
Paul Jessup: Deputy Superintendent, RCOE
Bill Spires: Director II, RCOE
Art Davis: RSDSS Director, Madera County Office
of Education
• Janelle Kubinec: Director, National and State
Special Projects, WestED
Outcomes
1. Understand how the components
of LCFF return districts to 07-08
funding over time
2. Discuss the implications for
districts
3. Pose questions for follow up.
Local Control Funding
Formula Components
1.
2.
3.
4.
5.
6.
7.
8.
Target Base Rates Per 4 Grade Spans
Adjusted Base Rates for CSR and CTE
Supplemental Funding for any EL or LI
Concentration Funding for ELs and LIs
above 55% of total enrollment
TIIG Add-On
HTS Transportation Add-On
Economic Recovery Target Add-On
“Commitment” to close the gap and COLA
Formula Components of the LCFF: 1
Target Base Rates
• Per ADA in CALPADS
•
•
•
•
K-3:
4-6
7-8
9-12
$6,845
$6,947
$7,154
$8,289
• It’s like the revenue
limits of old.
Basic Rate for All Kids
Formula Components of the LCFF: 1
* Basic Rate for All Kids
* Like a the Old
Revenue Limit
Per ADA in CALPADS
K-3:
$6,845
4-6
$6,947
7-8
$7,154
9-12
$8,289
Formula Components of the LCFF: 2
Adjusted Base Rates (ABR)
• Let’s keep class sizes
low in K-3 -- 24-1 or
negotiated level:
• Add 10.4 percent of the
base rate.
• It costs more to educate
9-12 -- Targets CTE
• Add 2.6 percent of the
base rate.
CSR K-3 and CTE 9-12
Provisions for K-3 CSR Adjustment
• K-3 CSR at 24-1
by 20-21
• Unless CSR is
collectively
bargained
otherwise
• If negotiated at a
different rate, LEA
not subject to
provision.
• If class size larger
than 24 LEA must
make progress
toward reducing
the gap by 10 %
annually during
transition.
Formula Components of the LCFF: 3
Supplemental Funding
• The following subgroups
offer more challenges to
educators:
• Low Income (LI) or
what we used to call
SED.
• Foster Youth as LI
• English Learners
• Add 20% of the ABR per
eligible student
SED or Low Income
(LI) & English Learners ELs
Calculating Supplemental Funding
• Foster Youth are LI
• EL/LI calculated on 3
year rolling average
from CALPADS taken
from CBEDS.
• 2013 CBEDS for 13-14
LCFF
• Unduplicated count.
An EL who is low
income = 1 student.
Dilemma of Reclassification
• Student Reclassified as FEP who is
NOT also LI no longer generates
extra $$$. LCAP Connection.
Supplemental Follow up
• Challenge: districts need to find
out what their unduplicated 13-14
counts are.
Think About It
• What are the
implications for
your district?
• What questions
arise for you?
• Share these
thoughts with
your partners
Formula Components of the LCFF: 4
Concentration Funding
• High concentrations of
ELs and LI present an
even greater challenge
for LEAs.
• Each unduplicated LI
or EL above 55% of
enrollment generates
50% of the ABR
For Districts with
many ELs & LI
Will You Get Concentration
Funding?
LEA Ensures “Proportionality”
“Increase or
improve services
for ELs/LIs in
proportion to the
increase in funds
apportioned on
the basis of the
number and
concentration of
unduplicated
pupils”
LCFF and LCAP Templates
• WestEd and CDE
role
• Fiscal Guidance
by January 30,
2014
• Preview of Fiscal
and LCAP by
November 6-7
2013?
• RCOE Preview
Nov. 21, 2013
• LCAP Template
by March 30,
2013
Think About It
• What are the
implications for
your district?
• What questions
arise for you?
• Share these
thoughts with
your partners
Formula Components of the LCFF: 5
Targeted Instr. Improve.
Grant
• If received in 12-13
will receive again
through 20-21.
• Can be used for any
educational purpose.
• See list of RC districts
First of Three Add-Ons
Formula Components of the LCFF: 6
Home/School
Transportation (HTST)
• If LEA received HTST
in 12-13 it will receive
again through 202021.
• Restricted to
transporting eligible
students.
• See list of RC districts.
Second of Three Add-Ons
Formula Components of the LCFF: 7
Economic Recovery
Target (ERT)
• In the transition from
2007-08 formula to
LCFF, some LEAs (230)
lose funding due to their
former concentrations of
categorical funds.
• ERT is like a hold
harmless for these LEAs.
• = increase each year for
8 years
• Likely no ERTs in RC
Third of Three Add-Ons
2013-14 Categorical Survivors
Formula Components of the LCFF: 8
Gap Funding
1. Fully funding LCFF in
one year would cost
$18 billion.
2. Target: Let’s get back
to 2007-08 Levels
3. Gap funding “Commitment”: Aimed at
closing each LEA’s
difference between the
20-21 target funding
and 13-14 funding by
12% annually.
8 Years to Close Funding
Gap
TARGET
TARGET
LCFF Funding
TARGET
LCFF Funding
Getting to the Targets
Leverage for
Closing the Gap
• “Commitment” to
funding gap closing
• COLA increases to the
Base Rate
• P1 in December: LEAs
paint the first fuzzy
picture of the
increases.
• P2 in April: LEAs
should generate a
clearer idea of
increase.
LCFF/LCAP Summary
• Reforms state’s
much criticized
funding
mechanism.
• Far greater LEA
flexibility on
meeting
student need.
• More
meaningful
stakeholder
input during
development.
Major Shifts Made by the
Local Control Funding Formula
Before LCFF
• Revenue Limits
• State categoricals
w/temporary tiered flex
• K-3 CSR: Limited
funding with unlimited
class sizes
• Accountability and
performance separate
from funding
After LCFF
• LCFF base funding differentiated by grade span.
• Unduplicated pupil
weights, concentration
funding
• K-3 CSR targeting 24-1
• Local Control
Accountability Plans
required. (July 1, 2014)
What Stays the Same?
•
•
•
•
Financial Audits
Compliance with Williams
School Accountability Report Cards
Federal funding, planning and
accountability
• LEA as subgrantee of the state
Downside?
• Economic
downturn.
• Low income
districts
vulnerable.
• Prop 30 phase
outs: 2016, 18
• In 20-21 gets
us to where we
were in 07-08.
Think About It
• What are the
implications for
your district?
• What questions
arise for you?
• Share these
thoughts with
your partners

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