LCAP Training - Kern County Superintendent of Schools

Report
LOCAL CONTROL
ACCOUNTABILITY PLANS
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Focus for Today’s Work
• Local Control Funding Formula (LCFF) - Shifts in
Thinking and Funding
• Local Control Accountability Plan (LCAP) Development
– Section 1: Stakeholder Engagement
– Section 2: Goals and Progress Indicators
(including State Priorities)
– Section 3: Actions, Services, and Expenditures
• LCAP Adoption Process
• Ties to Other Plans
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LOCAL CONTROL
FUNDING FORMULA
Shifts in Thinking and Funding
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To Act Differently We Must Think Differently
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Source: School Services of California, Inc.
Local Control Funding Formula
• Historic reform to education funding
• Redistribution of funds
• Funding based on grade level grants and
demographic data for each district
• Funding targets will be phased in over an estimated
8-year period
• Creates new accountability for how all students are
served, and in particular, sub-groups
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How is LCFF different from what was in
place under revenue limits?
• Simplifies funding
• Revenue limits and most state categoricals are
eliminated
• Districts, county offices of education, and charter
schools will receive funding based on the students
they serve, with greater flexibility to use these funds
to improve outcomes of students
• Assumes continued state economic growth
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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
Revisiting the Local Control Funding
Formula (LCFF)
ADJUSTMENTS
Grade Level
Per Student
Base Amount
Demographics
(Low income, English
Learner, and/or Foster Youth)
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This slide shows images that illustrate how the Local Control Funding Formula works. LCFF provides the
same amount of funding per student with two adjustments (1) grade level and (2) demographics.
Taken from a WestEd Presentation
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LCFF at Full Implementation
Funding amounts will increase annually by COLA
LINK: http://www.cde.ca.gov/fg/aa/lc/lcffoverview.asp
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Overview of LCFF
Districts and Charter Schools
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Formula Component
Rates/Rules
Target base rates (per ADA)
K-3 = $6,952
4-6 = $7,056
7-8 = $7,266
9-12 = $8,419
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,
Home-to-School Transportation, Economic
Recovery Target
Overview of LCFF
County Office of Education
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Formula Component
Rates/Rules
County Oversight FundingBase
Per county $655,920
Per school district $109,320
County Oversight Funding
(per ADA)
Per ADA for ADA up to 30,000
Per ADA for ADA between 30,000 and 60,000
Per ADA for ADA between 60,000 and 140,000
Per ADA for ADA over 140,000
Target base rates (per ADA)
Alternative Education base grant
Supplemental funding for
EL/LI/FY
35% of adjusted base rate
Concentration funding
Each EL/LI student above 50% of enrollment generates an
additional 35% of adjusted base rate. All juvenile court
students are eligible for both supplemental and concentration
grant funding
Add-ons
Targeted Instructional Improvement Block Grant and Hometo-School Transportation
$655,920
$109,320
$70
$60
$50
$40
$11,045
Phase-in of Funding
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LCFF Gap
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8
6
Transportation
& TIIG
Transportation
& TIIG
Supplemental /
Concentration
CSR / CTE add ons
State
categoricals
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Revenue Limit
Base Grant
2
0
Old Model
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LCFF Target
Increased funding to districts for 2013-14 is 11.8% of the gap. The Governor’s Budget
proposes to fund 28% of the revised gap for 2014-15. Expected full phase in over 8
years depending on state economic growth.
Certification of Student Data
• SB 97 requires COEs to “review and validate reported
English learner, foster youth, and free or reduced-price
meal eligible pupil data for school districts and charter
schools under its jurisdiction to ensure the data is reported
accurately.”
• To assist COEs, CALPADS will include school-level reports
that display the aggregate unduplicated counts of
disadvantaged students for each district and charter school
within the county.
• Fall 1 certification deadlines were mid-December 2013.
Close of amendment window will be early February 2014
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Important Considerations
• The amount of revenue limit and categorical funds
in 2012-13 is the starting point for LCFF.
– No LEA will receive less than this amount.
• Total revenues received will fluctuate proportionate
to changes in ADA and changes in unduplicated
pupils.
• Full implementation of LCFF is estimated to occur
over an 8-year period.
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Supplemental/Concentration
Grant Funds
Supplemental and Concentration Grant Funds are
generated by the number of English Learner (EL), Low
Income (LI) and Foster Youth (FY) students in the district,
charter, or county office of education. Collectively, these
students are referred to as “unduplicated pupils” in the
statute and regulations.
Regulations adopted by January 31, 2014:
– Will require district, county office of education or charter to
“increase or improve services for EL/LI/FY pupils as
compared to the services provided to all pupils in proportion
to the increase in funds apportioned on the basis of the
number and concentration of unduplicated pupils.”
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Definition of Services
“Services” as used in Education Code section
42238.07 may include, but are not limited to, services
associated with the delivery of instruction,
administration, facilities, pupil support services,
technology, and other general infrastructure necessary
to operate and deliver educational instruction and
related services.
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Proportionality Percentage Estimates
• The State Board of Education provides regulations
that describe the methodology of determining the
proportional increase or improvement in services for
unduplicated pupils.
• LEAs will estimate their proportion using current and
accurate local enrollment projections performed in the
spring for use in their LCAP adoption process.
– ADA, by grade level
– Total enrollment
– Total unduplicated pupils
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Calculating the Proportionality Percentage
For Districts and Charters, begin with the FCMAT
LCFF Calculator:
• Calculate the estimated LCFF Funding Target, (Cell Q16,
of the Calculator Tab), of the FCMAT LCFF Calculator
• Calculate the 2014-15 Total LCFF Funding (Q78, of the
Calculator Tab), of the FCMAT LCFF Calculator
http://www.fcmat.org/stories/storyReader$23157
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Calculating the Proportionality Percentage
1. Calculate the LCFF supplemental and concentration grant targets,
at full implementation (Cell O16 + P16, of the Calculator Tab), of the FCMAT
LCFF Calculator.
2. Determine prior year expenditures to support unduplicated pupils.
 No less than the amount of EIA expended in 2012-13
3. Subtract the estimated 2013-14 expenditures from the
supplemental and concentration grant target.
4. Multiply the difference by the Department of Finance’s gap
percentage funding for the year in which the LCAP is adopted.
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Calculating the Proportionality Percentage
(continued)
5.
6.
7.
8.
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Add to the LEA’s prior year estimated expenditures from step 2.
Subtract the amount in step 5 from the total LCFF funding in 201415.
Divide the approximate amount from step 5 by the amount in
step 6.
If the amount in step 3 is less than or equal to zero, or when the
LCFF is fully implemented statewide, then the proportion is
calculated by dividing the total supplemental and concentration
grants at target by the remainder of the LCFF funding, excluding
add-ons for TIIG and H-S Transportation.
Sample Calculations for Six Districts
C alcu latin g p ro p o rtio n ality o f in cre ase in Su p p le m e n tal an d C o n ce n tratio n re v e n u e s an d th re sh o ld e x p e n se le v e l
1
T a rg e t S& C
E IA E xp
2
Ste p 3
Ste p 4
Ste p 5
(= > 12-13 E IA)
(1-2)
11.80%
(2 + Ste p 4)
S& C e xp
2014-15
x Ste p 3
2014-15
Ste p 6
14-15
14-15
12-13
13-14
D iff
S& C inc re a s e
Ste p 8
2014-15
M PP a t
2014-15
L C FF
%
Ste p 7
S& C R e v
E ntitle me nt
L C AP B a s e
M PP
T a rg e t
Sa mple D is tric t A
38%
50,589
10,470
10,470
40,119
4,734
15,204
865,958
850,754
1.8%
6%
Sa mple D is tric t B
17%
337,283
67,424
67,424
269,859
31,843
99,268
12,413,006
12,313,738
0.8%
2%
Sa mple D is tric t C
7%
103,984
24,982
24,982
79,002
9,322
34,304
7,661,795
7,627,491
0.4%
1%
Sa mple D is tric t D
67%
35,256
8,701
8,701
26,555
3,134
11,834
143,276
131,442
9.0%
21%
Sa mple D is tric t E
13%
81,547
7,548
7,548
73,999
8,732
16,280
1,906,996
1,890,716
0.9%
4%
Sa mple D is tric t F
10%
212,904
44,567
44,567
168,337
19,864
64,431
9,176,342
9,111,911
0.7%
2%
% of unduplicated students from 2012-13 CalPADs certification
MPP = Minimum Proportionality Percentage
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Team Discussion
• Review your LCFF projections. Discuss with your
team how these projections and the proportionality
percentage will impact programs and services you
can provide students.
• What are talking points your team can use to help
communicate the LCFF and LCAP to
stakeholders?
5 minutes
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LOCAL CONTROL
ACCOUNTABILITY PLANS
Development Process
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The Three LCAP Elements
SECTION 1: STAKEHOLDER ENGAGEMENT
SECTION 2: GOALS AND
PROGRESS INDICATORS
SECTION 3: ACTIONS, SERVICES,
AND EXPENDITURES
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Activity
• Get out your copy of the LCAP template and
a highlighter.
• Find Sections 1, 2, and 3 of the template and
highlight each of those headings.
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Section 1: Plan how stakeholders
will be involved
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)]
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LCAP Template
Section 1: Stakeholder Engagement
• Meaningful engagement of parents, pupils, and
other stakeholders, including those representing the
subgroups identified in Education Code section
52052, is critical to the LCAP and budget process.
– Be certain to engage parents/families of subgroups with
30 or more students in the LCAP development process.
– Education Code section 48985 states that if 15 percent
or more of the pupils enrolled in one of the public
schools speak a single primary language other than
English, parents and families must be provided with
translations to ensure meaningful participation.
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LCAP Instructions
• Describe the process used to engage parents,
pupils, and the community and how this engagement
contributed to development of the LCAP or annual
update.
• Use the guiding questions as prompts (but not limits)
for completing the information as required by statute.
Guiding questions do not require separate narrative
responses. Data referenced in the LCAP must be
consistent with the school accountability card
where appropriate.
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Guiding Questions from LCAP Template
1. How have parents, community members, pupils, local bargaining
units, and other stakeholders (e.g., LEA personnel, county child
welfare agencies, county office of education foster youth services
programs, court-appointed special advocates, foster youth, foster
parents, education rights holders and other foster youth
stakeholders, English learner parents, community organizations
representing English learners, and others as appropriate) been
engaged and involved in developing, reviewing, and supporting
implementation of the LCAP?
2. How have stakeholders been included in the LEA’s process in a
timely manner to allow for engagement in the development of
the LCAP?
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Guiding Questions from LCAP Template
(continued)
3. What information (e.g., quantitative and qualitative data/metrics)
was made available to stakeholders related to the state priorities
and used by the LEA to inform the LCAP goal setting process?
4. What changes, if any, were made in the LCAP prior to adoption
as a result of written comments or other feedback received by
the LEA through any of the LEA’s engagement processes?
5. What specific actions were taken to meet statutory requirements
for stakeholder engagement pursuant to Education Code
sections 52062, 52068, and 47606.5, including engagement with
representative parents of pupils identified in Education Code
section 42238.01?
6. In the annual update, how has the involvement of these
stakeholders supported improved outcomes for pupils related to
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the state priorities?
LCAP Template for Section 1
Involvement Process
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Impact on LCAP
Classification of Students for LCFF
English Learners
(EL)
Low Income
(LI)
• 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
• Qualify based on free
and reduced price meals
eligibility.
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Foster Youth
(FY)
• Foster youth are students
who have been placed into
an institution, group home,
or private home of a statecertified caregiver or under
the placement and care of
the county welfare
department, county
probation department or
tribal organization.
• All foster youth qualify as
Low Income students.
Subgroups are considered numerically significant if there are
30 or more students with the exception of Foster Youth where
15 students are considered numerically significant.
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
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Other Subgroups
•
•
•
•
English Learners
Low Income
Students with Disabilities
Foster Youth
Required Representation from
Parent Groups
If students are part of one or more of
these subgroups, parents or families must
be included in the Parent Advisory Group.
Parent Advisory
Group
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EL Parent Advisory
Group (if district
enrollment includes):
Low
Income rep
15% ELs
Foster
Youth rep
At least 50
EL pupils
English
Learner rep
Members of pre-existing committees
(ELAC/DELAC) can be included in the
LCAP EL Parent Advisory Committee.
Definition of “consult”
The determination of curriculum content, the selection of
instructional materials, and the use of instructional
technology are subject to the duty to "consult" under
Government Code Section 3543.2(a).
"Consultation" (also known as "meet and confer") involves
the free exchange of information, opinions, informal
proposals, and recommendations according to orderly
procedures in a conscientious effort to incorporate such
recommendations into the resulting policy or plan.
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The Fiscal Report (2013)
School Services of California, Inc.
Obligation to “negotiate”
While LEAs have an obligation to "consult," they do
not have an obligation to "meet and negotiate"
implementation decisions. "Establishing educational
policies, goals and objectives," "determining
curriculum," and "establishing budgetary priorities and
allocations" are all fundamental management
prerogatives not within the mandatory scope of
bargaining…
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The Fiscal Report (2013)
School Services of California, Inc.
Obligation to “negotiate”
(continued)
However, if such decisions would have a
foreseeable impact on negotiable "terms and
conditions of employment" for bargaining unit
members, a school district or COE is required to
negotiate the "effects" or "impacts" of these
decisions on negotiable subjects, including for
example, hours of employment and compensation for
professional development.
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The Fiscal Report (2013)
School Services of California, Inc.
Team Discussion
• What stakeholder groups do you currently have in
place who could be actively involved in your LCAP
development process?
• Given your district’s subgroups, how do you
plan to engage families that represent those
subgroups?
• How will you engage other stakeholders
important to your
5 minutes
district’s LCAP?
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The Three LCAP Elements
SECTION 1: STAKEHOLDER ENGAGEMENT
SECTION 2: GOALS AND
PROGRESS INDICATORS
SECTION 3: ACTIONS, SERVICES,
AND EXPENDITURES
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Activity
• Get out your copy of the LCAP template and a
highlighter.
• Go to page 2 of your template—State Priorities.
• Highlight the three categories and the Priority
numbers that fall into each of the categories:
– Conditions of Learning
– Pupil Outcomes
– Engagement
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State Board Grouped the 8 Priorities
Conditions
for Learning
Basic (1)
Implementation of
State Standards (2)
Course Access (7)
Additional Priorities
for County Office
of Education:
Expelled Pupils (9)
Foster Youth (10)
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Pupil Outcomes
Engagement
Pupil Achievement (4)
Other Pupil Outcomes (8)
Parent Involvement (3)
Pupil Engagement (5)
School Climate (6)
Graphic of 8 Priorities
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Section 2: Identifying goals linked to
state priorities
For school districts, Education Code sections 52060
and 52061, for county offices of education, Education
Code sections 52066 and 52067, and for charter
schools, Education Code section 47606.5 require(s)
the LCAP to include a description of the annual goals,
for all pupils and each subgroup of pupils, for each
state priority and any local priorities and require the
annual update to include a review of progress towards
the goals and describe any changes to the goals.
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LCAP Instructions
• Describe annual goals and expected and actual progress toward
meeting goals. This section must include specifics projected for
the applicable term of the LCAP, and in each annual update year,
a review of progress made in the past fiscal year based on an
identified metric.
• Charter schools may adjust the chart on Slide 50 to align with the
term of the charter school’s budget that is submitted to the
school’s authorizer pursuant to Education Code section 47604.33.
The metrics may be quantitative or qualitative, although LEAs
must, at minimum, use the specific metrics that statute explicitly
references as required elements for measuring progress within a
particular state priority area.
• Goals must address each of the state priorities and any additional
local priorities; however, one goal may address multiple priorities.
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LCAP Instructions
(continued)
• The LEA may identify which school sites and subgroups have the same
goals, and group and describe those goals together. The LEA may also
indicate those goals that are not applicable to a specific subgroup or school
site. The goals must reflect outcomes for all pupils and include specific
goals for school sites and specific subgroups, including pupils with
disabilities, both at the LEA level and, where applicable, at the school
site level.
• To facilitate alignment between the LCAP and school plans, the LCAP shall
identify and incorporate school-specific goals related to the state and local
priorities from the school plans submitted pursuant to Education Code
section 64001. Furthermore, the LCAP should be shared with, and input
requested from, school site-level advisory groups (e.g., school-site councils,
English Learner Advisory Councils, pupil advisory groups, etc.) to facilitate
alignment between school-site and district-level goals and actions. An LEA
may incorporate or reference actions described in other plans that are being
undertaken to meet the goal.
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Guiding Questions from LCAP Template
1. What are the LEA’s goal(s) to address state priorities related
to “Conditions of Learning”?
2. What are the LEA’s goal(s) to address state priorities related
to “Pupil Outcomes”?
3. What are the LEA’s goal(s) to address state priorities related
to “Engagement” (e.g., pupil and parent)?
4. What are the LEA’s goal(s) to address locally-identified
priorities?
5. How have the unique needs of individual school sites been
evaluated to inform the development of meaningful district
and/or individual school site goals (e.g., input from site-level
advisory groups, staff, parents, community, pupils; review of
school level plans; in-depth school-level data analysis, etc.)?
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Guiding Questions from LCAP Template
(continued)
6. What are the unique goals for subgroups as defined in
Education Code sections 42238.01 and 52052 that
are different from the LEA’s goals for all pupils?
7. What are the specific predicted
outcomes/metrics/noticeable changes associated with
each of the goals annually and over the term of the
LCAP?
8. What information (e.g., quantitative and qualitative
data/metrics) was considered/reviewed to develop
goals to address each state or local priority and/or to
review progress toward goals in the annual update?
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Guiding Questions from LCAP Template
(continued)
9. What information was considered/reviewed for
individual school sites?
10. What information was considered/reviewed for
subgroups identified in Education Code section
52052?
11. In the annual update, what changes/progress have
been realized, and how do these compare to
changes/progress predicted? What modifications are
being made to the LCAP as a result of this
comparison?
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LCAP Template for Section 2
Identified
Need and
Metric
(What needs have
been identified and
what metrics are used
to measure progress?)
Goals
Description
of Goal
Applicable
Pupil
Subgroup(s)
(Identify applicable
subgroups (as
defined in EC
52052) or indicate
“all” for all pupils.)
School(s)
Affected
(Indicate “all” if the
goal applies to all
schools in the LEA,
or alternatively, all
high schools,
for example.)
Annual
Update:
Analysis
of
Progress
What will be
different or
improved for
students?
(based on identified metric)
LCAP
YEAR
Year 1:
20XX-XX
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Year 2:
20XX-XX
Year 3:
20XX-XX
Related
State and
Local
Priorities
(Identify specific state
priority. For districts
and COEs, all priorities
in statute must be
included and identified;
each goal may be
linked to more than
one priority if
appropriate.)
Conditions for Learning:
Basic Services
Priority
#1
• Degree to which teachers of the school district are
appropriately assigned, fully credentialed in the
subject area and for the pupils they are teaching
• Every student has sufficient access to standardsaligned instructional materials
• School facilities are maintained in good repair
49
Conditions for Learning:
Implementation of State Standards
Priority
#2
• Implementation of academic content and
performance standards adopted by the state board
(Common Core State Standards), including how the
programs and services will enable English learners
to access the common core academic content
standards and the English language development
standards for all pupils
50
Conditions for Learning:
Course Access
Priority
#7
• The extent to which pupils have access to, and are
enrolled in, a broad course of study that includes all
of the subject areas described in Education Code
51220 (English, social science, foreign language,
physical education, science, mathematics, visual
and performing arts, applied arts, career technical
education, and automobile driver education).
51
Conditions for Learning:
Expelled Students (COE only)
Priority
#9
• County Office of Education will coordinate
instruction of expelled pupils pursuant to Education
Code section 48926
52
Conditions for Learning:
Foster Students (COE only)
Priority
#10
• County Office of Education will coordinate services,
including working with the county child welfare
agency to share information, respond to the needs
of the juvenile court system, and ensure transfer of
health and education records
53
Pupil Outcomes:
Pupil Achievement
Priority
#4
• Performance on standardized tests
• Score on Academic Performance index
• Share of pupils that satisfy A-G requirements for UC system
or career technical education sequences or clusters of study
• Share of English learners that become English proficient
• English learner reclassification rate
• Share of pupils that pass Advanced Placement exams with a
score of 3 or higher
• Share of pupils determined prepared for college by the
Early Assessment Program
54
Pupil Outcomes:
Other Pupil Outcomes
Priority
#8
• Pupil outcomes in the subject areas described
in Education Code 51210 (grades 1 to 6) and
51220 (grades 7 to 12)
Grades 1 to 6
English
Mathematics
Social science
Science
Visual and performing arts
Health
Physical education and
Other subjects as determined by the
governing board
55
Grades 7 to 12
English
Social science
Foreign language
Physical education
Science
Mathematics
Visual and performing arts, Applied arts
Career technical education, and
Automobile drive education
Engagement: Parent Involvement
Priority
#3
• Efforts to seek parent input in decision making at
district and school site(s)
• Promotion of parent participation in programs for
unduplicated pupils and special needs subgroups
56
Engagement: Pupil Engagement
•
•
•
•
•
57
School attendance rates
Chronic absenteeism rates
Middle school dropout rates
High school dropout rates
High school graduation rates
Priority
#5
Engagement: School Climate
Priority
#6
• Pupil suspension rates
• Pupil expulsion rates
• Other local measures including surveys of pupils,
parents, and teachers on the sense of safety and
school connectedness
58
Team Discussion
• Which priority areas will be your biggest
challenge in terms of collecting data? What are
your plans to overcome those challenges?
• What priorities do you believe will be important
for increased student achievement in your
district and why?
5 minutes
59
The Three LCAP Elements
SECTION 1: STAKEHOLDER ENGAGEMENT
SECTION 2: GOALS AND
PROGRESS INDICATORS
SECTION 3: ACTIONS, SERVICES,
AND EXPENDITURES
60
Section 3: Actions, Services,
and Expenditures
For school districts, Education Code sections 52060
and 52061, for county offices of education, Education
Code sections 52066 and 52067, and for charter
schools, Education Code section 47606.5 require the
LCAP to include a description of the specific actions
an LEA will take to meet the goals identified.
Additionally Education Code section 52604 requires a
listing and description of the expenditures required to
implement the specific actions.
61
LCAP Instructions
• Identify annual actions to be performed to meet the goals described in
Section 2, and describe expenditures to implement each action, and where
these expenditures can be found in the LEA’s budget. Actions may describe
a group of services that are implemented to achieve identified goals. The
actions and expenditures must reflect details within a goal for the specific
subgroups identified in Education Code section 52052, including pupils with
disabilities, and for specific school sites as applicable.
• In describing the actions and expenditures that will serve low-income,
English learner, and/or foster youth pupils as defined in Education Code
section 42238.01, the LEA must identify whether supplemental and
concentration funds are used in a districtwide, schoolwide, countywide, or
charter-wide manner. In the annual update, the LEA must describe any
changes to actions as a result of a review of progress. The LEA must
reference all fund sources used to support actions and services.
Expenditures must be classified using the California School Accounting
Manual as required by Education Code sections 52061, 52067, and
47606.5.
62
Guiding Questions from LCAP Template
1. What actions/services will be provided to all pupils, to
subgroups of pupils identified pursuant to Education
Code section 52052, to specific school sites, to
English learners, to low-income pupils, and/or to foster
youth to achieve goals identified in the LCAP?
2. How do these actions/services link to identified goals
and performance indicators?
3. What expenditures support changes to
actions/services as a result of the goal identified?
Where can these expenditures be found in the LEA’s
budget?
63
Guiding Questions from LCAP Template
(continued)
4. In the annual update, how have the actions/services addressed the
needs of all pupils and did the provisions of those services result in
the desired outcomes?
5. In the annual update, how have the actions/services addressed the
needs of all subgroups of pupils identified pursuant to Education
Code section 52052, including, but not limited to, English learners,
low-income pupils, and foster youth; and did the provision of those
actions/services result in the desired outcomes?
6. In the annual update, how have the actions/services addressed the
identified needs and goals of specific school sites, and did the
provision of those actions/services result in the desired outcomes?
7. In the annual update, what changes in actions, services, and
expenditures have been made as a result of reviewing past
progress and/or changes to goals?
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LCAP Template for Section 3, Part A
• What annual actions, and the LEA may include any
services that support these actions, are to be
performed to meet the goals described in Section 2 for
ALL pupils and the goals specifically for subgroups of
pupils identified in Education Code section 52052 but
not listed in Table 3B (e.g., Ethnic subgroups and
pupils with disabilities)?
• List and describe expenditures for each fiscal year
implementing these actions, including where these
expenditures can be found in the LEA’s budget.
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LCAP Template for Section 3, Part A
(continued)
Goals
(Include and
identify all
goals from
Section 2)
Related
State and
Local
Priorities
(from Section 2)
Actions
and
Services
Level of
Service
(Indicate if
school-wide
or LEA-wide)
Annual
Update:
Review of
actions/
services
What actions are performed or services provided
in each year (and are projected to be
provided in years 2 and 3)?
What are the anticipated expenditures for each
action (including funding source)?
LCAP Year
Year 1: 20XX-XX
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Year 2: 20XX-XX
Year 3: 20XX-XX
LCAP Template for Section 3, Part B
• Identify additional annual actions, and the LEA may include any
services that support these actions, above what is provided for
all pupils that will serve low-income, English learner, and/or
foster youth pupils as defined in Education Code section
42238.01 and pupils redesignated as fluent English proficient.
The identified actions must include, but are not limited to, those
actions that are to be performed to meet the targeted goals
described in Section 2 for low-income pupils, English learners,
foster youth and/or pupils redesignated as fluent English
proficient (e.g., not listed in Table 3A on Slide 70).
• List and describe expenditures for each fiscal year implementing
these actions, including where those expenditures can be found
in the LEA’s budget.
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LCAP Template for Section 3, Part B
(continued)
Goals
(Include and
identify all
goals from
Section 2)
Related
State and
Local
Priorities
Actions and
Services
Level of
Service
(Indicate if
school-wide
or LEA-wide)
(from Section 2)
Annual
Update:
Review of
actions/
services
What actions are performed or services provided
in each year (and are projected to be
provided in years 2 and 3)?
What are the anticipated expenditures for each
action (including funding source)?
LCAP Year
Year 1: 20XX-XX
For low income
pupils:
For English
learners
For foster
youth:
For redesignated fluent
English
proficient
pupils:
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Year 2: 20XX-XX
Year 3: 20XX-XX
Districtwide Use of Funds
Districts with an enrollment of unduplicated students in excess of 55%
of total enrollment can spend supplemental/concentration funds
districtwide if two criteria are met:
1. Description of the services being provided on a districtwide basis
2. Description of how services are directed towards meeting the district’s
goals for unduplicated students in the state priority areas
Districts with an enrollment of unduplicated students less than 55% of
total enrollment can spend supplemental funds districtwide if three
criteria are met:
1. Description of the services being provided on a districtwide basis
2. Description of how services are directed towards meeting the district’s
goals for unduplicated students in the state priority areas
3. Describe how the services are the most effective use of funds to meet
the district’s goals for its unduplicated pupils in the state priority areas
69
Schoolwide Use of Funds
Districts with an enrollment of unduplicated students at a school that is
in excess of 40% of the school’s total enrollment can spend
supplemental/concentration funds schoolwide if two criteria are met:
1. Description of the services being provided on a schoolwide basis
2. Description of how services are directed towards meeting the district’s
goals for unduplicated students in the state priority areas
Districts with an enrollment of unduplicated students at a school that is
less than 40% of the school’s total enrollment can spend
supplemental funds schoolwide if three criteria are met:
1. Description of the services being provided on a schoolwide basis
2. Description of how services are directed towards meeting the district’s
goals for unduplicated students in the state priority areas
3. Describe how the services are the most effective use of funds to meet
the district’s goals for its unduplicated pupils in the state priority areas
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Countywide or Charter-wide Use of Funds
A county office of education expending supplemental and
concentration grant funds on a countywide basis or a
charter school expending supplemental and
concentration funds on a charter-wide basis shall do
all of the following:
1. Identify in the LCAP those services that are being
provided on a countywide or charter-wide basis
2. Describe in the LCAP how such services are directed
towards meeting the county office of education or
charter school’s goals for its unduplicated pupils in the
state priority areas
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LCAP Template for Section 3, Part C
• Describe the LEA’s increase in 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 charter-wide 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 priority areas. (See 5 CCR 15496(b) for guidance.)
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LCAP Template for Section 3, Part D
• 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).
• 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). 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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LOCAL CONTROL
ACCOUNTABILITY PLANS
Adoption Process
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Adopting and Updating the LCAP:
District
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Adopting and Updating the LCAP:
Charter
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Adopting and Updating the LCAP:
County Office of Education
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AB 1200 & LCAP
Time Frames
AB 1200
January 15-16, 2014
LCAP
SBE Approves Spending Regulations
March 2014
3/15: 2nd Interim Report
Template has been approved
March – April 2014
LCFF does not change timelines
under the AB 1200 fiscal
oversight process.
COE Business and Instructional staff
available for individual district
appointments
April – May 2014
• Update projected enrollments
COE Business and Instructional staff
and ADA
available for individual district
• Project revenues and expenses appointments
of subsequent fiscal year
May – June 2014
Public Hearing for Budget
District Public Hearing for LCAP prior
to adoption
May – June 2014
District Approves Budget
District Adopts LCAP
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LCAP Timeline
As required by statute:
01.31.14 SBE
Regulations
03.31.14 SBE
Template
06.30.14 LEAs
adopt LCAP
10.01.15 SBE
Rubrics (intro.
to SBE in Jan)
COHERENCE
The LCAP is a 3-year rolling plan that is updated annually.
The plans will be in effect 2014-15.
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A Sample 12-month Planning and
Adoption Process in a “Normal” Year
July to
Oct.
Assess and
Engage
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Feb. to
March
Nov. to
Jan.
Draft and
Consult
Share and
Respond
April to
June
Decide and
Implement
A Sample Planning and Adoption
Process for This Year
February - March
Engage in a process to identify student needs, involve parents, school
personnel, pupils, and bargaining groups in the plan development
March - April
Share with parent advisory groups and other stakeholders, and respond
in writing to comments
May
Commence public comment period and hold public hearing
June
Adopt LCAP and LEA budget
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SB 97
• Makes explicit that a budget shall not be adopted or approved
before an LCAP is approved
• Clarifies that in order to approve an LCAP, a county
superintendent must determine if the LCAP adheres to the
State Board of Education regulations regarding the use of
supplemental and concentration funds: “to increase or
improve services” to EL and LI students in proportion to the
funding apportioned on the basis of these students
• Clarifies Maintenance of Effort Requirements for ROCPs.
• Amends the California Collaborative for Education Excellence
(CCEE)
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County Office Approval
Submits LCAP to
COE within 5 days
of adoption
Responds to COE
request for clarification
within 15 days
Seeks clarification
about contents by
August 15
August 15: COE approves,
conditionally approves,
or disapproves
district budgets
District
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County Office
Submits recommended
plan amendments to
district within 15 days
Considers COE
recommendations in a
public hearing within
15 days
Reviews plan to determine
if it meets requirements
(adheres to SBE template
and plan aligns with
district budget)
County Superintendent approval of
LCAP by October 8 of each year
Annual LCAP Update
Goals
• Review any changes in
applicability of goals from
prior year
• Review the progress
toward goals
Expenditures
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
This is a rolling or “evergreen” plan, and a new year must be added in each annual update.
84
County Superintendent
LCAP Roles and Responsibilities
Review and approve all school district LCAPs by
October 8, annually.
• School districts must submit LCAPs to COE
Superintendent within five days of local board adoption
• May seek clarification as needed within a specific window
• May provide specific recommendations to school districts
regarding content of LCAP
• School district must consider County Superintendent
recommendations in a public meeting
85
County Superintendent
LCAP Roles and Responsibilities (continued)
During this first year, COE Superintendent must approve
school district LCAP if:
• It adheres to SBE-adopted template and SBE-adopted
regulations
AND
• The budget includes expenditures that are sufficient to
implement actions/strategies outlined to meet goals for
each state priority area
• Adhere to regulations pursuant to Section 42238.07
See EC Section 52070 and EC Section 42238.07
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County Superintendent Roles and
Responsibilities for Technical Assistance
The County Superintendent must provide technical
assistance if (EC Section 52071):
1. The LCAP is not approved
2. Using the evaluation rubric adopted by the SBE,
the school district does not improve achievement
in two or more state priority areas for one or more
student groups
3. Upon school district request
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County Supt. Roles and Responsibilities
for Technical Assistance (continued)
Technical assistance shall consist of:
• Identification of a school district’s strengths and
weaknesses in regard to state priority areas
• Assignment of academic expert or team of experts
to assist the school district in identifying and
implementing effective programs
• Request the State Superintendent assign the
California Collaborative for Educational Excellence
to assist
• School districts must pay for technical assistance
services requested
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California Collaborative for
Educational Excellence (CCEE)
• Purpose is to advise and assist school districts, COEs,
and charter schools in achieving goals laid out in the
LCAPs.
• SPI, with approval of the SBE, shall contract with
individuals, LEAs, or other organizations with expertise
in specific areas:
–
–
–
–
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State priorities
Improving the quality of teaching
Improving quality of leadership
Addressing the needs of special populations
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LOCAL CONTROL
ACCOUNTABILITY PLANS
Ties to Other Documents
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LCAP and Other Plans
• LCAP is a comprehensive planning tool.
• LEAs may reference and describe actions and
expenditures in other plans and funded by a variety of
other fund sources when detailing goals, actions, and
expenditures related to the state and local priorities.
• The information in the LCAP, or annual update, may be
supplemented by information contained in other plans
(including the LEA plan pursuant to Section 1112 of
Subpart 1 of Part A of Title I of Public Law 107-110).
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LEA Plans
• LCAP does not replace LEA Plans which are still
required under ESEA.
• The SBE will take steps to minimize duplication of
effort at the local level to the greatest extent
possible. (EC Section 52064)
• LEAs in Program Improvement must continue to
meet current LEA Plan requirements. [EC Section
1116(c)(7)]
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School Site Plans
• Specific actions included in the LCAP, or the
annual update of the LCAP, must be consistent
with the strategies included in school plans.
(EC Section 64001)
• Districts are responsible for reviewing school site
plans to ensure this consistency.
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Team Discussion
• Discuss any studies of student needs or plans
(LEAP, LEAP Addendum, Title III, etc.) your
district has written in the last several years
that you think will be helpful in the creation of
your LCAP.
5 minutes
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WestEd 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
• Episode 7 – Local Control Funding Formula Spending Regulations
• Episode 8 – Overview of the Local Control and Accountability Plan
•
•
•
•
•
•
LINK: http://lcff.wested.org/lcff-channel/
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SBE – Recommendations for Support
• Guidance documents for the field
• Clarification of interaction between federal and state
law and coordination with existing school site plans to
ensure “no supplanting”
• Development of promising practices around
stakeholder engagement
• Clarification of requirements for charters
• Creation of an electronic template
• Guidance for county offices of education on approval
of plans
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LOCAL CONTROL
ACCOUNTABILITY PLANS
Questions?
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97

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