LOCAL CONTROL ACCOUNTABILITY PLANS

1. LOCAL CONTROL ACCOUNTABILITY PLANS Charter school information Developed by the Shasta County Office of Education, in conjunction with the CISC Accountability Subcommittee

2. Plan for Today • Brief Overview of LCFF • Classification of Students • LCAP Adoption Process • Review the 8 State Priorities • Core Services

3. Big ideas • LCFF requires the LCAP in shifting control of LEA budgets from state categoricals to the local level. • 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.

4. Local control funding formula overview

5. 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

6. 1 Revisiting the Local Control Funding Formula (LCFF) ADJUSTMENTS $ Grade Level Per Student Base Amount Demographics(Low income, English Learner, and/or Foster Youth) 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. Greatly simplifies state funding

7. 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

8. Overview of LCFFfor districts & Charter Schools

9. 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 district-wide purposes in a manner that is no more restrictive than Title I

10. 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.

11. LCFF LAO Report: http://www.lao.ca.gov/reports/2013/edu/lcff/lcff-072913.aspx

12. LCFF at Full Implementation Funding amounts will increase annually by COLA LINK: http://www.cde.ca.gov/fg/aa/lc/lcffoverview.asp

13. Phase in of funding 2013/14 GAP funding = 11.78%. Expected full phase in over 8 years depending on state economic growth.

14. 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.

15. 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

16. LCFF: Student Classification

17. Classification of students English Learners (EL) Low Income (LI) Qualify based on free and reduced price meals Foster Youth are automatically eligible • 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

18. Subgroups Racial/Ethnic Subgroups* Other Subgroups English Learners* Low Income* Students with Disabilities* Foster Youth = 15 students (new) • Black or African American • American Indian or Alaska Native • Asian • Filipino • Hispanic or Latino • Native Hawaiian or Pacific Islander • White • Two or more races *Numerically significant student subgroups in the charter school = 30 students

19. 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.

20. 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.

21. LCAP adoption process

22. Adopting and Updating the LCAP 4 3 2 1 • Adoption of Plan: • Adopted concurrent with the LEA’s budget • Submitted to Authorizerfor approval • Posted on district website • COE posts LCAP for each district/school or a link to the LCAP • Opportunity for public input: • Notice of the opportunity to submit written comment • The administrator must respond in writing to comments received • Present for review and comment to: • Parent advisory committee • English learner parent advisory committee • The administrator must respond in writing to comments received • Consultation with: • Teachers • Principals • Other School personnel • Bargaining Units • Pupils • Parents

23. 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.

24. 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.

25. 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.

26. 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?

27. Parent advisory Must include parents/guardians that meet one or more of these criteria AND Pre-existing committees can be used if requirements are met: Parent Advisory Committee ELAC/DELAC

28. Lcap timeline Draft to SBE in November 2013 COHERENCE 3 year plan, updated annually, effective 2014-15

29. 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]

30. 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]

31. 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]

32. Annual lCAP update 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. • Review any changes in applicability of goals from prior year. • Review the progress toward goals.

33. 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.

34. LCAP Elements • Overview: State Priority • Potential Data • Team: Initial Thoughts & Next Steps Needs Analysis Goals Progress Toward Goals Actions

35. 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).

36. 8 state priorities

37. 8 State priorities • Basic Services • Implementation of Content & Performance Standards • Parental Involvement & Input • Student Achievement • Student Engagement • School Climate • Course Access • Other Student Outcomes Will not need a goal for each priority – several priorities may fit under overarching goals.

38. 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.

39. 1. Basic Services Proper teaching assignments & proper credentials for instructional staff School facilities maintained and in good repair Williams’ Act Requirements for all Schools Sufficiency of standards-aligned instructional materials

40. 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?

41. 1. Basic Services Progress Toward Goals Actions What will be the changes/improvements for students and their learning outcomes when the goals are met? Year 1 – Year 2 – Year 3 • What actions are needed for all students and for each special population? • How will LCFF funds be used to support these actions?

42. 5 minutes 1. Basic Services: TEAM DISCUSSION Progress Toward Goals Actions Needs Analysis Goals

43. 2. Implementation of Academic, content, & performance Standards Common Core State Standards English Language Development Standards

44. 2. Implementation of Academic, content, & performance Standards Needs Analysis Goals • 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? Where do we want to be in 3 years?

45. 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

46. 2. Implementation of Academic, content, & performance Standards Progress Toward Goals Actions What will be the changes/ improvements for students and their learning outcomes when the goals are met? Year 1 – Year 2 – Year 3 • What actions are needed for all students and for each special population? • How will LCFF funds be used to support these actions?

47. Common Core ImplementationSupports LINK: http://www.ccsesa.org/index/attachments/LeadPlanGuide_WEB.pdf

48. 2. Implementation of Academic, content, & performance Standards:TEAM DISCUSSION 5 minutes Progress Toward Goals Actions Needs Analysis Goals

49. 3. Parental involvement & Input Seek Parent Input for promoting parental participation in programs for: • low income • English learners • Foster Youth • Students with exceptional needs Seek Parent Input for Charter School Decisions

50. 3. Parental involvement & Input Needs Analysis Goals • What data are we collecting? • What data do we want to begin to use and track to show improvement over time? Where do we want to be in 3 years?