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Local Control Funding Formula . LCFF/LCAP. Local Control & Accountability Plan. 2014-15. A comprehensive and cohesive learning blueprint that includes stakeholder input, systematic implementation, monitoring of effectiveness, and modification based o n student outcomes.

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lcff lcap
Local Control Funding Formula LCFF/LCAP

Local Control & Accountability Plan

2014-15

slide2

A comprehensive and cohesive learning blueprint that includes stakeholder input, systematic implementation, monitoring of effectiveness, and

modification based

on student

outcomes.

developing a quality lcap

as defined by WestEd

Developing a Quality LCAP

Understanding Key Requirements

Must consider student needs in state priority areas

Must describe annual goals for each state priority

Reflect annual incremental actions, services, and expenditures

Annual benchmarks to monitor plans progress

Develop a Process with LCFF Design Principles in Mind

Document reflects simplicity and transparency, yet completes a story

Contains an analysis of data, goals, services, and expenditures that reflect the needs of all students, especially those with additional needs

Performance based on local decision making

Flexible resource allocation choices that align to local needs, but also pursue what is needed based on locally determined priorities

Create a Productive Engagement Process

Advisory groups and groups that when consulted inform the LCAP

Make the LCAP Parent Ready

Document will be read and understood in a simple, brief, coherent story

lcff background
LCFF Background

More equitable and flexible funding source

Every district receives a per pupil base grant allocation

Almost every district receives a per pupil supplemental grant allocation for each unduplicated Low Income (LI), English Learner (EL), and Foster Youth (FY) student

If district has greater than 55% of unduplicated LI, EL, and FY students, they receive additional concentration grant allocation

Jurupa receives Base, Supplemental, and Concentration revenue

80.78% Unduplicated

Districtwide

slide5

Gap Funding Per ADA

(Estimated)

$192M Target 2020/21

Supplemental/

Concentration

Dollars per ADA

Total Gap

$145M

(28% May Revision)

$15,650,249 Revenue

Base Grant

Supplemental/

Concentration

$127M

Supplemental/

Concentration

Base

Grant

Base

Grant

$6.5M to support increased or improved services to meet minimum proportionality based on unduplicated LI, EL, and FY

2013-14Funding

Target

2014-15Funding

$3.6M site entitled

to address site needs

Supplemental and Concentration Grants

Base Grant

slide6

LCFF/LCAP Background

  • LCFF is designed to close the achievement gap by providing additional funds to support improved student outcomes and accountability
  • LCFF system of accountability based upon local needs, measured by progress toward annual goals, and explicitly linked to the district’s budget
  • LCAP is a three-year local plan, annually updated to support improved student results in eight state priority areas
  • LCAP requires stakeholder engagement in planning process around eight state priority areas
  • Local Educational Agency Plan (LEAP) and Title III Improvement Plan Addendum (IPA) alignment
slide7

Eight Priority Areas in LCAP

Priority 1--Basic Services

  • Percentage of properly credentialed teachers
  • Student access to standards-aligned instructional materials
  • Facilities in good repair

Priority 5—Student Engagement

  • School attendance rates
  • Chronic absenteeism rates
  • Middle and High school drop out rates
  • High school graduation rates

Priority 2—Implementation of CCSS

  • Implementation of CCSS for all students including EL

Priority 6—School Climate

  • Student suspension rates
  • Student expulsion rates
  • Other local measures, including surveys of students, parents, and teachers on sense of safety and school connectedness

Priority 3—Parent Involvement

  • Efforts to seek parent input
  • Promotion of parent participation

Priority 7—Course Access

  • Student access and enrollment in all required areas of study

Priority 4—Student Achievement

  • Performance on standardized and district tests
  • Score on Academic Performance Index
  • Share of students that are college and career ready
  • Share of English learners that become English proficient
  • English learner reclassification rate
  • Share of students that pass Advanced Placement exams with 3 or higher
  • Share of students determined prepared for college by the Early Assessment Program

Priority 8—Other Student Outcomes

  • Other indicators of performance in required areas of study
engagement process

Community, teacher, principals, departmental, association, DAC, DELAC, ELAC, SSC OUTREACH

Engagement Process

Survey Data in areas of student attendance and achievement, college and career readiness, and ways to involve parents in their student’s learning.

engagement results
Engagement Results

COMMON THEMES

Support for teachers with Common Core State Standards (CCSS), i.e., professional development, assessment, instructional resources, data analysis, early intervention, and coaching

More access to technology, software, and technology support

Smaller class sizes, more instructional time through summer and extended day, and individual student support

Parent and student engagement, i.e., caring adults, behavior support, engaging classes, linking parents to community, feeling connected to school, incentives, and more communication

Student support for college and career readiness, college application support, and course variety

lcap overarching goals
LCAP Overarching Goals

All students will be college and career ready.

All students will have a safe, orderly, and inviting learning environment.

All students will benefit from the district engaging and sustaining the trust and involvement of parents and community in the educational process.

slide11

Three Categories for Planning Purposes

LCAP template groups the eight state priorities into three categories for planning purposes

1

2

3

Conditions of Learning—

College and Career Readiness

Pupil Outcomes—

Data Driven Decision Making

Engagement—Parent, Student, and Community Engagement

Priority 1 – Basic Conditions

Priority 2 – Implementation of CCSS

Priority 7 - Course Access

Priority 4 – Pupil Achievement

Priority 8 – Other Pupil Outcomes

Priority 3 – Parent Involvement

Priority 5 – Pupil Engagement

Priority 6 - School Climate

lcap actions conditions of learning college and career readiness
LCAP ActionsConditions of Learning—College and Career Readiness

Units of Study (UOS) Implementation

Two days Professional Development (PD) in August

PD contracts for UOS support and coaching

Additional Teacher Preparation time (15 minutes a day)

Site Level Collaborative Planning Time--ongoing

Intervention and English learner Teachers will provide English Language Development (ELD), early literacy, strategic and intensive intervention support

Instructional Coaches

Coordinator to support Professional Development program and Coaching Staff

Nine Instructional Classroom Coaches added includes Education Technology Coach

CCSS Instructional Support and Materials

New Mathematics materials in TK-8 and Algebra 1

Library Staff and Access, Resource Specialist, and Bilingual Language Tutors increased time

Supplemental UOS gap materials for ELA/ELD and Mathematics, intervention software, music support, and digital resources

Career Technical Offerings increased and development of new CTE opportunities

A-G Audit completed

Grade Span Adjustment (GSA) TK-3 Staffing to 27:1 average

Foster Youth Liaison available

Deferred Maintenance and Capital Outlay increased

lcap actions pupil outcomes data driven decision making
LCAP ActionsPupil Outcomes—Data Driven Decision Making

Assessments

Units of Study (UOS) Assessments—Pre-, Post-, and Performance Test

Assessment management system and analysis services—EADMS, Key Data, assessment materials, i.e., printing, scanners, software, support time

Measured Progress SBAC assessment bank to use for UOS assessment development

Pilot Online UOS assessments

Post Assessment for foundational skills in every unit for grades TK-1

Running Records each trimester grades 2-5

Baseline SBAC assessment data to inform UOS assessments

Assessment Review Committee (ARC) and UOS committee to review UOS assessments for CCSS alignment

Teacher collaborative time for data review and instructional modification

CELDT Monitoring for English Learner growth and proficiency in English

Technology

Technology and software aligned to technology plan

Professional Development support for technology use

lcap actions pupil outcomes data driven decision making continued
LCAP ActionsPupil Outcomes—Data Driven Decision Making (continued)

Extended Learning Opportunities (ELO)

Extended day, summer, Saturday, and extended year

Increase High School Summer offerings

Review and develop increased ELO at site level

CAHSEE Intervention includes 3.0 FTEs each high school

Credit Recovery support

Monitoring of Instruction

Professional development on Instructional Walkthrough Observational Model

Counseling Support to ensure appropriate classroom placement

Career Center Clerks provide college and career information

Language Proficiency Evaluators support assessment and placement of English learners

lcap actions engagement parent student and community engagement
LCAP ActionsEngagement—Parent, Student, and Community Engagement

Engaging Environment

Professional Development on customer service and parent engagement strategies

Director to support parent, student and community outreach and expand engagement opportunities

Parent Outreach

Parent trainings based on site-based needs assessment (i.e., ESL, academic expectations, College requirements, Reclassification process, literacy, technology, CCSS, importance of attendance)

Parent Centers/Areas

Leadership Opportunities through DAC, DELAC, SSC, ELAC, GAC, and PTA

Parent notification through Parent Connect and Blackboard notification system

Additional hours for Library staff to keep library open longer

Translator Clerk Typists in offices

lcap actions engagement parent student and community engagement continued
LCAP ActionsEngagement—Parent, Student, and Community Engagement(continued)

Student Engagement

Student engagement opportunities increased based on site-based needs assessment (i.e., 100 mile club, AVID, STEM, IB, Honors, AP courses, CTE offerings, clubs, sports)

AVID Program at all secondary sites

Positive Behavior Intervention Support (PBIS)

Continued Professional Development, coaching stipends, parent meetings, resource materials, and incentives

Saturday School Implementation

Safe School Plans, CPR training, and emergency supplies

Mental Health Support through coordinated efforts

Health Care Aides and Psychologist support for parent and student referral for health and mental health services

Autism support and Crisis Prevention training

next steps
Next Steps

LCAP/School Improvement Addendum: This addendum will identify site-based LCAP actions and guide progress on site-level implementation strategies.

Development of Continuous Feedback System: System will support district staff in collection and ability to synthesize stakeholder feedback, and use this data to make improvements to LCAP and inform implementation.

LCAP/LEAP Advisory Process: Informs the design and implementation of the LCAP/LEAP, i.e., Education Services, Principals, Board, Instructional Council, SBCP, DAC, DELAC, SSCs, and ELACs.

District Education Services, Fiscal Services, and Administrative Council: Oversees and manages the implementation of the LCAP, and is made up of district department leads and staff.