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LCFF & LCAP

LCFF & LCAP. Key Precepts of LCFF. Based on specific considerations: Equity, additional resources for students with greater needs Low-income students English learner Foster youth Local decision-making and stakeholder involvement Accountability Transparency

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LCFF & LCAP

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  1. LCFF & LCAP

  2. Key Precepts of LCFF Based on specific considerations: • Equity, additional resources for students with greater needs • Low-income students • English learner • Foster youth • Local decision-making and stakeholder involvement • Accountability • Transparency • Alignment of budgeting with accountability plans

  3. Before LCFF • Revenue Limits • State categorical programs with temporary tiered flexibility • K-3 class size reduction limited funding with unlimited class sizes • Accountability and performance process separate from funding

  4. After LCFF • LCFF base funding differentiated by grade span • Unduplicated pupil weights, including concentration funding • K-3 class size reduction, target 24-1 • Local Control Accountability Plans required

  5. Unchanged • Financial audits • Compliance with Williams • School Accountability Report Cards • Federal funding, planning, and accountability requirements • Local educational agency as subgrantee of the state

  6. How the Formula Works

  7. Local Control & Accountability Plans (LCAPs) Local governing boards must adopt LCAP using a template • Adopted by the SBE on or before July 1, 2014. LCAPs shall be: • Effective for 3-year periods and be updated on or before July 1 of each year. • Plans must be aligned to the LEA budget and shall include for the LEA and each school a description of: • Annual goals for all pupils and each subgroup to be achieved for each state priorities identified in statute and any additional local priorities identified by the local governing board; • Specific actions the LEA will take during each year to achieve the annual goals • “Specific actions” in the LCAP shall not supersede provisions in existing local bargaining agreements

  8. Required Data for Each of Eight State Priority Areas

  9. LCAP Process: Transparency & Involvement District Governing Boards & County Superintendents must: • Consult with teachers, principals, administrators, other school personnel, local bargaining units, parents and pupils in developing the LCAP. • Establish Parent Advisory Committee to provide advice to board and superintendent on LCAP requirements • Establish an English Learner Parent Advisory Committee if LEA English learner enrollment is at least 15% and 50 pupils

  10. ANNUAL LCAP UPDATE On or before July 1 of 2015, and each year thereafter, a school district and county board shall update the LCAP to include: • A review of changes in the applicability of and progress toward LCAP goals • An assessment of the effectiveness of the LCAP’s specific actions and a description of any changes to those specific actions • A listing and description of the expenditures implementing the LCAP and for districts, listing the expenditures for the specific changes made as a result of the annual review • A listing and description of expenditures for the fiscal year that will serve LI, FY, EL and pupils redesignated as fluent English proficient

  11. Data Sources • DataQuest –http://dq.cde.ca.gov/dataquest • Helps you find facts about California schools and districts. • Ed-Data (Outside Source) - http://www.ed-data.k12.ca.us • State, county, district, and school level reports covering topics such as students, staffing, finances, and performance rankings. • CDE California Department of Education - http://www.cde.ca.gov/

  12. CDE Dropouts Grades 9-12

  13. AP Exam Results

  14. Total number of twelfth-grade graduates who also completed all courses required for entry into the University of California (UC) and/or California State University (CSU) with a grade "C" or better.

  15. Enrollment

  16. Attendance

  17. CAHSEE Results 2013 for Grade 10

  18. Expulsion Report for 2012-13 Suspension/Expulsion Report for 2012-13

  19. Time Line February: Schedule LCAP presentations at all sites March: Present to stake holders Begin general writing of LCAP April: Finish presentations to stake holders Finish writing LCAP May: Present to District Advisory Committee Present District English Language Advisory Committee Public posting June: June 10 Board Meeting LCAP Public Hearing June 24 Board Meeting adopt LCAP

  20. LCAP Presentations – March 2014 March 10 – Sanger High School – 6:30 PM March 11 – PTA Council – 8:30 AM March 12 – Fairmont – 5:00 PM March 13 – Lincoln – 6:00 PM March 18 – Sanger Academy – 5:00 PM March 18 – John Wash 6:30 PM March 19 – DELAC – 5:00 PM March 20 – Wilson – 6:00 PM March 24 – Jefferson – 5:30 PM March 25 – WAMS Leadership Class – 8:30 AM March 26 – SHS Leadership Class – 11:30 AM March 26 – Madison – 5:30 PM March 27 – CSEA – 5:15 PM March 31 – Reagan – 5:30 PM LCAP Presentations – April 2014 April 1 – Sequoia – 5:30 PM April 2 – Kings River/CDS @ Kings River – 6:00 PM April 3 – Del Rey – 6:00 PM April 7 – Quail Lake – 6:00 PM April 9 – WAMS – 6:00 PM April 10 – Lone Star – 6:00 PM

  21. Your Input • What services do you suggest SUSD should continue? • What current services do you suggest SUSD enhance or expand on? • What services do you suggest SUSD provide that we are not currently providing? • Other suggestions and input.

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