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Presented By: Mickey Porter Asst. Supt. Local Control Accountability plans . Initial overview. December 19, 2013. Presentation prepared with templates and resources from Shasta County Office of Education, in conjunction with the CISC Accountability Subcommittee. What’s in a Name??. L C

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local control accountability plans

Presented By:

Mickey Porter

Asst. Supt.

Local Control Accountability plans

Initial overview

December 19, 2013

Presentation prepared with templates and resources from Shasta County Office of Education,

in conjunction with the CISC Accountability Subcommittee

slide3

Language and Cultural Access Program

Licking County Aging Program

Lawn Care Association of Pennsylvania

Leaving Certificate Applied Programme

Lung Cancer Associated Protein

Loosely Coupled Array of Processors

London Coalition Against Pesticides

Literacy Curriculum Alignment Project

Library Cache Auditing Protocol

Landfill Closure Assistance Program

Low Combat Air Patrol

Land Conservation in Asia and the Pacific

Libraries Cooperative Automated Project

Lilac Crowned Amazon Parrot

Logistics Civil Augmentation Program

suggested norms for today
Suggested Norms for Today
  • Interrogate Reality
  • Provoke Learning
  • Tackle Tough Challenges
  • Enrich Relationships

Source: Fierce Conversations by Susan Scott

rules of engagement
Rules of engagement
  • Engage with electronics
  • Engage with each other when “group talk”
  • Engage with the content when “information dump”
  • Engage as a learner
plan for today
Plan for Today
  • Brief Overview of DRAFT LCAP
    • Section 1: Stakeholder Engagement
      • Stakeholder Engagement Ideas
    • Section 2: Goals and Progress Indicators
      • Classification of Students
      • Review the 8 State Priorities
  • Ties to Other Plans
  • LCAP Adoption Process
  • Suggested Actions
lcap elements
LCAP Elements

Stakeholder Engagement

Goals and Progress Indicators

Actions, services,

and expenditures

lcap timeline
Lcap timeline

3 year plan, updated annually, effective 2014-15

ab 1200 lcap
AB 1200 & Lcap

LCFF does not change timelines under the AB 1200 fiscal oversight process.

slide12
TimelineCounty Superintendent Process and Timeline to Reviewand Approve District Budgets and LCAPs
lea plans
LEA Plans
  • The LCAP template will be developed in a manner that meets both the LCAP requirements and the federal requirements.
  • 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)]
school site plans
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.
section 1
Section 1

Stakeholder Engagement

adopting and updating the lcap
Adopting and Updating the LCAP

4

3

2

1

  • Adoption of Plan:
  • Adopted concurrent with the LEA’s budget
  • Submitted to COE for 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
  • Public hearing
  • Superintendent must respond in writing to comments received
  • Present for review
  • and comment to:
  • Parent advisory committee
  • English learner parent advisory committee
  • Superintendent must respond in writing to comments received
  • Consultation with:
  • Teachers
  • Principals
  • Other School personnel
  • Bargaining Units
  • Pupils
  • Parents
ed code for stakeholder involvement
Ed code for stakeholder involvement

Stakeholder Engagement Guiding Questions

  • 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?
  • “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)]
parent advisory
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

what is stakeholder engagement
What is Stakeholder Engagement?

“An ongoing system through which education leaders meaningfully connect with, learn from and communicate with individuals and groups.”

Source: Thoughtstream“Five Criteria For Effective Stakeholder Engagement in Education” 2013

“ Engagement must be deliberate and systematic, and stakeholders should have an influence throughout the decision making process, not just at the end.”

Source: Thoughtstream“Five Criteria For Effective Stakeholder Engagement in Education” 2013

How does this differ from

Shared Decision Making

and/or Information Sharing?

four phases of engagement
Four Phases of Engagement
  • Planning – determining what decisions will be affected, who the participants are, settling on the right questions to ask.
  • Participation – learning from each other and setting priorities.
  • Analysis – consolidating all the input.
  • Sharing – encapsulating and distributing results.

Source: Thoughtstream“Five Criteria For Effective Stakeholder Engagement in Education” 2013

five criteria for a successful engagement system
Five Criteria for A Successful Engagement System
  • Fast – Quick to set up and deploy
  • Flexible – Easy to use at a reasonable cost
  • Accessible – To users and stakeholders
  • Controlled – You manage the what, when, how
  • Transparent – Feedback to stakeholders throughout the engagement cycle

Source: Thoughtstream“Five Criteria For Effective Stakeholder Engagement in Education” 2013

slide22

Source: Thoughtstream“Five Criteria For Effective Stakeholder Engagement in Education” 2013

section 2
Section 2

Goals and progress indicators

classification of students
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)
  • Reclassified students (Fluent English Proficient) will no longer generate additional funding
subgroups
Subgroups

Racial/Ethnic Subgroups*

Other Subgroups

English Learners*

Low Income*

Foster Youth = 15 students

Students with Disabilities*

  • 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 district = 30 students

calpads data collection
CALPADS Data Collection
  • EL, LI, & FY Students enrolled on the fall Census Day will be used as the basis for supplemental and concentration grants.
  • Certification was due: December 17th
  • Amendment window closes: February 7th
  • Hint: Check out TBDs……
new coe review of student data
New: COE review 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.”
the 8 state priorities
THE 8 state priorities
  • Basic Services
  • Implementation of Content & Performance Standards
  • Parental Involvement & Input
  • Student Achievement
  • Student Engagement
  • School Climate
  • Course Access
  • Other Student Outcomes

Groupings Key:

Conditions of Learning

Pupil Outcomes

Engagement

conditions of learning
Priority 1: Basic Services

Priority 2: Implementation of Content & Performance Standards

Priority 7: Course Access

Conditions OF Learning
priority 1 basic services
Priority 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

priority 1 basic services1
Priority 1:Basic Services

Where do we want to be in 3 years?

How do these goals relate to the state priorities and locally identified priorities?

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?
priority 2 implementation of content performance standards
Priority 2:Implementation of Content & Performance Standards

Common Core State Standards

English Language Development Standards

priority 2 implementation of content performance standards1
Priority 2:Implementation of Content & Performance Standards

Where do we want to be in 3 years?

How do these goals relate to the state priorities and locally identified priorities?

How are subgroups addressed?

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?
common core implementation supports
Common coreimplementation Supports

Priority 2: Implementation of Content & Performance Standards

LINK: http://www.ccsesa.org/index/attachments/LeadPlanGuide_WEB.pdf

priority 7 course access grades k 6
Priority 7:Course AccessGrades K-6

Definition

Scope for K-6

English Language Arts

Mathematics

History/Social Sciences

Science

Visual and Performing Arts

Heath

Physical Education

The extent to which ALL students have access to, and are enrolled in, a broad course of study, including the programs and services developed and provided to unduplicated pupils and individuals with exceptional needs, and the program and services that are provided to benefit these pupils.

priority 7 course access grades 7 12
Priority 7:Course AccessGrades 7-12

Definition

Scope for Grades 7-12

English

Mathematics

History/Social Sciences

Science

Foreign Language

Physical Education

Visual and Performing Arts

Applied Arts

Career Technical Education

The extent to which ALL students have access to, and are enrolled in, a broad course of study, including the programs and services developed and provided to unduplicated pupils and individuals with exceptional needs, and the program and services that are provided to benefit these pupils.

priority 7 course access
Priority 7:Course Access

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 for all students and for special populations?
pupil outcomes
Priority 4 : Student Achievement

Priority 8: Other Student Outcomes

PUPIL OUTCOMES
priority 4 student achievement
Priority 4:Student Achievement

All Districts

Districts with High School

A-G completers or CTE sequences/clusters of courses and align with state board-approved CTE standards

Students who have passed an AP exam with a score of 3 or higher

Students who demonstrate college preparedness on the Early Assessment Program*

  • Statewide assessments
  • The Academic Performance Index
  • English learners who make progress toward English proficiency as measured by the CELDT*
  • English learner reclassification rate

*or any subsequent assessment

priority 4 student achievement1
Priority 4:Student Achievement

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 with all students and with special populations?
priority 8 other student outcomes grades k 6
Priority 8:Other Student OutcomesGrades K-6

Student Outcomes, if available in:

English Language Arts

Mathematics

History/Social Sciences

Science

Visual and Performing Arts

Heath

Physical Education

Technology Integration

priority 8 other student outcomes grades 7 12
Priority 8:Other Student OutcomesGrades 7-12

Student Outcomes, if available in:

English

Mathematics

History/Social Sciences

Science

Foreign Language

Physical Education

Visual and Performing Arts

Applied Arts

Career Technical Education

Technology Integration

priority 8 other student outcomes
Priority 8:Other Student Outcomes

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 with all students and special populations?
engagement
Priority 3: Parent Involvement & Input

Priority 5: Student Engagement

Priority 6: School Climate

ENGAGEMENT
priority 3 parent involvement input
Priority 3:Parent 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 District Decisions

Seek Parent Input for School Site Decisions

priority 3 parent involvement input1
Priority 3:Parent 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?
priority 5 student engagement
Priority 5:Student Engagement

Districts with Middle School

• Middle School Dropout Rates

All Districts

• School Attendance

• Chronic Absenteeism Rates

Districts with High Schools

• High School Dropout Rates

• High School Graduation Rates

priority 5 student engagement1
Priority 5:Student Engagement

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 with all students and with special populations?
priority 6 school climate
Priority 6:School Climate
  • Suspension Rates
  • Expulsion Rates
  • Other local measures, including surveys of students, parents and teachers on the sense of safety and school connectedness
priority 6 school climate1
Priority 6:School Climate

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 with all students and with special populations?
lcap suggested activities
LCAP Suggested Activities
  • December – January
  • Develop LCAP timeline for your district.
  • Determine LCAP Development Team.
  • Talk to school board about their responsibilities in regard to LCFF and LCAP.
  • Correct CALPADS data for English Learners, Foster Youth, and Low Income during amendment window.
  • Review SARC data and other district data that further clarifies the current state of the district related to each of the 8 State Priorities.
  • Develop Stakeholder Engagement Plan.
  • Engage Stakeholders: teachers, principals, other school personnel, bargaining units, parents, and pupils.
  • Establish or re-establish a Parent Advisory Committee. Be prepared to record how parents, community members, students, and other stakeholders were engaged and involved in developing the LCAP (collect evidence).
  • Establish or re-establish an English Learner Parent Advisory Committee (if 15% or at least 50 EL students).
  • February – March
  • Prepare to articulate the core services and program of support for ALL students.
  • Begin discussing data, needs identified through the data, 3-year goals, within each State Priority area for all students and each student subgroup with teachers, principals, other school personnel, parents, and students - need evidence of these consultations.
  • Begin discussing services and actions needed to implement goals within each State Priority area for all students and each student subgroup with teachers, principals, other school personnel, parents, and students - need evidence of these consultations.
  • Engage Stakeholders.
  • April – May
  • Determine expenditures needed to provide services: to all students and to identified sub-groups.
  • Amend the LCAP to include input from stakeholder groups, including written comments.
  • Update local board on LCAP development and incorporate suggestions for revisions.
scoe community support
SCOE/Community Support
  • Investing in Personnel
    • TBD – hopefully February 2014
  • Two More Sessions:
    • Thursday, February 13, 2014 8:30am-12:30pm
    • Monday, March 24, 2014 8:30am-12:30pm
  • Session for Charters and Authorizing Agency – TBD
  • BrightBytes Partnership
    • Kristen Swanson/Mickey Porter
  • SCOE LCAP Webpage
    • www.scoe.org/lcap

SCOE Personnel

  • CalPads Assistance
    • Robin Horwinski (IT) | rhorwinski@scoe.org
  • College/Career Readiness
    • Stephen Jackson (Career Dev) | sjackson@scoe.org
  • Coop
    • Gail Eagan (ESS) | geagan@scoe.org
  • Cradle to Career
    • Dan Blake(ESS) | dblake@scoe.org
  • Customized Support
    • Mickey Porter (ESS) | mporter@scoe.org
    • New Position (ESS) | TBA
    • Denise Calvert (Business) | dcalvert@scoe.org
    • Judy Thomson (Business) | jthomson@scoe.org
  • Data Assistance
    • Rick Phelan (ESS) | rphelan@scoe.org
  • Foster Youth
    • Debra Sanders (Alt Ed) | dsanders@scoe.org
west ed audio segments
West ed 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

LINK: http://lcff.wested.org/lcff-channel/

next steps input
Next Steps/Input
  • Feedback: https://www.surveymonkey.com/s/LCAP121913