LOCAL CONTROL ACCOUNTABILITY PLANS

1. LOCAL CONTROL ACCOUNTABILITY PLANS 11.04.13

2. Plan for Today • Brief Overview of LCFF • Classification of Students • LCAP Adoption Process • Review the 8 State Priorities • Core Services • Ties to Other Plans • Charter School Information

3. Big ideas • LCFF requires the LCAP in shifting control of LEA budgets from state categoricals to the local level. • The adopted budget 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 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. Doesn’t address the low statewide funding compared to the nation. • 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. How is LCFF different from what was in place under revenue limits? • Simplify funding • Revenue limits and most state categoricals are eliminated • Districts 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

7. Overview of LCFFfor districts & Charter Schools

8. 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

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

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

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

12. Phase in of funding • 2012-13 revenues are the base for transitioning to LCFF • Revenue limit funding is rebenched each year based on changes in ADA • Categorical funds remain flat • 2012-13 hold harmless for state funding – no district should receive a reduction.

13. TEAM DISCUSSION How does LCFF affect your local district funding? What are talking points you are using with stakeholders to describe this new funding model? 5 minutes

14. LCFF: Student Classification

15. 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

16. 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

17. CALPADS Data Collection • Will continue, but no additional data will be added to the system • EL, LI, & FY Students enrolled on the fall Census Day will be used as the basis for supplemental and concentration grants • Eligibility determination process need not be complete at this time – prior to CALPADS is certified.

18. 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.

19. 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 will be mid-December 2013.

20. LCAP adoption process

21. 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 • The superintendent must respond in writing to comments received • Present for review and comment to: • Parent advisory committee • English learner parent advisory committee • The superintendent must respond in writing to comments received • Consultation with: • Teachers • Principals • Other School personnel • Bargaining Units • Pupils • Parents

22. Nov. Discussion 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? SBE Discussion Item – Not Finalized

23. Nov. Discussion Stakeholder Engagement Other Considerations • 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? SBE Discussion Item – Not Finalized

24. 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

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

26. 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 must determine if the LCAP adheres to the State Board of Education regulations regarding the use of supplemental and concentration funds: “to increase and 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).

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

28. County office approval August 15: COE approves, conditionally approves or disapproves district budgets County Superintendent approval of LCAP by Oct. 8 District County Office

29. 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.

30. 8 state priorities

31. 8 State priorities • Basic Services • Implementation of Content & Performance Standards • Parental Involvement & Input • Student Achievement • Student Engagement • School Climate • Course Access • Other Student Outcomes

32. Nov. Discussion Template • “organized into sections with guiding questions intended to generate thoughtful analyses of each LEA’s data & findings” • “It is envisioned that once the State Board of Education (SBE) adopts the template, an online tool can then be created that pre-populates data, aids in the efficient completion of the LCAP, and facilitates transparency.” • May be approved at January SBE meeting. SBE Discussion Item – Not Finalized

33. For a Majority* of the 8 Priorities, addressing all within 3 years Performance Services Needs Analysis Goals For ALL students and for each subgroup

34. LCAP Elements • Read slides 36-47 • Be ready to share with your team the big idea of each LCAP Element Needs Analysis Goals Performance Services 10 minutes

35. Nov. Discussion Needs Analysis: Instructions & Guiding Questions • Ensure as appropriate that data for the state priorities are addressed that apply to the grade levels served and, for charter schools, the nature of the program; encourage inclusion of local priorities; ensure that subgroup analysis is completed for all significant subgroups and/or special populations; if data analysis has been completed for other plans and aligns to the state and local priorities, simply refer to these data and provide a summary within the LCAP; encourage plain language, avoid jargon. • What data were reviewed/considered to assess student needs? • What results identified the primary needs of students attending schools within the LEA? SBE Discussion Item – Not Finalized

36. Nov. Discussion Needs Analysis: Other Considerations • What are the growth needs of the LEA based on an analysis of data that considers all state and local priorities? • Are there significant differences in performance between subgroups of students? If so, what might be developed (e.g., goals, actions, and services) to close the observed gap? • Which data sources did the LEA use for analysis and to generate goals (e.g., Dataquest, School Accountability Report Cards, Healthy Kids Survey, and local data) SBE Discussion Item – Not Finalized

37. Nov. Discussion Goals: Purpose Describe the expectation for student success through goals that reflect an understanding of the changes/ improvements needed and that provide sufficient direction to guide action. SBE Discussion Item – Not Finalized

38. Nov. Discussion Goals: Instructions & Guiding Questions • Describe LEA goals for all students and describe any differentiation or focus within or among goals related to significant subgroups and/or special populations; encourage plain language, avoid jargon. • What are the LEA’s goals to improve student outcomes that address the needs identified? • How do these goals relate to the state priorities and locally identified priorities? • Are there any specific goals for individual sites that add to or differentiate from the LEA goals listed above? If so, please describe. SBE Discussion Item – Not Finalized

39. Nov. Discussion Goals: Other Considerations • Are there specific goals needed to address to the unique needs of low income, English learners, foster youth, or other special populations? If so, what are these goals? • What are the local goals and are they reflected in the goals included in the LCAP? • How did the LEA consider site goals when developing LEA goals and vice versa? • Do the goals create urgency to act? • Do the goals support coherence in the initiatives of the LEA? In other words, will the LCAP goals be evidenced in the overall strategic focus and values of the LEA or are they viewed as another layer or area of work? If the latter is the case, it may be necessary to revisit the goals and/or manner in which the LCAP is being shared with stakeholders. SBE Discussion Item – Not Finalized

40. Nov. Discussion Performance: Purpose “A clear and concise description of what improvements have and will occur for students. As a plan for three years, the description of performance is expected to show a progression across this period.” SBE Discussion Item – Not Finalized

41. Nov. Discussion Performance: Instructions & Guiding Questions • Provide clear explanation of what is meant by “change and/or improvement” and how to address the question (level of detail). • What will be the noticeable changes and/or improvements for students and their learning outcomes when the goals are met? • What will be the noticeable changes and/or improvements for students in your special populations (e.g., low income, English learners, foster youth, and other significant subgroups) and their learning outcomes when the goals are met? • What will be different/improved for students (all and by subgroups) in Year 1? Year 2? Year 3? SBE Discussion Item – Not Finalized

42. Nov. Discussion Performance: Other Considerations • Is the performance of low income, English Learners, and Foster Youth specified? • How did the LEA consider site-level performance expectations when developing LEA goals and vice versa? SBE Discussion Item – Not Finalized

43. Nov. Discussion Services: Purpose “The actions taken by a local educational agency (LEA) are captured as services to students. This emphasizes the student-focus of activities and requests details regarding expenditures, which will be summarized in the budget section.” SBE Discussion Item – Not Finalized

44. Nov. Discussion Services: Instructions & Guiding Questions • Organize into sub-sections for “all” and then separate sections for subgroups (describe by year 1, year 2, and year 3). • Describe the services the LEA will provide as they relate to all pupils and special populations and reflecting the nature of the program you provide (e.g., type and/or focus of your LEA) • What is the LEA’s program of support for ALL students and a description of related expenses? • What increased or improved services or programs will be provided with LCFF funding and a description of related expenses: for low income students, for English Learners, and for foster youth? • How will outcomes be improved for low income students, for English Learners, and for foster youth because of such services? SBE Discussion Item – Not Finalized

45. Nov. Discussion Services: Instructions & Guiding Questions BUDGET • Provide budget display options (tables and graphics) to share summary of pertinent details (e.g., organize by goals, subgroups, and/or location of services). • How has the LEA ensured that LCFF funds provide for increased or improved services for low income, English Learners, and Foster Youth in proportion to funding provided for such pupils? • How will LCFF funds be spent to provide for students? • How are the expenses described under “services” displayed in the LEA’s budget or budget display included in this section? SBE Discussion Item – Not Finalized

46. Nov. Discussion Services: Other Considerations • Specific questions may be helpful to elicit broad thinking about priorities and/or expectations for program strategies. For instance, addressing specific questions regarding safety, facilities, Common Core State Standards implementation, climate, significant subgroups, etc. could be provided to aid in discussion regarding the LCAP and completion of the LCAP. • What existing programs have a track record of success? How will they be supported and/or expanded? • How are services prioritized and addressed into the three-year plan? SBE Discussion Item – Not Finalized

47. LCAP Elements • Overview: State Priority • Potential Data • Team: Initial Thoughts & Next Steps Needs Analysis Goals Performance Services

48. Sample data shown: Needs analysis & LCAP Working Plan Probable 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.

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

50. 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?