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LOCAL CONTROL ACCOUNTABILITY PLANS. Focus for Today’s Work. Local Control Funding Formula (LCFF ) - Shifts in Thinking and Funding Local Control Accountability Plan (LCAP) Development Section 1: Stakeholder Engagement

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Presentation Transcript
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Focus for Today’s Work

  • Local Control Funding Formula (LCFF) - Shifts in Thinking and Funding
  • Local Control Accountability Plan (LCAP) Development
    • Section 1: Stakeholder Engagement
    • Section 2: Goals and Progress Indicators (including State Priorities)
    • Section 3: Actions, Services, and Expenditures
  • Ties to Other Plans
  • LCAP Adoption Process
  • E-LCAP
local control funding formula
LOCAL CONTROLFUNDING FORMULA

Shifts in Thinking and Funding

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local control funding formula1
Local Control Funding Formula
  • Historic reform to education funding
  • Redistribution of funds
  • Funding based on grade level grants and demographic data for each district
  • Funding targets will be phased in over an estimated 8-year period
  • Creates new accountability for how all students are served, and in particular, sub-groups
how is lcff different from what was in place under revenue limits
How is LCFF different from what was in place under revenue limits?

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

Simplifies funding

Revenue limits and most state categoricals are eliminated

Districts, county offices of education, and charter schools will receive funding based on the students they serve, with greater flexibility to use these funds to improve outcomes of students

Assumes continued state economic growth

revisiting the local control funding formula lcff
Revisiting the Local Control Funding Formula (LCFF)

ADJUSTMENTS

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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.

Taken from a WestEd Presentation

portion of lcff increase to be used for identified students
Portion of LCFF Increase to be used for Identified Students

Increase in funding attributable to Unduplicated Count

SUPPLEMENTAL/ CONCENTRATION GRANTS

GAP

GAP FUNDING

(Est. 28% of Gap)

BASE AND AUGMENTATION GRANTS

2013-14

FUNDING

2013-14 Funded LCFF

2014-15 LCFF TARGET

2014-15 FUNDING

certification of student data
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 were mid-December 2013. Close of amendment window will be March 21, 2014

supplemental concentration grant funds
Supplemental/ConcentrationGrant Funds

Supplemental and Concentration Grant Funds are generated by the number of English Learner (EL), Low Income (LI) and Foster Youth (FY) students in the district, charter, or county office of education. Collectively, these students are referred to as “unduplicated pupils” in the statute and regulations.

Regulations adopted by January 31, 2014:

  • Will require district, county office of education or charter to “increase or improve services for EL/LI/FY pupils as compared to the services provided to all pupils in proportion to the increase in funds apportioned on the basis of the number and concentration of unduplicated pupils.”
definition of services
Definition of Services

“Services” as used in Education Code section 42238.07 may include, but are not limited to, services associated with the delivery of instruction, administration, facilities, pupil support services, technology, and other general infrastructure necessary to operate and deliver educational instruction and related services.

proportionality percentage estimates
Proportionality Percentage Estimates
  • The State Board of Education provides regulationsthat describe the methodology of determining the proportional increase or improvement in services for unduplicated pupils.
  • LEAs will estimate their proportion using current and accurate local enrollment projections performed in the spring for use in their LCAP adoption process.
    • ADA, by grade level
    • Total enrollment
    • Total unduplicated pupils
calculating the proportionality percentage
Calculating the Proportionality Percentage

For Districts and Charters, begin with the LCFF projected revenues (excluding Transportation and TIIG):

Calculate the estimated 2014-15 LCFF Funding Target

Calculate the estimated 2014-15 Total LCFF Funding

calculating the proportionality percentage1
Calculating the Proportionality Percentage
  • Calculate the LCFF supplemental and concentration grant targets, at full implementation
  • Determine prior year expenditures to support unduplicated pupils.
    • No less than the amount of EIA expended in 2012-13
  • Subtract the estimated 2013-14 expenditures from the supplemental and concentration grant target.
  • Multiply the difference by the gap percentage funding for the year in which the LCAP is adopted (funded portion of increase in funding generated by unduplicated count)
calculating the proportionality percentage continued
Calculating the Proportionality Percentage(continued)
  • Add to the LEA’s prior year estimated expenditures from step 2(total amount of LCFF funding identified for use for unduplicated count)
  • Subtract the amount in step 5 from the total LCFF funding in 2014-15(total amount of LCFF funding available for use for all students)
  • Divide the approximate amount from step 5 by the amount instep 6(the Proportionality Percentage, the % that must be used to improve or increase services for the unduplicated count over what is provided to all students)
  • When the LCFF is fully implemented statewide (or if your prior year’s expenditures equal or exceed the funded S&C Grants), then the Proportionality Percentage is the total S&C grants divided by the remainder of the LCFF funding, excluding add-ons for TIIG and H-S Transportation.
sample district
Sample District

Unified School District

ADA – 20,000

Unduplicated Count – 57%

2012-13 EIA - $2.4 million

Total Est. 2014-15 LCFF Funding - $134.3 million

2014-15 Gap Funding – 28.05%

important considerations
Important Considerations
  • The amount of revenue limit and categorical funds in 2012-13 is the starting point for LCFF.
    • No LEA will receive less than this amount.
  • Total revenues received will fluctuate proportionate to changes in ADA and changes in unduplicated pupils.
  • Full implementation of LCFF is estimated to occur over an 8-year period.
local control accountability plans
LOCAL CONTROLACCOUNTABILITY PLANS

Development Process

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lcap template instructions
LCAP Template Instructions
  • Use guiding questions as prompts for completing the information as required by statute.
    • Guiding questions do not require separate narrative responses.
  • Data referenced in the LCAP must be consistent with the school accountability card where appropriate.
the three lcap elements
The Three LCAP Elements

Section 1: Stakeholder Engagement

Section 2: Goals andProgress indicators

Section 3: Actions, Services,and Expenditures

lcap template for section 1
LCAP Template for Section 1

Describe the process used to engage stakeholders and how this engagement contributed to development of the LCAP

section 1 stakeholder engagement
Section 1:Stakeholder Engagement

[EC 52060(g)]

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.

definition of consult
Definition of “consult”

The Fiscal Report (2013)School Services of California, Inc.

The determination of curriculum content, the selection of instructional materials, and the use of instructional technology are subject to the duty to "consult" under Government Code Section 3543.2(a)."Consultation" (also known as "meet and confer") involves the free exchange of information, opinions, informal proposals, and recommendations according to orderly procedures in a conscientious effort to incorporate such recommendations into the resulting policy or plan.

obligation to negotiate
Obligation to “negotiate”

The Fiscal Report (2013)School Services of California, Inc.

While LEAs have an obligation to "consult," they do not have an obligation to "meet and negotiate" implementation decisions. "Establishing educational policies, goals and objectives," "determining curriculum," and "establishing budgetary priorities and allocations" are all fundamental management prerogatives not within the mandatory scope of bargaining…

obligation to negotiate continued
Obligation to “negotiate”(continued)

The Fiscal Report (2013)School Services of California, Inc.

However, if such decisions would have a foreseeable impact on negotiable "terms and conditions of employment" for bargaining unit members, a school district or COE is required to negotiate the "effects" or "impacts" of these decisions on negotiable subjects, including for example, hours of employment and compensation for professional development.

required representation from parent groups
Required Representation fromParent Groups

and

Members of pre-existing committees (ELAC/DELAC) can be included in the LCAP EL Parent Advisory Committee.

classification of students for lcff
Classification of Students for LCFF

English Learners(EL)

Foster Youth(FY)

  • 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
  • Foster youth are students who have been placed into an institution, group home, or private home of a state-certified caregiver or under the placement and care of the county welfare department, county probation department or tribal organization.
  • All foster youth qualify as Low Income students.
  • Qualify based on free and reduced price meals eligibility.

Low Income(LI)

slide29

Subgroups are considered numerically significant if there are 30 or more students with the exception of Foster Youth where 15 students are considered numerically significant.

Racial/Ethnic Subgroups

Other Subgroups

  • Black or African American
  • American Indian orAlaska Native
  • Asian
  • Filipino
  • Hispanic or Latino
  • Native Hawaiian orPacific Islander
  • White
  • Two or more races

English Learners

Low Income

Students with Disabilities

Foster Youth

the three lcap elements1
The Three LCAP Elements

Section 1: Stakeholder Engagement

Section 2: Goals andProgress indicators

Section 3: Actions, Services,and Expenditures

section 2 identifying goals linked to state priorities
Section 2: Identifying goals linked to state priorities

Include a description of the annual goals, for all pupils and each subgroup of pupils, for each state priority and any local priorities and require the annual update to include a review of progress towards the goals and describe any changes to the goals.

One goal may address multiple priorities.

section 2 use of metrics to measure progress
Section 2: Use of metrics to measure progress

The metrics may be quantitative or qualitative, although LEAs must, at minimum, use the specific metrics that statute explicitly references as required elements for measuring progress within a particular state priority area.

charters
Charters

Charter schools may adjust the template to align with the term of the charter school’s budget that is submitted to the school’s authorizer.

On or before July 1, 2015, and each year thereafter, a charter school shall update the goals (aligned to state priorities—that apply for the grade levels served or the nature of the program operated) and annual actions by using the template.

state board grouped the 8 priorities
State Board Grouped the 8 Priorities

Engagement

Parent Involvement (3)

Pupil Engagement (5)

School Climate (6)

Pupil Outcomes

Pupil Achievement (4)

Other Pupil Outcomes (8)

Conditionsfor Learning

Basic Services (1)

Implementation ofState Standards (2)

Course Access (7)

Additional Prioritiesfor County Officeof Education:

Expelled Pupils (9)

Foster Youth (10)

conditions for learning basic services
Conditions for Learning:Basic Services

Priority

#1

Degree to which teachers of the school district are appropriately assigned, fully credentialed in the subject area and for the pupils they are teaching

Every student has sufficient access to standards-aligned instructional materials

School facilities are maintained in good repair

conditions for learning implementation of state standards
Conditions for Learning:Implementation of State Standards

Priority

#2

Implementation of academic content and performance standards adopted by the state board (Common Core State Standards), including how the programs and services will enable English learners to access the common core academic content standards and the English language development standards for all pupils

conditions for learning course access
Conditions for Learning:Course Access

Priority

#7

The extent to which pupils have access to, and are enrolled in, a broad course of study that includes all of the subject areas described in Education Code.

conditions for learning expelled students coe only
Conditions for Learning:Expelled Students (COE only)

Priority

#9

County Office of Education will coordinate instruction of expelled pupils pursuant to Education Code section 48926

conditions for learning foster students coe only
Conditions for Learning:Foster Students (COE only)

Priority

#10

County Office of Education will coordinate services, including working with the county child welfare agency to share information, respond to the needs of the juvenile court system, and ensure transfer of health and education records

pupil outcomes pupil achievement
Pupil Outcomes:Pupil Achievement

Priority

#4

Performance on standardized tests

Score on Academic Performance index

Share of pupils that satisfy A-G requirements for UC system or career technical education sequences or clusters of study

Share of English learners that become English proficient

English learner reclassification rate

Share of pupils that pass Advanced Placement exams with a score of 3 or higher

Share of pupils determined prepared for college by theEarly Assessment Program

pupil outcomes other pupil outcomes
Pupil Outcomes:Other Pupil Outcomes

Priority

#8

Pupil outcomes in the subject areas describedin Education Code 51210 (grades 1 to 6) and51220 (grades 7 to 12)

engagement parent involvement
Engagement:Parent Involvement

Priority

#3

Efforts to seek parent input in decision making at district and school site(s)

Promotion of parent participation in programs for unduplicated pupils and special needs subgroups

engagement pupil engagement
Engagement:Pupil Engagement

Priority

#5

School attendance rates

Chronic absenteeism rates

Middle school dropout rates

High school dropout rates

High school graduation rates

engagement school climate
Engagement:School Climate

Priority

#6

Pupil suspension rates

Pupil expulsion rates

Other local measures including surveys of pupils, parents, and teachers on the sense of safety and school connectedness

the three lcap elements2
The Three LCAP Elements

Section 1: Stakeholder Engagement

Section 2: Goals andProgress indicators

Section 3: Actions, Services,and Expenditures

section 3 parts a b actions services and expenditures
Section 3 (Parts A & B): Actions, Services,and Expenditures

Include a description of the specific annual actions an LEA will take to meet the goals identified and a listing and description of the expenditures required to implement the specific actions.

Expenditures must be classified using the California School Accounting Manual

The LEA must reference all funding sources used to support actions and services.

section 3 part b level of service
Section 3 Part B: Level of Service

In Section 3, Part B--Identify whether supplemental and concentration funds are used in a districtwide, schoolwide, countywide, or charter-wide manner.

lcap template for section 3 part c
LCAP Template for Section 3, Part C

Identify the increase in funds in the LCAP year calculated on the basis of the number and concentration of low-income, foster youth, and English learner pupils

Describe how the LEA is expending these funds in the LCAP year.

Include a description of, and justification for, the use of any funds in a districtwide, schoolwide, countywide, or charter-wide manner.

districtwide use of funds
Districtwide Use of Funds

Districts with an enrollment of unduplicated students in excess of 55%of total enrollment can spend supplemental/concentration funds districtwide if two criteria are met:

  • Description of the services being provided on a districtwide basis
  • Description of how services are directed towards meeting the district’s goals for unduplicated students in the state priority areas

Districts with an enrollment of unduplicated students less than 55% of total enrollment can spend supplemental funds districtwide if three criteria are met:

  • Description of the services being provided on a districtwide basis
  • Description of how services are directed towards meeting the district’s goals for unduplicated students in the state priority areas
  • Describe how the services are the most effective use of funds to meet the district’s goals for its unduplicated pupils in the state priority areas
schoolwide use of funds
SchoolwideUse of Funds

Districts with an enrollment of unduplicated students at a school that is in excess of 40% of the school’s total enrollment can spend supplemental/concentration funds schoolwideif two criteria are met:

  • Description of the services being provided on a schoolwidebasis
  • Description of how services are directed towards meeting the district’s goals for unduplicated students in the state priority areas

Districts with an enrollment of unduplicated students at a school that is less than 40% of the school’s total enrollment can spend supplemental  funds schoolwideif three criteria are met:

  • Description of the services being provided on a schoolwidebasis
  • Description of how services are directed towards meeting the district’s goals for unduplicated students in the state priority areas
  • Describe how the services are the most effective use of funds to meet the district’s goals for its unduplicated pupils in the state priority areas
countywide or charter wide use of funds
Countywide or Charter-wide Use of Funds

A county office of education expending supplemental and concentration grant funds on a countywide basis or a charter school expending supplemental and concentration funds on a charter-wide basis shall doall of the following:

Identify in the LCAP those services that are being provided on a countywide or charter-wide basis

Describe in the LCAP how such services are directed towards meeting the county office of education or charter school’s goals for its unduplicated pupils in the state priority areas

lcap template for section 3 part d
LCAP Template for Section 3, Part D

Demonstrate how the services provided in the LCAP year for low-income pupils, foster youth, and English learners provide for increased or improved services for these pupils in proportion to the increase in funding provided for such pupils in that year

Identify the percentage by which services for unduplicated pupils must be increased or improved as compared to the services provided to all pupils in the LCAP year as calculated pursuant to 5 CCR 15496(a). An LEA shall describe how the proportionality percentage is met using a quantitative and/or qualitative description of the increased and/or improved services for unduplicated pupils as compared to the services provided to all pupils.

required annual update
Required Annual Update
  • How have the actions/services addressed the needs of all pupils, subgroups, and specific school sites (as applicable) and did the provisions of those services result in the desired outcomes?
  • What changes in actions, services, and expenditures will be needed as a result of reviewing past progress?
local control accountability plans1
LOCAL CONTROLACCOUNTABILITY PLANS

Ties to Other Documents

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lcap and other plans
LCAP and Other Plans

LCAP is a comprehensive planning tool.

LEAs may reference and describe actions and expenditures in other plans and funded by a variety of other fund sources when detailing goals, actions, and expenditures related to the state and local priorities.

The information in the LCAP, or annual update, may be supplemented by information contained in other plans (including the LEA plan)

lea plans
LEA Plans

LCAP does not replace LEA Plans which are still required under ESEA.

The SBE will take steps to minimize duplication of effort at the local level to the greatest extent possible.

LEAs in Program Improvement must continue to meet current LEA Plan requirements.

school site plans
School Site Plans

Specific actions included in the LCAP, or theannual update of the LCAP, must be consistentwith the strategies included in school plans.

Districts are responsible for reviewing school site plans to ensure this consistency.

local control accountability plans2
LOCAL CONTROLACCOUNTABILITY PLANS

Adoption Process

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lcap timeline
LCAP Timeline

As required by statute:

a sample 12 month planning and adoption process in a normal year
A Sample 12-month Planning and Adoption Process in a “Normal” Year

July to Oct.

Feb. to March

April to June

Nov. to Jan.

Draft and Consult

Decide and Adopt

Assess and Engage

Share and Respond

a sample planning and adoption process for this year
A Sample Planning and AdoptionProcess for This Year

February - March

Engage in a process to identify student needs, involve parents, school personnel, pupils, and bargaining groups in the plan development

March - April

Share with parent advisory groups and other stakeholders, and respond in writing to comments

May

Commence public comment period and hold public hearing

June

Adopt LCAP and LEA budget

sb 97
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 or 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)

county office approval
County Office Approval

Submits LCAP toCOE within 5 daysof adoption

Responds to COE request for clarification within 15 days

Considers COE recommendations in a public meeting within15 days

Reviews plan to determine if it meets requirements (adheres to SBE template and plan aligns with district budget)

Submits recommendedplan amendments todistrict within 15 days

Seeks clarification about contents by August 15

August 15: COE approves, conditionally approves,or disapprovesdistrict budgets

  • County Superintendent approval of LCAP by October 8 of each year

District

County Office

annual lcap update
Annual LCAP Update

Goals

Actions & 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 fromprior year

Review the progresstoward goals

county superintendent lcap roles and responsibilities continued
County SuperintendentLCAP Roles and Responsibilities (continued)

During this first year, COE Superintendent must approve school district LCAP if:

  • It adheres to SBE-adopted template and SBE-adopted regulations AND
  • The budget includes expenditures that are sufficient to implement actions/strategies outlined to meet goals for each state priority area
county superintendent roles and responsibilities for technical assistance
County Superintendent Roles and Responsibilities for Technical Assistance

[EC Section 52071]

The County Superintendent must provide technical assistance if:

The LCAP is not approved

Using the evaluation rubric adopted by the SBE, the school district does not improve achievement in two or more state priority areas for one or more student groups

Upon school district request

county supt roles and responsibilities for technical assistance continued
County Supt. Roles and Responsibilities for Technical Assistance (continued)

Technical assistance consists of:

Identification of a school district’s strengths and weaknesses in regard to state priority areas

Assignment of academic expert or team of experts to assist the school district in identifying and implementing effective programs

Request the State Superintendent assign the California Collaborative for Educational Excellence to assist

california collaborative for educational excellence ccee
California Collaborative forEducational Excellence (CCEE)
  • Purpose is to advise and assist school districts, COEs, and charter schools in achieving goals laid out in the LCAPs.
  • SPI, with approval of the SBE, shall contract with individuals, LEAs, or other organizations with expertise in specific areas:
    • State priorities
    • Improving the quality of teaching
    • Improving quality of leadership
    • Addressing the needs of special populations
wested audio segments
WestEd Audio Segments

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

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

Episode 7 – Local Control Funding Formula Spending Regulations

Episode 8 – Overview of the Local Control and Accountability Plan

sbe recommendations for support
SBE – Recommendations for Support

Guidance documents for the field

Clarification of interaction between federal and state law and coordination with existing school site plans to ensure “no supplanting”

Development of promising practices around stakeholder engagement

Clarification of requirements for charters

Creation of an electronic template

Guidance for county offices of education on approvalof plans

local control accountability plans3
LOCAL CONTROLACCOUNTABILITY PLANS

Questions?

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