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
Shifts in Thinking and Funding
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
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
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
Increase in funding attributable to Unduplicated Count
SUPPLEMENTAL/ CONCENTRATION GRANTS
(Est. 28% of Gap)
BASE AND AUGMENTATION GRANTS
2013-14 Funded LCFF
2014-15 LCFF TARGET
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 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:
“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.
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
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%
Describe the process used to engage stakeholders and how this engagement contributed to development of the LCAP
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.
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.
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…
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.
Members of pre-existing committees (ELAC/DELAC) can be included in the LCAP EL Parent Advisory Committee.
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.
Students with Disabilities
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.
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.
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.
Parent Involvement (3)
Pupil Engagement (5)
School Climate (6)
Pupil Achievement (4)
Other Pupil Outcomes (8)
Basic Services (1)
Implementation ofState Standards (2)
Course Access (7)
Additional Prioritiesfor County Officeof Education:
Expelled Pupils (9)
Foster Youth (10)
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
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
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.
County Office of Education will coordinate instruction of expelled pupils pursuant to Education Code section 48926
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
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 in the subject areas describedin Education Code 51210 (grades 1 to 6) and51220 (grades 7 to 12)
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
School attendance rates
Chronic absenteeism rates
Middle school dropout rates
High school dropout rates
High school graduation rates
Pupil suspension rates
Pupil expulsion rates
Other local measures including surveys of pupils, parents, and teachers on the sense of safety and school connectedness
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.
In Section 3, Part B--Identify whether supplemental and concentration funds are used in a districtwide, schoolwide, countywide, or charter-wide manner.
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.
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:
Districts with an enrollment of unduplicated students less than 55% of total enrollment can spend supplemental funds districtwide if three criteria are met:
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:
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:
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
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.
Ties to Other Documents
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)
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.
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.
As required by statute:
July to Oct.
Feb. to March
April to June
Nov. to Jan.
Draft and Consult
Decide and Adopt
Assess and Engage
Share and Respond
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
Commence public comment period and hold public hearing
Adopt LCAP and LEA budget
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)
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
Actions & Expenditures
A list and description of expenditures for the fiscal year:
Review any changes in applicability of goals fromprior year
Review the progresstoward goals
During this first year, COE Superintendent must approve school district LCAP if:
[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
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
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
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