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Cat’s Cradle. Local Control Funding Formula and Local Control Accountability Plan. Brief Funding Review RCOE Funding Local Control Accountability Plan Support and Intervention. A Gift of More Local Control. FUNDING. Formula Components of the LCFF. Gap Funding.
Cat’s Cradle Local Control Funding Formula and Local Control Accountability Plan
Brief Funding Review RCOE Funding Local Control Accountability Plan Support and Intervention
Formula Components of the LCFF Gap Funding 8 Years to Close Funding Gap Aimed at closing each LEA’s difference between the 2012-13 funding and the 2020-21 target funding by 1/8th annually.
Setting 2020-21 Targets • Will be impacted by COLA, fluctuating ADA, growth in property tax revenue. • P1 in December paints the first fuzzy picture of the LEA target. • P2 in April should generate a clearer target for LEA.
Major Shifts Made by the LCFF Before LCFF After LCFF LCFF base funding differen-tiated by grade spans. Unduplicated pupil weights, concentration funding. K-3 CSR targeting 24-1. Local Control Accountability Plans required by July 1, 2014. • Revenue limits. • State categoricals with temporary tiered flex. • K-3 CSR: Limited funding with unlimited class sizes. • Accountability and performance separate from funding.
What Stays the Same? • Financial Audits • Compliance With Williams • School Accountability Report Cards • Federal Funding, Planning, and Accountability • LEA as Subgrantee of the State
2012-2013 Revenues Some Restricted 2013-2014 Revenues All Unrestricted Does not include Special Ed and Community school transfers.
Pause and Reflect • What questions do you have about district funding or the implications of county office funding? • What other information have you heard that should be shared?
Local Control Accountability Plan (LCAP) • Adopted on or • before July 1, • 2014. • SBE-adopted • template • required. Kjascbnosnoadasnlancascn:olxnSCasp”adae aDVMADPMDMADasclnasasneoiinqaonqaocnoascnopnonzxwDMaSQACOWDNPQWEMW”p’qw”WDPMQKSDUHBNBCDAIICCNEIOWNALKANCQPOQWEYTJHBPCKLOACNPEIHWOIQNQEOPINQQZCINLWQWCINQLINEQLWQIONOLIQNOCQINONXOEINCOWINECOIWEN;NEW;wowowowowowowowowowowowowowowowowowoeccnewioneweocineqohqubcibaksjcbnlenql;cm;eqocvnoqnwocnqioeucnqineqoicneqlihcqiouecbqoueioucbqeiouvboqevboqubvoqeubvoqeuboquebncobnoqewpen Cbiqebcebqeqqecubqocuneqochnenqoencoqeicninqocuoubecocucb Wiyakcbubaekcuaebcukebkuebkaubckauecbkebkebakubakubqsdnvsimsmvimslifvslidvnslifndlvinilisindfvilsnvio;aa;;osd;osdi;nosdivnonos;ioaiosnoiasdnosdinoisdnoaisnoisnaosdinosadinaoinoasindoasnoasdinvoivanosdnioasdfn) All of the following are state priorities: (1) The degree to which the teachers of the school district are appropriately assigned in accordance with Section 44258.9, and fully credentialed in the subject areas, and, for the pupils they are teaching, every pupil in the school district has sufficient access to the standards-aligned instructional materials as determined pursuant to Section 60119, and school facilities are maintained in good repair as specified in subdivision (d) of Section 17002. (2) Implementation of the academic content and performance standards adopted by the state board, including how the programs and services will enable English learners to access the common core academic content standards adopted pursuant to Section 60605.8 and the English language development standards adopted pursuant to Section 60811.3 for purposes of gaining academic content knowledge and English language proficiency. (3) Parental involvement, including efforts the school district makes to seek parent input in making decisions for the school district and each individual schoolsite, and including how the school district will promote parental participation in programs for unduplicated pupils and individuals with exceptional needs. (4) Pupil achievement, as measured by all of the following, as applicable: (A) Statewide assessments… (B) The Academic Performance Index… (C) The percentage of pupils who have successfully completed courses that satisfy the requirements for entrance to the University of California and the California State University, or career technical education sequences… (D) The percentage of English learner pupils who make progress toward English proficiency… (E) The English learner reclassification rate. (F) The percentage of pupils who have passed an advanced placement examination with a score of 3 or higher. (G) The percentage of pupils who participate in, and demonstrate college preparedness pursuant to, the Early Assessment Program…or any subsequent assessment of college preparedness. (5) Pupil engagement, as measured by all of the following, as applicable: (A) School attendance rates. (B) Chronic absenteeism rates. (C) Middle school dropout rates… (D) High school dropout rates. (E) High school graduation rates. (6) School climate, as measured by all of the following, as applicable: (A) Pupil suspension rates. (B) Pupil expulsion rates. (C) Ot7-12, respectively)…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 as a result of the funding received pursuant to Section 42238.02 (LCFF)… (8) Pupil outcomes, if available, in the subject areas described in Section 51210 and subdivisions (a) to (i), inclusive, of Section 5 • Three-year • plan, annually updated. LCAP
Describes both of the following: • Annual goals, for all • pupils to be achieved • for each of the state • priorities and for any • additional local • priorities. • Specific actions • the school district • will take during each • year to achieve the • goals.
“Numerically Significant” • At least 30 valid scores. • For foster youth, 15 valid scores.
1. Basic Services (Williams) Teachers appropriately assigned and fully credentialed. Student access to standards-aligned instructional materials. School facilities maintained in good repair.
3. Parental Involvement Parent advisory committee. English learner parent advisory committee. Notify members of the public and hold at least one public hearing.
4. Student Achievement Pass Rate A.P. Exams Progress toward English Proficiency Reclassification Rate$ Academic Performance Index E.A.P. Participation and College Preparedness Rate A-G Completion Rate or CTE Course Sequence * Statewide Assessments
5. Student Engagement School attendance rates. Chronic absenteeism rates. Middle school dropout rates. High school dropout rates. High school graduation rates.
6. School Climate Pupil suspension rates. Pupil expulsion rates. Other local measures.
7. Access to Courses “A full belly is little worth where the mind is starved.” -- Mark Twain
8. Other Student Outcomes
A Single Plan • Integrate Fed • School reviews * • SARC data format • Local priorities *
LCAP Links to SARC • “reported in a manner consistent with how information is reported on a school accountability report card.”
and... Does not have to be submitted to the SBE. Is subject to UCP. May not be waived by SBE or SSPI.
Pause and Reflect • What questions or comments do you have about LCAP components. What about the plan works for you? What’s problematic? • What other information have you heard that should be shared?
Timeline • Initial SBE feedback to policies and templates: Nov. 6-7 • Preview of policies/templates in Riverside County: Nov. 21 • Fiscal policies due January 31, 2014 • SBE required to adopt template for LCAP by March 31, 2014 • June 2014, LEA Board Approval Must be reviewed at board meeting prior to approval at subsequent board meeting. • Due July 1, 2014 • Content vs. Format….start now! Data consistent with SARC format. (Embrace the ambiguity.)
“a holistic, multidimensional assessment of school district and individual schoolsite performance...”
LCFF Priorities Checklist • Elements of LCAP planning in one place.
Updated Annually A P S D
What Can We Do Now? Follow federal regulations.
What Can We Do Now? Maintain local advisory groups.
What Can We Do Now? Maintain ROP, Adult Education, and Home-to-School Transportation.
What Can We Do Now? Introduce procedures that will be required in 2014–15: Calendar events. Create writing team. Advisory committees in place. Document, document, document.
What Can We Do Now? Look for existing data, strategies, and actions in your program that are successful with eight state priorities. What’s missing?
What Can We Do Now? Define your core program. Study what works best for ELs and low performing students: target LCFF augmentation $ for them. Brainstorm how to supplement this w/ Title I and III from your LEAP
What Can We Do Now? Map out CSR over 3 years. Consider what it looks like to add coaches, counselors, interventions etc. over time. What are personnel needs for ‘14-15? (March deadline)
What Can We Do Now? Think Performance-Based Budgeting. What does it look like to plan for and fund performance? Does the strategy work? Update budget for what works.
Performance-Based Budgeting • “Performance budgets use statements of missions, goals and objectives to explain why the money is being spent. It is a way to allocate resources to achieve specific objectives based on program goals and measured results.” Peter van der Knapp • The key to understanding performance-based budgeting lies beneath the word “results”.