1. Local Control Accountability Plan Update: Working With Stakeholders and County Review

2. A Gift of More Local Control
A gift with layers:
All of the factors that affect a child’s learning.
Accountability.
Stakeholders we serve.
It’s a seven layer cake with eight layers of funding.

3. Outcomes Review LCAP purposes.
Review SBE approved template and spending regulations and implications.
Sharing data with stakeholders.
What are we asking stakeholders?
County contacts.
Implementation Framework and county review.

4. Local Control Accountability Plan
Annual Goals That Address Eight Specified Priority Areas
Districtwide goals.
Goals for each subgroup; school.
Specific Actions to Achieve Goals
Each action must be aligned with budget.
Input and Review Process
Advisory groups review and comment.
LEA responds to groups’ comments in writing.

5. Janelle’s Key Points
LCFF changes focus from compliance to performance.
LCAP describes what you will do for kids and what you will spend to do so.
Performance driven - what do all kids need and how will you meet their needs.
Local Planning - tells the local story to stakeholders based on the local needs and goals –

6. Advice from Janelle’s WestEd Colleagues
“Telling the Story” is like a grant introduction or justification. Stakeholders as audience. It’s like an elevator speech. Who are we -- our values, our priorities, our stakeholders and partners. How we plan to address our needs. How we’ll invest the funds. How the system will support it. How did we get it done?

8. Priorities May Be Grouped for “Goal” Purposes
A. Conditions of Learning
Basic Services
Implementation of State Standards
Course Access
B. Pupil Outcomes
Pupil Achievement
Other Pupil Outcomes
Engagement
Parent Involvement
Pupil Engagement
School Climate

9. Districts Counties Charters Significant subgroup now defined as 30.
Significant subgroup Foster youth defined as 15.

11. Template Categories 3-Year LCAP
1. Stakeholder Engagement
Guides the process planning for development of LCAP.
See guiding questions.
Likely will be completed after LCAP sections
2-3 are complete.
Is NOT the narrative for state priority 3, Parent Involvement.

12. Template Categories 3-Year LCAP
1. Stakeholder Engagement
Needs Analysis:
Guiding question 3-
What information was made available to stakeholders related to the state priorities and used by the LEA to inform the LCAP goal setting process?
Qualitative and Quantitative

14. Needs Analysis

16. KDS Surveys

17. On Gathering Input Don’t ask for input that you don’t plan to use.
Ask questions relevant to your story or your data.
What is your process for reviewing processing and feeding back your input to your stakeholders?

18. What are Districts Asking?
Temecula Valley: How can TVUSD help more…
1. Students to attend school regularly?
2. Students to do well in their classes?
3. Students to graduate from high school?
4. Students to prepare for college and careers?
5. Parents to become involved in our schools?

19. Essential Questions From Madera County
What steps might we continue or implement to:
Close achievement gaps?
Provide college and career readiness?
Achieve master of 21st century learning skills?
Ensure all students graduate?
Promote positive learning environments?
Expand parent involvement?

20. What are Districts Asking?

21. KDS Surveys

22. CAC: Community Advisory Committee (SpEd)
CSEA: California State Employees Association
CTE: Career Technical Education Partners
DELAC: District English Language Advisory Committee
GATE: Gifted & Talented Education Advisory Committee
LCAP: Local Control Accountability Plan Information Nights
PAC: Parent Advisory Committee
PTO: Parent Teacher Organizations
SSC: School Site Councils
VVTA: Val Verde Teachers Association

23. LCAP Next Steps Create a Timeline of Events
Establish Districtwide Committees
Analyze Student Achievement Data
Know Research
Educate Learning Community on LCFF and LCAP
Establish LCAP Goals
Begin Aligning Budget With LCAP

24. Focus Group Questions In small, grade span alike groups:
What two things do you want most for your child?
What do parents need to know most about this?
What are the best ways to get parents engaged in this new opportunity?

25. Small Group Discussion
How are you engaging your stakeholders?
What are you asking your stakeholders?
How are you maximizing attendance?
How are you reviewing and processing and feeding back your input to stakeholders?

26. Template Categories 3-Year LCAP
Needs (data) Analysis
2. Goals and Progress Indicators
8 state priorities; all students subgroups; schools
District identifies metric and the progress projected (target).
Quantitative or qualitative
One goal can fit multiple state priorities

27. Getting Ready to Write
Does your writing team have a common understanding of terms such as:
“Annual update”
“Metric”
“Different/Improved”
“State Priorities”/”LEA priorities”, “LEA goals”
“Actions and Services”
“Performance Indicators”

28. Template Categories 3-Year LCAP
3. Actions, Services, and Expenditures
Budget references include all funding sources to implement action/service.
Actions, services, and expenditures for ALL pupils and subgroups not listed in B.
Actions and services above and beyond what is provided for All Students that serve low income, EL, foster youth, and RFEP.

29. Template Categories 3-Year LCAP
Actions, Services, and Expenditures
Description of calculation of concentration funds, how the funds are being expended that year, justification for schoolwide or districtwide use.

30. Template Categories 3-Year LCAP
Actions, Services, and Expenditures
Description of how services for subgroups identified under (B) are increased or improved in proportion to the increased funding and as compared to services provided to all pupils.

31. SBE Approved Spending Regulations

32. SBE Proportionality Scenario

33. Disconnect in Funding?
If “districtwide” means a district may spend LCFF funds (concentration and supplemental) on all students -- how does a district reconcile or meet a proportionality figure?

34. Deadline
On or before July 1, 2014 (By June 2014), LEA Board Approval at same meeting and prior to the Budget Approval.
Due to RCOE by July 1, 2014, or 5 days after board approval, whichever is sooner.

35. LCAP actions must be consistent with local bargaining agreements.
Solicit written comments
from public.
Respond in writing to comments from advisory committees.
Present proposed plan to parent advisory committees for review and comment.
Adopt Plan at subsequent public meeting.
Develop proposed
plan.
52062.a(4): superintendent shall review school plans and ensure that the specific actions included in the LCAP are consistent with the strategies included in the school plans
Governing Board solicits recommendations and comments from public at public hearing.
Must be adopted by
July 1, 2014
Consult with school employees, parents, students and local bargaining units.
LCAP actions must be consistent with local bargaining agreements.

36. If County Superintendent seeks clarification, budget approval is conditional

37. COE reviews plan content and alignment of budget.
Submits locally approved plan
to COE five days after adoption.
Seeks clarification about contents
of plan from district by
August 15.
COE reviews plan clarification.
Responds to COE request for
clarification within 15 days.
Submits recommended amendments
to plan back to district within 15
days.
COE reviews plan amendments.
Considers COE recommendations
in a public hearing within 15 days.
Reviews plan to determine if it meets
requirements (adheres to SBE
Template and aligns with district
budget).
If plan meets requirements,
approves plan by October 8.
If plan does not meet
requirements, does not
approve plan; provides
support.

38. Our Review Process TEAM WORKING DATES: June 24-26, 2014
TEAM WORKING DATES:
June 24-26, 2014
July 7-11, 2014
July 15-31, 2014 (Directors Only)
Our Review Process

39. July 15-31, 2014 (Directors Only)
Our Review Process
TEAM WORKING DATES:
June 24-26, 2014
July 7-11, 2014
July 15-31, 2014 (Directors Only)

40. LCAP actions must be consistent with local bargaining agreements.
Solicit written comments
from public.
Respond in writing to comments from advisory committees.
Present proposed plan to parent advisory committees for review and comment.
Adopt Plan at subsequent public meeting.
Develop proposed
plan.
52062.a(4): superintendent shall review school plans and ensure that the specific actions included in the LCAP are consistent with the strategies included in the school plans
Governing Board solicits recommendations and comments from public at public hearing.
Must be adopted by
July 1, 2014
Consult with school employees, parents, students and local bargaining units.
LCAP actions must be consistent with local bargaining agreements.

41. LCAP Development Assistance
Riverside/ Alvord/ Jurupa Contact: Cynthia Woods Murrieta/ Temecula Contact: Diana Asseier Coachella/ Palm Springs/ Desert Sands Contact: Mike Barney Palo Verde/ Desert Center/ Menifee Contact: Dennis Large Banning/ Beaumont/ San Jacinto Contact: Barbara Howard
Corona/ Lake Elsinore/ Val Verde/ RCOE Contact: Russ Frank RCEA/ CBK/ Imagine/ Gateway/ RiverSprings Contact: Diana Asseier Perris High/ Perris El/ Romoland Contact: Hilma Griffin-Watson ; Hemet/ Nuview/ Moreno Valley Contact: Ron Vito

42. REVIEW STRUCTURE
Level 1- Expert Team Review by the priority areas.
Level 2- Whole Plan Review by district.
Level 3- Directors’ Final Review and Response to district.

43. Flexibility…Accountability
GOAL: Every Student College and Career Ready
How can we assist our districts in increasing achievement for all students?
Systems ensuring successful implementation of actions and sustainability of impact.
What does the Research say?

44. Implementation Science
Stages of Implementation
Drivers of Implementation

45. Implementation Science
Level 1- Expert Team Review by the priority areas.
Lens for Plan Review
Ensure goals are based on Needs Analysis.
Ensure Goals and Actions will result in progress indicated based on identified metric.
Ensure Actions are research-based.
GOAL: Increased achievement for all students; every student college and career ready.

46. An in depth view of the research based “Lens”
Implementation Science
An in depth view of the research based “Lens”

47. Competency Drivers

48. Performance Assessment
Definition: Performance assessments define
the practices that teachers and/or students
will do differently based on new learning.
Performance assessment indicate the” vital
behaviors” to implement a new practice.
Performance Assessments are commonly
called Practice Profiles.

49. Implementation Framework
Review the descriptions for each of the “Drivers.”
Discuss at your table the following questions:
What are the critical components of each of the drivers?
Why is it critical to address each of the drivers when planning the actions to achieve your goals?
How can this frame your LCAP development?

51. Our Goal
Goal: District will implement six to eight CCSS aligned units of study in 100% of all ELA classes by the end of the school year.
District will write three CCSS aligned units of study in the school year. (Exploration)
District will write three CCSS aligned units of study in the school year. (Exploration)
District will train all teachers to implement CCSS aligned units of study and refine CCSS units of study in the school year. (Installation)
District will continue to support teachers to implement CCSS aligned units of study and refine CCSS units of study in the school year. (Initial Implementation)
District will fully implement CCSS aligned units of study per year in 100% of all ELA classes in the school year. (Full Implementation)

52. Reviewing Your Action Steps via the “Lens”
Performance Assessment (Practice Profile)
Competency Drivers
Organizational Drivers
Leadership Drivers

53. Implementation Framework
Review the list of action steps identified for implementation of the common core goal.
Which of the drivers are addressed by each action step?
Are there any drivers that are missing or underrepresented?

54. Competency Drivers

55. Performance Assessment Reflective Questions
Related to your goal:
Have we defined what full implementation of the goal will look like (created a practice profile)?
Who contributed to this definition?
Are all practitioners aware of the continuum of progress to full implemention?
How will we monitor progress toward full implementation?
Who will be responsible for monitoring?
How will we refine this definition as implementation progresses?

56. Competency Drivers

57. Competency Drivers Reflective Questions
Related to your goal:
How is coaching, training and selection used to ensure students are supported by implementing your goal?
How is coaching, training and selection used to support instructional systems?
How is coaching, training and selection used to support teachers with collaboration on your goal?
How is the effectiveness of coaching, training and selection being monitored to ensure effective implementation?
What coaching, training and selection will ensure that all students and stakeholders will have access to your goal to catapult their learning?

58. Competency Drivers

59. Organizational Drivers Reflective Questions
Related to your goal:
Systems Intervention:
What external forces might impact the district and/or site ability to implement your goal? (legislation, budget, community resources, etc.)
Facilitative administration:
What internal organizational systems are in place in order for the district/site to implement your goal?
What barriers must be removed in order for the district/site to implement your goal?
Decision Support Data Systems:
What data points are needed to support the successful implementation of your goal?
What collaboration systems are needed to support the successful implementation of your goal?
How are the data and collaboration systems being monitored to ensure effective implementation of your goal?

61. Leadership Drivers Reflective Questions
Related to your goal:
Technical leadership
Do site/district leaders have the knowledge & skills to answer technical questions related to the implementing the goal?
Do site/district leaders have the ability to recognize the different levels of knowledge, understanding, and needs of the staff?
Adaptive leadership
Do leaders have the ability to address the fears, anxiety and resistance related to implementation of the goal?
Do leaders have the ability to respond to the different levels of knowledge, understanding, and needs of the staff?
Do leaders have the ability to integrate instructional and district systems interdependently to ensure successful implementation of the goal?
Do leaders effectively communicate goals, objectives and action steps to all stakeholders in order to ensure the successful implementation of goal?
Do leaders monitor and reflect on the effectiveness of the goal and support systems related to the goal and adjust as necessary?

62. Implementation Framework
Considering the Reflective questions for each of the drivers.
What additional steps should be added to ensure the full implementation and sustainability of the goal?

63. Level 2- Whole Plan Review by district
Plan reviewed for coherence, template alignment, budget alignment.

64. Level 3- Directors’ Final Review and Response to district
Plan reviews from first two processes analyzed and response to district developed.

65. TEAM WORKING DATES: June 24-26, 2014 July 7-11, 2014 July 15-31, 2014
Teams review plans by priority areas.
July 7-11, 2014
Teams review “whole” plans by district.
District “contacts” facilitate district LCAP review.
July 15-31, 2014
ES and FS Directors conduct final LCFF/LCAP review.
Generate summary and recommendations.

66. TEAM WORKING DATES: July 31 – August 10, 2014
Cabinet generates letters
Approved.
Conditional approval based on clarification needed on budget or plan.
Not approved (provides technical assistance).

67. COE reviews plan content and alignment of budget.
Submits locally approved plan
to COE five days after adoption.
Seeks clarification about contents
of plan from district by
August 15.
COE reviews plan clarification.
Responds to COE request for
clarification within 15 days.
Submits recommended amendments
to plan back to district within 15
days.
COE reviews plan amendments.
Considers COE recommendations
in a public hearing within 15 days.
Reviews plan to determine if it meets
requirements (adheres to SBE
Template and aligns with district
budget).
If plan meets requirements,
approves plan by October 8.
If plan does not meet
requirements, does not
approve plan; provides
support.

68. Through each replication, we become more clear in our implementation efforts.

69. A Gift of More Local Control
A gift with layers:
All of the factors that affect a child’s learning.
Accountability.
Stakeholders we serve.
It’s a seven layer cake with eight layers of funding.

70. After All – Who’s this Cake for?

71. Questions?