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Local Control Funding Formula and Local Control Accountability Plan Cat’s Cradle.

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Presentation on theme: "Local Control Funding Formula and Local Control Accountability Plan Cat’s Cradle."— Presentation transcript:

1 Local Control Funding Formula and Local Control Accountability Plan Cat’s Cradle

2 Brief Funding Review RCOE Funding Local Control Accountability Plan Support and Intervention

3 A Gift of More Local Control

4 FUNDING

5 Formula Components of the LCFF Per ADA in CALPADS K-3$6, $6, $7, $8,289 Basic Rate for All Kids

6 Formula Components of the LCFF Adjusted Base Rates (ABR) Class Size Reduction K-3 Let’s keep class sizes low or negotiated level. Add 10.4% of the K-3 base rate. Career Technical Education 9-12 It costs more to provide quality CTE. Add 2.6% of the 9-12 base rate.

7 Formula Components of the LCFF Supplemental Funding To meet the needs of: Low Income (LI) Foster Youth English Learners (EL) Add 20% of the eligible student’s base rate.

8 Dilemma of Reclassification Student reclassified as FEP who is NOT also LI no longer generates extra $$$.

9 Supplemental Follow up Challenge: Districts need to find out what their unduplicated counts are. Can we produce a list of districts with unduplicated LI/EL percentage counts?

10 Formula Components of the LCFF Concentration Funding Some districts face even greater challenges. For LEAs with more than 55% Unduplicated Pupil. Add 50% of the base rate of each eligible student over 55%.

11 Will You Get Concentration Funding? How Good Are Your Data?

12

13

14 LEA Ensures “Proportionality” “Increase or improve services for EL/LI in proportion to the increase in funds apportioned on the basis of the number and concentration of unduplicated pupils.” SBE must adopt regulations covering the use of supplemental and concentration funds by January 31, 2014.

15 Formula Components of the LCFF Targeted Instructional Improvement Block Grant If received in 12-13, will receive again. Can be used for any educational purpose. List of county districts. First of Three Add-Ons

16 If LEA received in it will continue to receive through Formula Components of the LCFF Home/School Transportation Second of Three Add-Ons

17 Formula Components of the LCFF Some LEAs could lose funding due to concentrations of categorical funds. ERT is like a “hold harmless” for these LEAs. Equal increase each year for 8 years. Economic Recovery Target (ERT) Third of Three Add-Ons

18

19 Formula Components of the LCFF Gap Funding Aimed at closing each LEA’s difference between the funding and the target funding by 1/8 th annually. 8 Years to Close Funding Gap

20

21 Setting 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.

22 Categorical Survivors

23 Major Shifts Made by the LCFF Before LCFF After LCFF Revenue limits. State categoricals with temporary tiered flex. K-3 CSR: Limited funding with unlimited class sizes. Accountability and performance separate from funding. LCFF base funding differen- tiated by grade spans. Unduplicated pupil weights, concentration funding. K-3 CSR targeting Local Control Accountability Plans required by July 1, 2014.

24 What Stays the Same? Financial Audits Compliance With Williams School Accountability Report Cards Federal Funding, Planning, and Accountability LEA as Subgrantee of the State

25 County Office Funding

26 Revenues Some Restricted Revenues All Unrestricted Does not include Special Ed and Community school transfers.

27 Before, After, and Ever After Other Purpose Base Revenue Limit Alternative Education ROP State Aid (Includes Excess Taxes) Foster Youth Community Day Schools Cal-SAFE Teacher Credentialing Block Grant Alternative Certification Program California School Paraprofessional Teacher Tr. Opportunity Schools, Specialized Schools, Community Day School, Adults in Correctional Facilities and County School Tuition Fiscal Oversight EIA Math & Reading Pro. Dev. Program ELL Deferred Maintenance IMF Block Grant Staff Development - BTTA Program Staff Development - TPR CAHSEE Intensive Instruction and Services Professional Development Block Grant School and Library Improvement Block Grant Arts and Music Block Grant Williams Valenzuela Child Oral Health Assessments School Safety and Violence Prevention County Operations Grant Alternative Education Hold Harmless County Operations Grant Alternative Education

28 Red section of bar graph.

29 Green section of bar graph.

30 Actual Costs to run organization

31

32 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?

33 Local Control Accountability Plan (LCAP) Adopted on or before July 1, SBE-adopted template required. Three-year plan, annually updated. LCAP Kjascbnosnoadasnlancascn:olxnSCasp”adae aDVMADPMDMADasclnasasneoiinqaonqaocnoascnopnonzxwDMaSQACOWDNPQWEMW”p’qw”WDPM QKSDUHBNBCDAIICCNEIOWNALKANCQPOQWEYTJHBPCKLOACNPEIHWOIQNQEOPINQQZCINL WQWCINQLINEQLWQIONOLIQNOCQINONXOEINCOWINECOIWEN;NEW;wowowowowowowowowowo wowowowowowowowoeccnewioneweocineqohqubcibaksjcbnlenql;cm;eqocvnoqnwocnqioeucnqineqoicn eqlihcqiouecbqoueioucbqeiouvboqevboqubvoqeubvoqeuboquebncobnoqewpen Cbiqebcebqeqqecubqocuneqochnenqoencoqeicninqocuoubecocucb Wiyakcbubaekcuaebcukebkuebkaubckauecbkebkebakubakubqsdnvsimsmvimslifvslidvnslifndlvinilisindfvil snvio;aa;;osd;osdi;nosdivnonos;ioaiosnoiasdnosdinoisdnoaisnoisnaosdinosadinaoinoasindoasnoasdinvoi vanosdnioasdfn) 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 , 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 (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 and the English language development standards adopted pursuant to Section 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 (LCFF)… (8) Pupil outcomes, if available, in the subject areas described in Section and subdivisions (a) to (i), inclusive, of Section 5

34 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.

35 “Numerically Significant” At least 30 valid scores. For foster youth, 15 valid scores.

36

37 1. Basic Services (Williams) Teachers appropriately assigned and fully credentialed. Student access to standards-aligned instructional materials. School facilities maintained in good repair.

38 2. Implementation of State Standards

39 2. CCSS Implementation Survey Developed by CISC Each district in each county Due mid-Oct. Used at the SBE meeting Nov. 6-7 meeting for input RCOE directors to call district Ass’t Supts.

40 3. Parental Involvement Parent advisory committee. English learner parent advisory committee. Notify members of the public and hold at least one public hearing.

41 4. Student Achievement Statewide Assessments A-G Completion Rate or CTE Course Sequence * Reclassification Rate$ Progress toward English Proficiency Pass Rate A.P. Exams E.A.P. Participation and College Preparedness Rate Academic Performance Index

42 5. Student Engagement School attendance rates. Chronic absenteeism rates. Middle school dropout rates. High school dropout rates. High school graduation rates.

43 6. School Climate Pupil suspension rates. Pupil expulsion rates. Other local measures.

44 7. Access to Courses “A full belly is little worth where the mind is starved.” -- Mark Twain

45 8. Other Student Outcomes

46 Staff Participation

47 A Single Plan Integrate Fed School reviews * SARC data format Local priorities *

48 LCAP Links to SARC “reported in a manner consistent with how information is reported on a school accountability report card.”

49 Public Meeting for Approval

50

51 and... Does not have to be submitted to the SBE. Is subject to UCP. May not be waived by SBE or SSPI.

52 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?

53 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.)

54 “a holistic, multidimensional assessment of school district and individual schoolsite performance...”

55 LCFF Priorities Checklist Elements of LCAP planning in one place.

56 Updated Annually A P SD

57

58 What Can We Do Now? Update budgets.

59 What Can We Do Now? Follow federal regulations.

60 What Can We Do Now? Maintain local advisory groups.

61 What Can We Do Now? Maintain ROP, Adult Education, and Home-to- School Transportation.

62 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.

63 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?

64 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

65 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)

66 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.

67 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”.

68 Pause and Reflect Think of an instructional strategy, practice, routine, that is working for your students, especially those who often struggle. Share that success story with a partner.

69 Support and Intervention

70

71 A County Superintendent of Schools (CSOS) must provide technical assistance if: – the CSOS does not approve an LEA’s Plan; – the CSOS does not approve an LEA’s annual update; or – the governing board of an LEA request technical assistance. What If the LCAP Is not Approved?

72 CSOS may: Identify the LEA’s strengths and weaknesses. Support and Intervention Options

73 CSOS may: – Assign a team of academic experts to assist the LEA. – Solicit another LEA to act as a partner to the LEA in need of technical assistance. Support and Intervention Options

74 CSOS may: –Request that the SSPI assign the California Collaborative for Educational Excellence (CCEE)

75 LEAs that fail to improve student achievement: -- More than one state priority. -- One or more pupil subgroups. Who Is Assigned Technical Assistance?

76 LEAs that fail to improve student achievement: -- More than one state priority. -- One or more pupil subgroups. Who Is Assigned Technical Assistance?

77 LEAs who request TA pay for services. Technical Assistance

78 What warrants State Superintendent intervention? The LEA did not improve outcomes for three or more subgroups in three out of four consecutive years. After advice and assistance to the LEA, the CCEE reports: The LEA has failed to implement recommendations. Inadequate performance is persistent or acute. State Intervention

79 Make changes to an LEA’s LCAP. State Intervention Options Kjascbnosnoadasnlancascn:olxnSCasp”adae aDVMADPMDMADasclnasasneoiinqaonqaocnoascnopnonzxwDMaSQACOWDNPQWEMW”p’qw”WDPM QKSDUHBNBCDAIICCNEIOWNALKANCQPOQWEYTJHBPCKLOACNPEIHWOIQNQEOPINQQZCINL WQWCINQLINEQLWQIONOLIQNOCQINONXOEINCOWINECOIWEN;NEW;wowowowowowowowowowo wowowowowowowowoeccnewioneweocineqohqubcibaksjcbnlenql;cm;eqocvnoqnwocnqioeucnqineqoicn eqlihcqiouecbqoueioucbqeiouvboqevboqubvoqeubvoqeuboquebncobnoqewpen Cbiqebcebqeqqecubqocuneqochnenqoencoqeicninqocuoubecocucb Wiyakcbubaekcuaebcukebkuebkaubckauecbkebkebakubakubqsdnvsimsmvimslifvslidvnslifndlvinilisindfvil snvio;aa;;osd;osdi;nosdivnonos;ioaiosnoiasdnosdinoisdnoaisnoisnaosdinosadinaoinoasindoasnoasdinvoi vanosdnioasdfn) 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 , 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 (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 and the English language development standards adopted pursuant to Section 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 (LCFF)… (8) Pupil outcomes, if available, in the subject areas described in Section and subdivisions (a) to (i), inclusive, of Section 5 LCAP

80 Develop and impose a budget revision in conjunction with a revised LCAP. State Intervention Options

81 Stay or rescind an that would prevent student improvement. action State Intervention Options

82 Appoint an academic trustee to exercise powers on his/her behalf. State Intervention Options

83 If any action is taken, the SSPI will notify: – CSOS – CBOE – LEA Superintendent – LEA Governing Board State Intervention

84 California Collaborative for Educational Excellence (CCEE) Purpose: Assist COEs and LEAs in achieving LCAP goals.

85 Who is the CCEE? Individuals, LEAs or organizations with the expertise, experience, and a record of success in: State priorities. Improving the quality of teaching. Improving the quality of school district and school-site leadership. Addressing needs of special populations.

86 Governing boards who request the advice and assistance of the CCEE. LEAs for whom the CSOS believes the advice and assistance of the CCEE is necessary to help the school district or charter school accomplish the LCAP goals. LEAs for whom the SSPI believes the advice and assistance of the CCEE is necessary to help the school district or charter school accomplish the LCAP goals. Who does the CCEE Assist?

87

88 Also must identify evidence based programs that could be used to meet goals If LEA is identified as persistently underperforming

89 Also must identify evidence based programs that could be used to meet goals If LEA is identified as persistently underperforming and had CCEE

90

91 A Gift of More Local Control

92 After All – Who’s this Cake for?


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