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

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

A Gift of More Local Control

FUNDING

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.”

Timeline Initial SBE feedback to policies and templates: Nov Preview of policies/templates in Riverside County: Nov. 21. Fiscal policies due January 31, SBE required to adopt template for LCAP by March 31, June 2014, LEA Board Approval. Must be reviewed at board meeting prior to approval at subsequent board meeting. Due July 1, Content vs. Format….start now! Data consistent with SARC format. (Embrace the ambiguity.)

LCFF Priorities Checklist Elements of LCAP planning in one place.

Updated Annually A P SD

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.”

Support and Intervention

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. – The governing board of an LEA requests technical assistance. What If the LCAP Is Not Approved?

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

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

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

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

LEAs who request TA pay for services. Technical Assistance

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

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

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

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

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

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

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

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.

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?

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

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

A Gift of More Local Control

After All – Who’s This Cake for?