LCFF The LCFF is the largest change to California’s school finance model in almost 40 years with a planned eight-year transition period, beginning in Until the LCFF is fully funded, local educational agencies (LEAs), including county offices of education, school districts, and charter schools, will receive an LCFF Transition Entitlement. The Transition Entitlement is based on an LEA’s funding level, adjusted for changes in student population, and the amount of funding the LEA would receive under the LCFF model at full implementation

FUNDING Funding targets under the LCFF consist of: Grade span-specific base grants that reflect adjustments for grades K–3 class sizes and grades 9–12 career technical education; Supplemental grants equal to 20 percent of the adjusted base grants multiplied by the LEA’s unduplicated percentage of English learners, free and reduced-price meal eligible, and foster youth students; Concentration grants equal to 50 percent of the adjusted base grants multiplied by an LEA’s percentage of unduplicated pupils above 55 percent; A necessary small school allowance for any qualifying school; and Two add-ons equal to the amounts LEAs received in 2012–13 for the Targeted Instructional Improvement Block Grant and Home-to-School Transportation programs.

DEFINING FUNDING FOR LCFF Per CDE: Funding is provided in an unrestricted resource code. LEAs may define local codes to track expenditures MCOE will work with your District to set up specific coding if desired Resource, Goal, Local are options that have been used Targeted funds should be identified in your LCAP

RESOURCE CODES AVAILABLE 0910 – Base 0920 – K-3 Grade Span Adjustment 0930 – 9-12 Grade Span Adjustment 0940 – Supplemental Grant 0950 – Concentration Grant 0960 – Add Ons

DATA Data submitted by LEAs to CALPADS is used as the starting point for calculating the unduplicated student count. CALPADS Certification Report 1.17 – FRPM/English Learner/Foster Youth – Count, displays the counts of students by category and an unduplicated total. LEAs may use CALPADS Report 1.18 – FRPM/English Learner/Foster Youth – Student List to review the students included in report LEAs are required to certify report 1.17 during the CALPADS Fall 1 submission. In order to be counted in report 1.17 a student must have an open primary or short-term enrollment in CALPADS over Census Day (the first Wednesday in October) and meet one or more of the following criteria: Have a program record with an education program code of Homeless (191), Migrant (135), Free Meal Program (181), or Reduced-Price Meal Program (182), that is open over Census Day Have an English Language Acquisition Status (ELAS) of “English learner” (EL) that is effective over Census Day Be directly certified in July through November as being eligible for free meals based on a statewide match conducted by CALPADS Be identified as a foster youth based on a statewide match conducted by CALPADS Be identified as a foster youth through a local data matching process and submitted to and validated by CALPADS (functionality will be implemented fall 2014) LEAs do not need to submit information to CALPADS for students identified in statewide matches to be included in report 1.17.

MPP MPP = Minimum Proportionality Percentage LEAs will increase or improve services to unduplicated pupils, at minimum, in proportion to the increase in LCFF funds based on these students (Supplemental and Concentration Grant funds).

SECTION 3:USE OF SUPPLEMENTAL AND CONCENTRATION GRANT FUNDS AND PROPORTIONALITY A. In the box below, identify the amount of funds in the LCAP year calculated on the basis of the number and concentration of low income, foster youth, and English learner pupils as determined pursuant to 5 CCR 15496(a)(5). 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 charterwide manner as specified in 5 CCR For school districts with below 55 percent of enrollment of unduplicated pupils in the district or below 40 percent of enrollment of unduplicated pupils at a school site in the LCAP year, when using supplemental and concentration funds in a districtwide or schoolwide manner, the school district must additionally describe how the services provided are the most effective use of funds to meet the district’s goals for unduplicated pupils in the state and any local priority areas. (See 5 CCR 15496(b) for guidance.)

SECTION 3:USE OF SUPPLEMENTAL AND CONCENTRATION GRANT FUNDS AND PROPORTIONALITY B. In the box below, 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). Consistent with the requirements of 5 CCR 15496, 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 as calculated pursuant to 5 CCR 15496(a)(7). 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.

MINIMUM PROPORTIONALITY PERCENTAGE (MPP) *To calculate the minimum proportionality percentage: Use the amount of funding provided for eligible pupils through supplemental and concentration grants and Divide that by the total LCFF funding less the supplemental and concentration grants *This gives you the minimum proportionality percentage *LEAs must increase or improve services to these pupils in proportion to the increase in funds

MEETING THE MPP REQUIREMENT Quantitatively Data that can be measured Deals with numbers Think: Quantitative  Quantity Currently the most common method Qualitatively Data that can be observed, but not measured. Based on descriptions. Think: Qualitative  Quality Consider using for effective services that don’t have a fairly representative cost. Tip: Avoid using quantitative measures, including dollars, in your descriptions

ANNUAL UPDATE For Each Goal: Expected vs actual annual measurable outcomes Planned vs actual actions/services Planned vs estimated actual expenditures  Variance greater than 5% must be explained  Alignment of expenditures and labeling of dollars required In the LCAP plan be sure to include COLA in years 2 and 3

PLANNING FOR THE PUBLIC HEARING AND ADOPTION REQUIREMENTS Backwards plan from June board meeting date May need to hold a special meeting for public hearings