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Local Control & Accountability Plan (LCAP)

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Presentation on theme: "Local Control & Accountability Plan (LCAP)"— Presentation transcript:

1 Local Control & Accountability Plan (LCAP)
Los Angeles County Office of Education Division of Accountability, Support & Monitoring Categorical Programs Unit Still trying to get clarification on some questions Recent regulations clarified some issues but raised others Charter schools are explicitly included Keep in mind: “Local Control” if something not specified in law it is a local determination The intent of the law to provide additional funds for particular student groups

2 LCAP Business Staff Program Staff School Community
It’s everyone’s work! Business Staff LCAP Program Staff Fiscal/Program collaboration more essential than ever LCAP is based on fiscal assumptions at heart of LCFF Key criteria for approval demonstrating funding sufficient to support the plan School Community

3 …..Because it is all about our students!
Bottom line: It is about all our student

4 LCAP Basics LCAP is required for all school districts, county offices of education and charter schools All LEAs must use the LCAP template approved by the State Board of Education (Per AB97 Charters required to use SBE template for the July 1, 2015 Update) LCAP must be approved by local board by July 1, 2014 (New or renewing Charters must submit with Charter Petition)

5 State Board Approved LCAP Template
Adopted by State Board of Education as part of Emergency Regulations at January State Board of Education Meeting Emergency Regulations include: Definitions Proportionality Calculations Criteria for District/Schoolwide or Charterwide use of funds Regulations definitions, calculations & criteria applicable to plan

6 About the Plan A three year plan To be updated annually Must include:
Annual goals, specific actions and services, expenditures That address the eight state priority areas and any additional local priorities For all pupils and each subgroup and A description of additional actions and services for “unduplicated pupils” Charter schools must address the priorities that apply for the grade levels served or the nature of the program The LCAP is required for both locally and direct-funded Charter schools. Goals, actions and expenditures All students Unduplicated students

7 Involvement in Development of the LCAP
Requires consultation with teachers, principals, administrators, other school personnel, parents, and pupils SB97 added a requirement for consultation with local bargaining units (not applicable to Charter schools) Prior to the presentation of the LCAP or Update to the local board for consideration, the superintendent must present the plan/update to required advisory committees for review and comment. (Advisory committees not required for Charters) The superintendent must respond, in writing to comments received from the advisory committees. Broad Consultation Required advisory committees

8 Required Advisory Committees
Districts are required to establish: Parent Advisory Committee – includes parents of low-income students, English learners, Foster Youth (Unduplicated Pupils) English Learner Advisory Committee – required if district enrollment includes at least 15% English learners and at least 50 pupils who are ELs LEAs may use existing advisory committees for this purpose if they meet these requirements Parent committees not required for Charter schools

9 LCAP Adoption Process Subsequent to advisory committee input, the superintendent must notify members of the public of the opportunity to submit written comments regarding actions and expenditures in the LCAP or Update The superintendent must review school plans to ensure LCAP strategies are aligned with Single Plans for Student Achievement (SPSA) The local board must hold at least one public hearing to solicit recommendations and input from the public regarding the LCAP or Update and the budget The board must adopt the LCAP or Update and the budget at the same meeting prior to July 1, 2014 The district may not adopt a budget until the board has approved the LCAP or Update Advisory committees – Public comment – Aligned with SPSAs- Public hearing- Adopted with budget

10 LCAP Input & Local Board Approval Process
Charter schools are not required to have advisory committee input or hold public hearings. LCAP is approved by local board and submitted to the authorizer. Obtain Stakeholder Input Present LCAP to advisory committees Respond to comments from advisory committees Notify public opportunity for input Hold public hearing for budget & LCAP Review SPSAs to ensure consistent with LCAP LCAP & budget approved by local board 7/1/14 Visual of process

11 Submission & Approval Within 5 days of local board approval districts submit LCAP to COE Criteria for COE approval: Plan adheres to the SBE adopted template Budget is sufficient to implement the plan Approved LCAPs and Updates posted on COE Web site County Offices submit LCAP to CDE for approval Charters submit LCAP to their authorizer Two criteria for approval Use Template Budget sufficient to implement

12 Technical Assistance If the LCAP is not approved:
COE provides technical assistance Assigns an academic expert, or Requests the State Superintendent to assign the California Collaborative for Educational Excellence (CCEE) to provide assistance If, using the SBE adopted evaluation rubric, the COE finds the district failed to improve achievement across one or more priorities for one or more subgroups. Not approved or not making progress 3 options for TA

13 LCFF Basic Concepts Funds are to be spent for the students who generate them Supplemental and concentration funds must be spent to increase or improve services to the students who generate the additional funding The additional funds must be spent in proportion to the students who generate the funding The LCAP is the vehicle for demonstrating how the use of funds meets these criteria Refer to School Services Fiscal Report Volume 34, No. 3 for further detail Who generates basic LCFF funds? All kids including unduplicated groups. Layered This is at heart of LCFF and Plan needs to demonstrate how doing this

14 Guiding Questions Template includes guiding questions for each section. These are to be used as prompts for completing the information as required by statute. The guiding questions do not require separate narrative responses.

15 LCAP Template Organization
Stakeholder Engagement Section 1 Section 2 Goals and Progress Indicators Actions, Services and Expenditures A) Actions, Services and Expenditures for all pupils and subgroups B) Actions, Services and Expenditures for unduplicated pupils C) - Increase in funds based on unduplicated pupils - Description of services for unduplicated pupils - Justification for schoolwide, districtwide, charterwide use of funds D) Description of proportional increase and or improvement in services for unduplicated pupils Section 3 Section 3 – biggest divided into 4 separate sections

16 Section 1: Stakeholder Engagement
Process for engaging parents, pupils, Community Impact on LCAP or Update How all stakeholders were involved in developing, reviewing, supporting implementation of LCAP? What changes were made prior to adoption of LCAP based on feedback through engagement process? *Note: These are examples of Guiding Questions from the Template How stakeholders were involved in a timely manner to allow for engagement in LCAP development What information was made available regarding state priorities? What specific actions were taken to meet statutory requirements for advisory committee input? Not applicable to charters Guiding Questions. Not required, but give you an idea of what to consider.

17 Section 2: Goals & Progress Indicators
Annual Goals : For all pupils For each subgroup (30 pupils/15 foster youth) For each state priority and any local priorities One goal may address multiple priorities Identified need and metric used to measure progress Student groups included Schools affected Subgroup size new for accountability; appears this is also threshold for section A3A– all students and subgroups whereas 3B refers to “unduplicated pupils” so no subgroup size minimum Priorities – will look later at these and how they apply to Charters

18 LCAP Template: Section 2 Goals & Progress Indicators
Identified Need and Metric (What needs have been identified and what metrics are used to measure progress?) Goals Annual Update: Analysis of Progress What will be different or improved for students? (based on identified metric) Related State and Local Priorities (Identify specific state priority. For districts and COEs, all priorities in statute must be included and identified; each goal may be linked to more than one priority if appropriate.)  Description of Goal Applicable Pupil Subgroup(s) (Identify applicable subgroups (as defined in EC 52052) or indicate “all” for all pupils.) School(s) Affected (Indicate “all” if the goal applies to all schools in the LEA, or alternatively, all high schools, for example.) LCAP YEAR Year 1: 20XX-XX Year 2: 20XX-XX Year 3: 20XX-XX This is a screen shot that shows what is required in the template. Review each section All priorities must be addressed, but don’t need one goal for each priority You will be required to show evidence of how you engaged in a process to identify student needs Data, both quantitative and qualitative will inform your plan goals Remember to think big- you are not limited to what you can accomplish in a single year- what do you hope to accomplish over two, three four or even more years Note: LCAP instructions allow an LEA to resize or add additional pages to the LCAP as necessary to complete the form.

19 Metrics to measure progress
Metrics may be quantitative or qualitative, although LEAs must, at minimum, use the specific metrics that statute explicitly references as required elements for measuring progress within a particular state priority area. Will review with priorities

20 LCAP categorizes 8 state priorities into 3 areas:
Conditions for Learning Basic Services (1) Implementation of State Standards (2) Course Access (7) Pupil Outcomes Pupil Achievement (4) Other Pupil Outcomes (8) Engagement Parent Involvement (3) Pupil Engagement (5) School Climate (6) Categorized in Template under these three areas May provide an organizing framework for LCAP but not required Will look at each

21 Conditions for Learning
Teachers appropriately credentialed; access to standards aligned materials, school facilities (Priority 1) Implementation of standards for all pupils including ELs (Priority 2) Access to a broad course of study - ed code required subjects (Priority 7) Priority 1 applies to Charters even though aligned with Williams requirements which are “opt in” for reviews Facilities “maintained and in good repair” Access to broad course of study based on concerns of narrowed curriculum especially for at-risk studens Aligns with expansion of API (no more than 60% academic factors for high schools)

22 Pupil Outcomes Pupil Achievement based on the following (Priority 4):
Performance on standardized tests Score on API College and career ready pupils (CTE sequence; A-G courses) EL’s who become proficient EL reclassification Passage of Advanced Placement exams with 3 or higher Pupils prepared for college based on Early Assessment Program Other pupil outcomes in required subject areas (Priority 8) INDI CATORS Need to use these metrics as appropriate Priority 8 aligns with Priority 7

23 Engagement Promote parent involvement in district & school-level decision making & participation in programs for unduplicated & special need students (Priority 3) Pupil engagement (Priority 5): Attendance rates Chronic absenteeism rates Middle & High School dropout rates High School graduation rates School Climate (Priority 6): Suspension & expulsion rates Other local measures, including surveys of pupil, parent, teacher, of sense of safety & connectedness Not the same as Section 1

24 Section 3A & B Actions, Services & Expenditures
Part A – For all students & ethnic and SWD subgroups Part B – For unduplicated student groups Components of both: Annual actions related to specific goals & priority areas If the action will be districtwide, schoolwide, countywide or charterwide Expenditures to implement each action Where expenditures can be found in LEA budget All fund sources used to support actions & services referenced

25 Emergency Regulations Define “Services” as Follows:
Services as used in Education Code section may include, but are not limited to, services associated with the delivery of instruction, administration, facilities, pupil support services, technology, and other general infrastructure necessary to operate and deliver educational instruction and related services. The scope of funding included in the LCAP will be defined by your plan and the actions and services defined in the plan. In the interest of transparency, it is suggested that the LCAP be as inclusive as possible, based on local needs Most of the definitions are already clear or defined elsewhere Services probably of most interest as develop LCAP

26 Annual Update: Review of actions/
LCAP Template: Section 3, Part A Actions, Services, Expenditures (All Students & Subgroups) Goals (Include and identify all goals from Section 2) Related State and Local Priorities (from Section 2) Actions and Services Level of Service (Indicate if school-wide or LEA-wide) Annual Update: Review of actions/ services What actions are performed or services provided in each year (and are projected to be provided in years 2 and 3)? What are the anticipated expenditures for each action (including funding source)? LCAP Year Year 1: 20XX-XX Year 2: 20XX-XX Year 3: 20XX-XX

27 LCAP Template for Section 3, Part B (Unduplicated Pupils)
Goals (Include and identify all goals from Section 2) Related State and Local Priorities (from Section 2) Actions and Services Level of Service (Indicate if school-wide or LEA-wide) Annual Update: Review of actions/ services What actions are performed or services provided in each year (and are projected to be provided in years 2 and 3)? What are the anticipated expenditures for each action (including funding source)? LCAP Year Year 1: 20XX-XX Year 2: 20XX-XX Year 3: 20XX-XX For low income pupils: For English learners For foster youth: For redesignated fluent English proficient pupils: Review each part of the template for Section 3, Part B including the part that covers expenditures. Redesignated students included here but not in formula

28 Section 3C - Districtwide, Schoolwide, Countywide, Charterwide Use of Funds
Emergency regulations define conditions under which LEAs may use supplemental and concentration grant funds for districtwide, schoolwide, countywide or charterwide purposes Regulations differentiate between districts and schools with higher and lower numbers of unduplicated pupils (districts over 55% and schools with over 40%) Percentage thresholds do not apply to Charters For school districts differentiate between those above & below 55%/40% district/schoolwide No distinction for Charters

29 Section 3C - Districtwide/Schoolwide Description/Justification
Describe increase in funds on basis of number and concentration of unduplicated pupils based on calculation in state regulations CCR 15496(a)(5) Describe how the increased funds in Section 3B are being used. If the funds generated by unduplicated pupils are being used districtwide, schoolwide or charterwide, respond to the following questions: All district/schoolwide use: Description of and justification for use of funds in that manner Reasoning: if have high (questionable) level of poverty, SWP premise is reasonable to use in a schoolwide manner so higher poverty is, easier it is to make the case; if below that level, need to have a really good reason why that is the BEST use of the funds to MEET the GOALS for the unduplicated students Per Regs, not meeting proportionality is a reason the COE may not approve a plan; COEs must take these justifications into account when making that determination

30 If funds generated by unduplicated pupils are used on a school wide or districtwide basis…
Describe and justify the use of funds in that manner For districts with unduplicated counts Below 55% districtwide Below 40% schoolwide ADDITIONALLY – Describe how the services are the MOST effective use of funds to meet the district’s goals for unduplicated pupils in the state priority areas. Different requirements apply to charter schools

31 Section 3C Charter Schools
Describe increase in funds on basis of number and concentration of unduplicated pupils based on calculation in state regulations – 5 CCR 15496(a)(5) How these funds are being spent If funds are used in a charterwide basis: Identify in the LCAP those services being provided on a charterwide basis Describe how such services are directed towards meeting the charter school’s goals for its unduplicated pupils in state priority areas Identify proportional increase in funds Describe use of funds (could refer to selected actions in 3B) For charters only need description of how charterwide use of funds is directed to state priorities for unduplicated pupils % of unduplicated student NA

32 Section 3D Increased or Improved Services
Demonstrate how services for unduplicated pupils are increased or improved in proportion to the increase in funding generated by those students. Identify the percentage by which services for unduplicated pupils must be increased or improved based on increased funding for unduplicated pupils (as defined in emergency regulations). Providing a qualitative and/or quantitative description of the increased and/or improved services in comparison to services for ALL students in proportion to the increase in funding. Per Regs, not meeting proportionality is a reason the COE may not approve a plan

33 Annual Updates (Beginning 7/1/15)
Goals - Annually updated in each of two subsequent years based on analysis of progress in each of the state or local priorities Actions/services and expenditures - Annually updated in each of two subsequent years based on an analysis of: How the actions and services have addressed the identified needs and goals of all subgroups, including unduplicated pupils and specific school sites and Whether or not the actions or services resulted in the desired outcomes Revisions – Any revisions to goals or actions based on analysis For Charters this is the only referenced in the law will look at timeline later Also: what changes in Actions, Services, Expenditures as a result of reviewing progress to goals.

34 The LCAP and Other Plans
LEAs may reference and describe actions and expenditures in other plans and funded by a variety of other fund sources when detailing goals, actions, and expenditures related to the state and local priorities. The information in the LCAP, or annual update, may be supplemented by information contained in other plans (including the LEA plan) LCAP may include expenditures from other sources Note: template asks to indicate funding source May attach or refer to other plans LEA Plan Federal this is State

35 Local Education Agency (LEA) Plans
LEA Plans are federal requirements under ESEA LCAP does not replace LEA Plans Legislation (AB97) required the SBE will take steps to minimize duplication of effort at the local level to the greatest extent possible. Minimal alignment in the template, however, LEAs can refer to or include federal, or other program funding or services in the LCAP Review the bullets in each of the slides. Share some strategies that could be used.

36 School Site Plans Specific actions included in the LCAP, or the annual update of the LCAP, must be consistent with the strategies included in school plans. No requirement that priorities be specifically addressed in school plans, but may be included at district discretion School plans must continue to meet specified federal requirements for Schoolwide Program schools and school in Program Improvement. School Plans must be developed by the School Site Council. Law specifically addresses SPSA and requires to ensure strategies of LCAP are consistent with SPSAs All SPSA requirements remain

37 Possible Changes LCAP was adopted as part of the Emergency Regulations
Emergency Regulations are in place for 180 days Rulemaking process has begun for final regulations, including any changes to the Template Comment period ends March 17, 2014

38 Questions? Contact Us: Karen Ryback (562) Bonnie McFarland (562) Or Contact the CPU Unit

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