LOCAL CONTROL ACCOUNTABILITY PLANS

LOCAL CONTROL ACCOUNTABILITY PLANS

Focus for Today’s Work Local Control Funding Formula (LCFF) - Shifts in Thinking and Funding Local Control Accountability Plan (LCAP) Development Section 1: Stakeholder Engagement Section 2: Goals and Progress Indicators (including State Priorities) Section 3: Actions, Services, and Expenditures LCAP Adoption Process Ties to Other Plans Today’s workshop will focus on understanding the LCFF funding and the LCAP template so that we are all in a great position to assist our districts and charters, and assist in the preparation of our own LCAP. We realize that work is already being done in counties and districts across the state and we hope to develop a repository for tools and information.

LOCAL CONTROL FUNDING FORMULA
Shifts in Thinking and Funding $$$$$$$$$$$$$$$$$$$$$$$$$

To Act Differently We Must Think Differently
This slide from a recent presentation by State Board President Michael Kirst seems to capture the essence of the old and new models. We are definitely moving from a compliance model to a model that is very transparent and fully embraces the involvement of stakeholders to provide a laser-like focus on students. Source: School Services of California, Inc.

Local Control Funding Formula
Historic reform to education funding Redistribution of funds Funding based on grade level grants and demographic data for each district Funding targets will be phased in over an estimated 8-year period Creates new accountability for how all students are served, and in particular, sub-groups Information is contained on slide and should be reviewed.

How is LCFF different from what was in place under revenue limits?
Simplifies funding Revenue limits and most state categoricals are eliminated Districts, county offices of education, and charter schools will receive funding based on the students they serve, with greater flexibility to use these funds to improve outcomes of students Assumes continued state economic growth Information is contained on slide and should be reviewed. California has been adding categoricals over many years. At the height of the categorical era, we had over 60 categoricals in California LINK to LAO Overview: LINK to CDE’s FAQ:

Revisiting the Local Control Funding Formula (LCFF)
ADJUSTMENTS $ Grade Level Simplicity is an important step towards transparency and accountability. There is only 2 adjustments to Local Control Funding – grade level and demographics. We must keep in mind that LCFF is not just a funding formula. It's a mindset change. Its like going from a job as a paid intern to management. Not only is the pay different but the responsibilities, expectations, and opportunities are different. In other words, the way the work is done is different. Implementation of LCFF is hard not because funding is different, but because it’s asking a system that has developed under a compliance focus to begin to think, plan, and act with local performance as the guide. Per Student Base Amount Demographics (Low income, English Learner, and/or Foster Youth) This slide shows images that illustrate how the Local Control Funding Formula works. LCFF provides the same amount of funding per student with two adjustments (1) grade level and (2) demographics. Taken from a WestEd Presentation

LCFF at Full Implementation
Numbers displayed are from rates before the cola. Information is contained on slide and should be reviewed. Funding amounts will increase annually by COLA LINK:

Overview of LCFF Districts and Charter Schools
Formula Component Rates/Rules Target base rates (per ADA) K-3 = $6,952 4-6 = $7,056 7-8 = $7,266 9-12 = $8,419 Base rate adjustments K-3 = 10.4% of base rate 9-12 = 2.6% of base rate Supplemental funding for EL/LI/FY 20% of adjusted base rate Concentration funding Each EL/LI student above 55% of enrollment generates an additional 50% of adjusted base rate Add-ons Targeted Instructional Improvement Block Grant, Home-to-School Transportation, Economic Recovery Target Numbers displayed are from and are after cola. Under full implementation of the LCFF, as a condition of receiving the K-3 base-rate adjustment, districts must maintain a K-3 school-site average class size of 24 or fewer students, unless collectively bargained otherwise. If a district negotiates a different class size for those grades, the district is not subject to this provision and will continue to receive the adjustment. Absent a related collective bargaining provision, were a particular school site in a district to exceed an average class size of 24, the district would lose the K-3 adjustment for all its K-3 school sites. The LCFF includes the following components for school districts and charter schools: Provides a base grant for each LEA equivalent to $7,643 per average daily attendance (ADA). The actual base grants would vary based on grade span. Provides an adjustment of 10.4 percent on the base grant amount for kindergarten through grade three (K–3). As a condition of receiving these funds, the LEA shall progress toward an average class enrollment of no more than 24 pupils in kindergarten through grade three, unless the LEA has collectively bargained an annual alternative average class enrollment in those grades for each school site. Provides an adjustment of 2.6 percent on the base grant amount for grades nine through twelve. Provides a supplemental grant equal to 20 percent of the adjusted base grant for targeted disadvantaged students. Targeted students are those classified as English learners (EL), eligible to receive a free or reduced-price meal (FRPM), foster youth, or any combination of these factors (unduplicated count). Provides a concentration grant equal to 50 percent of the adjusted base grant for targeted students exceeding 55 percent of an LEA’s enrollment. Provides for additional funding based on an “economic recovery target” to ensure that virtually all districts are at least restored to their 2007–08 state funding levels (adjusted for inflation) and also guarantees a minimum amount of state aid to LEAs.

Overview of LCFF County Office of Education
Formula Component Rates/Rules County Oversight Funding- Base Per county $655,920 Per school district $109,320 $655,920 $109,320 County Oversight Funding (per ADA) Per ADA for ADA up to 30,000 Per ADA for ADA between 30,000 and 60,000 Per ADA for ADA between 60,000 and 140,000 Per ADA for ADA over 140,000 $70 $60 $50 $40 Target base rates (per ADA) Alternative Education base grant $11,045 Supplemental funding for EL/LI/FY 35% of adjusted base rate Concentration funding Each EL/LI student above 50% of enrollment generates an additional 35% of adjusted base rate. All juvenile court students are eligible for both supplemental and concentration grant funding Add-ons Targeted Instructional Improvement Block Grant and Home-to-School Transportation This slide describes the LCFF funding for counties. You can see that counties receive dollars in this plan for oversight of districts. Counties also receive $11,045 per ADA for their students.

Phase-in of Funding This comparison shows what it looks like for a average district only. The gap represents the difference between previous Revenue Limit and categorical funding, including Transportation and TIIG, and LCFF funding at full implementation. You’ll notice that Transportation and TIIG funding levels do not change. Note that each year the gap is recalculated and compares current funding to updated LCFF target. New state funding is measured against this remaining gap to generate the percentage. Increased funding to districts for is 11.8% of the gap. The Governor’s Budget proposes to fund 28% of the revised gap for Expected full phase in over 8 years depending on state economic growth.

Certification of Student Data
SB 97 requires COEs to “review and validate reported English learner, foster youth, and free or reduced-price meal eligible pupil data for school districts and charter schools under its jurisdiction to ensure the data is reported accurately.” To assist COEs, CALPADS will include school-level reports that display the aggregate unduplicated counts of disadvantaged students for each district and charter school within the county. Fall 1 certification deadlines were mid-December Close of amendment window will be early February 2014 The 2013–14 Fall 1 certification deadlines will be mid-December 2013, and the close of the amendment window will be early February 2014. The CDE will provide additional time, up to March 21, 2014, for LEAS that have one or more schools with NSLP provision 2/3 status to certify their Fall 1 data. Provision 1 requires 80%, but provisions 2 and 3 allows a district to establish their claiming percentage based on a base-year rate. There is no minimum.

Important Considerations
The amount of revenue limit and categorical funds in is the starting point for LCFF. No LEA will receive less than this amount. Total revenues received will fluctuate proportionate to changes in ADA and changes in unduplicated pupils. Full implementation of LCFF is estimated to occur over an 8-year period. Information is contained on slide and should be reviewed.

Supplemental/Concentration Grant Funds
Supplemental and Concentration Grant Funds are generated by the number of English Learner (EL), Low Income (LI) and Foster Youth (FY) students in the district, charter, or county office of education. Collectively, these students are referred to as “unduplicated pupils” in the statute and regulations. Regulations adopted by January 31, 2014: Will require district, county office of education or charter to “increase or improve services for EL/LI/FY pupils as compared to the services provided to all pupils in proportion to the increase in funds apportioned on the basis of the number and concentration of unduplicated pupils.” This slide begins to share some of the most important regulations on the Supplemental and Concentration grant funds. A copy of the spending regulations have been furnished for you. Notice the important distinction between increase OR improve services.

Definition of Services
“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. This definition demonstrates the broad ability for LEAs to meet the requirement of “increased or improved services”.

Proportionality Percentage Estimates
The State Board of Education provides regulations that describe the methodology of determining the proportional increase or improvement in services for unduplicated pupils. LEAs will estimate their proportion using current and accurate local enrollment projections performed in the spring for use in their LCAP adoption process. ADA, by grade level Total enrollment Total unduplicated pupils The SBE regulations specifically state that LEAs will perform their proportionality calculations based upon their own ADA, enrollment and unduplicated counts during the Spring of each year. The sample scenario provided by the SBE includes a statement calling for LEAs to locally estimate their funding by using their locally estimated pupil counts.

Calculating the Proportionality Percentage
For Districts and Charters, begin with the FCMAT LCFF Calculator: Calculate the estimated LCFF Funding Target, (Cell Q16, of the Calculator Tab), of the FCMAT LCFF Calculator Calculate the Total LCFF Funding (Q78, of the Calculator Tab), of the FCMAT LCFF Calculator The first calculation listed is used to determine the total funding at full implementation. The second calculation listed is used in Step 6, and represents the LCFF funding for the LCAP year.

Calculating the Proportionality Percentage
Calculate the LCFF supplemental and concentration grant targets, at full implementation (Cell O16 + P16, of the Calculator Tab), of the FCMAT LCFF Calculator. Determine prior year expenditures to support unduplicated pupils. No less than the amount of EIA expended in Subtract the estimated expenditures from the supplemental and concentration grant target. Multiply the difference by the Department of Finance’s gap percentage funding for the year in which the LCAP is adopted. The SBE provided a sample Unified District with 68.83% unduplicated pupils. Further, the SBE encourages LEAs to use the LCFF Calculator maintained by the Fiscal Crisis Management and Assistance Team (FCMAT). The FCMAT will release a new version of the LCFF Calculator in February. The above cell references are to tied to the current version and while the cell references are not expected to change, LEAs should be sure to follow the regulations steps and only use the above cell references as a guide.

Calculating the Proportionality Percentage (continued)
Add to the LEA’s prior year estimated expenditures from step 2. Subtract the amount in step 5 from the total LCFF funding in Divide the approximate amount from step 5 by the amount in step 6. If the amount in step 3 is less than or equal to zero, or when the LCFF is fully implemented statewide, then the proportion is calculated by dividing the total supplemental and concentration grants at target by the remainder of the LCFF funding, excluding add-ons for TIIG and H-S Transportation. For , this scenario would occur if an LEA’s EIA expenditures in or their estimated expenditures for unduplicated pupils are greater than their target supplemental and concentration grant amounts. This allows an LEA that is fully-funded, but spending less on unduplicated students to make progress on the same trajectory as other LEAs. It also ensures that at full statewide implementation, the percentage is simply the supplemental concentration grant divided by the base LCFF funding.

Sample Calculations for Six Districts
Steps listed in the second row correspond to steps in the SBE Regulations. In the above example, it is presumed that these LEAs will expend no greater than they spent in , on unduplicated pupils (step 2). The green column, under Step 8 represents the percentage increase at full implementation. % of unduplicated students from CalPADs certification MPP = Minimum Proportionality Percentage

Team Discussion 5 minutes
Review your LCFF projections. Discuss with your team how these projections and the proportionality percentage will impact programs and services you can provide students. What are talking points your team can use to help communicate the LCFF and LCAP to stakeholders? We have come to the first activity/discussion. Please take time to discuss with your team or elbow partner. We will share out some ideas in about 5 minutes. 5 minutes

Development Process $$$$$$$$$$$$$$$$$$$$$$$$$

The Three LCAP Elements
Section 1: Stakeholder Engagement Section 2: Goals and Progress indicators The first page of the LCAP template depicts who must be included in the district, county, or charter. The LCAP template has 3 sections. Let’s begin with section 1: Stakeholder Engagement. You have a copy of the template in front of you. We realize the print on these slides is small. Section 3: Actions, Services, and Expenditures

Activity Get out your copy of the LCAP template and a highlighter.
Find Sections 1, 2, and 3 of the template and highlight each of those headings.

Section 1: Plan how stakeholders will be involved
A governing board of a school district shall consult with teachers, principals, administrators, other school personnel, local bargaining units of the school district, parents, and pupils in developing a local control and accountability plan. [EC 52060(g)] This slide provides the Ed Code citation concerning stakeholder engagement.

LCAP Template Section 1: Stakeholder Engagement
Meaningful engagement of parents, pupils, and other stakeholders, including those representing the subgroups identified in Education Code section 52052, is critical to the LCAP and budget process. Be certain to engage parents/families of subgroups with 30 or more students in the LCAP development process. Education Code section states that if 15 percent or more of the pupils enrolled in one of the public schools speak a single primary language other than English, parents and families must be provided with translations to ensure meaningful participation. Review slide with participants.

LCAP Instructions Describe the process used to engage parents, pupils, and the community and how this engagement contributed to development of the LCAP or annual update. Use the guiding questions as prompts (but not limits) for completing the information as required by statute. Guiding questions do not require separate narrative responses. Data referenced in the LCAP must be consistent with the school accountability card where appropriate. Much of this template will require narrative responses in the boxes provided to guiding questions that serve as prompts. Remember, think about three levels of engagement: INVOLVE, CONSULT, and INFORMs

Guiding Questions from LCAP Template
How have parents, community members, pupils, local bargaining units, and other stakeholders (e.g., LEA personnel, county child welfare agencies, county office of education foster youth services programs, court-appointed special advocates, foster youth, foster parents, education rights holders and other foster youth stakeholders, English learner parents, community organizations representing English learners, and others as appropriate) been engaged and involved in developing, reviewing, and supporting implementation of the LCAP? How have stakeholders been included in the LEA’s process in a timely manner to allow for engagement in the development of the LCAP? Review the guiding questions with participants. Answer their questions.

Guiding Questions from LCAP Template (continued)
What information (e.g., quantitative and qualitative data/metrics) was made available to stakeholders related to the state priorities and used by the LEA to inform the LCAP goal setting process? What changes, if any, were made in the LCAP prior to adoption as a result of written comments or other feedback received by the LEA through any of the LEA’s engagement processes? What specific actions were taken to meet statutory requirements for stakeholder engagement pursuant to Education Code sections 52062, 52068, and , including engagement with representative parents of pupils identified in Education Code section ? In the annual update, how has the involvement of these stakeholders supported improved outcomes for pupils related to the state priorities? Review the guiding questions with participants. Answer their questions.

LCAP Template for Section 1
Involvement Process Impact on LCAP If you look at this template in front you – the slide captures in a screen shot the form that must be completed.

Classification of Students for LCFF
English Learners (EL) Low Income (LI) Foster Youth (FY) Based on Home Language Survey and California English Language Development Test (CELDT) No time limit for funding Reclassified students (Fluent English Proficient) will no longer generate additional funding Qualify based on free and reduced price meals eligibility. Foster youth are students who have been placed into an institution, group home, or private home of a state-certified caregiver or under the placement and care of the county welfare department, county probation department or tribal organization. All foster youth qualify as Low Income students. Classification of EL Students. For the purposes of the Local Control Funding Formula (LCFF), students are classified as EL based on a home language survey and the California English Language Development Test (CELDT). If a parent or guardian reports on the home language survey that a language other than English is the student’s initial language learned or the primary language used at home, the student is required to take the CELDT. If the student is determined by the school district not to be English proficient based on CELDT results, then the student is classified as EL. Each year thereafter, an EL student is reassessed using the CELDT. Once a student is determined to be English proficient – based on CELDT results, performance on other state assessments, teacher input, and local criteria – the student is reclassified as Fluent English Proficient (FEP). Each school district can use its own criteria for reclassifying EL students as FEP. Under the LCFF, no time limit is placed on how long an EL student can generate supplemental and concentration funding for a district, but a student reclassified as FEP who is not also LI will no longer generate additional funding. Classification of LI Students. For the purposes of the LCFF, LI students are those that qualify for free and reduced price meals (FRPM). Eligibility for FRPM is determined by school districts through a variety of means. In many cases, students are determined FRPM-eligible through an application process sent to students’ households. If the household’s income is below 185 percent of the federal poverty line ($43,568 for a family of four), the student is eligible for FRPM. In other cases, students are directly certified as FRPM-eligible due to participation in other social service programs, such as the California Work Opportunity and Responsibility to Kids program. Foster youth automatically are eligible for FRPM, therefore, the foster family’s income has no bearing on the foster student’s FRPM eligibility. An LI student will generate supplemental and concentration funding for a district until the student is no longer FRPM-eligible.

Racial/Ethnic Subgroups
Subgroups are considered numerically significant if there are 30 or more students with the exception of Foster Youth where 15 students are considered numerically significant. Racial/Ethnic Subgroups Other Subgroups Black or African American American Indian or Alaska Native Asian Filipino Hispanic or Latino Native Hawaiian or Pacific Islander White Two or more races English Learners Low Income Students with Disabilities Foster Youth It’s important to note that subgroup size changed with these changes and that Foster Youth became a new significant subgroup. The subgroup site of 30 students is also a new element to district and school accountability. SB 97 requires COEs to “review and validate reported English learner, foster youth, and free or reduced-price meal eligible pupil data for school districts and charter schools under its jurisdiction to ensure the data is reported accurately.” To assist COEs, CALPADS will include school-level reports that display the aggregate unduplicated counts of disadvantaged students for each district and charter school within the county. Fall 1 certification deadlines were mid-December Close of amendment window will be early February 2014

Required Representation from Parent Groups
Parent Advisory Group Low Income rep Foster Youth rep English Learner rep EL Parent Advisory Group (if district enrollment includes): 15% ELs At least 50 EL pupils If students are part of one or more of these subgroups, parents or families must be included in the Parent Advisory Group. Members of pre-existing committees (ELAC/DELAC) can be included in the LCAP EL Parent Advisory Committee. This slide depicts the required representation from parent groups. Be sure to review the information in the green boxes. These are district level groups and that LEAs can use existing ELAC/DELAC if they meet the requirements of statute.

Definition of “consult”
The determination of curriculum content, the selection of instructional materials, and the use of instructional technology are subject to the duty to "consult" under Government Code Section (a). "Consultation" (also known as "meet and confer") involves the free exchange of information, opinions, informal proposals, and recommendations according to orderly procedures in a conscientious effort to incorporate such recommendations into the resulting policy or plan. Review the definition and highlight the bolded print. Reference from: “The Fiscal Report” Copyright © 2013 School Services of California, Inc. Volume 33, No. 19 For Publication Date: September 20, 2013 The Fiscal Report (2013) School Services of California, Inc.

Obligation to “negotiate”
While LEAs have an obligation to "consult," they do not have an obligation to "meet and negotiate" implementation decisions. "Establishing educational policies, goals and objectives," "determining curriculum," and "establishing budgetary priorities and allocations" are all fundamental management prerogatives not within the mandatory scope of bargaining… Review contents of slide Reference from: “The Fiscal Report” Copyright © 2013 School Services of California, Inc. Volume 33, No. 19 For Publication Date: September 20, 2013 The Fiscal Report (2013) School Services of California, Inc.

Obligation to “negotiate” (continued)
However, if such decisions would have a foreseeable impact on negotiable "terms and conditions of employment" for bargaining unit members, a school district or COE is required to negotiate the "effects" or "impacts" of these decisions on negotiable subjects, including for example, hours of employment and compensation for professional development. Review contents of slide. Reference from: “The Fiscal Report” Copyright © 2013 School Services of California, Inc. Volume 33, No. 19 For Publication Date: September 20, 2013 The Fiscal Report (2013) School Services of California, Inc.

What stakeholder groups do you currently have in place who could be actively involved in your LCAP development process? Given your district’s subgroups, how do you plan to engage families that represent those subgroups? How will you engage other stakeholders important to your district’s LCAP? We have come to our second activity/discussion. Please take time to discuss these questions with your team/elbow partner. While we are not allowing a great deal of time, many of these discussion questions can be continued back home in your districts. 5 minutes

Section 1: Stakeholder Engagement Section 2: Goals and Progress indicators Now turn to section 2 in your template. Section 3: Actions, Services, and Expenditures

Activity Get out your copy of the LCAP template and a highlighter.
Go to page 2 of your template—State Priorities. Highlight the three categories and the Priority numbers that fall into each of the categories: Conditions of Learning Pupil Outcomes Engagement

State Board Grouped the 8 Priorities
Conditions for Learning Basic (1) Implementation of State Standards (2) Course Access (7) Additional Priorities for County Office of Education: Expelled Pupils (9) Foster Youth (10) Pupil Outcomes Pupil Achievement (4) Other Pupil Outcomes (8) Engagement Parent Involvement (3) Pupil Engagement (5) School Climate (6) The Ed Code specifically establishes 8 (10 counties) priorities that districts must respond to. This slide captures the priorities in three organizing groups. These groups will assist the LCAP developers in crafting goals that include more than one priority.

Graphic of 8 Priorities Here you can see the 8 district and 2 County Office of Education priorities in the LCAP groups. Each of these priorities must be addressed in the LCAP. Districts and COEs may also have additional local priorities that they add to the required state priorities.

Section 2: Identifying goals linked to state priorities
For school districts, Education Code sections and 52061, for county offices of education, Education Code sections and 52067, and for charter schools, Education Code section require(s) the LCAP to include a description of the annual goals, for all pupils and each subgroup of pupils, for each state priority and any local priorities and require the annual update to include a review of progress towards the goals and describe any changes to the goals. This slide contains the Ed Code citation.

LCAP Instructions Describe annual goals and expected and actual progress toward meeting goals. This section must include specifics projected for the applicable term of the LCAP, and in each annual update year, a review of progress made in the past fiscal year based on an identified metric. Charter schools may adjust the chart on Slide 50 to align with the term of the charter school’s budget that is submitted to the school’s authorizer pursuant to Education Code section The 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. Goals must address each of the state priorities and any additional local priorities; however, one goal may address multiple priorities. Review instructions with participants.

LCAP Instructions (continued)
The LEA may identify which school sites and subgroups have the same goals, and group and describe those goals together. The LEA may also indicate those goals that are not applicable to a specific subgroup or school site. The goals must reflect outcomes for all pupils and include specific goals for school sites and specific subgroups, including pupils with disabilities, both at the LEA level and, where applicable, at the school site level. To facilitate alignment between the LCAP and school plans, the LCAP shall identify and incorporate school-specific goals related to the state and local priorities from the school plans submitted pursuant to Education Code section Furthermore, the LCAP should be shared with, and input requested from, school site-level advisory groups (e.g., school-site councils, English Learner Advisory Councils, pupil advisory groups, etc.) to facilitate alignment between school-site and district-level goals and actions. An LEA may incorporate or reference actions described in other plans that are being undertaken to meet the goal.

What are the LEA’s goal(s) to address state priorities related to “Conditions of Learning”? What are the LEA’s goal(s) to address state priorities related to “Pupil Outcomes”? What are the LEA’s goal(s) to address state priorities related to “Engagement” (e.g., pupil and parent)? What are the LEA’s goal(s) to address locally-identified priorities? How have the unique needs of individual school sites been evaluated to inform the development of meaningful district and/or individual school site goals (e.g., input from site-level advisory groups, staff, parents, community, pupils; review of school level plans; in-depth school-level data analysis, etc.)?

What are the unique goals for subgroups as defined in Education Code sections and that are different from the LEA’s goals for all pupils? What are the specific predicted outcomes/metrics/noticeable changes associated with each of the goals annually and over the term of the LCAP? What information (e.g., quantitative and qualitative data/metrics) was considered/reviewed to develop goals to address each state or local priority and/or to review progress toward goals in the annual update? Continue to review and discuss the guiding questions. Please note that some of the questions also refer to the annual update.

What information was considered/reviewed for individual school sites? What information was considered/reviewed for subgroups identified in Education Code section 52052? In the annual update, what changes/progress have been realized, and how do these compare to changes/progress predicted? What modifications are being made to the LCAP as a result of this comparison? Continue to review and discuss the guiding questions. Please note that some of the questions also refer to the annual update. Question 11 specifically refers to the annual update.

LCAP Template for Section 2
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. 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.

Conditions for Learning: Basic Services
Priority #1 Degree to which teachers of the school district are appropriately assigned, fully credentialed in the subject area and for the pupils they are teaching Every student has sufficient access to standards-aligned instructional materials School facilities are maintained in good repair This slide describes Priority #1 along with the data points that must be considered.

Conditions for Learning: Implementation of State Standards
Priority #2 Implementation of academic content and performance standards adopted by the state board (Common Core State Standards), including how the programs and services will enable English learners to access the common core academic content standards and the English language development standards for all pupils This slide describes Priority #2 along with the data points that must be considered.

Conditions for Learning: Course Access
Priority #7 The extent to which pupils have access to, and are enrolled in, a broad course of study that includes all of the subject areas described in Education Code (English, social science, foreign language, physical education, science, mathematics, visual and performing arts, applied arts, career technical education, and automobile driver education). This slide describes Priority #7 along with the data points that must be considered.

Conditions for Learning: Expelled Students (COE only)
Priority #9 County Office of Education will coordinate instruction of expelled pupils pursuant to Education Code section 48926 This slide reviews a priority just for counties.

Conditions for Learning: Foster Students (COE only)
Priority #10 County Office of Education will coordinate services, including working with the county child welfare agency to share information, respond to the needs of the juvenile court system, and ensure transfer of health and education records This slide reviews a priority just for counties.

Pupil Outcomes: Pupil Achievement
Priority #4 Performance on standardized tests Score on Academic Performance index Share of pupils that satisfy A-G requirements for UC system or career technical education sequences or clusters of study Share of English learners that become English proficient English learner reclassification rate Share of pupils that pass Advanced Placement exams with a score of 3 or higher Share of pupils determined prepared for college by the Early Assessment Program This slide describes Priority #4 along with the data points that must be considered.

Pupil Outcomes: Other Pupil Outcomes
Priority #8 Pupil outcomes in the subject areas described in Education Code (grades 1 to 6) and (grades 7 to 12) Grades 1 to 6 English Mathematics Social science Science Visual and performing arts Health Physical education and Other subjects as determined by the governing board Grades 7 to 12 Foreign language Physical education Visual and performing arts, Applied arts Career technical education, and Automobile drive education This slide describes Priority #8 along with the data points that must be considered.

Engagement: Parent Involvement
Priority #3 Efforts to seek parent input in decision making at district and school site(s) Promotion of parent participation in programs for unduplicated pupils and special needs subgroups This slide describes Priority #3 along with the data points that must be considered. Note this is not the same as Section 1 of the template. Brainstorm additional activities/processes that could be included here.

Engagement: Pupil Engagement
Priority #5 School attendance rates Chronic absenteeism rates Middle school dropout rates High school dropout rates High school graduation rates This slide describes Priority #5 along with the data points that must be considered. Ask participants: What might be some additional ideas to include in this priority?

Engagement: School Climate
Priority #6 Pupil suspension rates Pupil expulsion rates Other local measures including surveys of pupils, parents, and teachers on the sense of safety and school connectedness This slide describes Priority #6 along with the data points that must be considered.

Which priority areas will be your biggest challenge in terms of collecting data? What are your plans to overcome those challenges? What priorities do you believe will be important for increased student achievement in your district and why? We have come to the third activity/discussion. Please take some time to discuss questions with your team/elbow partner. 5 minutes

Section 1: Stakeholder Engagement Section 2: Goals and Progress indicators Now turn to section 3 in your template. Section 3: Actions, Services, and Expenditures

Section 3: Actions, Services, and Expenditures
For school districts, Education Code sections and 52061, for county offices of education, Education Code sections and 52067, and for charter schools, Education Code section require the LCAP to include a description of the specific actions an LEA will take to meet the goals identified. Additionally Education Code section requires a listing and description of the expenditures required to implement the specific actions. Review the Ed Code citations for Section 3.

LCAP Instructions Identify annual actions to be performed to meet the goals described in Section 2, and describe expenditures to implement each action, and where these expenditures can be found in the LEA’s budget. Actions may describe a group of services that are implemented to achieve identified goals. The actions and expenditures must reflect details within a goal for the specific subgroups identified in Education Code section 52052, including pupils with disabilities, and for specific school sites as applicable. In describing the actions and expenditures that will serve low-income, English learner, and/or foster youth pupils as defined in Education Code section , the LEA must identify whether supplemental and concentration funds are used in a districtwide, schoolwide, countywide, or charter-wide manner. In the annual update, the LEA must describe any changes to actions as a result of a review of progress. The LEA must reference all fund sources used to support actions and services. Expenditures must be classified using the California School Accounting Manual as required by Education Code sections 52061, 52067, and Review the instructions for Section 3. Be sure to review the actions and expenditures that accompany each goal. It is also important to note the actions may describe a group of services. The actions and expenditures must reflect details within a goal for the subgroups of EL, LI, FY, and other subgroups and school sites as applicable.

What actions/services will be provided to all pupils, to subgroups of pupils identified pursuant to Education Code section 52052, to specific school sites, to English learners, to low-income pupils, and/or to foster youth to achieve goals identified in the LCAP? How do these actions/services link to identified goals and performance indicators? What expenditures support changes to actions/services as a result of the goal identified? Where can these expenditures be found in the LEA’s budget? The slides contain the guiding questions for the narrative for this section. Note that questions 4-7 are to be used for the annual update.

In the annual update, how have the actions/services addressed the needs of all pupils and did the provisions of those services result in the desired outcomes? In the annual update, how have the actions/services addressed the needs of all subgroups of pupils identified pursuant to Education Code section 52052, including, but not limited to, English learners, low-income pupils, and foster youth; and did the provision of those actions/services result in the desired outcomes? In the annual update, how have the actions/services addressed the identified needs and goals of specific school sites, and did the provision of those actions/services result in the desired outcomes? In the annual update, what changes in actions, services, and expenditures have been made as a result of reviewing past progress and/or changes to goals? The slides contain the guiding questions for the narrative for this section. Note that questions 4-7 are to be used for the annual update.

LCAP Template for Section 3, Part A
What annual actions, and the LEA may include any services that support these actions, are to be performed to meet the goals described in Section 2 for ALL pupils and the goals specifically for subgroups of pupils identified in Education Code section but not listed in Table 3B (e.g., Ethnic subgroups and pupils with disabilities)? List and describe expenditures for each fiscal year implementing these actions, including where these expenditures can be found in the LEA’s budget. Review each part of the template for Section 3, Part A including a review of the expenditure section.

LCAP Template for Section 3, Part A (continued)
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

LCAP Template for Section 3, Part B
Identify additional annual actions, and the LEA may include any services that support these actions, above what is provided for all pupils that will serve low-income, English learner, and/or foster youth pupils as defined in Education Code section and pupils redesignated as fluent English proficient. The identified actions must include, but are not limited to, those actions that are to be performed to meet the targeted goals described in Section 2 for low-income pupils, English learners, foster youth and/or pupils redesignated as fluent English proficient (e.g., not listed in Table 3A on Slide 70). List and describe expenditures for each fiscal year implementing these actions, including where those expenditures can be found in the LEA’s budget. This slide (Part B) describes the actions and services for EL, LI, and FY. These actions/services are beyond those provided for all students.

LCAP Template for Section 3, Part B (continued)
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 redesig-nated fluent English proficient pupils: Review each part of the template for Section 3, Part B including the part that covers expenditures.

Districtwide Use of Funds
Districts with an enrollment of unduplicated students in excess of 55% of total enrollment can spend supplemental/concentration funds districtwide if two criteria are met: Description of the services being provided on a districtwide basis Description of how services are directed towards meeting the district’s goals for unduplicated students in the state priority areas Districts with an enrollment of unduplicated students less than 55% of total enrollment can spend supplemental funds districtwide if three criteria are met: Describe how the services are the most effective use of funds to meet the district’s goals for its unduplicated pupils in the state priority areas As districts begin to develop their plans for LCAP expenditures it will be important to adhere to these regulations. These districtwide regs allow a district to contemplate how to use these funds on a districtwide basis.

Schoolwide Use of Funds
Districts with an enrollment of unduplicated students at a school that is in excess of 40% of the school’s total enrollment can spend supplemental/concentration funds schoolwide if two criteria are met: Description of the services being provided on a schoolwide basis Description of how services are directed towards meeting the district’s goals for unduplicated students in the state priority areas Districts with an enrollment of unduplicated students at a school that is less than 40% of the school’s total enrollment can spend supplemental funds schoolwide if three criteria are met: Describe how the services are the most effective use of funds to meet the district’s goals for its unduplicated pupils in the state priority areas Some districts will want to focus some of the supplemental/concentration funds on particular schools.

Countywide or Charter-wide Use of Funds
A county office of education expending supplemental and concentration grant funds on a countywide basis or a charter school expending supplemental and concentration funds on a charter-wide basis shall do all of the following: Identify in the LCAP those services that are being provided on a countywide or charter-wide basis Describe in the LCAP how such services are directed towards meeting the county office of education or charter school’s goals for its unduplicated pupils in the state priority areas Slide 19 provides information for counties and charters expenditures of supplemental and concentration funds.

LCAP Template for Section 3, Part C
Describe the LEA’s increase in 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 charter-wide 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 priority areas. (See 5 CCR 15496(b) for guidance.) Review the LCAP for Section 3, Part C. This section requires a description of the funds for EL, LI, and FY students, tied to the calculations and requirements in regulations. There must be a justification for the expenditure of these funds districtwide, schoolwide, and countywide.

LCAP Template for Section 3, Part D
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). 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). 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. Review the LCAP for Section 3, Part D. This is a snapshot of what is being provided in a given year. In the LCAP year, the LEA must demonstrate that it is providing increased/improved services for unduplicated students as compared to what is provided for all students by at least the percentage calculated in regulations.

Adoption Process $$$$$$$$$$$$$$$$$$$$$$$$$

Adopting and Updating the LCAP: District
Review each step of the adopting and updating the LCAP for districts.

Adopting and Updating the LCAP: Charter
This slide describes the adoption steps for charters. It is not specified in statute that charters have required consultation with bargaining units. Charters also do not have the same requirements to create parent advisory committees or the structured feedback and response required of LEAs. In addition, the LCAP is submitted to, but not approved by, the authorizer.

Adopting and Updating the LCAP: County Office of Education
This slide describes the adoption steps for county offices of education.

AB 1200 & LCAP Time Frames AB 1200 LCAP January 15-16, 2014
SBE Approves Spending Regulations March 2014 3/15: 2nd Interim Report Template has been approved March – April 2014 LCFF does not change timelines under the AB 1200 fiscal oversight process. COE Business and Instructional staff available for individual district appointments April – May 2014 • Update projected enrollments and ADA • Project revenues and expenses of subsequent fiscal year May – June 2014 Public Hearing for Budget District Public Hearing for LCAP prior to adoption District Approves Budget District Adopts LCAP This slide serves to compare the timelines for AB 1200 and LCAP. It shows that the two processes are not in conflict with each other.

10.01.15 SBE Rubrics (intro. to SBE in Jan)
LCAP Timeline SBE Regulations SBE Template LEAs adopt LCAP SBE Rubrics (intro. to SBE in Jan) As required by statute: COHERENCE Revisions to the LCAP are permitted during the period it is in effect, but only after it has been adopted, and the revisions must be adopted by the governing board in a public meeting. District, counties, and charters must use the SBE-adopted LCAP template. It is important to note that this is a rolling plan and a new year must be added annually. The LCAP is a 3-year rolling plan that is updated annually. The plans will be in effect

A Sample 12-month Planning and Adoption Process in a “Normal” Year
July to Oct. Nov. to Jan. Feb. to March April to June Assess and Engage Draft and Consult Share and Respond Decide and Implement Assess and Engage: Involve parents, community members, students, staff and bargaining units in a process to identify student needs. This process will be ongoing as new data becomes available. Draft and Consult: Identify goals, actions, and metrics. Once the Governor’s January budget is released, you begin thinking about the resources you may have available. Consult with parent groups, advisory committees, and other interested stakeholders Share and Respond: Share with advisory groups and other interested stakeholders of the proposed plan. Respond to input and comments. Decide and Implement: Finalize the plan following the Governor’s May Revision. Hold public meetings on the LCAP and district budget. Respond to any public comments and adopt the LCAP and budget at a subsequent meeting.

A Sample Planning and Adoption Process for This Year
February - March Engage in a process to identify student needs, involve parents, school personnel, pupils, and bargaining groups in the plan development March - April Share with parent advisory groups and other stakeholders, and respond in writing to comments May Commence public comment period and hold public hearing June Adopt LCAP and LEA budget

SB 97 Makes explicit that a budget shall not be adopted or approved before an LCAP is approved Clarifies that in order to approve an LCAP, a county superintendent must determine if the LCAP adheres to the State Board of Education regulations regarding the use of supplemental and concentration funds: “to increase or improve services” to EL and LI students in proportion to the funding apportioned on the basis of these students Clarifies Maintenance of Effort Requirements for ROCPs. Amends the California Collaborative for Education Excellence (CCEE) As a budget trailer bill, SB 97 provides technical and clarifying changes to the Local Control Funding Formula (LCFF) and the Local Control and Accountability Plan arising from the earlier adoption of the education budget trailer bill and budget act. Among other technical and clarifying changes, this bill: Adds LCFF and LCAP clarifications. Requires the State Board, in addition to minimizing duplication of effort at the local level for the LCAP template, to include guidance on: a. Listing and description of expenditures for each fiscal year implementing the specific actions included in the LCAP; and b. Listing and description of expenditures for each fiscal year of expenditures that will serve the pupils who are low income, foster youth, English learners or re-designated as fluent English proficient. LCFF requires that for fiscal years and , districts and county offices of education must expend for ROCPs no less than the level of funds expended in the fiscal year. SB 97 clarifies that a school district and county office of education may jointly meet the maintenance of effort (MOE). The State Superintendent, with the approval of the State Board, shall contract with a local educational agency or consortium of local education agencies to serve as the fiscal agent for the CCEE. Establishes a governing board for the CCEE, to be comprised of:  The State Superintendent or his/her designee;  The president of the State Board of Education or his/her designee;  A county superintendent of schools appointed by the Senate Rules;  A teacher appointed by the Speaker of the Assembly; and  A superintendent of a school district appointed by the Governor.

County Office Approval
Submits LCAP to COE within 5 days of adoption Responds to COE request for clarification within 15 days Considers COE recommendations in a public hearing within 15 days Seeks clarification about contents by August 15 Submits recommended plan amendments to district within 15 days Reviews plan to determine if it meets requirements (adheres to SBE template and plan aligns with district budget) Within 15 days of receiving the district’s response, the COE can submit recommendations for amendments to the LCAP back to the district The County Superintendent of Schools must determine that both of the following are true: LCAP adheres to the template adopted by the state board. The budget adopted by the governing board of the school district includes expenditures sufficient to implement the specific actions and strategies included in the LCAP. Whether it complies with regulations adopted pursuant to Sec [Education Code and Education Code 42127, (c)(3) amended by SB 97 A budget would be “conditionally approved” until the LCAP plan is approved. August 15: COE approves, conditionally approves, or disapproves district budgets County Superintendent approval of LCAP by October 8 of each year District County Office

Annual LCAP Update Goals Expenditures
Review any changes in applicability of goals from prior year Review the progress toward goals A list and description of expenditures for the fiscal year: Implementing the specific actions included in the LCAP as a result of the review and assessment Serving identified students: EL, LI, and FY Review the bullets outlined for goals and expenditures. This is a rolling or “evergreen” plan, and a new year must be added in each annual update.

County Superintendent LCAP Roles and Responsibilities
Review and approve all school district LCAPs by October 8, annually. School districts must submit LCAPs to COE Superintendent within five days of local board adoption May seek clarification as needed within a specific window May provide specific recommendations to school districts regarding content of LCAP School district must consider County Superintendent recommendations in a public meeting Review the county superintendent roles and responsibilities outlined on the slide.

County Superintendent LCAP Roles and Responsibilities (continued)
During this first year, COE Superintendent must approve school district LCAP if: It adheres to SBE-adopted template and SBE-adopted regulations AND The budget includes expenditures that are sufficient to implement actions/strategies outlined to meet goals for each state priority area Adhere to regulations pursuant to Section See EC Section and EC Section Review the county superintendent roles and responsibilities outlined on the slide.

County Superintendent Roles and Responsibilities for Technical Assistance
The County Superintendent must provide technical assistance if (EC Section 52071): The LCAP is not approved Using the evaluation rubric adopted by the SBE, the school district does not improve achievement in two or more state priority areas for one or more student groups Upon school district request Review the roles and responsibilities for technical assistance outlined in the slide.

County Supt. Roles and Responsibilities for Technical Assistance (continued)
Technical assistance shall consist of: Identification of a school district’s strengths and weaknesses in regard to state priority areas Assignment of academic expert or team of experts to assist the school district in identifying and implementing effective programs Request the State Superintendent assign the California Collaborative for Educational Excellence to assist School districts must pay for technical assistance services requested Review the roles and responsibilities for technical assistance outlined in the slide.

California Collaborative for Educational Excellence (CCEE)
Purpose is to advise and assist school districts, COEs, and charter schools in achieving goals laid out in the LCAPs. SPI, with approval of the SBE, shall contract with individuals, LEAs, or other organizations with expertise in specific areas: State priorities Improving the quality of teaching Improving quality of leadership Addressing the needs of special populations Review the short overview of the CCEE. Indicate that more details will be available in the coming months. To date, work has not begun on the shaping of this collaborative

Unfortunately LEA plans, Title III plans, and School Site plans must still be maintained. It is the LEA’s opportunity to develop the plans so that they work together. Ties to Other Documents $$$$$$$$$$$$$$$$$$$$$$$$$

LCAP and Other Plans LCAP is a comprehensive planning tool.
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 pursuant to Section 1112 of Subpart 1 of Part A of Title I of Public Law ). Review the bullets in each of the slides. Share some strategies that could be used.

LEA Plans LCAP does not replace LEA Plans which are still required under ESEA. The SBE will take steps to minimize duplication of effort at the local level to the greatest extent possible. (EC Section 52064) LEAs in Program Improvement must continue to meet current LEA Plan requirements. [EC Section 1116(c)(7)] Review the bullets in each of the slides. Share some strategies that could be used.

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. (EC Section 64001) Districts are responsible for reviewing school site plans to ensure this consistency. Review the bullets in each of the slides. Share some strategies that could be used.

Discuss any studies of student needs or plans (LEAP, LEAP Addendum, Title III, etc.) your district has written in the last several years that you think will be helpful in the creation of your LCAP. This is our last activity/discussion of the day. We will ask some of the teams to share their thoughts. 5 minutes

WestEd Audio Segments Episode 1 – What Is the Local Control Funding Formula? Episode 2 – What Makes LCFF Different and Better? Episode 3 – What Should LEAs Do Now? August 2013 Episode 4 – Performance Based Budgeting and Planning Episode 5 – Accounting and LCFF Episode 6 – Local Control Accountability Plan and LCFF State Priorities Episode 7 – Local Control Funding Formula Spending Regulations Episode 8 – Overview of the Local Control and Accountability Plan LINK:

SBE – Recommendations for Support
Guidance documents for the field Clarification of interaction between federal and state law and coordination with existing school site plans to ensure “no supplanting” Development of promising practices around stakeholder engagement Clarification of requirements for charters Creation of an electronic template Guidance for county offices of education on approval of plans

Questions? $$$$$$$$$$$$$$$$$$$$$$$$$

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