LCAP & Template Training

Transcription

1 Marin County Office of Education LCAP & Template Training DISTRICT PROFESSIONAL LEARNING COMMUNITIES MARCH 5 TH,

2 Local Control Funding Formula (LCFF) Shifts in Thinking and Funding Today s Training Overview of Policy Shift Local Control Accountability Plan (LCAP) Development Template Section 1: Stakeholder Engagement Template Section 2: Goals and Progress Indicators Template Section 3: Actions, Services, and Expenditures Links to Other Plans LCAP Adoption Process Approval Process 2

3 , An LCAP Learning Year Experiential Learning LCAP Style "For the things we have to learn before we can do them, we learn by doing them". Aristotle Use the Template to guide you Use the guiding questions to guide you Allow yourselves to think differently This IS an accountability plan but it s your accountability plan! Local stakeholders (including the county office) will hold you accountable not the state 3

4 To Act Differently We Must Think Differently Source: School Services of California, Inc. 4

5 LCAP Guiding Principles Simple Avoids plan duplication, jargon, and non essential information. Transparent Includes information necessary to demonstrate/describe/explain how LCFF funding supports student performance and outcomes. Local Expects information shared to be highly contextual and supports the sharing of a local story. Performance Focused Emphasizes student performance outcomes and avoids compliance oriented information requests and questions (e.g., checkboxes and explanation of processes). 5

6 Local Goals Aligned with State Priorities LOCAL GOAL DEVELOPMENT STATE PRIORITIES Stakeholder Engagement Students Teachers Parents English Learner Parents Community Local Agencies 1. Local Goal Action Plan 2. Local Goal Action Plan 3. Local Goal Action Plan 1. Basic Services 2. Common Core, Standards based Instruction 3. Parental Involvement 4. Pupil Achievement 5. Pupil Engagement 6. School Climate 7. Student Access to Core Subjects 8. Pupil Outcomes in Core Subjects 6

7 The Three LCAP Elements SECTION 1: STAKEHOLDER ENGAGEMENT SECTION 2: GOALS AND PROGRESS INDICATORS SECTION 3: ACTIONS, SERVICES, AND EXPENDITURES 7

8 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)] 8

9 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. 9

10 Section 1 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. 10

11 LCAP Template for Section 1 Involvement Process Impact on LCAP 11

12 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 statecertified 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. 12

13 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 Black or African American American Indian or Alaska Native Asian Filipino Hispanic or Latino Native Hawaiian or Pacific Islander White Two or more races Other Subgroups English Learners Low Income Students with Disabilities Foster Youth 13

14 Required Representation from Parent Groups Parent Advisory Group EL Parent Advisory Group (if district enrollment includes): If students are part of one or more of these subgroups, parents or families must be included in the Parent Advisory Group. Low Income rep Foster Youth rep English Learner rep 15% ELs At least 50 EL pupils Members of pre-existing committees (ELAC/DELAC) can be included in the LCAP EL Parent Advisory Committee. 14

15 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. The Fiscal Report (2013) School Services of California, Inc. 15

16 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 The Fiscal Report (2013) School Services of California, Inc. 16

17 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. The Fiscal Report (2013) School Services of California, Inc. 17

18 Group Discussion 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? 5 minutes 18

19 Graphic of State Priorities 19

20 State Priorities by Grouping Conditions for Learning Basic (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) Additional Priorities for County Office of Education: Expelled Pupils (9) Foster Youth (10) 20

21 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 21

22 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. 22

23 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). 23

24 Conditions for Learning: Expelled Students (COE only) Priority #9 County Office of Education will coordinate instruction of expelled pupils pursuant to Education Code section

25 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. 25

26 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 26

27 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 English Social science Foreign language Physical education Science Mathematics Visual and performing arts, Applied arts Career technical education, and Automobile drive education 27

28 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 28

29 Engagement: Pupil Engagement Priority #5 School attendance rates Chronic absenteeism rates Middle school dropout rates High school dropout rates High school graduation rates 29

30 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 30

31 The Three LCAP Elements SECTION 1: STAKEHOLDER ENGAGEMENT SECTION 2: GOALS AND PROGRESS INDICATORS SECTION 3: ACTIONS, SERVICES, AND EXPENDITURES 31

32 LCAP Template for Section 2 Identified Need and Metric (What needs have been identified and what metrics are used to measure progress?) Description of Goal Goals 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.) Annual Update: Analysis of Progress What will be different or improved for students? (based on identified metric) LCAP YEAR Year 1: 20XX-XX Year 2: 20XX-XX Year 3: 20XX-XX 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.) 32

33 Section 2: Guiding Questions from LCAP Template Guiding questions are designed to guide the LCAP development only 1. What are the LEA s goal(s) to address state priorities related to Conditions of Learning? 2. What are the LEA s goal(s) to address state priorities related to Pupil Outcomes? 3. What are the LEA s goal(s) to address state priorities related to Engagement (e.g., pupil and parent)? Etc., etc 33

34 Section 2: Identifying goals linked to state priorities For school districts. Education Code sections 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. 34

35 Section 2: 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. 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 in the LCAP year plus any additional local priorities; One goal may address multiple priorities. Goals may be combined to address more than one student group and/or more than one state priority when analysis of local data determines that the needs are similar. If a single goal requires longer than one year to implement fully, the LCAP should reflect the annual incremental actions, services, and expenditures, as well as the annual anticipated progress, that the district expects to achieve for each student group. These annual benchmarks are intended to assist LEAs and the community to monitor the progress of the plan. 35

36 Section 2: Instructions (continued) LEA may identify which school sites and subgroups have the same goals, and group and describe those goals together. If goals are applicable to subgroups, identify actions under Section 3B LEA may identify goals that apply to all students and that are not applicable to a specific subgroup or school site. Goals must reflect outcomes for all pupils and include specific goals for school sites and specific subgroups Including pupils with disabilities in district and regional SELPA programs, both at the LEA level and, where applicable, at the school site level. 36

37 Plan Alignment 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 (SPSA). Recommend that LCAP is 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. 37

38 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 ). 38

39 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)] 39

40 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. 40

41 The Three LCAP Elements SECTION 1: STAKEHOLDER ENGAGEMENT SECTION 2: GOALS AND PROGRESS INDICATORS SECTION 3: ACTIONS, SERVICES, AND EXPENDITURES 41

42 Section 3: Actions, Services, and Expenditures For school districts Education Code sections and For charter schools Education Code section Requirement to include a description of the specific actions an LEA will take to meet the goals identified. Education Code section requires a listing and description of the expenditures required to implement the specific actions. 42

43 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 43

44 Section 3: Guiding Questions from LCAP Template Guiding questions are designed to guide the LCAP development only 1. 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? 2. How do these actions/services link to identified goals and performance indicators? 3. 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? Etc., etc 44

45 Section 3, Part A Instructions Identify annual actions to be performed to meet the goals described in Section 2 No requirement to provide a set number of goals LEAs may choose to number your goals for ease of tracking Actions may describe a group of services that are implemented to achieve identified goals. Indicate if school wide or district wide For , skip the annual update box Describe expenditures to implement each action, for each year, and where these expenditures can be found in the LEA s budget. How specific? May be by SACS Resource, Object Code, Goal, etc. 45

46 Section 3, Part A Instructions Identify annual actions to be performed to meet the goals described in Section 2 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. LEAs may choose to number your goals Actions may describe a group of services that are implemented to achieve identified goals. Indicate if school wide or district wide For , skip the annual update box Describe expenditures to implement each action, for each year, and where these expenditures can be found in the LEA s budget. 46

47 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 For low income pupils: For English learners For foster youth: For redesignated fluent English proficient pupils 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 47

48 Section 3, Part B Instructions 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 lowincome, English learner, and/or foster youth pupils and pupils redesignated as fluent English proficient. 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 lowincome pupils, English learners, foster youth and/or pupils redesignated as fluent English proficient. List and describe expenditures for each fiscal year implementing these actions, including where those expenditures can be found in the LEA s budget. Tip: This section could be identical to Section 3, Part A if actions for sub groups are identical to actions for all students. 48

49 District wide 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: 1. Description of the services being provided on a district wide basis 2. 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 district wide if three criteria are met: 1. Description of the services being provided on a district wide basis 2. Description of how services are directed towards meeting the district s goals for unduplicated students in the state priority areas 3. Description of how services being provided are the most effective use of funds to meet the district s goals for its unduplicated pupils in the state priority areas 49

50 School wide 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 school wide if two criteria are met: 1. Description of the services being provided on a school wide basis 2. 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 school wide if three criteria are met: 1. Description of the services being provided on a school wide basis 2. Description of how services are directed towards meeting the district s goals for unduplicated students in the state priority areas 3. Description of how services being provided are the most effective use of funds to meet the district s goals for its unduplicated pupils in the state priority areas 50

51 Section 3, Part C Instructions Describe the LEA s increase in funds List the dollar amount from Step 5 of CCR 15496(a) Describe how the LEA is expending these funds in the LCAP year Not a requirement to spend total amount from Step 5 Include a description of, and justification for, the use of any funds district wide or school wide, 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 low income pupils, foster youth, and English learners at a school site in the LCAP year Additionally describe how the services provided are the most effective use of funds to meet the district s goals, when using supplemental and concentration funds in a district wide or school wide manner (See 5 CCR 15496(b) for guidance.) 51

52 Section 3, Part D Instructions 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). 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)(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. 52

53 Estimated Minimum Proportionality Percentage, Marin School Districts 53

54 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. 54

55 How might a district demonstrate increased or improved services? 1. Assess what the district is currently doing to provide services to EL, LI and FY students. 2. Solicit input from stakeholder engagement for all students. 3. Solicit input from stakeholder engagement for EL, LI, and FY students. 4. Identify services for EL, LI, and FY students for the LCAP year. 5. Do the identified services for EL, LI, and FY students meet the increased or improved Minimum Proportionality Percentage (MPP) requirement when compared to services provided for all students? If yes, describe the increased or improved services as outlined in Template Sections 3D If no, determine how the district will increase or improve services for the LCAP year and include a description as outlined in Template Sections 3D 55

56 Annual LCAP Update Goals Review any changes in applicability of goals from prior year Review the progress toward goals Expenditures 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 This is a rolling or evergreen plan, and a new year must be added in each annual update. 56

57 Adopting and Updating the LCAP 57

58 Coordination of Budget & LCAP Adoptions 1. The LCAP and the Budget must be adopted at the same meeting 2. The LCAP adoption must occur before the Budget adoption on the agenda 3. The LCAP public hearing must occur at the same meeting as the Budget public hearing 4. The LCAP public hearing must be at a separate meeting from the LCAP adoption meeting (at least one day before the adoption meeting) 5. The requirements of 3 & 4 above now means the Budget public hearing must also be at a separate meeting from budget adoption 58

59 AB 1200 & LCAP Time Frames AB 1200 LCAP January 15-16, 2014 SBE Approves Spending Regulations March /15: 2 nd Interim Report Template has been approved March May 2014 April May 2014 LCFF does not change timelines under the AB 1200 fiscal oversight process. Update projected enrollments and ADA Project revenues and expenses of subsequent fiscal year COE Business and Instructional staff available for individual district appointments COE Business and Instructional staff available for individual district appointments May June 2014 Public Hearing for Budget District Public Hearing for LCAP prior to adoption May June 2014 District Approves Budget District Adopts LCAP 59

60 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 Adopt 60

61 County Office Approval Submits LCAP to COE within 5 days of adoption Reviews plan to determine if it meets requirements (adheres to SBE template and plan aligns with district budget) Responds to COE request for clarification within 15 days Seeks clarification about contents by August 15 Considers COE recommendations in a public hearing within 15 days Submits recommended plan amendments to district within 15 days August 15: COE approves, conditionally approves, or disapproves district budgets County Superintendent approval of LCAP no later than October 8 th District County Office 61

62 County Office Approval Process Districts must file their LCAP with the COE not later than 5 days after adoption Until August 15 th a COE may seek clarification in writing Goal is to approve all LCAPs by August 15 th County Superintendent shall approve LCAP no later than October 8 th provided The LCAP adheres to the SBE approved template The adopted budget includes expenditures sufficient to implement the specific actions and strategies included in the LCAP, based upon the costs included in the plan The LCAP adheres to the expenditure requirements for funds apportioned on the basis of unduplicated pupils 62

63 Technical Assistance If a district s LCAP fails in any of the above areas, the County Superintendent shall provide technical assistance including: Identification of the school district s strengths and weaknesses in regards to the state priorities Assignment of an academic expert(s) Request the SPI to assign the California Collaborative for Educational Excellence (CCEE) to provide advice and assistance 63

64 Your District, Your Plan Let it tell your story. 64

65 Thank You.try and keep it simple 65