1. 2 Local Control Funding Formula (LCFF) - Shifts in Thinking and Funding Local Control Accountability Plan (LCAP) Development – Section 1: Stakeholder

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LOCAL CONTROL ACCOUNTABILITY PLANS

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• 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

Focus for Today’s Work

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LOCAL CONTROLFUNDING FORMULA

$$$$$$$$$$$$$$$$$$$$$$$$$

Shifts in Thinking and Funding

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To Act Differently We Must Think Differently

Source: School Services of California, Inc.

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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

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• 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

How is LCFF different from what was in place under revenue limits?

LINK to LAO Overview: http://www.lao.ca.gov/reports/2013/edu/lcff/lcff-072913.pdf

LINK to CDE’s FAQ: http://www.cde.ca.gov/fg/aa/lc/lcfffaq.asp

http://www.lao.ca.gov/reports/2013/edu/lcff/lcff-072913.pdf

http://www.lao.ca.gov/reports/2013/edu/lcff/lcff-072913.pdf

http://www.cde.ca.gov/fg/aa/lc/lcfffaq.asp

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Revisiting the Local Control Funding Formula (LCFF)

Per Student Base Amount

Grade Level

Demographics(Low income, English

Learner, and/or Foster Youth)

ADJUSTMENTS

$

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

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LCFF at Full Implementation

LINK: http://www.cde.ca.gov/fg/aa/lc/lcffoverview.asp

Funding amounts will increase annually by COLA

http://www.cde.ca.gov/fg/aa/lc/lcffoverview.asp

http://www.cde.ca.gov/fg/aa/lc/lcffoverview.asp

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Overview of LCFFDistricts and Charter Schools

Formula Component Rates/Rules

Target base rates (per ADA) K-3 = $6,9524-6 = $7,0567-8 = $7,2669-12 = $8,419

Base rate adjustments K-3 = 10.4% of base rate9-12 = 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

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Overview of LCFFCounty Office of Education

Formula Component Rates/Rules

County Oversight Funding- Base

Per county $655,920Per 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 140,000Per ADA for ADA over 140,000

$70 $60 $50 $40

Target base rates (per ADA) Alternative Education base grant $11,045

Supplemental funding forEL/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

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Phase-in of Funding

Old Model LCFF Target0

2

4

6

8

10

12

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Supplemental / Concentration Grants

State categori-cals

Transportation & TIIG

Transportation & TIIG

Base GrantRevenue Limit

CSR / CTE add ons

LCFF Gap

Increased funding to districts for 2013-14 is 11.8% of the gap. The Governor’s Budget proposes to fund 28% of the revised gap for 2014-15. Expected full phase in over 8 years depending on state economic growth.

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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 2013. Close of amendment window will be early February 2014

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Important Considerations

• The amount of revenue limit and categorical funds in 2012-13 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.

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Supplemental/ConcentrationGrant FundsSupplemental 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.”

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Definition of Services

“Services” as used in Education Code section 42238.07 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.

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Proportionality Percentage Estimates

• The State Board of Education provides regulationsthat 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

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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 2014-15 Total LCFF Funding (Q78, of the

Calculator Tab), of the FCMAT LCFF Calculator

http://www.fcmat.org/stories/storyReader$23157

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Calculating the Proportionality Percentage

1. Calculate the LCFF supplemental and concentration grant targets, at full implementation (Cell O16 + P16, of the Calculator Tab), of the FCMAT LCFF Calculator.

2. Determine prior year expenditures to support unduplicated pupils. No less than the amount of EIA expended in 2012-13

3. Subtract the estimated 2013-14 expenditures from the supplemental and concentration grant target.

4. Multiply the difference by the Department of Finance’s gap percentage funding for the year in which the LCAP is adopted.

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Calculating the Proportionality Percentage(continued)

5. Add to the LEA’s prior year estimated expenditures from step 2.6. Subtract the amount in step 5 from the total LCFF funding in 2014-

15.7. Divide the approximate amount from step 5 by the amount in

step 6.8. 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.

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Sample Calculations for Six Districts

% of unduplicated students from 2012-13 CalPADs certification

MPP = Minimum Proportionality Percentage

1 2 Step 3 Step 4 Step 5 Step 6 Step 7 Step 8(=> 12-13 EIA) (1-2) 11.80% (2 + Step 4)

Target S&C EIA Exp S&C exp 2014-15 x Step 3 2014-15 14-15 2014-15

% 14-15 12-13 13-14 Diff S&C increase S&C RevLCFF

Entitlement LCAP Base2014-15

MPPMPP at Target

Sample District A 38% 50,589 10,470 10,470 40,119 4,734 15,204 865,958 850,754 1.8% 6%

Sample District B 17% 337,283 67,424 67,424 269,859 31,843 99,268 12,413,006 12,313,738 0.8% 2%

Sample District C 7% 103,984 24,982 24,982 79,002 9,322 34,304 7,661,795 7,627,491 0.4% 1%

Sample District D 67% 35,256 8,701 8,701 26,555 3,134 11,834 143,276 131,442 9.0% 21%

Sample District E 13% 81,547 7,548 7,548 73,999 8,732 16,280 1,906,996 1,890,716 0.9% 4%

Sample District F 10% 212,904 44,567 44,567 168,337 19,864 64,431 9,176,342 9,111,911 0.7% 2%

Calculating proportionality of increase in Supplemental and Concentration revenues and threshold expense level

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Team Discussion

• 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?

5 minutes

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LOCAL CONTROLACCOUNTABILITY PLANS

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Development Process

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The Three LCAP Elements

SECTION 3: ACTIONS, SERVICES,AND EXPENDITURES

SECTION 2: GOALS ANDPROGRESS INDICATORS

SECTION 1: STAKEHOLDER ENGAGEMENT

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Activity

• Get out your copy of the LCAP template anda highlighter.

• Find Sections 1, 2, and 3 of the template and highlight each of those headings.

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Section 1: Plan how stakeholderswill 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)]

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LCAP TemplateSection 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 48985 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.

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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 cardwhere appropriate.

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Guiding Questions from LCAP Template

1. 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?

2. How have stakeholders been included in the LEA’s process in a timely manner to allow for engagement in the development ofthe LCAP?

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Guiding Questions from LCAP Template(continued)

3. 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?

4. 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?

5. What specific actions were taken to meet statutory requirements for stakeholder engagement pursuant to Education Code sections 52062, 52068, and 47606.5, including engagement with representative parents of pupils identified in Education Code section 42238.01?

6. In the annual update, how has the involvement of these stakeholders supported improved outcomes for pupils related to the state priorities?

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LCAP Template for Section 1

Involvement Process Impact on LCAP

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Classification of Students for LCFFEnglish

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.

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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.

• English Learners• Low Income• Students with Disabilities• Foster Youth

Other SubgroupsRacial/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

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Required Representation fromParent Groups

Parent Advisory Group

Low Income rep

Foster Youth rep

English Learner repIf st

uden

ts a

re p

art o

f one

or m

ore

of

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e su

bgro

ups,

par

ents

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amilie

s m

ust b

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clude

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Pare

nt A

dviso

ry

Gro

up. Members of pre-existing committees

(ELAC/DELAC) can be included in the LCAP EL Parent Advisory Committee.

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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 3543.2(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.

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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…


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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.


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Team 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 youplan to engage families that represent those subgroups?

• How will you engage other stakeholdersimportant to yourdistrict’s LCAP? 5 minutes

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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

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State Board Grouped the 8 Priorities

Conditionsfor Learning

Basic (1)Implementation ofState Standards (2)Course Access (7)

Additional Prioritiesfor County Officeof 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)

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Graphic of 8 Priorities

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Section 2: Identifying goals linked to state priorities

For school districts, Education Code sections 52060 and 52061, for county offices of education, Education Code sections 52066 and 52067, and for charter schools, Education Code section 47606.5 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.

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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 47604.33. 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.

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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 schoolsite 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 64001. 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.

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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)?

4. What are the LEA’s goal(s) to address locally-identified priorities? 5. 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.)?

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6. What are the unique goals for subgroups as defined in Education Code sections 42238.01 and 52052 that are different from the LEA’s goals for all pupils?

7. What are the specific predicted outcomes/metrics/noticeable changes associated with each of the goals annually and over the term of the LCAP?

8. 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?

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9. What information was considered/reviewed for individual school sites?

10. What information was considered/reviewed for subgroups identified in Education Code section 52052?

11. 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?

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LCAP Template for Section 2

Identified Need and

Metric(What needs have been identified and

what metrics are used to measure progress?)

GoalsAnnual

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.)

Descriptionof 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

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Conditions for Learning:Basic Services

• 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

Priority#1

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Conditions for Learning:Implementation of State Standards

• 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

Priority#2

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Conditions for Learning:Course Access

• 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 51220 (English, social science, foreign language, physical education, science, mathematics, visual and performing arts, applied arts, career technical education, and automobile driver education).

Priority#7

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Conditions for Learning:Expelled Students (COE only)

• County Office of Education will coordinate instruction of expelled pupils pursuant to Education Code section 48926

Priority#9

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Conditions for Learning:Foster Students (COE only)

• 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

Priority#10

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Pupil Outcomes:Pupil Achievement• 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

Priority#4

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Pupil Outcomes:Other Pupil Outcomes

• Pupil outcomes in the subject areas describedin Education Code 51210 (grades 1 to 6) and51220 (grades 7 to 12)

Grades 1 to 6EnglishMathematicsSocial scienceScienceVisual and performing arts HealthPhysical education and Other subjects as determined by the governing board

Grades 7 to 12EnglishSocial scienceForeign languagePhysical educationScienceMathematicsVisual and performing arts, Applied artsCareer technical education, and Automobile drive education

Priority#8

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Engagement: Parent Involvement

• 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

Priority#3

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Engagement: Pupil Engagement

• School attendance rates• Chronic absenteeism rates• Middle school dropout rates• High school dropout rates • High school graduation rates

Priority#5

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Engagement: School Climate

• Pupil suspension rates• Pupil expulsion rates• Other local measures including surveys of pupils,

parents, and teachers on the sense of safety and school connectedness

Priority#6

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Team Discussion

• 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?

5 minutes

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Section 3: Actions, Services,and Expenditures

For school districts, Education Code sections 52060 and 52061, for county offices of education, Education Code sections 52066 and 52067, and for charter schools, Education Code section 47606.5 require the LCAP to include a description of the specific actions an LEA will take to meet the goals identified. Additionally Education Code section 52604 requires a listing and description of the expenditures required to implement the specific actions.

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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 42238.01, 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 47606.5.

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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?

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4. 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?

5. 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?

6. 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?

7. 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?

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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 52052 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.

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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

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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 42238.01 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.

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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:

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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:

1. Description of the services being provided on a districtwide basis2. Description of how services are directed towards meeting the district’s

goals for unduplicated students in the state priority areasDistricts with an enrollment of unduplicated students less than 55% of total enrollment can spend supplemental funds districtwide if three criteria are met:

3. Description of the services being provided on a districtwide basis4. Description of how services are directed towards meeting the district’s

goals for unduplicated students in the state priority areas5. 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

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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:

1. Description of the services being provided on a schoolwide basis2. Description of how services are directed towards meeting the district’s goals

for unduplicated students in the state priority areasDistricts 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:

3. Description of the services being provided on a schoolwide basis4. Description of how services are directed towards meeting the district’s goals

for unduplicated students in the state priority areas5. 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

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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 doall of the following:1. Identify in the LCAP those services that are being

provided on a countywide or charter-wide basis2. 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

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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 15496. 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.)

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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.

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Adoption Process

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Adopting and Updating the LCAP: District

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Adopting and Updating the LCAP: Charter

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Adopting and Updating the LCAP: County Office of Education

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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 expensesof subsequent fiscal year

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

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LCAP Timeline

01.31.14

SBE Regulations

03.31.14

SBE Templa

te

06.30.14

LEAs adopt LCAP

10.01.15 SBE

Rubrics (intro. to SBE in

Jan)The LCAP is a 3-year rolling plan that is updated annually. The plans will be in effect 2014-15.

COHERENCE

As required by statute:

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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

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A Sample Planning and AdoptionProcess for This YearFebruary - MarchEngage in a process to identify student needs, involve parents, school personnel, pupils, and bargaining groups in the plan development

March - AprilShare with parent advisory groups and other stakeholders, and respond in writing to comments

MayCommence public comment period and hold public hearing

JuneAdopt LCAP and LEA budget

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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)

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County Office Approval

Submits LCAP toCOE within 5 daysof adoption

Responds to COE request for clarification within 15 days

Considers COE recommendations in a public hearing within15 days

Seeks clarification about contents by August 15

Submits recommendedplan amendments todistrict within 15 days

Reviews plan to determine if it meets requirements (adheres to SBE template and plan aligns with district budget)

August 15: COE approves, conditionally approves,

or disapprovesdistrict budgets

District County Office

County Superintendent approval of LCAP by October 8 of each year

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Annual LCAP Update

• Review any changes in applicability of goals fromprior year

• Review the progresstoward 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

This is a rolling or “evergreen” plan, and a new year must be added in each annual update.

Goals Expenditures

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County SuperintendentLCAP Roles and Responsibilities

Review and approve all school district LCAPs byOctober 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

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County SuperintendentLCAP 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 42238.07

See EC Section 52070 and EC Section 42238.07

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County Superintendent Roles and Responsibilities for Technical Assistance

The County Superintendent must provide technical assistance if (EC Section 52071):

1. The LCAP is not approved 2. 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

3. Upon school district request

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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 Excellenceto assist

• School districts must pay for technical assistance services requested 88

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California Collaborative forEducational 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

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Ties to Other Documents


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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 107-110).

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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)]

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School Site Plans

• Specific actions included in the LCAP, or theannual update of the LCAP, must be consistentwith the strategies included in school plans.(EC Section 64001)

• Districts are responsible for reviewing school site plans to ensure this consistency.

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Team Discussion

• Discuss any studies of student needs or plans (LEAP, LEAP Addendum, Title III, etc.) your district has written in the last several yearsthat you think will be helpful in the creation of your LCAP.

5 minutes

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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: http://lcff.wested.org/lcff-channel/

http://lcff.wested.org/lcff-channel/

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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

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Questions?

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