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Local Control Funding Formula and Local Control Accountability Plan Cat’s Cradle

Local Control Funding Formula and Local Control Accountability Plan Cat’s Cradle

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Local Control Funding Formula and Local Control Accountability Plan

Cat’s Cradle

Brief Funding Review

RCOE Funding

Local Control Accountability Plan

Support and Intervention

A Gift of More Local Control

FUNDING

Formula Components of the LCFFGap Funding

Aimed at closing each LEA’s difference between the 2012-13 funding and the 2020-21 target funding by 1/8th annually.

8 Years to Close Funding Gap

2012-13 2013-14 2014-15 2015-16 2016-17 2017-18 2018-19 2019-20 2020-21 $60,000,000.00

$65,000,000.00

$70,000,000.00

$75,000,000.00

$80,000,000.00

$85,000,000.00

$90,000,000.00

$95,000,000.00

$100,000,000.00

Example District Gap Funding

LCFF TargetGap Funding

Stat

e Fu

ndin

g

Setting 2020-21 Targets

• Will be impacted by COLA, fluctuating ADA, growth in property tax revenue.

• P1 in December paints the first fuzzy picture of the LEA target.

• P2 in April should generate a clearer target for LEA.

2013-14 Categorical Survivors

Major Shifts Made by the LCFF

Before LCFF After LCFF

• Revenue limits.

• State categoricals with temporary tiered flex.

• K-3 CSR: Limited funding with unlimited class sizes.

• Accountability and performance separate from funding.

• LCFF base funding differen-tiated by grade spans.

• Unduplicated pupil weights, concentration funding.

• K-3 CSR targeting 24-1.

• Local Control Accountability Plans required by July 1, 2014.

What Stays the Same?

• Financial Audits• Compliance With Williams• School Accountability Report Cards• Federal Funding, Planning, and Accountability• LEA as Subgrantee of the State

County Office Funding

2012-2013 RevenuesSome Restricted

2013-2014 RevenuesAll Unrestricted

Does not include Special Ed and Community school transfers.

Before, After, and Ever AfterOther Purpose Base Revenue Limit

Alternative Education

ROP State Aid (Includes Excess Taxes)

Foster Youth

Community Day Schools

Cal-SAFE

Teacher Credentialing Block Grant

Alternative Certification Program

California School Paraprofessional Teacher Tr.

Opportunity Schools, Specialized Schools, Community Day School, Adults in Correctional Facilities and County School Tuition

Fiscal Oversight

EIA

Math & Reading Pro. Dev. Program

ELL

Deferred Maintenance

IMF Block Grant

Staff Development - BTTA Program

Staff Development - TPR

CAHSEE Intensive Instruction and Services

Professional Development Block Grant

School and Library Improvement Block Grant

Arts and Music Block Grant

Williams

Valenzuela

Child Oral Health Assessments

School Safety and Violence Prevention

County Operations Grant

Alternative Education

Hold Harmless

County Operations GrantAlternative Education

Red section of bar graph.

Green section of bar graph.

Actual Costs to run organization

Pause and Reflect

• What questions do you have about district funding or the implications of county office funding?

• What other information have you heard that should be shared?

Local Control Accountability Plan (LCAP)

• Adopted on or

before July 1, 2014.

• SBE-adopted template required.

• Three-year plan, annually updated. 

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as,

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hey

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, ev

ery

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ater

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ple

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le E

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up

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l o

f th

e fo

llo

win

g,

as a

pplic

able

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tate

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sess

men

ts…

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dem

ic P

erfo

rman

ce I

ndex

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he p

erce

ntag

e of

pup

ils w

ho h

ave

succ

essf

ully

com

plet

ed c

ours

es t

hat

satis

fy t

he r

equi

rem

ents

for

en

tran

ce t

o th

e U

nive

rsity

of

Cal

iforn

ia a

nd t

he C

alifo

rnia

Sta

te U

nive

rsity

, or

car

eer

tech

nica

l edu

catio

n se

quen

ces…

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The

per

cent

age

of E

nglis

h le

arne

r pu

pils

who

mak

e pr

ogre

ss t

owar

d E

nglis

h pr

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nglis

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arne

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sific

atio

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te.

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The

per

cent

age

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upils

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hav

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ssed

an

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nced

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cem

ent

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inat

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core

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gher

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he p

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ils w

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d de

mon

stra

te c

olle

ge p

repa

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purs

uant

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the

E

arly

Ass

essm

ent

Pro

gram

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any

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sequ

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ssm

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repa

redn

ess.

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Pu

pil

en

gag

emen

t, a

s m

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red

by

all

of

the

foll

ow

ing

, as

app

licab

le:

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tten

danc

e ra

tes.

(B

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hron

ic a

bsen

teei

sm r

ates

. (C

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iddl

e sc

hool

dro

pout

rat

es…

(D)

Hig

h sc

hool

dro

pout

rat

es.

(E)

Hig

h sc

hool

gra

duat

ion

rate

s.

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Sch

oo

l cl

imat

e, a

s m

easu

red

by

all

of

the

foll

ow

ing

, as

app

licab

le:

(A)

Pup

il su

spen

sion

rat

es.

(B)

Pup

il ex

puls

ion

rate

s.

(C)

Ot7

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res

pect

ivel

y)…

incl

udin

g th

e pr

ogra

ms

and

serv

ices

dev

elop

ed a

nd p

rovi

ded

to u

ndup

licat

ed

pupi

ls a

nd in

divi

dual

s w

ith e

xcep

tiona

l nee

ds,

and

the

prog

ram

and

ser

vice

s th

at a

re p

rovi

ded

to b

enef

it th

ese

pupi

ls a

s a

resu

lt of

the

fun

ding

rec

eive

d pu

rsua

nt t

o S

ectio

n 42

238.

02 (

LCF

F)…

(8)

Pu

pil

ou

tco

mes

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labl

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n t

he

sub

ject

are

as d

escr

ibed

in S

ectio

n 51

210

and

subd

ivis

ions

(a)

to

(i),

incl

usiv

e, o

f S

ectio

n 5

Describes both of the following: • Annual goals, for all pupils to be achieved for each of the state priorities and for any additional local priorities.• Specific actions the school district will take during each year to achieve the goals.

“Numerically Significant”

• At least 30 valid scores.

• For foster youth, 15 valid scores.

1. Basic Services (Williams)Teachers appropriately assigned and fully credentialed.

Student access to standards-aligned instructional materials.

School facilities maintained in good repair.

2. Implementation of State Standards

3. Parental Involvement

Parent advisory committee.

English learner parent advisory committee.

Notify members of the public and hold at least one public hearing.

4. Student Achievement

Statewide Assessments

A-G Completion Rate orCTE Course Sequence *

Reclassification Rate$

Progress toward English Proficiency

Pass Rate A.P.

Exams

E.A.P. Participation and

College Preparedness

Rate

Academic Performance Index

5. Student EngagementSchool attendance rates.

Chronic absenteeism rates.Middle school dropout rates.

High school dropout rates. High school graduation rates.

6. School ClimatePupil suspension rates.

Pupil expulsion rates.

Other local measures.

7. Access to Courses

“A full belly is little worth where the mind is starved.” -- Mark Twain

8. Other Student

Outcomes

Staff Participation

A Single Plan• Integrate Fed • School reviews *• SARC data format• Local priorities *

LCAP Links to SARC

• “reported in a manner consistent with how information is

reported on a school accountability report card.”

Public Meeting for Approval

and...

Does not have to be submitted to the SBE.

Is subject to UCP.

May not be waived by SBE or SSPI.

Pause and Reflect

• What questions or comments do you have about LCAP components. What about the plan works for you? What’s problematic?

• What other information have you heard that should be shared?

Timeline

• Initial SBE feedback to policies and templates: Nov. 6-7• Preview of policies/templates in Riverside County: Nov. 21

• Fiscal policies due January 31, 2014• SBE required to adopt template for LCAP by March 31, 2014

• June 2014, LEA Board ApprovalMust be reviewed at board meeting prior to approval at subsequent board meeting.

• Due July 1, 2014

• Content vs. Format….start now!Data consistent with SARC format.

(Embrace the ambiguity.)

“a holistic, multidimensional assessment of school district and individual schoolsite performance...”

LCFF Priorities Checklist

• Elements of LCAP planning in one place.

Updated Annually

A P

S D

What Can We Do Now?

Follow federal regulations.

What Can We Do Now?

Maintain local advisory groups.

What Can We Do Now?

Maintain ROP, Adult Education, and Home-to-

School Transportation.

What Can We Do Now?

Introduce procedures that will be required in 2014–15: Calendar events. Create writing team. Advisory committees in place. Document, document, document.

What Can We Do Now?

Look for existing data, strategies, and actions in your program that are successful with eight state priorities. What’s missing?

What Can We Do Now?

Define your core program.Study what works best for ELs and low performing students: target LCFF augmentation $ for them.Brainstorm how to supplement this w/ Title I and III from your LEAP

What Can We Do Now?

Map out CSR over 3 years.Consider what it looks like to add coaches, counselors, interventions etc. over time.What are personnel needs for ‘14-15? (March deadline)

What Can We Do Now?

Think Performance-Based Budgeting.What does it look like to plan for and fund performance?Does the strategy work?

Update budget for what works.

Performance-Based Budgeting

• “Performance budgets use statements of missions, goals and objectives to explain why the money is being spent. It is a way to allocate resources to achieve specific objectives based on program goals and measured results.”

Peter van der Knapp• The key to understanding performance-based

budgeting lies beneath the word “results”.

Pause and Reflect

• Think of an instructional strategy, practice, routine, that is working for your students, especially those who often struggle. Share that success story with a partner.

Support and Intervention

• A County Superintendent of Schools (CSOS) must provide technical assistance if: – the CSOS does not approve

an LEA’s Plan;– the CSOS does not approve

an LEA’s annual update; or– the governing board of an

LEA request technical assistance.

What If the LCAP Is not Approved?

• CSOS may:Identify the LEA’s strengths and weaknesses.

Support and Intervention Options

• CSOS may:– Assign a team of

academic experts to assist the LEA.

– Solicit another LEA to act as a partner to the LEA in need of technical assistance.

Support and Intervention Options

Support and Intervention Options

• CSOS may:– Request that the

SSPI assign the California Collaborative for Educational Excellence (CCEE)

LEAs that fail to improve student achievement: -- More than one state priority. -- One or more pupil subgroups.

Who Is Assigned Technical Assistance?

LEAs that fail to improve student achievement: -- More than one state priority. -- One or more pupil subgroups.

Who Is Assigned Technical Assistance?

LEAs who request TA pay for services.

Technical Assistance

What warrants State Superintendent intervention?

• The LEA did not improve outcomes for three or more subgroups in three out of four consecutive years.

• After advice and assistance to the LEA, the CCEE reports:The LEA has failed to implement recommendations.Inadequate performance is persistent or acute.

State Intervention

Make changes to an LEA’s LCAP.

State Intervention Options

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t, a

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red

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ow

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licab

le:

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tew

ide

asse

ssm

ents

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he A

cade

mic

Per

form

ance

Ind

ex…

(C)

The

per

cent

age

of p

upils

who

hav

e su

cces

sful

ly c

ompl

eted

cou

rses

tha

t sa

tisfy

the

req

uire

men

ts f

or

entr

ance

to

the

Uni

vers

ity o

f C

alifo

rnia

and

the

Cal

iforn

ia S

tate

Uni

vers

ity,

or c

aree

r te

chni

cal e

duca

tion

sequ

ence

s…(D

) T

he p

erce

ntag

e of

Eng

lish

lear

ner

pupi

ls w

ho m

ake

prog

ress

tow

ard

Eng

lish

prof

icie

ncy…

(E)

The

Eng

lish

lear

ner

recl

assi

ficat

ion

rate

. (F

) T

he p

erce

ntag

e of

pup

ils w

ho h

ave

pass

ed a

n ad

vanc

ed p

lace

men

t ex

amin

atio

n w

ith a

sco

re o

f 3

or

high

er.

(G)

The

per

cent

age

of p

upils

who

par

ticip

ate

in,

and

dem

onst

rate

col

lege

pre

pare

dnes

s pu

rsua

nt t

o, t

he

Ear

ly A

sses

smen

t P

rogr

am…

or a

ny s

ubse

quen

t as

sess

men

t of

col

lege

pre

pare

dnes

s.(5

) P

up

il e

ng

agem

ent,

as

mea

sure

d b

y al

l o

f th

e fo

llo

win

g,

as a

pplic

able

: (A

) S

choo

l att

enda

nce

rate

s.

(B)

Chr

onic

abs

ente

eism

rat

es.

(C)

Mid

dle

scho

ol d

ropo

ut r

ates

…(D

) H

igh

scho

ol d

ropo

ut r

ates

. (E

) H

igh

scho

ol g

radu

atio

n ra

tes.

(6

) S

cho

ol

clim

ate,

as

mea

sure

d b

y al

l o

f th

e fo

llo

win

g,

as a

pplic

able

: (A

) P

upil

susp

ensi

on r

ates

. (B

) P

upil

expu

lsio

n ra

tes.

(C

) O

t7-1

2, r

espe

ctiv

ely)

…in

clud

ing

the

prog

ram

s an

d se

rvic

es d

evel

oped

and

pro

vide

d to

und

uplic

ated

pu

pils

and

indi

vidu

als

with

exc

eptio

nal n

eeds

, an

d th

e pr

ogra

m a

nd s

ervi

ces

that

are

pro

vide

d to

ben

efit

thes

e pu

pils

as

a re

sult

of t

he f

undi

ng r

ecei

ved

purs

uant

to

Sec

tion

4223

8.02

(LC

FF

)…(8

) P

up

il o

utc

om

es,

if av

aila

ble,

in

th

e su

bje

ct a

reas

des

crib

ed in

Sec

tion

5121

0 an

d su

bdiv

isio

ns (

a) t

o (i

), in

clus

ive,

of

Sec

tion

5

LCA

P

Develop and impose a budget revision in conjunction with a revised LCAP.

State Intervention Options

Stay or rescind an

that would prevent

student improvement.

action

State Intervention Options

Appoint an academic trustee

to exercise powers on

his/her behalf.

State Intervention Options

If any action is taken, the SSPI will notify:

– CSOS– CBOE– LEA Superintendent– LEA Governing

Board

State Intervention

California Collaborative for Educational Excellence

(CCEE)Purpose:

Assist COEs and LEAs in achieving LCAP goals.

Who is the CCEE?

Individuals, LEAs or organizations with the expertise, experience, and a record of success in:

• State priorities. • Improving the quality of teaching.• Improving the quality of school

district and school-site leadership. • Addressing needs of special

populations.

• Governing boards who request the advice and assistance of the CCEE.

• LEAs for whom the CSOS believes the advice and assistance of the CCEE is necessary to help the school district or charter school accomplish the LCAP goals.

• LEAs for whom the SSPI believes the advice and assistance of the CCEE is necessary to help the school district or charter school accomplish the LCAP goals.

Who does the CCEE Assist?

Also must identify evidence based programs that could be used to meet goals

If LEA is identified as persistently underperforming

Also must identify evidence based programs that could be used to meet goals

If LEA is identified as persistently underperforming and had CCEE

A Gift of More Local Control

After All – Who’s this Cake for?