Making a Great Local Control and Accountability Plan February 14, 2014

Local Control Funding Formula What we know: Moves California to a weighted student funding methodology Estimated eight years to full implementation Begin in 2013-14, but provisions phase in over time There are questions, many questions 2014-15 budget outlook is good and Governor has strongly signaled commitment to LCFF 1

LCFF Important Facts LCFF replaces revenue limits and most state categorical programs LCFF is designed to improve student outcomes Simplicity to aid in transparency Equity through student-focused formula Performance through aligned program and budget plans Local flexibility to meet student needs LCFF implementation will take time, but begins now 2

$ Revisiting LCFF ADJUSTMENTS Grade Level Per Student Base Amount Greatly simplifies state funding for local educational agencies (LEAs) ADJUSTMENTS $ Grade Level Per Student Base Amount Demographics (Low income, English Learner, and/or Foster Youth) 3

Changes Made by LCFF LCFF Supplemental provided to address needs of English Learners, low income, and foster youth Categorical Funding for specific purposes with many rules LCFF Base Grant is the same for every local educational agency with adjustments based on grade level Revenue Limit, based on historical amounts per student with many adjustments . Pre-LCFF LCFF 4

LCFF Targets – 2013-14 Beginning of Something More 2012-13 2013-14 2014-15 LCFF Target 5

LCFF Regulations – “Increase or Improve Services” Basic Aid Funding for Low Income and English Learner Students (e.g., Economic Impact Aid) LCFF “Gap” LCFF Supplemental LCFF Supplemental How much is “Base”? “Supplemental”? ? Categorical Funding New LCFF Funding Continue Level of Effort LCFF Base Grant LCFF Base Grant Revenue Limit 2012-13 2013-14 LCFF Target, 2020-21 (est.) 6

LCFF Spending Regulations Calculation of proportionality percentage Three data sources – LCFF targets, prior year expenditures, and statewide implementation percentage Clarification of “districtwide, countywide, charterwide, schoolwide” Oversight by county offices of education 7

Sample Unified School District – Proportionality Calculation 2013-14 2014-15* 2015-16** Repeat for 2016-17 – 2019-20*** 2020-21 Estimated Total LCFF Funding $113,658,945 $120,009,636 $125,621,700 …. $167,569,262 Estimated Base Grant N/A $112,311,872 $115,544,510 $139,706,856 Estimated Total of Supplemental and Concentration Grants $7,697,764 $10,077,190 $27,862,406 Proportional increase or improvement in services for low income/English learner/foster youth pupils as compared to the services provided to all pupils in that fiscal year 6.9% 8.7% 20% * Assuming, for purposes of this hypothetical, that 11.8% of the remaining statewide funding gap between current funding and full implementation of LCFF is eliminated by additional funding provided in 2014-15. ** While the percentage of the remaining statewide funding gap that is eliminated each year will likely vary, this column again assumes the percentage is 11.8% for 2015-16 and that Sample USD expended the minimum amount for additional services for LI/EL/FY pupils in 2014-15 (the estimated total of supplemental and concentration grant funds for that year). ***Assuming annual LCFF funding that allows the state to reach full implementation in 2020-21. 8

LCFF Regulations – Proportionality LCFF “Gap” Funding for Low Income and English Learner Students (e.g., Economic Impact Aid) LCFF Supplemental 11.8% of “Supplemental Gap LCFF Supplemental Categorical Funding New LCFF Funding LCFF Supplemental 11.8% of “Base” Gap Continue Level of Effort LCFF Base Grant LCFF Base Grant Revenue Limit 2012-13 2013-14 LCFF Target, 2020-21 (est.) 9

Alignment of LCAP with Current District practices Implementation Planning Alignment of LCAP with Current District practices

A Plan for LCFF Coherence Regulations Templates Rubric Define Clarify key terms and conditions to support local implementation that achieves LCFF implementation objectives Organize and Communicate Demonstrate through the development and sharing of the LCAP that local implementation supports LCFF implementation objectives and regulations Assess and Indicate Assistance Provide a process for assessing performance and identifying assistance based on review of the LCAP that meets specific areas of need related to LCFF implementation objectives and regulations Connecting Elements/Guiding Principles Performance-focused – relationship between plans, funding use, and outcomes for students Simplicity and transparency Student-focused – local identification of needs, provides equitable opportunity State priorities – define metrics, but rely on local determination of measurement Stakeholder Engagement – parents, community, educators 10

Some Big Questions How does this affect district and school planning? What and how will the Local Control and Accountability Plan be used? What consequences will exist? What type of intervention assistance will be offered or required? 11

Some Big Questions How does my district approach multi year planning? How much will my district receive in 2014-15? How does a district approach site allocations? How does LCFF impact the use of federal funds? What’s “base” for state and local funding? 12

The Biggest Question of All How does LCFF change our ability to meet student needs? For some, translates into more funding Allows for more flexibility in use of Economic Impact Aid But, needs of low income and English Learners still must be met 13

As you begin to implement… Consider: How will you track use of funds? How much is attributable to “unduplicated pupils”? What are your 2-3 talking points to communicate information about LCFF to: School Board Principals Parents and Community 14

Local Control and Accountability Plan Williams requirements Implementation of the academic content and performance standards adopted by SBE Parental involvement Pupil achievement Pupil engagement School climate The extent to which pupils have access to, and are enrolled in, a broad course of study And, pupil outcomes, if available, in the subject areas comprising a broad course of study. 15

Local Control and Accountability Plan Encourages telling a story of support, impact, and improvement Emphasis on good planning, communication, and engagement Organization: Stakeholder Engagement Goals and Progress Indicators Actions, Services, and Expenditures 16

Local Control Accountability Plan EXAMPLE: Preparation Activities 17

Performance Based Thinking LCFF is an opportunity (and possibly an incentive) to implement a performance based budget Fund that which contributes most to performance How do we currently factor in performance to our budgeting? What would it look like to plan for performance? Procedures Culture Budget 18

Keys to Performance-Based Budgeting Data with analysis Persistence Understanding of planning and performance assumptions Theory of action, logic model, etc. 19

Keys to Performance-Based Budgeting Criteria for evaluation Starting with priorities and values Expectations Information to evaluate Stakeholder engagement Simplicity over complexity 20

DEVELOPING YOUR DISTRICT lcap Planning, Communicating and Engaging DEVELOPING YOUR DISTRICT lcap

Mapping a Course With LCFF Are we ready to work together? Understanding of roles, responsibilities, and expectations What are the needs, goals, and actions that will change outcomes for students? Are we aiming for involvement or engagement? What information and support is needed to be engaged? 21

District Planning Cycle Adoption of Vision/Story & Goals Assessment of Needs and Capacity Identification of Desired Outcomes for Students Identification and Selection of Evidence-Based Services and Actions Celebration of Success and Appropriate Modifications Monitoring of Progress Identification of Metrics for Measuring Progress Implementation of Programs and Practices Expenditure Decisions to Support Services and Actions 22

Clearly Communicate Planning process goals, activities, and timeline Any specific decision-making parameters Who will participate in a core Planning Coordination Team Who will facilitate the process The basis for stakeholder involvement and selection 23

Clearly Communicate Expectations for stakeholder contributions The decision-making process and authority Ways of raising constructive questions or concerns Progress made over time 24

Authentic Engagement Requires us to be purposeful in order to answer; To what end do we plan to engage people?” What do we hope to achieve? Based on what contributions? 25

Authentic Engagement Establish what mode(s) of communication are most appropriate to the planning process: Dissemination: transmit information or new meaning Dialogue: build understanding and explore assumptions Discussion: form plans, interpret information, and solve problems Collaboration: co-produce or create something in a group or across organizations Deliberation: weigh options and make decisions 26

Authentic Engagement Authentic engagement provides the ability to see and articulate why a plan was different because of stakeholder engagement In other words, authentic engagement reflects that stakeholder contributions matter 27

Stakeholder Engagement Establish and communicate expectations for example: Stakeholders—especially parents and community members—will become knowledgeable about how LCFF/LCAP is likely to change student opportunities School leaders and stakeholders are clear about what contributions stakeholders can/should make to support the LCAP process Stakeholders contribute in concrete ways at specific points in the LCAP process (e.g., interpreting student data/experiences, making suggestions, providing feedback) 28

Don’t Ask Stakeholders for Input You Don’t Have a Plan for Using! Don't ask for input you can't or won't use (e.g., where your priorities are largely already established by the Board's long-term plan, your demographics and/or federal and state laws. This can/should be shared to set the stage for the community--should be about building understanding and commitment and setting parameters within which all stakeholders will/must work (otherwise 2 things are likely to happen: community will share feedback and not feel heard or priorities will balloon beyond what is reasonable to implement fully or effectivel 29

Develop A Stakeholder Involvement Timeline Team Activity Develop A Stakeholder Involvement Timeline

Creating Vision A district’s vision statement establishes the “ideal” state that a district hopes to help achieve It should also be the “north star” that provides the long-term direction and inspiration for the district 38

Some Questions? What will this district contribute to the lives of students, families, communities, employers, and society more generally? What is the story about how students will succeed in the future? 30

Indentifying Priorities A priority is a fundamental issue the district chooses to address Priorities provide direction for how to pursue a larger, more abstract vision Although priorities may represent desired ends, they are not necessarily attainable or quantifiable Priorities represent the intermediate picture of “where” the district is going 31

Stakeholder Information Needs Process Point Expected Stakeholder Contributions (based on knowledge, experience, role, and interests) Stakeholders Selection Process Stakeholder Information Needs Adoption of Vision and Priorities Identify and share any existing vision and priorities for the District; formally adopt vision and priorities School Board (with Superintendent support) Identify and communicate parameters or criteria that shape—or should shape— the District’s vision and priorities (e.g., federal and state requirements, prior commitments, community demographics, etc.). Planning Coordination Team Don't ask for input you can't or won't use (e.g., where your priorities are largely already established by the Board's long-term plan, your demographics and/or federal and state laws. This can/should be shared to set the stage for the community--should be about building understanding and commitment and setting parameters within which all stakeholders will/must work (otherwise 2 things are likely to happen: community will share feedback and not feel heard or priorities will balloon beyond what is reasonable to implement fully or effectively). Completed By: ______________ 32

Assessment of Gaps and Capacity Don’t focus on what you already know….. Surprise yourself! This may mean: Asking different questions—ask three questions you’ve never asked before Looking at different kinds of data Bringing new people into the room Analyzing data differently 33

Indentifying Outcome Outcomes are clear, concrete statements of the changes a district aims to make in support of student success Outcomes represent “what” the district is trying to accomplish What, specifically, will be improved for students? What will they be able to do differently? . It is about what kids are doing and not about what adults are doing. The outcome should be based on identified priority areas and will guide decisions about how the district allocates its primary resources. 34

Stakeholder Information Needs Process Point Expected Stakeholder Contributions (based on knowledge, experience, role, and interests) Stakeholders Selection Process Stakeholder Information Needs Identification of Desired Outcomes Completed By: ______________ 35

Identifying Strategies Strategies are either: Evidence-based A promising program or practice Strategies are not highly detailed tasks, but programs or practices adopted based on evidence about how they are likely to support desired outcomes for students A specific course of action—a program or practice. This is “how” the District will act to achieve its desired outcomes. 36

Identifying Strategies Strategies should guide decisions about resource allocation (time/attention, money, expertise, etc.) What major steps will be taken? Who will take them? A specific course of action—a program or practice. This is “how” the District will act to achieve its desired outcomes. 37

Stakeholder Information Needs Process Point Expected Stakeholder Contributions (based on knowledge, experience, role, and interests) Stakeholders Selection Process Stakeholder Information Needs Identification & Selection of Evidence-Based or Promising Programs & Practices Completed By: ______________ 38

Progress Indicators Progress indicators are statements about what districts will measure to determine: How well their efforts/strategies are achieving desired outcomes for students To what extent they are implementing key strategies in an effective manner 39

Stakeholder Information Needs Process Point Expected Stakeholder Contributions (based on knowledge, experience, role, and interests) Stakeholders Selection Process Stakeholder Information Needs Identification of Progress Indicators Completed By: ______________ 40

Take Stock of Current Plans for Alignment to State Priorities Team Activity Take Stock of Current Plans for Alignment to State Priorities

Strategic Planning Activity 41

Discuss/Develop A methodology to Prioritize LCAP Goals Team Activity Discuss/Develop A methodology to Prioritize LCAP Goals

The Role of Management and Leadership We often find that sound plans are in place with reasonable budgets, yet the change fails to yield results because of a failure of implementation This is not a planning or budgeting problem, but a management and leadership problem Management involves paying attention to the tactical needs of a strategic plan Getting people to change what they do in support of students, requires leadership 42

Report Out What did your group accomplish? What questions remain? 43

For More Information lcff.wested.org www.cde.ca.gov Ann Hern ahern@wested.org Ginni Davis vdavis@wested.org Laura Lara-Brady llbrady@wested.org Jannelle Kubinec jkubinec@wested.org